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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , d hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y " P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , " hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , T hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , h hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y # P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , ,
hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y |namd t T i m e s N e w R o m a n & M o n o t y p e T y p o g r a p h y P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , < hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y P hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y , x hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
A r i a l & M o n o t y p e T y p o g r a p h y hnamd `
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A r i a l & M o n o t y p e T y p o g r a p h y ? - O = (` & Code of Student Conduct (CSC) Tutorial ' & L e s s o n 3 a
D e v e l o p i n g Y o u r C S C I n v o l v i n g t h e W h o l e S c h o o l C o m m u n i t y 2 E
C $ : !
S c h o o l s a n d c l a s s r o o m s a r e m i n i - s o c i e t i e s g o v e r n e d b y m o r a l r u l e s a n d c o n v e n t i o n a l n o r m s . A n i m p o r t a n t w a y i n w h i c h s c h o o l c o n t r i b u t e s t o c h i l d r e n s s o c i a l a n d m o r a l d e v e l o p m e n t i s h o w r u l e s a n d n o r m s a r e e s t a b l i s h e d a n d e n f o r c e d ( N u c c i 2 0 0 9 , p . 6 6 ) . | C Z C 8 C C > C & C C L ! Developing a Civil School Climate " " ! $ I n L e s s o n 2 w e b e c a m e a c q u a i n t e d w i t h t h e p u r p o s e a n d g o a l s o f e s t a b l i s h i n g a c o d e o f s t u d e n t c o n d u c t ( C S C ) . S c h o o l s a r e c o m p l e x o r g a n i z a t i o n s , a n d t h e r u l e s o f t h e r o a d t h a t a r e m e a n t t o g u i d e s t u d e n t b e h a v i o r d o n t o p e r a t e i n a v a c u u m . S c h o o l r u l e s a n d c o n s e q u e n c e s e x p l a i n e d i n a s t u d e n t h a n d b o o k a r e o n l y w o r d s o n p a p e r u n l e s s e v e r y o n e b u y s i n t o t h e m . J f C C C C , T ; ! Developing a Civil School Climate " " ! $ T h e o r g a n i z a t i o n a l c o n t e x t f o r t h e C S C i s t h e s c h o o l c l i m a t e .
S c h o o l c l i m a t e b a s i c a l l y r e f e r s t o h o w p e o p l e f e e l a b o u t t h e i r s c h o o l . T h e N a t i o n a l S c h o o l C l i m a t e C e n t e r d e f i n e s s c h o o l c l i m a t e a s :
p a t t e r n s o f s t u d e n t s a n d p a r e n t s a n d s c h o o l p e r s o n n e l s e x p e r i e n c e o f s c h o o l l i f e
N o t i c e t h a t t h i s d e f i n i t i o n i s a n e u t r a l s t a t e m e n t . T h a t i s , i t p e r t a i n s t o b o t h p o s i t i v e a n d n e g a t i v e s c h o o l c l i m a t e . V w . C C C C C u C C $ $ ( ( , , 0 0 4 4 w 8C 8 M ! Developing a Civil School Climate " " $ T h e s e p a t t e r n s a r e d e t e r m i n e d b y t h e v a l u e s a n d n o r m s o f t h e s e s t a k e h o l d e r s a s r e f l e c t e d i n t h e i r i n t e r p e r s o n a l r e l a t i o n s h i p s , t e a c h i n g a n d l e a r n i n g p r a c t i c e s , a n d o r g a n i z a t i o n a l s t r u c t u r e s . A s p r e s e n t e d i n t h e N J D O E r e g u l a t i o n s , e f f e c t i v e C S C s m u s t b e d e s i g n e d b y l o c a l s c h o o l d i s t r i c t s t o f u r n i s h t h e b a c k b o n e o f a c i v i l s c h o o l c l i m a t e .
H o w d o w e k n o w a c i v i l s c h o o l c l i m a t e w h e n w e e x p e r i e n c e i t ?
A c c o r d i n g t o D r . P h i l i p F i t c h V i n c e n t ( 2 0 0 5 ) , w h e n a s c h o o l h a s a c i v i l c l i m a t e p e o p l e i n t e r a c t w a r m l y a n d p o s i t i v e l y , c a r e a b o u t e a c h o t h e r , a n d t r y t o f o r m u l a t e a s t r o n g s e n s e o f c o m m u n i t y ( p . 4 9 ) . C V C C < C C % $ $ L ; Ј r N ! ! Developing a Civil School Climate " " $ Z When we develop a civil school climate we tap into the intrinsic need of all children to feel that they belong, that they have a sense of membership in their classroom, school and community. This sense of belonging is exercised through establishing affective bonds with others.
