Academic Integrity Quotes

People with integrity expect to be believed. If not, they let time prove them right.

Bill looked for four characteristics in people. The person has to be smart, not necessarily academically but more from the standpoint of being able to get up to speed quickly in different areas and then make connections. Bill called this the ability to make “far analogies.” The person has to work hard, and has to have high integrity. Finally, the person should have that hard-to-define characteristic: grit. The ability to get knocked down and have the passion and perseverance to get up and go at it again.

The word “coherence” literally means holding or sticking together, but it is usually used to refer to a system, an idea, or a worldview whose parts fit together in a consistent and efficient way. Coherent things work well: A coherent worldview can explain almost anything, while an incoherent worldview is hobbled by internal contradictions. … Whenever a system can be analyzed at multiple levels, a special kind of coherence occurs when the levels mesh and mutually interlock. We saw this cross-level coherence in the analysis of personality: If your lower-level traits match up with your coping mechanisms, which in turn are consistent with your life story, your personality is well integrated and you can get on with the business of living. When these levels do not cohere, you are likely to be torn by internal contradictions and neurotic conflicts. You might need adversity to knock yourself into alignment. And if you do achieve coherence, the moment when things come together may be one of the most profound of your life. … Finding coherence across levels feels like enlightenment, and it is crucial for answering the question of purpose within life. People are multilevel systems in another way: We are physical objects (bodies and brains) from which minds somehow emerge; and from our minds, somehow societies and cultures form. To understand ourselves fully we must study all three levels—physical, psychological, and sociocultural. There has long been a division of academic labor: Biologists studied the brain as a physical object, psychologists studied the mind, and sociologists and anthropologists studied the socially constructed environments within which minds develop and function. But a division of labor is productive only when the tasks are coherent—when all lines of work eventually combine to make something greater than the sum of its parts. For much of the twentieth century that didn’t happen — each field ignored the others and focused on its own questions. But nowadays cross-disciplinary work is flourishing, spreading out from the middle level (psychology) along bridges (or perhaps ladders) down to the physical level (for example, the field of cognitive neuroscience) and up to the sociocultural level (for example, cultural psychology). The sciences are linking up, generating cross-level coherence, and, like magic, big new ideas are beginning to emerge. Here is one of the most profound ideas to come from the ongoing synthesis: People gain a sense of meaning when their lives cohere across the three levels of their existence.

The faculty member is the student’s natural enemy and if he lets down his guard he is sorry for it later, has a conscience crisis, and feels he has to turn you in. Unless he has prejudiced his own case so badly that he doesn’t wish to call administrative attention to what now appears to be a mutual folly; in this case sullen silence ensues. You may have been teacher’s pet before the weekend, but try to get an A in the course after Monday. Just try it. This is known as academic integrity.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

There are certain rules of logic that science has to adhere to, and there are good reasons for that; faith by contrast ignores all of that outright, preferring to believe whatever makes one happy. I want people to understand that accuracy and accountability actually matter, not just in academics but also as a point of integrity and honor and as a general rule in life.

Nonbelievers can teach the truth in any given area only on the basis of common grace—that is, if they borrow Christian categories on the sly in order to do so. But when nonbelievers grow increasingly aware of their epistemological assumptions, they begin rejecting the very concept of truth—every manifestation of it—and they embrace the absurd. And this is why the only place where academic integrity can flourish over time is in a Christian school. The

There is nothing wrong with the United States--or the world at large--that cannot be stabilized and reconstructed by restoring the intelligence and integrity of all our organizations across the eight communities (academic, civil society, commerce, government, law enforcement, media, military, non-governmental/non-profit).

The thing that impressed me most was that Eddie should have been bitter and he was not. He had used the incident for his own entertainment and mine. Whether he also used it for my edification I do not know. But I thought about this old man then. And his people. Thought about how they’d been slaughtered, almost wiped out, forced to live on settlements that were more like concentration camps, then poked, prodded, measured and taped, had photos of their sacred business printed in colour in heavy academic anthropological texts, had their sacred secret objects stolen and taken to museums, had their potency and integrity drained from them at every opportunity, had been reviled and misunderstood by almost every white in the country, and then finally left to rot with their cheap booze and our diseases and their deaths, and I looked at this marvellous old half-blind codger laughing his socks off as if he had never experienced any of it, never been the butt of a cruel ignorant bigoted contempt, never had a worry in his life, and I thought, OK old man, if you can, me too.

