Best Writer

Instructions:
Servant Leadership Reflection
After reading the two assigned articles and viewing
the Anthony Perez video reflect on your feelings regarding servant
leadership including your past experiences with servant leadership. Do you
believe this is a form of leadership that is effective? Are there
times when it might not be effective?
This paper will be approximately 1 page in length
LINK FOR THE ANTHONY PEREZ VIDEO: https://www.youtube.com/watch?v=md6monZNfyQ
FIRST ARTICLE ASSINED:
Practicing Servant-Leadership by
Larry Spears Leader to Leader, No. 34 Fall 2004 As many small trickles of
water feed the mightiest of rivers, the growing number of individuals and
organizations practicing servant-leadership has increased into a torrent,
one that carries with it a deep current of meaning and passion. Robert K.
Greenleaf ‘s idea of servant-leadership, now in its fourth decade as a
concept bearing that name, continues to create a quiet revolution in
workplaces around the world. Since the time of the Industrial Revolution,
managers have tended to view people as tools, while organizations have
considered workers as cogs in a machine. In the past few decades we have
witnessed a shift in that long-held view. In countless for-profit and
nonprofit organizations today we are seeing traditional, autocratic, and
hierarchical modes of leadership yielding to a different way of working–
one based on teamwork and community, one that seeks to involve others in
decision making, one strongly based in ethical and caring behavior, and
one that is attempting to enhance the personal growth of people while
improving the caring and quality of our many institutions. This emerging
approach to leadership and service began with Greenleaf. The term
servant-leadership was first coined by Greenleaf (19041990) in a 1970
essay titled “The Servant as Leader.” Since that time, more
than half a million copies of his books and essays have been sold
worldwide. Greenleaf spent most of his organizational life in the field
of management research, development, and education at AT&T. Following
a 40-year career at AT&T, Greenleaf enjoyed a second career that
lasted 25 years, during which time he served as an influential consultant
to a number of major institutions, including Ohio University, MIT, the
Ford Foundation, the R. K. Mellon Foundation, the Mead Corporation, the
American Foundation for Management Research, and the Lilly Endowment. In
1964 Greenleaf also founded the Center for Applied Ethics, which was
renamed the Robert K. Greenleaf Center in 1985 and is now headquartered
in Indianapolis. Slowly but surely, Greenleaf ‘s servant-leadership
writings have made a deep, lasting impression on leaders, educators, and
many others who are concerned with issues of leadership, management,
service, and personal growth. Standard practices are rapidly shifting
toward the ideas put forward by Greenleaf, as witnessed by the work of
Stephen Covey, Peter Senge, Max DePree, Margaret Wheatley, Ken Blanchard,
and many others who suggest that there is a better way to lead and manage
our organizations. Greenleaf’s writings on the subject of
servantleadership helped to get this movement started, and his views have
had a profound and growing effect on many people. Larry C. Spears has
served as president and CEO of the Robert K. Greenleaf Center for
ServantLeadership since 1990. He has edited or coedited nine books on
servantleadership, including “Practicing Servant-Leadership:
Succeeding Through Trust, Bravery, and Forgiveness,” on which this
article is based. He is senior editor of the Greenleaf Center’s quarterly
newsletter,”The Servant-Leader,” and series editor of the
Greenleaf Center’s contemporary essay series,”Voices of
Servant-Leadership.” What Is Servant-Leadership? The idea of the
servant as leader came partly out of Greenleaf’s half-century of
experience in working to shape large institutions. However, the event
that crystallized Greenleaf ‘s thinking came in the 1960s, when he read
Hermann Hesse’s short novel Journey to the East–an account of a mythical
journey by a group of people on a spiritual quest. After reading this
