Tag: Education

  • [Solved] Early Intervention of Developmental Disabilities

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    – Discuss how hearing is tested in children, the different types of hearing loss and the intervention strategies that address the infant’s communication needs. – Please ensure that you include a reference to support your initial response that is cited within the narrative and at the end of the posti…

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    – Discuss how hearing is tested in children, the different types of hearing loss and the intervention strategies that address the infant’s communication needs.
    – Please ensure that you include a reference to support your initial response that is cited within the narrative and at the end of the posting that adheres to APA 6th Edition Publication Manual guidelines. Post 8

    – 2 years ago

  • [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

  • [Solved] Education Three Part Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please look at the attachments for directions: There are three assignments and no Plagiarism. – 2 years ago **files (2)** – ## Three-PartAssignment.docx – SampleDissertationProposal.pdf **## Three-PartAssignment.docx** **Module 1 Discussion** Purpose The purpose of this discussion is to introduce fo…

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    Assignment Prompt & Instructions

    Please look at the attachments for directions: There are three assignments and no Plagiarism.

    – 2 years ago

    **files (2)**

    – ## Three-PartAssignment.docx

    – SampleDissertationProposal.pdf

    **## Three-PartAssignment.docx**

    **Module 1 Discussion**

    Purpose

    The purpose of this discussion is to introduce formulas, cell referencing, and data formatting in Excel and calculate decimals and percentages.

    Action Items

    **Initial Post Directions**

    1. Find an example of data from your life, work, home, interests, etc., with 10 to 20 data elements.
    Examples could include monthly history from a utility bill, the amount you spend with Amazon or DoorDash, the time you spend in the car/online/at the gym, etc.

    2. Enter the numerical data into column B of an Excel sheet. Use column A to label the data points.

    3. Use Excel formulas =SUM()  and =COUNT() to find the sum of the data set and the number of data items on the list.

    ·
    [Go to Excel formulas for help if needed.Links to an external site.](https://support.microsoft.com/en-us/excel)

    4. Capture a screenshot or image of your spreadsheet data.

    5. Attach your original Excel sheet to the post.
    **This should be the file, not an image.**

    6. Write a short paragraph to explain the relevance and source of your data and upload the screenshot as an image.

    Module 1: Discussion

    [**https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4**](https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4)

    **Here is the link for the book :**

    Purpose

    · Engage in critical analysis of the research article

    Overview

    Initial Post

    1. Review the following sections in Chapter 1 by McMillan & Schumacher (2022)

    ·

    · Types of Educational Research

    · Research Article Organization

    · Anatomy of a research Article

    2. Review the
    [Discussion Guidelines](https://franklin.instructure.com/courses/19523/pages/discussion-guidelines). Note that you must post your initial response
    **before** you can view your peers’ responses.

    3. Read the
    [sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499?wrap=1) [Download sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499/download?download_frd=1) by Ivankova and answer the questions below. Be specific and provide concise answers to each item listed below:

    1.

    A. What are the research questions for both qualitative and quantitative part of the study?

    B. What are the data collection instruments for both qualitative and quantitative part of the study?

    C. Who are the participants for both qualitative and quantitative part of the study?

    D. What is the data collection process for both qualitative and quantitative part of the study?

    E. What is the data collection analysis plan for both qualitative and quantitative part of the study?

    F. How did the researcher ensure that her research was using 3 Belmont Principles? See Table 2.2
    _Belmont Principles and Applications for Research_ in Chapter 2, McMillan (2022) textbook.

    ·

    ·

    · Respect for Persons (informed consent)

    · Beneficence (establishing confidentiality or anonymity of the data collected)

    · Justice (the sample is drawn from the population that is of direct benefit it)

    **Module 1: 5-4-3-2-1 Reflection**

    Purpose

    This assignment is intended to help you learn to:

    · Organize and process the information you learned in this module’s readings.

    · Reimagine material for future personal or social benefit.

    Overview

    Considering what you learned this module, you’ll write 5 categories of reflections about the information we covered.

    Action Items

    1. Consider what you learned in this unit and write the “5-4-3-2-1” response, outlined below:

    · 5 bullets of what you learned to expect from students in your licensure area.

    · 4 bullets of what you learned about your actions as a teacher in the classroom.

    · 3 bullets of Disconnect, Disagreement or Confusion based on what you read.

    · 2 Questions you have about the material.

    · 1 Personal or Professional Connection you made to the material.

    **SampleDissertationProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sampledissertationproposal-pdf)

    **SampleDissertationProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sampledissertationproposal-pdf)

    **## Three-PartAssignment.docx**

    **Module 1 Discussion**

    Purpose

    The purpose of this discussion is to introduce formulas, cell referencing, and data formatting in Excel and calculate decimals and percentages.

    Action Items

    **Initial Post Directions**

    1. Find an example of data from your life, work, home, interests, etc., with 10 to 20 data elements.
    Examples could include monthly history from a utility bill, the amount you spend with Amazon or DoorDash, the time you spend in the car/online/at the gym, etc.

