Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time. Almost all people have times in their life when they feel that they are not in control of the events that happen to them. There are often times when others seem to have more power over people than they do over themselves. This can create a strong feeling of power imbalance between oneself and another person. Sometimes, this can be because of a positive power imbalance, in the case of a mentor, advisor, or supervisor who uses his or her authority to guide and teach others. Sometimes, however, this can also be because of a negative power imbalance, in the case of a boss who bullies; a boyfriend or a girlfriend who can be emotionally and physically threatening; or in the case of a confrontation, one person initiating violence against another. In the United States and in other countries around the world, power imbalances are often commonly experienced by populations who may be political or social minorities because of their gender, race, tribal and ethnic association, or socioeconomic status. Consequently, discrimination may occur as a way of preserving the status quo as a means of preventing others from accessing multiple public and private services, credit, employment, and housing opportunities, for example.   As people bring the personal into the professional, self-awareness is important for homeland security personnel when working and intervening successfully with critical incidents that may involve culturally diverse responders, survivors, and perpetrators. Coping with unpredictable and ongoing situations of crisis and terror can arouse personal feelings of helplessness and lack of control. It is important, therefore, to understand what particular coping strengths you can bring into such a situation, your ability to respond to and manage such a situation, and what your capacity is to learn from such events for future use. Therefore, looking back over your own life, choose a situation in which you experienced a major power imbalance while interacting with another person that either assisted or prevented you from meeting your aims. This could be, for example, with a former boss, coach, teacher, parent, or friend who had some kind of authority over you when the incident occurred.    Assignment Guidelines · This paper should be between 750–1,000 words and will be written in 3 parts: · The first part should be labeled "Part 1: What Happened." · Insert as much objective detail as you can remember, in as factual a manner as possible.  · The second part should be labeled "Part 2: Looking Back." · Insert what you felt your response was to what happened during the event. · The third part should contain discussion regarding 2 additional aspects and should be labeled "Part 3: What I Lear.

1. Weekly tasks or assignments (Individual or Group Projects) will
be due by Monday and late submissions will be assigned a late
penalty in accordance with the late penalty policy found in the
syllabus. NOTE: All submission posting times are based on
midnight Central Time.
Almost all people have times in their life when they feel that
they are not in control of the events that happen to them. There
are often times when others seem to have more power over
people than they do over themselves. This can create a strong
feeling of power imbalance between oneself and another
person. Sometimes, this can be because of a positive power
imbalance, in the case of a mentor, advisor, or supervisor who
uses his or her authority to guide and teach others. Sometimes,
however, this can also be because of a negative power
imbalance, in the case of a boss who bullies; a boyfriend or a
girlfriend who can be emotionally and physically threatening; or
in the case of a confrontation, one person initiating violence
against another.
In the United States and in other countries around the world,
power imbalances are often commonly experienced by
populations who may be political or social minorities because of
their gender, race, tribal and ethnic association, or
socioeconomic status. Consequently, discrimination may occur
as a way of preserving the status quo as a means of preventing
others from accessing multiple public and private services,
credit, employment, and housing opportunities, for example.
As people bring the personal into the professional, self-
awareness is important for homeland security personnel when
working and intervening successfully with critical incidents that
may involve culturally diverse responders, survivors, and
perpetrators. Coping with unpredictable and ongoing situations
of crisis and terror can arouse personal feelings of helplessness
and lack of control. It is important, therefore, to understand
what particular coping strengths you can bring into such a

2. situation, your ability to respond to and manage such a
situation, and what your capacity is to learn from such events
for future use.
Therefore, looking back over your own life, choose a situation
in which you experienced a major power imbalance while
interacting with another person that either assisted or prevented
you from meeting your aims. This could be, for example, with a
former boss, coach, teacher, parent, or friend who had some
kind of authority over you when the incident occurred.
Assignment Guidelines
· This paper should be between 750–1,000 words and will be
written in 3 parts:
· The first part should be labeled "Part 1: What Happened."
· Insert as much objective detail as you can remember, in as
factual a manner as possible.
· The second part should be labeled "Part 2: Looking Back."
· Insert what you felt your response was to what happened
during the event.
· The third part should contain discussion regarding 2 additional
aspects and should be labeled "Part 3: What I Learned and How
I Can Apply It."
· Write about the lessons that you learned from this experience.
· Consider your future career as a homeland security or
emergency management professional.
· Consider what advice you would offer if a friend, relative,
or fellow professional had faced a similar situation to what you
faced.
· When choosing an event, pick an occurrence that you feel has
been resolved to a great degree in your mind.
· It is not the purpose of this assignment for you to re-
experience a feeling of trauma and feel upset; rather, you should
be able to choose an incident that you feel that you have learned
and gained wisdom from.

