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COM 510 FINAL EXAM LATEST-SAINT LEO
COM 510 FINAL EXAM LATEST-SAINT LEO
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SPD 300 Full Course Assignments GCU
SPD 300 Topic 1 Special Education Law Presentation Video
In order to be compliant with current education laws and policies relating to individuals with disabilities, it is important to understand their historical context. There have been many education policy changes resulting from court cases, laws, and social movements in society. The laws that have formed special education today will most definitely effect the job of a special education teacher.
For this assignment, create a 3-5 minute video that could be posted on a school special education webpage as a resource for parents of students with disabilities. The video should show you as the presenter, summarizing the history of special education law in the United States, highlighting important historical judicial decisions.
Use the “Special Education Law Presentation Video Template” to outline the video. Your video presentation should consider the parental/guardian audience, be clear, and follow the “Professional Dispositions of Learners.”
Include the following in your video:
1.Brief history of special education before the 1970’s and from the 1970’s to present day  referencing appropriate judicial decisions.
2.Brief description of two court cases about parental rights and students educational rights such as FERPA, IDEA, or rights of students in public charter schools or private schools.
3.At least 3-4 recommended resources including at least one from the state in which you will teach to stay up-to-date with current legal trends in special education
Support your findings with a minimum of three scholarly references.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 2 Identification, Referral, Evaluation, and Eligibility for Individuals with Disabilities Presentation
It is vital that special education teachers understand the process for identifying individuals with disabilities and involve general education teachers, special education teachers, administration, parents, and other experts. The most valuable part of this process is collecting and analyzing data through the Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) processes. Teachers will need to understand these processes, know how to follow the processes, and be able to articulate the processes to other stakeholders.
For this assignment, take on the role of a special education teacher at a K-5 elementary school. Your principal has asked you to prepare a presentation to inform new general education teachers about the basics of special education identification and referral, evaluation, and eligibility for individuals with disabilities.
Create a 10-15 slide digital presentation on the topic of special education referral, evaluation, and placement procedures.
Within your presentation:
•Review the RTI and MTSS processes and how they support students with and without disabilities who are struggling academically.
•Describe laws, policies, and procedures regarding referrals, assessments, and placements for students who have, or are suspected as having, a disability. Include which individuals may make such a referral, and distinguish special education identification from a special education referral .
•Identify rights and responsibilities of students being evaluated for special education services, their parents, teachers, schools, and other professionals within the evaluation process .
•Include a title slide, reference slide, and presenter’s notes.
Your digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
Support your presentation with a minimum of three scholarly resources, referencing all applicable laws and policies.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 3 Clinical Field Experience A: The IEP Process
Special education teachers spend a lot of time working with the IEP process and writing the IEP documents. It is important to become familiar with this process, including who the stakeholders are, how to write a thorough and effective IEP, how to identify supports for the student, and the types of meetings that can occur.
Allocate at least 2.5 hours in the field to support this field experience
Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about the IEP processes to help you synthesize the following:
1.What individuals are asked to attend an IEP meeting?
2.Have you ever had an educational advocate attend an IEP meeting? Describe the role of the advocate and experiences during the IEP meeting.
3.What is the difference between an annual IEP and an IEP review? How does your team document the review of the IEP if the annual IEP and review occur in the same meeting?
4.How do you determine the specific educational needs of an individual with disabilities?
5.How are students’ needs addressed in the present level of performance, goals, and services sections of the IEP?
6.How do you specifically build on the strengths of students with disabilities?
7.Are students typically involved in their IEP meeting and/or in the development of their IEP? Why or why not?
8.Ask at least two additional questions of your own.
Use any remaining time to assist the teacher in providing instruction and support to the class.
In 250‐500 words, summarize and reflect upon your observations, interview, and collaboration with your mentor teacher. Explain how you will use your findings in your future professional practice .
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

SPD 300 Topic 3 Free Appropriate Public Education (FAPE) and Least Restrictive Environment (LRE)
The Individuals with Disabilities Education Act (IDEA) mandates that all students with disabilities receive a FAPE in the LRE. The decisions regarding these two components of the law are to be made based solely on the unique needs of each individual student. Teachers will be a part of this decision making process and must adhere to the requirements of IDEA.
In 750-1,000 word essay, summarize what FAPE and LRE are and how they are related . Within your essay, describe and evaluate the ramifications on public policy, on students/families, or on LEAs/schools/teachers of one FAPE court case and one LRE court case.
Choose cases from the lists below:
FAPE Cases
•Board of Education v. Rowley
•Alamo Heights Independent School District v. State Board of Education
•Kevin T. v. Elmhurst Community School District No. 205
LRE Cases
•Daniel R.R. v. State Board of Education
•Roncker v. Walter
•Hendricks v. Gilhool
Support your summaries with a minimum of 3-5 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 4 IEP Goals and Measuring Progress
The IEP is a federally mandated document. Although the format or template can vary, all IEPs must adhere to the requirements outlined by IDEA. Every public school student who qualifies to receive specialized instruction and related special education services will receive an IEP. The IEP outlines a number of things, including the student’s category of eligibility under IDEA; present levels of performance; performance goals; accommodations and modifications; parent’s input; assessment accommodations; least restrictive environment; and the services to be provided. The Present Levels section of the IEP should provide a rationale that supports the IEP team’s choices regarding student goals.
Based on the provided PLAAFP, outline the following for Dan on the “IEP Goals and Measuring Progress Template”:
1.Three annual, measureable IEP goals  based on an analysis of the assessment data provided in the PLAAFP
2.At least three action steps for achieving each identified goal .
3.A brief explanation of how Dan and his family would be involved in approving each goal, and suggestions for how they can monitor his progress at home .Beneath the template, in 250‐500 words, write a rationale explaining your PLAAFP choices.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 5 Clinical Field Experience B: Transition
As students transition into high school, they will also begin considering and planning what they want to do after high school . This process is specifically outlined by IDEA for students receiving special education services in public schools. Students need to be involved in the development of their own transition plan, planning for support in post‐secondary life.
Allocate at least 2.5 hours in the field to support this field experience.
