Category: Curriculum & Instructional Design

  • [Solved] Education Mr. Wuffles Book Assignment.

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    Decode the speech bubbles on each page of the book Mr. Wuffles. After decoding the entire book, complete the reflection questions. There isn't a word count or page number requirement for the reflection. The questions just need to be answered completely and thoroughly. I have included the PDF for the…

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    Assignment Prompt & Instructions

    Decode the speech bubbles on each page of the book Mr. Wuffles. After decoding the entire book, complete the reflection questions. There isn't a word count or page number requirement for the reflection. The questions just need to be answered completely and thoroughly. I have included the PDF for the book in the word document as well as a video of my professor further explaining the assignment. You only have to complete part 1 & 2 of the assignment.

    Due at 11 pm tonight!

    No AI!

    – [\
    \
    GMT20240909-145411_Recording_1920x860.mp4.zip](https://www.sweetstudy.com/files/gmt20240909-145411-recording-1920×860-mp4-zip "GMT20240909-145411_Recording_1920x860.mp4.zip")
    – [\
    \
    Mr.WufflesProjectFA24.docx](https://www.sweetstudy.com/files/mr-wufflesprojectfa24-docx "Mr.WufflesProjectFA24.docx")
    – [\
    \
    MrWufflesDetails.docx](https://www.sweetstudy.com/files/mrwufflesdetails-docx "MrWufflesDetails.docx")

    – 2 years ago

  • [Solved] W1RE

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    – 2 years ago **files (1)** – ## W1Reply.docx **## W1Reply.docx** **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## W1Reply.docx

    **## W1Reply.docx**

    **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.

    As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.

    **Classmate One (Amy):** Artificial intelligence is evolving rapidly as the demand for AI continues to grow. Applications, websites, and everyday technology have increasingly integrated AI tools to assist with daily tasks. While AI aims to provide convenience and improve time management, challenges arise from its incorporation into the education system. My current school's mission and vision emphasize global learning and career and technical education while promoting innovative excellence for all students. Although the use of AI aligns with the school's mission and vision, fostering independent problem-solving among students remains the ultimate goal. There are clear pathways for developing students' thought processes. Hew et al. (2019) elaborate on the alignment between Vygotsky’s theory and social learning theory, illustrating how it has furthered students' proximal development. This social learning theory does not advocate for the exclusive use of AI by students and staff; instead, it supports leveraging AI to enhance the learning experience for specific skills or processes. A person’s ability to engage socially while possessing more knowledge than another is crucial for understanding social development theory. However, individuals may not need to utilize their knowledge when AI readily assists them. While AI can provide information, it is not always accurate, causing those who rely solely on it to repeat incorrect information or lack problem-solving skills.

    Moreover, preparing schools and the education system for the integration of AI is crucial, as the landscape is continuously evolving, and students and staff are utilizing this tool without adequate training or a comprehensive understanding of its capabilities. Educators must anticipate the need for staff members to manage AI data, acceptable use policies (AUP), and processes, as well as to allocate budgets properly and train personnel for these roles. According to the Council of the Great City Schools (2023), staff development and professional training are essential to monitor, instruct, and formulate appropriate policies that align with AI and the school’s code of conduct. The use of AI to support instruction, communication, research, and technology operations necessitates support staff to create alignment with district policies and to provide the necessary learning for students to meet state standards and succeed in their courses. Additionally, generated content can indicate compliance or non-compliance, revealing insufficient administrative resources to build capacity in the AI sector. The district budget needs to accommodate staff and develop handbooks or resources that help students and teachers understand the benefits and challenges of AI in everyday instructional materials. Another challenge to consider in preparing school districts for AI is the issue of plagiarism and the appropriate consequences. While AI can sometimes go undetected, this introduces uncertainty when addressing cheating or copyright issues, which are part of the broader challenges of using AI.

    **References:**

    Hew, K.F.,  Tang, M.L., Jia, C., Low, C.K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50 (3), 956-971.
    [http://doi:10.111/bjet.12770](http://doi:10.111/bjet.12770)

    Council of Great City Schools (2023). K -12 generative AI readiness checklist. Lead Partners. https://www.cgcs.org/genaichecklist

    **Classmate Two (Ramon):**

    Artificial Intelligence (AI) has become a disruptive force across multiple sectors, with education being one of the most promising areas of transformation. As AI tools continue to evolve, educators are faced with both exciting opportunities and substantial challenges. One key question that arises is: How can AI become a valuable tool to augment the educator’s role, allowing them to focus on higher-order thinking skills and fostering positive student-teacher relationships?

    AI has the potential to enhance the role of educators by automating tasks that traditionally consume significant amounts of their time, such as grading, scheduling, and administrative duties (Brynjolfsson & McAfee, 2017). By offloading these routine tasks to AI, teachers can dedicate more time and energy to engaging students in higher-order thinking skills, such as critical analysis, problem-solving, and creativity, which are at the heart of deeper learning. This shift aligns with Bloom's Taxonomy, which emphasizes the importance of fostering higher cognitive skills, such as evaluation and creation, in contrast to lower-level skills like memorization (Anderson & Krathwohl, 2001).

    AI-powered systems can also facilitate personalized learning experiences, adjusting to the needs of individual students. For instance, intelligent tutoring systems can provide real-time feedback, helping students progress at their own pace and allowing teachers to better support those who may need additional assistance (VanLehn, 2011). With AI handling the more mechanistic aspects of education, teachers can focus on building positive relationships with students, promoting emotional intelligence, and encouraging collaborative learning environments.

    However, while AI offers considerable benefits, it also poses potential drawbacks. A major concern is the risk of dehumanizing education. AI, for all its sophistication, lacks the emotional intelligence and empathy that human educators bring to the classroom, which are essential for fostering a sense of community, trust, and belonging. As education becomes more dependent on AI, there is the potential for students to feel isolated or disconnected from their instructors (Selwyn, 2019). Furthermore, the widespread integration of AI may inadvertently exacerbate educational inequalities. Access to cutting-edge technologies and personalized learning experiences may not be equally distributed, thus deepening the digital divide and perpetuating existing disparities in education (Williamson & Piattoeva, 2021).

    In conclusion, AI has the potential to revolutionize education by enabling educators to focus more on fostering higher-order thinking skills and positive student-teacher relationships. However, this technological shift must be carefully managed to ensure that AI complements, rather than replaces, the human aspects of teaching that are integral to the educational experience. Future research should prioritize exploring strategies for balancing AI integration with maintaining the social, emotional, and ethical dimensions of education, ensuring that all students benefit from these innovations.

                                                                                     References

    Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

    Brynjolfsson, E., & McAfee, A. (2017). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.

    Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.

    VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.610444

    Williamson, B., & Piattoeva, N. (2021). Education governance and datafication: Analyzing the educational implications of data-driven decision-making in schools. Learning, Media and Technology, 46(1), 1–19. https://doi.org/10.1080/17439884.2020.1776357

    **## W1Reply.docx**

    **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.

    As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.

    **Classmate One (Amy):** Artificial intelligence is evolving rapidly as the demand for AI continues to grow. Applications, websites, and everyday technology have increasingly integrated AI tools to assist with daily tasks. While AI aims to provide convenience and improve time management, challenges arise from its incorporation into the education system. My current school's mission and vision emphasize global learning and career and technical education while promoting innovative excellence for all students. Although the use of AI aligns with the school's mission and vision, fostering independent problem-solving among students remains the ultimate goal. There are clear pathways for developing students' thought processes. Hew et al. (2019) elaborate on the alignment between Vygotsky’s theory and social learning theory, illustrating how it has furthered students' proximal development. This social learning theory does not advocate for the exclusive use of AI by students and staff; instead, it supports leveraging AI to enhance the learning experience for specific skills or processes. A person’s ability to engage socially while possessing more knowledge than another is crucial for understanding social development theory. However, individuals may not need to utilize their knowledge when AI readily assists them. While AI can provide information, it is not always accurate, causing those who rely solely on it to repeat incorrect information or lack problem-solving skills.

    Moreover, preparing schools and the education system for the integration of AI is crucial, as the landscape is continuously evolving, and students and staff are utilizing this tool without adequate training or a comprehensive understanding of its capabilities. Educators must anticipate the need for staff members to manage AI data, acceptable use policies (AUP), and processes, as well as to allocate budgets properly and train personnel for these roles. According to the Council of the Great City Schools (2023), staff development and professional training are essential to monitor, instruct, and formulate appropriate policies that align with AI and the school’s code of conduct. The use of AI to support instruction, communication, research, and technology operations necessitates support staff to create alignment with district policies and to provide the necessary learning for students to meet state standards and succeed in their courses. Additionally, generated content can indicate compliance or non-compliance, revealing insufficient administrative resources to build capacity in the AI sector. The district budget needs to accommodate staff and develop handbooks or resources that help students and teachers understand the benefits and challenges of AI in everyday instructional materials. Another challenge to consider in preparing school districts for AI is the issue of plagiarism and the appropriate consequences. While AI can sometimes go undetected, this introduces uncertainty when addressing cheating or copyright issues, which are part of the broader challenges of using AI.

    **References:**

    Hew, K.F.,  Tang, M.L., Jia, C., Low, C.K. (2019). Where is the “theory” within the field of educational technology research? British Journal of Educational Technology, 50 (3), 956-971.
    [http://doi:10.111/bjet.12770](http://doi:10.111/bjet.12770)

    Council of Great City Schools (2023). K -12 generative AI readiness checklist. Lead Partners. https://www.cgcs.org/genaichecklist

    **Classmate Two (Ramon):**

    Artificial Intelligence (AI) has become a disruptive force across multiple sectors, with education being one of the most promising areas of transformation. As AI tools continue to evolve, educators are faced with both exciting opportunities and substantial challenges. One key question that arises is: How can AI become a valuable tool to augment the educator’s role, allowing them to focus on higher-order thinking skills and fostering positive student-teacher relationships?

    AI has the potential to enhance the role of educators by automating tasks that traditionally consume significant amounts of their time, such as grading, scheduling, and administrative duties (Brynjolfsson & McAfee, 2017). By offloading these routine tasks to AI, teachers can dedicate more time and energy to engaging students in higher-order thinking skills, such as critical analysis, problem-solving, and creativity, which are at the heart of deeper learning. This shift aligns with Bloom's Taxonomy, which emphasizes the importance of fostering higher cognitive skills, such as evaluation and creation, in contrast to lower-level skills like memorization (Anderson & Krathwohl, 2001).