    2. Enter the numerical data into column B of an Excel sheet. Use column A to label the data points.

    3. Use Excel formulas =SUM()  and =COUNT() to find the sum of the data set and the number of data items on the list.

    ·
    [Go to Excel formulas for help if needed.Links to an external site.](https://support.microsoft.com/en-us/excel)

    4. Capture a screenshot or image of your spreadsheet data.

    5. Attach your original Excel sheet to the post.
    **This should be the file, not an image.**

    6. Write a short paragraph to explain the relevance and source of your data and upload the screenshot as an image.

    Module 1: Discussion

    [**https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4**](https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4)

    **Here is the link for the book :**

    Purpose

    · Engage in critical analysis of the research article

    Overview

    Initial Post

    1. Review the following sections in Chapter 1 by McMillan & Schumacher (2022)

    ·

    · Types of Educational Research

    · Research Article Organization

    · Anatomy of a research Article

    2. Review the
    [Discussion Guidelines](https://franklin.instructure.com/courses/19523/pages/discussion-guidelines). Note that you must post your initial response
    **before** you can view your peers’ responses.

    3. Read the
    [sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499?wrap=1) [Download sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499/download?download_frd=1) by Ivankova and answer the questions below. Be specific and provide concise answers to each item listed below:

    1.

    A. What are the research questions for both qualitative and quantitative part of the study?

    B. What are the data collection instruments for both qualitative and quantitative part of the study?

    C. Who are the participants for both qualitative and quantitative part of the study?

    D. What is the data collection process for both qualitative and quantitative part of the study?

    E. What is the data collection analysis plan for both qualitative and quantitative part of the study?

    F. How did the researcher ensure that her research was using 3 Belmont Principles? See Table 2.2
    _Belmont Principles and Applications for Research_ in Chapter 2, McMillan (2022) textbook.

    ·

    ·

    · Respect for Persons (informed consent)

    · Beneficence (establishing confidentiality or anonymity of the data collected)

    · Justice (the sample is drawn from the population that is of direct benefit it)

    **Module 1: 5-4-3-2-1 Reflection**

    Purpose

    This assignment is intended to help you learn to:

    · Organize and process the information you learned in this module’s readings.

    · Reimagine material for future personal or social benefit.

    Overview

    Considering what you learned this module, you’ll write 5 categories of reflections about the information we covered.

    Action Items

    1. Consider what you learned in this unit and write the “5-4-3-2-1” response, outlined below:

    · 5 bullets of what you learned to expect from students in your licensure area.

    · 4 bullets of what you learned about your actions as a teacher in the classroom.

    · 3 bullets of Disconnect, Disagreement or Confusion based on what you read.

    · 2 Questions you have about the material.

    · 1 Personal or Professional Connection you made to the material.

    **SampleDissertationProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sampledissertationproposal-pdf)

    **## Three-PartAssignment.docx**

    **Module 1 Discussion**

    Purpose

    The purpose of this discussion is to introduce formulas, cell referencing, and data formatting in Excel and calculate decimals and percentages.

    Action Items

    **Initial Post Directions**

    1. Find an example of data from your life, work, home, interests, etc., with 10 to 20 data elements.
    Examples could include monthly history from a utility bill, the amount you spend with Amazon or DoorDash, the time you spend in the car/online/at the gym, etc.

    2. Enter the numerical data into column B of an Excel sheet. Use column A to label the data points.

    3. Use Excel formulas =SUM()  and =COUNT() to find the sum of the data set and the number of data items on the list.

    ·
    [Go to Excel formulas for help if needed.Links to an external site.](https://support.microsoft.com/en-us/excel)

    4. Capture a screenshot or image of your spreadsheet data.

    5. Attach your original Excel sheet to the post.
    **This should be the file, not an image.**

    6. Write a short paragraph to explain the relevance and source of your data and upload the screenshot as an image.

    Module 1: Discussion

    [**https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4**](https://reader2.yuzu.com/reader/books/9780135770016/epubcfi/6/30%5B%3Bvnd.vst.idref%3DP70010176190000000000000000007AD%5D!/4)

    **Here is the link for the book :**

    Purpose

    · Engage in critical analysis of the research article

    Overview

    Initial Post

    1. Review the following sections in Chapter 1 by McMillan & Schumacher (2022)

    ·

    · Types of Educational Research

    · Research Article Organization

    · Anatomy of a research Article

    2. Review the
    [Discussion Guidelines](https://franklin.instructure.com/courses/19523/pages/discussion-guidelines). Note that you must post your initial response
    **before** you can view your peers’ responses.

    3. Read the
    [sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499?wrap=1) [Download sample mixed methods dissertation proposal](https://franklin.instructure.com/courses/19523/files/3127499/download?download_frd=1) by Ivankova and answer the questions below. Be specific and provide concise answers to each item listed below:

    1.

    A. What are the research questions for both qualitative and quantitative part of the study?

    B. What are the data collection instruments for both qualitative and quantitative part of the study?

    C. Who are the participants for both qualitative and quantitative part of the study?

    D. What is the data collection process for both qualitative and quantitative part of the study?

    E. What is the data collection analysis plan for both qualitative and quantitative part of the study?

    F. How did the researcher ensure that her research was using 3 Belmont Principles? See Table 2.2
    _Belmont Principles and Applications for Research_ in Chapter 2, McMillan (2022) textbook.

    ·

    ·

    · Respect for Persons (informed consent)

    · Beneficence (establishing confidentiality or anonymity of the data collected)

    · Justice (the sample is drawn from the population that is of direct benefit it)

    **Module 1: 5-4-3-2-1 Reflection**

    Purpose

    This assignment is intended to help you learn to:

    · Organize and process the information you learned in this module’s readings.

