Starting Out with C++ from Control Structures to Objects (9th Edition)
9th Edition
ISBN: 9780134498379
Author: Tony Gaddis
Publisher: PEARSON
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Chapter 4, Problem 28RQE
Program Description Answer
The case statement must be an “integer” and constant” expression.
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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)…
Chapter 4 Solutions
Starting Out with C++ from Control Structures to Objects (9th Edition)
Ch. 4.1 - Prob. 4.1CPCh. 4.1 - Indicate whether the following statements about...Ch. 4.1 - Prob. 4.3CPCh. 4.1 - Prob. 4.4CPCh. 4.2 - Write an if statement that performs the following...Ch. 4.2 - Write an if statement that performs the following...Ch. 4.2 - Write an if statement that multiplies payRate by...Ch. 4.2 - True or False: Both of the following i f...Ch. 4.2 - True or false: Both of the following if statements...Ch. 4.3 - Write an if statement that performs the following...
Ch. 4.3 - The following code segment is syntactically...Ch. 4.4 - True or false: The following if/else statements...Ch. 4.4 - Write an if/else statement that assigns 1 to x if...Ch. 4.4 - Write an if/else statement that assigns 0.10 to...Ch. 4.5 - If you executed the following code, what would it...Ch. 4.6 - What will the following code display? int funny =...Ch. 4.6 - The following code is used in a bookstore program...Ch. 4.9 - Prob. 4.18CPCh. 4.9 - Assume the variables a = 2, b = 4, and c = 6....Ch. 4.9 - Write an if statement that prints the message The...Ch. 4.9 - Write an if statement that prints the message The...Ch. 4.12 - Prob. 4.22CPCh. 4.12 - Indicate whether each of the following relational...Ch. 4.13 - Rewrite the following if/else statements as...Ch. 4.13 - The following statements use conditional...Ch. 4.13 - Prob. 4.26CPCh. 4.14 - Explain why you cannot convert the following if...Ch. 4.14 - What is wrong with the following switch statement?...Ch. 4.14 - What will the following program display? #include...Ch. 4.14 - Complete the following program skeleton by writing...Ch. 4.14 - Rewrite the following program. Use a switch...Ch. 4 - Describe the difference between the if /else if...Ch. 4 - In an if/else if statement, what is the purpose of...Ch. 4 - What is a flag and how does it work?Ch. 4 - Can an if statement test expressions other than...Ch. 4 - Briefly describe how the operator works.Ch. 4 - Briefly describe how the | | operator works.Ch. 4 - Why are the relational operators called...Ch. 4 - Why do most programmers indent the conditionally...Ch. 4 - An expression using the greater-than, less-than,...Ch. 4 - A relational expression is either ______ or...Ch. 4 - Prob. 11RQECh. 4 - The if statement regards an expression with the...Ch. 4 - The if statement regards an expression with a...Ch. 4 - For an if statement to conditionally execute a...Ch. 4 - In an if/else statement, the if part executes its...Ch. 4 - The trailing else in an if/else if statement has a...Ch. 4 - The if/else if statement is actually a form of the...Ch. 4 - If the subexpression on the left of the _________...Ch. 4 - If the subexpression on the left of the __________...Ch. 4 - The ________ logical operator has higher...Ch. 4 - The logical operators have _________...Ch. 4 - The _________ logical operator works best when...Ch. 4 - The __________ logical operator works best when...Ch. 4 - A variable with _________ scope is only visible...Ch. 4 - Prob. 25RQECh. 4 - An expression using the conditional operator is...Ch. 4 - The expression that is tested by a switch...Ch. 4 - Prob. 28RQECh. 4 - A program will fall through a case section if it...Ch. 4 - What value will be stored in the variable t after...Ch. 4 - Write an if statement that assigns 100 to x when y...Ch. 4 - Write an if/else statement that assigns 0 to x...Ch. 4 - Using the following chart, write an if/else if...Ch. 4 - Write an if statement that sets the variable hours...Ch. 4 - Write nested if statements that perform the...Ch. 4 - Write an if statement that prints the message The...Ch. 4 - Write an if statement that prints the message The...Ch. 4 - Write an if statement that prints the message The...Ch. 4 - Assume str1 and str2 are string objects that have...Ch. 4 - Convert the following if/else if statement into a...Ch. 4 - Match the conditional expression with the if /else...Ch. 4 - T F The = operator and the == operator perform the...Ch. 4 - Prob. 43RQECh. 4 - T F A conditionally executed statement should be...Ch. 4 - T F All lines in a block should be indented one...Ch. 4 - T F Its safe to assume that all uninitialized...Ch. 4 - T F When an if statement is nested in the if part...Ch. 4 - T F When an if statement is nested in the el se...Ch. 4 - T F The scope of a variable is limited to the...Ch. 4 - T F You can use the relational operators to...Ch. 4 - T F x ! = y is the same as (x y || x y)Ch. 4 - T F y x is the same as x = yCh. 4 - T F x = y is the same as (x y x = y)Ch. 4 - T F x == 5 || y 3Ch. 4 - T F 7 = x z 4Ch. 4 - T F 2 != y z != 4Ch. 4 - T F x = 0 || x = yCh. 4 - Each of the following programs has errors. Find as...Ch. 4 - // This program divides a user-supplied number by...Ch. 4 - // This program uses an if/else if statement to...Ch. 4 - // This program uses a switch-case statement to...Ch. 4 - The following statement should determine if x is...Ch. 4 - The following statement should determine if count...Ch. 4 - The following statement should determine if count...Ch. 4 - The following statement should assign 0 to z if a...Ch. 4 - Minimum/Maximum Write a program that asks the user...Ch. 4 - Roman Numeral Converter Write a program that asks...Ch. 4 - Magic Dates The date June 10, 1960 is special...Ch. 4 - Areas of Rectangles The area