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Summary : Alice, Jill, Claire, Chris, Leon, Ada, and Wesker rush to The Hive, where The Red Queen plots total destruction over the human race.

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Picking up immediately after the events in Resident Evil: Retribution, Alice (Milla Jovovich) is the only survivor of what was meant to be humanity’s final stand against the undead. Now, she must return to where the nightmare began – The Hive in Raccoon City, where the Umbrella Corporation is gathering its forces for a final strike against the only remaining survivors of the apocalypse.
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Justen’s Story.

I graduated from the university of New Hampshire in 2005, with a degree in English Teaching. I spent my subsequent years thoroughly enjoying World of Warcraft, where I squandered three years of my early to mid 20’s. I moved to California out of boredom where I applied to be a substitute teacher. I met my wife there and eventually we moved back to New Hampshire and had a child, Atticus.

Once my son was born, A fire was lit in me. I got a job working for Making Community Connections Charter school in Manchester. Because I hadn’t applied my degree as of this time, I felt out of practice. MC2 did wonders for me because they were able to mold me into a free thinking and very creative teacher, rather than one jaded by the public school system.

I really appreciate the pedagogy I am learning here at my school. Our school is competency based, not based on time in the seat. Essentially what this means is that students need to demonstrate proficiency through evidence of their understanding rather then just be present in the chair while the instructor is teaching. Because of this, students become the “driver” of their own individualized learning plans. I truly believe in a competency based education system. Competency based learning’s ultimate goal is mastery; a consistent successful application of a set of skills, knowledge, and behaviors to complex problems and novel solutions. Competency based learning aligns with our schools power standards; Endurance, Leverage, and Readiness.

We employ cutting edge strategies from the pedagogical world such as: Think kids (strategies to employ with student behavior), SMARTS curriculum ( a look at neurodevelopment constructs), Thoughtful classroom (for managing a classroom, from behavior to lesson planning), U.B.D. or Understanding By Design (a strategy to employ around planning lessons and structuring the classroom,) 4MAT (an understanding that people learn in different ways and strategies to help different learners learn best for them.) Because we have resources available and the training on how to employ these resources, our school model is much different than any traditional school or other charter school out there.

Working as a high school English Teacher for the last two years at my school has been the best work experience of my life. I truly appreciate my job. It is challenging at times but the students really need my help and I feel rewarded for helping them. No other job has ever felt so rewarding to me. I have helped an autistic student with speech impediments over come his shyness and present publicly in his exhibitions, with great success. I have helped many students develop their own interests into meaningful projects where the student earns credit for exploring those interests, all the while never loosing engagement. It has been a pleasure working for Making Community Connections Charter School, I know my life has been affected in many positive ways, as well as the lives of many students I have had the pleasure of working with.

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Learning how to crack the code on Algebra

In 8th grade, I was enrolled in Algebra 1 at Coronado Middle School in Kansas City, KS without progressing through the standard channels. The adverse experience of working under the tutelage of a horrible teacher, yet, working with my mother on math problems until 3:00 am, extracted a level of resilience that had never surfaced prior to that school year. Now, 27 years later, I serve as the Math/Science Teacher Leader at my high school alma mater.

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Art, designs and friendship!!!

I used to draw really interesting designs around words, like really amazing paintings! This was about 20 years ago in high school and middle school. Recently, in the last four years, I began drawing again. In the same fashion!!! In the same way! I had many art shows using these designs. All my friends love my designs for about 20 years now!!!! When I felt bored, or lost hope, I would draw in this way. Recently I painted and drew in the same way, doing many art shows! Love to everyone! EVA.

I also did writing- many stories and poems.

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My New School

The most recent and perhaps most powerful learning community experience has to be the movement to my new school. Change is always hard but who should know that better than a teacher of 18 years. I was starting all over again. My new school was a totally new experience with new staff and students. I have never worked in a school that exhibited true professional collaboration. We had team meetings regularly and were constantly asked to get involved in decision making. Teacher leadership was promoted and staff members were encouraged to use their creativity in all situations. We were given the autonomy to choose our own lessons and collaborate with one another across grade levels. We have true PLC’s in action. I am glad that I made the move to an environment in which I am celebrated and not tolerated. Walking into my classroom everyday and being greeted with an excited “Good Morning” and “What are we doing today?” reminds me of why I teach and the importance of my job.

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Mr. Halvorson

My most powerful personal experience in a learning community did not take place inside of classroom walls. In fact, I was in bed, missing my sixth-grade Christmas party due to the dreaded chicken pox. What timing! I had been looking forward to the event for weeks. Everyone was bringing in treats, and our teacher had a number of games and prizes planned. Meanwhile, I was miserable at home, trying not to scratch myself silly.
About an hour after school had ended for the day, a knock sounded on our door. This might be a good time to mention that I lived a half-hour from town, at the top of Mount Kilkenny. Our driveway (AKA York Pond Road) was about five miles uphill. There were only three houses at the top of the mountain, all lived in by employees of the Berlin Fish Hatchery. Knocking at the door was a foreign occurrence.
My mother opened the door to find my teacher, Mr. Halvorson, complete with bow tie and sweater vest, standing in the frigid mountain air. In his hands he held a bakery box. He had personally stopped at a bakery and bought me an assortment of goods. On top of that, he brought what must have been half the contents of the Christmas pinata, not to mention a number of word games to keep me busy.
This might sound more like a case of sugar-shock than personal learning, but it wasn’t. l’ll admit, I don’t remember much of what Mr. Halvorson taught me about Egyptian pyramids. What I took away from my year with him was an understanding of how to be human. With his actions, he taught me the meaning of caring and inclusion. I did not really fit in with my peers, but he always found a way to make me feel like I had a place in our community.