    AI-powered systems can also facilitate personalized learning experiences, adjusting to the needs of individual students. For instance, intelligent tutoring systems can provide real-time feedback, helping students progress at their own pace and allowing teachers to better support those who may need additional assistance (VanLehn, 2011). With AI handling the more mechanistic aspects of education, teachers can focus on building positive relationships with students, promoting emotional intelligence, and encouraging collaborative learning environments.

    However, while AI offers considerable benefits, it also poses potential drawbacks. A major concern is the risk of dehumanizing education. AI, for all its sophistication, lacks the emotional intelligence and empathy that human educators bring to the classroom, which are essential for fostering a sense of community, trust, and belonging. As education becomes more dependent on AI, there is the potential for students to feel isolated or disconnected from their instructors (Selwyn, 2019). Furthermore, the widespread integration of AI may inadvertently exacerbate educational inequalities. Access to cutting-edge technologies and personalized learning experiences may not be equally distributed, thus deepening the digital divide and perpetuating existing disparities in education (Williamson & Piattoeva, 2021).

    In conclusion, AI has the potential to revolutionize education by enabling educators to focus more on fostering higher-order thinking skills and positive student-teacher relationships. However, this technological shift must be carefully managed to ensure that AI complements, rather than replaces, the human aspects of teaching that are integral to the educational experience. Future research should prioritize exploring strategies for balancing AI integration with maintaining the social, emotional, and ethical dimensions of education, ensuring that all students benefit from these innovations.

                                                                                     References

    Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.

    Brynjolfsson, E., & McAfee, A. (2017). The second machine age: Work, progress, and prosperity in a time of brilliant technologies. W. W. Norton & Company.

    Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.

    VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. https://doi.org/10.1080/00461520.2011.610444

    Williamson, B., & Piattoeva, N. (2021). Education governance and datafication: Analyzing the educational implications of data-driven decision-making in schools. Learning, Media and Technology, 46(1), 1–19. https://doi.org/10.1080/17439884.2020.1776357

  • [Solved] HELP WITH REPLIES (2) DUE IN 24 HOURS

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    ATTACHED – 2 years ago **files (1)** – ## Mod5reply.docx **## Mod5reply.docx** Mod 5 reply The minimum length for each of your replies to classmates in order to earn any credit is 150 words. INDYAH: When I was getting ready to go on the date, I decided to wear a nice sundress even though I typically…

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    Assignment Prompt & Instructions

    ATTACHED

    – 2 years ago

    **files (1)**

    – ## Mod5reply.docx

    **## Mod5reply.docx**

    Mod 5 reply

    The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    INDYAH:

    When I was getting ready to go on the date, I decided to wear a nice sundress even though I typically wear a t-shirt and jeans most days. I also put on makeup and jewelry, even though those are not things that I normally wear.
    **This part of the date is related to Goffman’s concept of self-presentation. In Goffman’s dramaturgical model, he proposes that social interactions are like a theater production, heavily staged (Garner & Hancock, 2014, p. 340). Within this model, “Goffman implies that there is an element of calculation in most self-presentations.” This means that people may try to control how others view them, even if it is in a subtle way. In my example, I am presenting myself as someone who regularly spends time on my appearance and style, when behind the scenes, I do not spend much time on it at all.**

    When I went to the date, I did not know what to expect, but from observing his behaviors and the things that he would say, I became more comfortable and gathered that the date would go well. He was a gentleman and very kind. We also had a lot in common.
    **This is related to a theory utilized by Becker called grounded theory, where conclusions are drawn from observation (Garner & Hancock, 2014, p. 302). I went into the date with no expectations, but after observing my date’s behaviors and words, I was able to conclude that it would be a good experience.**

    The date started at a restaurant and ended at a karaoke bar. The entire night, I did not touch a door. Conversation flowed easily between the both of us. I listened to him speak about a lot of things and laughed at his jokes. He even paid for the entire date. We rarely spoke to anyone else besides each other, and we remained close throughout the night.
    **This part of the date relates to two concepts. The first concept is Becker’s version of exchange theory. Garner and Hancock (2014) state that “within this framework, individuals and groups are seen as generally cognizant of both their interests and their options for engaging in the exchanges” (p. 303). This means that people know their desired outcome and have different ways that they can try to achieve it. In this case, the way that we engaged in conversation was mutual. We gave each other undivided attention. He even paid for my meal, and in exchange I listened to him intently. It could even be said that the motivation behind his actions, such as opening doors and paying for the date, was for me to be more comfortable and secure, which I displayed in my interactions listed.**

    **The second concept related to this part of the date is Goffman’s concept of team performances. This concept stems from Goffman’s dramaturgical model in which he proposes that social interactions are like a theater production. According to Goffman, teams “refer to any set of individuals who co-operate in staging a single routine” (Goffman, 1959 as cited in garner & Hancock, 2014, p. 343). In this concept, two or more people work together in a scripted manner, playing off of the other’s role to have a certain impression on the audience. As a team in my example, I played a meeker role, allowing him to be more assertive. Although I typically open my own doors, pay for my own meals, speak more than I listen, and only laugh when I find something funny, these things were put aside for the sake of the team. This interaction impressed upon those around us that we may have been a couple. Additionally, Goffman speaks about the consequences of someone “giving the show away” (p.345). If the team is not on the same page, it will ruin the impression, as they are dependent on the other members. In this example, if I were to insist a split bill or engage in conversation with other men in the area, it would ruin the “performance.” He may no longer take on his assertive role, and we would no longer be viewed as a couple.**

    As the date went on, I became more comfortable physically. My body was almost always turned towards him. Throughout the night, I would touch his arm if the conversation called for it, or he might rest his hand on my waist as we are walking. We laughed all night, so I could tell we were enjoying each other’s company.
    **This part of the date relates to two concepts by Goffman. This first is the importance of face-to-face interactions. Goffman argues that face-to-face interactions allow for others to understand our intentions through nonverbal cues, such as body language and facial expressions (Goffman 1982, as cited in Garner & Hancock, 2014, p. 354). In this example, we were feeding off of each other’s body language. It communicated that we enjoyed being around one another. The second concept is Goffman’s idea of personal territoriality. Goffman believes that bringing our bodies with us to social interactions makes us vulnerable to unwanted physical interactions, such as robbery, assault, sexual molestation, and more (Goffman, 1982 as cited in Garner & Hancock, 2014, p. 355). However, we assume these risks going into any face-to-face interaction. After observing the situation’s safety, we may view the other person as unthreatening. This is what happened in my scenario. After speaking with my date and determining that he is not a physical threat to me, I became more comfortable with him physically.**

    After the restaurant, we went to the karaoke bar. At the karaoke bar, we decided to play a game of pool. I did not know how to play, but he was pretty good at it. He showed me how to play, and we decided to make a bet. Whoever won the game would buy our drinks. I ended up winning, and he bought us each a drink.
    **This part of the date relates to Goffman’s concept of frames. Frames are the way that we view situations. While Goffman believes that different individuals’ frames can be similar due to socialization, they typically vary due to a difference in perspective (Garner & Hancock, 2014, p. 350). While individuals can be experiencing the same situation, their differing perspectives will prevent them from experiencing it the same way (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). In the situation listed above, my date lost the pool game. From his perspective, he lost a game that he knew how to play to someone who did not know how to play. This happened while he was on a date and probably trying to impress me. In this situation, it is expected for someone’s pride to be hurt or for them to be embarrassed. However, Goffman states that “in many cases some of those who who are committed to differing points of view and focus may still be willing to acknowledge that theirs is not the official or ‘real’ one” (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). My date has been playing pool for a while, and I just learned that night. I picked the game up fast and beat him. His pride may have been hurt, but he was able to recognize that his perspective was not the only one, and that I may have just been excited to have successfully learned something new that day. When considering that, he decided to keep a good attitude despite losing the game.**

    Our next activity was to sing karaoke. I noticed that when I have an excessive amount of alcohol in my system, I am more confident, so before going up, I took two shots of liquor to shake off the anxiety and gain the courage to sing in front of everyone. I did this even though I was already feeling the effects of the drinks we had earlier in the night, and my date was not drinking anymore.
    **This part of the date relates to Becker’s idea that deviant behavior precedes deviant motivation (Becker, 1963 as cited in garner & Hancock, 2014, p. 304). Becker believes that deviant activity begins with “vague impulses and desires,” such as curiosity about the effects of the substance. Once experienced, people can begin to develop deviant motives over time, such as using the substance to escape reality. In this case, my deviant motive was to use an excessive amount of alcohol in an inappropriate situation) to cure my social anxiety. My deviant behavior of drinking excessively in an inappropriate situation may have been a pattern that I picked up when drinking socially in the past. I could have noticed how greater amounts of alcohol made me feel more confident. Therefore, I decided to drink an excessive amount before going up to sing karaoke.**

    The night ended shortly after. I Ubered home, and went straight to bed. I initially did not want to go on the date. I have had bad experiences with first dates in the past, because I hate surface level conversations, and I felt like this would be the same. Your encouragement along with the stories that you told me about him made me more comfortable to try again. I was able to discuss deeper things with him based on the information you gave me. It also seemed like a good idea because you already know and like him. We can all hang out together at times. I would love to go out with him again.
    **This closing thought about the date relates to Becker’s stages of using marihuana for pleasure, more specifically, learning to enjoy the effects. Becker stresses the importance of enjoying the experience of a high in becoming a marihuana user (Becker, 1963 as cited in Garner & Hancock, 2014, p. 309). When the initial experience fails to produce an enjoyable effect, the feeling can be redefined when trying again in a different context. This new context typically includes interactions with others who help by reassuring the novice user throughout the experience, turning their unpleasant experience into a pleasant one. While this is not exactly like the situation that I listed, it is similar. My previous experiences with first dates have been bad due to surface level conversations. However, by my friend encouraging me and giving me stories that would help me spark up deeper conversations, I was able to take an unpleasant characteristic of first dates (conversation) and turn it into a pleasant one. Then, like the path taken in Becker’s concept, I am looking forward to doing it again.**

    **This thought also relates to Becker’s rational choice theory. Garner & Hancock (2014) explain that people try to make the best decisions for themselves and those that they care about. In this context, “their choice criteria include…solidarity with a group such as…peers…” (p. 303). My choice to go on a date with a guy that I met through a mutual friend was made with my friends in mind. I figured that going on this date would be better than finding a stranger who my friend may not like, or who may not have a good relationship with my friend group. Since my friend already knows and likes this guy that she is setting me up with, dating him might increase solidarity within my friend group.**

    **References**

    Garner, R. & Hancock, B. H. (2014). Social theory a reader: Continuity and confrontation (3rd ed.). University of Toronto Press.

