• https://www.ted.com/talks/dan_gilbert_researches_h…

1. What is the tendency to compare to the past
2. WHO IS Daniel Bernoulli
3. What are two kinds of errors do people make when trying to decide what the right thing is to do?
4. According to Dan Gilbert, why in the world would anybody ever play the lottery?
5. What were our brains evolved for?
6. Why are we so bad at using Bernoulli’s gift?
7. What is the only thing that will destroy us?
8. By and large people are enormously_______________?

1. What do we do if a decision is far into the future
2. What is dynamic inconsistency?

Network Design Proposal (Parts 1-3)

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Overview

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You will provide a detailed network design proposal. Your task is to design the network for this new building with the following criteria:

• Each Classroom Computer Lab will be on a separate network (i.e., subnet). The Library Computer Lab will be on a separate network, and the Office / Admissions computers will also be on a separate network. Finally, the open-WiFi network should be on a separate network, but can use a private IP address range (i.e., 192.168.0.0).
• There must be a minimum of 40 Mbps Internet connection, with a backup line capable of at least 20 Mbps. Cable, DSL, or FIOS should not be used for primary Internet service.
• The network has been assigned the 199.1.2.0/24 network address for all computers and devices.

Your proposal will be submitted in three major parts:

• Physical Network Design
• Network Addressing
• Network Services Design

To learn how you will be assessed on this assignment, take a moment to review the rubric. The final deliverable should adhere to the following criteria:

• Include at least five scholarly references.
• Use IEEE-style citations.
• Use correct network terminology.
• The use of diagrams is encouraged.

Use this template as a guide while creating your Network Design Proposal (Parts 1-3).

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Physical Network Design

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In this section, address each of the following.

1. Define the topology that will be used.
2. Select the appropriate network media.
3. Select the appropriate network connecting devices, including network security devices.
4. Select the appropriate computer systems to use to support the network design.
5. Determine a physical layout of the computers on the floor plan, along with the network wires (network wiring diagram).
6. Provide justifications for each element of your network design (numbers 1–4 above).

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Network Addressing

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In this section, address each of the following.

1. Watch How to Subnet a Network Video provided in Content -> Project Instructions
2. Review the Network Address Template provided in Content -> Project Instructions -> Project Templates for Parts 1 – 3
3. Complete the subnet chart provided at the end of the document.

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Network Services Design

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In this section, address each of the following.

1. Identify network services needed.
2. List additional servers or network devices needed to implement the network.
3. List network security measures to be implemented.
4. Justify the need for the network services, security measures, and devices you’ve selected.

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Building Details

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The 50-year-old, two-story building has the following layout:

Building dimensions: length: 240 feet, width: 95 feet, height: 30 feet

The building will house six computer labs that will be used for instruction. In the building diagrams above, the labs are labeled Classroom #1, Classroom #2, and Classroom #4 on the first floor and Classroom #1, Classroom #2, and Classroom #5 on the second floor; each computer lab will have a closet. Each lab will have 25 computers: 23 student computers, one instructor computer, and one server in the closet for instructional use.

To allow students access to library resources, the library will also have 20 computers for the general public to use and five computers for library staff.

Finally, there are 7 offices in the building. Each of these offices will have one computer for staff use, with the exception of the admissions office, which will have five computers. There will be two server rooms, one on the first floor and one on the second floor.

DETERMINING CHEMICAL FORMULAS PROMPT:

In this lesson, you learned about the empirical formula and how it is related to molecular formulas. Now you will demonstrate this knowledge by responding to the following prompt. Make sure you are showing all of your work. A compound containing sodium, chlorine, and oxygen is 25.42% sodium by mass. A 3.25 g sample gives 4.33 × 1022 atoms of oxygen. Explain the steps you need to take to find the empirical formula with the given information, then find the empirical formula.“Make sure to show your work, and your answers should be provided with the correct amount of significant figures.” YOU WILL RECEIVE A SCORE REDUCTION IF THE ABOVE REQUIREMENTS ARE NOT MET.

CHEMICAL FORMULAS PRACTICE:

1) Which of the following compounds does not contain a polyatomic ion?

sodium carbonate

sodium sulfate

sodium sulfite

sodium sulfide

2) The correct formula for ammonium phosphate is ________.

