Research and describe a minimum of two literacy strategies
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ELM 540 Topic 2 Discussions GCU
ELM 540 Topic 2 DQ 1
Research and describe a minimum of two literacy strategies to guide and encourage second language learners in their oral language development for various grade levels. Support your choices.
ELM 540 Topic 2 DQ 2
Why is it important to incorporate routine into developing comprehension of print concepts in regards to literacy development? Provide examples of how you will incorporate routine in regards to literacy development into your future professional practice.
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ELM 540 Topic 2 Discussions GCU
ELM 540 Topic 2 DQ 1
Research and describe a minimum of two literacy strategies to guide and encourage second language learners in their oral language development for various grade levels. Support your choices.
ELM 540 Topic 2 DQ 2
Why is it important to incorporate routine into developing comprehension of print concepts in regards to literacy development? Provide examples of how you will incorporate routine in regards to literacy development into your future professional practice.
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What is the importance of students developing their phonological
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ELM 540 Topic 3 Discussions GCU
ELM 540 Topic 3 DQ 1
What is the importance of students developing their phonological awareness? Describe two strategies to encourage students to pay attention to the sounds of spoken language.
ELM 540 Topic 3 DQ 2
How do word recognition, phonemic awareness, and print concepts each relate to fluency? What is the importance of scaffolding in teaching these concepts and in what general order should they be taught?
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ELM 540 Topic 3 Discussions GCU
ELM 540 Topic 3 DQ 1
What is the importance of students developing their phonological awareness? Describe two strategies to encourage students to pay attention to the sounds of spoken language.
ELM 540 Topic 3 DQ 2
How do word recognition, phonemic awareness, and print concepts each relate to fluency? What is the importance of scaffolding in teaching these concepts and in what general order should they be taught?
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ELM 540 TOPIC 6 DISCUSSIONS GCU
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ELM 540 Topic 6 Discussions GCU
ELM 540 Topic 6 DQ 1
How do you plan to include parents in reading and writing literacy? Explain how you will communicate with parents regarding a struggling reader.
ELM 540 Topic 6 DQ 2
Reflect upon the readings and assignments throughout this course. What are three key points you have taken from this class as well as point that is still unclear?
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ELM 540 Topic 6 Discussions GCU
ELM 540 Topic 6 DQ 1
How do you plan to include parents in reading and writing literacy? Explain how you will communicate with parents regarding a struggling reader.
ELM 540 Topic 6 DQ 2
Reflect upon the readings and assignments throughout this course. What are three key points you have taken from this class as well as point that is still unclear?
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Identify and describe two strategies to help guide and encourage fluency
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ELM 540 Topic 5 Discussions GCU
ELM 540 Topic 5 DQ 1
Identify and describe two strategies to help guide and encourage fluency for two different grade levels. Explain why each selected strategy is appropriate for its identified grade level.
ELM 540 Topic 5 DQ 2
Which speaking strategy, described in this topic’s readings, are you most likely to use? Is your choice reflective of your own speaking skills?
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ELM 540 Topic 5 Discussions GCU
ELM 540 Topic 5 DQ 1
Identify and describe two strategies to help guide and encourage fluency for two different grade levels. Explain why each selected strategy is appropriate for its identified grade level.
ELM 540 Topic 5 DQ 2
Which speaking strategy, described in this topic’s readings, are you most likely to use? Is your choice reflective of your own speaking skills?
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ELM 540 Topic 5 Clinical Field Experience D GCU
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ELM 540 Topic 5 Clinical Field Experience D GCU
ELM 540 Topic 5 Clinical Field Experience D Fluency, Comprehension, and Vocabulary I Do, We Do, You Do
Allocate as least 1 hour in the field to support this field experience.
Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary.
Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do
Complete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:
•Fluency/Comprehension/Vocabulary Concept
•I Do, We Do, You Do
•Differentiation
•Assessment
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ELM 540 Topic 5 Clinical Field Experience D GCU
ELM 540 Topic 5 Clinical Field Experience D Fluency, Comprehension, and Vocabulary I Do, We Do, You Do
Allocate as least 1 hour in the field to support this field experience.
Consult with your mentor teacher to decide the direction you will take to provide small-group instruction to 3-4 students on a literacy topic in Fluency, Comprehension, and/or Vocabulary.