    ANA:

    When I was getting ready to go on the date, I decided to wear a nice sundress even though I typically wear a t-shirt and jeans most days. I also put on makeup and jewelry, even though those are not things that I normally wear.
    **This part of the date is related to Goffman’s concept of self-presentation. In Goffman’s dramaturgical model, he proposes that social interactions are like a theater production, heavily staged (Garner & Hancock, 2014, p. 340). Within this model, “Goffman implies that there is an element of calculation in most self-presentations.” This means that people may try to control how others view them, even if it is in a subtle way. In my example, I am presenting myself as someone who regularly spends time on my appearance and style, when behind the scenes, I do not spend much time on it at all.**

    When I went to the date, I did not know what to expect, but from observing his behaviors and the things that he would say, I became more comfortable and gathered that the date would go well. He was a gentleman and very kind. We also had a lot in common.
    **This is related to a theory utilized by Becker called grounded theory, where conclusions are drawn from observation (Garner & Hancock, 2014, p. 302). I went into the date with no expectations, but after observing my date’s behaviors and words, I was able to conclude that it would be a good experience.**

    The date started at a restaurant and ended at a karaoke bar. The entire night, I did not touch a door. Conversation flowed easily between the both of us. I listened to him speak about a lot of things and laughed at his jokes. He even paid for the entire date. We rarely spoke to anyone else besides each other, and we remained close throughout the night.
    **This part of the date relates to two concepts. The first concept is Becker’s version of exchange theory. Garner and Hancock (2014) state that “within this framework, individuals and groups are seen as generally cognizant of both their interests and their options for engaging in the exchanges” (p. 303). This means that people know their desired outcome and have different ways that they can try to achieve it. In this case, the way that we engaged in conversation was mutual. We gave each other undivided attention. He even paid for my meal, and in exchange I listened to him intently. It could even be said that the motivation behind his actions, such as opening doors and paying for the date, was for me to be more comfortable and secure, which I displayed in my interactions listed.**

    **The second concept related to this part of the date is Goffman’s concept of team performances. This concept stems from Goffman’s dramaturgical model in which he proposes that social interactions are like a theater production. According to Goffman, teams “refer to any set of individuals who co-operate in staging a single routine” (Goffman, 1959 as cited in garner & Hancock, 2014, p. 343). In this concept, two or more people work together in a scripted manner, playing off of the other’s role to have a certain impression on the audience. As a team in my example, I played a meeker role, allowing him to be more assertive. Although I typically open my own doors, pay for my own meals, speak more than I listen, and only laugh when I find something funny, these things were put aside for the sake of the team. This interaction impressed upon those around us that we may have been a couple. Additionally, Goffman speaks about the consequences of someone “giving the show away” (p.345). If the team is not on the same page, it will ruin the impression, as they are dependent on the other members. In this example, if I were to insist a split bill or engage in conversation with other men in the area, it would ruin the “performance.” He may no longer take on his assertive role, and we would no longer be viewed as a couple.**

    As the date went on, I became more comfortable physically. My body was almost always turned towards him. Throughout the night, I would touch his arm if the conversation called for it, or he might rest his hand on my waist as we are walking. We laughed all night, so I could tell we were enjoying each other’s company.
    **This part of the date relates to two concepts by Goffman. This first is the importance of face-to-face interactions. Goffman argues that face-to-face interactions allow for others to understand our intentions through nonverbal cues, such as body language and facial expressions (Goffman 1982, as cited in Garner & Hancock, 2014, p. 354). In this example, we were feeding off of each other’s body language. It communicated that we enjoyed being around one another. The second concept is Goffman’s idea of personal territoriality. Goffman believes that bringing our bodies with us to social interactions makes us vulnerable to unwanted physical interactions, such as robbery, assault, sexual molestation, and more (Goffman, 1982 as cited in Garner & Hancock, 2014, p. 355). However, we assume these risks going into any face-to-face interaction. After observing the situation’s safety, we may view the other person as unthreatening. This is what happened in my scenario. After speaking with my date and determining that he is not a physical threat to me, I became more comfortable with him physically.**

    After the restaurant, we went to the karaoke bar. At the karaoke bar, we decided to play a game of pool. I did not know how to play, but he was pretty good at it. He showed me how to play, and we decided to make a bet. Whoever won the game would buy our drinks. I ended up winning, and he bought us each a drink.
    **This part of the date relates to Goffman’s concept of frames. Frames are the way that we view situations. While Goffman believes that different individuals’ frames can be similar due to socialization, they typically vary due to a difference in perspective (Garner & Hancock, 2014, p. 350). While individuals can be experiencing the same situation, their differing perspectives will prevent them from experiencing it the same way (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). In the situation listed above, my date lost the pool game. From his perspective, he lost a game that he knew how to play to someone who did not know how to play. This happened while he was on a date and probably trying to impress me. In this situation, it is expected for someone’s pride to be hurt or for them to be embarrassed. However, Goffman states that “in many cases some of those who who are committed to differing points of view and focus may still be willing to acknowledge that theirs is not the official or ‘real’ one” (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). My date has been playing pool for a while, and I just learned that night. I picked the game up fast and beat him. His pride may have been hurt, but he was able to recognize that his perspective was not the only one, and that I may have just been excited to have successfully learned something new that day. When considering that, he decided to keep a good attitude despite losing the game.**

    Our next activity was to sing karaoke. I noticed that when I have an excessive amount of alcohol in my system, I am more confident, so before going up, I took two shots of liquor to shake off the anxiety and gain the courage to sing in front of everyone. I did this even though I was already feeling the effects of the drinks we had earlier in the night, and my date was not drinking anymore.
    **This part of the date relates to Becker’s idea that deviant behavior precedes deviant motivation (Becker, 1963 as cited in garner & Hancock, 2014, p. 304). Becker believes that deviant activity begins with “vague impulses and desires,” such as curiosity about the effects of the substance. Once experienced, people can begin to develop deviant motives over time, such as using the substance to escape reality. In this case, my deviant motive was to use an excessive amount of alcohol in an inappropriate situation) to cure my social anxiety. My deviant behavior of drinking excessively in an inappropriate situation may have been a pattern that I picked up when drinking socially in the past. I could have noticed how greater amounts of alcohol made me feel more confident. Therefore, I decided to drink an excessive amount before going up to sing karaoke.**

    The night ended shortly after. I Ubered home, and went straight to bed. I initially did not want to go on the date. I have had bad experiences with first dates in the past, because I hate surface level conversations, and I felt like this would be the same. Your encouragement along with the stories that you told me about him made me more comfortable to try again. I was able to discuss deeper things with him based on the information you gave me. It also seemed like a good idea because you already know and like him. We can all hang out together at times. I would love to go out with him again.
    **This closing thought about the date relates to Becker’s stages of using marihuana for pleasure, more specifically, learning to enjoy the effects. Becker stresses the importance of enjoying the experience of a high in becoming a marihuana user (Becker, 1963 as cited in Garner & Hancock, 2014, p. 309). When the initial experience fails to produce an enjoyable effect, the feeling can be redefined when trying again in a different context. This new context typically includes interactions with others who help by reassuring the novice user throughout the experience, turning their unpleasant experience into a pleasant one. While this is not exactly like the situation that I listed, it is similar. My previous experiences with first dates have been bad due to surface level conversations. However, by my friend encouraging me and giving me stories that would help me spark up deeper conversations, I was able to take an unpleasant characteristic of first dates (conversation) and turn it into a pleasant one. Then, like the path taken in Becker’s concept, I am looking forward to doing it again.**

    **This thought also relates to Becker’s rational choice theory. Garner & Hancock (2014) explain that people try to make the best decisions for themselves and those that they care about. In this context, “their choice criteria include…solidarity with a group such as…peers…” (p. 303). My choice to go on a date with a guy that I met through a mutual friend was made with my friends in mind. I figured that going on this date would be better than finding a stranger who my friend may not like, or who may not have a good relationship with my friend group. Since my friend already knows and likes this guy that she is setting me up with, dating him might increase solidarity within my friend group.**

    **References**

    Garner, R. & Hancock, B. H. (2014). Social theory a reader: Continuity and confrontation (3rd ed.). University of Toronto Press.

    **## Mod5reply.docx**

    Mod 5 reply

    The minimum length for each of your replies to classmates in order to earn any credit is 150 words.

    INDYAH:

    When I was getting ready to go on the date, I decided to wear a nice sundress even though I typically wear a t-shirt and jeans most days. I also put on makeup and jewelry, even though those are not things that I normally wear.
    **This part of the date is related to Goffman’s concept of self-presentation. In Goffman’s dramaturgical model, he proposes that social interactions are like a theater production, heavily staged (Garner & Hancock, 2014, p. 340). Within this model, “Goffman implies that there is an element of calculation in most self-presentations.” This means that people may try to control how others view them, even if it is in a subtle way. In my example, I am presenting myself as someone who regularly spends time on my appearance and style, when behind the scenes, I do not spend much time on it at all.**

    When I went to the date, I did not know what to expect, but from observing his behaviors and the things that he would say, I became more comfortable and gathered that the date would go well. He was a gentleman and very kind. We also had a lot in common.
    **This is related to a theory utilized by Becker called grounded theory, where conclusions are drawn from observation (Garner & Hancock, 2014, p. 302). I went into the date with no expectations, but after observing my date’s behaviors and words, I was able to conclude that it would be a good experience.**

    The date started at a restaurant and ended at a karaoke bar. The entire night, I did not touch a door. Conversation flowed easily between the both of us. I listened to him speak about a lot of things and laughed at his jokes. He even paid for the entire date. We rarely spoke to anyone else besides each other, and we remained close throughout the night.
    **This part of the date relates to two concepts. The first concept is Becker’s version of exchange theory. Garner and Hancock (2014) state that “within this framework, individuals and groups are seen as generally cognizant of both their interests and their options for engaging in the exchanges” (p. 303). This means that people know their desired outcome and have different ways that they can try to achieve it. In this case, the way that we engaged in conversation was mutual. We gave each other undivided attention. He even paid for my meal, and in exchange I listened to him intently. It could even be said that the motivation behind his actions, such as opening doors and paying for the date, was for me to be more comfortable and secure, which I displayed in my interactions listed.**

