Author: chris

Assignment Note: As in previous weeks, this week’s readings include multiple genres, but for this particular discussion we will focus on poetry. On the Perspectives in American Literature site, Paul Reuben claims, “Although the modernist poets do not explicitly concern themselves with gender, race, or class issues, there are exceptions to this statement.” For this assignment, you are asked to disprove his first contention and indicate the exceptions by discussing the gender, race, and/or class issues in any two poems from this week’s reading list. Please remember to show how each poem reflects its period. Your response should be written in 3rd person, consist of at least 400 words, and comport with MLA style and format. Remember to use quoted material from each poem to validate your claims and note that the rules for citing poetry are somewhat different. For information, please see MLA Style – Poetry. To set up your response, do the following: Devote one paragraph of at least 200 words for each poem in which you examine how the poet discusses gender, race, and/or class issues. Discuss the poem and the selected issue(s) in context of their periods. Provide textual examples to support your contentions. Cite all examples using proper MLA format.

Comments from Support Team:

All the lectures for Week 4 Your choice of at least two of the following poems from your digital textbook, Week 4, or from the linked graphic feature Hughes and Douglas in your course. Carl Sandburg, “Chicago” Carl Sandburg, “A Fence” Claude McKay, “If We Must Die” Claude McKay, “Harlem Shadows” Langston Hughes, “The Negro Speaks of Rivers” Langston Hughes, “Harlem” Langston Hughes, “Lonesome Place” Langston Hughes, “Bound No’th Blues” Langston Hughes, “Hard Luck” Langston Hughes, “Down an’ Out” Langston Hughes, “Feet O’ Jesus” Your choice of at least one of the following prose works from your digital textbook Week 4: Theodore Dreiser, “The Second Choice” F. Scott Fitzgerald, “Winter Dreams” Ernest Hemingway, “Big Two-Hearted River: Part I and Part II” John Dos Passos, from U.S.A—The 42nd Parallel John Dos Passos, from U.S.A.—1919 John Dos Passos, from U.S.A.—The Big Moneyhttps://digitalbookshelf.aionline.edu/#/books/007813143X/pages/76656938?return=/books/007813143X/outline/4 https://digitalbookshelf.aionline.edu/#/books/007813143X/pages/76656938?return=/books/007813143X/outline/4 this are the link that you have to use for the readings sorry for the delay this is the Assignment Note: As in previous weeks, this week’s readings include multiple genres, but for this particular discussion we will focus on poetry. On the Perspectives in American Literature site, Paul Reuben claims, “Although the modernist poets do not explicitly concern themselves with gender, race, or class issues, there are exceptions to this statement.” For this assignment, you are asked to disprove his first contention and indicate the exceptions by discussing the gender, race, and/or class issues in any two poems from this week’s reading list. Please remember to show how each poem reflects its period. Your response should be written in 3rd person, consist of at least 400 words, and comport with MLA style and format. Remember to use quoted material from each poem to validate your claims and note that the rules for citing poetry are somewhat different. For information, please see MLA Style – Poetry. To set up your response, do the following: Devote one paragraph of at least 200 words for each poem in which you examine how the poet discusses gender, race, and/or class issues. Discuss the poem and the selected issue(s) in context of their periods. Provide textual examples to support your contentions. Cite all examples using proper MLA format.

