java_arraylist_0.javajava_arraylist_0.java Aleksandr Koval.docx
•Download as DOCX, PDF•
0 likes•2 views
java_arraylist_0.javajava_arraylist_0.java/* * Aleksandr Kovalchuk * PRG / 421 * June 20, 2016 * ============================================================================================================= * * This is a java program to demonstrate the use of ArrayList. * The program allows a user to do the following; * 1. Add, edit, delete different types of animals * 2. Select an animal, and the corresponding characteristics will be displayed (such as color, vertebrate or invertebrate, can swim, etc.) * * ============================================================================================================= */ import java.util.*;// import statements import java.util.Scanner; publicclassAnimals { publicstaticScanner scan =newScanner(System.in);// enable user keyboard input publicstaticvoid main(String[] args) { ArrayList<Animal> animals =newArrayList<Animal>();// create array list char another ='Y';// Check if user wants to perform another operation int exitCode =-1;// Program exits upon entering -1 as choice String[] operations =newString[]{"0. Add Animals","1. Update Animal","2. Remove Animal"};// Declare and initialize array to hold operation choices System.out.println("Animals Array List\n==========================================");// Title while(another =='Y') { System.out.println("Please select an operation: ");// Prompt user for operation for(int i =0; i < operations.length; i++) { System.out.println(operations[i]);// Display operation options } System.out.println("Enter "+exitCode+" to exit.\n-------------------------------------------");// Inform that -1 exits program int userChoice = scan.nextInt();// Get user input if(userChoice ==0)// Check choice and call appropriate method { addAnimal(animals);// Call add animals method } elseif(userChoice ==1) { updateAnimal(animals);// Call update animals method } elseif(userChoice ==2) { removeAnimal(animals);// Call remove animals method } elseif(userChoice == exitCode) { System.out.print("Thank you for your time. Goodbye.");// exit message System.exit(0); } System.out.print("Perform another Operation? (Y/N)");// Ask if user wishes to perform another operation String choice = scan.next(); choice = choice.toUpperCase(); another = choice.charAt(0); } System.out.println("\n-------------------------------------------\nThe array list has the following animals: \n"+animals.toString()+"\n-------------------------------------------");// If no other operation, display elements in array list } // Function to add animal to array list publicstaticvoid addAnimal(ArrayList<Animal> anim) { char stop ='Y'; String name, color, canSwim, hasBackbone;// Properties of animal object from Animal class int code; while(stop =='Y') { System.out.print("Animal Code: ");// prompt user for input of property code = scan.nextInt();// Assign property to a variable System.out.print("Name: "); .
Report
Share
Report
Share
![java_arraylist_0.javajava_arraylist_0.java/*
* Aleksandr Kovalchuk
* PRG / 421
* June 20, 2016
* =============================================
===============================================
=================
*
* This is a java program to demonstrate the use of ArrayList.
* The program allows a user to do the following;
* 1. Add, edit, delete different types of animals
* 2. Select an animal, and the corresponding characteristics w
ill be displayed (such as color, vertebrate or invertebrate, can s
wim, etc.)
*
* =============================================
===============================================
=================
*/
import java.util.*;// import statements
import java.util.Scanner;
publicclassAnimals
{
publicstaticScanner scan =newScanner(System.in);// enable user
keyboard input
publicstaticvoid main(String[] args)
{
ArrayList<Animal> animals =newArrayList<Animal>();// creat
e array list
char another ='Y';// Check if user wants to perform another ope
ration
int exitCode =-1;// Program exits upon entering -1 as choice
String[] operations =newString[]{"0. Add Animals","1. Update](https://image.slidesharecdn.com/javaarraylist0-221112093011-27dc894b/85/java_arraylist_0-javajava_arraylist_0-java-Aleksandr-Koval-docx-1-320.jpg)
![Animal","2. Remove Animal"};// Declare and initialize array to
hold operation choices
System.out.println("Animals Array Listn=================
=========================");// Title
while(another =='Y')
{
System.out.println("Please select an operation: ");// Prompt use
r for operation
for(int i =0; i < operations.length; i++)
{
System.out.println(operations[i]);// Display operation options
}
System.out.println("Enter "+exitCode+" to exit.n-----------------
--------------------------");// Inform that -1 exits program
int userChoice = scan.nextInt();// Get user input
if(userChoice ==0)// Check choice and call appropriate method
{
addAnimal(animals);// Call add animals method
}
elseif(userChoice ==1)
{
updateAnimal(animals);// Call update animals metho
d
}
elseif(userChoice ==2)
{
removeAnimal(animals);// Call remove animals meth
od
}
elseif(userChoice == exitCode)
{
System.out.print("Thank you for your time. Goodbye.");// exit
message
System.exit(0);
}](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
ReversePoem.java ---------------------------------- public cl.pdf
ReversePoem.java :-
---------------------------------
public class ReversePoem {
/*This programs has you display a pessimistic poem from a list of phrases*/
// and then reverse the phrases to find another more optimistic poem.
