Robert, a 25 year old Hispanic male, is 230 lbs overweight. Because of health reasons, Robert has tried exercising and dieting but the most amount of weight he's lost is 5-10 lbs. Even when he's lost weight, he always gains it back and some more. Robert lives at home with supportive parents who have tried to help him loose weight throughout his entire life, as this has been an issue for Robert since childhood. Robert feels frustrated and strongly believes that there must be something wrong with his body because no one else in his family is overweight. Robert claims he's always hungry and whenever he has tried fasting, he feels very anxious and ends up eating more. Assuming the role of a Pure researcher, which hormone(s), neurotransmitter(s), and brain part(s) would you be interested in researching to help Robert figure out if, in fact, something is wrong with his body? Please answer this question in 125-175 words. Please be sure to explain the role of each hormone, neurotransmitter, and brain part in Robert's insatiable hunger and obesity.Additionally, please comment on someone else's post. Your comment should compare their findings to yours. If different, please make an effort to explain how your hormone(s), neurotransmitter(s) and brain part(s) of choice would compliment their claims. If they're wrong, please be sure to point it out to them. To get full credit, you must cite the page of our textbook where you found the information. You may use the following fictitious example, "per Pinel and Barnes (2017), the hippocampus has been known to be involved in feelings of hunger. The hippocampus works in connection to the amygdala, which is known to secrete high levels of GABA (p.452). GABA has been known to be present whenever the brain is aroused. This arousal helps explain the hunger sensation, as GABA depletes the neurons of the oxygen, thereby leaving wanting more (p. 467). Additionally, Follicular Stimulating Hormone (FSH) is found at high levels in individuals who are hungry. Per a study by Lopez and Johnson (2012) rats who were deprived of food for 36 hours had elevated levels of FSH (p. 489) in comparison to rats that were not deprived of food. Robert's insatiable hunger may be neurologically explained as a byproduct of an impaired hippocampus, high levels of GABA and FSH."

Write a 750-1,000-word analysis on social stratification regarding gender.Choose a social institution to describe and analyze the effect that the stratification elements of gender have on that social institution. Include the following in your analysis:Explain how gender impacts the social institution.Identify a form of gender inequality associated with the social institution and use theoretical perspectives to explain the social behaviors that perpetuate the inequality.Suggest measures for the social institution to implement to help alleviate the gender inequality you identified.Provide a minimum of three to five scholarly sources to support your analysis and conclusion. Additionally, you will need to include statistical data of the expression of stratification regarding gender within the social institution.

ESSAY II: GLOBAL PERSPECTIVE (Choose One)1.The "Jazz Age," the "Roaring Twenties," the "Turbulent Twenties," and the "Dollar Decade" all describe the decade of the 1920s. Which label, in your opinion, is most accurate? Justify your answer in an essay describing the decade's major events and problems. 2.The actions of African-American civil rights activists had a broader effect on activists for other minorities. Agree or disagree. Explain your answer with examples. 3.What role, if any, did the notion of a "balance of power" playin the international relations of a period you have studied? Explain your answer. 4.From your readings on the Vietnam War, evaluate the American role in Vietnam from 1961 to 1975. Was the United States able to fulfill its objectives? 5.The cold war had profound implications for U.S. domestic policy and culture. Discuss the ways in which heightened tension with the Soviet Union influenced America's national scene from 1945 to 1989. What were the benefits and losses of this "great fear" on American culture? Students must ensure that all assignments are typed or word-processed. Each essay should answer a question chosen from the list provided in the Course Reader. Essays should be 1500 to 2000 words in length (footnotes are included, but bibliography is not included in the word count).The bibliography must contain a minimum of six items and should normally include: works from the course reader, the set texts, and at least one primary