TCP Wireshark Lab – Working with a remote server.  You will go through the steps below, use your captured wireshark file and the provided wireshark file (on D2L) to answer the questions.  When you have finished the lab you will submit the following:

1. This document with your answers provided in the appropriate places.  
2. Your wireshark capture file as a zipped file.  

STEPS:

1. Start up your web browser. Go thehttp://gaia.cs.umass.edu/wireshark-labs/alice.txtand retrieve an ASCII copy of Alice in Wonderland. Store this file somewhere on your computer.

2. Next go to http://gaia.cs.umass.edu/wireshark-labs/TCP-wireshark-file1.html.

3. Use the Browse button in this form to enter the name of the file (full path name) on your computer containing Alice in Wonderland (or do so manually). Don’t press the “Upload alice.txt file” button, yet!

4. Now start up Wireshark and begin packet capture (Capture->Start) and then press OK on the Wireshark Packet Capture Options screen (we’ll not need to select any options here).

5. Returning to your browser, press the “Upload alice.txt file” button to upload the file to the gaia.cs.umass.edu server. Once the file has been uploaded, a short congratulations message will be displayed in your browser window.

6. Stop Wireshark packet capture and save your capture file. Your Wireshark window should look similar to the window shown below.

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PART 2: A first Look At the Captured Trace  

Use the provided online capture (uploaded in D2L as a zip file – you will need to extract it before opening in Wireshark) to answer the following:

1. What is the IP address and TCP port number used by the client computer (source) that is transferring the file to gaia.cs.umass.edu? To answer this question, it’s probably easiest to select an HTTP message and explore the details of the TCP packet used to carry this HTTP message, using the “details of the selected packet header window”.  (5 pts answer, 5 pts explanation of which packet # you used to answer this question)

2. What is the IP address of gaia.cs.umass.edu? On what port number is it sending and receiving TCP segments for this connection? (5 pts for answer, 5 pts for explanation of which packet # )

Use your own Captureto answer the following:

3. What is the IP address and TCP port number used by your client computer (source) to transfer the file to gaia.cs.umass.edu? (10 pts – with screenshot of your capture)

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PART 3: TCP Basics

4. What is the sequence number of the TCP SYN segment that is used to initiate the TCP connection between the client computer and gaia.cs.umass.edu? What is it in the segment that identifies the segment as a SYN segment? (5 pts for answer, 5 pts for packet #)

5. What is the sequence number of the SYNACK segment sent by gaia.cs.umass.edu to the client computer in reply to the SYN? What is the value of the Acknowledgement field in the SYNACK segment? How did gaia.cs.umass.edu determine that value? What is it in the segment that identifies the segment as a SYNACK segment? (5 pts for answer , 5 pts for screenshot of highlighted packet)

6. What is the sequence number of the TCP segment containing the HTTP POST command? Note that in order to find the POST command, you’ll need to dig into the packet content field at the bottom of the Wireshark window, looking for a segment with a “POST” within its DATA field. (5 pts for answer, 5 pts for screenshot of highlighted packet)

7. Consider the TCP segment containing the HTTP POST as the first segment in the TCP connection. What are the sequence numbers of the first six segments in the TCP connection (including the segment containing the HTTP POST)? At what time was each segment sent? When was the ACK for each segment received? (10 pts)

8. What is the length of each of the first six TCP segments? (10 pts)

9. What is the minimum amount of available buffer space advertised at the received for the entire trace? Does the lack of receiver buffer space ever throttle the sender? (10 pts)

10. Are there any retransmitted segments in the trace file? What did you check for (in the trace) in order to answer this question? (10 pts)

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PART 4: TCP Congestion Control In Action

STEPS:

1. Select a TCP segment in the Wireshark’s “listing of captured-packets” window. Then select the menu : Statistics->TCP Stream Graph-> Time-SequenceGraph(Stevens).  

QUESTIONS:

Answer Question 11 Using the provided Capture (Bonus: 10 pts)

11. Use the Time-Sequence-Graph(Stevens) plotting tool to view the sequence number versus time plot of segments being sent from the client to the gaia.cs.umass.edu server. Can you identify where TCP’s slowstart phase begins and ends, and where congestion avoidance takes over? Insert a screenshot of your Time-Sequence-Graph and explain your answer.