story, Greenleaf concluded that its central meaning was that the great
leader is first experienced as a servant to others, and that this simple
fact is central to the leader’s greatness. True leadership emerges from
those whose primary motivation is a deep desire to help others. In his
works, Greenleaf discusses the need for a better approach to leadership,
one that puts serving others–including employees, customers, and
community–as the number one priority. Servantleadership emphasizes
increased service to others, a holistic approach to work, promoting a
sense of community, and the sharing of power in decision making. The
words servant and leader are usually thought of as being opposites. When
two opposites are brought together in a creative and meaningful way, a
paradox emerges. So the words servant and leader have been brought
together to create the paradoxical idea of servant-leadership. Who is a
servant-leader? Greenleaf said that the servant-leader is one who is a
servant first. In “The Servant as Leader” he wrote, “It
begins with the natural feeling that one wants to serve, to serve first.
Then conscious choice brings one to aspire to lead. The difference
manifests itself in the care taken by the servant–first to make sure
that other people’s highest-priority needs are being served. The best
test is: Do those served grow as persons; do they, while being served,
become healthier, wiser, freer, more autonomous, more likely themselves
to become servants? And what is the effect on the least privileged in
society? Will they benefit or at least not be further deprived?” At
its core, servant-leadership is a long-term, transformational approach to
life and work–in essence, a way of being–that has the potential for
creating positive change throughout our society. Characteristics of the
Servant-Leader After some years of carefully considering Greenleaf ‘s
original writings, I have extracted the following set of characteristics
central to the development of servant-leaders: 1. Listening. Leaders have
traditionally been valued for their communication and decisionmaking
skills. While these are also important skills for the servant-leader,
they need to be reinforced by a deep commitment to listening intently to
others. The servant-leader seeks to identify the will of a group and
helps clarify that will. He or she seeks to listen receptively to what is
being said. Listening, coupled with regular periods of reflection, is
essential to the growth of the servant-leader. The great leader is first
experienced as a servant to others. Able leaders are usually sharply
awake and reasonably disturbed. 2. Empathy. The servant-leader strives to
understand and empathize with others. People need to be accepted and
recognized for their special and unique spirits. One assumes the good
intentions of coworkers and does not reject them as people, even if one
finds it necessary to refuse to accept their behavior or performance. 3.
Healing. One of the great strengths of servant-leadership is the
potential for healing one’s self and others. Many people have broken
spirits and have suffered from a variety of emotional hurts. Although
this is part of being human, servant-leaders recognize that they also
have an opportunity to “help make whole” those with whom they
come in contact. In “The Servant as Leader” Greenleaf writes:
“There is something subtle communicated to one who is being served
and led if implicit in the compact between servant-leader and led is the
understanding that the search for wholeness is something they
share.” 4. Awareness. General awareness, and especially
self-awareness, strengthens the servantleader. Awareness also aids one in
understanding issues involving ethics and values. It lends itself to
being able to view most situations from a more integrated, holistic
position. As Greenleaf observed: “Awareness is not a giver of
solace–it is just the opposite. It is a disturber and an awakener. Able
leaders are usually sharply awake and reasonably disturbed. They are not
seekers after solace. They have their own inner serenity.” 5. Persuasion.