    **The second concept related to this part of the date is Goffman’s concept of team performances. This concept stems from Goffman’s dramaturgical model in which he proposes that social interactions are like a theater production. According to Goffman, teams “refer to any set of individuals who co-operate in staging a single routine” (Goffman, 1959 as cited in garner & Hancock, 2014, p. 343). In this concept, two or more people work together in a scripted manner, playing off of the other’s role to have a certain impression on the audience. As a team in my example, I played a meeker role, allowing him to be more assertive. Although I typically open my own doors, pay for my own meals, speak more than I listen, and only laugh when I find something funny, these things were put aside for the sake of the team. This interaction impressed upon those around us that we may have been a couple. Additionally, Goffman speaks about the consequences of someone “giving the show away” (p.345). If the team is not on the same page, it will ruin the impression, as they are dependent on the other members. In this example, if I were to insist a split bill or engage in conversation with other men in the area, it would ruin the “performance.” He may no longer take on his assertive role, and we would no longer be viewed as a couple.**

    As the date went on, I became more comfortable physically. My body was almost always turned towards him. Throughout the night, I would touch his arm if the conversation called for it, or he might rest his hand on my waist as we are walking. We laughed all night, so I could tell we were enjoying each other’s company.
    **This part of the date relates to two concepts by Goffman. This first is the importance of face-to-face interactions. Goffman argues that face-to-face interactions allow for others to understand our intentions through nonverbal cues, such as body language and facial expressions (Goffman 1982, as cited in Garner & Hancock, 2014, p. 354). In this example, we were feeding off of each other’s body language. It communicated that we enjoyed being around one another. The second concept is Goffman’s idea of personal territoriality. Goffman believes that bringing our bodies with us to social interactions makes us vulnerable to unwanted physical interactions, such as robbery, assault, sexual molestation, and more (Goffman, 1982 as cited in Garner & Hancock, 2014, p. 355). However, we assume these risks going into any face-to-face interaction. After observing the situation’s safety, we may view the other person as unthreatening. This is what happened in my scenario. After speaking with my date and determining that he is not a physical threat to me, I became more comfortable with him physically.**

    After the restaurant, we went to the karaoke bar. At the karaoke bar, we decided to play a game of pool. I did not know how to play, but he was pretty good at it. He showed me how to play, and we decided to make a bet. Whoever won the game would buy our drinks. I ended up winning, and he bought us each a drink.
    **This part of the date relates to Goffman’s concept of frames. Frames are the way that we view situations. While Goffman believes that different individuals’ frames can be similar due to socialization, they typically vary due to a difference in perspective (Garner & Hancock, 2014, p. 350). While individuals can be experiencing the same situation, their differing perspectives will prevent them from experiencing it the same way (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). In the situation listed above, my date lost the pool game. From his perspective, he lost a game that he knew how to play to someone who did not know how to play. This happened while he was on a date and probably trying to impress me. In this situation, it is expected for someone’s pride to be hurt or for them to be embarrassed. However, Goffman states that “in many cases some of those who who are committed to differing points of view and focus may still be willing to acknowledge that theirs is not the official or ‘real’ one” (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). My date has been playing pool for a while, and I just learned that night. I picked the game up fast and beat him. His pride may have been hurt, but he was able to recognize that his perspective was not the only one, and that I may have just been excited to have successfully learned something new that day. When considering that, he decided to keep a good attitude despite losing the game.**

    Our next activity was to sing karaoke. I noticed that when I have an excessive amount of alcohol in my system, I am more confident, so before going up, I took two shots of liquor to shake off the anxiety and gain the courage to sing in front of everyone. I did this even though I was already feeling the effects of the drinks we had earlier in the night, and my date was not drinking anymore.
    **This part of the date relates to Becker’s idea that deviant behavior precedes deviant motivation (Becker, 1963 as cited in garner & Hancock, 2014, p. 304). Becker believes that deviant activity begins with “vague impulses and desires,” such as curiosity about the effects of the substance. Once experienced, people can begin to develop deviant motives over time, such as using the substance to escape reality. In this case, my deviant motive was to use an excessive amount of alcohol in an inappropriate situation) to cure my social anxiety. My deviant behavior of drinking excessively in an inappropriate situation may have been a pattern that I picked up when drinking socially in the past. I could have noticed how greater amounts of alcohol made me feel more confident. Therefore, I decided to drink an excessive amount before going up to sing karaoke.**

    The night ended shortly after. I Ubered home, and went straight to bed. I initially did not want to go on the date. I have had bad experiences with first dates in the past, because I hate surface level conversations, and I felt like this would be the same. Your encouragement along with the stories that you told me about him made me more comfortable to try again. I was able to discuss deeper things with him based on the information you gave me. It also seemed like a good idea because you already know and like him. We can all hang out together at times. I would love to go out with him again.
    **This closing thought about the date relates to Becker’s stages of using marihuana for pleasure, more specifically, learning to enjoy the effects. Becker stresses the importance of enjoying the experience of a high in becoming a marihuana user (Becker, 1963 as cited in Garner & Hancock, 2014, p. 309). When the initial experience fails to produce an enjoyable effect, the feeling can be redefined when trying again in a different context. This new context typically includes interactions with others who help by reassuring the novice user throughout the experience, turning their unpleasant experience into a pleasant one. While this is not exactly like the situation that I listed, it is similar. My previous experiences with first dates have been bad due to surface level conversations. However, by my friend encouraging me and giving me stories that would help me spark up deeper conversations, I was able to take an unpleasant characteristic of first dates (conversation) and turn it into a pleasant one. Then, like the path taken in Becker’s concept, I am looking forward to doing it again.**

    **This thought also relates to Becker’s rational choice theory. Garner & Hancock (2014) explain that people try to make the best decisions for themselves and those that they care about. In this context, “their choice criteria include…solidarity with a group such as…peers…” (p. 303). My choice to go on a date with a guy that I met through a mutual friend was made with my friends in mind. I figured that going on this date would be better than finding a stranger who my friend may not like, or who may not have a good relationship with my friend group. Since my friend already knows and likes this guy that she is setting me up with, dating him might increase solidarity within my friend group.**

    **References**

    Garner, R. & Hancock, B. H. (2014). Social theory a reader: Continuity and confrontation (3rd ed.). University of Toronto Press.

    ANA:

    When I was getting ready to go on the date, I decided to wear a nice sundress even though I typically wear a t-shirt and jeans most days. I also put on makeup and jewelry, even though those are not things that I normally wear.
    **This part of the date is related to Goffman’s concept of self-presentation. In Goffman’s dramaturgical model, he proposes that social interactions are like a theater production, heavily staged (Garner & Hancock, 2014, p. 340). Within this model, “Goffman implies that there is an element of calculation in most self-presentations.” This means that people may try to control how others view them, even if it is in a subtle way. In my example, I am presenting myself as someone who regularly spends time on my appearance and style, when behind the scenes, I do not spend much time on it at all.**

    When I went to the date, I did not know what to expect, but from observing his behaviors and the things that he would say, I became more comfortable and gathered that the date would go well. He was a gentleman and very kind. We also had a lot in common.
    **This is related to a theory utilized by Becker called grounded theory, where conclusions are drawn from observation (Garner & Hancock, 2014, p. 302). I went into the date with no expectations, but after observing my date’s behaviors and words, I was able to conclude that it would be a good experience.**

    The date started at a restaurant and ended at a karaoke bar. The entire night, I did not touch a door. Conversation flowed easily between the both of us. I listened to him speak about a lot of things and laughed at his jokes. He even paid for the entire date. We rarely spoke to anyone else besides each other, and we remained close throughout the night.
    **This part of the date relates to two concepts. The first concept is Becker’s version of exchange theory. Garner and Hancock (2014) state that “within this framework, individuals and groups are seen as generally cognizant of both their interests and their options for engaging in the exchanges” (p. 303). This means that people know their desired outcome and have different ways that they can try to achieve it. In this case, the way that we engaged in conversation was mutual. We gave each other undivided attention. He even paid for my meal, and in exchange I listened to him intently. It could even be said that the motivation behind his actions, such as opening doors and paying for the date, was for me to be more comfortable and secure, which I displayed in my interactions listed.**

    **The second concept related to this part of the date is Goffman’s concept of team performances. This concept stems from Goffman’s dramaturgical model in which he proposes that social interactions are like a theater production. According to Goffman, teams “refer to any set of individuals who co-operate in staging a single routine” (Goffman, 1959 as cited in garner & Hancock, 2014, p. 343). In this concept, two or more people work together in a scripted manner, playing off of the other’s role to have a certain impression on the audience. As a team in my example, I played a meeker role, allowing him to be more assertive. Although I typically open my own doors, pay for my own meals, speak more than I listen, and only laugh when I find something funny, these things were put aside for the sake of the team. This interaction impressed upon those around us that we may have been a couple. Additionally, Goffman speaks about the consequences of someone “giving the show away” (p.345). If the team is not on the same page, it will ruin the impression, as they are dependent on the other members. In this example, if I were to insist a split bill or engage in conversation with other men in the area, it would ruin the “performance.” He may no longer take on his assertive role, and we would no longer be viewed as a couple.**

    As the date went on, I became more comfortable physically. My body was almost always turned towards him. Throughout the night, I would touch his arm if the conversation called for it, or he might rest his hand on my waist as we are walking. We laughed all night, so I could tell we were enjoying each other’s company.
    **This part of the date relates to two concepts by Goffman. This first is the importance of face-to-face interactions. Goffman argues that face-to-face interactions allow for others to understand our intentions through nonverbal cues, such as body language and facial expressions (Goffman 1982, as cited in Garner & Hancock, 2014, p. 354). In this example, we were feeding off of each other’s body language. It communicated that we enjoyed being around one another. The second concept is Goffman’s idea of personal territoriality. Goffman believes that bringing our bodies with us to social interactions makes us vulnerable to unwanted physical interactions, such as robbery, assault, sexual molestation, and more (Goffman, 1982 as cited in Garner & Hancock, 2014, p. 355). However, we assume these risks going into any face-to-face interaction. After observing the situation’s safety, we may view the other person as unthreatening. This is what happened in my scenario. After speaking with my date and determining that he is not a physical threat to me, I became more comfortable with him physically.**

