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Android App Unit 2

Android App Unit 2.

For this IP, you will create a very simple drawing app using Android Studio. The purpose of this assignment is to give you more building blocks to use when programming apps. For full credit for this assignment, you should complete the following:
Create a menu and display menu items on the app bar
Detect when the user touches the screen and moves a finger
Be able to change the color and width of a line
Be able to save an imageTo turn in this assignment, upload screenshots of the working app (from the emulator) as a Word document.The screenshots need to show that the app works and that all of the parts listed work. At a minimum, students should upload 2 screenshots showing:
A drawing
Menu showing the different color choices and line widths
Android App Unit 2

Epidemiology SLP 4.

AssignmentBefore you begin this assignment, read through the Home page and the required readings. Specifically, view the E-learning course – Introduction to prevention effectiveness video.In this SLP assignment, write a paper in which you do the following:Describe the four common causes of chronic diseases.Discuss the key components of prevention effectiveness studies that were covered in the Introduction to prevention effectiveness video.Discuss effective preventive efforts for diabetes that must occur to yield health benefits.Be sure to support your essay with evidence from the literature.Length: 2-3 pages, excluding title page and references. 3 cited sources from required readingRequired Reading: Centers for Disease Control and Prevention (CDC). (2016, February). Chronic disease overview. Retrieved on 9/1/16 from…Mayo Clinic. (2016). Infectious diseases. Retrieved from…Stanbury, M., Anderson, H., Blackmore, C., Fagliano, J., Heumann, M.,
Kass, D., & McGeehin, M. (2012). Functions of environmental
epidemiology and surveillance in state health departments. Journal of Public Health Management and Practice, 18 (18), 453-460. Retrieved from
Epidemiology SLP 4

Systems Simulations Assignment?.

HW 2 & 3Chapter 2In 2 pages discuss the overview of systems engineering design process. Walk someone, who wants to model a system and advise them of the steps they need to take in order to model their respective system. Chapter 3This chapter talks about system modeling. Slide 5, discusses meta-system modeling, behavior modeling, structural modeling, parametric modeling, package diagrams. For this HW discuss every bullet point in your own words with systems implemented in the world today. Discuss pros and cons as well. Write 3 pages.If you use outside resources like Google or whatever you should write them on the paper. So references and citations should be completed using APA style.Textbooks:The Engineering Design of Systems: Models and Methods (Wiley Series in Systems Engineering and Management) 3rd Edition Pearson Publishing Publisher: Wiley; 3 edition (February 29, 2016)ISBN-10: 111902790XISBN-13: 978-1119027904
Systems Simulations Assignment?

University of Idaho Gods and Spirits World Religions Discussion.

To participate in the discussions for this module, students must initiate a thread and clearly indicate in the subject line what specific question they are addressing in their posts.Question 1: Why do you think that the conception of people who have the innate ability to do evil is found in so many different cultures?Question 2: Do you think Mary from Roman Catholicism should be classified as a goddess? Why or why not?Question 3: Given the Catholic beliefs in the Trinity, do you believe that the religion should be labeled from an etic perspective as monotheistic or polytheistic? Why?Question 4: Why do you think atheism is uncommon in the United States? Why is it more common in Europe?
University of Idaho Gods and Spirits World Religions Discussion