Lynn et al., (2012). Dissociation and dissociative disorders: Challenging conventional wisdom

The current (fourth) edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) defines dissociation as “a disruption in the usually integrated functions of consciousness, memory, identity, or perception of the environment” (American Psychiatric Association, 2000, p. 519). Many psychologists and psychiatrists view dissociation as a coping mechanism designed to deal with overpowering stress (Dell & O’Neil, 2009). One well-known form of dissociation is depersonalization, in which individuals feel disconnected from themselves; they may feel like an automaton or feel as if they are watching themselves from a distance. Another is derealization, in which individuals feel disconnected from reality; they may feel as though they are in a dream or that things seem to be moving in slow motion. Steven Spielberg’s 1998 film, Saving Private Ryan, vividly depicts an episode of derealization (spoiler alert): After being shot, Captain John Miller (portrayed by Tom Hanks) witnesses the events around him unfolding as if in a silent, slow-motion movie. Certain forms of dissociation are widespread in the general population; for example, most estimates suggest that nearly 50% of individuals have experienced depersonalization at some point in their lives (Aderibigbe, Bloch, & Walker, 2001). When mild and intermittent, such symptoms are rarely of clinical concern. Nevertheless, in some cases, dissociation may take the form of grossly impairing dissociative disorders. These puzzling conditions include dissociative identity disorder (DID), formerly known as multiple personality disorder, dissociative fugue, and depersonalization disorder. In the best known dissociative disorder, DID, individuals supposedly develop multiple coexisting personalities, known as “alters.” In dissociative fugue, individuals purportedly suddenly forget their past, travel from home or work (fugue has the same root as fugitive), and adopt a new identity; in depersonalization disorder, individuals experience frequent bouts of depersonalization, derealization, or both. Dissociation also features prominently in other psychological conditions not formally classified as dissociative disorders, such as panic disorder, borderline and schizotypal personality disorders, and posttraumatic stress disorder. The origins of dissociation are poorly understood. Nevertheless, the clinical literature on dissociation has been marked by three widely accepted assumptions associated with what is often referred to as the posttraumatic model. Specifically, it has long been assumed that chronic dissociation is (a) a coping mechanism to deal with intense stressors, especially childhood sexual and physical trauma; (b) accompanied by cognitive deficits that interfere with the processing of emotionally laden information; and (c) marked by an avoidant informationprocessing style characterized by a tendency to forget painful memories. The coping mechanism outlined in (a) is typically assumed to play a key causal role in dissociative disorders. For example, many authors have argued that DID reflects individuals’ attempts to “compartmentalize” and obtain psychological distance from traumatic experiences such as child abuse (Dell & O’Neil, 2009). In this article, we review recent research that calls these widespread assumptions into question and proposes novel and scientifically supported approaches for conceptualizing dissociation and dissociative disorders.