Another characteristic of servant-leaders is a primary reliance on
persuasion rather than positional authority in making decisions within an
organization. The servantleader seeks to convince others rather than
coerce compliance. This particular element offers one of the clearest
distinctions between the traditional authoritarian model and that of
servant-leadership. The servant-leader is effective at building consensus
within groups. 6. Conceptualization. Servant-leaders seek to nurture
their abilities to “dream great dreams.” The ability to look at
a problem (or an organization) from a conceptualizing perspective means
that one must think beyond day-to-day realities. For many managers this
is a characteristic that requires discipline and practice. Servant-leaders
are called to seek a delicate balance between conceptual thinking and a
day-to-day focused approach. 7. Foresight. Foresight is a characteristic
that enables the servant-leader to understand the lessons from the past,
the realities of the present, and the likely consequence of a decision
for the future. It is also deeply rooted within the intuitive mind.
Foresight remains a largely unexplored area in leadership studies, but
one most deserving of careful attention. 8. Stewardship. Peter Block has
defined stewardship as “holding something in trust for
another.” Robert Greenleaf ‘s view of all institutions was one in
which CEOs, staffs, and trustees all played significant roles in holding
their institutions in trust for the greater good of society.
Servant-leadership, like stewardship, assumes first and foremost a
commitment to serving the needs of others. It also emphasizes the use of
openness and persuasion rather than control. 9. Commitment to the growth
of people. Servant-leaders believe that people have an intrinsic value
beyond their tangible contributions as workers. As a result, the
servantleader is deeply committed to the growth of each and every
individual within the institution. The servant-leader recognizes the
tremendous responsibility to do everything possible to nurture the growth
of employees. 10. Building community. The servant-leader senses that much
has been lost in recent human history as a result of the shift from local
communities to large institutions as the primary shaper of human lives.
This awareness causes the servant-leader to seek to identify some means
for building community among those who work within a given institution.
Servant-leadership suggests that true community can be created among
those who work in businesses and other institutions. Greenleaf said:
“All that is needed to rebuild community as a viable life form for
large numbers of people is for enough servant-leaders to show the way,
not by mass movements, but by each servant-leader demonstrating his own unlimited
liability for a quite specific community-related group.” These ten
characteristics of servant-leadership are by no means exhaustive, but
they serve to communicate the power and promise that this concept offers
to those who are open to its invitation and challenge. The Growing Impact
of Servant Leadership Many individuals and organizations have adopted
servant-leadership as a guiding philosophy. For individuals it offers a
means to personal growth–spiritually, professionally, emotionally, and
intellectually. It has ties to the ideas of M. Scott Peck (The Road Less
Traveled), Parker Palmer (The Active Life), Ann McGee-Cooper (You Don’t
Have to Go Home from Work Exhausted!), and others who have written on
expanding human potential. A particular strength of servantleadership is
that it encourages everyone to actively seek opportunities to both serve
and lead others, thereby setting up the potential for raising the quality
of life throughout society. An increasing number of companies have
adopted servant-leadership as part of their corporate philosophy or as a
foundation for their mission statement. Among these are the Toro Company
(Minneapolis, Minnesota), Synovus Financial Corporation (Columbus,
Georgia), ServiceMaster Company (Downers Grove, Illinois), the Men’s
Wearhouse (Fremont, California), Southwest Airlines (Dallas, Texas), and