Antipsychotic Prescription Rates

As the United States enters one of the worst drug crises in its history, children and adolescents are being prescribed mediation at younger and younger ages and at faster and faster rates (Vitiello, 2012). The use of antipsychotic medication in the treatment of various disorders in both children and adolescents has been on the rise despite the strong side effects affiliated with these medications and the controversy surrounding diagnosing young children with psychiatric illnesses. This paper will look at the high level of variability that accompanies diagnosing children with psychotic disorders as well as the rates of prescriptions for non-psychotic conditions and the implications of using such medications at young ages. The issue that is important to the discussion surrounding antipsychotic prescription rates for children is the ambiguity that accompanies the diagnostic criteria for psychiatric illness in children and adolescents. Currently, the boundaries for diagnosis are unclear and between health professionals and there is a lack of consistency in how to consider the presentations of psychotic disorders in the developmental trajectory. Unlike with adults who have lived longer and who have had longer time to establish their “normal” functioning it becomes difficult to discern developmental issues of behavior and conduct with the symptoms of mental illness. How does one establish that the belief that a monster is at the bottom of the stairs is a delusion as opposed to a normal childhood worry? The difficulties in forming a consensus about the epidemiology of childhood schizophrenia has to do with the rarity of the disorder, hindrances in describing symptoms due to developmental constraints in children as well as the difficulty of discerning childhood experiences present in normal developmental trajectories from abnormal psychopathological symptoms (e.g. fantasies from delusions) (Russell, 1994). Childhood-onset schizophrenia (COS) is marked by the manifestation of psychotic symptoms before the age of 13. Schizophrenia is rarely diagnosed until adulthood (Gochman, 2011). When comparing prevalence rates, in the United States, 1 in 40,000 children are diagnosed with schizophrenia when compared to 1 in 1,000 adults (Gochman, 2011). The conversation surrounding this disorder centers on if schizophrenia with onset in childhood is clinically different from schizophrenia with a later onset. Additionally, little research has been conducted from a longitudinal perspective on the stability of this diagnosis over time. Prognoses for children with schizophrenia are worse than adults (Gochman, 2011). In a study conducted looking at the clinical presentation of child-onset schizophrenia, auditory hallucinations were found to be the most common symptom present in the sample, all of which were hearing voices (Russell, 1994). Most of these voices were also found to be negatively-centered with violent content such as “shut up” as opposed to positive or affirming content. About 37% of the sample also endorsed visual hallucinations. In the sample, 63% of children suffered from delusions with no singular classification being predominant. The complexity of the delusions was found to vary by age and often times the delusions seen in children with schizophrenia reflect a child-like theme not seen in adults with the disorder (Russell, 1994). A large portion of the sample was also found to have met the criteria of disorganization that is marked by illogical thought or speech patterns. This study also found a large instance of comorbid psychopathology in the subjects such as attention deficit hyperactivity disorder (ADHD), depression, dysthymia and bipolar disorder, whose incidence in childhood is also controversial and will be discussed further in the paper. The issue for determining the age of onset of COS, or when behavioral symptoms first emerge, is that it is highly dependent on subjective interpretation of the symptoms based on interviews with children and parents. The average age of onset found by the paper was determined to be 9.5 years, with a confidence interval being from 4.9 years to 13.3 years. There have been issues surrounding comparing the presentation of child and adult-onset schizophrenia due to the variance of the samples to represent the populations. Regardless, preliminary studies have shown that the distribution for delusions and both visual and auditory hallucinations are similar for both of these populations. These symptoms in younger populations, however, can give rise to multiple, alternative diagnoses by professionals which plays into the idea of the unclear boundaries surrounding this disorder in children. COS is commonly misdiagnosed as an autism spectrum disorder or a different type of developmental disorder (Bartlett, 2014). According to a study looking at the difficulties diagnosing children with schizophrenia the clinical rating scales are in place for diagnoses have “limited usefulness …when used to screen severely ill, medicated children with psychoses” (Gochman, 2011). Bipolar disorder in children is also accompanied by controversy as the manifestation of its symptoms occurs at this critical period of development where behavior and mood patterns can be somewhat erratic. The accompanying rollercoaster of emotions in adolescence and the sporadic nature of mood in childhood can be difficult to distinguish from hypomania or volatile mood swings. In order to be diagnosed with the disorder, it must be found that the symptoms and the malfunctioning in emotion regulation must be significantly impairing. What was formerly known as pediatric bipolar disorder is now diagnosed as disruptive mood dysregulation disorder (DMDD) which is characterized by intense temper tantrums and abrupt mood swings as well as periods of hyperactivity followed by lethargy (American Psychiatric Association, 2013). There appears to be great overlap in the presentation of bipolar disorder and other disorders such as ADHD and so the detectable features of this disorder often become masked. As a consequence of this, the prevalence rates of this disorder become difficult to determine (Copeland, 2013). The heavy comorbidity of psychiatric illnesses in youth who are prescribed antipsychotics may reflect the “degree of diagnostic uncertainty in children and adolescents with behavioral health problems” (Penfold, 2013). To conclude, the validity of diagnosing young populations is highly unknown and so the use of antipsychotics to treat these disorders becomes muddled in this controversy as now the question becomes, “what illnesses are these treatments actually being used for?” Antipsychotics are divided into two classifications according to their development, first-generation antipsychotics (FGAs), otherwise known as “typical” antipsychotics and second-generation antipsychotics (SGAs) or “atypical” antipsychotics. FGAs are marked by their side effects that often affect motor ability and can be marked by restlessness, contractions, inability to move muscles or repetitive, involuntary movements (Seida, 2012). To contrast, SGAs are thought to have less severe side effects in terms of motor impairment but can be accompanied with significant weight gain, the development of diabetes as well as elevations in blood sugar and cholesterol levels (Seida, 2012). Increased motor impairment with SGA treatment has been seen at higher doses, however. According to one study, there appears to be no difference in efficacy between these two types of antipsychotics in pediatric populations with psychotic disorders (Fraguas, 2011). Despite this finding however, SGAs have been prescribed at higher rates in children and adolescents