The Posttraumatic Model The posttraumatic model (Bremner, 2010; Gleaves, 1996) is ostensibly supported by very high rates—sometimes exceeding 90%—of reported histories of childhood trauma, most commonly child sexual abuse, among patients with DID and perhaps other dissociative disorders (Gleaves, 1996; Simeon, Guralnik, Schmeidler, Sirof, & Knutelska, 2001). Nevertheless, a number of authors (e.g., Giesbrecht, Lynn, Lilienfeld, & Merckelbach, 2008, 2010; Kihlstrom, 2005; Merckelbach & Muris, 2001; Piper & Merskey, 2004; Spanos, 1994, 1996) have questioned the oft-cited link between child abuse/ maltreatment and dissociation for several reasons. First, in most studies (e.g., Ross & Ness, 2010), objective corroboration of abuse is lacking. Second, the overwhelming majority of studies of self-reported trauma and dissociation are based on cross-sectional designs that do not permit causal inferences; in these designs, individuals are typically assessed for DID or other dissociative disorders and asked to recollect whether they had been abused or neglected in childhood. Prospective studies that circumvent the pitfalls of such retrospective reporting often fail to substantiate a link between childhood abuse and dissociation in adulthood (Giesbrecht et al., 2008; but see Bremner, 2010). Third, researchers have rarely controlled for overlapping conditions or symptoms, such as those of anxiety, eating, and personality disorders, raising the possibility that the correlates of abuse are not specific to dissociative disorders. Fourth, the reported high levels of child abuse among DID patients may be attributable to selection and referral biases (Pope & Hudson, 1995); for example, individuals with dissociative disorders may be especially likely to enter treatment if they are struggling with problems stemming from early abuse. Fifth, correlations between abuse and psychopathology decrease substantially or disappear when participants’ perception of family pathology is controlled statistically (Nash, Hulsey, Sexton, Harralson, & Lambert, 1993), which could mean that this association is due to global familial maladjustment rather than abuse itself. These five points of contention suggest ample reasons to be skeptical of the claim that child abuse plays a central or direct causal role in DID—although, as we will suggest later, it may be one element of the complex etiological network that contributes to this condition. The Sociocognitive Model In contrast to the posttraumatic model, the sociocognitive model (Spanos, 1994; see also Aldridge-Morris, 1989; Lilienfeld et al., 1999; McHugh, 1993; Sarbin, 1995) proposes that DID is a consequence of social learning and expectancies. This model holds that DID results from inadvertent therapist cueing (e.g., suggestive questioning regarding the existence of possible alters, hypnosis for memory recovery, sodium amytal), media influences (e.g., television and film portrayals of DID), and sociocultural expectations regarding the presumed clinical features of DID. In aggregate, the sociocognitive model posits that these influences can lead predisposed individuals to become convinced that indwelling entities— alters—account for their dramatic mood swings, identity changes, impulsive actions, and other puzzling behaviors (see below). Over time, especially when abetted by suggestive therapeutic procedures, efforts to recover memories, and a propensity to fantasize, they may come to attribute distinctive memories and personality traits to one or more imaginary alters. A number of findings (e.g., Lilienfeld & Lynn, 2003; Lilienfeld et al., 1999; Piper, 1997; Spanos, 1994) are consistent with the sociocognitive model and present serious challenges to the posttraumatic model. For example, the number of patients with DID, along with the number of alters per DID patient, increased dramatically from the 1970s to the 1990s (Elzinga, van Dyck, & Spinhoven, 1998), although the number of alters at the time of initial diagnosis appears to have remained constant (North, Ryall, Ricci, & Wetzel, 1993). In addition, the massive increase in reported cases of DID followed closely upon the release in the mid-1970s of the bestselling book (turned into a widely viewed television film in 1976), Sybil (Schreiber, 1973), which told the story of a young woman with 16 personalities who reported a history of severe child abuse at the hands of her mother (see Nathan, 2011; Rieber, 2006, for evidence that many details of the Sybil story are inaccurate). Manifestations of DID symptoms also vary across cultures. For example, in India, the transition period as the individual shifts between alter personalities is typically preceded by sleep, a presentation that reflects common media portrayals of DID in that country (North et al., 1993). Moreover, mainstream treatment techniques for DID often reinforce patients’ displays of multiplicity (e.g., asking questions like, “Is there another part of you with whom I have not spoken?”), reify alters as distinct personalities (e.g., calling different alters by different names), and encourage patients to establish contact and dialogue with presumed alters. Interestingly, many or most DID patients show few or no clear-cut signs of this condition (e.g., alters) prior to psychotherapy (Kluft, 1984), raising the specter that alters are generated by