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  • [Solved] Replies for Discussion

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    Each reply at least 200 words. Each reply must incorporate at least 1 scholarly citation(s) in APA format. Any sources cited must have been published within the last five years. Acceptable sources include the textbook, the Bible, and scholarly online references. – [\ \ DiscussionCoachingTheoryCoac…

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    Assignment Prompt & Instructions

    Each reply at least 200 words. Each reply must incorporate at least 1 scholarly citation(s) in APA format. Any sources

    cited must have been published within the last five years. Acceptable sources include the

    textbook, the Bible, and scholarly online references.

    – [\
    \
    DiscussionCoachingTheoryCoachingPractice.rtf](https://www.sweetstudy.com/files/discussioncoachingtheorycoachingpractice-rtf "DiscussionCoachingTheoryCoachingPractice.rtf")

    – 2 years ago

  • [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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    Assignment Prompt & Instructions

    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

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    I need help with the presentation. – 2 years ago **files (2)** – ## Resourestouseforweek6assigments.docx – ## Week6assignmentwithRubric.docx **## Resourestouseforweek6assigments.docx** 1 **Resources to use for the Week 6 assignment** Three Conditions English Learners Need to Thrive **Required** Read…

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    **files (2)**

    – ## Resourestouseforweek6assigments.docx

    – ## Week6assignmentwithRubric.docx

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Week6assignmentwithRubric.docx**

    Week 6 assignment

    Assessment Description

    Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

    Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:

    **Culturally Responsive Teaching**

    · What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?

    · What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?

    · What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?

    **Supporting the Needs of ELs in the Classroom**

    · What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?

    · What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

    **Home and School Connections**

    · How might family and community practices (funds of knowledge) influence language learning?

    · What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?

    Support your video and script with a minimum of two scholarly resources.

    Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.

    Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Video Script**

    16.5 points

    **Cultural Influences, Competence, and Values and Beliefs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.

    **4. Acceptable**

    9.57 points

    Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.

    **Unsatisfactory**

    0 points

    Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.

    **Culture in Student Learning and Inclusive Environments**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.

    **4. Acceptable**

    9.57 points

    Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.

    **Unsatisfactory**

    0 points

    Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.

    **Cultural Diversity and Leveraging Assets**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.

    **4. Acceptable**

    9.57 points

    Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.

    **Unsatisfactory**

    0 points

    Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.

    **EL Identities and Needs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.

    **4. Acceptable**

    9.57 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.

    **Unsatisfactory**

    0 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.

    **Routines and Procedures**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.

    **4. Acceptable**

    9.57 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.

    **Unsatisfactory**

    0 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.

    **Family and Community Practices/Funds of Knowledge**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    How family and community practices (funds of knowledge) influence language learning is insightful.

    **4. Acceptable**

    9.57 points

    How family and community practices (funds of knowledge) influence language learning is clear.

    **Unsatisfactory**

    0 points

    How family and community practices (funds of knowledge) influence language learning is erroneous.

    **Family, Community, and School Partnerships**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.

    **4. Acceptable**

    9.57 points

    Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.

    **Unsatisfactory**

    0 points

    Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.

    **Professionalism**

    5.5 points

    **Criteria Description**

    **5. Target**

    5.5 points

    Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.

    **4. Acceptable**

    4.79 points

    Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.

    **Unsatisfactory**

    0 points

    Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    5.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    4.79 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **Unsatisfactory**

    0 points

    Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

    **Mechanics of Writing**

    5.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    5.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    4.79 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Week6assignmentwithRubric.docx**

    Week 6 assignment

    Assessment Description

    Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

    Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:

    **Culturally Responsive Teaching**

    · What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?

    · What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?

    · What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?

    **Supporting the Needs of ELs in the Classroom**

    · What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?

    · What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

    **Home and School Connections**

    · How might family and community practices (funds of knowledge) influence language learning?

    · What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?

    Support your video and script with a minimum of two scholarly resources.

    Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.

    Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Video Script**

    16.5 points

    **Cultural Influences, Competence, and Values and Beliefs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.

    **4. Acceptable**

    9.57 points

    Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.

    **Unsatisfactory**

    0 points

    Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.