as opposed to FGAs. The perceived safety of using these newer antipsychotics can be attributed to the increased use rate trends. These drugs also do not need to closely be monitored for neurotoxicity such as with lithium or antiepileptic medication (Vitello, 2012). This creates an image of feasibility of use and acceptability for the use of SGAs and the transition of these medications for treating non-psychotic disorders (Olfson et al., 2006). The FDA has approved four atypical antipsychotics for pediatric bipolar disorder and schizophrenia however antipsychotics are used less often for psychotic disorders and more for other problems. In a study looking at pediatric use of antipsychotics, these medications have been increasingly prescribed “off-label” to treat behavior problems such as defiant disorder or conduct disorder, ADHD and sleep disorders in children (Penfold, 2013). The American Psychiatric Association in its recommendations has explicitly stated that antipsychotics should not be prescribed to treat “behavioral and emotional symptoms of childhood mental disorders.” According to a paper looking at the trends for prescription rates, there has been a “twofold to fivefold increase” for the use of antipsychotic medication in preschool children (Harrison, 2012). In the United States, from 2004-2005 the use of antipsychotics in individuals under 19 constitutes 15% of total antipsychotic use. This is an 8% increase from 1996-1997 (Domino and Swartz, 2008). Not only are the rates of antipsychotic prescriptions in pediatric populations increasing but there have also been significant increases in the rates of mood and anxiety disorders, psychoses, developmental disorders, and disruptive behavioral disorders in younger populations (Paus et al., 2008). A factor in the increase in antipsychotic use for the treatment of emotional and behavioral problems in children can be attributed to the conceptualization of these problems from a medical perspective and the necessity of pharmacological intervention as the appropriate treatment. This phenomenon is reflected in the fact that the rates for all types of psychiatric medication and not just antipsychotics have seen increases in the past 20 years (Vitiello, 2012). This increase may contribute to an “environment of acceptability” for prescribing adolescents antipsychotics and decrease the preventative stigma that may hinder the use of these medications for this population. Additionally, in the U.S. there is limited availability of mental health treatment as well as access to inpatient services and thus the widespread availability of antipsychotics and their ability to stabilize patients could account for the rise of antipsychotics (Case et al., 2007). Antipsychotic medication is noncurative and thus an individual with schizophrenia remains on antipsychotics for the duration of their life to stabilize the symptoms of their illness. The weight gain associated with SGAs persists throughout the entirety of treatment (Vitiello, 2012). Because child-onset schizophrenia occurs earlier in life and is thought to have worse prognoses than adult-onset schizophrenia, these individuals remain on medication for longer durations and this exposure could be implicated with higher mortality rates (Arango, 2004). Some studies have shown that children, when compared to adults, have a higher sensitivity to the metabolic side effects of SGAs and the extrapyramidal effects of FGAs (Correll et al., 2006). With regards to weight gain, children gain proportionately more weight and gain that weight at a faster pace when compared to adults on the same medication (Correll and Carlson, 2006). Adolescents have a heightened susceptibility to the psychological adverse effects of antipsychotics as well (Arango, 2004). This is due to this particular stage of life where adolescents are particularly vulnerable because of their physical development and the sensitivity to the perception of peers (McCracken et al., 2002). Individuals who are on SGAs and experience weight gain may feel socially isolated or further stigmatization as a result of adverse effects on medication. This social rejection can also have profound effects due to adolescents’ heightened desire to fit in and for acceptance from their peers. The abundance of the use of antipsychotic medications for treating a wide breadth of conditions in pediatric populations has outpaced the research to support the efficacy of these medications long-term. According to an article in Pediatric Health Care, younger populations have an increased likelihood of being on multiple psychotropic medications with 80% of preschoolers being prescribed another psychotropic medication in addition to their antipsychotic (Olfson, 2015). The side effects of medications can also be exacerbated when those drugs share common effects. This means that there are potentials for exacerbations of side effects in children which can have an immense influence on their behaviors as well as physiology. There is rapid brain development during puberty and adolescence however little review on the cognitive effects of antipsychotics or research on the long-term effects on brain development (Aman et al., 2012). The implications of this are profound as off-label prescription rates could continue to rise despite a dearth of knowledge of long-term consequences and thus populations of children could continuously be exposed to serious adverse effects that have life-long consequences. It can be concluded that further research needs to be conducted in order to fully understand the implications of medicating children with antipsychotics for behavioral or emotional disorders. More data needs to be conducted on other intervention methods that can supplement pharmacological interventions such as cognitive behavioral therapy (CBT) or other forms of psychological therapies that don’t have such severe side effects. Overall, more support for inpatient and outpatient mental health services to promote accessibility for treatment with specialists can potentially counter the over-reliance on antipsychotics as a way to treat behaviors rather than the underlying illness. References: American Psychiatric Association, DSM-5 Task Force. (2013). Diagnostic and statistical manual of mental disorders: DSM-5™ (5th ed.). Arlington, VA, US: American Psychiatric Publishing, Inc.. Arango, C., Parellada, M., Moreno, D.M., (2004). Clinical effectiveness of new generation antipsychotics in adolescent patients. Eur. Neuropsychopharmacol. 14 (4), 471–479.  Bartlett, J. (2014). Childhood-onset schizophrenia: what do we really know?. Health Psychology And Behavioral Medicine, 2(1), 735-747. Correll, C.U., Carlson, H.E., (2006). Endocrine and metabolic adverse effects of psychotropic medications in children and adolescents. J. Am. Acad. Child. Adolesc. Psychiatry 45, 771–791. Correll, C.U., Penzner, J.B., Parikh, U.H., Mughal, T., Javed, T., Carbon, M., Malhotra, A.K., (2006). Recognizing and monitoring adverse events of second-generation antipsychotics in children and adolescents. Child Adolesc. Psychiatr. Clin. N. Am. 15, 177–206. Copeland W., Angold A., Costello E., et al. (2013). Prevalence, comorbidity, and correlates of DSM-5 proposed disruptive mood dysregulation disorder. Am J Psychiatry. 170:173–9. Domino, M.E., Swartz, M.S., (2008). Who are the new users of antipsychotic medications? Psychiatr. Serv. 59, 507–514. Fraguas, D., Merchán-Naranjo, J., Laita, P., Parellada, M., Moreno, D., Ruiz-Sancho, A.,Cifuentes, A., Giráldez, M., Arango, C., (2008). Metabolic and hormonal side effects in children and adolescents treated with second-generation antipsychotics. J. Clin. Psychiatry 69, 1166–1175. Gochman, P., Miller, R.,