treatment. Indeed, the number of alters per DID individual tends to increase substantially over the course of DID-oriented psychotherapy (Piper, 1997). Curiously, psychotherapists who use hypnosis tend to have more DID patients in their caseloads than do psychotherapists who do not use hypnosis (Powell & Gee, 1999), and most DID diagnoses derive from a small number of therapy specialists in DID (Mai, 1995), again suggesting that alters may be created rather than discovered in therapy. These sources of evidence do not imply that DID can typically be created in vacuo by iatrogenic (therapist-induced) or sociocultural influences. Sociocognitive theorists acknowledge that iatrogenic and sociocultural influences typically operate against a backdrop of preexisting psychopathology. Indeed, the sociocognitive model is consistent with findings that many or most patients with DID, and to a lesser extent other dissociative disorders, meet criteria for borderline personality disorder, a condition marked by extremely unstable behaviors, such as unpredictable shifts in mood, impulsive actions, and self-mutilation (Lilienfeld et al., 1999). Individuals with this disorder are understandably seeking an explanation for their bewildering behaviors. The presence of hidden alters may be one such explanation, and it may assume particular plausibility when suggested by psychotherapists or sensational media portrayals. Cognitive Mechanisms of Dissociation Much of the literature on cognitive mechanisms of dissociation is more consistent with the sociocognitive model than with the posttraumatic model. For example, researchers have found little evidence for inter-identity amnesia among patients with DID using objective measures of memory (e.g., eventrelated potentials or behavioral tasks; Allen & Movius, 2000; Huntjens et al., 2006). In such studies, investigators present certain forms of information to one alter and see whether it is accessible to another alter. In most cases, it is, demonstrating that alters are not psychologically distinct entities. Contradicting the claim that individuals with heightened dissociation are defending against the impact of threat-related information and therefore exhibit slower or impaired processing of such information, patients with DID and other “high dissociators” display better memory for to-be-forgotten sexual words in directed-forgetting tasks (Elzinga, de Beurs, Sergeant, van Dyck, & Phaf, 2000). This finding is strikingly discrepant with the presumed coping function of dissociation. Studies of cognitive inhibition in highly dissociative clinical and nonclinical samples typically find a breakdown in such inhibition, challenging the widespread idea that amnesia (i.e., extreme inhibition) is a core feature of dissociation (Giesbrecht et al., 2008, 2010). The extant evidence therefore questions the widespread assumption that dissociation is related to avoidant information processing and suggests that apparent gaps in memory in interidentity amnesia, or dissociative amnesia more generally, could reflect intentional failures to report information. Moreover, the literature indicates that dissociation is marked by a propensity toward false memories, possibly mediated by heightened levels of suggestibility, fantasy proneness, and cognitive failures (e.g., lapses in attention). Indeed, at least 10 studies from diverse laboratories have confirmed a link between dissociation and fantasy proneness. In addition, heightened levels of fantasy proneness are associated with the tendency to overreport autobiographical memories and the false recall of aversive memory material (Giesbrecht et al., 2010). Accordingly, the relation between dissociation and fantasy proneness may explain why individuals with high levels of dissociation are especially prone to develop false memories of emotional childhood events. This explanation dovetails with data revealing links between dissociative symptoms and hypnotizability (Frischholz, Lipman, Braun, & Sachs, 1992) and high scores on the Gudjonsson Suggestibility Scale (Merckelbach, Muris, Rassin, & Horselenberg, 2000). Similarly, dissociation increases the number of commission memory errors (e.g., confabulations/false positives, problems discriminating perception from imagery) but not omission memory errors, which are presumably associated with dissociative amnesia (Holmes et al., 2005). These findings, together with research demonstrating a link between dissociation and cognitive failures, point to an association between a heightened risk of confabulation and pseudomemories. They also raise questions regarding the accuracy of retrospective reports of traumatic experiences. Still, these findings do not exclude some role for trauma in dissociation. Suggestibility, cognitive failures, and fantasy proneness could contribute to an overestimation of a genuine, although perhaps modest, link between dissociation and trauma. Alternatively, early trauma might predispose individuals to develop high levels of fantasy proneness, absorption (the tendency to become immersed in sensory or imaginative experiences; Tellegen & Atkinson, 1974), or related traits. In turn, such traits may render individuals susceptible to the iatrogenic and cultural influences posited by the sociocognitive model, thereby increasing the likelihood of DID. Sleep, Memory, and Dissociation