Discuss the definition of collaboration, best practices of collaboration between schools and families

Discuss the definition of collaboration, best practices between schools and families, best practices among school personnel, and best practices among schools and communities.  How might collaboration be essential in the unique education processes?  

Collaboration is working together to achieve a common goal or objective. Collaboration in education plays a crucial role in fostering effective partnerships between schools, families, personnel, and communities. It involves sharing resources, knowledge, and expertise to support students’ learning and well-being.

Collaboration between schools and families:

Open and regular communication: Establishing open lines of communication between schools and families is vital. This includes providing multiple channels for communication, such as newsletters, emails, parent-teacher conferences, and online platforms.
Parent involvement: Encouraging and facilitating parent involvement in school activities, volunteering opportunities, and decision-making processes can strengthen collaboration. It helps create a sense of shared responsibility for students’ success.
Parent education and support: Providing resources, workshops, and information to parents on topics like parenting skills, academic support, and adolescent development can empower them to participate in their children’s education actively.
Collaboration among school personnel:

Collaborative planning: Teachers, administrators, and support staff should engage in collaborative planning to align curriculum, instructional strategies, and support services. Regular meetings, grade-level or subject-area teams, and professional learning communities can facilitate this process.
Sharing best practices: Encouraging educators to share successful teaching strategies, resources, and interventions with their colleagues fosters a culture of collaboration. This can be done through professional development sessions, mentoring programs, or peer observations.
Interdisciplinary teamwork: Collaboration among different school personnel, such as teachers, counselors, special educators, and administrators, promotes holistic support for students. It allows for a comprehensive understanding of students’ needs and implementing appropriate interventions.
Collaboration between schools and communities:

Partnerships with community organizations: Schools can collaborate with local businesses, nonprofits, cultural institutions, and other community organizations to provide additional resources and learning opportunities for students. This can include guest speakers, mentorship programs, internships, or field trips.
Engaging families in community activities: Schools can encourage families to participate in community events and initiatives, fostering a sense of belonging and connection. This involvement can enhance students’ learning experiences and strengthen community support for education.
Resource sharing: Collaboration between schools and communities can involve sharing facilities, equipment, and expertise. For example, schools can use community sports facilities for physical education classes or collaborate with local artists for art programs.
Collaboration is essential in the unique education processes because it recognizes that various factors beyond the classroom influence students’ educational success. By working together, schools, families, school personnel, and communities can create a supportive environment that meets the diverse needs of students. Collaboration enhances the effectiveness of interventions, promotes a more holistic approach to education, and fosters a sense of shared responsibility for students’ well-being and academic achievement. Moreover, collaboration helps create a seamless transition between different educational settings, such as from home to school or school to the workforce, ensuring continuity and positive student outcomes.

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Education Assignment

The purpose of this assignment is to synthesize all that you have learned about keeping children healthy.

Create a PowerPoint presentation for early childhood educators that identifies the Top 10 Strategies to Keep Children Healthy. Each strategy should be addressed on a separate slide for a total of 10 slides. The strategies should be information addressed in Lesson 4 and Lesson 5 of the course. Responses should be written in complete, detailed sentences.

Each slide should include the following:

What is the strategy?

When should the strategy be performed?

Why is the strategy important? 

How is the strategy implemented or performed? 

Chapter 7: “Promoting Good Health and Wellness,” pp. 154-180

Chapter 10: “Children With Special Health Care Needs,” pp. 230-261


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Why is it important to use early learning standards to plan curriculum experiences?

Unit 7: Activity Plans:   

· 2 activity plans are required from 2 different curricular areas  

· 1 activity plan must promote diversity 

· 1 activity plan must incorporate technology in the classroom  

· Each activity plan must address one unique disability category. Explain the modifications/adaptations you will make to support children with the identified need.  