Observe, interview, and collaborate with a Grades 9‐12 certified special education teacher about transition assessments, plans, goals, and post‐secondary transition to help you synthesize the following:
1.Who is involved in the development of the transition plan?
2.How can the student advocate for himself or herself through the development of the transition plan?
3.What types of assessments are used to develop the transition plan?
4.What types of supports can be provided to help the student meet their transition goals?
5.What types of organizations can be included in the transition plan to support the student’s goals?
6.Ask at least two additional questions of your own.
Use any remaining time to assist the teacher in providing instruction and support to the class.
In 250‐500 words, summarize and reflect upon your observations and collaboration. Explain how you will use your findings in your future professional practice .
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

SPD 300 Topic 5 Gabriel’s Transition Goals
IDEA requires that every student receiving special education services in a public school will receive a post‐secondary transition plan no later than the age of 16. This transition plan outlines the student’s interests and plans for life after high school whether that be community college, university, employment, an adult day program, independent living, or other options they would like to pursue. Action steps for the student to achieve those goals are also outlined in the transition plan.
Based on the “Gabriel Case Scenario,” use the “Transition Goals Template” to draft one measurable transition goal for Gabriel in each of the following areas:
•Education/Training (i.e., vocational, post‐secondary education, on‐the‐job training, apprenticeship)
•Employment (i.e., sheltered, volunteer, competitive)
•Independent Living (i.e., daily living skills, leisure, transportation, access to adult services)
For each transition goal, identify one applicable transition‐related service and one activity appropriate for Gabriel to reach his goals.
Beneath the template, in 250‐500 words, write a rationale explaining the goals and activities  you planned for Gabriel and how they demonstrate compassion, justice, and care.
Support your findings with a minimum of two scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 6 Analyzing Due Process Decisions
IDEA provides protections and rights to families of students with disabilities who are receiving special education services, including due process. Parents/caregivers have the right to due process if they have a conflict with their child’s school relating to the services the child receives. It is important that teachers understand due process as they may be called upon to share data regarding a student in a due process hearing.
Use the “Analyzing Due Process Decisions Template” to complete this assignment.
Select three of the due process hearing decisions from this topic’s “Due Process Hearing” readings.
•Case Arguments: For each side presented, related to assessment, eligibility, and/or placement with a continuum of services.
•Case Supporting Evidence: For each side presented.
•Case Ruling: Including law cited to support ruling.
•Decision Position: State whether you agree or disagree with the decision made and justify your position citing current education policy and research to analyze specifics from the case.
Support your summaries with a minimum of 1-2 scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 7 Benchmark – Case Study: PLAAFP and Annual Goals
The IEP is an essential part of each student’s special education program and plays a large part in the role of special education teacher responsibilities. Special education teachers must include all of the information needed to describe the student’s strengths, needs, background information, etc. All of this information is used to develop an effective program for the student.
By the age of 16, students with special education services must have an additional transition plan that addresses current functioning based on observations, student surveys, and other age appropriate transition services. Goals must be developed for further education and training as well as employment after high school. Aligned transition activities for each goal must be realistically developed to assist students in achieving their goals. Teams must also consider the need for goals associated with independent living. These goals could address community access and participation, adult living and post‐school options, as well as daily living skills to support independence in adult settings.
Review the “Alicia Case Study” to inform the assignment that follows.
Use the “Case Study: PLAAFP and Annual Goals Template” to complete this assignment. The template includes:
•Part 1: Present Level of Academic Achievement and Functional Performance (PLAAFP)
•Part 2: Post‐Secondary Transition – including student interests and transition plan with measureable goals.
•Part 3: Rationale and Reflection
Support your rational with 1‐2 scholarly resources, in addition to the CEC Code of Ethics.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
COE 3.8: Consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individual with exceptionalities.
[CEC 5.1, ICSI.5.S8, ICSI.5.S15, IGC.5.K1, IGC.5.S7, IGC.5.S23, IGC.5.S24; InTASC 1(b), 2(d), 5(f), 6(v), 8(s), 9(h); Mission Critical 2, 3, 4, 5]
COE 3.10: Develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
[CEC 5.5, ICSI.5.S8, ICSI.5.S8, ICSI.5.S15, ICSI.5.S17, ICSI.5.S19, IGC.5.K1, IGC.5.K3, IGC.5.K8, IGC.5.S1, IGC.5.S2, IGC.5.S11 IGC.5.S23, IGC.5.S24; InTASC 7(b), 7(e); Mission Critical 1, 2, 4, 5]
COE 5.1: Reflect on practice in light of research on teaching, professional ethics, and resources available for professional learning in order to improve student learning. [ACEI 5.0; CEC 6.1, ICSI.6.K2, ICSI.6.K4 ICSI.6.S1, ICSI.6.S2, ICSI.6.S3, ICSI.6.S4, ICSI.6.S5, ICSI.6.S7, IGC.6.K4, IGC.6.K6, IGC.6.S2; InTASC 9(l), 9(o); Mission Critical 2, 3, 4]
COE 5.4: Integrate foundational knowledge and current issues to inform professional practice.
[CEC 6.2, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, IGC.6.K1, IGC.6.K2, IGC.6.K3; InTASC 10(h); Mission Critical 1, 2, 4]
COE 5.8: Demonstrate legal, ethical, and quality requirements related to the management of confidential student information.
[CEC 6.1, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.7.S1, IGC.6.K1, IGC.6.K6; InTASC 5(k); Mission Critical 1, 2, 4, 5]

SPD 300 Topic 8 Discipline Case Study Flowchart
IDEA includes very specific guidelines regarding the discipline of students with disabilities in public school settings. Special education teachers must be knowledgeable of, and adhere to, these guidelines when dealing with any discipline issues regarding students who receive special education services. It is important that the student’s disability be taken into consideration when making discipline decisions.
Review the case scenario below to inform the assignment that follows.
Carrie is a 15‐year‐old student with a language impairment. In particular, she struggles with understanding expressive language (i.e., sharing thoughts, ideas, and feelings completely). Recently, Carrie and the bus driver exchanged words about Carrie’s seat on the bus. Carrie proceeded to call the bus driver several inappropriate names. Prior to this incident, Carrie had not exhibited any of these behaviors in her classroom or in any other school environment, and she had not received any disciplinary action in the school year.