A recent theory connecting sleep, memory problems, and dissociation may provide a conceptual bridge between the posttraumatic model and the sociocognitive model. In a review of 23 studies, van der Kloet, Merckelbach, Giesbrecht, and Lynn (2011) concluded that data from clinical and nonclinical samples provide strong support for a link between dissociative experiences and a labile sleep–wake cycle. This link, they contend, is evident across a range of sleep-related phenomena, including waking dreams, nightmares, and hypnagogic (occurring while falling asleep) and hypnopompic (occurring while awakening) hallucinations. Supporting this hypothesis, studies of the association between dissociative experiences and sleep disturbances have generally yielded modest correlations (in the range of .30 to .55), implying that unusual sleep experiences and dissociation are moderately related constructs (see also Watson, 2001). Nevertheless, these studies typically relied on cross-sectional designs. To address this limitation, Giesbrecht, Smeets, Leppink, Jelicic, and Merckelbach (2007) deprived 25 healthy volunteers of one night of sleep and found that sleep loss engenders a substantial increase in dissociative symptoms. They also found that this increase could not be accounted for by mood changes or response bias. van der Kloet, Giesbrecht, Lynn, Merckelbach, and de Zutter (in press) later conducted a longitudinal investigation of sleep experiences and dissociative symptoms among 266 patients who were evaluated on arrival and at discharge 6 to 8 weeks later. Sleep hygiene was a core treatment component. Prior to treatment, 24% of participants met the clinical cut-off for dissociative disorders (i.e., Dissociative Experiences Scale > 30; Bernstein-Carlson & Putnam, 1993); at follow-up, this number dropped to 12%. Although sleep improvements were associated with a reduction in global psychopathology (e.g., anxiety, depression), this reduction did not account fully for the specific effect of treatment on dissociation. The fact that a sleep-hygiene intervention reduces dissociative symptoms independent of generalized psychopathology bears noteworthy clinical implications. It also suggests that researchers may wish to revisit the treatment of dissociative disorders. Surprisingly, this clinically important area has received minimal investigation: For example, Brand, Classen, McNary, and Zaveri (2009) reported that only eight nonpharmacological studies, none of which was a well-controlled randomized trial, have examined treatment outcomes for DID. van der Kloet et al.’s (in press) findings suggest an intriguing interpretation of the link between dissociative symptoms and deviant sleep phenomena (see also Watson, 2001). According to their working model, individuals with a labile sleep– wake cycle experience intrusions of sleep phenomena (e.g., dreamlike experiences) into waking consciousness, in turn fostering dissociative symptoms. This labile sleep–wake cycle may stem in part from a genetic propensity (Lang, Paris, Zweig-Frank, & Livesley, 1998), distressing trauma-related memories, or other unknown causal influences. van der Kloet et al.’s model further proposes that disruptions of the sleep– wake cycle degrade memory and attentional control, thereby accounting for, or at least contributing to, the cognitive deficits of highly dissociative individuals. Accordingly, the sleep-dissociation perspective may explain (a) how aversive events disrupt the sleep–wake cycle and increase vulnerability to dissociative symptoms, and (b) why dissociation, trauma, fantasy proneness, and cognitive failures overlap. Thus, this perspective is commensurate with the possibility that trauma engenders sleep disturbances that in turn play a pivotal role in the genesis of dissociation and suggests that competing theoretical perspectives may be amenable to integration. The SCM holds that patients become convinced that they possess multiple selves as a by-product of suggestive media, sociocultural, and psychotherapeutic influences. Their sensitivity to suggestive influences may arise from increased salience of distressing memories (some of which may stem in part from trauma) and susceptibility to memory errors and a propensity to fantasize and experience difficulties in distinguishing fantasy from reality, brought about at least in part by sleep disruptions. The data we have summarized have received only scant attention in the clinical literature. Nevertheless, they have the potential to reshape the conceptualization and operationalization of dissociative disorders in the upcoming edition of the Diagnostic and Statistical Manual of Mental Disorders (DSMV, publication scheduled in 2013). In particular, they suggest that sleep disturbances, as well as sociocultural and psychotherapeutic influences, merit greater attention in the conceptualization and perhaps classification of dissociative disorders (Lynn et al., in press). From this perspective, the hypothesis that dissociative disorders can be triggered by (a) a labile sleep cycle that impairs cognitive functioning, combined with (b) highly suggestive psychotherapeutic techniques, warrants empirical investigation. More broadly, the data reviewed point to fruitful directions for our thinking and research regarding dissociation and dissociative disorders in years to come.