Most intellectual training focuses on analytical skills. Whether in literary criticism or scientific investigation, the academic mind is best at taking things apart. The complementary arts of integration are far less well developed. This problem is at the core of human ecology. As with any interdisciplinary pursuit, it is the bridging across disparate ways of knowing that is the constant challenge.

The Portland school board's policy equated integration and racial assimilation. This policy, Rist explains, is a "means of socializing nonwhite students to act, speak, and believe very much like white students." It leaves dominant group values intact, does no damage to notions of white superiority, and helps to gain the support of those whites who view it as a means of helping "nonwhite peoples to become fully human by instilling in them `white' ways of thinking and feeling." In keeping with the assimilationist tone of the program, the principal assigned one or two black children to each classroom, and scheduled only a few special teacher-training sessions, which were poorly handled. The principal's desire was to treat the black students just like the whites. This approach was undermined by his failure to recognize and address fears and misconceptions of teachers about the black children's academic ability and behavior problems, the adequacy of their home backgrounds, and their moral turpitude.

One of the painful ironies of the racial integration crusade was that Dunbar High School’s 85 years of academic achievement came to an abrupt end, in the wake of the Brown v. Board of Education decision. To comply with that decision, Washington schools were all made neighborhood schools, so that Dunbar could no longer admit black students from all parts of the city, as it had before, but only students from the particular ghetto neighborhood where it was located. Dunbar quickly became a typical failing ghetto school, with serious academic and behavioral problems.

Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity. This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies. And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology. Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world. Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation. Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests? What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.

Contrary to the perceptions of many in the counterculture in the 1960s and of many scholars since, the two worlds had a great deal in common. They shared a celebration of intellectual work, of technology, and of collaborative work styles. Both reveled in the economic and technological abundance of post-World War II America. The research laboratories of World War II, and the military-industrial-academic bureaucracies that grew out of them, were far more flexible, entrepreneurial, and individualistic places than many remember today. By the same token, certain elements of the counterculture embraced the ideas, the social practices, and the machines that emerged inside the world of military research even as they vocally attacked cold war bureaucracies. Even as they sought to find new ways to live psychologically and socially integrated lives, some members of the counterculture turned toward the heart of the technocracy itself in search of tools and models for their work.

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The essentialized approach is the opposite of that practiced by today’s academic establishment, who reject system-building—that is, broad integration—in favor of the analysis of minutiae. I am as far from today’s philosophy departments as an atheist is from the pope or, in more positive terms, as a man who wants to live is from an ascetic writhing in the desert. My explanation of today’s philosophers is offered below, in my discussion of the D2 mentality.

As the social sciences became increasingly central to the formulation of public policy, this doctrine reinforced the political and legal drive for school desegregation. So powerful was the presumption that when Congress in 1964 ordered a survey on “the lack of availability of equal educational opportunity for individuals by reason of race, color, religion or national origin,” James Coleman, the study’s director, could tell an interviewer even before the field work was done: “… the study will show the difference in the quality of schools that the average Negro child and the average white child are exposed to. You know yourself that the difference is going to be striking.” So Coleman and most of the academic establishment were startled and dismayed eight months later by just how little difference his survey detected. When the results were in from this, the second-largest social science research project in history, they produced conclusions sharply at variance with the reigning doctrine. Popular impressions to the contrary, Coleman’s investigators found little difference between physical facilities and curricula at black and white schools. Moreover, the differences they did recognize had little effect on black and white performance. Even racial integration had relatively little impact on student achievement, as measured by standardized tests. The significant variables lay, not in the schools at all, but in the homes from which the children came and the cultural and class influences surrounding those homes. If the Coleman Report—as it came to be known—was a thunderclap in the cloistered world of social science research, its implications for public policy were even more earthshaking. Science magazine called it “a spear pointed at the heart of the cherished American belief that equality of educational opportunity will increase the equality of educational achievements.” But its implications went even deeper than that. For if the family, not the school, made the difference; if the poor, the black, and the disenfranchised were less susceptible to educational influence than hitherto believed; if differences between Americans were rooted in the bedrock of class—then social progress would be far more difficult to achieve than most people of goodwill had assumed.