TDIndustries (Dallas, Texas). TDIndustries, one of the earliest
practitioners of servant-leadership in the corporate setting, is a
heating and plumbing contracting firm that has consistently ranked in the
top ten of Fortune magazine’s 100 Best Companies to Work for in America.
The founder, Jack Lowe Sr., came upon “The Servant as Leader”
in the early 1970s and began to distribute copies of it to his employees.
They were invited to read through the essay and then to gather in small
groups to discuss its meaning. The belief that managers should serve
their employees became an important value for TDIndustries. Thirty years
later, Jack Lowe Jr. continues to use servant-leadership as the company’s
guiding philosophy. Even today, any TDPartner who supervises even one
person must go through training in servant-leadership. In addition, all
new employees continue to receive a copy of “The Servant as
Leader,” and TDIndustries has developed elaborate training modules
designed to encourage the understanding and practice of
servant-leadership. Servant-leadership has influenced many noted writers,
thinkers, and leaders. Max DePree, former chairman of the Herman Miller
Company and author of Leadership Is an Art and Leadership Jazz, has said,
“The servanthood of leadership needs to be felt, understood,
believed, and practiced.” And Peter Senge, author of The Fifth
Discipline, has said that he tells people “not to bother reading any
other book about leadership until you first read Robert Greenleaf ‘s
book, Servant-Leadership. I believe it is the most singular and useful
statement on leadership I’ve come across.” Servant-leadership is
also increasingly in use in both formal and informal education and training
programs. This is taking place through leadership and management courses
in colleges and universities, as well as through corporate training
programs. A number of undergraduate and graduate courses on management
and leadership incorporate servant-leadership within their syllabi.
Several colleges and universities now offer specific courses on
servant-leadership. In the world of corporate education and training
programs, many management and leadership consultants now employ
servant-leadership materials as part of their ongoing work with
corporations. Through internal training and education, organizations are
discovering that servant-leadership can truly improve how business is
developed and conducted, while still successfully turning a profit. A
Growing Movement Interest in the philosophy and practice of
servant-leadership is now at an all-time high. Hundreds of articles on
servant-leadership have appeared in various magazines, journals, and
newspapers over the past decade. Many books on the general subject of
leadership have been published that recommend servant-leadership as a
more holistic way of being. And there is a growing body of literature
available on the understanding and practice of servant-leadership. The
Greenleaf Center for Servant-Leadership (http://www.greenleaf.org/) is an
international nonprofit educational organization that seeks to encourage
the understanding and practice of servant-leadership. The Center’s
mission is to fundamentally improve the caring and quality of all
institutions through a servant-leader approach to leadership, structure,
and decision making. Life is full of curious and meaningful paradoxes.
Servant-leadership is one such paradox that has slowly but surely gained
hundreds of thousands of adherents over the past 35 years. The seeds that
have been planted have begun to sprout in many institutions, as well as
in the hearts of many who long to improve the human condition.
Servant-leadership is providing a framework from which many thousands of
known and unknown individuals are helping to improve how we treat those
who do the work within our many institutions. Servant-leadership truly
offers hope and guidance for a new era in human development, and for the
creation of better, more caring institutions. Print citation: Spears,
Larry C. “Practicing Servant-Leadership” Leader to Leader. 34
(Fall 2004)7-11