Respond to whether you think DID (Dissociative Identity Disorder) “exists” and what you mean by that. In your opinion, do you think it exists? What do you think DID is and what causes it and why?

This question is concerned with an extension to the flashcard problem you studied in Block 3 Part 2.

In the original flashcard problem, a user can ask the program to show an entry picked randomly from a glossary. When the user presses return, the program shows the definition corresponding to that entry. The user is then given the option of seeing another entry or quitting.

A sample session might run as follows:

Enter s to show a flashcard and q to quit: s Define: word1 Press return to see the definition definition1 Enter s to show a flashcard and q to quit: s Define: word3 Press return to see the definition definition3 Enter s to show a flashcard and q to quit: q

The flashcard program is required to be extended as follows:

Box 1 – Specification of extended problem

As well as being offered a choice between seeing a flashcard or quitting, the user is offered the option of seeing a definition first.

If the user chooses this option, the program picks an entry at random from the glossary and shows the definition for that entry. It then asks the user what word is being defined. When the user presses return the program shows the word concerned.

The user is then given the option of seeing another flashcard, seeing another definition, or quitting.

Apart from this the program behaves like the original version

A sample dialogue might run as follows: (the additional dialogue is underlined.)

Enter s to show a flashcard, d to see a definition, or q to quit: s Define: word3 Press return to see the definition definition3 Enter s to show a flashcard, d to see a definition, or q to quit: d What word is defined by: definition2 Press return to see the word word2 Enter s to show a flashcard, d to see a definition, or q to quit: q

Box 2 – Keeping a notebook

As you work through part (a) of this question you should keep a notebook. You will need this for your answer to part (a)(vi). This should be very brief: it is simply a record of your personal experience while working on the task and what you feel you have learned from it.

In your notebook we suggest that you record the following information

There is more than one way of solving the extended problem but the approach we ask you to follow for this TMA starts by addressing the sub-problem of showing the definition for a random entry and, after the user enters return, showing the word being defined.

• a.

  • i.Begin by writing an algorithm for the subproblem, show definition, described in the middle paragraph of Box 1 above, and repeated here for convenience:

    … the program picks an entry at random from the glossary and shows the definition for that entry. It then asks the user what word is being defined. When the user presses return the program shows the word concerned.

    At this stage no looping is involved and the steps of the algorithm only need to do what is asked for in the paragraph above and nothing more.

    The steps of your algorithm must be written in English and not use any Python code. The algorithm should be high-level and at a similar level of detail to the solution to Activity 2.24 of Block 3 Part 2, where an algorithm is given for show flashcard.

  • ii.Next you will translate your algorithm into Python code.

    Begin with the first complete version of the flashcard program, a copy of which is included in the download for this TMA as Q2.py. Save a copy this program as Q2_OUCU.py (where OUCU is your OU computer username, e.g. abc123).

    In the next few question parts, you will be amending this file. You will only have to submit the final amended file (as per the instructions in Part v).

    Add a new function show_definition() to the program, which translates into Python the steps of the algorithm you wrote in Part i. You should insert the new function just after the show_flashcard() function.

    Make sure you write a suitable docstring for the function.

    Include your code that defines the function show_definition() in your Solution document.

  • iii.When you have written the show_definition() function test it by calling it several times in the shell. Remember to first run the program and only after that use the shell to call the function.

    Debug the code and/or algorithm as necessary. If you need to make modifications you should record them in your notebook.

    Copy and paste an example test into your Solution Document. This should demonstrate a definition being shown, the user being asked to enter return, and then the program showing the word concerned.

    Alternatively, if you were unable to get the function working correctly, you should still paste in an example test, and explain briefly how the results are different from what you were expecting.

  • iv.Now you need to make changes to the part of the program that implements the interactive loop, so the user is offered the additional option of seeing a definition, and if they choose this option the show_definition() function is called.

    Once you have made the changes, run the whole program. Copy a test dialogue into your Solution document to show the user selecting the option to see a definition, then being asked what word it defines, and then been shown the word concerned.

    Include your amended code for the interactive loop in your Solution document.

    Alternatively, if you were unable to produce a test dialogue because you could not get the program to function as intended, you should briefly explain how a successful test dialogue would look.

  • v.Next modify the docstring for the program as a whole to reflect the changes you have made.

    Save your final version of the Python program and submit it as Q2_OUCU.py (where OUCU is your OU computer username, e.g. abc123) in your TMA zip file.

    Also paste a copy of your final Python program into your solution document as text.

  • vi.Finally, copy the notebook you have kept for this question into the corresponding part of your Solution Document.