As Ruth Charney points out in Teaching Children to Care: Management in the Responsive Classroom, a key strategy for building this social connection is to identify and practice shared values and norms that support positive school environments. This is a critical strategy for reducing student engagement in uncivil behavior. z [
A ! Developing a Civil School Climate " " $ It is no accident, then, that the first requirement in the NJDOE regulations is that the construction of a CSC must involve all of the key stakeholders and be based on locally determined core ethical values:
6A:16-7.1 Code of student conduct
(a) Each district board of education shall adopt, develop and implement a code of student conduct which establishes standards, policies and procedures for positive student development and student behavioral expectations on school grounds, including on a school bus or at school-sponsored functions, and, as appropriate, for conduct away from school grounds, in accordance with N.J.A.C. 6A:16-7.6. ` C C ! G G G y $ $ , 1 D # ! Developing a Civil School Climate " " $ 6 A : 1 6 - 7 . 1 C o d e o f s t u d e n t c o n d u c t ( c o n t d )
T h e c o d e o f s t u d e n t c o n d u c t s h a l l b e b a s e d o n p a r e n t , s t u d e n t a n d c o m m u n i t y i n v o l v e m e n t w h i c h r e p r e s e n t s , w h e r e p o s s i b l e , t h e c o m p o s i t i o n o f t h e s c h o o l s a n d c o m m u n i t y .
T h e c o d e o f s t u d e n t c o n d u c t s h a l l b e b a s e d o n l o c a l l y d e t e r m i n e d a n d a c c e p t e d c o r e e t h i c a l v a l u e s a d o p t e d b y t h e d i s t r i c t b o a r d o f e d u c a t i o n .
T h i s v i d e o c l i p f r o m t h e A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t p u t s t h i s i n a n h i s t o r i c a l c o n t e x t . + ` 7 ` t * G s b - Steps in Developing a Code of Student Conduct , . - $ L Planning is not only important, but necessary in developing or revising a district CSC, because the changes you contemplate directly affect everyone in the school community, including parents.
The plan should begin with the establishment of core ethical values, but there are steps that are necessary before that process can begin. 6 M Z 4 E C $ - Planning to Develop a Code of Student Conduct , . - " $ t The following are important steps to consider as you prepare to either develop a new CSC or revise your current CSC. ( u @ t C H - Planning to Develop a Code of Student Conduct . . " G e t b a c k i n g f r o m t h e c h i e f s c h o o l a d m i n i s t r a t o r o r c h a r t e r s c h o o l l e a d p e r s o n a n d t h e b o a r d o f e d u c a t i o n b y p r e s e n t i n g a s o l i d r a t i o n a l e f o r t h e n e e d t o r e v i s e y o u r C S C , b a s e d o n t h e f a c t t h a t , f o r e x a m p l e , t h e r e i s :
N o r e l a t i o n s h i p b e t w e e n t h e d i s t r i c t m i s s i o n s t a t e m e n t a n d t h e c u r r e n t C S C ;
A n o u t m o d e d , p u n i t i v e d i s c i p l i n a r y f r a m e w o r k t h a t i s i n c o n s i s t e n t w i t h t h e d i s t r i c t s m i s s i o n s t a t e m e n t o r c u r r e n t r e s e a r c h r e g a r d i n g e f f e c t i v e m e t h o d s o f b e h a v i o r c h a n g e ;
A n i n s u f f i c i e n t s y s t e m o f r e m e d i e s a n d c o n s e q u e n c e s f o r h a r a s s m e n t , i n t i m i d a t i o n a n d b u l l y i n g ( H I B ) b e h a v i o r s a n d i n a d e q u a t e s u p p o r t f o r v i c t i m s o f H I B ;
I n c o n s i s t e n t b e h a v i o r s t a n d a r d s i n t h e s c h o o l s o f t h e d i s t r i c t ;
D a t a s h o w i n g d e t e r i o r a t i n g s t u d e n t c o n d u c t ;
A l a c k o f i n f o r m a t i o n p r o v i d e d t o s t a f f , s t u d e n t s , a n d t h e c o m m u n i t y o n h o w m u c h i s a l r e a d y b e i n g d o n e t o s u c c e s s f u l l y m o l d s t u d e n t c o n d u c t . P P P C K ? $ $ , ( ( , , 0 0 4 4 & - Planning to Develop a Code of Student Conduct . . " Set the stage early for the involvement of parents, community representatives, students and staff in different phases of the process.
Form a district level project team and make sure that your team factors in adequate representation from and support for building principals throughout the process.
