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1

EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk
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EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk
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EDU 644 Week 6 DQ 1 Course Reflection
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EDU 644 Week 5 DQ 1 More Website Sharing and Feedback
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EDU 644 Week 5 DQ 1 More Website Sharing and Feedback
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EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map
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EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map
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EDU 644 Week 4 DQ 2 School District and School Building Supports
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EDU 644 Week 4 DQ 2 School District and School Building Supports
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EDU 644 Week 4 DQ 1 Making a Difference – Biotech Academy
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EDU 644 Week 4 DQ 1 Making a Difference – Biotech Academy
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At-riskchildren benefit from access to specific programs that support their success in a school environment. By providing opportunities that students can connect with, the probability of them staying in school and matriculating to a two- or four-year college or university will increase. Biotech Academy in San Jose, California is an interdisciplinary program that focuses on bioscience. The program and its faculty, however, provide supports for at-risk students that go far beyond academics. To prepare for this discussion, watch the nearly 10-minute video Biotech Academy: A catalyst for change. Note that this video can also inform your completion of the Week Four Assignment.

Initial Post: Create an initial post that addresses the following:

a. Share a minimum of three things you observed showing how teachers at Biotech Academy instigate and maintain student support and success. Be sure to consider what characteristics they have to have and what behaviors and practices they need to present to their students.

b. Describe the impact collaboration between teachers, parents, and students has on student success as well as having a spirit of cooperation instead of competition between students.

c. Discuss two to three observations you made that show relevancy between Biotech Academy instruction & supports and what students need in post-secondary education and employment. Be sure to address how having such relevancy for student learning impacts their ultimate success.

d. Discuss how traditional school environments might learn from Biotech Academy and employ in their school culture so as to potentially increase graduation rates and matriculation to post-secondary education and employment for at-risk students.

Guided Response: Respond to a minimum of two peers. In your replies, consider how your peers’ observations and impressions compare to yours. For example, what did your peers observe that you did not or that you agree with but did not share in your initial response? Provide specific feedback to your peers’ regarding the relevancy between Biotech Academy and post-secondary education and employment, as well as to your peers’ perspectives regarding traditional school environments adopting strategies similar to those demonstrated by Biotech Academy teachers. As mentioned in prior discussions, though two replies is the basic expectation, for deeper engagement and l

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7

EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth
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EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth
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8

EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness
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EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness
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EDU 644 Week 3 DQ 1 Website Sharing and Feedback
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EDU 644 Week 3 DQ 1 Website Sharing and Feedback
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This discussion provides an opportunity for you to participate in reciprocal feedback regarding the website created in the Week Two Assignment. The feedback you give and receive will support enhancements to your website as you continue to develop it throughout the course leading up to the final evaluation in Week Six. Review the Week Three Instructor Guidance for further details about participating in this discussion.

Initial Post: Create an initial post that includes a link to your website created for the Week Two Assignment and that addresses the following:

a. Discuss your experience creating the website. Note any challenges you experienced and how you overcame them.

b. Share something that you learned while constructing your own website and discuss what you have enjoyed or disliked most about the process of creating the website thus far.

c. Reflecting on what your finished website will look like, describe your vision for the website’s design and content and how you can potentially use this as a personal resource or in your current or anticipated professional practice.

Guided Response: Respond to a minimum of two peers. Make an effort to respond to two peers that you didn’t engage with in the previous discussions. In responses, provide feedback to your peers about their website’s design and their working definition of at-risk. Additionally, provide constructive recommendations for how your peers can enhance their websites and definitions to meet the expectations for the final submission in Week Six. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you.