SECOND ARTICLE ASSIGNED:
Ten Characteristics of a Servant-Leader
1. Listening: Leaders have traditionally been valued for their communication and
decisionmaking skills. Although these are also important skills for the servant-leader,
they need to be reinforced by a deep commitment to listening intently to others. The
servant-leader seeks to identify the will of a group and helps to clarify that will. He or
she listens receptively to what is being said and unsaid. Listening also encompasses
getting in touch with one’s own inner voice. Listening, coupled with periods of reflection,
are essential to the growth and well-being of the servant-leader.
2. Empathy: The servant-leader strives to understand and empathize with
others. People need to be accepted and recognized for their special and unique spirits.
One assumes the good intentions of co-workers and colleagues and does not reject
them as people, even when one may be forced to refuse to accept certain behaviors or
performance. The most successful servant-leaders are those who have become skilled
empathetic listeners.
3. Healing: The healing of relationships is a powerful force for
transformation and integration. One of the great strengths of servant-leadership is the
potential for healing one’s self and one’s relationship to others. Many people have
broken spirits and have suffered from a variety of emotional hurts. Although this is a part
of being human, servant-leaders recognize that they have an opportunity to help make
whole those with whom they come in contact. In his essay, The Servant as Leader,
Greenleaf writes,”There is something subtle communicated to one who is being served
and led if, implicit in the compact between servant-leader and led, is the understanding
that the search for wholeness is something they share.”
4. Awareness: General awareness, and especially self-awareness,
strengthens the servant-leader. Awareness helps one in understanding issues involving
ethics, power and values. It lends itself to being able to view most situations from a
more integrated, holistic position. As Greenleaf observed: “Awareness is not a giver of
solaceit is just the opposite. It is a disturber and an awakener. Able leaders are
usually sharply awake and reasonably disturbed. They are not seekers after solace.
They have their own inner serenity.”
5. Persuasion: Another characteristic of servant-leaders is a reliance on
persuasion, rather than on one’s positional authority, in making decisions within an
organization. The servant-leader seeks to convince others, rather than coerce
compliance. This particular element offers one of the clearest distinctions between the
traditional authoritarian model and that of servant-leadership. The servant-leader is
effective at building consensus within groups. This emphasis on persuasion over
coercion finds its roots in the beliefs of the Religious Society of Friends (Quakers)–the
denominational body to which Robert Greenleaf belonged.
6. Conceptualization: Servant-leaders seek to nurture their abilities to
dream great dreams. The ability to look at a problem or an organization from a
conceptualizing perspective means that one must think beyond day-to-day realities. For
many leaders, this is a characteristic that requires discipline and practice. The traditional
leader is consumed by the need to achieve short-term operational goals. The leader
who wishes to also be a servant-leader must stretch his or her thinking to encompass
broaderbased conceptual thinking. Within organizations, conceptualization is, by its very
nature, the proper role of boards of trustees or directors. Unfortunately, boards can
sometimes become involved in the day-to-day operations–something that should
always be discouraged–and, thus, fail to provide the visionary concept for an institution.
Trustees need to be mostly conceptual in their orientation, staffs need to be mostly
operational in their perspective, and the most effective executive leaders probably need
to develop both perspectives within themselves. Servant-leaders are called to seek a
delicate balance between conceptual thinking and a day-to-day operational approach.
7. Foresight: Closely related to conceptualization, the ability to foresee the
likely outcome of a situation is hard to define, but easier to identify. One knows foresight
when one experiences it. Foresight is a characteristic that enables the servant-leader to
understand the lessons from the past, the realities of the present, and the likely
consequence of a decision for the future. It is also deeply rooted within the intuitive
mind. Foresight remains a largely unexplored area in leadership studies, but one most
deserving of careful attention.
8. Stewardship: Peter Block (author of Stewardship and The Empowered
Manager) has defined stewardship as “holding something in trust for another.” Robert
Greenleaf’s view of all institutions was one in which CEO’s, staffs, and trustees all
played significant roles in holding their institutions in trust for the greater good of
society. Servantleadership, like stewardship, assumes first and foremost a commitment
to serving the needs of others. It also emphasizes the use of openness and persuasion,
rather than control.
9. Commitment to the growth of people: Servant-leaders believe that
people have an intrinsic value beyond their tangible contributions as workers. As such,
the servant-leader is deeply committed to the growth of each and every individual within
his or her organization. The servant-leader recognizes the tremendous responsibility to
do everything in his or her power to nurture the personal and professional growth of
employees and colleagues. In practice, this can include (but is not limited to) concrete
actions such as making funds available for personal and professional development,
taking a personal interest in the ideas and suggestions from everyone, encouraging
worker involvement in decisionmaking, and actively assisting laid-off employees to find
other positions.
10. Building community: The servant-leader senses that much has been
lost in recent human history as a result of the shift from local communities to large
institutions as the primary shaper of human lives. This awareness causes the
servantleader to seek to identify some means for building community among those who
work within a given institution. Servant-leadership suggests that true community can be
created among those who work in businesses and other institutions. Greenleaf said, “All
that is needed to rebuild community as a viable life form for large numbers of people is
for enough servant-leaders to show the way, not by mass movements, but by each
servant-leader demonstrating his or her unlimited liability for a quite specific communityrelated group.” These ten characteristics of servant-leadership are by no means
exhaustive. However, they do serve to communicate the power and promise that this
concept offers to those who are open to its invitation and challenge.