Establish core ethical values as the basis for the CSC, reinforced by an unwavering commitment to use these values as the reference point for decisions along the development and implementation pathway. For example, if respect is a core value, does your policy structure only deal with respect as a virtue expected of students, or is it an explicit expectation of staff behavior as well? ~ C C C C C C ( - Planning to Develop a Code of Student Conduct . . " M a k e s u r e t o i n c l u d e s t u d e n t b e h a v i o r a l e x p e c t a t i o n s a s w e l l a s t o i n d i c a t e t h e d i s t r i c t s c u r r i c u l a r a n d c o - c u r r i c u l a r m e t h o d s o f i n s t r u c t i o n a i m e d a t s o c i a l - e m o t i o n a l s k i l l d e v e l o p m e n t a n d s u p p o r t f o r a p r o - s o c i a l s c h o o l c l i m a t e . F o r e x a m p l e : C o n d u c t a n i n v e n t o r y o f t h e s o c i a l a n d l i f e - s k i l l d e v e l o p m e n t p r o g r a m s c u r r e n t l y b e i n g u s e d t h r o u g h o u t t h e d i s t r i c t s s c h o o l s . A r e t h e y a r t i c u l a t e d a c r o s s g r a d e l e v e l s s o t h a t l e a r n i n g i s s c a f f o l d e d a n d s k i l l s a r e r e i n f o r c e d ? A r e p r o g r a m s u n c o o r d i n a t e d a n d i n c l u d e s k i l l p r e s e n t a t i o n s t h a t m a y c o n f u s e o r b o r e s t u d e n t s ? A r e l e s s o n s p r e s e n t e d i n a n i n e f f e c t i v e m a n n e r ? f " Z X C C C C p C C C C @ * - Planning to Develop a Code of Student Conduct . . " Provide feedback to all of the stakeholders involved as resolution is reached at critical steps in the project plan. For example: Keep PTA/PTO as well as board members apprised of progress being made by including their members in the CSC revision process and updating them through school district communications such as newsletters or a special section of the district website.
Communicate the CSC clearly through student handbooks translated, if possible, into the primary languages spoken at home.
Provide for a positive presentation to the school board prior to their consideration for formal adoption of a new or revised CSC, using support from stakeholders involved in its development. ~ C m C C y C C C J - Planning to Develop a Code of Student Conduct . . " Include a provision for annually updating the CSC, based on feedback from school staff, students and other stakeholders.
Delineate the roles and responsibilities of each staff number in the implementation of the CSC, and provide training annually on the CSC (N.J.A.C. 6A:16-7.7). ^ y C C C C b S " E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ T h e S o u r c e b o o k c o n t r a s t s t h e c o r e e t h i c a l v a l u e s w i t h v a l u e s p r e f e r e n c e s . F o r e x a m p l e , d e p e n d i n g o n h o w t h e q u e s t i o n i s p o s e d , w h e n s t u d e n t s a r e a s k e d w h a t t h e y v a l u e t h e y m a y s a y s o m e t h i n g l i k e , g e t t i n g a n e w i P o d o r d o i n g w h a t I w a n t t o o n t h e w e e k e n d s . T h e s e m a y r e p r e s e n t v a l u e s s e e n a s i m p o r t a n t t o t h e m , b u t t h e y r e p r e s e n t l i f e s t y l e p r e f e r e n c e s , n o t c o r e e t h i c a l v a l u e s . }
% $ $ z ( ( . E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ T h e p r o c e s s w e u s e d w i t h t h e p i l o t d i s t r i c t s t o e s t a b l i s h c o r e v a l u e s w a s l i b e r a l l y a d a p t e d f r o m t h a t r e c o m m e n d e d b y t h e C h a r a c t e r E d u c a t i o n P a r t n e r s h i p a n d d e f i n e d i n t h e i r E l e v e n P r i n c i p l e s S o u r c e b o o k ( e v e r y N e w J e r s e y s c h o o l d i s t r i c t r e c e i v e d a c o p y o f t h e S o u r c e b o o k p r o v i d e d b y t h e N J C e n t e r f o r C h a r a c t e r E d u c a t i o n i n t h e 2 0 0 5 - 0 6 s c h o o l y e a r ) . T h e S o u r c e b o o k d e f i n e s v a l u e s a n d c o r e e t h i c a l v a l u e s a s f o l l o w s :
A V a l u e A b e l i e f a b o u t w h a t i s g o o d t h a t t r a n s c e n d s a s p e c i f i c s i t u a t i o n a n d t h a t g u i d e s j u d g m e n t a n d d e c i s i o n m a k i n g ( R o k e a c h , 1 9 9 3 ) . I n o r d e r f o r a v a l u e t o b e a c o r e e t h i c a l v a l u e i t m u s t b e o f c e n t r a l i m p o r t a n c e i n t h e l i f e o f t h e i n d i v i d u a l a n d l i f e o f t h e c o m m u n i t y ( L i k o n a , 2 0 0 2 ) . C C C