    · Reimagine material for future personal or social benefit.

    Overview

    Considering what you learned this module, you’ll write 5 categories of reflections about the information we covered.

    Action Items

    1. Consider what you learned in this unit and write the “5-4-3-2-1” response, outlined below:

    · 5 bullets of what you learned to expect from students in your licensure area.

    · 4 bullets of what you learned about your actions as a teacher in the classroom.

    · 3 bullets of Disconnect, Disagreement or Confusion based on what you read.

    · 2 Questions you have about the material.

    · 1 Personal or Professional Connection you made to the material.

    **SampleDissertationProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/sampledissertationproposal-pdf)

  • [Solved] assitant needed E

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## parentsparagraph.docx **## parentsparagraph.docx** Summary: This paper is worth 100 points. Length: 500 words (at least 5 paragraphs) Topic: Three things that influence a particular type of parents when they name their children. You pick what ki…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## parentsparagraph.docx

    **## parentsparagraph.docx**

    Summary:

    This paper is worth 100 points.

    Length: 500 words (at least 5 paragraphs)

    Topic: Three things that influence a particular type of parents when they name their children. You pick what kind of parent or couple or family you want to talk about, perhaps based on ethnicity, location, race, religion, age, gender, marital status, or socioeconomic status. Feel free to think outside this list. Then ask yourself what parents of that type consider when they pick names for children.

    Audience: Professor, classmates, general audience

    Purpose: Informing readers about things that a type of parents consider when naming children

    Format: MLA (not source supported, so no Works Cited)

    Previous writing assignments have explored things that parents may consider when naming a child. Feel free to use any of those categories, but also be sure to make your own examples to support them.

    A five-paragraph essay has five paragraphs:

    1. Introduction that ends with a thesis statement

    2. Body paragraph #1 that examines or explains one part of the thesis

    3. Body paragraph #2 that examines or explains another part of the thesis

    4. Body paragraph #3 that further examines or explains the thesis

    5. Concluding paragraph that restates thesis and wraps up the essay

    The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). A grading rubric will be provided before final revisions. The format of the paper will be MLA.

    Thesis Statements

    A thesis statement acts as a topic sentence for a longer, multi-paragraph piece of writing. Like a topic sentence, a thesis statement provides a clear idea of what the reader will read about as well as a fence to separate what belongs in the essay and what does not fit.

    There are two major differences between topic sentences and thesis statements. First, the thesis statement has to be broad enough that you can write three paragraphs that fit within its fence but specific enough that the reader knows exactly what to expect. Second, the thesis statements of academic essays and articles tend to present arguments rather than just state facts. Body paragraphs that explain and examine the thesis may just present facts and, therefore, have topic sentences that are factual. However, the thesis of the entire essay should be an argument. Arguments are kind of opinions that you support with facts and explanations. An argument should be a statement that someone could disagree with. Unless the thesis is about you, do not talk about yourself in the thesis statement: “I will tell you about…” or “I think that….”

    **## parentsparagraph.docx**

    Summary:

    This paper is worth 100 points.

    Length: 500 words (at least 5 paragraphs)

    Topic: Three things that influence a particular type of parents when they name their children. You pick what kind of parent or couple or family you want to talk about, perhaps based on ethnicity, location, race, religion, age, gender, marital status, or socioeconomic status. Feel free to think outside this list. Then ask yourself what parents of that type consider when they pick names for children.

    Audience: Professor, classmates, general audience

    Purpose: Informing readers about things that a type of parents consider when naming children

    Format: MLA (not source supported, so no Works Cited)

    Previous writing assignments have explored things that parents may consider when naming a child. Feel free to use any of those categories, but also be sure to make your own examples to support them.

    A five-paragraph essay has five paragraphs:

    1. Introduction that ends with a thesis statement

    2. Body paragraph #1 that examines or explains one part of the thesis

    3. Body paragraph #2 that examines or explains another part of the thesis

    4. Body paragraph #3 that further examines or explains the thesis

    5. Concluding paragraph that restates thesis and wraps up the essay

    The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). A grading rubric will be provided before final revisions. The format of the paper will be MLA.

    Thesis Statements

    A thesis statement acts as a topic sentence for a longer, multi-paragraph piece of writing. Like a topic sentence, a thesis statement provides a clear idea of what the reader will read about as well as a fence to separate what belongs in the essay and what does not fit.

    There are two major differences between topic sentences and thesis statements. First, the thesis statement has to be broad enough that you can write three paragraphs that fit within its fence but specific enough that the reader knows exactly what to expect. Second, the thesis statements of academic essays and articles tend to present arguments rather than just state facts. Body paragraphs that explain and examine the thesis may just present facts and, therefore, have topic sentences that are factual. However, the thesis of the entire essay should be an argument. Arguments are kind of opinions that you support with facts and explanations. An argument should be a statement that someone could disagree with. Unless the thesis is about you, do not talk about yourself in the thesis statement: “I will tell you about…” or “I think that….”