The Dialogue Essay Due next Sunday, November 1 2.5 pages double spaced The second essay asks you to put two writers’ ideas in conversation with one another. You will be analyzing two stories alongside each other in an effort to find a connecting idea or element. TOPIC: Choose two of the three stories we have read and make an argument about how they are similar. Clearly the stories are all very different, but here you are challenged to consider them for how they operate in similar ways – something you began in your freewriting exercise for this week. You can take what you worked on and what you discussed on Blackboard and develop it into an essay. You do not need to write about all the ways they are the same. This is not a catalogue. You just need to choose one way – whether it’s narrator, theme, symbol, etc. or anything else you discover – and develop an argument about how both stories approach this. You can and should also point out the differences within this one element; you’re aiming to show how both authors do something similar, but perhaps in different ways and to different effects. ORGANIZATION: Your first paragraph should make the general case for how the stories are similar – an overall argument. The body of your paper then offers specific examples from both the stories to help you make your point. You may want to write one paragraph about one story and then another about the other and then provide a third paragraph to tie them both together. OR you could deal with both stories in each paragraph. The structure is yours to choose. What’s important is that you support your argument with specific examples from both stories. Also be sure to provide enough context and background about the stories that your examples make sense. GUIDANCE ON CRAFTING YOUR PAPER One very valuable way to approach this kind of topic is to set up a contrast. This means first telling the reader what is different about the stories, and then expressing the similarity. Let me give you an example: If I were to write a paper about the similarities between Wallace and Graff, my introduction might look like this: On their surface, Gerald Graff’s essay “Hidden Intellectualism” and David Foster Wallace’s commencement speech “This is Water” seem very different. Graff is writing about how schools and colleges should tap into students’ street smarts in order to cultivate their intellectual abilities, while Wallace is extolling the moral benefits of college, claiming that a liberal arts education helps us become more empathetic and see beyond ourselves. Graff is offering practical guidance while Wallace is offering a philosophical meditation. And yet both authors are getting at something very similar: a good education is not about filling us with knowledge about a particular subject but about giving us the tools to view the world around us thoughtfully and intelligently, and as Graff puts it, “through academic eyes.” Notice how I first explain the key differences between the texts. This gives me the opportunity to give a little context and background about each, while at the same time, giving my essay a point. If I just jumped right in and said that these texts were similar, the reader might ask, Who cares? So what? But by saying that they seem different but really aren’t, the reader says, Hmm, interesting point. CITATIONS Citations are used to tell the reader where your sources in your paper come from. In this essay, I want you to use in-text citations. This is in preparation for your final paper in which you will use citations and provide a Works Cited page. For now, I just want you to get comfortable citing your sources. This means, every time you quote from the stories, you must provide the page number on which the quote appears. There is a specific way of doing this according to MLA (Modern Language Association), which is the body that sets the format for research in the humanities. For MLA in-text citations, if it is evident which story you are writing about (and you should make it evident), you just need to put the page number in parentheses, BEFORE the period, but AFTER the quotation marks. Example: The narrator in Diaz’s story writes, “Clear the government cheese from the refrigerator” (1). Note: Always introduce your quotes – do not drop quotes in without saying who said what. If you do not have page numbers on your copy of anyone of the stories, please create page numbers – 1,2,3 – so that you can include them in the text. This is the best MLA resource out there: https://owl.english.purdue.edu/owl/resource/747/02/ Please read it carefully.

Chapter 11 in your text describes the etiological factors that lead to alcohol abuse and dependence. Find a source, such as a peer-reviewed journal article or a reputable Web site, which discusses the etiological factors that lead to abuse or dependence on another substance. How do these compare to the etiological factors associated with alcohol abuse as discussed in the text?

What is your personal perspective regarding the use of alcohol and recreation drugs? On a societal level, is this a major or minor problem? Should recreational drug use be criminal? If recreational drug use is a problem, how might it best be addressed? (Please note that you are not being asked to discuss your own experiences with psychoactive substances but to discuss the topic as a health,

Create a case example depicting a disorder from each of the clusters A, B, and C. You will create three case examples in total. Keep in mind that clients with PDs do not often have good insight. For instance, a client with narcissistic PD will not come in saying, “I have a high need for admiration from others” or “I lack empathy.” Rather, the diagnostician has to infer these traits from the client’s interpersonal style and history.

Each case example should describe behaviors that lead the diagnostician to conclude a PD might be present. Please review Clusters A, B and C – Case Examples of Personality Disorders Scoring Guide prior to submission so that you address all required grading criteria.

For this assignment, you are expected to meet the following requirements:

Title page: Include your name, course, date, and instructor.
Abstract: No abstract is required for the assignment.
Reference: No references are required beyond the assigned readings. Additional references may be used.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting.
Length of paper: Three to six typed, double-spaced pages (One to two pages per case example).
Font and font size: Arial, 11 point

Personality Disorders
What is personality? One definition would be that it is a relatively stable set of traits that characterize an individual’s behavior. These traits are behaviors that we reliably display, and that others have come to recognize in us. We may occasionally surprise the people we know well by doing something out of character. But generally, we behave in somewhat predictable patterns. Of course, we all have traits that are maladaptive. We may worry too much about things we cannot control, act possessively toward a loved one, be chronically late, et cetera. Hopefully, however, we have enough insight into these traits that we are able to manage our behavior, as well as compensatory positive traits that make up for our less-than-exemplary conduct. Ideally, a person’s typical response patterns will be flexible enough that she or he can respond adequately to unique situations.

Imagine, however, a person with a restricted way of perceiving, a narrow range of intrinsic motivations, or a limited set of coping skills. For instance, this person may see all interpersonal reactions as threatening, or among the many goals inherent in social relationships may only be motivated to achieve a sense of superiority, or might lack the coping skills that allow successful resolution of difficult situations. Rather than displaying a few mildly problematic traits, the person may exhibit a number of traits that are problematic, have limited insight into the existence, nature, and consequences of these behaviors, and fail to develop compensatory mechanisms. A personality disorder (PD) is just such an extremely rigid way of responding to the surrounding environment. PDs are evident across a variety of situations and across the lifespan. Typically, the disorder begins in adolescence or early adulthood, and then persists through much of the person’s life. The rigid coping style associated with a PD makes the individual more susceptible to other forms of psychopathology. The disorder may also significantly impact the client’s willingness to enter and ability to benefit from treatment.