As society becomes ever more mediated, reliant on and reconfigured by complex and fast-changing digital technologies, academic analysis is urgently in need of fresh thinking. Look no further: this volume offers a wealth of insightful concepts, critical questions and intellectual traditions to revitalise our field. Through a rigorous historical grounding, it simultaneously integrates and yet distinguishes among key approaches to pose a new research agenda for the digital world.—Sonia Livingstone, London School of Economics and Political Science

This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers’ own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).

Teaching academic writing to Bachelor of Science in Nursing (BSN) students is crucial early in their academic journey and should continue throughout their program. Here's a breakdown: Foundation Level (First Year): Introducing basic academic writing skills at the onset helps students develop a strong foundation. This includes understanding essay structure, proper citation methods (APA, MLA), and critical reading and writing skills NURS FPX 4010 Assessment 2. Core Nursing Courses: As students progress into core nursing courses, integrating academic writing into these subjects is beneficial. Assignments related to evidence-based practice, research papers, case studies, and reflective writing can aid in linking theoretical knowledge to practical application through writing.NURS FPX 4010 Assessment 3 Clinical Practice Integration: Incorporating writing assignments that reflect on clinical experiences or patient interactions helps students articulate their observations, reflections, and professional development, enhancing their communication skills.online class help services Advanced Nursing Courses: In advanced years, focus on more complex academic writing, such as scholarly articles, thesis or capstone projects, and literature reviews. This phase aligns with deeper research and specialization within nursing fields. Continuous Improvement: Encourage ongoing improvement by providing resources, workshops, and feedback on writing. Additionally, revisiting and reinforcing academic writing skills periodically ensures students maintain and enhance these crucial abilities.nursfpx.com By introducing and reinforcing academic writing skills across various stages of the BSN program, students develop proficiency in communicating their ideas effectively, a skill essential for their future practice, research endeavors, and professional growth.

Perhaps the magnetic pull of West Point ultimately wasn’t rational but emotional. The history-laden rhythm of a military parade reverberated like the incense-scented rituals of Catholic mass. Walking around West Point, I was swept up in its call to “Duty, Honor, Country.” Self-sacrifice, integrity, and leadership echoed between the larger-than-life statues of Eisenhower and MacArthur. Cadets discussed courage and duty without a note of irony. They spoke without slouching, oozing confidence, projecting their chins, eyes fixed straight ahead. Around them my own spine stiffened with resolve. Whatever they had, I wanted. West Point offered more than an academic education. It offered an almost religious quest for perfection. I wanted to graduate a better man.

Thomas Sowell was born in North Carolina and grew up in Harlem. He moved out from home at an early age and did not finish high school. After a few tough years … read morehe joined the Marine Corps and became a photographer in the Korean War. After leaving the service, Sowell entered Harvard University, worked a part-time job as a photographer and studied the science that would become his passion and profession: economics. Sowell received his bachelor’s degree in economics (magna cum laude) from Harvard in 1958. He went on to receive his master’s in economics from Columbia University in 1959, and a Ph.D. in economics from the University of Chicago in 1968. In the early ’60s, Sowell held jobs as an economist with the Department of Labor and AT&T. But his real interest was in teaching and scholarship. In 1965, at Cornell University, Sowell began the first of many professorships. His other teaching assignments have included Rutgers, Amherst, Brandeis and the UCLA. In addition, Sowell was project director at the Urban Institute, 1972-1974; a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, 1976–77; and was an adjunct scholar of the American Enterprise Institute, 1975-76. Dr. Sowell has published a large volume of writing, much of which is considered ground-breaking. His has written over 30 books and hundreds of articles and essays. His work covers a wide range of topics, Including: classic economic theory, judicial activism, social policy, ethnicity, civil rights, education, and the history of ideas to name only a few. Sowell has earned international acclaim for his unmatched reputation for academic integrity. His scholarship places him as one of the greatest thinkers of the second half of the twenty century. Thomas Sowell began contributing to newspapers in the late ’70s, and he became a nationally syndicated newspaper columnist 1984. Sowell has brought common sense economic thinking to the masses by his ability to write for the general public with a voice that get to the heart of issues in plain English. Today his columns appear in more than 150 newspapers. In 2003, Thomas Sowell received the Bradley Prize for intellectual achievement. Sowell was awarded the National Humanities Medal in 2002. In 1990, he won the prestigious Francis Boyer Award, presented by The American Enterprise Institute. Currently, Thomas Sowell is the Rose and Milton Friedman Senior Fellow on Public Policy at the Hoover Institution at Stanford University in Palo Alto, California. —Dean Kalahar

It is my belief that social scientists are useful only in so far as they communicate information which corresponds to the object of their study rather than colouring, distorting, confusing or over-simplifying an already messy and complicated reality with the addition of their personal beliefs and values.