  • [Solved] Education Assignment2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## Assignment2AM.docx **## Assignment2AM.docx** **Assignment 2 – Student Achievement Through Language Acquisition (SALA) modules (25 points)** The Florida Department of Education provides a series of modules to familiarize teachers with issues impacting the teaching of …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Assignment2AM.docx

    **## Assignment2AM.docx**

    **Assignment 2 – Student Achievement Through Language Acquisition (SALA) modules (25 points)**

    The Florida Department of Education provides a series of modules to familiarize teachers with issues impacting the teaching of English language learners, Complete all six modules at the following link:

    [https://www.slslearningoptions.com/salamodules/story_html5.htmlLinks to an external site.](https://www.slslearningoptions.com/salamodules/story_html5.html)

    Modules I-III should be taken before Module IV. Module IV will have a gamified assessment. Select the "ESOL-ology" option. ESOL-ology is an online board game. You will need to achieve at least 80% proficiency to pass the assessment. You can play the game multiple times until you achieve this proficiency. Take a screen shot of your results and post it in Canvas.

    Modules V and VI are on differentiation. These will help you prepare for your differentiated lesson plan assignment. Complete these modules as well.

    **Scoring rubric – Student Achievement Through Language Acquisition (SALA) modules**

    | | | |
    | — | — | — |
    | **Exemplary (23-25)** | **Satisfactory (20-22)** | **Below Expectations   (0-19)** |
    | SALA  assessment screenshot demonstrating 90-100% submitted | SALA  assessment screenshot demonstrating 80-90% submitted | SALA  assessment screenshot demonstrating below 80% submitted<br>OR no screenshot submitted |

    [https://www.slslearningoptions.com/salamodule1_esol/story_html5.html](https://www.slslearningoptions.com/salamodule1_esol/story_html5.html)

    **## Assignment2AM.docx**

    **Assignment 2 – Student Achievement Through Language Acquisition (SALA) modules (25 points)**

    The Florida Department of Education provides a series of modules to familiarize teachers with issues impacting the teaching of English language learners, Complete all six modules at the following link:

    [https://www.slslearningoptions.com/salamodules/story_html5.htmlLinks to an external site.](https://www.slslearningoptions.com/salamodules/story_html5.html)

    Modules I-III should be taken before Module IV. Module IV will have a gamified assessment. Select the "ESOL-ology" option. ESOL-ology is an online board game. You will need to achieve at least 80% proficiency to pass the assessment. You can play the game multiple times until you achieve this proficiency. Take a screen shot of your results and post it in Canvas.

    Modules V and VI are on differentiation. These will help you prepare for your differentiated lesson plan assignment. Complete these modules as well.

    **Scoring rubric – Student Achievement Through Language Acquisition (SALA) modules**

    | | | |
    | — | — | — |
    | **Exemplary (23-25)** | **Satisfactory (20-22)** | **Below Expectations   (0-19)** |
    | SALA  assessment screenshot demonstrating 90-100% submitted | SALA  assessment screenshot demonstrating 80-90% submitted | SALA  assessment screenshot demonstrating below 80% submitted<br>OR no screenshot submitted |

    [https://www.slslearningoptions.com/salamodule1_esol/story_html5.html](https://www.slslearningoptions.com/salamodule1_esol/story_html5.html)

  • [Solved] Catherine Owens

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Catherine Owens.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] W2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## EXAMPLE2.pdf – ## W2730.docx – ## EXAMPLE1.pdf – LearningSupercharged.pdf **## EXAMPLE2.pdf** 1. Applications: Digital badges are credentials that may be used on social media sites, used to enhance a digital resume, and embedded into an e-portfolio (University of Bu…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## EXAMPLE2.pdf

    – ## W2730.docx

    – ## EXAMPLE1.pdf

    – LearningSupercharged.pdf

    **## EXAMPLE2.pdf**

    1. Applications: Digital badges are credentials that may be used on social media sites,
    used to enhance a digital resume, and embedded into an e-portfolio (University of
    Buffalo, 2024). This can be beneficial as new graduates enter the workforce and provide
    a verifiable certificate demonstrating proficiency.

    2. Considerations: According to Farmer & West (2016), open badging faces the
    challenge of being recognized outside of its native badging ecosystem, which can be
    local in nature or global and intended to be displayed beyond one's own community.
    The authors note that creating a global badging ecosystem requires all organizations
    within that system to recognize and accept the badge performance and assessment.

    3. Impact: According to Rutgers University (2024), digital certificates and
    microcrednetial programs break down learning into smaller components that may align
    with the interests of prospective employers and educational programs with verifiable
    assessments for measuring learning outcomes. These digital certificates replace paper
    certificates, signifying the completion of a learning program.

    4. Services: Some key considerations include the type of platform and the associated
    cost. These may be the two most important factors depending on the organization's
    size. Other features vary widely based on the platform and may be tailored to a specific
    population or target. Additionally, some badge platforms offer onboarding programs and
    easy-to-use user interfaces, which can increase large-scale adoption (Aronovich (2022).

    5. Innovation Phase: The following graph illustrates a point between the Peak of
    Inflated Expectations and the Trough of Disillusionment. However, according to a recent
    report from Sılaoğlu (2021), the scope of smart badges will expand as new technologies
    emerge and mature.

    References:

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    Aronovich, H. (2022, April 26). 5 things to know about implementing digital badges.
    credentialinginsights. https://www.credentialinginsights.org/Article/5-things-to-know-
    about-implementing-digital-badges-1 Links to an external site.
    Farmer, T., & West, R. (2016). EdTech books. EdTech
    Books. https://edtechbooks.org/lidtfoundations/opportunities_and_challenges_with_digit
    al_open_badges?format=ms_word Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## W2730.docx**

    EDUC 730

    **Discussion Assignment Instructions**

    Directions: You will post one thread of at least 300 words. The discussion threads in this course require a high level of thought and investigation on a number of important topics and related questions. Your posts must demonstrate course-related knowledge from the assigned readings and presentations,
    **and you are to support your assertions with at**
    **least two scholarly research articles in current APA format.** Sources cited must have been published within the last five years.