How does difference become pathologized and criminalized?
What are the experiences of students placed under different impairment categories by school systems (i.e., intellectual disability, speech and language impairment, emotional and behavioral disorder, autism, learning disability, etc.)? How do stereotypes and ideas about these impairments shape disabled students school experiences?
How do students other identities impact the way school systems categorize, label, treat, educate, place, and/or remove students?
Thinking about disability as a social construct, what are some of the ways this understanding can be applied to the special education system? How is the medical model of disability a part of the special education system and school/schooling more broadly?
You can consider the questions you have, things youve learned, and experiences or connections youd like to share about the social construction of disability categories in schooling.
Note: Cas Faulds identifies as non-binary and uses the pronouns they/them/theirs, so in your responses, please be respectful of their pronouns (example: In their essay, they write that). Your response should be at least 250 words and use APA Style in-text citations.
Here are all the materials that should be used for this assignment.

Week 2: Monday, June 7th to Sunday, June 13th
Topic: Constructing Disability Categories in Schooling

Read at least 2:
Casella, R. & Page, M. (2004). The institutional context of being a behavior problem. Disability Studies Quarterly, 24 (2): http://dsq-sds.org/article/view/488.
Faulds, C. (2015, July 23) Reclaiming the dignity lost in a diagnosis [blog post]. Retrieved from http://wearelikeyourchild.blogspot.com/2015/07/reclaiming-dignity-lost-in-diagnosis.html.
Reid & Valle. (2004). The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37 (6).
Triano, S. L. (2000). Categorical eligibility for special education: The enshrinement of the medical model in disability policy. Disability Studies Quarterly, 20(4). https://dsq-sds.org/article/view/263/275
Zurcher-Long, E. (2016, February 9). Can speech challenged students get an appropriate education? [blog post]. Retrieved from https://emmashopebook.com/2016/02/09/can-speech-challenged-students-get-an-appropriate-education/
Watch Intelligent Lives (documentary):
Habib, D. (Director). (2018). Intelligent lives [motion picture]. United States: Passion River.
Assignments:
Reading response post and replies to two classmates by Sunday at 11:59 p.m.
Annamma, S. (2018). Introduction: Prison nation and the school-prison nexus. The pedagogy of pathologization; Dis/abled girls of color in the school-prison nexus. New York: Routledge.
Annamma, S. (2018). Chapter 1. The pedagogy of pathologization; Dis/abled girls of color in the school-prison nexus. New York: Routledge.
Casella, R. & Page, M. (2004). The institutional context of being a behavior problem. Disability Studies Quarterly, 24 (2): http://dsq-sds.org/article/view/488
Faulds, C. (2015, July 23) Reclaiming the dignity lost in a diagnosis [blog post]. Retrieved from http://wearelikeyourchild.blogspot.com/2015/07/reclaiming-dignity-lost-in-diagnosis.html
Reid & Valle. (2004). The discursive practice of learning disability: Implications for instruction and parent-school relations. Journal of Learning Disabilities, 37 (6).
Triano, S. L. (2000). Categorical eligibility for special education: The enshrinement of the medical model in disability policy. Disability Studies Quarterly, 20(4). https://dsq-sds.org/article/view/263/275
Zurcher-Long, E. (2016, February 9). Can speech challenged students get an appropriate education? [blog post]. Retrieved from https://emmashopebook.com/2016/02/09/can-speech-challenged-students-get-an-appropriate-education/

American history writing. Answer 5 questions. Each answer on each full page. No copy. Time:History 1876 to present. Important: 3 critia in writing, provide historical background, analysis of your input of question(details) and support your statement. Can use .org or .edu but not .com website. Don’t assume. Convince it.Give time and do well.

1.
Review the rubric to make sure you understand the criteria for
earning your grade.
2.
Select one of the case studies from below.:
a.
HIPPA Privacy Rule

i.
Questions to answer in the template for the HIPPA Privacy Rule
case:
1.
Is the term privacy rule accurate in describing the HIPPA
legislation? Why or why not?
2.
How could this issue of patient privacy have been handled in a
more ethical manner?
3.
Based on the limited information in this article, do you think
the HIPPA legislation achieves its objective of securing patient privacy?
4.
Did Jenna and Mrs. Peterson handle this situation with
Mountainside Family Medicine Associates in an ethical manner? Why or Why not?
b.
Changes in Terms: Lessons from
Facebook

