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  • SW

    Look at the video and answer the questions at the bottom of each page.

    Attached Files (PDF/DOCX): Training Activities 101 for Week 1.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • A Methodological Analysis of Covid-19 Deaths

    Instructions Counting the dead: a methodological analysis of COVID-19 deaths This paper idea came to me as a result of a conversation I had with my barber. The previous day, the state had reduced the number of people who died as a result of COVID-19 by 272. “Thats ridiculous!” he said (OK, he didnt say ridiculous). You cant believe them… theyre just making this stuff up. (OK, he didnt say stuff either). Well I reply, sometimes things that we take for granted are not as simple and straightforward as they seem… On May 28th the COVID-19 death toll surpassed 100,000. I think that most of us, when presented with statistical data, tend to accept them for what they are. In this sense, statistics are black boxed; that is, we are presented with the output (the number of deaths) without knowing the inputs (how deaths are determined). Perhaps when you open the black box you find that generating these statistics are more complicated than one would assume. Now, this assignment is not intended to turn you into a coronavirus truther like my barber. Rather, the abundance of statistical reporting provides an excellent opportunity to go behind the scenes and explore how these statistics are generated. The vast majority of sociological research deals with the living, but did you know that sociologists can also apply their research methods to the dead? For this paper assignment we will open the black box and examine how exactly we arrive at COVID-19 death count numbers. Before getting started, review the first few pages of chapter 2 of your text, up to the Ethnography/Participant Observation section. Pay particular attention to these terms: quantitative vs. qualitative research, hypothesis, variables, operational definition, correlation, causation, intervening variable, and spurious correlation. Now, read these articles: The Coloradoan: Colorado changes how coronavirus deaths are counted FiveThirtyEight: The Uncounted Dead Scientific American: How COVID-19 Deaths Are Counted ProPublica: Theres Been a Spike in People Dying at Home in Several Cities Now thoroughly answer each of the following questions: 1. According to the article in the Coloradoan, why was the death count reduced by 272? In your answer define the term operational definition in your own words and apply it in your analysis. 2. Now take the case of Bob Duffy from the FiveThirtyEight article. What was the problem with the operational definition of a COVID death in his case? What was the likely intervening variable causing Mr. Duffys death? What if Mr. Duffy had died under the same circumstances (at home, no test) on June 1st rather than March 29th? How would his death have been recorded and why? Be sure to define intervening variable in your own words in your answer. 3. Lets say we operationalized COVID death as only those who had a positive test result and then died of a respirtory condition? What is the problem with this operational definition? How would you better operationalize a COVID related death? 4. Using information from the ProPublica and Scientific American articles, explain how epidemiologists use correlation to better estimate COVID related deaths. Is it appropriate to attribute causation to all excess deaths to COVID or could there be a problem of spurious correlation? In your answer define correlation, causation, and spurious correlation in your own words. 5. Explain why counting the dead is
  • SW

    Look at the video and answer the questions at the bottom of each page.

    Attached Files (PDF/DOCX): Training Activities 101 for Week 1.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Introduction to Forensic Science

    YOUR TOWN HAS HAD A MURDER!

    The Facts of the Case:

    Centerville police discovered the body of a 36-year-old white male (later identified as Mr. Gavin Brooks) in a field about twenty miles north of town. Mr. Brooks body was discovered at 7:30PM on Friday, October 11. He was found lying face-up on a yellow, queen-size sheet. According to autopsy reports, one fatal gunshot to the back of the head ended Mr. Brooks life. Scientists estimate that death occurred at about 4:20 PM. As investigators scanned the crime scene, they made the following notes:

    • Paper plates filled with partially eaten fried chicken, deviled eggs, potato salad and chocolate cake were located near Mr. Brooks body.
    • An open bottle of red wine and two partially filled glasses of wine were found next to the yellow sheet.
    • A recently smoked cigarette butt was found near the sheet.
    • Shoe prints from the road to the field were those of a male, size 10, and a female, size 5. The only shoe prints from the field back to the road were those of a female, size 5.
    • Car tracks of the same wheelbase and tread pattern as Mr. Brooks automobile were found on the road. The car was not found at the scene.
    • Mr. Brooks car was found abandoned in an empty parking lot in downtown Centerville.

