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 7, Problem 37RQE
To store a value in a
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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…
Why I need ?
Chapter 7 Solutions
Starting Out with C++ from Control Structures to Objects (9th Edition)
Ch. 7.3 - Define the following arrays: A) empNums, a...Ch. 7.3 - Prob. 7.2CPCh. 7.3 - Prob. 7.3CPCh. 7.3 - Prob. 7.4CPCh. 7.3 - What is array bounds checking? Does C++ perform...Ch. 7.3 - What is the output of the following code? int...Ch. 7.3 - The following program skeleton contains a...Ch. 7.3 - Define the following arrays: A) ages, a 10-element...Ch. 7.3 - Is each of the following a valid or invalid array...Ch. 7.6 - Given the following array definition: int values[]...
Ch. 7.6 - Given the following array definition: int nums[5]...Ch. 7.6 - Prob. 7.12CPCh. 7.6 - What is the output of the following code? (You may...Ch. 7.7 - Prob. 7.14CPCh. 7.7 - Prob. 7.15CPCh. 7.7 - When used as function arguments, are arrays passed...Ch. 7.7 - What is the output of the following program? (You...Ch. 7.7 - The following program skeleton, when completed,...Ch. 7.9 - Prob. 7.19CPCh. 7.9 - How many elements are in the following array?...Ch. 7.9 - Write a statement that assigns the value 56893.12...Ch. 7.9 - Prob. 7.22CPCh. 7.9 - Prob. 7.23CPCh. 7.9 - Fill in the table below so that it shows the...Ch. 7.9 - Write a function called displayArray7. The...Ch. 7.9 - A video rental store keeps DVDs on 50 racks with...Ch. 7.11 - Prob. 7.27CPCh. 7.11 - Write a definition statement for a vector named...Ch. 7.11 - Prob. 7.29CPCh. 7.11 - Write a definition statement for a vector named...Ch. 7.11 - Prob. 7.31CPCh. 7.11 - snakes is a vector of doubles, with 10 elements....Ch. 7 - Prob. 1RQECh. 7 - Look at the following array definition: int...Ch. 7 - Why should a function that accepts an array as an...Ch. 7 - Prob. 4RQECh. 7 - Prob. 5RQECh. 7 - Prob. 6RQECh. 7 - Prob. 7RQECh. 7 - Assuming that numbers is an array of doubles, will...Ch. 7 - Prob. 9RQECh. 7 - Prob. 10RQECh. 7 - How do you establish a parallel relationship...Ch. 7 - Prob. 12RQECh. 7 - When writing a function that accepts a...Ch. 7 - What advantages does a vector offer over an array?Ch. 7 - Prob. 15RQECh. 7 - The size declarator must be a(n) ________ with a...Ch. 7 - Prob. 17RQECh. 7 - Prob. 18RQECh. 7 - The number inside the brackets of an array...Ch. 7 - C++ has no array ________ checking, which means...Ch. 7 - Starting values for an array may be specified with...Ch. 7 - If an array is partially initialized, the...Ch. 7 - If the size declarator of an array definition is...Ch. 7 - By using the same _________ for multiple arrays,...Ch. 7 - Prob. 25RQECh. 7 - Prob. 26RQECh. 7 - To pass an array to a function, pass the ________...Ch. 7 - A(n) _______ array is like several arrays of the...Ch. 7 - Its best to think of a two-dimensional array as...Ch. 7 - Prob. 30RQECh. 7 - Prob. 31RQECh. 7 - When a two-dimensional array is passed to a...Ch. 7 - The ________________ is a collection of...Ch. 7 - The two types of containers defined by the STL are...Ch. 7 - The vector data type is a(n) ____________...Ch. 7 - Prob. 36RQECh. 7 - To store a value in a vector that docs nor have a...Ch. 7 - To determine the number of elements in a vector,...Ch. 7 - Use the _______________ member function to remove...Ch. 7 - To completely clear the contents of a vector, use...Ch. 7 - Prob. 41RQECh. 7 - Prob. 42RQECh. 7 - In a program, you need to store the identification...Ch. 7 - Prob. 44RQECh. 7 - In a program, you need to store the populations of...Ch. 7 - The following code totals the values in two...Ch. 7 - Prob. 47RQECh. 7 - Prob. 48RQECh. 7 - Prob. 49RQECh. 7 - Prob. 50RQECh. 7 - Prob. 51RQECh. 7 - T F The individual elements of an array are...Ch. 7 - T F The first element in an array is accessed by...Ch. 7 - Prob. 54RQECh. 7 - Prob. 55RQECh. 7 - T F Subscript numbers may be stored in variables.Ch. 7 - T F You can write programs that use invalid...Ch. 7 - Prob. 58RQECh. 7 - T F The values in an initialization list are...Ch. 7 - T F C++ allows you to partially initialize an...Ch. 7 - T F If an array is partially initialized, the...Ch. 7 - T F If you leave an element uninitialized, you do...Ch. 7 - T F If you leave out the size declarator of an...Ch. 7 - T F The uninitialized elements of a string array...Ch. 7 - T F You cannot use the assignment operator to copy...Ch. 7 - Prob. 66RQECh. 7 - T F To pass an array to a function, pass the name...Ch. 7 - T F When defining a parameter variable to hold a...Ch. 7 - T F When an array is passed to a function, the...Ch. 7 - T F A two-dimensional array is like several...Ch. 7 - T F Its best to think of two-dimensional arrays as...Ch. 7 - T F The first size declarator (in the declaration...Ch. 7 - T F Two-dimensional arrays may be passed to...Ch. 7 - T F C++ allows you to create arrays with three or...Ch. 7 - Prob. 75RQECh. 7 - T F To use a vector, you must include the vector...Ch. 7 - T F vectors can report the number of elements they...Ch. 7 - T F You can use the [ ] operator to insert a value...Ch. 7 - T F If you add a value to a vector that is already...Ch. 7 - int sixe; double values [size];Ch. 7 - Prob. 81RQECh. 7 - Prob. 82RQECh. 7 - Prob. 83RQECh. 7 - int numbers[8] ={1,2, , ,4, , 5};Ch. 7 - float ratings[] ;Ch. 7 - Prob. 86RQECh. 7 - Prob. 87RQECh. 7 - Prob. 88RQECh. 7 - void showValues(int nums [4][]) { For (rows = 0;...Ch. 7 - Prob. 90RQECh. 7 - Largest/Smallest Array Values Write a program that...Ch. 7 - Rainfall Statistics Write a program that lets the...Ch. 7 - Chips and Salsa Write a program that lets a maker...Ch. 7 - Larger than n In a program, write a function that...Ch. 7 - Monkey Business A local zoo wants to keep track of...Ch. 7 - Rain or Shine An amateur meteorologist wants to...Ch. 7 - Number Analysis Program Write a program that asks...Ch. 7 - Lo Shu Magic Square The Lo Shu Magic Square is a...Ch. 7 - Payroll Write a program that uses the following...Ch. 7 - Drivers License Exam The local Drivers License...Ch. 7 - Prob. 11PCCh. 7 - Grade Book A teacher has five students who have...Ch. 7 - Grade Book Modification Modify the grade book...Ch. 7 - Lottery Application Write a program that simulates...Ch. 7 - vector Modification Modify the National Commerce...Ch. 7 - World Series Champions If you have downloaded this...Ch. 7 - Name Search If you have downloaded this books...Ch. 7 - Tic-Tac-Toe Game Write a program that allows two...Ch. 7 - 2D Array Operations Write a program that creates a...Ch. 7 - Prob. 22PC
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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 -->…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
- 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
- here 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_forwardWe 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_forward
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