Part 1: Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do
Complete the “Fluency, Comprehension, and Vocabulary: I Do, We Do, You Do” template to guide appropriate instruction for the 3-4 students identified by your mentor teacher. Within the chart, identify the following to help design your lesson:
•Fluency/Comprehension/Vocabulary Concept
•I Do, We Do, You Do
•Differentiation
•Assessment
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ELM 540 Topic 6 Literacy Toolkit GCU
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ELM 540 Topic 6 Literacy Toolkit GCU
Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.
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ELM 540 Topic 6 Literacy Toolkit GCU
Your principal recognizes your leadership role and that you have utilized data to inform instruction and has asked that you create a digital presentation to be used to advance professional practice in literacy. Prepare a professional development to highlight the literacy strategies, implemented throughout the field experiences, which can be used as a resource to be implemented collaboratively to present a shared vision, supportive culture, and common goals to teachers on a district-wide level in order to advocate for students.
Create an 8-10 slide digital presentation to highlight how you implemented the IWY strategy during field experiences to introduce and reinforce language and literacy concepts. This strategy will be beneficial as a collaborative resource for teachers district-wide to analyze student data based on student performance in order to modify instruction and implement next steps for instruction. Be sure to include a title slide, reference slide, and presenter’s notes.
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ELM 540 Topic 5 Benchmark Comprehensive Early Reading Plan
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ELM 540 Topic 5 Benchmark Comprehensive Early Reading Plan
Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment.
For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.
Part 1
Student: Mark
Age: 6
Grade: 1
Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.
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ELM 540 Topic 5 Benchmark Comprehensive Early Reading Plan
Now that you have researched instructional strategies to use when introducing literacy concepts, you will now put those strategies into practice as you decide strategies for instruction and assessment.
For this benchmark, use the case scenario provided to develop a comprehensive, research-based early reading plan.
Part 1
Student: Mark
Age: 6
Grade: 1
Mark is in the first grade and has transferred to a new school in the middle of the school year. Mark’s parents set up a meeting with his new first grade teacher to discuss their concerns with Mark’s reading skills. His previous teacher had wanted to discuss concerns about his reading skills with them, but they moved before they were able to meet and address these concerns.
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ELM 540 Topic 1 Milestones in Language and Literacy GCU
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ELM 540 Topic 1 Milestones in Language and Literacy GCU
As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
Part 1: Milestones in Language and Literacy Chart
Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:
•Language development
•Reading development
•Writing
•Listening
•Speaking
•Presenting
Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.
Support your findings with a minimum of three scholarly resources.
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ELM 540 Topic 1 Milestones in Language and Literacy GCU
As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
Part 1: Milestones in Language and Literacy Chart
Research the specific milestones related to the elementary grade K-8 state English Language Arts standards for the following areas of literacy:
•Language development
•Reading development
•Writing
•Listening
•Speaking
•Presenting
Using your research, complete the “Milestones in Language and Literacy” template, which will serve as a resource for the remaining assignments and field experiences within this course.
Support your findings with a minimum of three scholarly resources.
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ELM 540 Topic 2 Clinical Field Experience A GCU
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ELM 540 Topic 2 Clinical Field Experience A GCU
Allocate at least 2 hours in the field to support this field experience.
Part 1: I Do, We Do, You Do Observation
For this field experience, you will observe your choice of a Grade K-8 class during the introduction of a new literacy concept. Coordinate with a Grade K-8 teacher to find a time to observe the introduction of a new literacy concept.
During your observation, take notes on the teacher’s instruction and complete the “I Do, We Do You Do Template” to identify the methods your mentor teacher uses when introducing the new concept in literacy. Not all teachers will use the same models, but do your best to identify the IWY components observed in the lesson plan. If the teacher does not use the IWY strategy, then explain his or her teaching strategy.
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ELM 540 Topic 2 Clinical Field Experience A GCU
Allocate at least 2 hours in the field to support this field experience.
Part 1: I Do, We Do, You Do Observation
For this field experience, you will observe your choice of a Grade K-8 class during the introduction of a new literacy concept. Coordinate with a Grade K-8 teacher to find a time to observe the introduction of a new literacy concept.