public static void main(String[] args) throws Exception
{
//Queue object
MyQueue queue = new MyQueue<>();
//Stack object
MyStack stack = new MyStack<>();
//String buffer to apppend all Strings
StringBuffer sb = new StringBuffer();
// Create a single String object from the 16 Strings below
String set1 = \"I am part of a lost generation#and I refuse to believe that#\";
sb.append(set1);
String set2 = \"I can change the world#I realize this may be a shock but#\";
sb.append(set2);
String set3 = \"\'Happiness comes from within\'#is a lie, and#\";
sb.append(set3);
String set4 = \"\'Money will make me happy\'#So in 30 years I will tell my children#\";
sb.append(set4);
String set5 = \"they are not the most important thing in my life#\";
sb.append(set5);
String set6 = \"My employer will know that#I have my priorities straight because#\";
sb.append(set6);
String set7 = \"work#is more important than#family#I tell you this#\";
sb.append(set7);
String set8 = \"Once upon a time#Families stayed together#\";
sb.append(set8);
String set9 = \"but this will not be true in my era#\";
sb.append(set9);
String set10 = \"This is a quick fix society#Experts tell me#\";
sb.append(set10);
String set11 = \"30 years from now, I will be celebrating the 10th anniversary of my
divorce#\";
sb.append(set11);
String set12 = \"I do not concede that#I will live in a country of my own making#\";
sb.append(set12);
String set13 = \"In the future#Environmental destruction will be the norm#\";
sb.append(set13);
String set14 = \"No longer can it be said that#My peers and I care about this earth#\";
sb.append(set14);
String set15 = \"It will be evident that#My generation is apathetic and lethargic#\";
sb.append(set15);
String set16 = \"It is foolish to presume that#There is hope#\";
sb.append(set16);
String finalString = sb.toString();
String itmes[] = finalString.split(\"#\");
System.out.println(\"========== Original Phrase ==============\");
for(int i = 0 ; i < itmes.length;i++){
queue.enqueue(itmes[i]);
System.out.println(itmes[i]);
}
for(int i = 0 ; i < itmes.length;i++){
stack.push(queue.dequeue());
}
System.out.println(\"========== Reverse Phrase ==============\");
for(int i = 0 ; i < itmes.length;i++){
System.out.println(stack.pop());
}
/* You are given a list of phrases in Strings; the phrases
are separated by pound signs: \'#\':
1. Create a single String object from this list.
2. Then, split the String of phrases into an array of
phrases using the String split method.
3. Display a poem by walking through the array and
displaying each phrase one per line.
4. And, at the same time, place each phrase on a
MyQueue object using only the enqueue method.
5. After all the phrases have been placed on the queue,
transfer the phrases from the MyQueue object to a
MyS.
package lists; This class represents different animal ch.docx
package lists;
/**
* This class represents different animal characteristics that are recorded by the user
*
*
*/
public class Animal {
private String name;
private String color;
private String type; //vertebrate or invertebrate
private boolean canSwim;
//Constructor
public Animal(){
}
/**
* Constructor with values
* @param name name of the animal
* @param color color of the animal
* @param type represents whether its vertebrate or invertebrate
* @param canSwim whether the animal can swim
*/
public Animal(String name,String color,String type,boolean canSwim){
this.name=name;
this.color=color;
this.type=type;
this.canSwim=canSwim;
}
String getColor() {
return color;
}
void setColor(String color) {
this.color = color;
}
String getName() {
return name;
}
void setName(String name) {
this.name = name;
}
String getType() {
return type;
}
void setType(String type) {
this.type = type;
}
boolean isCanSwim() {
return canSwim;
}
void setCanSwim(boolean canSwim) {
this.canSwim = canSwim;
}
/**
* String representation of this animal
* @return
*/
@Override
public String toString(){
return "[name="+name+",type="+type+",color="+color+",Can Swim="+(canSwim?"Yes":"No");
}
}
Week 4 Discussions
Discussion # 1
Supporting Activity: Virtual Machines
Describe the three types of virtualization and at least two benefits of virtualization.