Given that most published research is flawed and non-reproducible, this is the most organized body of lies we believe in without much scrutiny.

When we incentivize the publication of new research, it's no wonder that people will be publishing more and more flawed new research because they have families to take care of and bills to pay.

The next thing Firestein did was google Martin Keller, the lead author of the Paxil study. What she found shocked her to her core. Up popped the series of articles published a few years back in the Boston Globe that essentially cast doubt on Keller’s integrity as a scientist. As a doctor’s daughter, Firestein had up to this point pretty much believed in the purity of science, the tenet that its practitioners were honorable scholars laboring away in the isolation of their ivy-covered labs, impervious to the siren song of big money. But here was the chief of psychiatry at Brown essentially accused in the pages of a respected newspaper of being beholden to the drug industry. And that was not all. Firestein found an earlier article in the same newspaper charging Keller’s department with falsifying invoices to obtain money from a financially strapped state agency for research that didn’t appear to have happened. Still another clip noted that Brown had repaid the Commonwealth of Massachusetts more than $300,000 for the contract dollars that Keller’s department had obtained under these dubious circumstances. “When I read the pieces about Keller, it made me look at psychiatry in a whole different light, with new cynicism,” Firestein later acknowledged. “I had not realized the depth of the connection between academic researchers and the pharmaceutical industry.

To this end, the Kochs waged a long and remarkable battle of ideas. They subsidized networks of seemingly unconnected think tanks and academic programs and spawned advocacy groups to make their arguments in the national political debate. They hired lobbyists to push their interests in Congress and operatives to create synthetic grassroots groups to give their movement political momentum on the ground. In addition, they financed legal groups and judicial junkets to press their cases in the courts. Eventually, they added to this a private political machine that rivaled, and threatened to subsume, the Republican Party. Much of this activism was cloaked in secrecy and presented as philanthropy, leaving almost no money trail that the public could trace. But cumulatively it formed, as one of their operatives boasted in 2015, a “fully integrated network.

People must therefore get away from the idea that serious work is restricted to beating to death a well-defined problem in a narrow discipline, while broadly integrative thinking is relegated to cocktail parties. In academic life, in bureaucracies, and elsewhere, the task of integration is insufficiently respected.

The larger purpose of school integration was to solve the American dilemma, but integration had three specific goals of its own: Lift black academic achievement, raise black self-esteem, and give black and white children better impressions of each other. There have now been hundreds of studies of the effects of school integration, and none of these goals has been achieved.

In my own academic field, it is much easier to get a doctorate in biblical studies if you do a relentlessly left-brain analysis of a small part of the text, whereas if you attempt a fresh vision of the big picture, within which it might all make sense, someone is bound to ask you, in tones that reflect only too accurately the cultural assumptions that lie behind them, “But where is that in the text?”—meaning, “Give me one verse that says precisely what you’re saying,” whereas the answer often lies not in a single verse (as if one’s interpretation of a great painting could be narrowed down to one square inch of the canvas!) but in the full sweep of the chapter, the book, the collection of books in question. I have argued elsewhere that it is time for a fresh integration of different modes and methods of study, taking full account of these cultural assumptions and allowing the texts themselves to offer their own challenge, their own alternative points of view.

At any rate, since the rise of mass democracy no political leader has seriously proposed to use the ‘ignorance’ of the voters – any more than their level of education or the lack of taxable property – as excuses to restrict the right to vote at national or local elections. From the viewpoint of democratic theory, therefore, the arguments of integrationist leaders and their academic supporters against ratification by referendum, are flawed. In refusing to meet the requirements of modern mass democracy, pro-integration leaders are conditioned by a political culture in many respects similar to that prevailing before the great reforms of the franchise in the nineteenth century, when policy was considered a virtual monopoly of cabinets, diplomats, and top bureaucrats. In this as in other respects the political culture of old-regime Europe still influences the supposedly post-modern system of governance of the EU (Majone 2005: 46–51).