Please see here for a full list of disabilities: https://www.understood.org/articles/en/conditions-covered-under-idea  


Activity Plan  #1 
Curricular Area   
Large group/Small group or center    
Name of Activity    
Location of Activity   
Early Learning Standard (one minimum)   
Does this activity plan support diversity of children or incorporate technology? Demonstrate how.   
State disability category. Demonstrate how you will support children diagnosed with this disability. What accommodations/ modifications are necessary?      
Assistive Technology: Explain the technology. How will this help children? How will it be used in the early childhood setting?     
Assessment: Create and share an assessment tool tied to objective/ standard. Unit 2 provides tools and samples.   Please submit as attached document or include at the end of the template.  
Activity Plan  #2 
Curricular Area   
Large group/Small group or center    
Name of Activity    
Early Learning Standard (one minimum)   
Does this activity support diversity of children or incorporate technology? Demonstrate how.     
State Disability Category. Demonstrate how you will support children diagnosed with this disability. What accommodations/ modifications are necessary?    
Assistive Technology: Explain the technology. How will this help children? How will it be used in the early childhood setting?    
Assessment: Create and share an assessment tool tied to objective/ standard. Unit 2 provides tools and samples.   Please submit as attached document or include at the end of the template.  
U7 Newsletter Please submit as attached document or include at the end of the template. 

Overall Thematic Reflection:  

Answer the following questions with 3-4 sentences per bullet minimally:  

· Why is it important to use early learning standards to plan curriculum experiences? 

· Are the activities developmentally and culturally appropriate based on chronological age, individual abilities and needs, and diversity of families?  

· How did you determine appropriate activities for preschool or kindergarten children?   

· Does your theme unit effectively address multiculturalism? If so, how?  If not, how could it be improved? 

· How well does your thematic unit provide opportunities for children’s active exploration and learning? Explain how it could be improved.  

· If you had implemented this thematic unit, how would you have utilized observation and assessment to determine mastery of your standards listed in your theme?  How and when would you share this information with families? 

· What have you learned about the importance and value of engaging families and communities in young children’s learning experiences? 

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 IT Department Training Manual

 IT Department Training Manual

Case Scenario

As an advanced PC technician, you are part of a company training program in which you will learn more advanced skills to service client computers and train new technicians. You will take the information and documentation you had in the training manual developed in Hardware and Software I and continue to add your new skills to provide a team training manual that builds on your previous work. You should also know that your new technicians only have the basic skills, like you did when you first started, so you must be very clear when documenting these more advanced techniques and procedures. You are trying to position yourself for more responsibility within your organization by showing some supervisory potential.

You are creating a training manual that will be used by the new technicians that have limited experience in the field. Begin your training manual by using this template to describe what is required to install and configure a consistent operating system on a computer in the organization. Be general, so it addresses the major critical steps and considerations to prepare and execute a load of Windows operating system on a computer.

Your process should be 4-6 pages and:

1). Describe the computer’s hardware specifications that must be checked before loading the operating system. What resources from Microsoft are available to assist with these checks?

2.) What steps should be taken before loading the new operating system if the computer currently has an operating system or important files?

3.) List two issues that might occur during the operating system installation.  How should the issues be determined and resolved?

4) The sound and network cards are not working after the installation. How can the drivers be checked? How should these issues be resolved?


Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number(Issue number), Page numbers. Retrieved from http://URL for journal home page OR database permalink

You should use NoodleTools to create and format your reference page, then export to Word—copy and paste here.

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Class Rules

To ensure your success in this class, please carefully review the following. If you have questions, please ask.

  • DO NOT use copied material in your assignments, even if cited. I cannot grade the work of others. I do not include copied material when grading.
  • The quality of the writing and critical thinking in your assignments are just as important as the content. Be sure to review all grading rubrics.
  • Do not hesitate to contact me if you can’t get an assignment submitted on time. I am flexible when family or work issues prevent your attention to class. However, I must receive a notification before the due date and time. 
  • Ask questions. I am always available to answer questions about the reading, assignments, or anything else that concerns or frustrates you.

Please see my contact information below. I encourage you to keep this information easily accessible in case you need to contact me outside of the classroom:

I am available in the Blackboard Ultra classroom via Messages (use the envelope icon), or via email/phone/text, to offer assistance. I am usually online during the day between 9 AM and 5 PM Eastern Time. If you are not able to access the Messages section in the classroom, please feel free to text, call or email me. If you get my voicemail, I will return your call within 24 hours. If there is an emergency and someone other than you needs to contact me, please have them use the above contact information to text, call or email me. No one other than you should have access to the online classroom.