of a rectangle is the...Ch. 4 - Body Mass Index Write a program that calculates...Ch. 4 - Mass and Weight Scientists measure an objects mass...Ch. 4 - Time Calculator Write a program that asks the user...Ch. 4 - Color Mixer The colors red, blue, and yellow are...Ch. 4 - Change for a Dollar Game Create a change-counting...Ch. 4 - Days in a Month Write a program that asks the user...Ch. 4 - Math Tutor This is a modification of Programming...Ch. 4 - Software Sales A software company sells a package...Ch. 4 - Book Club Points Serendipity Booksellers has a...Ch. 4 - Bank Charges A bank charges 10 per month plus the...Ch. 4 - Shipping Charges The Fast Freight Shipping Company...Ch. 4 - Running the Race Write a program that asks for the...Ch. 4 - Personal Best Write a program that asks for the...Ch. 4 - Fat Gram Calculator Write a program that asks for...Ch. 4 - Spectral Analysis If a scientist knows the...Ch. 4 - Prob. 20PCCh. 4 - The Speed of Sound in Gases When sound travels...Ch. 4 - Freezing and Boiling Points The following table...Ch. 4 - Prob. 23PCCh. 4 - Long-Distance Calls A long-distance carrier...Ch. 4 - Mobile Service Provider A mobile phone service...Ch. 4 - Mobile Service Provider, Part 2 Modify the Program...Ch. 4 - Wi-Fi Diagnostic Tree Figure 4-11 shows a...Ch. 4 - Restaurant Selector You have a group of friends...
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- 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…arrow_forwardThe 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 (missing values vs. missing labels), they should not be combined in the same diagram. Instead, create two separate diagrams for clarity. For reference, I will attach a second image…arrow_forwardNote : please avoid using AI answer the question by carefully reading it and provide a clear and concise solutionHere is a clear background and explanation of the full method, including what each part is doing and why. Background & Motivation Missing values: Some input features (sensor channels) are missing for some samples due to sensor failure or corruption. Missing labels: Not all samples have a ground-truth RUL value. For example, data collected during normal operation is often unlabeled. Most traditional deep learning models require complete data and full labels. But in our case, both are incomplete. If we try to train a model directly, it will either fail to learn properly or discard valuable data. What We Are Doing: Overview We solve this using a Teacher–Student knowledge distillation framework: We train a Teacher model on a clean and complete dataset where both inputs and labels are available. We then use that Teacher to teach two separate Student models: Student A learns…arrow_forward
- Here is a clear background and explanation of the full method, including what each part is doing and why. Background & Motivation Missing values: Some input features (sensor channels) are missing for some samples due to sensor failure or corruption. Missing labels: Not all samples have a ground-truth RUL value. For example, data collected during normal operation is often unlabeled. Most traditional deep learning models require complete data and full labels. But in our case, both are incomplete. If we try to train a model directly, it will either fail to learn properly or discard valuable data. What We Are Doing: Overview We solve this using a Teacher–Student knowledge distillation framework: We train a Teacher model on a clean and complete dataset where both inputs and labels are available. We then use that Teacher to teach two separate Student models: Student A learns from incomplete input (some sensor values missing). Student B learns from incomplete labels (RUL labels missing…arrow_forwardhere is a diagram code : graph LR subgraph Inputs [Inputs] A[Input C (Complete Data)] --> TeacherModel B[Input M (Missing Data)] --> StudentA A --> StudentB end subgraph TeacherModel [Teacher Model (Pretrained)] C[Transformer Encoder T] --> D{Teacher Prediction y_t} C --> E[Internal Features f_t] end subgraph StudentA [Student Model A (Trainable - Handles Missing Input)] F[Transformer Encoder S_A] --> G{Student A Prediction y_s^A} B --> F end subgraph StudentB [Student Model B (Trainable - Handles Missing Labels)] H[Transformer Encoder S_B] --> I{Student B Prediction y_s^B} A --> H end subgraph GroundTruth [Ground Truth RUL (Partial Labels)] J[RUL Labels] end subgraph KnowledgeDistillationA [Knowledge Distillation Block for Student A] K[Prediction Distillation Loss (y_s^A vs y_t)] L[Feature Alignment Loss (f_s^A vs f_t)] D -- Prediction Guidance --> K E -- Feature Guidance --> L G --> K F --> L J -- Supervised Guidance (if available) --> G K…arrow_forwarddetails explanation and background We solve this using a Teacher–Student knowledge distillation framework: We train a Teacher model on a clean and complete dataset where both inputs and labels are available. We then use that Teacher to teach two separate Student models: Student A learns from incomplete input (some sensor values missing). Student B learns from incomplete labels (RUL labels missing for some samples). We use knowledge distillation to guide both students, even when labels are missing. Why We Use Two Students Student A handles Missing Input Features: It receives input with some features masked out. Since it cannot see the full input, we help it by transferring internal features (feature distillation) and predictions from the teacher. Student B handles Missing RUL Labels: It receives full input but does not always have a ground-truth RUL label. We guide it using the predictions of the teacher model (prediction distillation). Using two students allows each to specialize in…arrow_forward
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