In a recent UCLA study of 25,000 youth over 12 years of age, James Caterall found that when young people are engaged in creating art at an early age, they outperform their peers in every category, including academics as well as life skills.8 Studies of US schools that integrate the arts into learning also paint a powerful picture. Schools, teachers and communities that use arts-based learning methods have consistently positive outcomes. The social and emotional climate in schools and classrooms improves, and students become better learners. Students typically:   •  participate more in class   •  become more interested in learning   •  are more creative and self-directed   •  develop communication and complex thinking skills   •  have better relationships with teachers and other students   •  are more likely to develop connections with community members Teachers who use arts-based approaches are more creative and enthusiastic and develop higher-level thinking skills. They are more innovative, flexible, and more willing to improve their skills through professional development training.

A Teacher To significantly enhance the educational experience leading to an enriched and rewarding life for all students Improve reading and writing skills Establish classroom management and discipline Integrate real-life experiences into the classroom Introduce real-life experiences outside the classroom Serve as an effective student-parent liaison Work collaboratively with administration and peers Possess strong academic credentials Have nine years of experience supported by excellent references

Academic and social approval is not worth the loss of integrity.

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

Nelson knew when he started that he couldn't remake the entire high-school experience for his students. But he thought that perhaps he didn't need to. By helping his students develop the specific nonacademic skills that would lead most directly to college success, he believed he could compensate, relatively quickly, for the serious gap in academic ability that separated the average senior at a Chicago public high school from the average American college freshman. Nelson, using instinct more than research, identified five skills, which he called leadership principles, that he wanted OneGoal teachers to emphasize: resourcefulness, resilience, ambition, professionalism, and integrity. These words now permeate the program.

I have always maintained that genuine intellectuals, by definition, refuse to play any institutional games at any stage of their career or intellectual life. They can’t pretend to unsee once they see.

The Strugglers" He was born on a Friday. And it was raining that day. He still does not know whether the Gods were happy or sad at his arriving on earth. He saw the world. He saw sadness. He saw misery. He saw the struggle of his dad and mom. They both struggled to give a good life to their children. He started becoming serious in life. He started winning awards in academics and in quiz competitions to begin with. Then he tried essay competitions and debates. His sole aim was to win awards to make his parents feel proud of him. He wanted to become an IAS officer to make his family (uncles, aunts, cousins) feel proud of him. He came to Delhi to prepare for the Civil Services. He thought he will do a job and not be dependent on his parents, and still clear the Civil Services. It did not happen. He lost out on becoming a Civil Servant of the people. He tried a few odds jobs. He eventually became a Teacher, Poet, and Writer. His inspirations to writing - his Mom who manages to writer Poetry even now along with her struggles of life, Sylvia Plath, Maya Angelou, Franz Kafka, Roald Dahl, Jack Kerouac, Charles Bukowski, Ernest Hemingway, and all the other poets, artists, writers, and strugglers in Life.

Jennings’ and Greenberg’s Prosocial Classroom Model suggests that teachers’ social-emotional competence and well-being affect the classroom management strategies they use, the relationships they form with students, and their ability to implement SEL programs and practices. These factors, in turn, can contribute to a healthy classroom climate that then leads to students’ own academic and SEL success (from Schonert-Reichel, K. 2017, pp. 137-155).

A good relationship between the student and the teacher is a strong motivator for positive behavior and academic achievement.

Impactful relationship is a term we coined for adult relationships that can positively “impact” a student’s academic success, social awareness, self-awareness, decision making, relationship skills, and self-management skills. These relationships result in the student having great respect for a person and valuing this person’s opinions and advice.

It is far more effective to arrange classroom furniture and move about the room while teaching in ways that ensures proximity to all students at various points in the lesson. This movement will proactively decrease acting-out behavior, rather than putting teachers in the position of reactively responding to inappropriate behavior. Marzano states that “desk arrangements should provide access to any student within four steps from where the teacher spends most of his time” (2007, p. 121). Students’ social-emotional development can be improved by proactively setting up the room for student academic and behavioral success. As we saw in the cycles of deficit mindset and growth mindset in Chapter 1, the fewer instances when we need to address misbehavior, the more we can affirm appropriate behavior, and the more likely we are to reverse the cycle of deficit mindset. Room arrangement and teacher proximity is an important first step in creating a positive learning environment.

The recommended time from most experts is 10 minutes per grade level, maxing out at 80 minutes for middle school and two hours for high school. Beyond that amount of time, homework does not have an appreciable positive impact on academics and may result in a negative attitude toward school (Xu, 2013, pp. 97-100).

