African American Boy Who Is Developmentally Delayed Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
African American Boy Who Is Developmentally Delayed Essay
Micro case presentation: Three year African American boy who is developmental Delayed. single Parent Low, Income, born like that
Demographics: include age, gender, ethnicity, living situation, circumstances of your invlovement
Key finding: Give details of the current situation revelvant to the understanding why this situation is a case. for example gives signs and symptons of problem or illness, environmental factors that impenge on the situation, and actual or potential resource within the situation
Background Give revelant history. for example events that happened years ago may help clarify the current situation.
Formulation; Describe your understanding of why thuiings are as they are. This should reflect one or more theoretical perspective. It may appropriately reflect uncertainly or ambivalence.
I
ntervention and plans: Describe what you have done and what you plan to do about the situation.
Reseaon for presentation: Explain why you selected this case when you could have presented several other cases. Does it present a unique challenge or an unusual problem? Does it illustrate the efectiveness of an intervention? Do you need help with the case or are you presenting it so others can learn from your experience.
Home>History homework help>FOR UNIQUE9270 ONLY
Answer ALL of the following questions:
Part One:
Much of the Maya records were destroyed by the Spanish in the sixteenth century. One Catholic monk bent on destroying the manuscripts also recorded their life in his own writings. Read the following account and then describe what we know about Maya government and administration based on the description:
The chiefs agreed that for the permanence of the state the house of the Cocoms [leader] should exercise the chief authority. They ordained that within the enclosure there should only be temples and residences of the chiefs; that they should build outside the walls dwellings where each of them might keep some serving people, and where the people from the villages might come whenever they had business at the city. Officers held supervision over the villages and those in charge of them, to whom he sent advices as to the things needed in the chief’s establishment, as birds, maize, honey, salt, fish, game, clothing and other things. It was the custom of these officers to hunt out the crippled and the blind in the villages, and give them their necessities. The chiefs appointed the governors and, if worthy, confirmed their offices to their sons. They enjoined upon them good treatment of the common people, the peace of the community, and that all should be diligent in their own support and that of the lords.
Diego de Landa, & William Gates. (n.d.). Yucatan Before and After the Conquest
Retrieved from http://www.sacred-texts.com/nam/maya/ybac/ybac11.htm)
Question: How would you characterize the Maya government administration based on this passage? Please write at least three sentences:
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part Two
Question: Consider the way that Indian, Chinese, and Mongolian Empires administered their government. Fill in the following list of governments with a sentence summarizing their administrative tactics. Some of them were very specific in their structures; others were characterized with bullying, power, and chaos. Where possible, be specific and in other areas, provide a general description.
Example:
The Warring States: The Warring states did not have a cohesive theory of administration because there was too much instability as they struggled for supremacy.
China
Ch’in:______________________________________________________________________________
________________________________________________________________________________
Han:_______________________________________________________________________________
_______________________________________________________________________________
Sui:________________________________________________________________________________
________________________________________________________________________________
Tang:______________________________________________________________________________
_______________________________________________________________________________
INDIA
Muryan:__________________________________________________________________________
_____________________________________________________________________________
Gupta:_____________________________________________________________________________
______________________________________________________________________________
MOBILE PEOPLES
Huns: _______________________________________________________________________
_________________________________________________________________________
Mongols: __________________________________________________________________________
___________________________________________________________________________
10
PART THREE
Write a short essay (250+ words) comparing how successful the comparative Asian empires were in administering government when absent from local areas. The above information should help you put this together. What approaches were most successful, and what can we learn from Asian Empires and their administrative policies?
___________________________________________________________________
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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