    **Discussion Thread: Digital Badging in the Professions**

    This Discussion aims to spark a critical and creative exploration of how digital badging can be used to recognize and foster professional development (PD) across the professions. Drawing upon the insights from the week’s materials and your own experience and understanding of digital badges, answer all of the following:

    1.
    **Applications:** How are digital badges currently used to support and recognize professional development in your particular profession? How can digital badges contribute to your own professional development goals?

    2.
    **Considerations:** What are the potential challenges associated with using digital badges for PD in your profession? Consider issues such as badge design, verification, and alignment with learning objectives.

    3.
    **Impact:** How can badges contribute to a culture of continuous learning and professional growth?

    4.
    **Services:** Explore several existing frameworks/services for creating and offering digital badges. Which would you choose to create and offer badges and why?

    5.
    **Innovation Phase:** Of the five key phases of Gartner’s Hype Cycle, where would you classify the infusion of badging as an innovation? Support your answer with evidence, an image, and data from the most current Hype Cycle report and graph.

    **Discussion Resources:**

    ·
    [**https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE**](https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE)

    ·
    **https://www.accredible.com/blog/what-are-digital-credentials**

    ·
    [**https://badgeos.org/downloads/badgestack/**](https://badgeos.org/downloads/badgestack/)

    ·
    [**https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB**](https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB)

    ·
    [**https://info.credly.com/**](https://info.credly.com/)

    ·
    [**https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr**](https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr)

    | | | |
    | — | — | — |
    | | | |

    **## EXAMPLE1.pdf**

    Applications:

    In the K-12 education system, digital badging is used as a way to show expertise in an
    area. For example, I see a lot of Google Certifications, Adobe Certifications, etc. It can
    show other teachers you have obtained extra knowledge in this area. For teachers, it is
    a good thing to have after their names so that other teachers who may have questions
    feel more comfortable asking someone with a badge.

    Considerations:

    Digital badging can promote lifelong learning, but it can also create distractions and
    egos. In the education system, there tends to be internal competition. States usually
    require teachers to obtain a certain amount of PD hours each year, and many school
    districts rely on internal staff to help share and turnkey sessions for the rest of the staff.
    When the digital badge becomes the focus of a teacher’s time, it is a distraction.

    On the other hand, it might be beneficial to have each teacher pick a digital badge each
    year to obtain. The digital badge helps to show stakeholders within the district that the
    staff is staying current on various platforms.

    Impact:

    The impact of multiple digital badges could be positive if the staff positively views the
    badges.  The badge helps to ensure transparency and improves communication. When
    a co-worker has the badge, there is no question the person knows about the content of
    the badge.

    The criteria to obtain the badge are consistent so that if two people have the same
    badge, they both probably have the same content knowledge about the program.

    School districts can customize some of the badges, which helps to unite the staff and
    empowers the teachers to feel valued by the district.

    However, in many cases, teachers don’t always get along, and it could become an us –
    v – them kind of situation. Those for digital badging might become collectors of the
    badges.

    Services:

    Programs like Badgr help to ensure that those who show the badge have actually
    earned the badge. It allows companies to customize the digital badge, but the program
    also has verification processes that allow the company to feel secure in knowing that
    everyone who shows the badge actually earned it. What is extremely useful is that this
    program can also track the use of the badge by each employee. Companies might want
    to know how often the program is used and how often the various sections of a program
    are used. Badgr helps to keep track of those areas used and then help a company to
    understand which programs would serve the employees best.

    Another company is Canvas, and it can collect data on students and teachers to help
    guide technology and instruction. Canvas, among other digital badging platforms, helps

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/

    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    to offer an alternative (other than grades and degrees) acknowledgment for
    achievements (Concentric Sky. 2020).

    Innovation:

    Of the five key phases of digital badges, I would say they are currently under the slope
    of enlightenment. I say this because the general understanding of technology is starting
    to catch up to the general public's understanding of it.   The infographic below shows
    how the data collected supports the idea that employees want to learn and that they
    enjoy being recognized. The data also shows that no one is making any complaints
    about the technology. Employers could start to use digital badging as a way to help
    narrow the search for filling administration roles.

    gartner-mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avifDownload gartner-
    mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avif

    Badgr. (n.d.). About Badgr. Retrieved from Badgr

    Concentric Sky. (2020). Digital Badges and Credentialing. Retrieved from Concentric
    Sky

    Gartner, Inc. (2023). Hype cycle for emerging technologies, 2023. Gartner,
    Inc. https://www.gartner.com/document Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **LearningSupercharged.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/learningsupercharged-pdf-10195509)

    **LearningSupercharged.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/learningsupercharged-pdf-10195509)

    **## EXAMPLE2.pdf**

    1. Applications: Digital badges are credentials that may be used on social media sites,
    used to enhance a digital resume, and embedded into an e-portfolio (University of
    Buffalo, 2024). This can be beneficial as new graduates enter the workforce and provide
    a verifiable certificate demonstrating proficiency.