    **Culture in Student Learning and Inclusive Environments**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.

    **4. Acceptable**

    9.57 points

    Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.

    **Unsatisfactory**

    0 points

    Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.

    **Cultural Diversity and Leveraging Assets**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.

    **4. Acceptable**

    9.57 points

    Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.

    **Unsatisfactory**

    0 points

    Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.

    **EL Identities and Needs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.

    **4. Acceptable**

    9.57 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.

    **Unsatisfactory**

    0 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.

    **Routines and Procedures**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.

    **4. Acceptable**

    9.57 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.

    **Unsatisfactory**

    0 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.

    **Family and Community Practices/Funds of Knowledge**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    How family and community practices (funds of knowledge) influence language learning is insightful.

    **4. Acceptable**

    9.57 points

    How family and community practices (funds of knowledge) influence language learning is clear.

    **Unsatisfactory**

    0 points

    How family and community practices (funds of knowledge) influence language learning is erroneous.

    **Family, Community, and School Partnerships**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.

    **4. Acceptable**

    9.57 points

    Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.

    **Unsatisfactory**

    0 points

    Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.

    **Professionalism**

    5.5 points

    **Criteria Description**

    **5. Target**

    5.5 points

    Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.

    **4. Acceptable**

    4.79 points

    Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.

    **Unsatisfactory**

    0 points

    Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    5.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    4.79 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **Unsatisfactory**

    0 points

    Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

    **Mechanics of Writing**

    5.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    5.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    4.79 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Week6assignmentwithRubric.docx**

    Week 6 assignment

    Assessment Description

    Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

    Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:

    **Culturally Responsive Teaching**

    · What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?

    · What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?

    · What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?

    **Supporting the Needs of ELs in the Classroom**

    · What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?

    · What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

    **Home and School Connections**

    · How might family and community practices (funds of knowledge) influence language learning?

    · What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?

    Support your video and script with a minimum of two scholarly resources.

    Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.

    Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Video Script**

    16.5 points

    **Cultural Influences, Competence, and Values and Beliefs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.

    **4. Acceptable**

    9.57 points

    Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.

    **Unsatisfactory**

    0 points

    Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.

    **Culture in Student Learning and Inclusive Environments**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.

    **4. Acceptable**

    9.57 points

    Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.

    **Unsatisfactory**

    0 points

    Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.

    **Cultural Diversity and Leveraging Assets**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.

    **4. Acceptable**

    9.57 points

    Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.

    **Unsatisfactory**

    0 points

    Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.

    **EL Identities and Needs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.

    **4. Acceptable**

    9.57 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.

    **Unsatisfactory**

    0 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.

    **Routines and Procedures**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.

    **4. Acceptable**

    9.57 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.

    **Unsatisfactory**

    0 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.

    **Family and Community Practices/Funds of Knowledge**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    How family and community practices (funds of knowledge) influence language learning is insightful.

    **4. Acceptable**

    9.57 points

    How family and community practices (funds of knowledge) influence language learning is clear.

    **Unsatisfactory**

    0 points

    How family and community practices (funds of knowledge) influence language learning is erroneous.

    **Family, Community, and School Partnerships**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.

    **4. Acceptable**

    9.57 points

    Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.

    **Unsatisfactory**

    0 points

    Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.

    **Professionalism**

    5.5 points

    **Criteria Description**

    **5. Target**

    5.5 points

    Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.

    **4. Acceptable**

    4.79 points

    Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.

    **Unsatisfactory**

    0 points

    Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    5.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    4.79 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **Unsatisfactory**

    0 points

    Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

    **Mechanics of Writing**

    5.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    5.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    4.79 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Week6assignmentwithRubric.docx**

    Week 6 assignment

    Assessment Description

    Part of an asset-based approach to working with ELs is recognizing the cultural and linguistic resources they possess. The asset-based approach contrasts with the deficit-based model that once dominated how many viewed English learners. As educators, we can help close the inequity gap faced by our diverse student population by exhibiting asset-based behaviors and expectations, focusing on viewing cultural and linguistic differences as assets and not deficits.

