Why do you believe single-family homes are still selling during the Covid-19 Pandemic?

Watch the YouTube video and submit, at minimum, a 250 word post answering the following question(s):

  • Using Zillow’s Zestimate, pick any city/town in the United States and compare the Zestimate value of five different single-family homes within the same neighborhood.
  • Provide the following information for each home: neighborhood, street address, # bedrooms, # bathrooms, and square footage.
  • Why do you believe single-family homes are still selling during the Covid-19 Pandemic?

Here is the YouTube video link: https://youtu.be/EPqlGdI9N6k

What challenges are facing retailers and recycling companies?

1. When it comes to meeting Kimbery-Clark’s post-consumer product and packaging waste goal, what are the critical challenges facing John Opsteen, Daniel Locke, and the company?

2. What challenges are facing retailers and recycling companies?

3. Evaluate Kimberly-Clark’s idea to develop a program to reward consumers for recycling SLPF packaging. What are the potential benefits? What are the potential downsides?

4. Is a consumer rewards program necessary for Kimberly-Clark to reach its waste and recycling sustainability goal? Why or why not? Consider the three-step Fogg Model described on page 6.

Abnormal Psychology: Childhood Disorders

Abnormal Psychology Lecture Notes

Childhood Disorders

There are different mental disorders of childhood. Children can become depressed, anxious, and even psychotic during this period of the life span. It is a sad fact but true. In this unit we will discuss many of the different childhood disorders. Two of the most diagnosed disorders are ADHD and Autism Spectrum Disorder. We will begin with a discussion of these two disorders.

Reading #1 and Reading #2

Let’s start with one that I’m sure you have heard about. Attention-Deficit Hyperactivity Disorder (ADHD) This disorder involves 3 major symptoms:

a) Inattention—Children cannot focus their attention on particular aspects of their environment for long periods of time (e.g., listening to the teacher). They are easily distracted by irrelevant stimuli, and may jump from activity to activity.

b) Impulsivity-Children with ADHD evidence impulsive actions in which they behave before they think (e.g., darting out of a car as soon as mom opens the door).

c) Hyperactivity—These children are always on the go. They fidget, require little sleep, and display excessive amounts of energy.

Now, one of the primary treatments for this disorder is pharmacological. You have likely heard of the drug Ritalin, a commonly prescribed medicine for this disorder. Two other drugs you may have heard of are Adderall and Cylert. Drug treatment for children is not without its concerns as there can be side effects (e.g., stunted growth, insomnia).

Please watch this video: https://www.youtube.com/watch?v=IgCL79Jv0lc

Reading #2

Autism Spectrum Disorder-The symptoms of this disorder run along a spectrum, from mild to severe. Thus, children diagnosed with this disorder manifest differing levels of symptoms and the need for help/intervention. This disorder is characterized by deficits in communication and social interaction. Here are some specific symptoms:

1) Eye Contact-Those with this disorder may fail to establish eye contact in social interactions.

2) Perseveration-This involves repeating some phrase over and over again.

3) Pronomial Reversal-This involves the incorrect use of a pronoun. For instance, A child with Autism might state: “You want Milk.” What they actually meant was that they are the one who wants milk.

4) Echolalia-This involves repeating what someone else has just said. For instance, if one were to say: “Hi Billy” the child would with Autism would respond: “Hi Billy.”

5) Echopraxia-This involves mimicking what another person has done (e.g., scratching one’s nose after seeing someone else scratch their nose).

Other behaviors commonly seen include;

a) Stereotyped or Repetitive Actions-Some individuals engage in these types of behaviors over and over again (e.g., spinning a toy on the floor for hours).

b) Need For Order or Sameness-Routines might be important for some with this disorder and they may become upset if not followed.

The intellectual level of those with this disorder may vary, depending on the severity of the illness.

***There is a link to an informative video on page 3 of Reading #2. Click the word video that is highlighted in blue.

Here is a video that demonstrates the symptoms of Autism in a family in which the children all have the disorder. https://www.youtube.com/watch?v=z7NeBs5wNOA

Disruptive Behavior Disorders

Oppositional-Defiant Disorder-This is a kid who is not a happy camper!

Look at the terms—They oppose others and they defy. They argue with adults. Kids with this behavior disorder get mad easily. They can be mean, spiteful, and vindictive. Whoa!! This child may get into trouble, but never believes that he/she is wrong, always blaming others for their misdeeds.

Here is the link to a good overview of this disorder and its diagnosis and treatment:


Here is the link to a brief informative video on this disorder:

Conduct Disorder

Int his disorder we see children and teens who exhibit Antisocial or criminal type behavior. These kids will lie, steal, vandalize, set fires, use drugs, skip school, and harm animals. This is a very serious disorder that needs intervention. Otherwise, if the symptoms have not remitted by the age of 18 the diagnosis of Antisocial Personality Disorder will likely be given. Many of these children end up spending time in juvenile detention centers.

