Problem Solving with C++ (10th Edition)
10th Edition
ISBN: 9780134448282
Author: Walter Savitch, Kenrick Mock
Publisher: PEARSON
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Textbook Question
Chapter 8, Problem 6PP
Write a
Input:
My userID is john17 and my 4 digit pin is 1234 which is secret.
Output:
My userID is john17 and my x digit pin is xxxx which is secret.
Note that if a digit is part of a word, then the digit is not changed to an ‘x’. For example, note that john17 is NOT changed to johnxx. Include a loop that allows the user to repeat this calculation again until the user says she or he wants to end the program.
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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 8 Solutions
Problem Solving with C++ (10th Edition)
Ch. 8.1 - Prob. 1STECh. 8.1 - What C string will be stored in singingString...Ch. 8.1 - What (if anything) is wrong with the following...Ch. 8.1 - Suppose the function strlen (which returns the...Ch. 8.1 - Prob. 5STECh. 8.1 - How many characters are in each of the following...Ch. 8.1 - Prob. 7STECh. 8.1 - Given the following declaration and initialization...Ch. 8.1 - Given the declaration of a C-string variable,...Ch. 8.1 - Write code using a library function to copy the...
Ch. 8.1 - What string will be output when this code is run?...Ch. 8.1 - Prob. 12STECh. 8.1 - Consider the following code (and assume it is...Ch. 8.1 - Consider the following code (and assume it is...Ch. 8.2 - Consider the following code (and assume that it is...Ch. 8.2 - Prob. 16STECh. 8.2 - Consider the following code: string s1, s2...Ch. 8.2 - What is the output produced by the following code?...Ch. 8.3 - Is the following program legal? If so, what is the...Ch. 8.3 - What is the difference between the size and the...Ch. 8 - Create a C-string variable that contains a name,...Ch. 8 - Prob. 2PCh. 8 - Write a program that inputs a first and last name,...Ch. 8 - Write a function named firstLast2 that takes as...Ch. 8 - Write a function named swapFrontBack that takes as...Ch. 8 - Prob. 6PCh. 8 - Write a program that inputs two string variables,...Ch. 8 - Solution to Programming Project 8.1 Write a...Ch. 8 - Write a program that will read in a line of text...Ch. 8 - Give the function definition for the function with...Ch. 8 - Write a program that reads a persons name in the...Ch. 8 - Write a program that reads in a line of text and...Ch. 8 - Write a program that reads in a line of text and...Ch. 8 - Write a program that can be used to train the user...Ch. 8 - Write a sorting function that is similar to...Ch. 8 - Redo Programming Project 6 from Chapter 7, but...Ch. 8 - Redo Programming Project 5 from Chapter 7, but...Ch. 8 - Prob. 11PPCh. 8 - Write a program that inputs a time from the...Ch. 8 - Solution to Programming Project 8.14 Given the...Ch. 8 - Write a function that determines if two strings...Ch. 8 - Write a program that inputs two strings (either...Ch. 8 - Write a program that manages a list of up to 10...
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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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