Discussion # 2
Supporting Activity: Virtualization
What experiences have you had with virtualization in the past? What are the benefits of using virtualization? How is it achieved? What effects would implementing virtualization have on an organization?
Discussion # 3
Supporting Activity: Fault Tolerance
What are the multiple aspects of a system that fault tolerance should address? What are some of the methods used to achieve fault tolerance? How would you make a choice between them?
package lists;
/**
*
* @author
*/
import java.util.* ;
public class ListMain {
public static void main(String[]args){
int choice=0;
Scanner scanner=new Scanner(System.in);
List<Animal> list=new ArrayList<Animal>();
int pos;
while(choice!=5){
printMenu();
System.out.print("Choose a number");
choice=scanner.nextInt();
switch(choice){
case 1:
addOrEditAnimal(list, -1,scanner);
break;
case 2:
int i=0;
for(Animal a:list){
i++;
System.out.println(i+" "+a.toString());
}
break;
case 3:
int j=0;
for(Animal a:list){
j++;
System.out.println(j+" "+a.toString());
}
System.out.println("Select position to edit");
pos=scanner.nextInt();
if(pos>0 && pos<=list.size()){
addOrEditAnimal(list, pos,scanner);
}else{
System.out.println("Animal at the given position not found");
}
break;
case 4:
int j3=0;
for(Animal a:list){
j3++;
System.out.println(j3+" "+a.toString());
}
System.out.println("Select position to delete");
pos=scanner.nextInt();
if(pos>0 && pos<=list. ...
JAVA...With N.E.T_B.E.A.N.S___________________________________.pdf
JAVA...W\'i\'t\'h
N.E.T_B.E.A.N.S_______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________
***********Product*********************
package rooster.nest;
import java.text.NumberFormat;
public class Product {
private long id;
private String code;
private String description;
private double price;
public long getId() {
return id;
}
public void setId(long id) {
this.id = id;
}
public String getCode() {
return code;
}
public void setCode(String code) {
this.code = code;
}
public String getDescription() {
return description;
}
public void setDescription(String name) {
this.description = name;
}
public double getPrice() {
return price;
}
public void setPrice(double price) {
this.price = price;
}
public String getPriceFormatted() {
NumberFormat currencyFormatter =
NumberFormat.getCurrencyInstance();
return currencyFormatter.format(getPrice());
}
}
********DBException************
package crows.foot;
/*
* This is just a wrapper class so we can throw a common exception for
* the UI to catch without tightly coupling the UI to the database layer.
*/
public class DBException extends Exception {
DBException() {}
DBException(Exception e) {
super(e);
}
}
*******DBUtil************
package crows.foot;
import java.sql.Connection;
import java.sql.DriverManager;
import java.sql.SQLException;
public class DBUtil {
private static Connection connection;
private DBUtil() {}
public static synchronized Connection getConnection() throws DBException {
if (connection != null) {
return connection;
}
else {
try {
// set the db url, username, and password
String url = \"jdbc:mysql://localhost:3306/mma\";
String username = \"mma_user\";
String password = \"sesame\";
// get and return connection
connection = DriverManager.getConnection(
url, username, password);
return connection;
} catch (SQLException e) {
throw new DBException(e);
}
}
}
public static synchronized void closeConnection() throws DBException {
if (connection != null) {
try {
connection.close();
} catch (SQLException e) {
throw new DBException(e);
} finally {
connection = null;
}
}
}
}
*************ProductDB**************
package crows.foot;
import java.sql.Connection;
import java.sql.PreparedStatement;
import java.sql.ResultSet;
import java.sql.SQLException;
import java.util.ArrayList;
import java.util.List;
import rooster.nest.Product;
public class ProductDB {
private static Product getProductFromRow(ResultSet rs) throws SQLException {
int productID = rs.getInt(1);
String code = rs.getString(2);
String description = rs.getString(3);
double price = rs.getDouble(4);
String note = rs.getString(5);
Product p = new Product();
p.setId(productID);
p.setCode(code);
p.setDescription(description);
p.setPrice(price);
return p;
}
public static List getAll() throws DBException {
String sql = \"SELECT * FROM Product.