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10

EDU 644 Week 3 Assignment Child Maltreatment Policies Brochur
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EDU 644 Week 3 Assignment Child Maltreatment Policies Brochur
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This assignment focuses on analyzing policies about child maltreatment in the United States where, as noted in the Week Three Instructor Guidance and the Rubin (2012) recommended readings for Week Three, it is a growing national issue. This assignment is another opportunity to further apply 21st century technology skills as you create an informational brochure meant to inform the public in a variety of potential environments about child maltreatment in the United States and in a specific state of your choosing. Your finished brochure will be included in your website as part of the Week Six Final Project. Beyond reading the Week Three Instructor Guidance and the recommended chapters from Rubin (2012), review the State of California (2014) website resources for services related to children’s and youth health, the CDCP (2014) website about preventing child maltreatment, the Child Help (2014) website programs page, and the CAPA (2014) webpage about their programs and services to learn about child maltreatment and policies related thereto. Create your assignment using the content and written communication instructions below. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, review the Week Three Instructor Guidance and, if needed, contact the instructor for further clarifications using the Ask Your Instructor discussion. Additionally, add the flyer as a link or attachment to the page on your website titled Child Protection Services & Child Maltreatment.

Content Instructions
Using a digital software program such as Microsoft Publisher or Lucidpress.com, create a single-page, 3-panel, front-to back brochure that informs the public about the realities of child maltreatment in the United States and a specific state of your choosing. The brochure should be designed to appeal to audiences in a variety of settings, such as offices of school counselors or nurses, community centers and outreach facilities, public health facilities, and social services departments. Use the “Save As” option to save your brochure as a PDF. Submit the PDF version as your assignment for evaluation and include the attachment or link if constructed from an online source such as Lucidpress to your website.

• Title (1 point): Include an engaging title for the brochure.

• Maltreatment Information (2 points): Include a description of what constitutes child maltreatment, abuse, or neglect; tips for prevention, tips for parents or caregivers, and reporting abuse. Include at least two supporting resources cited in-text and in a References section.

• Statistical Data (1 point): Include at least three items of statistical data, audience-appropriate graphics, and two-to-three points about child maltreatment in the United States and your selected state. Include at least two supporting resources cited in-text and in a References section.

• Policy or Program Resource (3 points): Describe at least two policies, programs, models, or other source of support for parents, caregivers, schools, or others. Include at least two supporting resources cited in-text and in a References section.

• References: (1 point): Include a references section with at least four scholarly sources in addition to the Rubin (2012) textbook for any summarized, paraphrased, or quoted material in your brochure, including images and graphics. All sources in the references section should be used and cited correctly within the body of the assignment.

• Formatting (1 points): Brochure is a PDF, 8.5×11 inches in size, single-page, 3-panel, front-to-back design that uses graphics, and has a consistent theme/format to augment the readability of the brochure.

Written Communication Instructions

• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

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11

EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep
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EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep
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In this discussion, you will continue examining child protection services by evaluating the effectiveness of child protection resources from organizations that provide information and support for at-risk families. Specifically, we assess the outcomes of parenting programs for at-risk families using role-play. To prepare for this discussion, review any of the various chapters from Rubin (2012) listed in the Recommended Resources for Week Two, as well as the Week Two Instructor Guidance. When responding to this discussion, depending on the first letter of your last name, you will select either the California Department of Health Care Services website or the Los Angeles County Department of Child and Family Services website and speak from a specific role about whether to keep or terminate a specific program that supports at-risk children and families.

• If your last name begins with A-M, speak from the role of a Los Angeles County Department of Child and Family Services official who wants to maintain an existing parenting program that supports at-risk children and families.

• If your last name begins with N-Z, speak from the role of a State of California Director of Health Services who wants to eliminate a specific parenting program that supports at-risk children and families to reduce costs for the state.

Initial Post: Speaking from the role you are assigned, write an initial post about whether to keep or eliminate a specific program that supports at-risk children and families. Use the two websites listed above, the recommended Rubin (2012) readings for Week Two, and at least one additional scholarly source to provide support for your argument. Be sure to state which role you are assuming in this role-play activity and the specific program you are discussing at the beginning of your initial post. Next, write your argument as a formal letter to the citizens of your assigned locality (i.e., either LA County or the State of California). Your letter should be written succinctly (i.e., it should not be lengthy) and persuasively and include a specific call to action (i.e., to either keep or eliminate a specific program).

Guided Response: Respond to a minimum of two peers. In each response, assume the role of a press agent for a local newspaper and interview your peer. You can do so by asking questions about the ramifications of keeping or terminating the program. This will elicit further critical thought from peers about their arguments. Though personal opinions may be expressed in the replies, it is expected that you will write an objective response that is designed, again, to promote further critical thinking by peers about their arguments. Please keep personal opinions about the programs discussed to a minimum and focus on evidence-based responses. As with other discussions, though two replies is the basic expectation, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided for you to further the conversation and demonstrate critical thinking on this topic.