3. Power of One (Part 1)
Kimberly Kimbrough
EDU 635
September 7, 2015
Romona White
POWER OF ONE
1
POWER OF ONE
6
Power of One
In every child’s life, there should be someone who can provide
specific building blocks that will gradually lead them to a
healthy sense of development. With developmental assets
utilized, a child can grow up responsible, caring, and healthy.
Every child’s life is important, which is why it is necessary for
the community to get involved when a child is troubled, looking
for role models, and even learning cultures in order to accept
others who may not look the same as they do.
My initiative would be, to bring the youth of our neighborhood
closer together and to teach them to respect one another. This is
something that must be taken very seriously due to the many
violent acts that have, lately, occurred not only within our
community, but in society. It is essential to build a healthy
community where children can have the chance to be completely
focused and have full participation within society. This will

4. allow the youth the tools to show their creative side and feel a
sense of appreciation. The youth of lower income
neighborhoods, similar to a few areas in Fayetteville, NC, as of
now, have constrained access to public services and they require
the opportunity to create essential verbal and psychological
aptitudes so they can achieve more perplexing abilities,
assignments, and complex substance in academic areas. It is
vital for to not give up on themselves; which means they must
have a safe place where they feel a feeling of cultural belonging
and a way to enhance their self-esteem is essential in the youth
sense.
In my vision, I would like to bring our youth from diverse
backgrounds, together as a one community. When our
neighborhood begins to fill with a variety of new children; they
should feel welcomed, accepted, and a sense of security from
youth and adults. As a caring community, our welcoming
committee will greet new neighbors with a small gift and a card
letting them know they are welcomed and we are here for them
if they are ever in need. It can become discouraging when
feeling as if you are not welcomed in a new place. The
welcoming committee is just one way to assure the families and
children that they are welcomed to the area and provide cultural
competence.
My mission would be to have the community plan a community
block party with a theme based on the youth. There will be both
adult and youth volunteers planning and running various
activities that will help make the new neighbors feel as if they
have always been a part of the community. The first activity
will consist of the community leader giving a short welcome
speech, then allowing the new community members to stand and
be recognized. I would also like for the community to develop a
youth center for the children, so that they can have central place
to go for fun and life lessons. When a community comes
together it builds a social and emotional learning area for
children and parents. The center will allow the community to
learn how to work as a team on different plans, communicate

5. amongst each another and learn how to work as a team to
resolve issues. These activities are not just the best
developmental source for the children, but for parents and other
adults to not feel like outcast; which could influence a child’s
self-stem and emotional state. This is a great way to prepare for
ones future success in life and in the community.
Race
One race
%
White
59007
48.76%
Black or African American
51338
42.42%
American Indian and Alaska Native
1331
1.1%
Asian
2653
2.19%
Asian Indian
383
0.32%
Chinese
218
0.18%
Filipino
380
0.31%
Japanese
251
0.21%

6. Korean
917
0.76%
Vietnamese
214
0.18%
Other Asian
290
0.24%
Native Hawaiian and Other Pacific Islander
264
0.22%
Native Hawaiian
75
0.06%
Guamanian or Chamorro
110
0.09%
Samoan
43
0.04%
Other Pacific Islander
36
0.03%
Some other race
3062
2.53%
Two or more races
3360
2.78%
Hispanic or Latino and race

7. Total Population
121015
100.00%
Hispanic or Latino(of any race)
6862
5.67%
Mexican
2054
1.7%
Puerto Rican
2488
2.06%
Cuban
133
0.11%
Other Hispanic or Latino
2187
1.81%
Not Hispanic or Latino
114153
94.33%
White alone
56419
46.62%
Photo retrieved from
http://fayettevillenc.areaconnect.com/statistics.htm
“The child begins to learn about her or his own cultural identity
and to show acceptance of people who are racially, physically,
culturally, or ethnically different from her or him” (Search
Institute, 2005). Once a child is somewhat knowledgeable of
other cultures and backgrounds, he or she can begin to accept
other and will help to reduce discrimination and violence within
the community and throughout their lives. I chose the
developmental asset of cultural awareness and sensitivity
because my community’s demographics coincide with this

8. particular asset. As you can see, by the above chart, we have
many different races in our community. It would be difficult for
one race not to encounter another, so it is important for us, as a
community, to teach our youth that it is okay to accept and
interact with other races.
Another developmental asset that is important in my initiative is
neighborhood boundaries. “Neighbors encourage the child in
positive, acceptable behavior, as well as intervene in negative
behavior, in a supportive, nonthreatening way” (Search
Institute, 2005). Neighbors within the community will serve as
somewhat of a second parent to our youth. If children of
different races are being bullied or not being treated fairly, it
will be the duty of the community to address the issue, try to
resolve it, and let the child parents know what is going on. Or if
a child needs someone to confide in, but cannot talk to their
parents alone or at all, then the child should feel comfortable
with going to a neighbor for support.
As adults, it is our duty to guide the young minds in our
community in a way that they respect themselves and others as
their equal. To prevent violence, racism, and low self-esteem, as
a community, we must come together, create a plan, and
implement the steps toward molding our youth into
knowledgeable adults. The culture of others is something we all
will face in our lives and should never become an issue. We
must teach our children to work together and relay on life
lessons to get them through any trying situations.
References
Areaconnect. (2015).Fayetteville City, North Carolina Statistics
and Demographics (US Census

9. 2000). Retrieved on September 7, 2015
from http://fayettevillenc.areaconnect.com/statistics.htm
Search Institute. (2005).Developmental Assets for Early
Childhood. Retrieved on September 7,
2015 from http://elf2.library.ca.gov/pdf/ChildAssetsList_3-
5_SearchInstitute.pdf