Recognizing and diagnosing a PD can be difficult. As noted, individuals often have poor insight into their maladaptive traits, and thus cannot report them to an interviewer. Even when there is some recognition of a maladaptive behavioral repertoire, the individual may be unwilling to report this in an attempt to maintain social desirability. Even when the interviewer can identify potentially maladaptive behaviors from a client’s presentation in the interview or from anecdotes the client reported, it can still be difficult to establish that these are long-standing and pervasive traits.

Cluster A Paranoid Personality Disorder
The Paranoid Personality Disorder* is characterized by a pervasive distrust and suspiciousness of other people. People with this disorder assume that others are out to harm them, take advantage of them, or humiliate them in some way. They put a lot of effort into protecting themselves and keeping their distance from others. They are known to preemptively attack others whom they feel threatened by. They tend to hold grudges, are litigious, and display pathological jealously. Distorted thinking is evident. Their perception of the environment includes reading malevolent intentions into genuinely harmless, innocuous comments or behavior, and dwelling on past slights. For these reasons, they do not confide in others and do not allow themselves to develop close relationships. Their emotional life tends to be dominated by distrust and hostility.

Cluster B Narcissistic Personality Disorder
People with Narcissistic Personality Disorder* have significant problems with their sense of self-worth stemming from a powerful sense of entitlement. This leads them to believe they deserve special treatment, and to assume they have special powers, are uniquely talented, or that they are especially brilliant or attractive. Their sense of entitlement can lead them to act in ways that fundamentally disregard and disrespect the worth of those around them.

People with Narcissistic Personality Disorder are preoccupied with fantasies of unlimited success and power, so much so that they might end up getting lost in their daydreams while they fantasize about their superior intelligence or stunning beauty. These people can get so caught up in their fantasies that they don’t put any effort into their daily life and don’t direct their energies toward accomplishing their goals. They may believe that they are special and deserve special treatment, and may display an attitude that is arrogant and haughty. This can create a lot of conflict with other people who feel exploited and who dislike being treated in a condescending fashion. People with Narcissistic Personality Disorder often feel devastated when they realize that they have normal, average human limitations; that they are not as special as they think, or that others don’t admire them as much as they would like. These realizations are often accompanied by feelings of intense anger or shame that they sometimes take out on other people. Their need to be powerful, and admired, coupled with a lack of empathy for others, makes for conflictual relationships that are often superficial and devoid of real intimacy and caring.

Status is very important to people with Narcissistic Personality Disorder. Associating with famous and special people provides them a sense of importance. These individuals can quickly shift from over-idealizing others to devaluing them. However, the same is true of their self-judgments. They tend to vacillate between feeling like they have unlimited abilities, and then feeling deflated, worthless, and devastated when they encounter their normal, average human limitations. Despite their bravado, people with Narcissistic Personality Disorder require a lot of admiration from other people in order to bolster their own fragile self-esteem. They can be quite manipulative in extracting the necessary attention from those people around them.

Cluster C – Obsessive-Compulsive Personality Disorder
Persons with Obsessive-Compulsive Personality Disorder* are preoccupied with rules, regulations, and orderliness. This preoccupation with perfectionism and control is at the expense of flexibility, openness, and efficiency. They are great makers of lists and schedules, and are often devoted to work to such an extent that they often neglect social relationships. They have perfectionist tendencies, and are so driven in their work to “get it right” that they become unable to complete projects or specific tasks because they get lost in the details, and fail to see the “forest for the trees.” Persons with Obsessive-Compulsive Personality Disorder tend to be rigid and inflexible in their approach to things. It simply isn’t an option for them to do a “sub-standard” job just to get something done. Often, they are unable to delegate tasks for fear that another person will not “get it right.” Sometimes people with this disorder adopt a miserly style with both themselves and others. Money is regarded as something that must be rigidly controlled in order to ward off future catastrophe. People with this disorder are often experienced as rigid, controlling, and stubborn.

How do problems with validity impact the categorization of mental disorders and the diagnosis of individual clients? Discuss, presenting supporting information

Use the Argument Analysis Worksheet provided in the Resources section to summarize the Zalaquett, Fuerth, Stein, Ivey, and Ivey article. What are the most important points, and what needs clarification? Explain the rationale for your

What is psychosis? How would you recognize psychosis in a client?

Psychosis can occur in a number of disorders, including in severe cases of major depressive disorder and bipolar disorder. How would one differentiate between schizophrenia and each of the mood disorders? Do not just list the differing criteria. In your own words, describe what would you see that is different between each disorder, and what might be different in the client’s presentation and history.

