Abstract
Can an organic partnership of qualitative and quantitative data confirm the value of mind fulness practice as an assignment in undergraduate education? Working from qualitative evidence suggesting the existence of potentially measurable mindfulness effects expressed in ruler measures, a previous study calibrated a mathematically invariant scale of mindfulness practice effects with substantively and statistically significant differences in the measures before and after the assignment. Current efforts replicated these results. The quantitative model is described in measurement terms defined at an introductory level. Detailed figures and appendices are provided, and a program of future research is proposed.
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