For the best experience, Google Chrome is the preferred internet browser. It is recommended you periodically clear cache, cookies, and history to ensure your browser is functioning at peak performance levels. If you need help with this or if you experience technical problems, please call 1-877-832-4867 for assistance. Technical Support is available to students 7 days a week from 5:00 am – 1:00 am MST.

For information regarding late assignments, please refer to the University’s standard late policy, which is outlined in the Academic Policies (see Books & Tools on our main course content page). Additionally, please remember that notes sent via Messages do not count toward attendance or participation. You must post participation within the graded discussions.

If you have any questions, please don’t hesitate to ask!

See you in class!

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Study high school teachers to explore their sense of well-being during the transition to a virtual classroom in a global pandemic


Assessment Description

You have been asked to study high school teachers to explore their sense of well-being during the transition to a virtual classroom in a global pandemic. You believe a phenomenological inquiry to be a justifiable approach to this topic. What rationale would you give stakeholders for conducting a phenomenological inquiry? Explain. 

Student 1- Jemel

Conducting a study of high school teachers to explored their sense of well-being during the transition to a virtual classroom during the pandemic could be adequately studied using a phenomenological inquiry. In the phenomenological design, the researcher is interested in the perceptions and beliefs about a specific area for the participants (Merriam & Tisdell, 2016). In the proposed study, the goal is to understand the perceptions and beliefs of high school teachers. This design will examine the teachers’ experiences (Merriam & Tisdell, 2016). Because these experiences could be positive and negative emotional, they influence the perspective the teachers transition to virtual learning. The strength of the design is that it relies on the variety of data gathered to collectively tell the story of teachers and thus seeking to answer the phenomena (Merriam & Tisdell, 2016). Furthermore, all pieces of data collected, all individual experiences are of equal importance and value (Merriam & Tisdell, 2016). The phenomenological inquiry will give the researcher the ability to come away from the study feeling as if they understand what it was like to have the same experiences of the teachers who are studied (Merriam & Tisdell, 2016).


Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Wiley. ISBN-13: 9781119003618

Student 2- Bind

The rationale for conducting a phenomenological inquiry is that it creates opportunities to understand the experiences of high school teachers and their sense of well-being during the transition to a virtual classroom in a global pandemic. The qualitative method of phenomenology provides a theoretical framework for psychological research. It allows researchers to engage in flexible activities that describe and help understand complex phenomena, such as various aspects of human social experience (Neubauer et al.,2019). Phenomenological research can broaden our understanding of complex learning, behavior, and communication phenomena. Amongst qualitative research design, phenomenology captures a subject’s lived experience about a phenomenon to understand how this phenomenon appears in the individual’s conscious experience. In phenomenology, experience is conceived as uniquely perspectival, embodied, and situated. Phenomenological approaches are particularly relevant for researching experiences, thoughts, imagination, intentions, desires, or volition. Perhaps most critically, scholars must construct research processes that align with the chosen methodology’s tenets and underlying philosophical roots. This alignment is the cornerstone for establishing research rigor and trustworthiness. (Sibeoni et al., 2020).

Student 3- Mel

A sudden switch to a novel mode of delivery of services creates challenges for rules, regulations, and ensuring quality are questions that are only possible with direct input from those experiencing those changes. Phenomenology as a design provides an opportunity to learn from the lived experience of others (Neubauer et al., 2019). A sudden change during a global pandemic causes shutdowns and changes in service delivery. For education, teachers were instructed to turn in-person courses into online events. Learning management systems (LMS) rapidly grow from a stable number of participants to increased numbers that strain the software platforms. Educators and students must navigate a new learning environment without planned training, all while facing challenges of uncertainty during a global pandemic. This scenario would benefit from a phenomenological inquiry to gain insight into the lived experiences of high school teachers.