Following the incident, Carrie’s parents received a letter from the principal stating that Carrie would be suspended for 11 school days, has been expelled from riding the school bus for the remainder of the semester, and that, for the remainder of the year, special transportation would be provided to Carrie at the end of the 11‐day suspension.
Carrie’s parents have requested that Carrie’s IEP team gather in order to complete a functional behavioral assessment, develop a behavioral intervention plan, and conduct a manifestation determination review. Further, they object to Carrie having special transportation. Carrie’s IEP indicates that she is to ride the “general education” bus.
Part 1: Flowchart
Create a flowchart that clearly depicts the two possible discipline paths following a manifestation determination identify that the misconduct was:
1.The result of Carrie’s disability
2.Not the result of Carrie’s disability
In addition, discuss how to proceed given the current details of Carrie’s behavior. What next steps need to be addressed, if any, in regards to her behavior and the parent’s requests for an assessment and transportation ?
Part 2: Analysis
Include a 250‐500 word analysis regarding any legal issues raised by the principal’s decision to change in Carrie’s transportation. Reference relevant statutes, regulations, and case decisions as appropriate .
Support your findings with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

SPD 300 Topic 8 Clinical Field Experience Verification Form
Candidates must complete all programmatic requirements, including practicum/field experience hours defined in the coursework. Additional information about practicum/field experience can be found in the Student Success Center.
To earn credit for this assignment, all required course hours must be completed and the form submitted by the assignment due date.
•Access the Clinical Field Experience Verification Form in the Document Management section in the Student Portal.
•Complete all required fields on the Clinical Field Experience Verification Form.
•Submit by clicking “Click to Sign.” An email will be sent to the mentor to verify the practicum/field experience hours.
•Communicate with the mentor to request he or she verify the practicum/field experience hours. Once the practicum/field experience hours have been verified by the mentor, the completed form will be available in the Student Portal.
•Save a .pdf copy of the completed Clinical Field Experience Verification Form to your computer.
•Submit the Clinical Field Experience Verification Form to the LMS.
*The data entered into this document is subject to a verification audit. Candidates who engage in fabricating, falsifying, forging, altering, or inventing information related to practicum/field experiences, internships, clinical practice, and/or any associated documentation may be subject to sanctions for violating GCU academic integrity policies, which may include expulsion from GCU.

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Tags: COM 510 FINAL EXAM LATEST-SAINT LEO
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Author: CoboCards-User
Main topic: Education
Topic: Education
School / Univ.: devry university
City: UK
Published: 12.02.2020
Tags: INTERNATIONAL STUDY, COMPUTER SCiENCE, ENGINEERING & TECHNOLOGY, Accounting, Business, PSCYCHOLOGY, SOCIAL SCIENCE, POLITICAL Science, Social Science, Project Risk Management, ARTS & HUMANITIES, RELIGIOUS STUDIES SOCIOLOGY
 
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ECS 555 TOPIC 2 (2)
ECS 555 Topic 2 (2)
ECS 555 TOPIC 2 CULTURE AND ENVIRONMENT ANALYSIS GCU (1)
ECS 555 Topic 2 Culture and Environment Analysis GCU (1)
ECS 555 TOPIC 2 DISCUSSIONS GCU (1)
ECS 555 Topic 2 Discussions GCU (1)
ECS 555 TOPIC 3 (2)
ECS 555 Topic 3 (2)
ECS 555 TOPIC 3 DISCUSSIONS GCU (1)
ECS 555 Topic 3 Discussions GCU (1)
ECS 555 TOPIC 3 HEALTH AND SAFETY MINI LESSONS GCU (1)
ECS 555 Topic 3 Health and Safety Mini Lessons GCU (1)
ECS 555 Topic 4 (2)
ECS 555 TOPIC 4 (2)
ECS 555 Topic 4 Discussions GCU (1)
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ECS 555 Topic 5 (2)
ECS 555 TOPIC 5 (2)
ECS 555 Topic 5 Benchmark Wellness Fair GCU (1)
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ECS 555 Topic 5 Discussions GCU (1)
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ECS 555 Topic 6 (2)
ECS 555 TOPIC 6 (2)
ECS 555 Topic 6 Discussions GCU (1)
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ECS 555 TOPIC 6 SOCIAL EMOTIONAL DEVELOPMENT PRESENTATION GCU (1)
ECS 560 (16)
ECS 560 FULL (1)
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ECS 560 TOPIC 1 (3)
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ECS 560 TOPIC 2 (2)
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ECS 560 TOPIC 3 (2)
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ECS 560 TOPIC 5 (2)
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ECS 560 TOPIC 6 (2)
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ECS 570 (16)
ECS 570 Full (1)
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ECS 570 Topic 1 (2)
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ECS 570 Topic 2 (2)
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ECS 570 Topic 3 (3)
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ECS 570 Topic 4 (2)
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ECS 570 Topic 5 (2)