During your observation, take notes on the teacher’s instruction and complete the “I Do, We Do You Do Template” to identify the methods your mentor teacher uses when introducing the new concept in literacy. Not all teachers will use the same models, but do your best to identify the IWY components observed in the lesson plan. If the teacher does not use the IWY strategy, then explain his or her teaching strategy.
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ELM 540 Topic 2 I Do We Do You Do GCU
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ELM 540 Topic 2 I Do We Do You Do GCU
There are various instructional strategies to use when teaching a new literacy concept to students. The I Do, We Do, You Do (IWY) method is a common best practice that can be adapted during instruction. This practice includes direct instruction (I Do), guided practice (We Do), and independent practice (You Do).
Research various instructional strategies specific to concepts of print and phonemic awareness to teach new literacy concepts. Include the IWY method in your research. Describe how this strategy is implemented in grade levels K-8 and how it is effective as an instructional strategy in the classroom.
In 500-750 words, create a literacy instructional plan for how you will apply the IWY method in your future classroom when introducing new literacy concepts.
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ELM 540 Topic 2 I Do We Do You Do GCU
There are various instructional strategies to use when teaching a new literacy concept to students. The I Do, We Do, You Do (IWY) method is a common best practice that can be adapted during instruction. This practice includes direct instruction (I Do), guided practice (We Do), and independent practice (You Do).
Research various instructional strategies specific to concepts of print and phonemic awareness to teach new literacy concepts. Include the IWY method in your research. Describe how this strategy is implemented in grade levels K-8 and how it is effective as an instructional strategy in the classroom.
In 500-750 words, create a literacy instructional plan for how you will apply the IWY method in your future classroom when introducing new literacy concepts.
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ELM 540 Topic 3 Clinical Field Experience B GCU
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ELM 540 Topic 3 Clinical Field Experience B GCU
ELM 540 Topic 3 Clinical Field Experience B: Phonics and Word Recognition: I Do, We Do, You Do
Allocate as least 2 hours in the field to support this field experience.
Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart
Consult with your mentor teacher to decide the direction you will take to provide small group instruction to 3-4 students on a literacy topic on phonics and/or word recognition.
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ELM 540 Topic 3 Clinical Field Experience B GCU
ELM 540 Topic 3 Clinical Field Experience B: Phonics and Word Recognition: I Do, We Do, You Do
Allocate as least 2 hours in the field to support this field experience.
Part 1: Phonics and Word Recognition: I Do, We Do, You Do Chart
Consult with your mentor teacher to decide the direction you will take to provide small group instruction to 3-4 students on a literacy topic on phonics and/or word recognition.
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ELM 540 Topic 3 Literacy Toolkit 1 Phonics and Word Recognition
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ELM 540 Topic 3 Literacy Toolkit 1 Phonics and Word Recognition
There are various aspects of literacy and it is important to begin developing instructional strategies to introduce these literacy concepts. It is crucial to examine multiple instructional and differentiation strategies in order to implement standards-based concepts related to phonics and word recognition.
Part 1: Phonics and Word Recognition Chart
Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, choose a K-3 grade level and identify three standards related to phonics and word recognition.
For each standard chosen:
•Identify an aligned instructional strategy.
•Describe how you would differentiate the strategy to accommodate student needs.
•Identify materials, including digital tools and resources needed to create relevant learning experiences and promote student learning.
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ELM 540 Topic 3 Literacy Toolkit 1 Phonics and Word Recognition
There are various aspects of literacy and it is important to begin developing instructional strategies to introduce these literacy concepts. It is crucial to examine multiple instructional and differentiation strategies in order to implement standards-based concepts related to phonics and word recognition.
Part 1: Phonics and Word Recognition Chart
Using the “Literacy Toolkit 1: Phonics and Word Recognition” template, choose a K-3 grade level and identify three standards related to phonics and word recognition.
For each standard chosen:
•Identify an aligned instructional strategy.
•Describe how you would differentiate the strategy to accommodate student needs.
•Identify materials, including digital tools and resources needed to create relevant learning experiences and promote student learning.
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Question
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ELM 540 Topic 4 Literacy Toolkit 2 Reading and Writing GCU
It is important to design and develop multiple forms of instructional and differentiation strategies in order to implement instruction aligned to standards-based concepts related to reading and writing.