Through a phenomenological study, the researcher can discover themes of high school teachers’ perspectives as they face challenges converting coursework to virtual learning. Obtaining this perspective and the challenges would be useful to improve and understand the educational development of this event (Faridah et al., 2021). The level of detail and ability to understand what was experienced and how teachers experienced the change to virtual learning can only be described through phenomenology  (Neubauer et al., 2019). Overall, phenomenology creates a unique understanding of the lived experience of participants, in this case, the well-being of high school teachers as they transitioned classes to a virtual environment during a global pandemic.

Faridah, L., Ekawardhani, S., Wiraswati, H. L., Fauziah, N., Aviani, J. K., & Ramadan, D. (2021). Experiences and challenges of distance learning during Covid-19 pandemic from educators’ point of view: A review. Education Quarterly Reviews, 4(3), 468-483. https://doi.org/10.31014/aior.1993.04.03.354

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What is the stats on literacy skills in the United States today?


What is the stats on literacy skills in the United States today?

According to the latest survey by the Program for the International Assessment of Adult Competencies (PIAAC), in five American adults, four possess English literacy skills necessary for completing tasks that require making low-level inferences, comparing information, paraphrasing, and, and contrasting information. The PIACC uses a scale of 1 to 5 to measure literacy proficiency levels (Darling-Hammond et al., 2019). This translates to a literacy rate of 79 percent. Literacy skills refer to the ability of an individual aged 15 years and above to understand, engage with, evaluate, and use a written text to develop one’s potential, participate in society, develop the knowledge base, as well as achieve goals.

In contrast to the perceived high literacy rates in the country, with some studies reporting up to 99 percent of U.S. citizens are literate, 21 percent of Americans have difficulty completing the identified tasks. Unfortunately, this means approximately 43 million adults in the U.S. are categorized as people possessing low literacy skills. From the scale of 1 to 5, 8.4 million, and 26.5 million adults belong to level 1 and below level 1, respectively. Moreover, the PIAAC reported that 8.2 million U.S. adults could not participate in the survey because of physical and cognitive disabilities and a language barrier.

How did you feel about learning the current literacy levels in the United States?

I felt worried and shocked at the same time after learning about the worsening rate of literacy rates. From my analysis, on average, about 32 million U.S. adults either have difficulty or unable to read and write. For instance, adults who cannot participate in a survey may have low literacy level skills, with those classified under level 1 are functionally illiterate when it comes to English proficiency and other aspects of literacy skills. I firmly believe this is a worrying finding because a functionally illiterate person cannot determine or comprehend the meanings of a given sentence, complete simple forms, or even read a relatively short text with the sole purpose of locating suggested information.

What did the articles suggest as a measure to tackle this problem?

To address the literacy levels crisis in the U.S., recommendations by the articles tend to revolve around the resolution in the Sustainable Development Goals that, all youth, as well as a substantial or significant proportion of adults, should achieve the much-needed numeracy, as well as literacy rates, by 2030. According to a recent study by Darling-Hammond et al. (2019), stakeholders in the U.S. educational system should invest in adult learning. The investigators argue that, in the past, educationists have promoted the idea that educating children of the next children goes a long way in solving future literacy problems. However, this practice has proved to be wrong. Therefore, the researchers suggest the need for supporting adult education by establishing a learning environment, as well as intergenerational learning.

Besides Darling-Hammond et al. (2019), Williams and Beam (2018) argue that the literacy problem can be solved by fostering a culture of reading as opposed to simply handing out books. This recommendation aligns with recent findings by Khadija (2019): embedding literacy into community programs. The researchers corroborate that the first and key step to improving American’s literacy skills is the ability of the current system to foster love or spirit of reading. Organizations and government agencies tasked with the responsibility of promoting education throughout the country should engage volunteers to help children and adults with reading, while at the same time, incorporating literacy into any of the community-based programs. By doing so, people below and just above the one literacy level would find the opportunity to improve their reading and writing abilities as the teaching-learning is simplified.

Are there literary programs in your community?

In addition to proposed solutions, community literacy programs play a fundamental role in instilling reading and writing skills. In my community, for instance, we have a variety of out-of-school-time programs for adults and children. In particular, literacy and academic development programs are designed to serve learners who report below grade level performance in class. Students who benefit from these programs are often referred by their parents, as well as teachers. Accordingly, the main aim of these programs is helping students achieve the various literacy skills necessary for academic success. Instructors for literacy and academic development programs utilize small groups, in addition to one-on-one tutoring. Equally important, educational technologies, such as teacher tutorials, facilitate these programs.