Here is the link to a good article highlighting the symptoms, causes, and treatment of this disorder.


Attachment Disorders

1) Separation Anxiety Disorder-Children with this disorder have tremendous fears that something bad will happen to a parent when they are not together. They may have a difficult time sleeping alone, attending school, or staying at a friend’s home. In essence, they have “over-bonded.” They may manifest physical symptoms (e.g., tummy aches) to avoid school. Parents who give into their demands to cling only serve to reinforce and thereby prolong the behavior.

2) Reactive Attachment Disorder-In this disorder children will have significant problems bonding with others. They will rarely seek out an adult for comfort when upset and may resist the affection others. This disorder is typically caused by a failure of bonding at an early age possibly due to repeated changes in caregiver, abuse and or neglect of the child’s needs.

Childhood Schizophrenia

You learned about the different symptoms of schizophrenia in Unit #2. Sadly, there are children who develop this illness. The prognosis for those diagnosed at a young age is not good, as many go on to experience this illness into their adult years.

Here is a short video that highlights a child with this illness:

Intellectual Disability

Intelligence (IQ)

IQ means “Intelligence Quotient.” It is a number that is derived from a standardized intelligence test and indicates one’s level of intelligence. Below you will see a normal or bell curve depicting how IQ or any other measured trait (e.g., adult height) is distributed in the population. Down the center of any normal curve is the average. So, in this case the average IQ score is 100. As you deviate to the right of the average the IQ scores increase. Similarly, as you deviate to the left the IQ scores decrease. Notice that most people (34.1% + 34.1% = 68.2%) have an IQ score between 85 and 115.

Also notice that as you deviate away from 100 (in either direction) the percentages decrease. For instance, only about 2% of the population has an IQ score of 130 and above. An IQ score of 130 is considered to be “superior” intelligence.

The same is true on the opposite side. An IQ below 70 or 75 begins what is termed Intellectual Disability. Those with this IQ level account for about 2% of the population.  

In order to be diagnosed with Intellectual Disability one must manifest deficits in IQ level and adaptive functioning (e.g., appropriate social interactions, self-care).

The are 4 degrees of Intellectual Disability (Mild, Moderate, Severe, and Profound). Most persons diagnosed with Intellectual Disability fall within the mild range.

Here is the link to a document (see page 3) that has a chart describing the 4 degrees of Intellectual Disability:


There are multiple causes of Intellectual Disability. This disorder can result from genetic issues such as Down Syndrome, whereby an extra chromosome appears on the 21st pair. Another cause that has received much attention is prenatal exposure to alcohol. Those whose mothers drank during pregnancy may be born with a disorder known as Fetal Alcohol Syndrome. The symptoms of this disorder may include intellectual disability and hyperactivity.

Watch this informative video on this syndrome:

Learning Disorders (Disabilities)

There are different types of Leaning Disorders (LD).

1) Dyslexia-This is known as Reading Disorder. Those with this disorder have difficulty with reading. They may reverse letters (e.g., confusing the letter b and d), or read words backwards (saw and was).

2) Dysgraphia-This is known as Writing Disorder. The issue here is problems producing legible handwriting,

3) Dyscalculia-This is known as Math Disorder. This disorder involves issues with mastering the use of mathematical concepts.

Now, the issue with LD is not one of intelligence. To be diagnosed with an LD one must demonstrate at least an average IQ. The disability part stems from the fact that they have the intellect but are falling short in one of these areas.

See page 3 of this document for a discussion of LD’s.


Installing And Managing Linux

This is an individual assignment.  You may discuss it with others, but your code and documentation must be written on your own.

Linux technical expertise is essential in today’s computer workplace as more and more companies switch to Linux to meet their computing needs. Thus, it is important to understand how Linux can be used, what benefits Linux offers to a company, and how Linux has developed and continues to develop. As Linux system administrator you should be familiar with Linux operating system flavours and their capabilities. Linux may appear different depending on the distribution, your hardware and personal taste, but the fundamentals on which all graphical and other interfaces are built, remain the same. 

In this assignment, you are required to install  Fedora Linux Workstation and Server operating system (Latest Version) on a virtual machine (e.g., Microsoft Hyper-VVMWare Player or Oracle VM VirtualBox) on your operating system as a guest. You should also find the minimum hardware requirements for most operating systems on the vendor’s website. For example, the Fedora Linux operating system minimum hardware requirements are documented at docs.fedoraproject.org. You should document the installation process with screenshots. 