Bilateral (from the Latin for “both sides”) coordination means that we can use both sides of the body to cooperate as a team. A well-regulated vestibular system helps us to integrate sensory messages from both sides of our body. By the age of three or four, a child should be crossing the midline. For the child who avoids crossing the midline, coordinating both body sides may be difficult. When she paints at an easel, she may switch the brush from one hand to the other at the midway point separating her right and left sides. She may appear not to have established a hand preference, sometimes using her left and sometimes her right to eat, draw, write, or throw. It may also be hard to survey a scene or to track a moving object visually without stopping at the midline to blink and refocus. The child with poor bilateral coordination may have trouble using both feet together to jump from a ledge, or both hands together to catch a ball or play clapping games. She may have difficulty coordinating her hands to hold a paper while she cuts, or to stabilize the paper with one hand while she writes with the other. Poor bilateral coordination, a sensory-based motor disorder, is often misinterpreted as a learning disability such as dyslexia. In fact, this difficulty can lead to learning or behavior problems, but it does not ordinarily mean that a child is lacking in intelligence or academic ability.

I shall continue to quote Dr. Fox: 'But within the academic game of science it is all too easy for the researcher to lose himself in an irrelevant problem, in an intellectual mind-game that may give him the prestige of widespread scientific publication. And he may forget how many animals died for him on his ego trip. A man of science must also be a man of conscience and integrity, constantly assessing the purpose and ethics of his work, whether it involves animals or human subjects.

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V信83113305：The University of Milan-Bicocca, commonly known as UniMiB, is a prestigious public research university located in Milan, Italy. Established in 1998, it was founded to alleviate the overcrowding of the University of Milan and has since grown into a leading institution known for its innovative approach to education and research. UniMiB offers a wide range of programs across disciplines such as economics, science, law, psychology, and sociology, with a strong emphasis on interdisciplinary studies. The university is renowned for its modern campus, which fosters collaboration and cutting-edge research. It actively engages with the local community and industries, promoting practical learning and entrepreneurship. UniMiB is also recognized for its commitment to sustainability and social responsibility, integrating these values into its academic and operational frameworks. With a vibrant international outlook, it attracts students and researchers from around the world, contributing to its dynamic and diverse academic environment. As a young yet influential institution, the University of Milan-Bicocca continues to make significant strides in higher education, combining academic excellence with a forward-thinking vision.，办理意大利Università degli Studi di MILANO - BICOCCA本科学历, 办理Università degli Studi di MILANO - BICOCCA米兰比可卡大学毕业证文凭, 挂科办理UNIMIB米兰比可卡大学毕业证文凭, UNIMIB学位定制, 如何办理米兰比可卡大学学历学位证, 意大利本科毕业证, Università degli Studi di MILANO - BICOCCA文凭制作服务您学历的展现, 挂科办理Università degli Studi di MILANO - BICOCCA米兰比可卡大学学历学位证, 留学生买文凭UNIMIB毕业证-米兰比可卡大学

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V信83113305：Charles Sturt University (CSU) is a renowned Australian institution known for its commitment to excellence in education, research, and community engagement. Established in 1989 and named after explorer Charles Sturt, the university has campuses across New South Wales, Victoria, and the Australian Capital Territory. CSU offers a wide range of undergraduate and postgraduate programs, with strengths in agriculture, environmental science, business, education, and health. The university is celebrated for its innovative online learning platform, making education accessible to students worldwide. With a strong focus on practical experience, CSU emphasizes work-integrated learning and industry partnerships. Its research initiatives address global challenges, particularly in rural and regional communities. CSU’s inclusive ethos and dedication to student success make it a standout choice for learners seeking a transformative academic experience.，办查尔斯特大学毕业证CSU Diploma, 澳洲Charles Sturt University毕业证仪式感|购买查尔斯特大学学位证, 极速办Charles Sturt University查尔斯特大学毕业证Charles Sturt University文凭学历制作, 申请学校!CSU成绩单查尔斯特大学成绩单CSU改成绩, 购买查尔斯特大学毕业证, 留学生买文凭毕业证-查尔斯特大学, 专业办理Charles Sturt University查尔斯特大学成绩单高质学位证书服务, CSU查尔斯特大学毕业证制作代办流程

