Starting Out with Programming Logic and Design (4th Edition)
4th Edition
ISBN: 9780133985078
Author: Tony Gaddis
Publisher: PEARSON
expand_more
expand_more
format_list_bulleted
Concept explainers
Question
Chapter 3, Problem 7SA
Program Plan Intro
Global Variable:
- It is a variable that is generated outside a module.
- This global variable can be accessed from anywhere within a
program .
Scope of a global variable:
- Scope is nothing but the accessibility of a variable. A variable is visible to the statements present in the variable’s scope.
- It is possible to access the global variable outside the module and also by other modules.
Expert Solution & Answer
Trending nowThis is a popular solution!
Students have asked these similar questions
I need help to solve the following, thank you
reminder it an exercice not a grading work
GETTING STARTED
Open the file SC_EX19_EOM2-1_FirstLastNamexlsx, available for download from the SAM website.
Save the file as SC_EX19_EOM2-1_FirstLastNamexlsx by changing the “1” to a “2”.
If you do not see the .xlsx file extension in the Save As dialog box, do not type it. The program will add the file extension for you automatically.
With the file SC_EX19_EOM2-1_FirstLastNamexlsx still open, ensure that your first and last name is displayed in cell B6 of the Documentation sheet.
If cell B6 does not display your name, delete the file and download a new copy from the SAM website.
Brad Kauffman is the senior director of projects for Rivera Engineering in Miami, Florida. The company performs engineering projects for public utilities and energy companies. Brad has started to create an Excel workbook to track estimated and actual hours and billing amounts for each project. He asks you to format the workbook to make the…
Need help completing this algorithm here in coding! 2
Chapter 3 Solutions
Starting Out with Programming Logic and Design (4th Edition)
Ch. 3.1 - What is a module?Ch. 3.1 - Prob. 3.2CPCh. 3.1 - Prob. 3.3CPCh. 3.1 - Prob. 3.4CPCh. 3.1 - Prob. 3.5CPCh. 3.2 - In most languages, a module definition has what...Ch. 3.2 - Prob. 3.7CPCh. 3.2 - Prob. 3.8CPCh. 3.2 - Prob. 3.9CPCh. 3.3 - What is a local variable? How is access to a local...
Ch. 3.3 - What is a variables scope?Ch. 3.3 - Prob. 3.12CPCh. 3.3 - Prob. 3.13CPCh. 3.4 - Prob. 3.14CPCh. 3.4 - What are the variables that receive pieces of data...Ch. 3.4 - Prob. 3.16CPCh. 3.4 - Prob. 3.17CPCh. 3.4 - Prob. 3.18CPCh. 3.5 - What is the scope of a global variable?Ch. 3.5 - Give one good reason that you should not use...Ch. 3.5 - Prob. 3.21CPCh. 3 - A group of statements that exist within a program...Ch. 3 - Prob. 2MCCh. 3 - The first line of a module definition is known as...Ch. 3 - Prob. 4MCCh. 3 - Prob. 5MCCh. 3 - A design technique that programmers use to break...Ch. 3 - Prob. 7MCCh. 3 - A _____ is a variable that is declared inside a...Ch. 3 - A(n) ____ is the part of a program in which a...Ch. 3 - A(n) ____ is a piece of data that is sent into a...Ch. 3 - A(n) ____ is a special variable that receives a...Ch. 3 - When _____, only a copy of the argument's value is...Ch. 3 - When ____, the module can modify the argument in...Ch. 3 - A variable that is visible to every module in the...Ch. 3 - When possible, you should avoid using _____...Ch. 3 - The phrase divide and conquer means that all of...Ch. 3 - Prob. 2TFCh. 3 - Module names should be as short as possible.Ch. 3 - Prob. 4TFCh. 3 - A flowchart shows the hierarchical relationships...Ch. 3 - Prob. 6TFCh. 3 - A statement in one module can access a local...Ch. 3 - In most programming languages, you cannot have two...Ch. 3 - Programming languages typically require that...Ch. 3 - Most languages do not allow you to write modules...Ch. 3 - When an argument is passed by reference, the...Ch. 3 - Prob. 12TFCh. 3 - Prob. 1SACh. 3 - Prob. 2SACh. 3 - Prob. 3SACh. 3 - What is a local variable? What statements are able...Ch. 3 - In most languages, where does a local variables...Ch. 3 - What is the difference between passing an argument...Ch. 3 - Prob. 7SACh. 3 - Design a module named timesTen. The module should...Ch. 3 - Examine the following pseudocode module header,...Ch. 3 - Look at the following pseudocode module header:...Ch. 3 - Assume that a pseudocode program contains the...Ch. 3 - Design a module named getNumber, which uses a...Ch. 3 - What will the following pseudocode program...Ch. 3 - What will the following pseudocode program...Ch. 3 - Find the error in the following pseudocode. Module...Ch. 3 - Find the error in the following pseudocode. Module...Ch. 3 - Find the potential error in the following...Ch. 3 - Prob. 4DECh. 3 - Kilometer Converter Design a modular program that...Ch. 3 - Prob. 2PECh. 3 - How Much Insurance? Many financial experts advise...Ch. 3 - Prob. 4PECh. 3 - Prob. 5PECh. 3 - Prob. 6PECh. 3 - Calories from Fat and Carbohydrates A nutritionist...Ch. 3 - Prob. 8PECh. 3 - Prob. 9PECh. 3 - Monthly Sales Tax A retail company must file a...Ch. 3 - Prob. 11PE
Knowledge Booster
Learn more about
Need a deep-dive on the concept behind this application? Look no further. Learn more about this topic, computer-science and related others by exploring similar questions and additional content below.Similar questions
- 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 .arrow_forwardPlease 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…arrow_forwardWhy I need ?arrow_forward
- 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
arrow_back_ios
SEE MORE QUESTIONS
arrow_forward_ios
Recommended textbooks for you
C++ for Engineers and ScientistsComputer ScienceISBN:9781133187844Author:Bronson, Gary J.Publisher:Course Technology Ptr
Programming Logic & Design ComprehensiveComputer ScienceISBN:9781337669405Author:FARRELLPublisher:Cengage
EBK JAVA PROGRAMMINGComputer ScienceISBN:9781337671385Author:FARRELLPublisher:CENGAGE LEARNING - CONSIGNMENT
Programming with Microsoft Visual Basic 2017Computer ScienceISBN:9781337102124Author:Diane ZakPublisher:Cengage Learning
Microsoft Visual C#Computer ScienceISBN:9781337102100Author:Joyce, Farrell.Publisher:Cengage Learning,
C++ Programming: From Problem Analysis to Program...Computer ScienceISBN:9781337102087Author:D. S. MalikPublisher:Cengage Learning
C++ for Engineers and Scientists
Computer Science
ISBN:9781133187844
Author:Bronson, Gary J.
Publisher:Course Technology Ptr
Programming Logic & Design Comprehensive
Computer Science
ISBN:9781337669405
Author:FARRELL
Publisher:Cengage
EBK JAVA PROGRAMMING
Computer Science
ISBN:9781337671385
Author:FARRELL
Publisher:CENGAGE LEARNING - CONSIGNMENT
Programming with Microsoft Visual Basic 2017
Computer Science
ISBN:9781337102124
Author:Diane Zak
Publisher:Cengage Learning
Microsoft Visual C#
Computer Science
ISBN:9781337102100
Author:Joyce, Farrell.
Publisher:Cengage Learning,
C++ Programming: From Problem Analysis to Program...
Computer Science
ISBN:9781337102087
Author:D. S. Malik
Publisher:Cengage Learning