#Task 1 to install Fedora workstation, you should do the following steps:                           (5 Marks)

  1. Virtual Machine configuration:
    1. Allocate 24.5 GB to the virtual machine’s hard disk
    2. Allocate 2.2 GB  to the virtual machine’s memory 
    3. Configure NAT for IP Address conservation.  
    4. Allocate 2 processor cores to the virtual machine. (Optional)
  2. pre-Storage configuration:
  1. You should manually partition the hard disk with the following specification:
    • 2.5 GiB Swap
    • 10 GiB root (/)
    • 500 MiB (/boot)
    • 11.5 GiB (/home/StudentID)
  2. Check the disk space command to view system disk usage,
  3. Create a directory on the Desktop called StudentID_ITC333_202130
  4. The directory icon should be displayed in the Desktop environment.  
  5. You should use a related command to display the hard disk partitions. 

#Task 2 to install Fedora server, you should do the following steps                                         (5 Marks)          

  1. Virtual Machine configuration:
    1. Allocate 20 GB to the virtual machine’s hard disk,
    2. Allocate 2 GB  to the virtual machine’s memory,
    3. Configure NAT for IP Address conservation,
    4. Allocate 2 processor cores to the virtual machine (optional).
  2. Pre-Storage configuration:
    1. Install fedora server without partitioning the disk.
  3. Post-Storage configuration:
    1. add a new virtual hard disk (10 GB) to the server, (Note: Shutdown the virtual machine and add new virtual hard disk)
    2. use fdisk command to display new attached virtual hard disk,
    3. use fdisk to partition the new virtual hard disk into:
      • partition 1: allocate 4.8 GB (extended partition)
      • partition 2: allocate 5.2 GB (extended partition)
    4. formating the partitions :
  1. format partition 1 as xfs,
  2. format partition 2 as ext4,
  3. mount  partition 1 at  /mnt/StudentID and partition 2 at /mnt/StudentName.


Use the latest version of Fedora OS.  Step by step screenshots and explanations are required.  (See the presentation section)

What is suicide prevention?

Within 250-300 words for each DQ, elaborate using the reference link attached to cite the source. Using other sources is okay, if you include a citation from the book link provided as well.

DQ1) What is suicide prevention? Why are schools reluctant to implement suicide prevention programs particularly if there has not been a suicide or suicide attempt made within the student body? Do you agree or disagree with their concerns? Explain.

DQ2) What are some of the physical side effects of the depressive and bipolar disorders? Do these disorders only affect the mind, or do they affect other aspects of the body as well? Does this impact the type of treatment method used? Explain.

*Book Link(s): Review Chapter 7 in Abnormal Psychology and Life: A Dimensional Approach.

**Ask for GCU Library login to access book link.


Read “Suicide” by Goldston, Weller, & Doyle from APA Handbook of Multicultural Psychology, Vol. 2: Applications and Training (2014).


Outline for Final Loss Across the Lifespan Paper

Outline for Final Loss Across the Lifespan Paper

The purpose of this paper is to integrate the theory and practice principles we have learned and to apply them to a living person’s experience of loss. The outline below is provided as a guide, not a rigid format. Each subsection should be labeled, but not all questions are appropriate to your respondent’s loss. The order is not prescribed- flow of the paper’s narrative is more important than answering questions in order. Although this is a formal paper and proper grammar, syntax, spelling and citation are expected, you may use “I” judiciously (especially in the summary). The paper itself is typically 10-15 pages, not including the interview.

I. The Respondent: Describe the person’s demographics, their developmental age and functioning, and your relationship to the respondent. What intersectional identities impact their loss or their mourning of it?

II. The Loss: Describe the person’s loss, both referring to the words they used (in the transcript, but also your classification of the loss (ie a disenfranchised loss of a loved pet during the adolescent years)).

III. Application of Grief Theory: Think about the information you elicited about how the person experienced their loss and particularly how they believed their grief process evolved. Try to use several sections of the transcript to show the evolution of the grief process over time while possibly applying the questions below to a section or two (remember, each question is not appropriate for all losses).

A. Does the person’s trajectory of grief fit better within classical grief theories, task or process oriented models of grief- classical, or newer post-modern models (Disenfranchised grief; Continuing Bonds; Meaning- making)? (Use appropriate professional literature)

B. How do spirituality/ culture or other aspects play a role in the person’s grief process and/ or meaning- making?

C. What area/s did the person struggle with as their grief evolved and what factors do you assess as critical to why they had more difficulty in those areas?

IV Application of Practice:

A. If you were providing grief work services to this person just after their loss, what models/ theories would inform your assessment and treatment plan? Integrate professional literature.

B. What do you believe the person’s needs continue to be in regards to this loss and what would you recommend professionally to help?

V. Summary:

How do you perceive this person’s loss overall?

What did you learn from this experience interviewing them?