• b.Suggest one further small extension or improvement of your own to the modified flashcard program. Outline what the extension does and include any additional algorithm step(s) needed, either in the functions, or in the interactive loop. Note that you are only required to describe the extension, as specified above, and do not need to implement it in code.

The researcher from Scenario I decides to compare a second dose-effect curve with carboxycotton to determine if the novel opioid has the capacity to induce tolerance (i.e., a rightward shift in the dose-effect function; a larger dose is required to produce the same effect). The researcher takes the carboxycotton-treated mice from the first experiment (subjects 6-10 from above) and administers cumulative doses of carboxycotton. He then measures tail withdrawal latency as before. On the following day, he administers cumulative doses of carboxycotton again to determine if tolerance development occurred. The results of this experiment are presented in the table below.

1. Write the name of the specific statistical test that is appropriate for these data: ______________________

2. Perform the test you identified inquestion 7 above using the statistical software (e.g., GraphPad Prism, Excel, R) of your choice. Be sure to perform a two-tailed test. Please round all answers to two decimal places, where appropriate.

1. Report the mean of differences between dose-effect curves: _______________
2. Report the standard deviation of differences between dose-effect curves: __________________
3. Report the standard error of the mean of differences between dose-effect curves: __________________
4. Report the results of the statistical test in the spaces below:

                        t( ____) = _____, p = _______

3. Report the 95% confidence interval (LL,UL) for the difference between dose-effect curves:

______________________

4. Compare the results from the 95% confidence interval in question 9 with the results from the statistical test in question 8. Is there sufficient evidence to reject the H₀ and claim that that there is a potency difference between the first dose-effect curve and the second dose-effect curve in carboxycotton-treated mice?

Yes or No (circle one)

Our textbook specifically discusses our country's lack of preparedness for a pandemic in Chapter 13, page 274 under the "Epidemics, Ethics, and Public Health" heading. Much has been discussed by public health officials in articles and news stories in the past few months regarding the lack of official expert forums, epidemic protocols, and medical supplies prepared for such a disaster as we are now experiencing, albeit at a global level. As aptly predicted in the quote below, the US medical community was waylaid by the effects of the global pandemic caused by Coronavirus.

"In the United States, response to the influenza pandemics across all 50 states involved the development of emergency policies and plans for future influenza outbreaks; however, only 6 states had written guidelines for ethical decision-making in such emergencies. Scholars have noted that this low number is concerning because of the ethical responsibilities around medication rationing, isolation, and quarantine that often occur during pandemics. To better prepare for future disease outbreaks, governments should have predetermined ethical decision-making procedures for public health agencies to follow in emergencies." (Morrison & Furlong, 2019).

Please consider the following in your discussion board post:

1. Read the following article discussing the ethical and legal responsibilities to our communities in light of the novel Coronavirus pandemic: "Responding to COVID‐19: How to Navigate a Public Health Emergency Legally and Ethically."
2. Create a discussion board post expounding on one way the textbook chapter mentions a learned public health strategy (from past epidemics or pandemics) or suggested overall changes to epidemic/pandemic preparedness that the US did not take into practice (prior to the start of the Coronavirus pandemic) based on the article above. Discuss any personal experience you have had working in the healthcare industry during this time; please be sure to observe all HIPAA laws regarding patient identifiers or your specific facility name.

9) Congratulations, you have graduated and scored a job at one of the Charleston area’s largest consulting firms. You have just finished typical first day stuff (choosing your screensaver, arranging your cubicle, etc) when your new supervisor walks in. “Listen –new person, I have to go to a company shareholders pat ourselves on the back meeting this afternoon that just came up three months ago. I scheduled a meeting with a new client today and you need to brief the client on what regulations apply to their site. They own a large industrial/agricultural facility on a few hundred acres. They want to redevelop part of it and keep part of it operating as is; part has existing contamination; part has new chemical and biotechnology operations; part has day to day operations that result in hazardous as well as municipal solid waste. You need to brief them on what three (3) major federal regulations apply to their site and what those regulations mean. Youalso need to let them know specifically which regulations apply to their different on site problems and operations–here is a list of those operations or problems.” Thedescriptions of the specific regulations need to be very detailed.