    Investigators believe that a female friend of Mr. Brooks was responsible for his demise. After questioning family and friends, it was discovered that the deceased had frequent social outings with six women who live in or near Centerville. The womens names are Rita, Lauren, Gail, Janice, Elaine, and Peggy. Investigators gathered the following information about the six women:

    • Janice works full-time as a caterer
    • Elaine and Gail are schoolteachers
    • Ritas babysitter says Rita arrived home in her own car at about 5PM
    • Peggy and Elaine live together in a two-bedroom apartment in downtown Centerville
    • Gail lives in a nearby town called Jordan
    • Elaine and Janice are very petite women they wear size 4 jeans
    • Gail and Peggy are smokers
    • Ritas father owns a gun shop
    • Elaine attends a 5PM step aerobics class in downtown Centerville every Friday afternoon and has not missed a class in two years
    • Peggy is deathly allergic to grapes
    • Lauran works at a chemical supply house
    • Rita lives in a country house about thirty miles west of Centerville
    • Gail is a vegan (she eats no animal products)
    • Rita is a florist
    • Janice doesnt know how to drive
    • Elaine and Gail hate the color yellow
    • Lauren played center for a semi-professional basketball team five years ago. She has red hair and is six feet, one inch tall

    Based on the preceding information, determine:

    • Who you think is responsible for Mr. Brooks’ murder?
    • Why do you believe the above person is responsible (beyond a reasonable doubt)? Give facts and opinions both to support your conclusion.
    • Discuss any other facts of the case that you, as the investigator, question or believe might be pertinent to the case or worth looking further into (come up with something that maybe has not been thought of during the investigation…think outside the box, the “what if’s”)
    • List each of the other “suspects” and explain why they could NOT have been responsible for Mr. Brooks’ death (list their names, then discuss briefly why they could not have been responsible). Please no plagiarism no a i. no chat bots Paper will be checked original work please
    • Ch1 and Ch 2 Powerpoint is attached

    Requirements: Introduction to Forensic Science

  • real estate paper

    Prepare a detailed and original essay defining the six TREC qualifying real estate courses provided by HCC to meet the educational requirements for a Texas Real Estate Salesperson license. The essay is due by February 24, 2026

    6 pages The title page is not counted towards total page count

    Helpful Hint: APA Format

    Title Page

    • Title of Essay: “The Six Qualifying Real Estate Courses offered at HCC for TREC Salesperson Licensure” Centered, bold, and in title case.
    • Student’s Name: Centered below the title.
    • Institutional Affiliation: “Houston Community College” Centered below the author’s name.
    • Course Name and Course Number: Real Estate Cooperative Learning – RELE 2381 Centered below the institutional affiliation.
    • Instructor’s Name: Centered below the course name and number.
    • Due Date: Centered below the instructor’s name.

    General Formatting

    • Margins: 1 inch on all sides.
    • Font: Accessible fonts like Times New Roman (12pt), Arial (11pt), or Georgia (11pt).
    • Spacing: Double-space all text, including headings. (YES! DOUBLE SPACE)
    • Indentation: Indent the first line of every paragraph 0.5 inches.
    • Page Numbers: Include a page number and last name on top right corner of every page after the title page.
    • To promote originality and academic integrity, submissions are evaluated using Turnitin Plagiarism Checker.

    The Six Qualifying Real Estate Courses offered at HCC for TREC Salesperson Licensure

    1. RELE 1200 – Contracts Forms and Addenda
    2. RELE 1201 – Principles of Real Estate I
    3. RELE 1238 – Principles of Real Estate II
    4. RELE 1211 – Law of Contracts
    5. RELE 1219 – Real Estate Finance
    6. RELE 2201 – Law of Agency

    Purpose of the Essay

    To offer a comprehensive overview, describe the content and learning objectives of the six mandatory educational courses provided by Houston Community College necessary for obtaining a Texas real estate license. Students should detail the importance of each course and how it applies to the career of future real estate professionals. The completed paper must be in essay format; original, well thought-out and include an introduction, content on each subject, and a conclusion. The content portion of the essay must separately describe the specific relevance and application of the concepts, principles and any regulations learned in each of these six courses.