    Imagine your school district is producing a series of videos interviewing educators on various topics to support professional learning for teachers and staff. As part of the video series, you have been asked to participate by answering questions on leveraging English learner assets and building home and school connections. Record a 5-7 minute video and provide a script that answers each of the following sets of questions:

    **Culturally Responsive Teaching**

    · What are cultural influences on teaching and learning? What is cultural competence and its role in the instruction of ELs? How can ELs' cultural values and beliefs be integrated appropriately in the context of teaching and learning?

    · What is the role of culture in student learning? How do school and classroom environments influence language acquisition and what steps are necessary to create an inclusive environment?

    · What are some strategies for supporting and celebrating cultural diversity within instruction? What are some strategies for leveraging home language and cultural assets?

    **Supporting the Needs of ELs in the Classroom**

    · What are some strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs? What are some opportunities and approaches to meet the social and emotional needs of ELs?

    · What is the importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures?

    **Home and School Connections**

    · How might family and community practices (funds of knowledge) influence language learning?

    · What are some strategies to build and foster strong family, community, and school partnerships? What are effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs? What are some inclusive community engagement practices?

    Support your video and script with a minimum of two scholarly resources.

    Submit your video link, script, and scholarly resources in a single document. Prior to submission, ensure that others can access and view your linked video.

    Remember that video and audio quality are important and should be considered. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Refer to "Recording/Editing/Uploading a Video or Podcast" and use an online video platform such as Zoom, Loom, YouTube, or Vimeo to upload your completed video. If you upload your video to YouTube, select the "unlisted" option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected. Source documentation should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Before beginning the assignment, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is in Class Resources if you need assistance.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Video Script**

    16.5 points

    **Cultural Influences, Competence, and Values and Beliefs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Cultural influences on teaching and learning are sophisticated. Cultural competence and its role in the instruction of ELs is expertly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is compelling.

    **4. Acceptable**

    9.57 points

    Cultural influences on teaching and learning are significant. Cultural competence and its role in the instruction of ELs is concisely defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is clear.

    **Unsatisfactory**

    0 points

    Cultural influences on teaching and learning are erroneous. Cultural competence and its role in the instruction of ELs is incorrectly defined. How ELs' cultural values and beliefs can be integrated appropriately in the context of teaching and learning is incoherent.

    **Culture in Student Learning and Inclusive Environments**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Role of culture in student learning is in-depth. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are convincing.

    **4. Acceptable**

    9.57 points

    Role of culture in student learning is noteworthy. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are reasonable.

    **Unsatisfactory**

    0 points

    Role of culture in student learning is invalid. How school and classroom environments influence language acquisition and steps necessary to create an inclusive environment are inaccurate.

    **Cultural Diversity and Leveraging Assets**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for supporting and celebrating cultural diversity within instruction are advanced. Strategies for leveraging home language and cultural assets are innovative.

    **4. Acceptable**

    9.57 points

    Strategies for supporting and celebrating cultural diversity within instruction are sound. Strategies for leveraging home language and cultural assets are effective.

    **Unsatisfactory**

    0 points

    Strategies for supporting and celebrating cultural diversity within instruction are irrelevant. Strategies for leveraging home language and cultural assets are invalid.

    **EL Identities and Needs**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are sophisticated. Opportunities and approaches to meet the social and emotional needs of ELs are meaningful.

    **4. Acceptable**

    9.57 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are solid. Opportunities and approaches to meet the social and emotional needs of ELs are significant.

    **Unsatisfactory**

    0 points

    Strategies for responsiveness to the different strengths, needs, and identities of all EL students, including special needs, are irrelevant. Opportunities and approaches to meet the social and emotional needs of ELs are erroneous.

    **Routines and Procedures**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is convincing.

    **4. Acceptable**

    9.57 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is credible.

    **Unsatisfactory**

    0 points

    Importance of understanding the social, emotional, and cultural needs of students when establishing classroom routines and procedures is incoherent.

    **Family and Community Practices/Funds of Knowledge**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    How family and community practices (funds of knowledge) influence language learning is insightful.

    **4. Acceptable**

    9.57 points

    How family and community practices (funds of knowledge) influence language learning is clear.

    **Unsatisfactory**

    0 points

    How family and community practices (funds of knowledge) influence language learning is erroneous.