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ECS 570 Topic 6 (2)
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ECS 580 (10)
ECS 580 Entire Course GCU (1)
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ECS 580 Topic 1 (1)
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ECS 580 Topic 2 (3)
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ECS 580 Topic 3 (1)
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ECS 580 Topic 4 (1)
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EDU 330 (21)
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EDU 330 Topic 2 (2)
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EDU 330 TOPIC 4 (1)
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EDU 330 Topic 7 (3)
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ELM 305 (17)
ELM 305 FULL (1)
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ELM 305 TOPIC 2 (3)
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ELM 540 (18)
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English language arts activities. Include a rationale for your choices (1)
ESL 533 (15)
ESL 533 Advanced Methodologies of SEI GCU (1)
ESL 533 Full Course (1)
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ESL 533 Topic 1 (2)
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ESL 533 Topic 3 (3)
ESL 533 Topic 3 Clinical Field Experience A GCU (1)
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ESL 533 Topic 4 (2)
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ESL 533 Topic 5 (3)
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future research (1)
GCU SOC 220 SOCIAL PROBLEMS ENTIRE COURSE (1)
Has postmodern theology had a positive or negative influence on the church? Explain. (1)
HCA 827 (32)
HCA 827 Full (2)
HCA 827 Full Course (4)
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HCA 827 Full Course GCU (2)
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HCA 827 Topic 5 (4)
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HCA 827 Topic 6 (2)
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HCA 827 Topic 7 (4)
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HCA 827 Topic 8 (4)
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HCI 600 (17)
HCI 600 Foundations of Informatics GCU (1)
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HCI 600 Topic 1 (2)
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HCI 600 Topic 2 (1)
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HCI 600 Topic 3 (2)
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HCI 600 Topic 4 (2)
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HCI 600 Topic 5 (2)
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HCI 600 Topic 6 (2)
HCI 600 Topic 6 Addressing Challenges With Interoperability GCU (1)
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HCI 600 Topic 7 (1)
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HCI 600 Topic 8 (2)
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HIS 105 ASSIGNMENT 1.1 – IMPACT (1)
HIS 105 ASSIGNMENT 1.2 – IMPACT (1)
HIS 105 ASSIGNMENT 2.1 – POLICEMEN (1)
HIS 105 ASSIGNMENT 2.2 – POLICEMEN (1)
How are the RTI and MTSS systems similar and different from one another? (1)
How are you determining the stakeholders related to your analytics deployment? (1)
How can teachers model appropriate ways for children in early childhood to express (1)
how can you address business problems (1)
how can you address business problems in your industr (1)
how did the teacher integrate ELL Proficiencya (1)
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HRM 517 WEEK 10 ASSIGNMENT 2 STR LATEST (1)
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https://mindsblow.com/product/ecs-550-week-2-clinical-field-experience-a-gcu/ (1)
IDENTIFY TWO GCU (1)
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IDENTIFY TWO GCU LIBRARY SCHOLARLY DATABASES THAT WILL HELP YOU FIND (1)
if at all (1)
Language Proficiency (ELP) Standards from Arizona or from your state (1)
LDR 804 (14)
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LDR 804 TOPIC 6 (2)
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Leading in complex organizational environments is a challenging endeavor that (1)
Learning Community (CLC) assignment. For this assignment (1)
LEG 440 ASSIGNMENT 2 COMPETITION REQUIREMENTS (1)
LEG 440 WEEK 11 DISCUSSION LATEST (1)
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located in the Student Success Center. An abstract is not required. (2)
MAT 150 (12)
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MGT 410 (38)
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MGT 410 Topic 1 (4)
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MGT 410 Topic 2 (4)
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MGT 410 Topic 3 (4)
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MGT 410 Topic 4 (4)
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MGT 410 Topic 5 (6)
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MGT 410 Topic 6 (4)
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MGT 410 Topic 8 (6)
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MIN 822 (15)
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ministry is most significantly affecting you or people you know in ministry? (1)
MIS 600 (19)
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MIS 600 Topic 1 (2)
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MIS 600 Topic 2 (3)