    After the restaurant, we went to the karaoke bar. At the karaoke bar, we decided to play a game of pool. I did not know how to play, but he was pretty good at it. He showed me how to play, and we decided to make a bet. Whoever won the game would buy our drinks. I ended up winning, and he bought us each a drink.
    **This part of the date relates to Goffman’s concept of frames. Frames are the way that we view situations. While Goffman believes that different individuals’ frames can be similar due to socialization, they typically vary due to a difference in perspective (Garner & Hancock, 2014, p. 350). While individuals can be experiencing the same situation, their differing perspectives will prevent them from experiencing it the same way (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). In the situation listed above, my date lost the pool game. From his perspective, he lost a game that he knew how to play to someone who did not know how to play. This happened while he was on a date and probably trying to impress me. In this situation, it is expected for someone’s pride to be hurt or for them to be embarrassed. However, Goffman states that “in many cases some of those who who are committed to differing points of view and focus may still be willing to acknowledge that theirs is not the official or ‘real’ one” (Goffman, 1974 as cited in Garner & Hancock, 2014, p. 351). My date has been playing pool for a while, and I just learned that night. I picked the game up fast and beat him. His pride may have been hurt, but he was able to recognize that his perspective was not the only one, and that I may have just been excited to have successfully learned something new that day. When considering that, he decided to keep a good attitude despite losing the game.**

    Our next activity was to sing karaoke. I noticed that when I have an excessive amount of alcohol in my system, I am more confident, so before going up, I took two shots of liquor to shake off the anxiety and gain the courage to sing in front of everyone. I did this even though I was already feeling the effects of the drinks we had earlier in the night, and my date was not drinking anymore.
    **This part of the date relates to Becker’s idea that deviant behavior precedes deviant motivation (Becker, 1963 as cited in garner & Hancock, 2014, p. 304). Becker believes that deviant activity begins with “vague impulses and desires,” such as curiosity about the effects of the substance. Once experienced, people can begin to develop deviant motives over time, such as using the substance to escape reality. In this case, my deviant motive was to use an excessive amount of alcohol in an inappropriate situation) to cure my social anxiety. My deviant behavior of drinking excessively in an inappropriate situation may have been a pattern that I picked up when drinking socially in the past. I could have noticed how greater amounts of alcohol made me feel more confident. Therefore, I decided to drink an excessive amount before going up to sing karaoke.**

    The night ended shortly after. I Ubered home, and went straight to bed. I initially did not want to go on the date. I have had bad experiences with first dates in the past, because I hate surface level conversations, and I felt like this would be the same. Your encouragement along with the stories that you told me about him made me more comfortable to try again. I was able to discuss deeper things with him based on the information you gave me. It also seemed like a good idea because you already know and like him. We can all hang out together at times. I would love to go out with him again.
    **This closing thought about the date relates to Becker’s stages of using marihuana for pleasure, more specifically, learning to enjoy the effects. Becker stresses the importance of enjoying the experience of a high in becoming a marihuana user (Becker, 1963 as cited in Garner & Hancock, 2014, p. 309). When the initial experience fails to produce an enjoyable effect, the feeling can be redefined when trying again in a different context. This new context typically includes interactions with others who help by reassuring the novice user throughout the experience, turning their unpleasant experience into a pleasant one. While this is not exactly like the situation that I listed, it is similar. My previous experiences with first dates have been bad due to surface level conversations. However, by my friend encouraging me and giving me stories that would help me spark up deeper conversations, I was able to take an unpleasant characteristic of first dates (conversation) and turn it into a pleasant one. Then, like the path taken in Becker’s concept, I am looking forward to doing it again.**

    **This thought also relates to Becker’s rational choice theory. Garner & Hancock (2014) explain that people try to make the best decisions for themselves and those that they care about. In this context, “their choice criteria include…solidarity with a group such as…peers…” (p. 303). My choice to go on a date with a guy that I met through a mutual friend was made with my friends in mind. I figured that going on this date would be better than finding a stranger who my friend may not like, or who may not have a good relationship with my friend group. Since my friend already knows and likes this guy that she is setting me up with, dating him might increase solidarity within my friend group.**

    **References**

    Garner, R. & Hancock, B. H. (2014). Social theory a reader: Continuity and confrontation (3rd ed.). University of Toronto Press.

  • [Solved] Basic

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    In this assignment, you will examine the six core philosophical beliefs of worldview presented in the topic Resources. This may be the first time you have thought deeply about what you believe, so give yourself time to reflect on each question. You will also have the opportunity to examine your worl…

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    Assignment Prompt & Instructions

    In this assignment, you will examine the six core philosophical beliefs of worldview presented in the topic Resources.

    This may be the first time you have thought deeply about what you believe, so give yourself time to reflect on each question. You will also have the opportunity to examine your worldview according to a test given in the textbook and to express what you think the Christian faith is all about.

    Based on the basic components of worldview presented in Chapter 2 of _The Beginning of Wisdom_ and the topic overview, follow the directions in the "Basic Components of Worldview" document.

    APA style is not required, but solid academic writing is expected.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    – [\
    \
    BasicComponentsOfWorldview.docx](https://www.sweetstudy.com/files/basiccomponentsofworldview-docx "BasicComponentsOfWorldview.docx")

    – 2 years ago

  • [Solved] ORGANIZATIONAL UNIT 2 DISCUSSION REPLIES

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    In-depth study guidance and analytical solution covering ORGANIZATIONAL UNIT 2 DISCUSSION REPLIES.

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  • [Solved] Hypothetical Job Position

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    Hypothetical Job Position – 2 years ago **files (1)** – ## HypotheticalJobPosition.mht **## HypotheticalJobPosition.mht** 1 Select a Hypothetical Job Position: Choose a job within the field of Kinesiology that interests you. This could range from a Strength and Conditioning Coach, Exercise Physiolog…

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    Hypothetical Job Position

    – 2 years ago

    **files (1)**

    – ## HypotheticalJobPosition.mht

    **## HypotheticalJobPosition.mht**

        1    Select
    a Hypothetical Job Position: Choose a job within the field of Kinesiology that
    interests you. This could range from a Strength and Conditioning Coach,
    Exercise Physiologist, Sports Psychologist, Rehabilitation Specialist, to a
    Wellness Coordinator, among others. Be creative and think about where you see
    yourself in the future.
        2    Identify a Hypothetical
    Company and Hiring Manager: Imagine a company or organization where you would
    like to work. It can be a sports team, hospital, rehabilitation center, gym,
    school, or wellness consultancy. Create a name for your company and a
    hypothetical hiring manager to whom you will address your cover letter.
        3    Draft Your Cover Letter:
    Following the standard format for a professional cover letter, your submission
    should include:     ◦    Header: Your
    contact information, the date, and the contact information of the hiring
    manager.     ◦    Introduction: A brief
    paragraph where you introduce yourself, mention the position you’re applying
    for, and express your enthusiasm for the opportunity.
        ◦    Body Paragraphs: In 1-2
    paragraphs, discuss your relevant qualifications and experiences. Highlight
    specific achievements, experiences, or coursework that have prepared you for
    this position. Explain why these experiences make you a suitable candidate for
    the job. Be sure to make connections between your skills and the job
    description.     ◦    Conclusion:
    Conclude your letter by reiterating your interest in the position and
    expressing your eagerness to bring your skills to the team. Mention your
    availability for interviews and thank the hiring manager for considering your
    application.     ◦    Keep your cover
    letter concise and to one page.     4    Personalization
    and Specificity: Tailor your letter to the hypothetical job and company you’ve
    chosen. Show that you’ve thought about how you can contribute to the company’s
    goals and how your background makes you uniquely qualified. Requirements
        •    Your cover letter must be no
    more than one page in length, formatted professionally.
        •    It should be addressed
    properly to a hypothetical hiring manager and company.
        •    The letter must clearly
    articulate why you are interested in the position, how your qualifications and
    experiences make you a good fit, and how you would contribute to the company or
    organization.     •    Use professional
    and persuasive language to make your case, avoiding generic statements in favor
    of specific examples from your experiences.

    **## HypotheticalJobPosition.mht**

        1    Select
    a Hypothetical Job Position: Choose a job within the field of Kinesiology that
    interests you. This could range from a Strength and Conditioning Coach,
    Exercise Physiologist, Sports Psychologist, Rehabilitation Specialist, to a
    Wellness Coordinator, among others. Be creative and think about where you see
    yourself in the future.
        2    Identify a Hypothetical
    Company and Hiring Manager: Imagine a company or organization where you would
    like to work. It can be a sports team, hospital, rehabilitation center, gym,
    school, or wellness consultancy. Create a name for your company and a
    hypothetical hiring manager to whom you will address your cover letter.
        3    Draft Your Cover Letter:
    Following the standard format for a professional cover letter, your submission
    should include:     ◦    Header: Your
    contact information, the date, and the contact information of the hiring
    manager.     ◦    Introduction: A brief
    paragraph where you introduce yourself, mention the position you’re applying
    for, and express your enthusiasm for the opportunity.
        ◦    Body Paragraphs: In 1-2
    paragraphs, discuss your relevant qualifications and experiences. Highlight
    specific achievements, experiences, or coursework that have prepared you for
    this position. Explain why these experiences make you a suitable candidate for
    the job. Be sure to make connections between your skills and the job
    description.     ◦    Conclusion:
    Conclude your letter by reiterating your interest in the position and
    expressing your eagerness to bring your skills to the team. Mention your
    availability for interviews and thank the hiring manager for considering your
    application.     ◦    Keep your cover
    letter concise and to one page.     4    Personalization
    and Specificity: Tailor your letter to the hypothetical job and company you’ve
    chosen. Show that you’ve thought about how you can contribute to the company’s
    goals and how your background makes you uniquely qualified. Requirements
        •    Your cover letter must be no
    more than one page in length, formatted professionally.
        •    It should be addressed
    properly to a hypothetical hiring manager and company.
        •    The letter must clearly
    articulate why you are interested in the position, how your qualifications and
    experiences make you a good fit, and how you would contribute to the company or
    organization.     •    Use professional
    and persuasive language to make your case, avoiding generic statements in favor
    of specific examples from your experiences.

