500 words for lesson 3 and 500 words for lesson 4 (1000 words total). NO PLAGIARISM ACCEPTED!Lesson 3Mainstream RealismJames, “Daisy Miller” (C410-50)Question: Take a position on Daisy's character, without using "I." Do you see her as a vulgarian who corrupts high standards of culture OR is she simply a naive girl corrupted by European decadence? What evidence makes a reader feel either way?LEARNING OBJECTIVES: STRONG OPENING THESIS, DEVELOPMENT (500 words), SUPPORT (quotations), OBJECTIVE TONE (No "I" or "we"). MAKE SURE YOU RESPOND TO MY COMMENTS ON THE MONDAY/WEDNESDAY AFTER POSTS ARE DUE.Due Oct 26Lesson 4African-American RealismChestnutt, “The Passing of Grandison” (C749-61)Dunbar, from Lyrics of Lowly Life (C1093-1101)Harris, from Uncle Remus (C508-11)Question: Apply the point of "We Wear the Mask" to Charles Chestnutt's "The Passing of Grandison." In what ways does the slave stereotype empower the African-American character of this generation?LEARNING OBJECTIVES: STRONG OPENING THESIS, DEVELOPMENT (500 words), SUPPORT (quotations), OBJECTIVE TONE (No "I" or "we"). MAKE SURE YOU RESPOND TO MY COMMENTS ON THE TUESDAY/THURSDAY AFTER POSTS ARE DUE.

Using Geographical Information Systems (GIS) to present your data allows you to not only present data points but also gives you the chance of storing, analyzing, and presenting data in a graphic form that could be used by many different audiences. Many different programs and institutions use GIS to present information and interact with the public. As we explored earlier in this course, biosurveillance and syndromic surveillance use GIS as one tool to provide situational awareness to its users, and many public and private agencies in different levels (national and local) use different mapping solutions to present data.For this Discussion, you will critique health data from a GIS.To prepare:Research the web for a map of health data from a GIS.By Day 3Post a critique of the map you selected and the health data it represents. Include the following in your post:The map imageDescribe the map (including: the outcome reported, main findings, and interpretation of the map)Your critique of the map, describing its strengths and weaknessesSupport your post with additional scholarly resources. Use APA formatting for your Discussion and to cite your resources.Read a selection of your colleagues’ postings.

Biopsychosocial #7Utilizing the information learned from this week's chapter and reviewing the case examples in the text for practice, review the case below to: a) Identify the Biological, Psychological, and Social variables impacting the client b) Assess for CompetenceStudents must complete this assignment using two formats:1) Submit the attached form/diagram which is similar to the examples used in the text. The diagram should be completed using applications from the case vignette listed below and provide a "snapshot" of your assessment. Examples from the chapter can be used for reference.2) Submit written feedback using APA 7th edition format with the 3 variables (bio/psycho/social) and competence utilized as headers. This submission should include an expansion of the assessment diagram and provide support to the assessment given utilizing information from the text and any other empirically supported sources. Submissions for this assignment should include a title and reference page along with proper APA format which includes in-text citations, double space, 12 font, Time New Roman, etc. Excluding the title and reference page, your response should be approximately 1-2 pages in length. Biopsychosocial Diagram.docx Case VignetteJacob, at 9 years of age, was brought by his father to a mental health clinic as he had become increasingly difficult and disobedient at school. After several issues that occurred at school the previous month, the father knew he had to do something about his son's behavior. After swearing at his teacher, Jacob was suspended from school for 2 days. The previous week, he was chastised by the police for riding his scooter in the street, something his father had repeatedly cautioned him about. The next day he failed to use the breaks and rode his bike into a store window where it shattered. He has not had any other serious offenses, but he had broken a window before when riding his bike with a friend.Jacob has been a handful since pre-school with issues that have slowly escalated. Without close supervision, he gets into trouble. He has been reprimanded at school for teasing and kicking other children, tripping them, and calling them names. He is described as bad-tempered and irritable, even though at times he seems to enjoy school. Many times it seems like he is purposefully trying to annoy other children but claims others start the arguments. He does not become involved in serious fights but does occasionally exchange a few blows with another child.Jacob sometimes refuses to do what his teachers tell him to do, and he especially has trouble with his afternoon classes. He argues when being told to do his work. Many of the same issues were experienced last year when he had only one teacher. Despite this, he has good grades and has been getting better over the course of the year, particularly in math and art which are classes taught by the teacher with whom he has the most difficulty.At home, Jacob's behavior is quite varied. On some days he is defiant and rude to his father needing to be told to do everything several times before he will do it; however, eventually, he complies. Other days, he is helpful and charming. His father says that his unhelpful days are more predominant. "The least little thing makes him mad which makes him scream and shout." Jacob is described as spiteful and mean toward his younger sister, even when Jacob is in a good mood.Jacob's concentration is typically good, and he does not leave his work incomplete. His father states he seems to always be on the go but is not restless. His teachers have expressed concern over his attitude and not about being restless. His father also states that he tells many minor lies, although when pressed, he is truthful about important items.Part 2Diagnosis #7Students should complete the Biopsychosocial FIRST. After completing, students should utilize the information learned from this week's chapter and the case examples in the text to respond to the questions listed below. FYI - The biopsychosocial and diagnosis assignments use the same case/vignette. Review the case again as listed below to determine the diagnosis for the client utilizing the text, DSM-5, and other empirical support for reference.Submissions for this assignment should include a title and reference page along with proper APA format which includes in-text citations, double space, 12 font, Time New Roman, etc. It is recommended that students use headers to delineate the various topics outlined below such as: Principal Diagnosis, Prevailing Pattern, Differential Assessment, etc. 1) What is the principal diagnosis or reason for the visit that you would assign to this client? What criteria does this client meet for the diagnosis? - Cite/support in APA format (minimum of 1-2 paragraphs) - 4 points2) What is the Prevailing Pattern? How prevalent is this disorder? Are there any risk factors to consider such as age, gender, culture, ethnicity, socioeconomic status, etc. that would apply or be important to consider for this client? - Cite/support in APA format (minimum of 1-2 paragraphs) - 4 points3) What is the Differential Assessment? How are you able to differentiate this disorder from another for this client? Are there any factors of comorbidity to consider? - Cite/support in APA format (minimum of 1-2 paragraphs) - 4 points4) What is the Assessment Summary? Clearly identify why you feel this client meets the criteria? - Cite/support in APA format (minimum of 2-3 paragraphs) - 4 points5) What is the DSM-5 diagnosis/F-Codes/ICD-11/Specifiers for this client? - 1 point*Proper APA format - 3 pointsPart Three1) After reading Chapter Ten in the textbook, review the case study on Jessica (found on pgs. 213-214)2) Answer questions #6, #7, #11, #12, #13 (found on pg. 232)