    2. Considerations: According to Farmer & West (2016), open badging faces the
    challenge of being recognized outside of its native badging ecosystem, which can be
    local in nature or global and intended to be displayed beyond one's own community.
    The authors note that creating a global badging ecosystem requires all organizations
    within that system to recognize and accept the badge performance and assessment.

    3. Impact: According to Rutgers University (2024), digital certificates and
    microcrednetial programs break down learning into smaller components that may align
    with the interests of prospective employers and educational programs with verifiable
    assessments for measuring learning outcomes. These digital certificates replace paper
    certificates, signifying the completion of a learning program.

    4. Services: Some key considerations include the type of platform and the associated
    cost. These may be the two most important factors depending on the organization's
    size. Other features vary widely based on the platform and may be tailored to a specific
    population or target. Additionally, some badge platforms offer onboarding programs and
    easy-to-use user interfaces, which can increase large-scale adoption (Aronovich (2022).

    5. Innovation Phase: The following graph illustrates a point between the Peak of
    Inflated Expectations and the Trough of Disillusionment. However, according to a recent
    report from Sılaoğlu (2021), the scope of smart badges will expand as new technologies
    emerge and mature.

    References:

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    Aronovich, H. (2022, April 26). 5 things to know about implementing digital badges.
    credentialinginsights. https://www.credentialinginsights.org/Article/5-things-to-know-
    about-implementing-digital-badges-1 Links to an external site.
    Farmer, T., & West, R. (2016). EdTech books. EdTech
    Books. https://edtechbooks.org/lidtfoundations/opportunities_and_challenges_with_digit
    al_open_badges?format=ms_word Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## W2730.docx**

    EDUC 730

    **Discussion Assignment Instructions**

    Directions: You will post one thread of at least 300 words. The discussion threads in this course require a high level of thought and investigation on a number of important topics and related questions. Your posts must demonstrate course-related knowledge from the assigned readings and presentations,
    **and you are to support your assertions with at**
    **least two scholarly research articles in current APA format.** Sources cited must have been published within the last five years.

    **Discussion Thread: Digital Badging in the Professions**

    This Discussion aims to spark a critical and creative exploration of how digital badging can be used to recognize and foster professional development (PD) across the professions. Drawing upon the insights from the week’s materials and your own experience and understanding of digital badges, answer all of the following:

    1.
    **Applications:** How are digital badges currently used to support and recognize professional development in your particular profession? How can digital badges contribute to your own professional development goals?

    2.
    **Considerations:** What are the potential challenges associated with using digital badges for PD in your profession? Consider issues such as badge design, verification, and alignment with learning objectives.

    3.
    **Impact:** How can badges contribute to a culture of continuous learning and professional growth?

    4.
    **Services:** Explore several existing frameworks/services for creating and offering digital badges. Which would you choose to create and offer badges and why?

    5.
    **Innovation Phase:** Of the five key phases of Gartner’s Hype Cycle, where would you classify the infusion of badging as an innovation? Support your answer with evidence, an image, and data from the most current Hype Cycle report and graph.

    **Discussion Resources:**

    ·
    [**https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE**](https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE)

    ·
    **https://www.accredible.com/blog/what-are-digital-credentials**

    ·
    [**https://badgeos.org/downloads/badgestack/**](https://badgeos.org/downloads/badgestack/)

    ·
    [**https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB**](https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB)

    ·
    [**https://info.credly.com/**](https://info.credly.com/)

    ·
    [**https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr**](https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr)

    | | | |
    | — | — | — |
    | | | |

    **## EXAMPLE1.pdf**

    Applications:

    In the K-12 education system, digital badging is used as a way to show expertise in an
    area. For example, I see a lot of Google Certifications, Adobe Certifications, etc. It can
    show other teachers you have obtained extra knowledge in this area. For teachers, it is
    a good thing to have after their names so that other teachers who may have questions
    feel more comfortable asking someone with a badge.

    Considerations:

    Digital badging can promote lifelong learning, but it can also create distractions and
    egos. In the education system, there tends to be internal competition. States usually
    require teachers to obtain a certain amount of PD hours each year, and many school
    districts rely on internal staff to help share and turnkey sessions for the rest of the staff.
    When the digital badge becomes the focus of a teacher’s time, it is a distraction.

    On the other hand, it might be beneficial to have each teacher pick a digital badge each
    year to obtain. The digital badge helps to show stakeholders within the district that the
    staff is staying current on various platforms.

    Impact:

    The impact of multiple digital badges could be positive if the staff positively views the
    badges.  The badge helps to ensure transparency and improves communication. When
    a co-worker has the badge, there is no question the person knows about the content of
    the badge.

    The criteria to obtain the badge are consistent so that if two people have the same
    badge, they both probably have the same content knowledge about the program.

    School districts can customize some of the badges, which helps to unite the staff and
    empowers the teachers to feel valued by the district.

    However, in many cases, teachers don’t always get along, and it could become an us –
    v – them kind of situation. Those for digital badging might become collectors of the
    badges.

    Services:

    Programs like Badgr help to ensure that those who show the badge have actually
    earned the badge. It allows companies to customize the digital badge, but the program
    also has verification processes that allow the company to feel secure in knowing that
    everyone who shows the badge actually earned it. What is extremely useful is that this
    program can also track the use of the badge by each employee. Companies might want
    to know how often the program is used and how often the various sections of a program
    are used. Badgr helps to keep track of those areas used and then help a company to
    understand which programs would serve the employees best.