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MIS 600 Topic 6 (3)
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MIS 660 (19)
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MIS 660 Topic 3 (2)
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MIS 660 Topic 4 (2)
MIS 660 Topic 4 Data Visualization With Tableau GCU (1)
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MIS 690 (20)
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MIS 690 Topic 5 (2)
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MIS 690 Topic 6 (2)
MIS 690 Topic 6 CLC Calibration and External Validation GCU (1)
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MIS 690 Topic 7 (2)
MIS 690 Topic 7 CLC Model Deployment and Model Life Cycle GCU (1)
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MIS 690 Topic 8 (3)
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MKT 100 WEEK 11 QUIZ 5 STR NEW (1)
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NAME ONE FINANCIAL ASPECT (1)
NRS 493 (34)
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NRS 493 Topic 1 (4)
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NRS 493 Topic 10 (6)
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NRS 493 Topic 2 (2)
NRS 493 Topic 2 Capstone (1)
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NRS 493 Topic 3 (3)
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NRS 493 Topic 4 (3)
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NRS 493 Topic 5 (5)
NRS 493 Topic 5 Clinical Practice Experience Remediation GCU (1)
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NRS 493 Topic 6 (2)
NRS 493 Topic 6 Capstone Change Project Resources GCU (1)
NRS 493 Topic 6 Literature Review GCU (1)
NRS 493 Topic 7 (2)
NRS 493 Topic 7 Capstone Change Project Evaluation Plan GCU (1)
NRS 493 Topic 7 Professional Capstone and Practicum Reflective Journal GCU (1)
NRS 493 Topic 8 (2)
NRS 493 Topic 8 Benchmark Capstone Project Change Proposal GCU (1)
NRS 493 Topic 8 Professional Capstone and Practicum Reflective Journal GCU (1)
NRS 493 Topic 9 (2)
NRS 493 Topic 9 Capstone Project Change Proposal Presentation GCU (1)
NRS 493 Topic 9 Professional Capstone and Practicum Reflective Journal GCU (1)
NUR 647E (14)
NUR 647E Complete Course GCU (1)
NUR 647E Week 1 (1)
NUR 647E Week 1 Discussion Questions GCU (1)
NUR 647E Week 2 (2)
NUR 647E Week 2 Assignment GCU (1)
NUR 647E Week 2 Discussion Questions GCU (1)
NUR 647E Week 3 (1)
NUR 647E Week 3 Discussion Questions GCU (1)
NUR 647E Week 4 (2)
NUR 647E Week 4 Assignment GCU (1)
NUR 647E Week 4 Discussion Questions GCU (1)
NUR 647E Week 5 (1)
NUR 647E Week 5 Discussion Questions GCU (1)
NUR 647E Week 6 (2)
NUR 647E Week 6 Assignment GCU (1)
NUR 647E Week 6 Discussion Questions GCU (1)
NUR 647E Week 7 (2)
NUR 647E Week 7 Assignment GCU (1)
NUR 647E Week 7 Discussion Questions GCU (1)
NUR 647E Week 8 (2)
NUR 647E Week 8 Assignment GCU (1)
NUR 647E Week 8 Discussion Questions GCU (1)
ORG 827 Full Course Discussions GCU (1)
ORG 827 Strategic Decision Making GCU (1)
ORG 827 Topic 2 Benchmark Leading Strategic Decision Making GCU (1)
ORG 827 Topic 5 Advancing Scientific Knowledge and Significance of the Study GCU (1)
ORG 827 Topic 7 Benchmark The Value of Taking Risks GCU (1)
Organizational culture has a significant influence on how leaders make decisions (1)
Porter (1996) argued (1)
Prepare this assignment according to the guidelines found in the APA Style Guide (1)
Recent examples of church/state conflict relate to matters of health care (1)
Recommendations for practice (1)
Reflect on collection of data (1)
RES 885 (18)
RES 885 All Weeks (2)
RES 885 All Weeks Assignments GCU (1)
RES 885 All Weeks Discussions GCU (1)
RES 885 Developing the Research Proposal GCU (1)
RES 885 Topic 1 (2)
RES 885 Topic 1 Discussions GCU (1)
RES 885 Topic 1 Prospectus Submission GCU (1)
RES 885 Topic 2 (1)
RES 885 Topic 2 Schedule Virtual Conference With Chair GCU (1)
RES 885 Topic 3 (2)
RES 885 Topic 3 Discussions GCU (1)
RES 885 Topic 3 Virtual Conference With Chair GCU (1)
RES 885 Topic 4 (2)
RES 885 Topic 4 Discussions GCU (1)
RES 885 Topic 4 Prospectus Revision 1 GCU (1)
RES 885 Topic 5 (2)
RES 885 Topic 5 Discussions GCU (1)
RES 885 Topic 5 Schedule Virtual Conference with Chair GCU (1)
RES 885 Topic 6 (2)
RES 885 Topic 6 Discussions GCU (1)
RES 885 Topic 6 Virtual Conference with Chair GCU (1)
RES 885 Topic 7 (2)
RES 885 Topic 7 Discussions GCU (1)
RES 885 Topic 7 Prospectus Revision 2 GCU (1)
RES 885 Topic 8 (2)
RES 885 Topic 8 Chapter 2 Outline Draft GCU (1)
RES 885 Topic 8 Discussions GCU (1)
Review the rubric prior to beginning the assignment to become (1)
Review the rubric prior to beginning the assignment to become familiar (1)
Review the study material (1)
revivalist theology (1)
SCI 110 WEEK 10 QUIZ 9 STR LATEST (1)
SCI 110 WEEK 11 QUIZ 10 STR LATEST (1)
SCI 110 WEEK 2 QUIZ 1 STR LATEST (1)
SCI 110 WEEK 3 QUIZ 2 STR LATEST (1)
SCI 110 WEEK 5 QUIZ 4 STR LATEST (1)
SCI 110 WEEK 6 QUIZ 5 STR LATEST (1)
SCI 110 WEEK 7 QUIZ 6 STR LATEST (1)
SCI 110 WEEK 8 QUIZ 7 STR LATEST (1)
SCI 110 WEEK 9 ASSIGNMENT 2-STRAYER (1)
SCI 110 WEEK 9 QUIZ 8 STR LATEST (1)
Select one of the lesser contemporary theologies: existentialism (1)
Selecting Assessments GCU Table 1 in “Principles and Practices (1)
Should church leaders utilize the homogeneous unit principle? Why or why not? (1)
should leaders delegate decision making authority (1)
