Starting Out with C++: Early Objects
8th Edition
ISBN: 9780133360929
Author: Tony Gaddis, Judy Walters, Godfrey Muganda
Publisher: Addison-Wesley
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Textbook Question
Chapter 6.8, Problem 6.12CP
Write a header for a function named distance. The function should return a double and have two double parameters: rate and time.
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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…
Chapter 6 Solutions
Starting Out with C++: Early Objects
Ch. 6.2 - Prob. 6.1CPCh. 6.2 - Prob. 6.2CPCh. 6.2 - Prob. 6.3CPCh. 6.2 - Prob. 6.4CPCh. 6.5 - Indicate which of the following is the function...Ch. 6.5 - Prob. 6.6CPCh. 6.5 - Prob. 6.7CPCh. 6.5 - Prob. 6.8CPCh. 6.5 - What is the output of the following program?...Ch. 6.5 - The following program skeleton asks for the number...
Ch. 6.8 - How many return values may a function have?Ch. 6.8 - Write a header for a function named distance. The...Ch. 6.8 - Write a header for a function named days. The...Ch. 6.8 - Prob. 6.14CPCh. 6.8 - Write a header for a function named lightYears....Ch. 6.11 - What is the difference between a static local...Ch. 6.11 - Prob. 6.17CPCh. 6.11 - Prob. 6.18CPCh. 6.13 - Prob. 6.19CPCh. 6.13 - Write the prototype and header for a function...Ch. 6.13 - Write the prototype and header for a function...Ch. 6.13 - What is the output of the following program?...Ch. 6.13 - The following program asks the user to enter two...Ch. 6.15 - Is it required that overloaded functions have...Ch. 6.15 - What is the output of the following program code?...Ch. 6.15 - What is the output of the following program code?...Ch. 6 - The ____ is the part of a function definition that...Ch. 6 - If a function doesnt return a value, the word...Ch. 6 - If function showValue has the following header:...Ch. 6 - Either a functions ____ or its ____ must precede...Ch. 6 - Values that are sent into a function are called...Ch. 6 - Special variables that hold copies of function...Ch. 6 - When only a copy of an argument is passed to a...Ch. 6 - A(n)_____ eliminates the need to place a function...Ch. 6 - A(n)_____ variable is defined inside a function...Ch. 6 - ____ variables are defined outside all functions...Ch. 6 - _____ variables provide an easy way to share large...Ch. 6 - Unless you explicitly initialize numeric global...Ch. 6 - If a function has a local variable with the same...Ch. 6 - ______ local variables retain their value between...Ch. 6 - The _____ statement causes a function to end...Ch. 6 - ______ arguments are passed to parameters...Ch. 6 - When a function uses a mixture of parameters with...Ch. 6 - Prob. 18RQECh. 6 - When used as parameters, _______ variables allow a...Ch. 6 - Reference variables are defined like regular...Ch. 6 - Reference variables allow arguments to be passed...Ch. 6 - The ________ function causes a program to...Ch. 6 - Two or more functions may have the same name, as...Ch. 6 - What is the advantage of breaking your...Ch. 6 - What is the difference between an argument and a...Ch. 6 - When a function accepts multiple arguments, does...Ch. 6 - What does it mean to overload a function?Ch. 6 - If you are writing a function that accepts an...Ch. 6 - Give an example of where an argument should he...Ch. 6 - How do you return a value from a function?Ch. 6 - Prob. 31RQECh. 6 - Prob. 32RQECh. 6 - The following statement calls a function named...Ch. 6 - A program contains the following function, int...Ch. 6 - Write a function, named timesTen, that accepts an...Ch. 6 - A program contains the following function. void...Ch. 6 - Write a function named getNumber, which uses a...Ch. 6 - Write a function named biggest that receives three...Ch. 6 - Prob. 39RQECh. 6 - Markup Write a program that asks the user to enter...Ch. 6 - Celsius Temperature Table The formula for...Ch. 6 - Falling Distance The following formula can be used...Ch. 6 - Kinetic Energy In physics, an object that is in...Ch. 6 - Winning Division Write a program that determines...Ch. 6 - Prob. 6PCCh. 6 - Lowest Score Drop Write a program that calculates...Ch. 6 - Star Search A particular talent competition has...Ch. 6 - isPrime Function A prime number is an integer...Ch. 6 - Present Value Suppose you want to deposit a...Ch. 6 - Stock Profit The profit from the sale of a stock...Ch. 6 - Multiple Stock Sales Use the function that you...Ch. 6 - Order Status The Middletown Wholesale Copper Wire...Ch. 6 - Overloaded Hospital Write a program that computes...Ch. 6 - Population In a population, the birth rate is the...Ch. 6 - Transient Population Modify Programming Challenge...Ch. 6 - Using FilesHospital Report Modify Programming...Ch. 6 - Group Project 20. Using FilesTravel Expenses This...
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- 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 (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_forwardHere 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_forward
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