Video Volunteers’ Interventions Against Poverty Research Paper

java assignment help The project of allowing people from poor communities to produce movies plays a significant role in solving the problems encountered in diverse poor communities. This is because poor people are the direct recipients of the problems encountered in poor societies such as slums. In poor communities, problems such as poor sanitation, lack of electrification, low water supply, and illiteracy are common. It is also evident that most people pay much attention to actors and producers who come from urban settings compared to those from rural areas. Besides, it is also true that most video actors from urban areas exaggerate some incidents concerning poor communities to capture the attention of their consumers. To have the real picture of what takes place in poor communities, poor individuals need to be allowed to portray their real-life situation via acting. Through acting, individuals from poor communities express the problems they face in diverse ways. For instance, they manage to express the poor sanitation status of slums and problems associated with the lack of electrification. Additionally, through acting, poor actors manage to express the level of illiteracy in slums (Mayberry, 2011). Movies acted by individuals from poor societies such as slums enable governments of different states to find solutions to the problems presented in the films. For example, the movies acted by poor members enable government officials to learn of the illegal activities taking place in the slums (Mayberry, 2011). Additionally, they enable rich people and governments to support poor people who have the potential of advancing. Therefore, it is crucial for people from poor communities to act in movies concerning their lives. Many activities taking place in poor communities such as slums contribute immensely towards the expansion of poverty. Activities like window dressing lead to the emergence of selective rich individuals in poor communities. It also leads to some people finding their way out of the slums. It is also evident that many donors tend to portray their concern by donating lots of money to poor societies. Unfortunately, only a few individuals from such communities tend to benefit. Economic supports in terms of loans and scholarships also benefit few people from poor communities. Additionally, most individuals with the potential of carrying out business activities tend to take advantage of the poor. Often, rich individuals within the slums do push the cost of their stocks high to make a lot of profit. Thus, the support of a few individuals found in poor communities plays a significant role in catalyzing the level of poverty in slums. It is also evident that activities such as window dressing lead to the emergence of segregation in slums; most of the advantaged individuals in slums tend to look down upon the disadvantaged. Window dressing also leads to the underdevelopment of the slums; it paves way for the advancement of illiteracy. In conclusion, the act of allowing people from poor societies to take part in acting contributes immensely towards eradication poverty in poor communities. It paves way for poor individuals to air out their views concerning the solution to the problems encountered in poor societies such as slums. Through acting, poor actors manage to capture the attention of donors and actors. However, some activities taking place in the slums play a great role in advancing poverty. Activities such as window dressing have been found to support only a few individuals in slums; it leads to some people escaping from the slums. Reference Mayberry, J. (2011). Fellows Friday with Jessica Mayberry. Web.

