C How To Program Plus Mylab Programming With Pearson Etext -- Access Card Package (8th Edition)
C How To Program Plus Mylab Programming With Pearson Etext -- Access Card Package (8th Edition)
8th Edition
ISBN: 9780134227023
Author: Paul J. Deitel; Harvey Deitel
Publisher: PEARSON
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Chapter 21, Problem 21.15E

a.

Program Plan Intro

Program Plan:

  • Declare variable xCoordinate and yCoordinate of type int as private member of class.
  • Provide declaration of ostream and istream operator as friend function.

Program Description: To create point class having two integer data membersxcoordinate and ycoordinate and provide declaration for stream insertion and stream extraction overloaded operator functions.

b.

Program Plan Intro

Program Plan:

  • Define overloaded insertion operator <<. Inside the definition use an if-else statement to check if the failbit was set or not.
  • If not then display the value of xCoordinate and yCoordinate data members of point class else display the message that wrong input was entered.
  • Also inside the else part use call clear function of clear the failbit.
  • Define overloaded extraction operator>>. Inside the definition use ignore function to ignore the first bracket, then read the first interger value , then again use ignore to ignore the comma and extra space, next read the ycoordinatevalue and finally use ignore to skip the last closing bracket.

Program Description: To implement the overloaded insertion and extraction functions of class point in file point.cpp.

c.

Program Plan Intro

Program Plan:

  • Include header file point.h
  • Declare a variable A of type Point.
  • Use cin statement to read the value of point in variable A.
  • Use cout statement to display the value of variable A if correct value was entered.

Program Description: To write a driver program to test the Point class.

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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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