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My Most Inspiring and Connected Learning Community

I grew up in a middle class Catholic family. Even though both my parents worked in the field of public education me and my siblings attended various Catholic schools while growing up.

I entered Holy Rosary in 3rd grade. My family had moved to the small town I grew up in when I was 5 years old. I did not enter Catholic school until 3rd grade due the school not being able to accommodate me and my 4 siblings when we first moved.

For the next 6 years I was in the same class with the same, give or take, 25 students. We experienced many things together. There is a huge difference between attending a local neighborhood public school versus a small Catholic K to 8th grade where students, parents and parish are all linked due to religious beliefs.

We recently met at a fellow classmate’s home for our 35th class reunion and after 20 minutes it seemed as though we were right back in our small school.

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Sometimes when you fall, you fly.

I’ve always profited from taking risks with my education. Not to say that my most insightful papers were written in a batting cage, or that I had a moment of enlightenment whilst reading poetry on a 10 story ledge, but my experience has been that when you ignore that little doubtful voice in the back of your mind and jump in before testing the water, you can circumvent comfort and open yourself to experiences that many people deprive themselves of due to irrational caution. Don’t do this. The water is fine.

An example. I was a transplant my sophomore year of college at UNH. I found myself with two years of college level learning under my belt, but was denied a higher level seminar-style class in anthropology that was reserved for juniors and seniors. I had heard that it was a really good class… So I went anyway.

This was an advanced class in anthropological theory and we spent a lot of time pouring over very old texts written in the most dense language that one can imagine this side of a legal notice of foreclosure. But the other students were “on” the moment they walked in to the class that first day. They were all very excited for class to begin and it was primarily due to our unique professor.

This man would swoop into the room two or three minutes after the start of class, tear off his tweed jacket, undo his tie, take off his shoes and pound a cup of coffee before greeting us and letting us in on a little “behind the scenes” knowledge of what was going on in the department. Then it was right on to business. There was learning to be had.

I was taken aback at first, and really had no idea what to expect, but I found myself mesmerized, and drawn into the work. We read Kant, Morgan, Weber, Engels, Boas, Freud, Sartre, Lyotard… and many more. Our professor lost his train of thought from time to time and we bogged down on semiotics once in a while, but he knew these people’s work inside and out. Not just the theory, but their lives and the circumstances which brought them to write what they had written.

It was a revelation to me. Context counts. You can make things come alive for people… not by playing a clown, but by being truly knowledgeable. Not only with the material, but with how people respond to the material and how to make them a part of the narrative.

It was a powerful class. I learned more in that one seminar than any other like it after, and it never would have happened without that initial acceptance on my part to step WAY outside of my comfort zone in the pursuit of learning. Had I listened to the restrictions that others were trying to place on my learning I would have missed out completely, this lightning only struck once, so to speak.

Some advice. Step out over that water and try something that really challenges you. It might not always be the recommended course of action, but if you have an open mind and seek value from the experience, you’ll find it in abundance.

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Suzuki violin

I think I learned more about teaching and learning from my training as a Suzuki violin teacher than from anything else I have studied.

I first encountered this method as a traditional teacher who took a pair of students who had just moved to town from a big established Suzuki program elsewhere. It astounded me that the mother came to the lesson and wrote down everything I said. They treated each bit of instruction as a gold nugget and got very excited about my suggestions. The following week they showed up having mastered every bit of what I had assigned and were hungry for more. Normal students were nothing like that, in my experience. This family knew how to learn and somehow they had been taught to learn this way. I was fascinated and decided to learn more about the method.

I took teacher training through book four and when I used it in my studio teaching the results were amazing. I learned SO much about how children learn and the importance of play, imitation, preview and review and so very many other things. This happened thirty years ago and I have done a lot of stuff in education since then, but nothing has prepared me to be a teacher as well as those years in Suzuki did.

Now I am a public school teacher and mired in NCLB and the stupidity of teaching to the test. I still use what I learned from Suzuki and later from Orff training as the foundation for how I teach.

I am focused on how children learn rather than on how I teach, or at least I try to be.

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With a Song in my Heart

As a junior high school student I began to have a special interest in singing. I was encouraged by my music teacher and then in high school I participated in as many singing groups as I could. One of the groups was our high school select choir which sang some spectacularly wonderful and challenging music. There was such a sense of dedication, commitment, and solidarity in this group achieved in part by our choral director. Somehow he made all of us respond to music which was new and unfamiliar, we might not have started out with an interest in the music but as we continued working on it our understanding grew, our love of the music grew. What was it that he/we did? It wasn’t just that we practiced and practiced there was something we found in the music that touched new and deep places in us. How else could we have pulled off performing so much difficult and beautiful music?

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