SOC 220 Full Course Assignments GCU (1)
SOC 220 Full Course Discussions GCU (1)
SOC 220 SOCIAL PROBLEMS GCU NEW (1)
SOC 220 Topic 1 Introduction to Social Problem Essay Questions (1)
SOC 220 Topic 1 Select a social problem that is important to you. (1)
SOC 220 Topic 2 Read the journal articles about various inequalities that exist (1)
SOC 220 Topic 2 Social Inequality Worksheet GCU (1)
SOC 220 Topic 3 Poverty in urban areas tends to perpetuate social deviance. (1)
SOC 220 Topic 3 Social Deviance Worksheet GCU (1)
SOC 220 Topic 4 Consider why persons with disabilities are considered (1)
SOC 220 Topic 4 Vulnerable Populations Worksheet GCU (1)
SOC 220 Topic 5 According to some politicians (1)
SOC 220 Topic 5 Social Problems Within Education Worksheet GCU (1)
SOC 220 Topic 6 Social Problems Presentation GCU (1)
SOC 220 Topic 6 There are many arguments and much research that demonstrates (1)
SOC 220 Topic 7 Benchmark Social Problem Final Essay GCU (1)
SOC 220 Topic 7 Migration and immigration is an age-old process of people (1)
solid academic (1)
Some assert it is imperative for leaders to be bold when making strategic decisions (1)
SPD 300 (21)
SPD 300 Full Course (2)
SPD 300 Full Course Assignments GCU (1)
SPD 300 Full Course Discussions GCU (1)
SPD 300 Topic 1 (2)
SPD 300 Topic 1 Assignment GCU (1)
SPD 300 Topic 1 Discussions GCU (1)
SPD 300 Topic 2 (2)
SPD 300 Topic 2 Assignment GCU (1)
SPD 300 Topic 2 Discussions GCU (1)
SPD 300 TOPIC 3 (1)
SPD 300 Topic 3 (2)
SPD 300 TOPIC 3 CLINICAL FIELD EXPERIENCE A GCU (1)
SPD 300 Topic 3 Discussions GCU (1)
SPD 300 Topic 3 Free Appropriate Public Education GCU (1)
SPD 300 Topic 4 (2)
SPD 300 Topic 4 Discussions GCU (1)
SPD 300 Topic 4 IEP Goals and Measuring Progress GCU (1)
SPD 300 Topic 5 (3)
SPD 300 Topic 5 Clinical Field Experience B GCU (1)
SPD 300 Topic 5 Discussions GCU (1)
SPD 300 Topic 5 Gabriel’s Transition Goals GCU (1)
SPD 300 Topic 6 (2)
SPD 300 Topic 6 Analyzing Due Process Decisions GCU (1)
SPD 300 Topic 6 Discussions GCU (1)
SPD 300 Topic 7 (2)
SPD 300 Topic 7 Benchmark Case Study GCU (1)
SPD 300 Topic 7 Discussions GCU (1)
SPD 300 Topic 8 (3)
SPD 300 Topic 8 Clinical Field Experience Verification Form GCU (1)
SPD 300 Topic 8 Discipline Case Study Flowchart GCU (1)
SPD 300 Topic 8 Discussions GCU (1)
SPD 320 (22)
SPD 320 All Assignments GCU (1)
SPD 320 All Discussions GCU (1)
SPD 320 Assessment and Eligibility in Special Education GCU (1)
SPD 320 Topic 1 (2)
SPD 320 Topic 1 Assessment Process to Establish Eligibility GCU (1)
SPD 320 Topic 1 Discussions GCU (1)
SPD 320 Topic 2 (3)
SPD 320 Topic 2 Discussions GCU (1)
SPD 320 Topic 2 Parent Newsletter Article GCU (2)
SPD 320 Topic 3 (3)
SPD 320 Topic 3 Analyzing Student Data The RTI Model GCU (1)
SPD 320 Topic 3 Clinical Field Experience A GCU (1)
SPD 320 Topic 3 Discussions GCU (1)
SPD 320 Topic 4 (2)
SPD 320 Topic 4 Child Study Team Presentation and Handout GCU (1)
SPD 320 Topic 4 Discussions GCU (1)
SPD 320 Topic 5 (2)
SPD 320 Topic 5 Discussions GCU (1)
SPD 320 Topic 5 Next Steps Multidisciplinary Evaluation Team GCU (1)
SPD 320 Topic 6 (3)
SPD 320 Topic 6 Clinical Field Experience B GCU (1)
SPD 320 Topic 6 Diagnostic Evaluation Assessments Matrix GCU (1)
SPD 320 Topic 6 Discussions GCU (1)
SPD 320 Topic 7 (1)
SPD 320 Topic 7 Benchmark Comprehensive Report Summary and Recommendations GCU (1)
SPD 320 Topic 8 (3)
SPD 320 Topic 8 Clinical Field Experience Verification Form GCU (1)
SPD 320 Topic 8 Collaborative Learning Community Reevaluation GCU (1)
SPD 320 Topic 8 Discussions GCU (1)
Spend time observing lessons in your field experience classroom. (1)
STAKEHOLDER SUPPORT (1)
STAKEHOLDER SUPPORT IS NECESSARY FOR (1)
STAKEHOLDER SUPPORT IS NECESSARY FOR A SUCCESSFUL PROJECT (1)
STRAYER ACC 556 (12)
STRAYER ACC 556 ALL WEEKS (1)
STRAYER ACC 556 ALL WEEKS DISCUSSIONS LATEST (1)
STRAYER ACC 556 WEEK 1 (1)
STRAYER ACC 556 WEEK 1 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 10 (1)
STRAYER ACC 556 WEEK 10 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 11 (1)
STRAYER ACC 556 WEEK 11 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 2 (1)
STRAYER ACC 556 WEEK 2 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 3 (1)
STRAYER ACC 556 WEEK 3 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 4 (1)
STRAYER ACC 556 WEEK 4 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 5 (1)
STRAYER ACC 556 WEEK 5 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 6 (1)
STRAYER ACC 556 WEEK 6 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 7 (1)
STRAYER ACC 556 WEEK 7 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 8 (1)
STRAYER ACC 556 WEEK 8 DISCUSSION LATEST (1)
STRAYER ACC 556 WEEK 9 (1)
STRAYER ACC 556 WEEK 9 DISCUSSION LATEST (1)
STRAYER BUS 309 (1)
STRAYER BUS 309 WEEK 2 (1)
STRAYER BUS 309 WEEK 2 DISCUSSION LATEST (1)
STRAYER BUS 322 (2)
STRAYER BUS 322 WEEK 11 (1)
STRAYER BUS 322 WEEK 11 DISCUSSION LATEST (1)
STRAYER BUS 322 WEEK 5 (1)
STRAYER BUS 322 WEEK 5 DISCUSSION LATEST (1)
STRAYER BUS 377 (1)
STRAYER BUS 377 WEEK 6 (1)
STRAYER BUS 377 WEEK 6 DISCUSSIONS LATEST (1)
STRAYER BUS 430 (9)
STRAYER BUS 430 QUIZ 1 (1)
STRAYER BUS 430 QUIZ 1 LATEST (1)
STRAYER BUS 430 QUIZ 2 (1)
STRAYER BUS 430 QUIZ 2 LATEST (1)
STRAYER BUS 430 QUIZ 3 (1)
STRAYER BUS 430 QUIZ 3 LATEST (1)
STRAYER BUS 430 QUIZ 4 (1)
STRAYER BUS 430 QUIZ 4 LATEST (1)
STRAYER BUS 430 WEEK 1 (1)