    The format must be in essay form and contain paragraphs.

    Introduction (Page 1)

    Course 1: Principles of Real Estate I

    Describe the course content and learning objectives

    Explain overview of real estate fundamentals

    Explain why this course is essential knowledge for real estate professionals.

    Provide examples of property rights and types of ownership

    Include basic terminology and concepts

    describe real estate transaction types and legal aspects

    Course 2: Principles of Real Estate II

    Describe the course content and learning objectives

    Advanced real estate concepts

    Real estate market analysis and valuation

    Understanding real estate investment and finance

    In-depth knowledge for effective real estate practice

    III. Course 3: Law of Agency

    Describe the course content and learning objectives

    Agency relationships and responsibilities

    Legal duties and ethical considerations in agency

    Understanding the role of agents and brokers

    understanding agent-client relationships and about fiduciary duties and legal obligations

    Course 4: Law of Contracts

    Describe the course content and learning objectives

    Principles and essential elements of contract formation and enforcement

    Types of real estate contracts and their elements

    Understanding contract law basics and real estate-specific contracts

    Important for legal compliance and risk management

    Course 5: Real Estate Finance

    Describe the course content and learning objectives

    Fundamentals of real estate finance and mortgage markets

    Financing options and loan types

    Understanding financial calculations and mortgage principles

    Learning about financing strategies and investment analysis

    Course 6: Contracts Forms and Addenda

    Describe the course content and learning objectives

    Fundamental knowledge to manage real estate contracts and addenda

    Understanding the legal implications of contract terms and conditions.

    Accurately complete standard real estate contract forms and addenda

    Apply the appropriate forms and addenda for various real estate transactions.

    Examination of common real estate contract forms used in Texas.

    Conclusion (Final Page)

    Provide a conclusion briefly summarizing the value of these six mandatory educational courses offered by Houston Community.

    Please include references

    These are merely suggestions – An aide to help students prepare a well-planned and intentional essay.

  • Writing Question

    1. Does the media glamorize organized crime? Does it paint an inaccurate picture of noble lords fighting to protect their families? If the death penalty is rendered unconstitutional, what impact would this have on crime, sentencing, and corrections? Is it possible to create a method of capital punishment that would actually deter murderfor example, by televising executions? What might be some negative consequences of such a policy? 2.

    What If Scenario

    What if Lombroso was right in assuming that certain criminals have distinctive facial featuresand law enforcement was allowed to use those traits to investigate criminal activity? What happens then?

    2. Media Tool

    “Minnesota Twin Family Study”

    Read more about the Minnesota Twin Family Study (University of Minnesota):

    Discussion: What have twin studies shown about criminal behavior?

    3. Media Tool

    “How to Tell a Sociopath from a Psychopath”

    Visit the Psychology Today article on psychopaths and sociopaths.

    Discussion: Is this case evidence that a tendency toward criminal behavior is inherited? How does the etiology of psychopaths and sociopaths differ, and what does this imply for criminologists?

    What If Scenario

    What if criminal behavior is inherited? Should laws be considered that restrict people with genetic propensities to commit crime be treated differently than those without the genetic propensity?

    4.

    Media Tool

    “Antisocial Personality”

    Visit the website and review the signs of antisocial personality.

    5.

    What should be done with the young children of violent-prone criminals if in fact research could show that the tendency to commit crime is inherited? What If Scenario

    What if biological profiles were created to identify individuals who were most likely to engage in criminal behavior? What would be the possible consequences of identifying believed criminals before they were actually criminal?

    Discussion: How do these traits relate to criminal behavior? How could having these traits make a person more inclined to commit crime?