Part 1: Reading and Writing Chart
Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards related to reading and writing.
For each standard chosen:
•Identify an aligned instructional strategy.
•Describe how you would differentiate the strategy to accommodate student needs.
•Research and identify materials, including digital tools and resources, needed to customize and personalize learning activities to meet the various learning styles of students during implementation of the strategy.
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ELM 540 Topic 4 Literacy Toolkit 2 Reading and Writing GCU
It is important to design and develop multiple forms of instructional and differentiation strategies in order to implement instruction aligned to standards-based concepts related to reading and writing.
Part 1: Reading and Writing Chart
Using the “Literacy Toolkit 2: Reading and Writing” template, choose a grade level 1-8 and identify three standards related to reading and writing.
For each standard chosen:
•Identify an aligned instructional strategy.
•Describe how you would differentiate the strategy to accommodate student needs.
•Research and identify materials, including digital tools and resources, needed to customize and personalize learning activities to meet the various learning styles of students during implementation of the strategy.
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Based on the National Reading Panel, there are five components
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ELM 540 Topic 1 Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
ELM 540 Topic 1 DQ 2
Describe a minimum of two strategies to encourage your students to build the foundations of language process with students. How will you include families into the reading development and foundations of language process with students?
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ELM 540 Topic 1 Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
ELM 540 Topic 1 DQ 2
Describe a minimum of two strategies to encourage your students to build the foundations of language process with students. How will you include families into the reading development and foundations of language process with students?
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Contextual word recognition is often taught through the method
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ELM 540 Topic 4 Discussions GCU
ELM 540 Topic 4 DQ 1
Contextual word recognition is often taught through the method of filling in the blanks on a worksheet. Brainstorm 2-3 alternative strategies in which analysis can also be taught, providing an example of each. Indicate whether the method is best used as an independent activity, a group activity, or if either method would work.
ELM 540 Topic 4 DQ 2
How does the social and emotional well-being of an atypical student differ from that of a typical student regarding reading fluency and comprehension development? How can you approach diversity in development in reading, fluency, and comprehension development from a place of compassion and empathy? Provide specific examples.
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ELM 540 Topic 4 Discussions GCU
ELM 540 Topic 4 DQ 1
Contextual word recognition is often taught through the method of filling in the blanks on a worksheet. Brainstorm 2-3 alternative strategies in which analysis can also be taught, providing an example of each. Indicate whether the method is best used as an independent activity, a group activity, or if either method would work.
ELM 540 Topic 4 DQ 2
How does the social and emotional well-being of an atypical student differ from that of a typical student regarding reading fluency and comprehension development? How can you approach diversity in development in reading, fluency, and comprehension development from a place of compassion and empathy? Provide specific examples.
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ELM 540 Foundational Literacy Skills GCU
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ELM 540 Foundational Literacy Skills GCU
ELM 540 Full Course Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
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ELM 540 Foundational Literacy Skills GCU
ELM 540 Full Course Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
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ELM 540 Full Course Assignments GCU
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ELM 540 Full Course Assignments GCU
ELM 540 Topic 1 Milestones in Language and Literacy
As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
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ELM 540 Full Course Assignments GCU
ELM 540 Topic 1 Milestones in Language and Literacy
As a teacher, it is crucial to know the milestones for language and literacy based on the age and developmental level of students in order to know how to differentiate and accommodate students’ needs.
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ELM 540 Full Course Discussions GCU
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ELM 540 Full Course Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
ELM 540 Topic 1 DQ 2
Describe a minimum of two strategies to encourage your students to build the foundations of language process with students. How will you include families into the reading development and foundations of language process with students?
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ELM 540 Full Course Discussions GCU
ELM 540 Topic 1 DQ 1
Based on the National Reading Panel, there are five components of reading instruction that when properly taught, provide the greatest chance of success for children to master reading skills related to oral language development. Select two components and discuss how you might address these factors in your future classroom.
ELM 540 Topic 1 DQ 2
Describe a minimum of two strategies to encourage your students to build the foundations of language process with students. How will you include families into the reading development and foundations of language process with students?
Tags: ELM 540, ELM 540 Full Course, ELM 540 Full Course Discussions GCU
Source: https://mindsblow.com/product/elm-540-full-course-discussions-gcu/
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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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