STRAYER BUS 430 WEEK 1 DISCUSSION LATEST (1)
STRAYER BUS 430 WEEK 2 (1)
STRAYER BUS 430 WEEK 2 DISCUSSION LATEST (1)
STRAYER BUS 430 WEEK 3 (1)
STRAYER BUS 430 WEEK 3 DISCUSSION LATEST (1)
STRAYER BUS 430 WEEK 4 (1)
STRAYER BUS 430 WEEK 4 DISCUSSION LATEST (1)
STRAYER BUS 430 WEEK 5 (1)
STRAYER BUS 430 WEEK 5 DISCUSSION LATEST (1)
STRAYER BUS 520 (14)
STRAYER BUS 520 WEEK 1 (1)
STRAYER BUS 520 WEEK 1 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 10 (1)
STRAYER BUS 520 WEEK 10 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 2 (1)
STRAYER BUS 520 WEEK 2 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 3 (2)
STRAYER BUS 520 WEEK 3 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 3 PREP ASSIGNMENT LATEST (1)
STRAYER BUS 520 WEEK 4 (2)
STRAYER BUS 520 WEEK 4 ASSIGNMENT 1 LATEST (1)
STRAYER BUS 520 WEEK 4 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 5 (1)
STRAYER BUS 520 WEEK 5 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 6 (2)
STRAYER BUS 520 WEEK 6 ASSIGNMENT 2 LATEST (1)
STRAYER BUS 520 WEEK 6 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 7 (1)
STRAYER BUS 520 WEEK 7 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 8 (1)
STRAYER BUS 520 WEEK 8 DISCUSSION LATEST (1)
STRAYER BUS 520 WEEK 9 (2)
STRAYER BUS 520 WEEK 9 ASSIGNMENT 3 LATEST (1)
STRAYER BUS 520 WEEK 9 DISCUSSION LATEST (1)
STRAYER COM 510 ASSIGNMENT 1 LATEST (1)
STRAYER COM 510 ASSIGNMENT 2 LATEST (1)
STRAYER COM 510 WEEK 1 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 11 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 2 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 4 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 5 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 6 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 7 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 8 DISCUSSION LATEST (1)
STRAYER COM 510 WEEK 9 DISCUSSION LATEST (1)
STRAYER CRJ 105 WEEK 5 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 1 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 10 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 11 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 2 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 2 QUIZ LATEST (1)
STRAYER HIS 105 WEEK 3 DISCUSSION LATEST (1)
STRAYER HIS 105 WEEK 5 QUIZ LATEST (1)
STRAYER HIS 105 WEEK 6 QUIZ LATEST (1)
STRAYER HIS 105 WEEK 7 QUIZ LATEST (1)
STRAYER HIS 105 WEEK 9 DISCUSSION LATEST (1)
STRAYER HRM 517 WEEK 4 DISCUSSION LATEST (1)
STRAYER HRM 517 WEEK 8 DISCUSSION LATEST (1)
STRAYER HRM 517 WEEK 9 DISCUSSIONS LATEST (1)
STRAYER HSA 300 WEEK 6 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 1 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 2 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 3 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 4 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 5 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 6 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 7 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 8 DISCUSSION LATEST (1)
STRAYER HSA 520 WEEK 9 DISCUSSION LATEST (1)
STRAYER JWI 510 ASSIGNMENT 1 LATEST (1)
STRAYER JWI 510 WEEK 2 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 3 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 4 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 5 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 6 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 7 DISCUSSION LATEST (1)
STRAYER JWI 510 WEEK 8 DISCUSSION LATEST (1)
STRAYER LEG 440 ALL DISCUSSIONS LATEST (1)
STRAYER LEG 440 WEEK 1 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 10 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 2 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 3 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 4 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 5 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 6 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 7 DISCUSSION LATEST (1)
STRAYER LEG 440 WEEK 8 DISCUSSION LATEST (1)
STRAYER MKT 100 WEEK 11 DISCUSSION LATEST (1)
STRAYER MKT 100 WEEK 9 DISCUSSION LATEST (1)
STRAYER SOC 450 ALL WEEK DISCUSSIONS LATEST (1)
STRAYER SOC 450 QUIZ 1 (SET 1&2) LATEST (1)
STRAYER SOC 450 QUIZ 2 (SET 1 2 3) LATEST (1)
STRAYER SOC 450 WEEK 1 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 10 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 11 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 2 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 3 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 4 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 5 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 6 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 7 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 8 ASSIGNMENT A LATEST (1)
STRAYER SOC 450 WEEK 8 DISCUSSION LATEST (1)
STRAYER SOC 450 WEEK 9 ASSIGNMENT B LATEST (1)
STRAYER SOC 450 WEEK 9 DISCUSSION LATEST (1)
student loan debt is an (1)
SUBMIT A SUMMARY (1)
SUBMIT A SUMMARY OF SIX OF YOUR ARTICLES ON (1)
SUBMIT A SUMMARY OF SIX OF YOUR ARTICLES ON THE DISCUSSION BOARD (1)
Submit both the graphic organizer and the reflection as one deliverable. (1)
Submit the Clinical Field Experience Verification Form to LoudCloud. (1)
SUCH AS PRESENTING RESULTS (1)
TCH 539 (16)
TCH 539 Full (1)
TCH 539 Full Course (3)
TCH 539 Full Course Assignments GCU Latest (2)