source. Essays with a weak bibliography will be penalized. Essays without footnotes and a bibliography will earn an automatic fail mark.The final word count includes footnotes but excludes the bibliography. Students need to adhere to the world limit for each assignment and each piece of written work is to be submitted with a clear indication of the word count.CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeCritical ThinkingStudents will make a historical argument based on the use of a combination of the following: primary sources, secondary sources, class lectures.Students will prove the argument with the use of the evidence above.25.0 ptsEXCELLENTMakes an original argument and provides proof in a skillful and creative fashion.20.0 ptsVERY GOODPresents an argument of high quality and provides evidence to reinforce the case being made.10.0 ptsGOODMakes a satisfactory argument and provides adequate proof.5.0 ptsCOMPETENTShows some knowledge and understanding, but with deficiencies serious enough to suggest that grasp of the subject matter and of historical analysis is limited.0.0 ptsUNSATISFACTORYFails to make and prove a historical argument. Work displaying only minimal knowledge and understanding, failing to address the literature in depth and with a weak grasp of the subject matter and historical analysis.25.0 ptsThis criterion is linked to a Learning OutcomeWritten CommunicationStudents will write a paper that has a clear thesis, evidence organized into logical paragraphs, and a conclusion.Students will submit a paper that demonstrates the ability to use English for written expression at the college level.25.0 ptsEXCELLENTShows great command of organization and evinces a high ability in written expression.20.0 ptsVERY GOODClarity in structure, analysis, and style. Shows a clear sense of written organization and expression.10.0 ptsGOODGood engagement with essay question, but with limitations in matters such as depth, clarity, rigor of argument and structure; limitations in style and expression.5.0 ptsCOMPETENTLimited engagement with the essay question. Grammatical and typographical errors.0.0 ptsUNSATISFACTORYLacking in both writing and organization. Work so weak as to indicate that only a nominal attempt has been made to complete the assignment. Poor grammar and awkward phrasing.25.0 ptsThis criterion is linked to a Learning OutcomeContent/Discipline KnowledgeStudents will demonstrate an understanding of the culture, events, and ideas of past and present civilizations.Students will demonstrate an understanding of historical context.25.0 ptsEXCELLENTShows an excellent and in-depth understanding of past events cultures, and ideas and situates these within larger contexts.20.0 ptsVERY GOODDemonstrates a keen awareness of past events, cultures, and ideas in their greater contexts.10.0 ptsGOODSatisfactory understanding of past events, cultures, and ideas in their larger contexts.5.0 ptsCOMPETENTDemonstrates some understanding of past events, cultures and ideas in their broader contexts.0.0 ptsUNSATISFACTORYLacks an understanding of past events, cultures, and ideas in their broader contexts. Displays almost total confusion and misunderstanding of the subject.25.0 ptsThis criterion is linked to a Learning OutcomeRange of SourcesStudents will demonstrate research proficiency through the utilization of high caliber primary and secondary source material.Students will satisfy the minimum requirement of 6 sources.15.0 ptsEXCELLENTWide range of excellent sources utilized; reading beyond recommended minimum.11.25 ptsVERY GOODBroad range of source material, demonstrating historiographical awareness.7.5 ptsGOODGood work, reasonable in such matters as comprehensiveness and scope of research.3.75 ptsCOMPETENTInsufficient research. Use of questionable and/or low-quality source material.0.0 ptsUNSATISFACTORYDemonstrates research deficiencies for a college writing assignment. Bare minimum of sources utilized.15.0 ptsThis criterion is linked to a Learning OutcomeFootnotes & BibliographyStudents will demonstrate correct citation formatting practices e.g. Chicago Style and Footnotes.10.0 ptsEXCELLENTExcellent formatting and well-presented footnotes & bibliography.7.5 ptsVERY GOODGreat formatting with minor errors in bibliography and/or footnotes.5.0 ptsGOODA few errors present, but acceptable formatting of footnotes and bibliography.2.5 ptsCOMPETENTInadequate or unsystematic formatting of the bibliography and/or footnotes.0.0 ptsUNSATISFACTORYDemonstrates incorrect or messy formatting of the bibliography and/or footnotes.10.0 ptsTotal Points: 100.0