Java programs - bubble sort, iterator, linked list, hash set, reverse string,...
Java programs - bubble sort, iterator, linked list, hash set, reverse string,...Sunil Kumar Gunasekaran
JAVALAB #8 - ARRAY BASED LISTSThe next exercise is based on this.pdf
JAVA
LAB #8 - ARRAY BASED LISTS
The next exercise is based on this implemetation for an UnorderedArrayList of integers:
//Interface: ArrayListADT
//works for int
public interface ArrayListADT {
public boolean isEmpty(); //Method to determine whether the list is empty.
public boolean isFull(); //Method to determine whether the list is full.
public int listSize(); //Method to return the number of elements in the list.
public int maxListSize(); //Method to return the maximum size of the list.
public void print(); //Method to output the elements of the list.
public boolean isItemAtEqual(int location, int item); //Method to determine whether item is
the same as the item in the list at location.
public void insertAt(int location, int insertItem); //Method to insert insertItem in the list at
the position
public void insertEnd(int insertItem); //Method to insert insertItem at the end of the list.
public void removeAt(int location); //Method to remove the item from the list at location.
public int retrieveAt(int location); //Method to retrieve the element from the list at location.
public void replaceAt(int location, int repItem); //Method to replace the element in the list at
location with repItem.
public void clearList(); //Method to remove all the elements from the list.
public int search(int searchItem); //Method to determine whether searchItem is in the list.
public void remove(int removeItem); //Method to remove an item from the list.
}
//Class: ArrayListClass implements
//Interface: ArrayListADT
public abstract class ArrayListClass implements ArrayListADT {
protected int length; //to store the length of the list
protected int maxSize; //to store the maximum size of the list
protected int[] list; //array to hold the list elements
//Default constructor
public ArrayListClass() {
maxSize = 100;
length = 0;
list = new int[maxSize];
}
//Alternate Constructor
public ArrayListClass(int size) {
if(size <= 0) {
System.err.println(\"The array size must be positive. Creating an array of size 100.\");
maxSize = 100;
}
else
maxSize = size;
length = 0;
list = new int[maxSize];
}
public boolean isEmpty() {
return (length == 0);
}
public boolean isFull() {
return (length == maxSize);
}
public int listSize() {
return length;
}
public int maxListSize() {
return maxSize;
}
public void print() {
for (int i = 0; i < length; i++)
System.out.print(list[i] + \" \");
System.out.println();
}
public boolean isItemAtEqual(int location, int item) {
if (location < 0 || location >= length) {
System.err.println(\"The location of the item to be compared is out of range.\");
return false;
}
return list[location]== item;
}
public void clearList() {
for (int i = 0; i < length; i++)
list[i] = 0;
length = 0;
System.gc(); //invoke the Java garbage collector
}
public void removeAt(int location) {
if (location < 0 || location >= length)
System.err.println(\"The location of the item to be removed is out of range.\");
else {
for(int i = location; i < length - 1; i++)
list[i] = list[i + 1.
READ BEFORE YOU START Please read the given Word document fo.pdf
// READ BEFORE YOU START: // Please read the given Word document for the project
description with an illustrartive diagram. // You are given a partially completed program that
creates a list of dogs for an adoption shelter. // Each dog has the corresponding information:
name, breed, and a linked list of checkups. // Please read the instructions above each required
function and follow the directions carefully. // If you modify any of the given code, return types,
or parameters, you risk failing test cases. // // Note, Textbook Section 2.10 gives a case study on
complex linked list operations. // This project is based on that case study. Make sure you read
the code in section 2.10. // The following will be accepted as input in the following format:
\"name:breed\" // Example Input: \"Spot:Terrier\" or \"Daisy:Poodle\" // Valid name:
String containing alphabetical letters beginning with a capital letter // Valid breed: String
containing alphabetical letters beginning with a capital letter // Valid date: String in the
following format: \"MM/DD/YYYY\" ex: \"01/01/2010\" // All input will be a valid length and
no more than the allowed number of dogs will be added to the linked list. #include #include
#include #include // included to check for memory leaks #define CRTDBG_MAP_ALLOC
#include #pragma warning(disable: 4996) // used to create a linked list of containers, each