  • [Solved] graduate admissions

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    graduate admissions – 2 years ago **files (1)** – ## graduateadmissions.mht **## graduateadmissions.mht** Preparing for a major graduate admissions test like the GRE, MCAT, or LSAT is a daunting but exciting challenge, especially with a tight deadline. Imagine you have only eight weeks to prepare fo…

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    graduate admissions

    – 2 years ago

    **files (1)**

    – ## graduateadmissions.mht

    **## graduateadmissions.mht**

    Preparing
    for a major graduate admissions test like the GRE, MCAT, or LSAT is a daunting
    but exciting challenge, especially with a tight deadline. Imagine you have only
    eight weeks to prepare for one of these crucial exams. Assignment Details:
    Think about the strategies you would employ to ensure the most significant
    improvement in your score within this limited timeframe. Consider the
    following:     •    What specific
    preparation methods would you prioritize?     •    How
    would you structure your study schedule?
        •    What resources or tools might
    you find most beneficial? Your Task: Identify and explain the top three
    strategies you would use to maximize your score. Provide detailed information
    and examples to support your choices. Here’s what you should aim to cover:
        •    Strategy Explanation: Clearly
    describe each strategy and why you believe it would be effective.
        •    Practical Application: Give
    examples of how you would implement each strategy in your daily study routine.
        •    Expected Outcomes: Discuss how
    these strategies could specifically help improve your test performance.

    **## graduateadmissions.mht**

    Preparing
    for a major graduate admissions test like the GRE, MCAT, or LSAT is a daunting
    but exciting challenge, especially with a tight deadline. Imagine you have only
    eight weeks to prepare for one of these crucial exams. Assignment Details:
    Think about the strategies you would employ to ensure the most significant
    improvement in your score within this limited timeframe. Consider the
    following:     •    What specific
    preparation methods would you prioritize?     •    How
    would you structure your study schedule?
        •    What resources or tools might
    you find most beneficial? Your Task: Identify and explain the top three
    strategies you would use to maximize your score. Provide detailed information
    and examples to support your choices. Here’s what you should aim to cover:
        •    Strategy Explanation: Clearly
    describe each strategy and why you believe it would be effective.
        •    Practical Application: Give
    examples of how you would implement each strategy in your daily study routine.
        •    Expected Outcomes: Discuss how
    these strategies could specifically help improve your test performance.

  • [Solved] Unit 3 Organizational Case Study

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  • [Solved] Theory Unit 3 Pre-Writing Scaffold

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  • [Solved] student conducts and honesty

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    Your opinions about student codes of conduct and scholastic honesty – 2 years ago **files (2)** – ## scholastic-honesty-dallas.pdf – ## student-code-of-conduct-dallas.pdf **## scholastic-honesty-dallas.pdf** Scholastic Honesty Effective: 04/17/2023 It is assumed that all students are enrolled in cla…

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    Your opinions about student codes of conduct and scholastic honesty

    – 2 years ago

    **files (2)**

    – ## scholastic-honesty-dallas.pdf

    – ## student-code-of-conduct-dallas.pdf

    **## scholastic-honesty-dallas.pdf**

    Scholastic Honesty
    Effective: 04/17/2023

    It is assumed that all students are enrolled in class to learn; therefore, cheating is not an acceptable practice.
    Dishonesty of any type in a course, including cheating on examinations or plagiarizing materials, can result in a grade
    of “F” and may be cause for suspension and/or withdrawal from school. Plagiarism includes passing off or attempting
    to pass off the ideas or writing of another person or any artificial intelligence (AI) as one’s own. Plagiarism also
    includes using personal papers submitted for a prior class, a repeated class, or even work submitted at a different
    institution.

    Students are prohibited from operating any type of audio or video recording device in a classroom, laboratory, or
    clinical setting without prior expressed permission from the Campus President or Academic Dean. Prohibited items
    include, but are not limited to: video cameras, telephones with audio or video recording capability, computers,
    electronic tablets, or watches with audio or video recording capability. This is not an all-inclusive list. Violations of this
    policy may lead to disciplinary actions up to and including dismissal from school.

    1 Scholastic Honesty | Publication Date: July 24, 2024

    – Scholastic Honesty

    **## student-code-of-conduct-dallas.pdf**

    Student Code of Conduct
    Effective: 08/09/2024

    Concorde believes strongly in promoting the development of personal, professional and social responsibility.
    Concorde also believes in a humanistic approach to discipline conducive to academic pursuits. However, Concorde
    recognizes that its responsibility for the protection of personal and institutional rights and property is a primary focus
    of the disciplinary process. Behavior that infringes upon rights, safety or privileges, or that impedes the educational
    process, is unacceptable and may lead to sanctions up to and including dismissal from the school. Courteous
    behavior and professional conduct, appropriate to a business environment, is to be displayed at all times.

    All students are expected to respect the rights of others and are held responsible for conforming to the laws of the
    federal, local, and State governments. Students are expected to conduct themselves in a manner consistent with the
    best interests of Concorde and of the student body.

    Concorde’s administration reserves the right to develop any policy or take any action(s) deemed appropriate to
    maintain the safety and well-being of any or all students. Student conduct offenses may be related to persons,
    property, campus operations, and welfare, and the health or safety of students, faculty and staff.

    Concorde reserves the right to discipline and/or dismiss a student, visitor, or employee for any of the following
    reasons: possession of firearms on campus property; failure to maintain satisfactory academic progress (SAP); failure
    to pay college fees and/or tuition by applicable deadlines; disruptive behavior (continued willful noncompliance,
    willful and persistent profanity or vulgarity, open and/or persistent defiance of authority, and/or persistent disrespect
    of personnel or students). ; posing a danger to the health or welfare of students or other members of the campus
    community; theft, on or off campus; any form of assault; State and Federal drug law violations; electronic or social
    media violations; or failure to comply with the policies and procedures of Concorde.

    The list of examples is not intended to be all-inclusive, and Concorde reserves the right to act in the best interest of
    the students, faculty, and staff and may deem actions committed by a student to be a conduct violation, although the
    action does not appear on a list of examples.

    Violation of the conduct policy is grounds for suspension of privileges, up to and including dismissal from the
    Institution. The Campus President reserves the right to take any action(s) deemed appropriate to ensure the
    immediate safety and well-being of any or all students, faculty, and staff.

    Students are encouraged to share personal experiences while participating in classes at Concorde. However,
    students must be aware that should they disclose to any Concorde faculty members or staff information that may
    cause harm to themselves or others, faculty members and staff are required to report such information to the
    Academic Dean, Director of Student Affairs, or Campus President.

    Every student is subject to federal and state law and respective county and city ordinances. A student who is
    convicted of any criminal offense which interferes with the orderly operation of the school or which the
    administration feels would endanger members of the Concorde community shall be subject to disciplinary action.

    Infringements of the Student Code of Conduct are handled by the Concorde Academic Dean, Director of Student
    Affairs, and Campus President. Students have the right to request further review in accordance with the school’s
    “Student Complaint & Grievance Policy” as outlined in this catalog.

    If a student is dismissed from the Vocational Nursing program at either the Grand Prairie, TX or Dallas, TX campus for
    any reason they will not be eligible for readmission into the Vocational Nursing program at the other campus.

    Students who are dismissed for a conduct related violation are not eligible for readmission into any Concorde
    College/Institute campus.

    1 Student Code of Conduct | Publication Date: December 19, 2024

    Student Code of Conduct Offenses

    Offenses Related to Persons

    An offense related to a person is committed when a student:

    1. Intentionally or knowingly and without authority or consent limits or restricts the freedom of a person to move
    about in a lawful manner.

    2. Threatens (by any means), intimidates or uses physical or sexual force in a manner that endangers the health or
    safety of another person or which reasonably causes another person to be fearful of physical or emotional
    harm.

    3. Intentionally harasses another person. Harassment includes, but is not limited to, impeding another persistently
    or wronging or bothering another persistently.

    4. Engages in any activity related to other persons which is prohibited by law or court order.

    Offenses Related to Property

    An offense related to property is committed when a student:

    1. Knowingly and without consent or authorization possesses, removes, uses, misappropriates, or sells the
    property or services of another person or of Concorde.

    2. Intentionally or negligently damages or destroys property owned or in the possession of another person or of
    Concorde.

    3. Obtains the property of another person by misrepresentation or deceptive means.
    4. Enters or uses the facilities or property of another person or Concorde without consent or authorization.
    5. Commits a computer-related offense, including, but not limited to, use of a Concorde computer to access

    graphically prurient or sexually explicit images of persons and/or children.

    Offenses Related to the Operation of Concorde

    An offense related to the operation of Concorde is committed when a student:

    1. Engages in illegal, obscene or indecent conduct on Concorde property or at Concorde-sponsored events.
    2. Forges, alters, possesses, duplicates, or uses documents, records, keys or identification without consent or the

    authorization of appropriate Concorde officials.
    3. Fails without just cause to comply with the lawful order of a Concorde official acting in the performance of his/

    her duties and authority.
    4. Engages in solicitation in or on Concorde property or involving the use of campus property unless such

    solicitation is approved by appropriate Concorde officials.
    5. Operation of any audio or video recording device without prior approval.
    6. Intentionally acts to impair, interfere with, or obstruct the orderly conduct, processes, and functions of

    Concorde.

    Offenses Related to Welfare, Health or Safety

    An offense related to welfare, health or safety is committed when a student:

    1. Uses, possesses, or manufactures, without Concorde authorization, firearms, explosives, weapons, unregistered
    fireworks, illegal chemical or biological agents or other dangerous articles or substances injurious to persons or
    property.

    2. Falsely reports a fire, activates emergency warning equipment, or communicates false information regarding
    the existence of explosives or hazardous materials on Concorde property.

    3. Abuses, removes, or damages fire and safety equipment or fails to vacate a building or facility when a fire alarm
    is activated.

    4. Fails to leave a building, streets, walks, driveways or other facilities of Concorde when directed to do so by an
    official of the campus having just cause to so order.

    2 Student Code of Conduct | Publication Date: December 19, 2024

    5. Uses, possesses, distributes, sells, purchases or is under the influence of alcohol, narcotics, hallucinogens,
    dangerous drugs, or controlled substances.

    3 Student Code of Conduct | Publication Date: December 19, 2024

    – Student Code of Conduct
    – Student Code of Conduct Offenses
    – Offenses Related to Persons
    – Offenses Related to Property
    – Offenses Related to the Operation of Concorde
    – Offenses Related to Welfare, Health or Safety

    **## student-code-of-conduct-dallas.pdf**

    Student Code of Conduct
    Effective: 08/09/2024

    Concorde believes strongly in promoting the development of personal, professional and social responsibility.
    Concorde also believes in a humanistic approach to discipline conducive to academic pursuits. However, Concorde
    recognizes that its responsibility for the protection of personal and institutional rights and property is a primary focus
    of the disciplinary process. Behavior that infringes upon rights, safety or privileges, or that impedes the educational
    process, is unacceptable and may lead to sanctions up to and including dismissal from the school. Courteous
    behavior and professional conduct, appropriate to a business environment, is to be displayed at all times.