    **Family, Community, and School Partnerships**

    11 points

    **Criteria Description**

    **5. Target**

    11 points

    Strategies to build and foster strong family, community, and school partnerships are compelling. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are ideal. Inclusive community engagement practices are exemplary.

    **4. Acceptable**

    9.57 points

    Strategies to build and foster strong family, community, and school partnerships are significant. Effective family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are credible. Inclusive community engagement practices are suitable.

    **Unsatisfactory**

    0 points

    Strategies to build and foster strong family, community, and school partnerships are implausible. Family engagement practices that support and highlight the assets of home languages, including communication, family involvement, and providing intentional strategies for families of ELs, are erroneous. Inclusive community engagement practices are invalid.

    **Professionalism**

    5.5 points

    **Criteria Description**

    **5. Target**

    5.5 points

    Appearance and manner exhibit a high degree of professionalism. The background or environment of the video is superior and completely free of distraction.

    **4. Acceptable**

    4.79 points

    Appearance and manner exhibit appropriate professionalism. The background or environment of the video is appropriate and relatively free of distraction.

    **Unsatisfactory**

    0 points

    Appearance or manner within the video is not professional, or the background or environment of the video is inappropriate.

    **Supporting Research and Documentation of Sources**

    5.5 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    5.5 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    4.79 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **Unsatisfactory**

    0 points

    Supporting research is not included or is irrelevant to the topic. Appropriate format is not used.

    **Mechanics of Writing**

    5.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    5.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    4.79 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

  • [Solved] Self 4

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    – 2 years ago **files (2)** – ## MindfulAttentionAwarenessScale.pdf – IMG_7639.png **## MindfulAttentionAwarenessScale.pdf** Mindful Attention Awareness Scale Instructions: The following is a collection of statements about your everyday experience. Using the scale from 1 (almost always) to 6 (almos…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (2)**

    – ## MindfulAttentionAwarenessScale.pdf

    – IMG_7639.png

    **## MindfulAttentionAwarenessScale.pdf**

    Mindful Attention Awareness Scale
    Instructions:

    The following is a collection of statements about your everyday experience. Using the scale from 1 (almost
    always) to 6 (almost never), indicate how frequently or infrequently you currently have each experience.

    Answer according to what really reflects your experience rather than what you think your experience should be.
    Please treat each item separately from every other item.

    1 = Almost always | 2 = Very frequently | 3 = Somewhat frequently |
    4 = Somewhat infrequently | 5 = Very infrequently | 6 = Almost never

    1. I could be experiencing some emotion and not be conscious of it until some time later.
    2. I break or spill things because of carelessness, not paying attention, or thinking of something else.
    3. I find it difficult to stay focused on what’s happening in the present.
    4. I tend to walk quickly to get where I’m going without paying attention to what I experience along

    the way.
    5. I tend not to notice feelings of physical tension or discomfort until they really grab my attention.
    6. I forget a person’s name almost as soon as I’ve been told it for the first time.
    7. It seems I am “running on automatic,” without much awareness of what I’m doing.
    8. I rush through activities without being really attentive to them
    9. I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get

    there.
    10. I do jobs or tasks automatically, without being aware of what I’m doing.
    11. I find myself listening to someone with one ear, doing something else at the same time.
    12. I drive places on “automatic pilot” and then wonder why I went there.
    13. I find myself preoccupied with the future or the past.
    14. I find myself doing things without paying attention.
    15. I snack without being aware that I’m eating.

    Your total score:

    Source: Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-
    being. Journal of Personality and Social Psychology, 84(4), 822–848.

    Average:

    Scoring:
    Add up your scores and divide by 15 to create an average for the 15 statements. The lower the average, the higher your trait
    level of mindfulness. Scores range from 1 to 6. The typical average score is approximately 3.86.

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. Q14:
    14. Q15:
    15. Q13:
    16. TotalScore: 0
    17. Average: 0

    **IMG_7639.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7639-png-10194415)

    **IMG_7639.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7639-png-10194415)

    **## MindfulAttentionAwarenessScale.pdf**

    Mindful Attention Awareness Scale
    Instructions:

    The following is a collection of statements about your everyday experience. Using the scale from 1 (almost
    always) to 6 (almost never), indicate how frequently or infrequently you currently have each experience.