contaning a \"dog\" struct container { struct dog *dog; struct container *next; } *list =
NULL; // used to hold dog information and linked list of \"checkups\" struct dog { char
name[30]; char breed[30]; struct checkup *checkups; }; // used to create a linked list
of checkups containing \"dates\" struct checkup { char date[30]; struct checkup *next;
}; // forward declaration of functions that have already been implemented void flush(); void
branching(char); void helper(char); void remove_all(struct container*); void display(struct
container*); // the following forward declarations are for functions that require implementation
// return type // name and parameters // points void
add_dog(char*, char*); // 5 struct dog* search_dog(char*);
// 5 void add_checkup(char*, char*); // 10 char*
last_checkup(char*); // 15 void remove_one(char*);
// 15 //
Total: 50 points for hw07 struct container* list_of_breed(char*); // 25 struct
container* list_by_name(); // 25 //
Total: 50 points for hw08 int main() { char ch = \'i\';
printf(\"Dog Adoption Center\ \ \"); do { printf(\"Please enter your
selection:\ \"); printf(\"\\ta: add a new dog to the list\ \"); printf(\"\\ts: search
for a dog on the list\ \"); printf(\"\\tr: remove a dog from the list\ \");
printf(\"\\tc: add a checkup date for dog\ \"); printf(\"\\tl: display last checkup for a
dog\ \"); printf(\"\\tn: display list of dogs by name\ \"); printf(\"\\tb: display
list of dogs of breed\ \"); printf(\"\\tq: quit\ \"); ch = tolower(getchar());
flush(); branching(ch); } while (ch != \'q\'); remove_all(list); list =
NULL; _CrtDumpMemoryLeaks(); .
Refer to my progress on this assignment belowIn this problem you w.pdf
Refer to my progress on this assignment below
In this problem you will make it “more” object-oriented in the following ways:
-You will change its name to SortedList
-You will change the constructor that takes no arguments to be more traditional and initialize the
member fields to dummy values.
-You will add a constructor that takes in an initialized array and a size
-You will add an insert function that adds a value to the list and maintains its sorted-ness
-You will add a quicksort function check the below code.
-You will make updates as necessary to the main function so that it still runs and tests your code.
The code below seems to sort correctly but it skips over some items in the array and I am not
sure what is happening. Please help! Thanks!
import java.util.Scanner;
class SortedList
{
private static int array[];
private static int n;
public SortedList()
{
Scanner in = new Scanner(System.in);
System.out.println(\"Enter number of elements\");
n = in.nextInt();
array = new int[n];
if(n == 0) {
System.out.print(\"Since no arguments array set to: \");
} else {
System.out.print(\"Creating array size \" + n + \": \");
}
for(int i = 0; i < n; i++)
{
array[i] = 0;
}
//System.out.println(\"Enter \" + n + \" integers in ascending order\");
/*for (c = 0; c < n; c++)
array[c] = in.nextInt();*/
for(int i = 0; i < n; i++)
{
System.out.print(array[i] + \" \");
}
System.out.print(\"\ \");
}
public SortedList(int a[], int size)
{
array = a;
n = size;
}
public int binsearch(int search)
{
int first, last, middle;
first = 0;
last = n - 1;
middle = (first + last)/2;
while( first <= last )
{
if ( array[middle] < search )
first = middle + 1;
else if ( array[middle] == search )
{
//System.out.println(search + \" found at location \" + (middle + 1) + \".\");
return middle+1;//+1 for the non-CS people who don\'t start counting at zero.
}
else
last = middle - 1;
middle = (first + last)/2;
}
return -1;
//System.out.println(search + \" is not present in the list.\ \");
}
public static int partition(int input[], int p, int r)
{
int pivot = input[r];
while(p < r)
{
while(input[p] < pivot)
{
p++;
}
while(input[r] > pivot)
{
r--;
}
if(input[p] == input[r])
{
p++;
}
else if(p < r)
{
int tmp = input[p];
input[p] = input[r];
input[r] = tmp;
}
}
return r;
}
public static void quicksort(int input[], int p, int r)
{
if(p < r)
{
int j = partition(input, p, r);
quicksort(input, p, j-1);
quicksort(input, j+1, r);
}
}
public static void insert(int value, int cell)
{
array[cell] = value;
quicksort(array, 0, n-1);
}
public static void main(String args[])
{
int c;
Scanner in = new Scanner(System.in);
SortedList b = new SortedList();
System.out.println(\"Input numbers\");
for(int i = 0; i < n; i++)
{
c = in.nextInt();
in.nextLine();
insert(c, i);
}
in.close();
for(int j = 0; j < n; j++)
{
System.out.print(array[j] + \", \");
}
}
}
Solution
//the whole program that you wrote is correct except one line , when you call the quicksort
everytime you insert a //value dont pass n pass the i.
