EBK 3N3-EBK: INFORMATION TECHNOLOGY PRO
9th Edition
ISBN: 9780176900601
Author: SCHWALBE
Publisher: VST
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Chapter 1, Problem 2E
Program Plan Intro
Project:
- A project is actually a temporary endeavor for creating a unique product, service or result.
- A project is a temporary social system which is constituted by teams to accomplish specific tasks under specified time.
- Project is a set of interrelated tasks which is to be executed over a fixed period of time and within certain cost and within other limitations.
- A project or a program can be treated as an undertaking that involves research or design and is planned for achieving a particular goal.
Project management:
- The application of skills, knowledge, tools and techniques for meeting project requirements is known as project management.
- Project stakeholders, project management tool areas, project management tools and techniques and the contribution of successful projects to the enterprise are the key elements of project management framework.
- The primary challenge or risk of project management is to meet all the project goals within the specified time and within given constraints.
- The main goal of project management is to produce a complete project which satisfies all the client’s objectives.
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In the diagram, there is a green arrow pointing from Input C (complete data) to Transformer Encoder S_B, which I don’t understand. The teacher model is trained on full data, but S_B should instead receive missing data—this arrow should not point there. Please verify and recreate the diagram to fix this issue. Additionally, the newly created diagram should meet the same clarity standards as the second diagram (Proposed MSCATN). Finally provide the output image of the diagram in image format .
Please provide me with the output image of both of them . below are the diagrams code
make sure to update the code and mentionned clearly each section also the digram should be clearly describe like in the attached image. please do not provide the same answer like in other question . I repost this question because it does not satisfy the requirment I need in terms of clarifty the output of both code are not very well details
I have two diagram :
first diagram code
graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder…
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Chapter 1 Solutions
EBK 3N3-EBK: INFORMATION TECHNOLOGY PRO
Ch. 1 - Why is there a new or renewed interest in the...Ch. 1 - Prob. 2DQCh. 1 - What is project management? Briefly describe the...Ch. 1 - What is a program? What is a project portfolio?...Ch. 1 - What is the role of the project manager? What are...Ch. 1 - Briefly describe some key events in the history of...Ch. 1 - Prob. 7DQCh. 1 - Discuss ethical decisions that project managers...Ch. 1 - Prob. 1QQCh. 1 - Prob. 2QQ
Ch. 1 - Prob. 3QQCh. 1 - Prob. 4QQCh. 1 - Prob. 5QQCh. 1 - _____ is the application of knowledge, skills,...Ch. 1 - Prob. 7QQCh. 1 - Several application development projects done for...Ch. 1 - Prob. 9QQCh. 1 - Prob. 10QQCh. 1 - Read at least two of the first five references...Ch. 1 - Prob. 2ECh. 1 - Prob. 3ECh. 1 - Prob. 4ECh. 1 - Prob. 5ECh. 1 - Research articles and tools on project portfolio...Ch. 1 - Prob. 7ECh. 1 - Research information about PMP® and CAPM®...Ch. 1 - Review PMI’s Code of Ethics and Professional...
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- Here are two diagrams. Make them very explicit, similar to Example Diagram 3 (the Architecture of MSCTNN). graph LR subgraph Teacher_Model_B [Teacher Model (Pretrained)] Input_Teacher_B[Input C (Complete Data)] --> Teacher_Encoder_B[Transformer Encoder T] Teacher_Encoder_B --> Teacher_Prediction_B[Teacher Prediction y_T] Teacher_Encoder_B --> Teacher_Features_B[Internal Features F_T] end subgraph Student_B_Model [Student Model B (Handles Missing Labels)] Input_Student_B[Input C (Complete Data)] --> Student_B_Encoder[Transformer Encoder E_B] Student_B_Encoder --> Student_B_Prediction[Student B Prediction y_B] end subgraph Knowledge_Distillation_B [Knowledge Distillation (Student B)] Teacher_Prediction_B -- Logits Distillation Loss (L_logits_B) --> Total_Loss_B Teacher_Features_B -- Feature Alignment Loss (L_feature_B) --> Total_Loss_B Partial_Labels_B[Partial Labels y_p] -- Prediction Loss (L_pred_B) --> Total_Loss_B Total_Loss_B -- Backpropagation -->…arrow_forwardPlease provide me with the output image of both of them . below are the diagrams code I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder --> Student_A_Features[Student A Features F_A] end subgraph Knowledge_Distillation_A [Knowledge Distillation (Student A)] Teacher_Prediction -- Logits Distillation Loss (L_logits_A) --> Total_Loss_A Teacher_Features -- Feature Alignment Loss (L_feature_A) --> Total_Loss_A Ground_Truth_A[Ground Truth y_gt] -- Prediction Loss (L_pred_A)…arrow_forwardI'm reposting my question again please make sure to avoid any copy paste from the previous answer because those answer did not satisfy or responded to the need that's why I'm asking again The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges…arrow_forward
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