    Answer according to what really reflects your experience rather than what you think your experience should be.
    Please treat each item separately from every other item.

    1 = Almost always | 2 = Very frequently | 3 = Somewhat frequently |
    4 = Somewhat infrequently | 5 = Very infrequently | 6 = Almost never

    1. I could be experiencing some emotion and not be conscious of it until some time later.
    2. I break or spill things because of carelessness, not paying attention, or thinking of something else.
    3. I find it difficult to stay focused on what’s happening in the present.
    4. I tend to walk quickly to get where I’m going without paying attention to what I experience along

    the way.
    5. I tend not to notice feelings of physical tension or discomfort until they really grab my attention.
    6. I forget a person’s name almost as soon as I’ve been told it for the first time.
    7. It seems I am “running on automatic,” without much awareness of what I’m doing.
    8. I rush through activities without being really attentive to them
    9. I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get

    there.
    10. I do jobs or tasks automatically, without being aware of what I’m doing.
    11. I find myself listening to someone with one ear, doing something else at the same time.
    12. I drive places on “automatic pilot” and then wonder why I went there.
    13. I find myself preoccupied with the future or the past.
    14. I find myself doing things without paying attention.
    15. I snack without being aware that I’m eating.

    Your total score:

    Source: Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-
    being. Journal of Personality and Social Psychology, 84(4), 822–848.

    Average:

    Scoring:
    Add up your scores and divide by 15 to create an average for the 15 statements. The lower the average, the higher your trait
    level of mindfulness. Scores range from 1 to 6. The typical average score is approximately 3.86.

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. Q14:
    14. Q15:
    15. Q13:
    16. TotalScore: 0
    17. Average: 0

    **IMG_7639.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7639-png-10194415)

    **## MindfulAttentionAwarenessScale.pdf**

    Mindful Attention Awareness Scale
    Instructions:

    The following is a collection of statements about your everyday experience. Using the scale from 1 (almost
    always) to 6 (almost never), indicate how frequently or infrequently you currently have each experience.

    Answer according to what really reflects your experience rather than what you think your experience should be.
    Please treat each item separately from every other item.

    1 = Almost always | 2 = Very frequently | 3 = Somewhat frequently |
    4 = Somewhat infrequently | 5 = Very infrequently | 6 = Almost never

    1. I could be experiencing some emotion and not be conscious of it until some time later.
    2. I break or spill things because of carelessness, not paying attention, or thinking of something else.
    3. I find it difficult to stay focused on what’s happening in the present.
    4. I tend to walk quickly to get where I’m going without paying attention to what I experience along

    the way.
    5. I tend not to notice feelings of physical tension or discomfort until they really grab my attention.
    6. I forget a person’s name almost as soon as I’ve been told it for the first time.
    7. It seems I am “running on automatic,” without much awareness of what I’m doing.
    8. I rush through activities without being really attentive to them
    9. I get so focused on the goal I want to achieve that I lose touch with what I’m doing right now to get

    there.
    10. I do jobs or tasks automatically, without being aware of what I’m doing.
    11. I find myself listening to someone with one ear, doing something else at the same time.
    12. I drive places on “automatic pilot” and then wonder why I went there.
    13. I find myself preoccupied with the future or the past.
    14. I find myself doing things without paying attention.
    15. I snack without being aware that I’m eating.

    Your total score:

    Source: Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-
    being. Journal of Personality and Social Psychology, 84(4), 822–848.

    Average:

    Scoring:
    Add up your scores and divide by 15 to create an average for the 15 statements. The lower the average, the higher your trait
    level of mindfulness. Scores range from 1 to 6. The typical average score is approximately 3.86.

    01. Q1:
    02. Q2:
    03. Q3:
    04. Q4:
    05. Q5:
    06. Q6:
    07. Q7:
    08. Q8:
    09. Q9:
    10. Q10:
    11. Q11:
    12. Q12:
    13. Q14:
    14. Q15:
    15. Q13:
    16. TotalScore: 0
    17. Average: 0

    **IMG_7639.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-7639-png-10194415)

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