15 points- evidence of competent interview and transcription (5 points for flow (open-ended questions); 5 for following respondent’s lead; 5 for completeness) – THIS PART IS GRADED IN THE FIRST PART OF THE ASSIGNMENT _ INTERVIEW AND TRANSCRIPT

15 points- shows analysis of the loss within the theoretical frameworks of loss (5 points for identification of types of loss; 5 for use of relevant loss theories; 5 for analysis)

10 points- shows evidence of skilled application to practice planning (5 for appropriate plan; 5 for connection to the theoretical assessment as driving the intervention)

10 points- follows instructions, has accurate grammar, syntax, citation and writing.

Introduction to International Business Report  

BMGT1IB Introduction to International Business Report  


  • Use this template to write your report assignment
  • Delete this first page with my instructions
  • Make sure each section is written on a separate page.
  • You may remove the yellow highlight. This is put in place to distinguish each section for you.
  • Use headings and properly constructed paragraphs for each of the dot points in the section below. That is, remove the dot points.

E.g. 1

  • Name of school

Instead write:

Name of school: La Trobe College Australia

E.g. 2

  • Brief outline of the purpose of the report:

Instead write: 

Purpose of Report (use of heading – always make font size a bit bigger for headings)

The purpose of this report is…. (Properly constructed paragraph)

1. Title page

Title of Report   
Name of school   
Subject code   
Name and student ID   
Month, Year   

2. Executive Summary

Brief outline of the purpose of the report:
Methods & sources used to research the report:
Summary of main findings:
Main conclusions, and / or any recommendations:

3. Table of Contents

1. Title page. 2

2. Executive Summary. 3

3. Table of Contents. 4

4. Introduction. 5

5. Body – Select your own heading here. 6

Subheading 1. 6

Subheading 2. 6

6. Conclusion & Recommendations. 7

7. References. 8

  • Be sure to format the body section to include headings and subheadings that are relevant to your report
  • See the following video for information on how to set up contents page:

4. Introduction

A restatement of the purpose/aim of the report:
Provide the background or context for the task:
An outline of the structure of my report (indicate the major sections/concepts discussed in the body section:

5. Body – Select your own heading here


Subheading 1 – Select your own subheading

Subheading 2 – Select your own subheading

  • The body presents the information from your research.
  • Use of
    • uses figures and tables
    • can use bulleted or numbered lists
  • Provide Harvard style in text citations
  • Information is logically organised under appropriate headings and subheadings

6. Conclusion & Recommendations

Restate the purpose of the report:
Present a summary of key findings:
What is the significance of your findings? How is this information important?
Any recommendations as a result of your research & findings:

7. References

  • Needs to be in accordance with the Harvard citation Style.
  • Provide  5 to 6 academic sources (no less, more is ok)

In your own words, define naturalistic observation

Within 250-300 words for each DQ, elaborate using the reference link attached to cite the source. Using other sources is okay, if you include a citation from the book link provided as well.

DQ1) In your own words, define naturalistic observation. Discuss examples of when a naturalistic observational study would be the most appropriate design to select. What are two sources of bias during an observation period?

DQ2) Discuss the advantages and disadvantages of the following nonexperimental research methods: (a) naturalistic observations, (b) surveys, and (c) correlational studies. If you were asked to use one of these designs in a study next week, which nonexperimental design would you select and why?

* Reference Chapters 5 (sec. 5.1-5.4), 7, and 8 in Research Methods for the Behavioral Sciences.

**Ask for login credentials for GCU Library for book access.


Microbiology Identify Unknown

Once you’ve determined which unknown you were assigned #4, download the portfolio for your assigned unknown. (Example: If you have unknown #4 assigned, then you would only download the image portfolio for #4 and analyze that for this assignment.) Note: You will be scored against a key for a particular unknown––so, it is VERY important that you ONLY use the image portfolio for the unknown you were specifically assigned. Failure to do this properly will lead to errors and point deductions. 

Using the image portfolio downloaded above, you should complete the unknown report found here: 

 You will also find the “Helpful table for Unknown” useful (File link here: Biochemical table for Unknown.pdf download ). NOTE: This document is not an item I will collect or grade–it is simply to help you discover the identity of your unknown sample.  

Classical Sociologic Vocabulary

Use the text, course notes and the linked video to define the following t21 terms listed in Seeing the Social World, the second bullet point.  Using no more than three sentences each, define each of the terms, explain their theoretical importance and provide an example from your social world:  1) ideal types, 2) verstehen, 3) action, 4) rationalization, 5) magic and religion, 6) professionalism,7) symbolism, 8) traditional and rational capitalism, 9) spirit of capitalism, 10) bureaucracy, 11) bureaucratic personality, 12) instrumental-rational action, 13) traditional action, 14) affective action, 15) credentialing, 16) class, status & power, 17) cross-cutting stratification, 18) legitimation, 19) authority (charismatic, traditional, rational-legal) 20) routinization & 21) bureaucracy.

The definition of the concept is half the answer (one point), and the theoretical importance and example equally comprise the other half. (half a point each).  There are 21 concepts, so you can skip one to get your twenty.