i.
Questions to answer in the template for the Changes in Terms:
Lessons from Facebook case study:
1.
What prompted Instagram to change the terms of service (TOS)
agreement?
2.
Critics and many Instagram customers reacted strongly to the TOS
change. Was there in error of judgment on the companys part? Why or why not?
3.
Did Instagram respond appropriately to the PR crisis over the
change in the TOS? Why or why not?
3.
Download the file Template_for_Evaluating_Case_Studies.docx.
The instructions, format, and assessment rubric for completing the
case study are found in the template.
4.
The length of each reply required is very specific. Your
answer must be focused and on target. If you are asked to complete an
Executive Summary for any business project, the ability to be focused and on
target is required.
5.
Critical thinking will also be required to show the connections
between ethical theories and personal behavior in your evaluation.

There is no requirement on the length of the assignment as long as all sections of the rubric meet competent. Topic must be related to Medical Surgical and if you get any data it must be related to Cleveland Clinic Hospitals in Cuyahoga County Ohio as that is the type of floor/location I work. Must be original work with no more the 30% similarity. You do not have to complete section C.

Purpose: Use your understanding of the brain and the Human Endocrine System to hypothesize about why zombies behave the way they do – why they are so hungry and aggressive.
You’ve watched the videos above and read the rest of the Rappers and Zombies page by now. To begin to try to explain the behavior of zombies, let’s think about the role of the hypothalamus in regulating the release of hormones. Here’s the recap from the video on the Human Endocrine system above:
the hypothalamus releases a hormone that tells the
pituitary gland to
release another hormone into the bloodstream. This
hormone travels the bloodstream and
links with hormone receptor molecules in particular glands/muscles/tissues.
When a particular hormone reaches a certain level in the bloodstream, the hypothalamus either continues to produce or ceases to produce that hormone.
Now, let’s think about some of the hormones that are involved in hunger and appetite. Leptin is a hormone that suppresses the appetite. The higher the leptin levels, the lower the food intake. Ghrelin is a hormone that increases the appetite. It increases before meals and essentially tells the stomach to tell us that we’re hungry.
The brain scan in the Walking Dead scene shows that there is just enough electrical activity to stimulate the hypothalamus. Additionally, the activity from the brain scan also shows stimulation in the limbic system, which houses the amygdala. Finally, note that the activity does not travel very far through the cerebral cortex, particularly the frontal lobes (the seat of civilization), where judgment occurs.
Given what you know about hormones, the limbic system, amygdala, and frontal lobes, explain the zombies’ hunger, aggression, and lack of inhibition.
Be sure to incorporate content from the module and/or the chapter text into your work. Including direct quotes and paraphrases from the assigned readings and videos in the module is a good way to demonstrate that you have read and thought about the material. Check APA Citation Help for examples of how to cite different sources in APA format.
When referencing a source, you can first use an in-text citation like “According to the OpenStax text (2020),” or “Spielman et al. (2020) describe….” Then provide the citation for your source at the bottom of your post using the following format (you can copy the citation below and insert the page number(s) within the parentheses for the chapter text):
Spielman, R. M., Jenkins, W. J., & Lovett, M. D. (2020). Psychology 2e (pp. #-#). OpenStax. https://openstax.org/details/books/psychology-2e
Once you have posted your initial response (of at least 150-250 words), read several of your classmates’ messages and reply substantively and thoughtfully to at least two of your peers’ posts.
Criteria on which I will be graded
thoroughly explained the zombies’ behavior using your knowledge of the brain and endocrine systems
connected your answers to the material and content in this lesson and cited your sources correctly
responded to at least two of your classmates and contributed to the conversation in a substantial or meaningful way