V信83113305：Located in Madrid, Universidad Carlos III de Madrid (UC3M) is a prestigious public university renowned for its academic excellence and innovative approach. Established in 1989, it has quickly risen to prominence, ranking among Spain’s top universities and gaining international recognition. UC3M offers a wide range of programs in social sciences, engineering, law, and humanities, with a strong emphasis on research and interdisciplinary studies. The university is known for its vibrant campus life, cutting-edge facilities, and commitment to fostering a global perspective through numerous international partnerships and exchange programs. With a focus on employability, UC3M integrates practical skills into its curricula, preparing students for successful careers. Its dynamic environment and dedication to innovation make it a leading choice for students worldwide.，Universidad Carlos III de Madrid毕业证成绩单专业服务学历认证【V信83113305】, Universidad Carlos III de Madrid文凭制作流程学术背后的努力【V信83113305】, 办理西班牙马德里卡洛斯三世大学毕业证Universidad Carlos III de Madrid文凭版本【V信83113305】, 西班牙本科毕业证【V信83113305】, UC3M毕业证学历认证【V信83113305】, 极速办Universidad Carlos III de Madrid马德里卡洛斯三世大学毕业证Universidad Carlos III de Madrid文凭学历制作【V信83113305】, 办马德里卡洛斯三世大学毕业证成绩单【V信83113305】

V信83113305：The University of the Sunshine Coast (USC) is a dynamic and innovative institution located in Queensland, Australia. Known for its stunning coastal setting, USC offers a vibrant learning environment with modern facilities and a strong focus on sustainability. The university provides a wide range of undergraduate and postgraduate programs across disciplines such as business, health, science, and creative industries. With small class sizes and personalized teaching, USC fosters close student-teacher interactions, ensuring a supportive academic experience. Its research strengths include environmental science, health, and regional development, contributing to global knowledge while addressing local challenges. USC’s campuses, including the main site at Sippy Downs, feature state-of-the-art labs, libraries, and recreational spaces. Emphasizing employability, the university integrates practical learning and industry partnerships, preparing graduates for successful careers. With a welcoming community and a commitment to excellence, USC is a top choice for students seeking quality education in a breathtaking location.，办理USC大学毕业证-阳光海岸大学, 出售University of the Sunshine Coast阳光海岸大学研究生学历文凭, University of the Sunshine Coast文凭制作流程学术背后的努力, 一流USC阳光海岸大学学历精仿高质, 澳洲University of the Sunshine Coast阳光海岸大学毕业证成绩单在线制作办理, 阳光海岸大学毕业证认证, 正版-澳洲USC毕业证文凭学历证书

V信83113305：**Australian Catholic University: A Beacon of Faith and Learning** Australian Catholic University (ACU) is a renowned institution that blends academic excellence with strong Catholic values. Established in 1991, ACU has grown into a leading university with campuses across Australia, offering a diverse range of undergraduate and postgraduate programs. Known for its commitment to social justice, community engagement, and ethical leadership, ACU fosters an inclusive environment where students of all backgrounds thrive. The university emphasizes practical learning, research, and global perspectives, preparing graduates to make meaningful contributions to society. With a focus on disciplines like education, health, theology, and arts, ACU integrates faith and reason, inspiring students to pursue both professional success and personal growth. Its dedication to service and integrity makes ACU a unique and respected institution in Australia’s higher education landscape.，1:1原版澳大利亚天主教大学毕业证+Australian Catholic University成绩单, Australian Catholic UniversitydiplomaAustralian Catholic University澳大利亚天主教大学挂科处理解决方案, 购买澳洲毕业证, 出售Australian Catholic University证书-哪里能购买Australian Catholic University毕业证, Australian Catholic University文凭制作服务您学历的展现, ACU文凭毕业证丢失怎么购买, 澳大利亚天主教大学本科毕业证, 澳大利亚天主教大学毕业证成绩单在哪里能办理

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V信83113305：The University of Canberra (UC) is a dynamic and innovative institution located in Australia's capital city. Known for its strong focus on employability and practical learning, UC offers a wide range of undergraduate and postgraduate programs across disciplines such as business, health, education, and technology. With a commitment to research excellence, the university collaborates closely with industry and government to address real-world challenges. Its modern campus provides state-of-the-art facilities, fostering a vibrant student community. UC’s emphasis on work-integrated learning ensures graduates are career-ready, with many programs including internships and professional placements. Ranked among the top young universities globally, UC combines academic rigor with a supportive environment, making it a top choice for students seeking a transformative educational experience in Australia.，堪培拉大学毕业证办理, UC堪培拉大学-多少钱, 原装正版堪培拉大学毕业证真实水印成绩单制作, 办理澳洲堪培拉大学毕业证UC文凭版本, 高仿堪培拉大学文凭, 极速办University of Canberra堪培拉大学毕业证University of Canberra文凭学历制作, 办理University of Canberra堪培拉大学成绩单高质量保密的个性化服务