    Another company is Canvas, and it can collect data on students and teachers to help
    guide technology and instruction. Canvas, among other digital badging platforms, helps

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/

    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    to offer an alternative (other than grades and degrees) acknowledgment for
    achievements (Concentric Sky. 2020).

    Innovation:

    Of the five key phases of digital badges, I would say they are currently under the slope
    of enlightenment. I say this because the general understanding of technology is starting
    to catch up to the general public's understanding of it.   The infographic below shows
    how the data collected supports the idea that employees want to learn and that they
    enjoy being recognized. The data also shows that no one is making any complaints
    about the technology. Employers could start to use digital badging as a way to help
    narrow the search for filling administration roles.

    gartner-mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avifDownload gartner-
    mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avif

    Badgr. (n.d.). About Badgr. Retrieved from Badgr

    Concentric Sky. (2020). Digital Badges and Credentialing. Retrieved from Concentric
    Sky

    Gartner, Inc. (2023). Hype cycle for emerging technologies, 2023. Gartner,
    Inc. https://www.gartner.com/document Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **LearningSupercharged.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/learningsupercharged-pdf-10195509)

    **## EXAMPLE2.pdf**

    1. Applications: Digital badges are credentials that may be used on social media sites,
    used to enhance a digital resume, and embedded into an e-portfolio (University of
    Buffalo, 2024). This can be beneficial as new graduates enter the workforce and provide
    a verifiable certificate demonstrating proficiency.

    2. Considerations: According to Farmer & West (2016), open badging faces the
    challenge of being recognized outside of its native badging ecosystem, which can be
    local in nature or global and intended to be displayed beyond one's own community.
    The authors note that creating a global badging ecosystem requires all organizations
    within that system to recognize and accept the badge performance and assessment.

    3. Impact: According to Rutgers University (2024), digital certificates and
    microcrednetial programs break down learning into smaller components that may align
    with the interests of prospective employers and educational programs with verifiable
    assessments for measuring learning outcomes. These digital certificates replace paper
    certificates, signifying the completion of a learning program.

    4. Services: Some key considerations include the type of platform and the associated
    cost. These may be the two most important factors depending on the organization's
    size. Other features vary widely based on the platform and may be tailored to a specific
    population or target. Additionally, some badge platforms offer onboarding programs and
    easy-to-use user interfaces, which can increase large-scale adoption (Aronovich (2022).

    5. Innovation Phase: The following graph illustrates a point between the Peak of
    Inflated Expectations and the Trough of Disillusionment. However, according to a recent
    report from Sılaoğlu (2021), the scope of smart badges will expand as new technologies
    emerge and mature.

    References:

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    Aronovich, H. (2022, April 26). 5 things to know about implementing digital badges.
    credentialinginsights. https://www.credentialinginsights.org/Article/5-things-to-know-
    about-implementing-digital-badges-1 Links to an external site.
    Farmer, T., & West, R. (2016). EdTech books. EdTech
    Books. https://edtechbooks.org/lidtfoundations/opportunities_and_challenges_with_digit
    al_open_badges?format=ms_word Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:54:45 GMT -06:00

    https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/
    Powered by TCPDF (www.tcpdf.org)

    [https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/](https://www.coursehero.com/file/239831778/digital-badging-discussion-board-educ730docx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **## W2730.docx**

    EDUC 730

    **Discussion Assignment Instructions**

    Directions: You will post one thread of at least 300 words. The discussion threads in this course require a high level of thought and investigation on a number of important topics and related questions. Your posts must demonstrate course-related knowledge from the assigned readings and presentations,
    **and you are to support your assertions with at**
    **least two scholarly research articles in current APA format.** Sources cited must have been published within the last five years.

    **Discussion Thread: Digital Badging in the Professions**

    This Discussion aims to spark a critical and creative exploration of how digital badging can be used to recognize and foster professional development (PD) across the professions. Drawing upon the insights from the week’s materials and your own experience and understanding of digital badges, answer all of the following:

    1.
    **Applications:** How are digital badges currently used to support and recognize professional development in your particular profession? How can digital badges contribute to your own professional development goals?

    2.
    **Considerations:** What are the potential challenges associated with using digital badges for PD in your profession? Consider issues such as badge design, verification, and alignment with learning objectives.

    3.
    **Impact:** How can badges contribute to a culture of continuous learning and professional growth?

    4.
    **Services:** Explore several existing frameworks/services for creating and offering digital badges. Which would you choose to create and offer badges and why?

    5.
    **Innovation Phase:** Of the five key phases of Gartner’s Hype Cycle, where would you classify the infusion of badging as an innovation? Support your answer with evidence, an image, and data from the most current Hype Cycle report and graph.