Do you feel technology has helped or hampered our literacy skills? Explain

I feel that the role of technology in digitizing communication has had both positive and negative impact on literacy skills among Americans. Typically, a person develops effective writing and reading skills by talking (Blanchard & Thacker, 2013; Williams & Beam, 2019). However, digital devices and platforms, such as social media and mobile phones, are fast, compelling people to talk less and have difficulty engaging physically. In this way, people lack the opportunity to sharpen their interpersonal skills, especially literacy levels. On the positive side, technology presents learners and teachers with a variety of learning tools and resources. For instance, digital books, solar-powered tablets, and online lesson guides, all mingle to improve literacy skills at low costs.

Do you agree with the author’s recommendations? Why or why not?

While the integration of technology into literacy education is having both having benefits and shortcomings, the suggestions or recommendations by the authors of the identified articles are relevant. Given my firsthand experience with developing literacy skills, I agree with the authors that it is not all about inputs, such as books, but also encouraging learning or reading culture. I know of friends who have books on their shelves for years, yet they cannot express themselves in good English or read a short text. Concerning adult learning, for years, educational programs have targeted young school children, neglecting adult literacy.

How do literacy skills affect your current position (as an employee or as a student)?

Literacy skills play a leading role in affecting my performance and engagement with colleagues, instructors, and other players in the school and other social settings. I have learned that my literacy skills and abilities are positively correlated with m course grades and writing scores. As Habok, Magyar, and Hui (2019) put it, and a student emphasizes active use of effective reading, writing, and comprehension strategies tend to gain a deeper understanding of texts, while at the same time, remember more information. The assertion has replicated a previous finding by Blanchard and Thacker (2013). They argued that higher-level language proficiency could be achieved by applying appropriate reading and writing training and methods.

How do literacy skills affect management’s responsibilities toward training?

Literacy skills affect not only students but also management, especially regarding their responsibilities toward change-driven training (Blanchard & Thacker, 2013). Glaveski (2019) argues that the majority of present-day’s training by firms are flawed and unproductive because individual trainers and trainees possess poor literacy skills. The author reports that up 75 percent and 70 percent of managers and employees, respectively, are dissatisfied with organization sponsored learning and development programs. The results from training do not reflect the investment because employees have difficulty mastering the skills due to poor communication skills by their trainers.


Blanchard, P. N., & Thacker, J7.W. (2013). Effective training: Systems, strategies, and practices, 5th ed. Upper Saddle River, NJ; Prentice-Hall.

Darling-Hammond, L., et al. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.

Glaveski, S. (2019). Where companies go wrong with learning and development. Harvard Business Review.

Habok, A., Magyar, A., & Hui, S. (2019). The effects of EFL reading comprehension and certain learning-related factors on EFL learners’ reading strategy use. Cogent Education, 6(1),

Khajida, A. (2019). Four ways technology has negatively changed education—Journal of Educational Psychology,s 9.

Williams, C. & Beam, S. (2018). Technology and writing: Review of research. Computers & Education. DOI: 10.1016/j.compedu.2018.09.024

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Significance Attached to College Education

Significance Attached to College Education

Synonymously, young men and women, when they grow up, have been brainwashed into thinking that getting a college education is all that they need to get/or achieve if they are ever to make any significant progress and substantial step in life. This, as many scholars have stated, is a farce and misleading as it conditions the learners into focusing on one avenue to success and broadly ignores all other areas that they can follow too and make successes while leading a successful life. From the opinions of many, it is established that the few individuals who have earlier acquired college and university education and have been lucky enough to land into good, satisfying, and well-paying job have been in the frontlines of telling their predecessors of their cause that has made them stable and successful. In this though, they forget that each person has their own destiny in life, which is different for each person.