V信83113305：The University of Notre Dame Australia is a prestigious private Catholic university with campuses in Fremantle, Sydney, and Broome. Founded in 1989, it is inspired by the values of the international Notre Dame community, emphasizing academic excellence, ethical leadership, and service to society. The university offers a wide range of undergraduate and postgraduate programs in fields such as arts, business, education, health sciences, law, and theology. Known for its small class sizes and personalized education, Notre Dame fosters a supportive learning environment that integrates faith and reason. Its strong community engagement and commitment to social justice reflect its Catholic mission. With a focus on holistic development, the university prepares graduates to make meaningful contributions to their professions and communities. Notre Dame’s unique blend of tradition and innovation makes it a standout institution in Australian higher education.，办理真实UNDA毕业证成绩单留信网认证, 制作圣母大学成绩单, 仿制圣母大学毕业证-UNDA毕业证书-快速办理, UNDA文凭办理, 办理澳洲圣母大学毕业证The University of Notre Dame Australia文凭版本, 圣母大学成绩单复刻, The University of Notre Dame Australia圣母大学挂科了怎么办？, 1:1原版圣母大学毕业证+The University of Notre Dame Australia成绩单, 澳洲毕业证学历认证

V信83113305：San Diego Christian College (SDCC) is a private Christian university located in Santee, California, near San Diego. Founded in 1970, SDCC offers a faith-based education integrating biblical principles with academic excellence. The university provides undergraduate and graduate programs in fields like business, psychology, education, and ministry, emphasizing both intellectual growth and spiritual development. With small class sizes, SDCC fosters a close-knit community where students receive personalized attention from faculty. The campus features modern facilities, including residence halls, a library, and athletic programs competing in the National Christian College Athletic Association (NCCAA). SDCC’s mission is to prepare students for leadership and service through a Christ-centered worldview. Its scenic location near San Diego also offers students access to vibrant cultural and recreational opportunities while nurturing their faith and academic pursuits.，1:1原版San Diego Christian College圣地亚哥基督大学毕业证+San Diego Christian College成绩单, 圣地亚哥基督大学原版购买, 美国买文凭办理圣地亚哥基督大学毕业证成绩单, SDCC毕业证文凭-圣地亚哥基督大学毕业证, 美国圣地亚哥基督大学毕业证成绩单在线制作办理, Offer(San Diego Christian College成绩单)圣地亚哥基督大学如何办理?, 网上制作圣地亚哥基督大学毕业证-SDCC毕业证书-留信学历认证, 办理圣地亚哥基督大学毕业证

V信83113305：Life Chiropractic College West (LCCW), located in the San Francisco Bay Area, is a renowned institution dedicated to chiropractic education and holistic healthcare. Founded in 1976, LCCW emphasizes evidence-based practice, patient-centered care, and the integration of spinal health with overall wellness. The college offers a Doctor of Chiropractic (DC) program, blending rigorous academic coursework with hands-on clinical training. Students gain practical experience at the on-campus Health Center, serving diverse communities. LCCW’s curriculum focuses on biomechanics, neurology, and preventive care, preparing graduates to excel in a dynamic healthcare landscape. With a commitment to innovation and inclusivity, the college fosters a collaborative learning environment. Accredited by the CCE, LCCW continues to shape future leaders in chiropractic medicine, advancing the profession’s global impact.，正版-美国Life Chiropractic College West毕业证文凭学历证书, 高质Life Chiropractic College West生命脊骨神经医学院（西部）成绩单办理安全可靠的文凭服务, 购买LCCW毕业证, 美国办生命脊骨神经医学院（西部）毕业证办成绩单购买, 办生命脊骨神经医学院（西部）毕业证认证学历认证使馆认证, Life Chiropractic College Westdiploma安全可靠购买Life Chiropractic College West毕业证, 生命脊骨神经医学院（西部）文凭-LCCW

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