Problem Solving with C++ plus MyProgrammingLab with Pearson eText-- Access Card Package (9th Edition)
Problem Solving with C++ plus MyProgrammingLab with Pearson eText-- Access Card Package (9th Edition)
9th Edition
ISBN: 9780133862218
Author: Walter Savitch
Publisher: PEARSON
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Chapter 18.2, Problem 14STE
Program Plan Intro

“map” template class:

  • Type name for “map” of type “KeyType” elements to “T” elements  is

    “map<KeyType, T>” or “map<KeyType, T, Ordering>”

    • The “Ordering” is used to sort the values by using the key value.
    • If no “Ordering” is given, the ordering used is the binary operator “<”.
  • The library header for “map” is “<map>”.
    • It places the definition in the “std” namespace.
  • Defined type for “map” is given below:
    • “key_type” is used to represents the type of the key values.
    • “mapped_type” is used to indicate the type of the values mapped to.
    • “size_type” is used to represent the type of the size.
  • The iterators are used in the “map” template class is “iterator”, “const_iterator”, “reverse_iterator” and “const_reverse_iterator”.
  • The “map” template class uses the pair template class.
    • The pair template is used to store the association between the key and a data item.
    • Example: “map<string, int> numMap;”
      • Using the above example, user can add a mapping from “c++” to the number “8” by using “[]” operator.
      • Example for the above statement is “numMap["c++"] = 8;”.

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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 -->…
Please 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)…
I'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…
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