The list: •Developing a genetically engineered strain of soybeans to resist cold and draught

•Groundwater contamination on a closed parcel of land from TCE contamination in 1945

•Soil contamination from 1980 –all carcinogens –wants to redevelop the site for new use

•Solid waste from the buildings, machine shop, and motor pool

•Hazardous waste (generated daily) from three ethylene crackers

•Low level hazardous waste from two ammonia production facilities

•Final research and development of a novel agricultural pesticide that willlikely hit the market next year•Production of a new food additive/preservative

•Production of a new cosmeticoThe company also wants to know under what act they can be fined if their production disposal practices and storage practices are not appropriate

Prompt. In the last few weeks, the Federal Reserve has introduced a series of unconventional monetary policy tools—lending facilities, essentially, designed to ease credit strains that firms and municipalities will likely experience as the U.S. economy is buffeted by the novel coronavirus pandemic. The “Fed Brief” that accompanies this prompt outlines these new unconventional tools. Section 13(3) of the Federal Reserve Act grants the central bank the authority, with the approval of the Secretary of the Treasury, to implement these tools in emergency situations—what the Act identifies as “unusual and exigent” circumstances.
The governors of the Federal Reserve reason that these unconventional actions are in the best interest of the economy. Nevertheless, the governors are concerned that these actions, which have attracted the attention of journalists, politicians, and pundits alike, could ultimately politicize the Federal Reserve and, in doing so, compromise its ability to achieve its long-run monetary policy goals. Consider, for example, the recent Wall Street Journal article, by renowned financial journalist Greg Ip, that accompanies this prompt. Thus, the governors—Michelle Bowman, Lael Brainard, Richard Clarida, Jerome Powell, and Randal Quarles—ask you to assess how the central bank’s recent unconventional actions might affect its monetary policy outcomes in the long run. Specifically, the governors ask you to answer the following three questions.

1. In general, would the politicization of the central bank render monetary policy more or less time consistent? Please defend your reasoning.

2. Central banks endeavor to maintain time-consistent monetary policies, because time-inconsistent monetary policies tend to deliver unwanted inflation outcomes in the long run; why do time-inconsistent monetary policies underperform in this way?

3. Finally, provide an example of how the Federal Reserve and, perhaps, Congress could preserve (or, if necessary, restore) the credibility of the central bank’s commitment to maintain low and stable inflation. Again, please defend your reasoning.

1. One of the biggest news stories of the past few months is the outbreak of COVID-19 (novel coronavirus), first in China and then throughout the world. Numerous pharmaceutical companies have begun to develop COVID-19 vaccines. If all goes well, it will be at least a year before a vaccine is developed, tested, and approved by the FDA. However, one company—Moderna Therapeutics—has beaten all of the other companies in the race so far and is the first to advance to Phase 1 clinical trials.

Suppose that Moderna is the first company to gain approval for a COVID-19 vaccine in the United States. The monthly demand for COVID-19 vaccines in the U.S. is Q = 16 – (P/6) where Q is measured in millions of vials and P is measured in dollars. Moderna’s total cost of producing Q vials of vaccine is 2Q² and Moderna’s marginal cost is 4Q.

1.A As the only company allowed to sell COVID-19 vaccines in the U.S., what price would Moderna charge for its vaccine to maximize profit? How many vials of vaccine would Moderna sell each month? What are Moderna’s monthly profits from the sale of COVID-19 vaccine?

1.B How many vials of vaccine would be produced and what price per vial would be charged if this were a perfectly competitive market?

1.C (Vaccines, like the COVID-19 vaccine being developed by Moderna, provide benefits beyond the benefits received by those vaccinated. For instance, as more people are vaccinated, the odds of disease transmission to vulnerable groups who cannot be vaccinated (e.g., infants) are reduced. Suppose the marginal social benefit of the COVID-19 vaccine is 110 – 6Q, which is greater than the marginal private benefit. Given this, what role do you think the federal government should play in vaccine development, if any, beyond the determination of safety and effectiveness associated with vaccine approval?

Using the data in the Federal Funds Rate tab in the data file, perform the following analysese.

a) Create a new column in the data file with the 5 period moving average series of the Federal Funds rate.

b) Create a new column in the data file with the expontential smoothing series with W=0.25.

c) Plot the three columns against the date.

d) Fit an Autoregressive model to this data, assume that the true model has only one lag in it.