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C 3 C C $ $ ( ( , , 0 0 4 4 8 8 j < < C 0 4 _ @ # 2 E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ X The necessary characteristics of values that make them core ethical values are defined in the Sourcebook as follows:
Universal
Moral and ethical in nature
Supportive of our democracy and democratic way of life
Affirming and supportive of every individual
Important to relationships
Important to decision making
Significant, rather than trivial v @ " ^
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D u r i n g t h e p i l o t p r o j e c t , e a c h d i s t r i c t u s e d a s l i g h t l y d i f f e r e n t s t r a t e g y t o i n v o l v e t h e s c h o o l c o m m u n i t y i n t h e e s t a b l i s h m e n t o f t h e i r c o r e v a l u e s . L e t s l o o k a t t h e p r o c e s s t h a t t w o o f o u r p i l o t d i s t r i c t s u s e d t o p l a n a n d o r g a n i z e t h e i r C S C d e v e l o p m e n t p r o j e c t . R X N n M
6 E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ 3 Montvale used a process consistent with the outline in the Sourcebook, with a large representative group of school staff, a parent/community group and 8th grade students in their health classes, to arrive at a consensus regarding their core ethical values.
Here is the first step of the core values activity they used with each group: Identifying Important Core Ethical Values Activity.
If your district does not have the required board-approved core ethical values, or needs to review them, we strongly recommend using a process like this to generate consensus. 4 ; R f N 2 $ $ ( (
, , * O 2 O 8 E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ t The second step in defining core ethical values:
Here is the process used to define the value in behavioral terms. 2 u 3 A t 3 t B E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ I n t h e p r o c e s s o f r e v i e w i n g h e r d i s t r i c t s c o r e e t h i c a l v a l u e s , t h e S u p e r i n t e n d e n t , D r . S u s a n K i n g , d e c i d e d t h a t t h e d i s t r i c t s M i s s i o n S t a t e m e n t n e e d e d t o b e r e v i s e d t o r e f l e c t t h e c o r e v a l u e s a s w e l l . T h i s i s t h e f o r m t h a t t h e M i s s i o n S t a t e m e n t a n d c o r e e t h i c a l v a l u e s t o o k w h e n p r e s e n t e d t o t h e b o a r d o f e d u c a t i o n f o r a p p r o v a l : B L ~ K K > E s t a b l i s h i n g a n d U s i n g C o r e E t h i c a l V a l u e s T h e U n i f y i n g T h r e a d L A + $ $ $ T h e C h e r r y H i l l S c h o o l D i s t r i c t i s a l a r g e d i s t r i c t w i t h 1 9 s c h o o l s a n d m o r e t h a n 1 1 , 0 0 0 s t u d e n t s . H e r e i s h o w M o n a N o y e s , t h e d i s t r i c t s c h a r a c t e r e d u c a t i o n c o o r d i n a t o r , d e s c r i b e s t h e i r a p p r o a c h t o i d e n t i f y i n g a n d d e f i n i n g c o r e e t h i c a l v a l u e s .
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The process is not simple, but the potential impact is great if the development is done well. Planning is both important, and necessary in either developing or revising a district or school CSC because the changes you contemplate directly affect everyone in the school community, including parents. The process is complex but the potential impact is great if the development is done well. 8 ^ C C ( C
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Slide Titles 8 @ _PID_HLINKS A 6 q / / g s a p p - d c 0 1 / s h a r e s / c a p / c s c d / N E W G R A N T / G O A L 1 / 1 . 1 C O D E S T U D E N T C O N D U C T / T U T O R I A L / F I N A L D R A F T . 1 / T o m S f i l e s / 0 4 . w m v 8 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / A S C D . w m v 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 7 . w m v 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 3 . w m v V h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C o r e E t h i c a l V a l u e s i n C h a r a c t e r E d u c a t i o n . w k s h p s . d o c C h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / B e h a v i o r a l d e f i n i t i o n a c t i v i t y . d o c * h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / D O C 7 . d o c 6 h t t p : / / w w w . r u c h a r a c t e r . o r g / f i l e / C S C W M V v i d e o s / 0 4 . w m v V h t t p s : / / w w w . r u c h a r a c t e r . o r g / f i l e / B a s i c C E I P r e s e n t a t i o n f o r B O E M e e t i n g 1 0 - 2 3 - 0 7 . p p t ! _5 BLisa Uber L i s a U b e r