    All students are expected to respect the rights of others and are held responsible for conforming to the laws of the
    federal, local, and State governments. Students are expected to conduct themselves in a manner consistent with the
    best interests of Concorde and of the student body.

    Concorde’s administration reserves the right to develop any policy or take any action(s) deemed appropriate to
    maintain the safety and well-being of any or all students. Student conduct offenses may be related to persons,
    property, campus operations, and welfare, and the health or safety of students, faculty and staff.

    Concorde reserves the right to discipline and/or dismiss a student, visitor, or employee for any of the following
    reasons: possession of firearms on campus property; failure to maintain satisfactory academic progress (SAP); failure
    to pay college fees and/or tuition by applicable deadlines; disruptive behavior (continued willful noncompliance,
    willful and persistent profanity or vulgarity, open and/or persistent defiance of authority, and/or persistent disrespect
    of personnel or students). ; posing a danger to the health or welfare of students or other members of the campus
    community; theft, on or off campus; any form of assault; State and Federal drug law violations; electronic or social
    media violations; or failure to comply with the policies and procedures of Concorde.

    The list of examples is not intended to be all-inclusive, and Concorde reserves the right to act in the best interest of
    the students, faculty, and staff and may deem actions committed by a student to be a conduct violation, although the
    action does not appear on a list of examples.

    Violation of the conduct policy is grounds for suspension of privileges, up to and including dismissal from the
    Institution. The Campus President reserves the right to take any action(s) deemed appropriate to ensure the
    immediate safety and well-being of any or all students, faculty, and staff.

    Students are encouraged to share personal experiences while participating in classes at Concorde. However,
    students must be aware that should they disclose to any Concorde faculty members or staff information that may
    cause harm to themselves or others, faculty members and staff are required to report such information to the
    Academic Dean, Director of Student Affairs, or Campus President.

    Every student is subject to federal and state law and respective county and city ordinances. A student who is
    convicted of any criminal offense which interferes with the orderly operation of the school or which the
    administration feels would endanger members of the Concorde community shall be subject to disciplinary action.

    Infringements of the Student Code of Conduct are handled by the Concorde Academic Dean, Director of Student
    Affairs, and Campus President. Students have the right to request further review in accordance with the school’s
    “Student Complaint & Grievance Policy” as outlined in this catalog.

    If a student is dismissed from the Vocational Nursing program at either the Grand Prairie, TX or Dallas, TX campus for
    any reason they will not be eligible for readmission into the Vocational Nursing program at the other campus.

    Students who are dismissed for a conduct related violation are not eligible for readmission into any Concorde
    College/Institute campus.

    1 Student Code of Conduct | Publication Date: December 19, 2024

    Student Code of Conduct Offenses

    Offenses Related to Persons

    An offense related to a person is committed when a student:

    1. Intentionally or knowingly and without authority or consent limits or restricts the freedom of a person to move
    about in a lawful manner.

    2. Threatens (by any means), intimidates or uses physical or sexual force in a manner that endangers the health or
    safety of another person or which reasonably causes another person to be fearful of physical or emotional
    harm.

    3. Intentionally harasses another person. Harassment includes, but is not limited to, impeding another persistently
    or wronging or bothering another persistently.

    4. Engages in any activity related to other persons which is prohibited by law or court order.

    Offenses Related to Property

    An offense related to property is committed when a student:

    1. Knowingly and without consent or authorization possesses, removes, uses, misappropriates, or sells the
    property or services of another person or of Concorde.

    2. Intentionally or negligently damages or destroys property owned or in the possession of another person or of
    Concorde.

    3. Obtains the property of another person by misrepresentation or deceptive means.
    4. Enters or uses the facilities or property of another person or Concorde without consent or authorization.
    5. Commits a computer-related offense, including, but not limited to, use of a Concorde computer to access

    graphically prurient or sexually explicit images of persons and/or children.

    Offenses Related to the Operation of Concorde

    An offense related to the operation of Concorde is committed when a student:

    1. Engages in illegal, obscene or indecent conduct on Concorde property or at Concorde-sponsored events.
    2. Forges, alters, possesses, duplicates, or uses documents, records, keys or identification without consent or the

    authorization of appropriate Concorde officials.
    3. Fails without just cause to comply with the lawful order of a Concorde official acting in the performance of his/

    her duties and authority.
    4. Engages in solicitation in or on Concorde property or involving the use of campus property unless such

    solicitation is approved by appropriate Concorde officials.
    5. Operation of any audio or video recording device without prior approval.
    6. Intentionally acts to impair, interfere with, or obstruct the orderly conduct, processes, and functions of

    Concorde.

    Offenses Related to Welfare, Health or Safety

    An offense related to welfare, health or safety is committed when a student:

    1. Uses, possesses, or manufactures, without Concorde authorization, firearms, explosives, weapons, unregistered
    fireworks, illegal chemical or biological agents or other dangerous articles or substances injurious to persons or
    property.

    2. Falsely reports a fire, activates emergency warning equipment, or communicates false information regarding
    the existence of explosives or hazardous materials on Concorde property.

    3. Abuses, removes, or damages fire and safety equipment or fails to vacate a building or facility when a fire alarm
    is activated.

    4. Fails to leave a building, streets, walks, driveways or other facilities of Concorde when directed to do so by an
    official of the campus having just cause to so order.

    2 Student Code of Conduct | Publication Date: December 19, 2024

    5. Uses, possesses, distributes, sells, purchases or is under the influence of alcohol, narcotics, hallucinogens,
    dangerous drugs, or controlled substances.

    3 Student Code of Conduct | Publication Date: December 19, 2024

    – Student Code of Conduct
    – Student Code of Conduct Offenses
    – Offenses Related to Persons
    – Offenses Related to Property
    – Offenses Related to the Operation of Concorde
    – Offenses Related to Welfare, Health or Safety

    **## scholastic-honesty-dallas.pdf**

    Scholastic Honesty
    Effective: 04/17/2023

    It is assumed that all students are enrolled in class to learn; therefore, cheating is not an acceptable practice.
    Dishonesty of any type in a course, including cheating on examinations or plagiarizing materials, can result in a grade
    of “F” and may be cause for suspension and/or withdrawal from school. Plagiarism includes passing off or attempting
    to pass off the ideas or writing of another person or any artificial intelligence (AI) as one’s own. Plagiarism also
    includes using personal papers submitted for a prior class, a repeated class, or even work submitted at a different
    institution.

    Students are prohibited from operating any type of audio or video recording device in a classroom, laboratory, or
    clinical setting without prior expressed permission from the Campus President or Academic Dean. Prohibited items
    include, but are not limited to: video cameras, telephones with audio or video recording capability, computers,
    electronic tablets, or watches with audio or video recording capability. This is not an all-inclusive list. Violations of this
    policy may lead to disciplinary actions up to and including dismissal from school.

    1 Scholastic Honesty | Publication Date: July 24, 2024

    – Scholastic Honesty

    **## student-code-of-conduct-dallas.pdf**

    Student Code of Conduct
    Effective: 08/09/2024

    Concorde believes strongly in promoting the development of personal, professional and social responsibility.
    Concorde also believes in a humanistic approach to discipline conducive to academic pursuits. However, Concorde
    recognizes that its responsibility for the protection of personal and institutional rights and property is a primary focus
    of the disciplinary process. Behavior that infringes upon rights, safety or privileges, or that impedes the educational
    process, is unacceptable and may lead to sanctions up to and including dismissal from the school. Courteous
    behavior and professional conduct, appropriate to a business environment, is to be displayed at all times.

    All students are expected to respect the rights of others and are held responsible for conforming to the laws of the
    federal, local, and State governments. Students are expected to conduct themselves in a manner consistent with the
    best interests of Concorde and of the student body.

    Concorde’s administration reserves the right to develop any policy or take any action(s) deemed appropriate to
    maintain the safety and well-being of any or all students. Student conduct offenses may be related to persons,
    property, campus operations, and welfare, and the health or safety of students, faculty and staff.

    Concorde reserves the right to discipline and/or dismiss a student, visitor, or employee for any of the following
    reasons: possession of firearms on campus property; failure to maintain satisfactory academic progress (SAP); failure
    to pay college fees and/or tuition by applicable deadlines; disruptive behavior (continued willful noncompliance,
    willful and persistent profanity or vulgarity, open and/or persistent defiance of authority, and/or persistent disrespect
    of personnel or students). ; posing a danger to the health or welfare of students or other members of the campus
    community; theft, on or off campus; any form of assault; State and Federal drug law violations; electronic or social
    media violations; or failure to comply with the policies and procedures of Concorde.

    The list of examples is not intended to be all-inclusive, and Concorde reserves the right to act in the best interest of
    the students, faculty, and staff and may deem actions committed by a student to be a conduct violation, although the
    action does not appear on a list of examples.

    Violation of the conduct policy is grounds for suspension of privileges, up to and including dismissal from the
    Institution. The Campus President reserves the right to take any action(s) deemed appropriate to ensure the
    immediate safety and well-being of any or all students, faculty, and staff.

    Students are encouraged to share personal experiences while participating in classes at Concorde. However,
    students must be aware that should they disclose to any Concorde faculty members or staff information that may
    cause harm to themselves or others, faculty members and staff are required to report such information to the
    Academic Dean, Director of Student Affairs, or Campus President.

    Every student is subject to federal and state law and respective county and city ordinances. A student who is
    convicted of any criminal offense which interferes with the orderly operation of the school or which the
    administration feels would endanger members of the Concorde community shall be subject to disciplinary action.

    Infringements of the Student Code of Conduct are handled by the Concorde Academic Dean, Director of Student
    Affairs, and Campus President. Students have the right to request further review in accordance with the school’s
    “Student Complaint & Grievance Policy” as outlined in this catalog.

    If a student is dismissed from the Vocational Nursing program at either the Grand Prairie, TX or Dallas, TX campus for
    any reason they will not be eligible for readmission into the Vocational Nursing program at the other campus.

    Students who are dismissed for a conduct related violation are not eligible for readmission into any Concorde
    College/Institute campus.

    1 Student Code of Conduct | Publication Date: December 19, 2024

    Student Code of Conduct Offenses

    Offenses Related to Persons

    An offense related to a person is committed when a student:

    1. Intentionally or knowingly and without authority or consent limits or restricts the freedom of a person to move
    about in a lawful manner.