Since colonization, people have been intoxicated with the fallacy that the world is a race and the only way to be at the top of others is by achieving what is common for everyone: education. It goes on into fashioning that only the cream among them gets the best jobs, promotions, and good commissions and recognition in the community. This has a changed goal post when more and more joins and excel in academics. However, the truth has always been that there are numerous other ways that one can take that can lead them into success. As many people are talented differently, no one equals another. A person who is talented academically is not talented physically, for instance, that is an attribute that sportsmen and women require to have in order to make good sportspersons. It is noted. Therefore, the life of a good sportsman spent in class rather than in the field is partially wasted.

It not necessary that everybody goes to college, however much it is important. People are talented differently, and it is only fair that they follow their dreams and discover how to maneuver through lives challenges in order to get to them or defend them as early as it is possible. Some studies done shows that many people spend most of their useful lives times and energy doing the wrong things. Getting good education is good and serve as a uniting factor as it enables different people to interact and share ideas of their experiences in different places, fields, or personal knowledge.  For one therefore, to be able to be able to get himself or herself into some of the esteemed high tables of dignitaries and other royal functions when one has achieved tremendous success in either sport or discoveries that is purely from their born talents, need to have some basic education that enables them to express themselves and share their knowledge, opinions, and uniqueness in approaches to some things.

It is therefore imperative that when anyone gets into a chance of guiding or informing young ones or interested persons about different facets and presentations about life, they should not overemphasize on education as the only way that one needs in order to make it to something that has good value in life. It is proper when individuals are left to search on themselves and discover the unique character and desire in them and pursue it to greatness.  It is also critical to note while concluding that, education is very key and is the only thing that is basic for all. Many people are talented in it but not all. Those who are talented academically should follow their dreams earnestly without questions.

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American Public Education Reform

American Public Education Reform.

Thesis Statement/Outline Assignment

American Public Education Reform. In Module/Week 2, you must develop a thesis statement and outline for the 1,000-1,200 word proposal argument essay that you will write in Module/Week 3. Your thesis/outline assignment should include a clear thesis statement with a clear proposal argument and an outline of your plan of support following the Classical Model of argument. The research sources for this essay have been provided for you in our course. Any additional sources that you may choose to use must be credible academic sources. You must integrate a total of at least 4 quotations, summaries and/or paraphrases from at least 3 credible academic sources to support your thesis statement and provide opposing arguments.Be sure to document your sources correctly according to your documentation style (Current APA, MLA, or Turabian). You may include biblical support, but it does not count in the required citations.

American Public Education Reform: Proposal Argument Topic and Prompt

Topic: American Public Education Reform

Prompt: Write a proposal essay using the Classical Model of argument in which you address the question, “What needs to be done to reform public education in the United States?”

Helpful Hints

Part 1

Included below is the minimum that you must include in your thesis/outline; however, taking the time to construct a complete and thorough outline will help you save time when you write your actual essay.

(Minimum) Outline Requirements  SuccessfulNeeds Revision
1.  Thesis statement: Clearly states your debatable proposal argument that includes a feasible solution for the problem  
2.  Evidence: Presents points that support the thesis.  (In your outline, include at least the minimum number of required paraphrases, summaries, and/or quotes from outside sources as indicated in assignment instructions.)  
3. Opposing argument(s): Presents viewpoints opposing your thesis argument giving special consideration to opposition of the proposal. (Including the strongest opposition to refute helps build your credibility and convinces your audience to consider or adopt your position.)  
4. Organize your information into the correct outline format. (See examples for APA, MLA, and Turabian in Chapter 13 for the Classical Model of argument.)  
5. Documentation Requirements for Outline (Include minimum number of sources required for this assignment.):   If using current APA format, include properly formatted parenthetical intext citations and a References page.   If using current MLA format, include properly formatted parenthetical intext citations and a Works Cited page.   If using current Turabian format, include properly formatted footnotes and Bibliography page.  

Part 2

When you are satisfied with the quality of your outline, submit it via the submission link in Module/Week 2 for grading. Do not forget to write your degree program and whether you are using current MLA, APA, or Turabian in the “Submission Title” field when submitting your assignment.

Submit this assignment by 11:59 p.m. (ET) on Monday of Module/Week 2.

American Public Education Reform

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