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12

EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics
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EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics
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In this discussion, the focus is on examining agencies responsible for child protection. You will sharpen your technology skills by creating an infographic about a specific agency. Infographics are a way to visualize data and information using text and graphics and can be powerful instructional tools, as noted in the Teaching With Infographics presentation and further explained in the Week Two Instructor Guidance. Prepare for this discussion by reading Rubin (2012) Chapter 1, the Principles and Philosophy resource, and the Week Two Instructor Guidance. Then, using the software of your choosing, be sure to attach or link to your infographic in your initial post. Your infographic will be included in the Week Six Final Project.

Initial Post: Create an infographic using the software of your choice that includes the following:

a. An engaging title for the infographic.

b. A summary of a specific child protection agency’s vision, mission, guiding principles, or philosophies.

c. A summary of how the agency’s philosophies, principles, and key policies support or align with the philosophical tenets promoted by the Adoption and Safe Families Act (ASFA) 1997.

d. At least one image in the infographic.

e. A references section that cites all information summarized in the infographic, including the child protection agency you researched and at least one other local, state, national, for-profit or non-profit organization.

Guided Response: Respond to a minimum of two peers. In your responses, discuss the design of the infographic (e.g., colors, layout, graphics) and the quality of the information shared. Make recommendations to peers about how they might enhance their infographic, drawing on the principles discussed in the Teaching With Infographics presentation for design of infographics, and about the content summarized. Though two replies is the minimum expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have provided to you to further the conversation. Remember, this continued engagement also provides you with opportunities to demonstrate your content expertise, critical thinking, and any real world experiences you may have with the topic of child protection agencies.

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13

EDU 644 Week 2 Assignment Supporting Families At Risk – Website Construction
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EDU 644 Week 2 Assignment Supporting Families At Risk – Website Construction
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This assignment provides you the opportunity to begin early construction of your website by building a foundation from which to continue development during the remaining weeks of this course and finalize in the Week Six Final Project. To prepare for this assignment, review the website creation options listed in the Recommended Resources for Week Two and the Week Two Instructor Guidance. Next, begin creation of your website using the content and written communication instructions below.

Note that for the two topics learned thus far; poverty and child protection, only pages with placeholders are created. Summarized information and artifacts pertaining to these topics will only be evaluated in the Week Six Final Project. However, at any point during the course, you may consult the Final Project requirements and add things at your own pace. Use the Grading Rubric to review your assignment before submission to ensure you have met the distinguished performance for each of the components described below. For additional assistance, please contact the instructor using the Ask Your Instructor discussion.

In a single-page Word document, include a link to your website and the title of your website. Also include your definition of at risk. Submit your assignment to the course for evaluation.

Content Instructions
• Website Title – Homepage (1 point): A descriptive title for the website located on the homepage of the website.

• Definition of At Risk – Homepage (2 points): Your working definition of the term “at-risk” located on the homepage of the website crafted during Week One.

• Poverty Page (1 point): Create a page including section headings for an Overview of Poverty, Support, and Resources. Be sure to link the page to the homepage.

• Child Protection Services & Child Maltreatment Page (1 point): Create a page including section headings for an Overview of Child Protection Services and Maltreatment, Support, and Resources. Be sure to link the page to the homepage.

• Homelessness Page (1 point): Create a page including section headings for an Overview of Homelessness, Support, and Resources. Be sure to link this page to the homepage.

• Students at Risk Page (1 point): Create a page including the following section headings; Professional Presentation and Professional Application. Be sure to link this page from the homepage.

Written Communication Instructions

• Syntax and Mechanics (1 point): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

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14

EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources
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EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources
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Post Due by Day 3.An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two.. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:

a. Summarize what you learned from the Poverty USA website and how this knowledge will be useful to you in your current or future professional practice.

b. Summarize the statistical data from the Poverty USA website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.

c. Describe the organizational and content features of the Poverty USA website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.

d. Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.

e. Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.