    You must start a thread before you can read and reply to other threads

    Requirements: Hehs

  • . Armed Compliance: Probation, Power, and Racialized State C…

    Core Thesis (Clear, Strong, Academic Tone) The routine use of armed probation and law enforcement officers during home visitsparticularly in communities of colorfunctions less as a safety necessity and more as a tool of intimidation, reinforcing racialized power dynamics, psychological control, and systemic inequality. This practice criminalizes people even after they have served their punishment, undermines constitutional protections, and perpetuates a culture of fear rather than rehabilitation. Plain-Language Version of Your Thesis Probation officers showing up at peoples homes with guns and tactical gear isnt about safety its about power, intimidation, and control, especially over Black communities. When people on probation are legally forbidden from owning firearms, showing up heavily armed sends a message: we have force, you have none. This creates fear, not rehabilitation, and continues racial trauma and inequality. Key Argument Breakdown (Your Logic Organized & Sharpened) 1. Power Imbalance & Intimidation People on probation are legally disarmed. Armed officers arriving at their homes create an extreme power imbalance. This sends the message: We have deadly force. You do not. Obey or face lethal consequences. That is psychological intimidation, not public safety. 2. Criminalization of the Home Your home is supposed to be a place of safety, privacy, and dignity. When officers arrive: armed wearing tactical vests prepared for violence they turn someones private home into a hostile law-enforcement zone, making people feel like criminals inside their own space. 3. Contradiction of Probations Purpose Probation is supposed to be about: rehabilitation reintegration accountability without incarceration But militarized visits: escalate fear destroy trust create trauma increase stress and instability This undermines rehabilitation and instead reinforces punishment culture. 4. Racial Impact & Historical Context This practice disproportionately affects Black communities, tying into: slave patrol history over-policing of Black neighborhoods racial profiling mass incarceration surveillance culture For Black Americans, armed home visits carry generational trauma, reinforcing the feeling of being hunted, monitored, and controlled, not protected. 5. Psychological Harm Armed home visits cause: chronic fear anxiety hypervigilance trauma responses People live under constant threat perception, which: damages mental health destabilizes families increases conflict worsens outcomes Full Essay / Thesis Paper Structure I. Introduction Brief background on probation system Purpose of probation Introduction of the contradiction Thesis statement II. Probation and the Myth of Safety Explain: Officers justify weapons as safety But probationers are: legally disarmed heavily monitored So extreme weapon presence is disproportionate III. Militarization as Intimidation Discuss: Tactical gear Firearms Vest presence Explain: Psychological dominance Fear-based compliance Loss of dignity IV. Racialized Enforcement & Historical Roots Cover: Disproportionate targeting of Black individuals Legacy of slave patrols Policing as racial control Modern mass surveillance V. Psychological & Social Harm Discuss: Trauma Anxiety Family destabilization Fear-based living VI. Policy Implications & Reform Propose: De-escalation-focused probation visits Non-armed routine check-ins Community-based rehabilitation models Trauma-informed probation practices VII. Conclusion Reinforce: Armed probation visits are not neutral They perpetuate racialized fear They undermine justice, dignity, and rehabilitation Condensed Academic Thesis (One Sentence) The routine use of armed probation officers during home visits represents a form of state-sanctioned intimidation that disproportionately impacts Black communities, reinforcing historical systems of racial control, undermining rehabilitation, and transforming probation from a rehabilitative tool into a mechanism of psychological domination. If You Want a More Direct Tone (Still Academic) Armed probation visits function less as protective measures and more as instruments of coercion, signaling state dominance over legally disarmed individuals, particularly in Black communities, where such practices echo historical patterns of racialized surveillance, intimidation, and social control. If you want, I can help you: Turn this into a full essay Simplify it for court filings or complaints Rewrite it for activism, social media, or speeches Shape it into a legal argument structure Just tell me which direction you want. Academic / Scholarly Titles (Best for Essays, College, Research, Policy Work) 1. Armed Compliance: Probation, Power, and Racialized State Control 2. Policing the Home: Militarization, Intimidation, and Racial Inequality in Probation Enforcement 3. Disarmed and Surveilled: How Armed Probation Visits Reinforce Racialized Power Structures 4. From Supervision to Domination: The Militarization of Probation and Its Racial Consequences 5. The Weaponization of Probation: State Power, Intimidation, and Black Communities Social Justice / Advocacy Tone (Powerful, Direct, Emotional Impact) 6. Guns at the Door: How Probation Enforcement Turns Homes into Occupied Territory 7. Policed in Our Own Homes: Armed Probation, Fear, and Racial Control 8. When Supervision Becomes Occupation: Probation, Militarization, and Black Trauma 9. Living Under the Gun: Probation, Surveillance, and Racialized Fear 10. Armed Authority: Probation as a System of Psychological Control Legal / Policy Tone (Formal, Serious, Court-Ready) 11. Militarized Probation Practices and Their Constitutional, Psychological, and Racial Implications 12. Excessive Force in Community Supervision: A Policy Analysis of Armed Probation Enforcement 13. State Power, Probation Enforcement, and Racial Disparity: A Critical Review My Top 3 Recommendations (Best Balance of Power + Credibility) If this is for school, publishing, or serious advocacy, I recommend: 1? Armed Compliance: Probation, Power, and Racialized State Control 2? Disarmed and Surveilled: How Armed Probation Visits Reinforce Racialized Power Structures 3? Policing the Home: Militarization, Intimidation, and Racial Inequality in Probation Enforcement l
  • Homework Post Week 6: Identifying and Changing Unhelpful Tho…