Choose ONE poem from the two poetry units we are studying and answer the study questions on the poem using formal prose. Please cut and paste the questions and put your replies below them. Include at least one quotation from the poem formatted in MLA style. Note that some unit questions involve more than one poem, and these must also be answered. If you use an outside source to answer the question, make sure you document the source. Otherwise, you are plagiarizing. MLA layout formatting (left header, etc.) is not required, but you do need a Works Cited list that includes the poem and any extra sources you use, as well as proper formatting of in-text citations that show where you used them in the body of your entry.. The publication information can be found in ereserves. Format the entry according to the source type (e..g, book, journal article, selection in an anthology), and add a note that the larger container is MacEwan e-reserves. The word count is 300 words, not including citation details or quotations themselves. Type your answer in the space provided. Do not submit a document.
Example: Keats, John. “Bright Star.” The Complete Works of John Keats, p. 247. MacEwan E-Reserves, Item ID 53038.
Since the journal space doesn’t always preserve formatting, e.g., indents, these will not count in the MLA mark.

It’ll actually help to watch the video for Chapter Four first because I’ll talk about this, and there are two assigned readings for this paper. The readings are two short readings, Simple Ways to be Better at Remembering and A Simple Way to Better Remember Things: Draw a Picture, and for the third reading, it’s up to you whether you choose the short article or the long article, both are good, and both are designed to explain memory palaces and create methods for you to be able to remember just about anything from a random string of 25 or even 50 numbers and letters, to lists of items, to those seven equations that you need to do well on your next Finance Exam. The short version is An Ancient and Proven Way to Improve Memorization, Go Ahead and Try It! (it comes with a quiz at the end to see how well you can do). The optional long version (or just an added one if you’re interested) is called Secrets of a Mind Gamer. It outlines how people who compete in memory championships teach themselves to be able to recall just about everything. It ends up that anyone can do the same thing.
Discuss the methods you use to study and discuss which work best and why (as well as the types of material that is easier or harder for you to recall) and ways that the methods here can be applied to the classes you take. Be sure to put that in the context of other ways that you might prepare for exams and what you’ve found to be successful as well as what you know works for your peers. Also consider this within the context of short-term and long-term recall. Exams are unique memorization events because even though it helps to lengthen your approach before a test to expose yourself to material, it, generally, doesn’t need to be retained at that same level after the exam. Think about the things that you learned but quickly forgot, versus the things you learned in academics and continue to remember. Contrast that with experiences in your life. For example, if you learned another language then chances are that you can still speak it if you use it frequently (or even on occasion). And some things become ingrained and never, ever go away (learning how to ride a bicycle or drive a manual shift car, for example). On the other hand, there are things you learned how to do that you simply lost of time. What makes those experiences different and how does that end up relating to how you learn and to your academic work?
Keep in mind that while you can answer a question quickly, the key is instead to answer it well. It’s also important to do that in a professional voice, so while I do absolutely allow leeway in individual expression do keep in mind that this is still a professional paper. In terms of length expectations, here’s the description from the syllabus: These should be between one and a half and two full single-spaced pages (if possible try not to go over two and a half pages though). There will be four of these papers (one for each module). Essays and module assignments will be graded for both content and grammar.
Please answer each essay and put the answer for it into the corresponding assignment folder. You don’t need lots of header columns and titles. I know by going to your assignment both which assignment it is and who you are. As always, try to go beyond simply stating an answer, but also give supporting details and examples to demonstrate that you understand the concept and how it relates to marketing. Please proof your work before submitting. As with all written assignments these will go through plagiarism software so please be careful to use only your own work.

The medical staff at 3HS is unionized across the
systems hospitals. Union leadership has
confronted system executives about what they see as an intrusion into clinical
practice, specifically the systems focus on health information technology
(HIT) and the triple aim (stating that the triple aim appears nothing more
than a marketing ploy). Briefly describe
the triple aim and how HIT can support it, offering an example for each
component of the triple aim.

Write an essay based on the book by Jia Lynn Yang, describe the major immigration laws passed by Congress between 1924 and 1965. How did immigration policy change over that time and why?