Starting Out with Programming Logic and Design (5th Edition) (What's New in Computer Science)
5th Edition
ISBN: 9780134801155
Author: Tony Gaddis
Publisher: PEARSON
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Textbook Question
Chapter 5, Problem 4AW
Design a loop that asks the user to enter a number. The loop should iterate 10 times and keep a running total of the numbers entered.
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Need help with coding in this in python!
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…
Chapter 5 Solutions
Starting Out with Programming Logic and Design (5th Edition) (What's New in Computer Science)
Ch. 5.1 - What is a repetition structure?Ch. 5.1 - What is a condition-controlled loop?Ch. 5.1 - What is a count-controlled loop?Ch. 5.2 - What is a loop iteration?Ch. 5.2 - What is the difference between a pretest loop and...Ch. 5.2 - Does the While loop test its condition before or...Ch. 5.2 - Does the Do-While loop test its condition before...Ch. 5.2 - What is an infinite loop?Ch. 5.2 - What is the difference between a Do-While loop and...Ch. 5.3 - What is a counter variable?
Ch. 5.3 - What three actions do count-controlled loops...Ch. 5.3 - When you increment a variable, what are you doing?...Ch. 5.3 - Look at the following pseudocode. If it were a...Ch. 5.3 - Prob. 5.14CPCh. 5.3 - Look at the following pseudocode. If it were a...Ch. 5.3 - Look at the following pseudocode. If it were a...Ch. 5.3 - Look at the following pseudocode. If it were a...Ch. 5.3 - Look at the following pseudocode. If it were a...Ch. 5.4 - A program that calculates the total of a series of...Ch. 5.4 - Prob. 5.20CPCh. 5.4 - Should an accumulator be initialized to any...Ch. 5.4 - Look at the following pseudocode. If it were a...Ch. 5.4 - Look at the following pseudocode. If it were a...Ch. 5.5 - Prob. 5.24CPCh. 5.5 - Why should you take care to choose a unique value...Ch. 5 - A ______ controlled loop uses a true/false...Ch. 5 - A ______ controlled loop repeats a specific number...Ch. 5 - Each repetition of a loop is known as a(n) ______....Ch. 5 - The Whi1e loop is a ______ type of loop. a....Ch. 5 - The Do-Whi1e loop is a ______ type of loop. a....Ch. 5 - The For loop is a ______ type of loop. a. pretest...Ch. 5 - A(n) ______ loop has no way of ending and repeats...Ch. 5 - A _______ loop always executes at least once. a....Ch. 5 - Prob. 9MCCh. 5 - A(n) ______ is a special value that signals when...Ch. 5 - A condition-controlled loop always repeats a...Ch. 5 - The While loop is a pretest loop.Ch. 5 - The Do-While loop is a pretest loop.Ch. 5 - You should not write code that modifies the...Ch. 5 - You cannot display the contents of the counter...Ch. 5 - Prob. 6TFCh. 5 - The following statement decrements the variable x:...Ch. 5 - It is not necessary to initialize accumulator...Ch. 5 - In a nested loop, the inner loop goes through all...Ch. 5 - To calculate the total number of iterations of a...Ch. 5 - Why should you indent the statements in the body...Ch. 5 - Describe the difference between pretest loops and...Ch. 5 - What is a condition-controlled loop?Ch. 5 - What is a count-controlled loop?Ch. 5 - What three actions do count-controlled loops...Ch. 5 - What is an infinite loop? Write the code for an...Ch. 5 - A For loop looks like what other loop in a...Ch. 5 - Why is it critical that accumulator variables are...Ch. 5 - What is the advantage of using a sentinel?Ch. 5 - Prob. 10SACh. 5 - Design a Whi1e loop that lets the user enter a...Ch. 5 - Design a Do-Whi1e loop that asks the user to enter...Ch. 5 - Design a For loop that displays the following set...Ch. 5 - Design a loop that asks the user to enter a...Ch. 5 - Design a For loop that calculates the total of the...Ch. 5 - Design a nested loop that displays 10 rows of #...Ch. 5 - Convert the Whi1e loop in the following code to a...Ch. 5 - Convert the Do-Whi1e loop in the following code to...Ch. 5 - Convert the following Whi1e loop to a For loop:...Ch. 5 - Convert the following For loop to a Whi1e loop:...Ch. 5 - Find the error in the following pseudocode....Ch. 5 - The programmer intended the following pseudocode...Ch. 5 - The programmer intended the following pseudocode...Ch. 5 - Bug Collector A bug collector collects bugs every...Ch. 5 - Calories Burned Running on a particular treadmill...Ch. 5 - Budget Analysis Design a program that asks the...Ch. 5 - Sum of Numbers Design a program with a loop that...Ch. 5 - Tuition Increase At one college, the tuition for a...Ch. 5 - Distance Traveled The distance a vehicle travels...Ch. 5 - Average Rainfall Design a program that uses nested...Ch. 5 - Celsius to Fahrenheit Table Design a program that...Ch. 5 - Pennies for Pay Design a program that calculates...Ch. 5 - Largest and Smallest Design a program with a loop...Ch. 5 - First and Last Design a program that asks the user...Ch. 5 - Calculating the Factorial of a Number In...Ch. 5 - Multiplication Table Design a program that uses...
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- Why I need ?arrow_forwardHere 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_forward
- 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
- We are doing a custom JSTL custom tag to make display page to access a tag handler. Write two custom tags: 1) A single tag which prints a number (from 0-99) as words. Ex: <abc:numAsWords val="32"/> --> produces: thirty-two 2) A paired tag which puts the body in a DIV with our team colors. Ex: <abc:teamColors school="gophers" reverse="true"> <p>Big game today</p> <p>Bring your lucky hat</p> <-- these will be green text on blue background </abc:teamColors> Details: The attribute for numAsWords will be just val, from 0 to 99 - spelling, etc... isn't important here. Print "twenty-six" or "Twenty six" ... . Attributes for teamColors are: school, a "required" string, and reversed, a non-required boolean. - pick any four schools. I picked gophers, cyclones, hawkeyes and cornhuskers - each school has two colors. Pick whatever seems best. For oine I picked "cyclones" and red text on a gold body - if…arrow_forwardI want a database on MySQL to analyze blood disease analyses with a selection of all its commands, with an ER drawing, and a complete chart for normalization. I want them completely.arrow_forwardAssignment Instructions: You are tasked with developing a program to use city data from an online database and generate a city details report. 1) Create a new Project in Eclipse called "HW7". 2) Create a class "City.java" in the project and implement the UML diagram shown below and add comments to your program. 3) The logic for the method "getCityCategory" of City Class is below: a. If the population of a city is greater than 10000000, then the method returns "MEGA" b. If the population of a city is greater than 1000000 and less than 10000000, then the method returns "LARGE" c. If the population of a city is greater than 100000 and less than 1000000, then the method returns "MEDIUM" d. If the population of a city is below 100000, then the method returns "SMALL" 4) You should create another new Java program inside the project. Name the program as "xxxx_program.java”, where xxxx is your Kean username. 3) Implement the following methods inside the xxxx_program program The main method…arrow_forward
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