    Skill Practice Reflection: Reflect on an unhelpful thought you often have and how you might use cognitive restructuring. Include a response to the following prompts for a total of about 1 pages double spaced.

    • Cognitive Restructuring Practice: Describe the unhelpful thought you often have and how you used cognitive restructuring to change it. How did using cognitive restructuring change how you felt about the situation? Did it change your outcome at all? What successes and challenges did you have in using the skill?
    • Complete a WOOP for a goal you have based on the following four prompts. Remember to include all four parts of the WOOP, putting particular focus on naming an internal obstacle and an if/then statement for your plan.
    • WISH: What is something you wish to change in your future in terms of your ability to identify and change your unhelpful thoughts? This change can be longer term, but make sure to then also identify something for within the next 4 weeks.
    • OUTCOME: What would a specific outcome be if you were to live out the above wish?
    • OBSTACLE: What is an obstacle that keeps you from using cognitive restructuring? Name at least one internal barrier and one external barrier.
    • PLAN: What are your plans for overcoming these obstacles and barriers to use cognitive restructuring? Make sure to include an if/then statement ((i.e. If you face “obstacle x”, then you will do …) and then expand on how you will ensure you stick with that plan. Include specific steps!

    Class Activity Reflection: Reflect on the thought record you filled out with your group during the class activity this week and complete the following extension activity. Your response for this section should include the following details and be about 1 page double spaced.

    • Group Thought Record: Describe the scenario your group used and include the notes about what went in each box. You can do these as bullet points. Reflect on how you think it went filling out the thought record. Which parts felt harder? Which parts felt more natural?
    • Personal Thought Record: Complete the steps for the thought record for a second scenario. Include the scenario and what you would write for each step.

    Gratitude Practice: Write a half a page about something that happened or something you accomplished this week that you are grateful for.

    Lecture + Reading Reflection: Reflect on the Week 6 lectures and the assigned readings and the associated videos. Respond to the following prompts in a half page.

    • What is one thing that resonated with you from class, particularly from the lecture material? What do you still have questions about (if anything)?
    • Identify one way you can see the content in the readings helping you going forward.

    GRADING STANDARDS

    Your post is worth a possible 10 points. To receive the full 10 points for this post, you must respond to all four sections of reflection and address all prompts fully, totaling around 3-4 double-spaced pages. Be honest; part of the goal of these posts is to have an opportunity to receive feedback and support from us – we have experience with using these skills and coaching on the use of them. Your grade is NOT based on how well you used the skills, but rather on how much we can see you reflected on the skills/content and have thought about how it applies to your life. Incomplete or late responses will be docked points.

  • Math teacher job application help

    I have completed M.Sc Mathematics and have experience teaching Math up to 12th class online on WhatsApp. I can teach in Urdu and English mix. I also create video lectures using mobile apps like CapCut and InShot. I am hardworking, punctual, and passionate about teaching.

    Requirements:

  • Thematic paper 2

    just use the source that I gave u and if u want an outside source