What would be the challenges of interviewing a psychotic client? How would you

You are responsible for reporting on a famous adult from an under-represented population from anywhere in the world. This individual may be a historical figure, an artist, poet, author, etc. You must apply course concepts, (Erikson, Piaget, Schaie, Neugarten, Peck, etc.), explain their development and investigate the circumstances of fame. For example George Washington Carver was an interesting individual to investigate and you might write….According to Erikson, George Washington Carver achieved generativity during his middle adult years. This is evidenced by the number of programs and scholarships that he donated his time and money… The report should include references cited at the end of the paper, APA format. The key for this paper regarding APA format is that you label it as a reference section. Not a works cited page or bibliography page. It is a REFERENCE PAGE! While this is an informal paper and does not necessitate a title page or running head an appropriate reference page is expected. SCHOLARLY REFERENCES ONLY PLEASE! NO RAGS OR MAGS!

QUESTION 1-Consider the means in which the beliefs of the Temperance movement were presented to the public along with the messages sent and the accuracy there within.(America has a long tradition with drinking that deals with the spaces where it took place, the types of beverages being consumed, and opinions about the meaning of this activity in society. The Temperance movement was strongly influenced by religion and gender and would continue to grow throughout the nineteenth century )

QUESTION 2 – What characteristics and reasoning led Americans to choose baseball? What do these say about the rise a more distinct American identity?(Baseball is still called the “National Pastime” but was not always the game of choice. During the mid-nineteenth century it completed with cricket, a game marked by its English links, as the sport of choice among urban dwellers)

QUESTION 3- When reading the article for this week you should consider it somewhat “tongue-in-cheek.” As much as it provides information and opinion on the bloomer, it does so with a bit of cynicism. It criticizes the society that criticized the bloomer as much as it criticizes the bloomer itself. I think this provides a nice window into the concerns over fashion and image in American society. Use the handout – a sampling of some primary source comments on fashion – what is your understanding american identity.

QUESTION 4- One of the growing issues we see when examining the validity of a national identity is the class divide that emerges more strongly as the nineteenth century progresses. Previous lectures and readings have demonstrated the many biases that American culture was subjected to by Americans and Europeans. In this article we see how the connection to Europe was still present in how these two musicians defined what was truly “American.”

QUESTION 5 -Review the primary source documents to see how news of the Astor Theater riot was characterized through the different social tensions in urban American society. Your analysis should continue ot examine how such tensions contributed to the understanding of what it was to be an “American” in the latter half of the nineteenth century.

QUESTION 6- hey are primary sources in that they are the sketchings made roughly a generation after the riots took place (a generation is roughly 30 years). When reviewing an image, you should not only look to see what is depicted, but how it is depicted. Are there sympathies towards one party or group? Are you aware that anyone is deliberately missing from the image? When it was created, what was going on in American society/culture that may have influenced the depitction? You need to consider the context.

QUESTION 7- Choose two of the chapters from the book . who truly represents and ideal “American” with concepts of rural or urban, working or middle class, and male or femail impact the discussion.?

QUESTION 8- One of the major issues the United States faced in the early 19th century was the vastness the nation and the emerging differences between the three main regions: East (mostly New England down through Pennsylvania), South (Virginia down to Florida), and West (lands west of the Appalachian Mountains). Your reading is a excerpt from Henry Clay’s speech to the Congress regarding his American System. Consider what regions would or could benefit and why?. Think about what objections might have come about. Would all of this ultimately unify or divide the nation?

QUESTION 9 – When it comes to food and dining in this country remember to pay attention to what was eaten, why it was eaten, and how the places where eating took place were given extra meanings.

QUESTION 10- What is the importance of fashion rather than what happened? What is the meaning? Go into detail. Give a specific example and then talk about its meaning in your opinion.

CONCLUSION

“In what one way do the all readings combine to identify a central theme of the American identity?” Then, explain your answer.

Chapter 2 in your text describes the maltreatment of inpatients during the eighteenth and nineteenth centuries in Western cultures. Use the articles assigned for this unit to describe how this may have occurred. In addition to the ideas presented in the articles, are there other personal, cultural, or situational factors that may have impacted care providers?

References may be included and cited as needed. Review the Historical Maltreatment of Psychiatric Inpatients Scoring Guide provided in the Resources section prior to submission so that you address all required grading criteria. For this assignment, you are expected to meet the following requirements:

Title page: Include your name, course, date, and instructor.
Abstract: No abstract is required for the assignment.
References: No references are required beyond the assigned readings. Additional references may be used.
Written communication: Written communication is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to APA sixth edition style and formatting.
Length of paper: Four to five typed, double-spaced pages.
Font and font size: Arial, 11 point.
Do not use too much writing space summarizing the articles. Rather, use