    2. Threatens (by any means), intimidates or uses physical or sexual force in a manner that endangers the health or
    safety of another person or which reasonably causes another person to be fearful of physical or emotional
    harm.

    3. Intentionally harasses another person. Harassment includes, but is not limited to, impeding another persistently
    or wronging or bothering another persistently.

    4. Engages in any activity related to other persons which is prohibited by law or court order.

    Offenses Related to Property

    An offense related to property is committed when a student:

    1. Knowingly and without consent or authorization possesses, removes, uses, misappropriates, or sells the
    property or services of another person or of Concorde.

    2. Intentionally or negligently damages or destroys property owned or in the possession of another person or of
    Concorde.

    3. Obtains the property of another person by misrepresentation or deceptive means.
    4. Enters or uses the facilities or property of another person or Concorde without consent or authorization.
    5. Commits a computer-related offense, including, but not limited to, use of a Concorde computer to access

    graphically prurient or sexually explicit images of persons and/or children.

    Offenses Related to the Operation of Concorde

    An offense related to the operation of Concorde is committed when a student:

    1. Engages in illegal, obscene or indecent conduct on Concorde property or at Concorde-sponsored events.
    2. Forges, alters, possesses, duplicates, or uses documents, records, keys or identification without consent or the

    authorization of appropriate Concorde officials.
    3. Fails without just cause to comply with the lawful order of a Concorde official acting in the performance of his/

    her duties and authority.
    4. Engages in solicitation in or on Concorde property or involving the use of campus property unless such

    solicitation is approved by appropriate Concorde officials.
    5. Operation of any audio or video recording device without prior approval.
    6. Intentionally acts to impair, interfere with, or obstruct the orderly conduct, processes, and functions of

    Concorde.

    Offenses Related to Welfare, Health or Safety

    An offense related to welfare, health or safety is committed when a student:

    1. Uses, possesses, or manufactures, without Concorde authorization, firearms, explosives, weapons, unregistered
    fireworks, illegal chemical or biological agents or other dangerous articles or substances injurious to persons or
    property.

    2. Falsely reports a fire, activates emergency warning equipment, or communicates false information regarding
    the existence of explosives or hazardous materials on Concorde property.

    3. Abuses, removes, or damages fire and safety equipment or fails to vacate a building or facility when a fire alarm
    is activated.

    4. Fails to leave a building, streets, walks, driveways or other facilities of Concorde when directed to do so by an
    official of the campus having just cause to so order.

    2 Student Code of Conduct | Publication Date: December 19, 2024

    5. Uses, possesses, distributes, sells, purchases or is under the influence of alcohol, narcotics, hallucinogens,
    dangerous drugs, or controlled substances.

    3 Student Code of Conduct | Publication Date: December 19, 2024

    – Student Code of Conduct
    – Student Code of Conduct Offenses
    – Offenses Related to Persons
    – Offenses Related to Property
    – Offenses Related to the Operation of Concorde
    – Offenses Related to Welfare, Health or Safety

    **## scholastic-honesty-dallas.pdf**

    Scholastic Honesty
    Effective: 04/17/2023

    It is assumed that all students are enrolled in class to learn; therefore, cheating is not an acceptable practice.
    Dishonesty of any type in a course, including cheating on examinations or plagiarizing materials, can result in a grade
    of “F” and may be cause for suspension and/or withdrawal from school. Plagiarism includes passing off or attempting
    to pass off the ideas or writing of another person or any artificial intelligence (AI) as one’s own. Plagiarism also
    includes using personal papers submitted for a prior class, a repeated class, or even work submitted at a different
    institution.

    Students are prohibited from operating any type of audio or video recording device in a classroom, laboratory, or
    clinical setting without prior expressed permission from the Campus President or Academic Dean. Prohibited items
    include, but are not limited to: video cameras, telephones with audio or video recording capability, computers,
    electronic tablets, or watches with audio or video recording capability. This is not an all-inclusive list. Violations of this
    policy may lead to disciplinary actions up to and including dismissal from school.

    1 Scholastic Honesty | Publication Date: July 24, 2024

    – Scholastic Honesty

    **## student-code-of-conduct-dallas.pdf**

    Student Code of Conduct
    Effective: 08/09/2024

    Concorde believes strongly in promoting the development of personal, professional and social responsibility.
    Concorde also believes in a humanistic approach to discipline conducive to academic pursuits. However, Concorde
    recognizes that its responsibility for the protection of personal and institutional rights and property is a primary focus
    of the disciplinary process. Behavior that infringes upon rights, safety or privileges, or that impedes the educational
    process, is unacceptable and may lead to sanctions up to and including dismissal from the school. Courteous
    behavior and professional conduct, appropriate to a business environment, is to be displayed at all times.

    All students are expected to respect the rights of others and are held responsible for conforming to the laws of the
    federal, local, and State governments. Students are expected to conduct themselves in a manner consistent with the
    best interests of Concorde and of the student body.

    Concorde’s administration reserves the right to develop any policy or take any action(s) deemed appropriate to
    maintain the safety and well-being of any or all students. Student conduct offenses may be related to persons,
    property, campus operations, and welfare, and the health or safety of students, faculty and staff.

    Concorde reserves the right to discipline and/or dismiss a student, visitor, or employee for any of the following
    reasons: possession of firearms on campus property; failure to maintain satisfactory academic progress (SAP); failure
    to pay college fees and/or tuition by applicable deadlines; disruptive behavior (continued willful noncompliance,
    willful and persistent profanity or vulgarity, open and/or persistent defiance of authority, and/or persistent disrespect
    of personnel or students). ; posing a danger to the health or welfare of students or other members of the campus
    community; theft, on or off campus; any form of assault; State and Federal drug law violations; electronic or social
    media violations; or failure to comply with the policies and procedures of Concorde.

    The list of examples is not intended to be all-inclusive, and Concorde reserves the right to act in the best interest of
    the students, faculty, and staff and may deem actions committed by a student to be a conduct violation, although the
    action does not appear on a list of examples.

    Violation of the conduct policy is grounds for suspension of privileges, up to and including dismissal from the
    Institution. The Campus President reserves the right to take any action(s) deemed appropriate to ensure the
    immediate safety and well-being of any or all students, faculty, and staff.

    Students are encouraged to share personal experiences while participating in classes at Concorde. However,
    students must be aware that should they disclose to any Concorde faculty members or staff information that may
    cause harm to themselves or others, faculty members and staff are required to report such information to the
    Academic Dean, Director of Student Affairs, or Campus President.

    Every student is subject to federal and state law and respective county and city ordinances. A student who is
    convicted of any criminal offense which interferes with the orderly operation of the school or which the
    administration feels would endanger members of the Concorde community shall be subject to disciplinary action.

    Infringements of the Student Code of Conduct are handled by the Concorde Academic Dean, Director of Student
    Affairs, and Campus President. Students have the right to request further review in accordance with the school’s
    “Student Complaint & Grievance Policy” as outlined in this catalog.

    If a student is dismissed from the Vocational Nursing program at either the Grand Prairie, TX or Dallas, TX campus for
    any reason they will not be eligible for readmission into the Vocational Nursing program at the other campus.

    Students who are dismissed for a conduct related violation are not eligible for readmission into any Concorde
    College/Institute campus.

    1 Student Code of Conduct | Publication Date: December 19, 2024

    Student Code of Conduct Offenses

    Offenses Related to Persons

    An offense related to a person is committed when a student:

    1. Intentionally or knowingly and without authority or consent limits or restricts the freedom of a person to move
    about in a lawful manner.

    2. Threatens (by any means), intimidates or uses physical or sexual force in a manner that endangers the health or
    safety of another person or which reasonably causes another person to be fearful of physical or emotional
    harm.

    3. Intentionally harasses another person. Harassment includes, but is not limited to, impeding another persistently
    or wronging or bothering another persistently.

    4. Engages in any activity related to other persons which is prohibited by law or court order.

    Offenses Related to Property

    An offense related to property is committed when a student:

    1. Knowingly and without consent or authorization possesses, removes, uses, misappropriates, or sells the
    property or services of another person or of Concorde.

    2. Intentionally or negligently damages or destroys property owned or in the possession of another person or of
    Concorde.

    3. Obtains the property of another person by misrepresentation or deceptive means.
    4. Enters or uses the facilities or property of another person or Concorde without consent or authorization.
    5. Commits a computer-related offense, including, but not limited to, use of a Concorde computer to access

    graphically prurient or sexually explicit images of persons and/or children.

    Offenses Related to the Operation of Concorde

    An offense related to the operation of Concorde is committed when a student:

    1. Engages in illegal, obscene or indecent conduct on Concorde property or at Concorde-sponsored events.
    2. Forges, alters, possesses, duplicates, or uses documents, records, keys or identification without consent or the

    authorization of appropriate Concorde officials.
    3. Fails without just cause to comply with the lawful order of a Concorde official acting in the performance of his/

    her duties and authority.
    4. Engages in solicitation in or on Concorde property or involving the use of campus property unless such

    solicitation is approved by appropriate Concorde officials.
    5. Operation of any audio or video recording device without prior approval.
    6. Intentionally acts to impair, interfere with, or obstruct the orderly conduct, processes, and functions of

    Concorde.

    Offenses Related to Welfare, Health or Safety

    An offense related to welfare, health or safety is committed when a student:

    1. Uses, possesses, or manufactures, without Concorde authorization, firearms, explosives, weapons, unregistered
    fireworks, illegal chemical or biological agents or other dangerous articles or substances injurious to persons or
    property.

    2. Falsely reports a fire, activates emergency warning equipment, or communicates false information regarding
    the existence of explosives or hazardous materials on Concorde property.

    3. Abuses, removes, or damages fire and safety equipment or fails to vacate a building or facility when a fire alarm
    is activated.

    4. Fails to leave a building, streets, walks, driveways or other facilities of Concorde when directed to do so by an
    official of the campus having just cause to so order.

    2 Student Code of Conduct | Publication Date: December 19, 2024

    5. Uses, possesses, distributes, sells, purchases or is under the influence of alcohol, narcotics, hallucinogens,
    dangerous drugs, or controlled substances.

    3 Student Code of Conduct | Publication Date: December 19, 2024

    – Student Code of Conduct
    – Student Code of Conduct Offenses
    – Offenses Related to Persons
    – Offenses Related to Property
    – Offenses Related to the Operation of Concorde
    – Offenses Related to Welfare, Health or Safety