Anthropology homework help

Anthropology homework help. This is a paper that is focusing on the Evidence Informed Decision-Making Assignment. The paper also provides additional information to use in the writing of the assignment paper. Below is the assessment description to follow:,The Evidence Informed Decision-Making Assignment paper,Evidence Informed Decision-Making Assignment, The purpose of this assignment is for students to learn to apply and value using current, relevant evidence to inform their nursing practice., RNAO BPG on Preventing Falls and Reducing Injury from Falls (2017), Website:,,Case Study 4 – Mrs. Farasi, The RPN is making visits to clients in their home. Today the RPN is visiting Mrs. Farasi,, a 75 year-old woman who requires dressing changes on both her lower legs due to cellulitis. Mrs. Farasi is obese and uses a walker to ambulate. She lives in a moderate sized backsplit (2 story) home with her husband who is 78 years old. When the RPN enters, she finds Mrs. Farasi sitting at her kitchen table with her husband. The RPN is concerned when she sees that the client’s left leg dressing is soaked through with blood and also fluid. Mr. and Mrs. Farasi tell the RPN that Mrs. Farasi fell going up the second stair and also hit her leg against the rise.,Looking at the RNAO BPG on Fall Prevention (2017),(pertaining to your specific case., Link provided above) choose THREE Practice Recommendations that you could use to help Mrs. Farasi., For each of these three Practice Recommendations, please complete the following;, a) Describe what the Practice Recommendation entails and also explain why you feel this, Practice Recommendation is appropriate for this particular client’s situation., b) Summarize or discuss the evidence which supports each of the THREE Practice,The Evidence Informed Decision-Making Assignment paper,Recommendations., c) Describe how you would apply each of these THREE Practice Recommendations to this particular client’s situation., d) Demonstrate evidence of Reflection or insight about what you learned from these Practice Recommendations or this ,RNAO BPG, and also how you might utilize this learning in your future practice as a nurse., The following format is required for this assignment;, 1. Firstly, please use the following subheadings in your paper;, a. Practice Recommendations, b. Evidence for Practice Recommendations, c. Application of Practice Recommendations, d. Reflection about Learning – overall about the insight you gained from this assignment, 2. Secondly, please ensure to include a Title page which clearly identifies which Case Scenario you have been assigned., 3. Thirdly, follow APA format (7th ) edition which means citing the specific RNAO BPG in text and in the Reference list at the end.,Attachments,Click Here To Download,Anthropology homework help

English Colonization and the Road to Revolution Discussion

English Colonization and the Road to Revolution Discussion.