(NH₄)₃PO₄

(NH₄)₂PO₄

NH₄PO₄

NH₄(PO₄)₂

3) When writing the formula for a compound that contains a polyatomic ion, ________.

write the anion’s formula first

use superscripts to show the number of polyatomic ions present

use parentheses if the number of polyatomic ions is greater than 1

always place the polyatomic ion in parentheses

4) The correct name for NH₄OH is ________.

ammonium carbonate

ammonium hydroxide

ammonium acetate

ammonium nitrate

5) Which of the following is the correct formula for iron (III) sulfate?

Fe₃SO₄

Fe₃(SO₄)₃

Fe₂(SO₄)₃

3FeSO₄

6) The molecular formula for acetylene is C2H2. The molecular formula for benzene is C6 H6+. The empirical formula for both is ________.

CH

C₂H₂

C₆H₆

(CH)₂

7) Which of the following shows the percentage composition of H₂SO₄?

2.5% H, 39.1% S, 58.5% O

2.1% H, 32.7% S, 65.2% O

28.6% H, 14.3% S, 57.1% O

33.3% H, 16.7% S, 50% O

8) Which of the following compounds has the highest percentage of oxygen?

CH₄O

C0₂

H₂O

Na₂CO₃

9) The empirical formula for a compound that is 1.2% H, 42.0% Cl, and 56.8% O is ________.

HClO

HClO₂

HClO₃

HClO₄

Read Case Study 1: William’s aggressive behavior

Ms. Tooley contacts you, a behavior analyst, to assist her with a child in her classroom named William. William is a healthy 6-year-old boy who has been terrorizing his classmates. The problem has been occurring since the beginning of the school year. William pushes, kicks, hits or bites other children in the class. This has often happened during recess time. Ms.Tooley first addressed the issue by scolding William. That did not appear to reduce the behavior, so she then required him to visit the principal’s office whenever an episode of aggressive behavior occurred. These visits also had little effect in reducing the aggressive behaviors.

Write a 3-4 page paper addressing the following:

Part I

Define the target behavior in William’s case study by writing a 1–2 sentence target behavior definition using terms that can be observed and the appropriate behavior analytic language.

• Discuss one reason why the teacher’s original methods of behavior management may have failed.
• Describe how you would first assess William. Provide rationale for your choice of assessment.
• Identify a hypothetical function to William’s target behavior.

Part II

Design an effective behavior modification program.

• Use a combination approach treatment package (two or more behavior techniques from the relevant literature).
• One of your interventions should be designed to increase William’s appropriate behavior.
• One of your interventions should be designed to decrease William’s inappropriate behavior.

Provide rationale for selecting the combination approach, drawing upon behavior theory. Your rationale should include a description of the function of William’s behavior and how your intervention choices address that function.

Part III

Explain how you would evaluate the modification program.

Include the following in your explanation:

• The type of data you are collecting
• How often you are collecting data
• Who is going to collect that data
• The research design you are using
• An explanation of why that research design was the best choice

Describe how you will know if your treatment was effective. Make sure to explain each step.

Explain how to program for generalization and maintenance of William’s behavior.

Read Case Study 2: Annie’s change to Language Acquisition

Annie is a 4-year-old child diagnosed with autism. She uses very little language. She has a few words in her vocabulary and is capable of using language. She currently uses gestures and challenging behavior to get her wants and needs met. For example, if she wants a drink, she will lead her mother to the refrigerator and jump up and down and cry until her mother correctly guesses what she wants. You have been called in to use Skinner’s Verbal Behavior approach to develop a language acquisition program for Annie.

Write a 3-4 page paper addressing the following:

Design a language acquisition program for Annie. Include the following in the program you design:

• at least two types of verbal behavior
• a description of each verbal behavior and why you chose to teach that behavior
• which verbal behavior you would teach first and why

Develop a set of procedures to follow to teach each type of verbal behavior. This should include the antecedent and consequent controlling variables for each type of verbal behavior.

Describe how you will collect data on Annie’s verbal behavior.

Explain how you will evaluate your language acquisition program to know if your program is effective.

Describe how you will use Behavioral Skills Training to teach Annie’s mother how to implement your language acquisition program.

STANDARD AMERICAN ENGLISH, APPLIED BEHAVIOR ANALYSIS, APA FORMAT , 4 FUNCTIONS OF BEHAVIOR, APA WITH IN-TEXT AND REFERENCE PAGE.

Books

Cooper, J.O., Heron, T.E., and Heward, W.L. (2007). Applied Behavior Analysis (2ND Edition). Upper Saddle River, NJ: Pearson Learning

Solutions.

Miltenberger, R. G. (2012). Behavior modification: Principles and procedures (6th ed.). Boston, MA: Cengage Learning