TCH 539 Full Course Discussions GCU Latest (1)
TCH 539 Full Course GCU Latest (1)
TCH 539 Week 1 (2)
TCH 539 Week 1 Choosing a Research Topic GCU Latest (1)
TCH 539 Week 1 Discussions GCU (1)
TCH 539 Week 2 (2)
TCH 539 Week 2 Discussions GCU (1)
TCH 539 Week 2 Research Proposal and Annotated Bibliography GCU (1)
TCH 539 Week 3 (2)
TCH 539 Week 3 Data Collection Summary GCU Latest (1)
TCH 539 Week 3 Discussions GCU (1)
TCH 539 Week 4 (2)
TCH 539 Week 4 Analyzing Data GCU Latest (1)
TCH 539 Week 4 Discussions GCU (1)
TCH 539 Week 5 (2)
TCH 539 Week 5 Action Plan GCU Latest (1)
TCH 539 Week 5 Discussions GCU (1)
TCH 539 Week 6 (2)
TCH 539 Week 6 Discussions GCU (1)
TCH 539 Week 6 Sharing Action Research Project GCU Latest (1)
Teachers will sometimes encounter situations in which students become a danger to themselves or others (1)
the generalizability (1)
There are many trends in religion and theology in the present era. (1)
this assignment according to the guidelines found in the APA Style Guide (1)
This is a Collaborative Learning Community (CLC) assignment. For this assignment (2)
This is a Collaborative Learning Community (CLC) assignment. Review the article (1)
To what extent (1)
Transparency is a key component of ethical decision making. How transparent should leaders (1)
TSL 550 (15)
TSL 550 FULL (1)
TSL 550 FULL COURSE (2)
TSL 550 FULL COURSE ASSIGNMENTS GCU (1)
TSL 550 FULL COURSE DISCUSSIONS GCU (1)
TSL 550 FULL COURSE GCU (1)
TSL 550 TOPIC 1 (2)
TSL 550 TOPIC 1 DISCUSSIONS GCU (1)
TSL 550 TOPIC 1 NEGATIVE EFFECTS ON LEARNING GCU (1)
TSL 550 TOPIC 2 (2)
TSL 550 TOPIC 2 DISCUSSIONS GCU (1)
TSL 550 TOPIC 2 LETTER TO THE DEPARTMENT OF EDUCATION GCU (1)
TSL 550 TOPIC 3 (2)
TSL 550 TOPIC 3 DISCUSSIONS GCU (1)
TSL 550 TOPIC 3 NEEDS ASSESSMENT POWERPOINT GCU (1)
TSL 550 TOPIC 4 (2)
TSL 550 TOPIC 4 DISCUSSIONS GCU (1)
TSL 550 TOPIC 4 INTEGRATING TECHNOLOGY GCU (1)
TSL 550 TOPIC 5 (2)
TSL 550 TOPIC 5 BENCHMARK FAMILY ENGAGEMENT PLAN GCU (1)
TSL 550 TOPIC 5 DISCUSSIONS GCU (1)
TSL 550 TOPIC 6 (2)
TSL 550 TOPIC 6 DISCUSSIONS GCU (1)
TSL 550 TOPIC 6 REVISED LEARNING ACTIVITY GCU (1)
TSL 552 (14)
TSL 552 FULL COURSE (1)
TSL 552 FULL COURSE DISCUSSIONS GCU (1)
TSL 552 LITERACY IN (1)
TSL 552 LITERACY IN BILINGUAL SETTINGS GCU (1)
TSL 552 TOPIC 1 (2)
TSL 552 TOPIC 1 DISCUSSIONS GCU (1)
TSL 552 TOPIC 1 SLIDESHOW ON LITERACY IN BILINGUAL SETTINGS GCU (1)
TSL 552 TOPIC 2 (2)
TSL 552 TOPIC 2 BILINGUAL PROGRAMS PARENT NEWSLETTER GCU (1)
TSL 552 TOPIC 2 DISCUSSIONS GCU (1)
TSL 552 TOPIC 3 (2)
TSL 552 TOPIC 3 BILITERACY DEVELOPMENT NEEDS ASSESSMENT GCU (1)
TSL 552 TOPIC 3 DISCUSSIONS GCU (1)
TSL 552 TOPIC 4 (2)
TSL 552 TOPIC 4 CULTURALLY RELEVANT TEXT CHART GCU (1)
TSL 552 TOPIC 4 DISCUSSIONS GCU (1)
TSL 552 TOPIC 5 (2)
TSL 552 TOPIC 5 BENCHMARK CONTENT AREA LESSON PLAN AND REFLECTION GCU (1)
TSL 552 TOPIC 5 DISCUSSIONS GCU (1)
TSL 552 TOPIC 6 (2)
TSL 552 TOPIC 6 BILINGUAL ASSESSMENT CHART GCU (1)
TSL 552 TOPIC 6 DISCUSSIONS GCU (1)
TSL 558 (9)
TSL 558 TOPIC 1 (1)
TSL 558 TOPIC 1 ASSIGNMENT GCU (1)
TSL 558 Topic 2 (1)
TSL 558 Topic 2 Culturally Responsive Classroom Self Audit GCU (1)
TSL 558 Topic 3 (1)
TSL 558 TOPIC 3 (1)
TSL 558 Topic 3 Culturally Responsive Activities in the Classroom GCU (1)
TSL 558 TOPIC 3 DQ 1 (1)
TSL 558 TOPIC 4 (2)
TSL 558 TOPIC 4 ASSIGNMENT GCU (1)
TSL 558 TOPIC 4 DQ 1 (1)
TSL 558 TOPIC 5 (2)
TSL 558 TOPIC 5 DQ 1 (1)
TSL 558 TOPIC 5 LEARNING CENTERS GCU (1)
TSL 558 TOPIC 6 (1)
TSL 558 TOPIC 6 COGNITIVE BENEFITS OF BILINGUALISM GCU (1)
TSL 565 (11)
TSL 565 ELL and Bilingual Assessment GCU (1)
TSL 565 Full Course (2)
TSL 565 Full Course Assignments GCU (1)
TSL 565 Full Course Discussions GCU (1)
TSL 565 Topic 1 (2)
TSL 565 Topic 1 Assessment Types GCU (1)
TSL 565 Topic 1 Discussions GCU (1)
TSL 565 Topic 2 (1)
TSL 565 TOPIC 2 (1)
TSL 565 Topic 2 Discussions GCU (1)
TSL 565 TOPIC 2 FIELD EXPERIENCE A STUDENT PROFILE GCU (1)
TSL 565 Topic 4 (2)
TSL 565 Topic 4 Discussions GCU (1)
TSL 565 Topic 4 Field Experience C Authentic Assessment GCU (1)
TSL 565 Topic 5 (1)
TSL 565 Topic 5 Discussions GCU (1)
TSL 565 Topic 6 (1)
TSL 565 Topic 6 Content Area Writing Assignment and Rubric GCU (1)
Were the teaching concepts in the lesson tied to the students’ backgrounds? (1)
What are the legal ramifications of sharing data with outside stakeholders? (1)
What do you see as the two most important current trends/issues being discussed (1)
What internal and external factors influence authentic data collection? (2)
What is the most significant way vision guides the strategy of the organization to achieve (1)
WHAT SHOULD BE CONSIDERED (1)
WHAT SHOULD BE CONSIDERED WHEN MAKING A RUBRIC FOR AN ASSIGNMENT? (1)
When summarizing your data (1)
WHICH INDEPENDENT (1)
While APA format is not required for the body of this assignment (1)
why each strategy is applicable to the specific ELL proficiency label (1)
WHY IS UNDERSTANDING (1)
WHY IS UNDERSTANDING THE HEALTH CARE SYSTEM AT (1)
WHY IS UNDERSTANDING THE HEALTH CARE SYSTEM AT THE LOCAL LEVEL (1)
with a variety of skill levels and behavior needs in the classroom. (1)
years while academic language (CALPS) is more difficult and takes 5-8 years to develop. (1)
You are not required to submit this assignment to LopesWrite. Benchmark Information: (1)
your dissertation. Include the following in your submission: (1)
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