COMPETENCIES1002.1.1 : English Colonization and the Road to RevolutionThe graduate analyzes the colonial experience and the foundations of the American Revolution.INTRODUCTIONDuring the seventeenth century, Great Britain established thirteen colonies along the Atlantic coast of the North American continent. Though they were united by their connection to English society and the British government, each colony had a very different experience in the New World: the settlers who established the colonies brought with them different motivations and expectations, and the unique geographic characteristics of each colony shaped the development of those colonial societies. After more than a century of colonial rule, the ties that united the colonies to their home country frayed. In the decades following the Seven Years’ War, the colonial relationship degenerated into a series of provocations and counter-provocations over the future of North America. The Revolutionary War transformed the American colonies into the United States, and brought tremendous changes to the political and social institutions of the new country.In this assessment, you will examine the motivations for English colonization and the organization and government of several English colonies. You will also consider the causes of the American Revolution and describe its effects on the population of the new United States.REQUIREMENTSYour submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Explain the reasons for English colonization (suggested length of 2–3 paragraphs) by doing the following: 1. Discuss the political motivations for English imperialism. 2. Describe the social pressures that contributed to English colonization of North America. B. Describe the economic systems (e.g., labor relationships, trade networks, major cash crops), social characteristics (e.g., religious beliefs, family structures, cultural practices, class systems), and political systems (e.g., types of representation, major governmental bodies, significant political figures) of the following colonies using the attached “English Colonies in America Table,” or similar document: • Massachusetts Bay • Virginia • The Carolinas Note: You may include a short paragraph in each cell or a thorough bulleted list with significant key terms. C. Explain the major ideas and events (i.e., Enlightenment philosophies, colonial conflicts, imperial regulations, acts of rebellion) that led to the American Revolution (suggested length of 2–3 paragraphs). D. Describe how each of the following groups were affected by the political and/or social changes that followed the American Revolution (suggested length of 2–3 paragraphs): • Native Americans • African Americans• women E. Provide acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, or summarized content. 1. Include the following information when providing source references: • author • date • title • location of information (e.g., publisher, journal, or website URL) File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )File size limit: 200 MBFile types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7zRUBRICARTICULATION OF RESPONSE (CLARITY, ORGANIZATION, MECHANICS):NOT EVIDENTThe candidate provides unsatisfactory articulation of response.APPROACHING COMPETENCEThe candidate provides weak articulation of response.COMPETENTThe candidate provides adequate articulation of response.A1:ENGLISH IMPERIALISMNOT EVIDENTThe candidate does not provide a logical discussion of the political motivations for English imperialism.APPROACHING COMPETENCEThe candidate provides a logical discussion, with insufficient detail, of the political motivations for English imperialism.COMPETENTThe candidate provides a logical discussion, with sufficient detail, of the political motivations for English imperialism.A2:SOCIAL PRESSURESNOT EVIDENTThe candidate does not provide an accurate description of the social pressures that contributed to English colonization of North America.APPROACHING COMPETENCEThe candidate provides an accurate description, with insufficient detail, of the social pressures that contributed to English colonization of North America.COMPETENTThe candidate provides an accurate description, with sufficient detail, of the social pressures that contributed to English colonization of North America.B:COLONIAL DESCRIPTIONSNOT EVIDENTThe candidate does not provide an accurate description of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.APPROACHING COMPETENCEThe candidate provides an accurate description, with insufficient detail, of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.COMPETENTThe candidate provides an accurate description, with sufficient detail, of the economic systems, social characteristics, and political systems of the given colonies, using the attached “English Colonies in America Table” or similar document.C:AMERICAN REVOLUTIONNOT EVIDENTThe candidate does not provide a logical explanation of the major ideas and events that led to the American Revolution.APPROACHING COMPETENCEThe candidate provides a logical explanation, with insufficient detail, of the major ideas and events that led to the American Revolution.COMPETENTThe candidate provides a logical explanation, with sufficient detail, of the major ideas and events that led to the American Revolution.D:EFFECTS OF THE AMERICAN REVOLUTIONNOT EVIDENTThe candidate does not provide an accurate description of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.APPROACHING COMPETENCEThe candidate provides an accurate description, with insufficient detail, of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.COMPETENTThe candidate provides an accurate description, with sufficient detail, of how each of the given groups were affected by the political and/or social changes that followed the American Revolution.E:SOURCE ACKNOWLEDGEMENTNOT EVIDENTThere is evidence of quoted, paraphrased, or summarized content without acknowledgement of source information in in-text citations and references.APPROACHING COMPETENCEThe candidate provides insufficient acknowledgement of source information, using in-text citations and references, for quoted, paraphrased, and summarized content.COMPETENTThe candidate provides sufficient acknowledgement of source information, using in-text citations and references, for all quoted, paraphrased, and summarized content.E1:SOURCE INFORMATIONNOT EVIDENTThe candidate does not include the given points when providing source references.APPROACHING COMPETENCEThe candidate includes the given points, with incomplete or inaccurate information, when providing source references.COMPETENTThe candidate includes the given points, with complete and accurate information, when providing source references.SUPPORTING DOCUMENTS
English Colonization and the Road to Revolution Discussion

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