Guided Response: Respond to a minimum of two peers. In your responses, compare your peers’ summaries of the Poverty USA website to your own and discuss how your summaries differed and what may account for those differences. Review the additional resource your peers’ provide and consider their description. What else might effectively describe the type of information in the resource? Finally, discuss the resources reviewed and the organizational and content features your peers’ said they might emulate, considering whether you might also emulate those design features in your website. Though two replies is the basic expectation, for deeper engagement and learning you are encouraged to respond to any comments or questions others have provided to you.



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15

EDU 644 Week 1 DQ 1 What It Means to Be At – Risk and Why It Matters
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EDU 644 Week 1 DQ 1 What It Means to Be At – Risk and Why It Matters
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It is likely that you have at least heard the term at-risk used in a variety of contexts, but you may not know exactly what is meant by this commonly used term. When working in a community or educational environment, one must be aware of the scope of at-risk groups so as to implement or guide them toward appropriate and effective supports or services. In this discussion, you will analyze a variety of descriptions of at-risk groups and behaviors associated with them for the purpose of acquiring your own working definition. You will include this definition in your website that is created throughout the course and finalized during the Week Six Final Project and make adjustments to your working definition during Week Six when you reflect upon how your definition has expanded.

Prepare for this discussion by reading the Week One Instructor Guidance and reviewing the following resources that provide descriptions of at-risk groups and the behaviors associated with them:

U.S. Department of Health & Human Services: At-Risk Individuals
• A website defining at-risk individuals.
U.S Department of Health & Human Services: Factors That Contribute to Child Abuse and Neglect
• A website about child abuse and neglect.
American Academy of Child and Adolescent Psychiatry
• An article describing violent behavior in children and adolescents.
Teachnology
• A website defining the concept of being at-risk.
National Center for School Engagement
• A website offering descriptions for youth at risk.
Initial Post: Considering the descriptions in the websites provided above, create an initial post that addresses the following:
a. Discuss which of the websites most effectively described the term at-risk as it relates to establishing and enhancing your understanding of the phrase.
b. Write a working definition of the term at-risk in your own words. Review the Week One Instructor Guidance for what constitutes a working definition.
c. Explain what the personal value is in having knowledge of groups at risk in relation to your current or anticipated future work with children and/or families.
Guided Response: Respond to at least two peers. In your responses, discuss how your peers’ selections of effective website descriptions compare to your own and offer feedback on their definition of “at-risk” giving specific suggestions that will enhance their definition. Additionally, consider your peers’ explanations of the value of having awareness of groups at risk and discuss how their ideas for this value differ from your own. Asking questions of peers that clarify points from their initial posts is also encouraged. Though two replies is the basic expectation for this discussion, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Remember that for all discussions in this course, continuing to engage with peers and the instructor beyond the minimum requirements will further the conversation and provide opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics.

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16

EDU 644 Entire Course
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EDU 644 Entire Course
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EDU 644 Week 1 DQ 1 What It Means to Be At – Risk and Why It Matters

EDU 644 Week 1 DQ 2 Evaluating the Impact of Poverty A Review of Quality Online Resources

EDU 644 Week 2 Assignment Supporting Families At Risk – Website Construction

EDU 644 Week 2 DQ 1 Child Protection Agencies Infographics

EDU 644 Week 2 DQ 2 Role-Play! Which Programs Will We Keep

EDU 644 Week 3 Assignment Child Maltreatment Policies Brochure

EDU 644 Week 3 DQ 1 Website Sharing and Feedback

EDU 644 Week 3 DQ 2 Tale of Two Cities and Homelessness

EDU 644 Week 4 Assignment School-Based Efforts A Plan to Support At-Risk Youth

EDU 644 Week 4 DQ 1 Making a Difference – Biotech Academy

EDU 644 Week 4 DQ 2 School District and School Building Supports

EDU 644 Week 5 Assignment Group At-Risk Specialization Mind Map

EDU 644 Week 5 DQ 1 More Website Sharing and Feedback

EDU 644 Week 6 DQ 1 Course Reflection

EDU 644 Week 6 Final Creating a Web-Based Resource for a Population At Risk

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