    **Discussion Resources:**

    ·
    [**https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE**](https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?utm_source=google&utm_medium=cpc&utm_campaign=GTR_NA_2022_GTR_CPC_SEM1_BRANDCAMPAIGNMQ&utm_adgroup=141653137818&utm_term=hype%20cycles&ad=618363632093&matchtype=e&gad_source=1&gclid=CjwKCAjwwr6wBhBcEiwAfMEQs-eYcX37Y9yVDdMg_4oP8fGEI_Ga1F0mTnM4NXcVKGWxa6TSSG3DwRoClSEQAvD_BwE)

    ·
    **https://www.accredible.com/blog/what-are-digital-credentials**

    ·
    [**https://badgeos.org/downloads/badgestack/**](https://badgeos.org/downloads/badgestack/)

    ·
    [**https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB**](https://www.badgecert.com/?gclid=Cj0KCQiAsvTxBRDkARIsAH4W_j_TnIodu4Kcm2Wc4Qe2Ss6H44TvVYpWWgiLtr4eb7c2sg5BhHvDUYgaAmrYEALw_wcB)

    ·
    [**https://info.credly.com/**](https://info.credly.com/)

    ·
    [**https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr**](https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr)

    | | | |
    | — | — | — |
    | | | |

    **## EXAMPLE1.pdf**

    Applications:

    In the K-12 education system, digital badging is used as a way to show expertise in an
    area. For example, I see a lot of Google Certifications, Adobe Certifications, etc. It can
    show other teachers you have obtained extra knowledge in this area. For teachers, it is
    a good thing to have after their names so that other teachers who may have questions
    feel more comfortable asking someone with a badge.

    Considerations:

    Digital badging can promote lifelong learning, but it can also create distractions and
    egos. In the education system, there tends to be internal competition. States usually
    require teachers to obtain a certain amount of PD hours each year, and many school
    districts rely on internal staff to help share and turnkey sessions for the rest of the staff.
    When the digital badge becomes the focus of a teacher’s time, it is a distraction.

    On the other hand, it might be beneficial to have each teacher pick a digital badge each
    year to obtain. The digital badge helps to show stakeholders within the district that the
    staff is staying current on various platforms.

    Impact:

    The impact of multiple digital badges could be positive if the staff positively views the
    badges.  The badge helps to ensure transparency and improves communication. When
    a co-worker has the badge, there is no question the person knows about the content of
    the badge.

    The criteria to obtain the badge are consistent so that if two people have the same
    badge, they both probably have the same content knowledge about the program.

    School districts can customize some of the badges, which helps to unite the staff and
    empowers the teachers to feel valued by the district.

    However, in many cases, teachers don’t always get along, and it could become an us –
    v – them kind of situation. Those for digital badging might become collectors of the
    badges.

    Services:

    Programs like Badgr help to ensure that those who show the badge have actually
    earned the badge. It allows companies to customize the digital badge, but the program
    also has verification processes that allow the company to feel secure in knowing that
    everyone who shows the badge actually earned it. What is extremely useful is that this
    program can also track the use of the badge by each employee. Companies might want
    to know how often the program is used and how often the various sections of a program
    are used. Badgr helps to keep track of those areas used and then help a company to
    understand which programs would serve the employees best.

    Another company is Canvas, and it can collect data on students and teachers to help
    guide technology and instruction. Canvas, among other digital badging platforms, helps

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/

    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    to offer an alternative (other than grades and degrees) acknowledgment for
    achievements (Concentric Sky. 2020).

    Innovation:

    Of the five key phases of digital badges, I would say they are currently under the slope
    of enlightenment. I say this because the general understanding of technology is starting
    to catch up to the general public's understanding of it.   The infographic below shows
    how the data collected supports the idea that employees want to learn and that they
    enjoy being recognized. The data also shows that no one is making any complaints
    about the technology. Employers could start to use digital badging as a way to help
    narrow the search for filling administration roles.

    gartner-mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avifDownload gartner-
    mq-enterprise-wired-and-wireless-lan-infrastructure-2024.avif

    Badgr. (n.d.). About Badgr. Retrieved from Badgr

    Concentric Sky. (2020). Digital Badges and Credentialing. Retrieved from Concentric
    Sky

    Gartner, Inc. (2023). Hype cycle for emerging technologies, 2023. Gartner,
    Inc. https://www.gartner.com/document Links to an external site.

    This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:37:24 GMT -06:00

    https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/
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    [https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/](https://www.coursehero.com/file/239831774/digital-badging-discussion-board-postdocx/)

    [http://www.tcpdf.org](http://www.tcpdf.org/)

    **LearningSupercharged.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/learningsupercharged-pdf-10195509)

  • [Solved] ORIGINS

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In this assignment, you will summarize beliefs about the origin of the universe and life, including what Christians believe, what you believe, and how people's beliefs about origins might impact how they live. After reflecting on chapters 1 and 2 of Genesis, in a total of 750-1050-words, complete th…

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    Assignment Prompt & Instructions

    In this assignment, you will summarize beliefs about the origin of the universe and life, including what Christians believe, what you believe, and how people's beliefs about origins might impact how they live.

    After reflecting on chapters 1 and 2 of Genesis, in a total of 750-1050-words, complete the "Origins" document to do the following:

    1. Summarize the Christian beliefs about the following: origins, Genesis 1 and 2, general and special revelation, and the three Christian approaches to creation.
    2. Explain and support your current understanding of the origin of the universe, evolution, and the age of the earth, and whether or not your view can be reconciled with the message of the Bible and science.
    3. Express how your current understanding of the origin of the universe impacts or supports your worldview, specifically your view of the nature of God, the nature of humanity (human value, dignity, and flourishing), and the responsibility to care for the earth.

    Use two to four academic resources in addition to the Bible.

    – [\
    \
    Origins-Online.docx](https://www.sweetstudy.com/files/origins-online-docx "Origins-Online.docx")

    – 2 years ago