Recommended
ReversePoem.java ---------------------------------- public cl.pdf
ReversePoem.java :-
---------------------------------
public class ReversePoem {
/*This programs has you display a pessimistic poem from a list of phrases*/
// and then reverse the phrases to find another more optimistic poem.
public static void main(String[] args) throws Exception
{
//Queue object
MyQueue queue = new MyQueue<>();
//Stack object
MyStack stack = new MyStack<>();
//String buffer to apppend all Strings
StringBuffer sb = new StringBuffer();
// Create a single String object from the 16 Strings below
String set1 = \"I am part of a lost generation#and I refuse to believe that#\";
sb.append(set1);
String set2 = \"I can change the world#I realize this may be a shock but#\";
sb.append(set2);
String set3 = \"\'Happiness comes from within\'#is a lie, and#\";
sb.append(set3);
String set4 = \"\'Money will make me happy\'#So in 30 years I will tell my children#\";
sb.append(set4);
String set5 = \"they are not the most important thing in my life#\";
sb.append(set5);
String set6 = \"My employer will know that#I have my priorities straight because#\";
sb.append(set6);
String set7 = \"work#is more important than#family#I tell you this#\";
sb.append(set7);
String set8 = \"Once upon a time#Families stayed together#\";
sb.append(set8);
String set9 = \"but this will not be true in my era#\";
sb.append(set9);
String set10 = \"This is a quick fix society#Experts tell me#\";
sb.append(set10);
String set11 = \"30 years from now, I will be celebrating the 10th anniversary of my
divorce#\";
sb.append(set11);
String set12 = \"I do not concede that#I will live in a country of my own making#\";
sb.append(set12);
String set13 = \"In the future#Environmental destruction will be the norm#\";
sb.append(set13);
String set14 = \"No longer can it be said that#My peers and I care about this earth#\";
sb.append(set14);
String set15 = \"It will be evident that#My generation is apathetic and lethargic#\";
sb.append(set15);
String set16 = \"It is foolish to presume that#There is hope#\";
sb.append(set16);
String finalString = sb.toString();
String itmes[] = finalString.split(\"#\");
System.out.println(\"========== Original Phrase ==============\");
for(int i = 0 ; i < itmes.length;i++){
queue.enqueue(itmes[i]);
System.out.println(itmes[i]);
}
for(int i = 0 ; i < itmes.length;i++){
stack.push(queue.dequeue());
}
System.out.println(\"========== Reverse Phrase ==============\");
for(int i = 0 ; i < itmes.length;i++){
System.out.println(stack.pop());
}
/* You are given a list of phrases in Strings; the phrases
are separated by pound signs: \'#\':
1. Create a single String object from this list.
2. Then, split the String of phrases into an array of
phrases using the String split method.
3. Display a poem by walking through the array and
displaying each phrase one per line.
4. And, at the same time, place each phrase on a
MyQueue object using only the enqueue method.
5. After all the phrases have been placed on the queue,
transfer the phrases from the MyQueue object to a
MyS.
package lists; This class represents different animal ch.docx
package lists;
/**
* This class represents different animal characteristics that are recorded by the user
*
*
*/
public class Animal {
private String name;
private String color;
private String type; //vertebrate or invertebrate
private boolean canSwim;
//Constructor
public Animal(){
}
/**
* Constructor with values
* @param name name of the animal
* @param color color of the animal
* @param type represents whether its vertebrate or invertebrate
* @param canSwim whether the animal can swim
*/
public Animal(String name,String color,String type,boolean canSwim){
this.name=name;
this.color=color;
this.type=type;
this.canSwim=canSwim;
}
String getColor() {
return color;
}
void setColor(String color) {
this.color = color;
}
String getName() {
return name;
}
void setName(String name) {
this.name = name;
}
String getType() {
return type;
}
void setType(String type) {
this.type = type;
}
boolean isCanSwim() {
return canSwim;
}
void setCanSwim(boolean canSwim) {
this.canSwim = canSwim;
}
/**
* String representation of this animal
* @return
*/
@Override
public String toString(){
return "[name="+name+",type="+type+",color="+color+",Can Swim="+(canSwim?"Yes":"No");
}
}
Week 4 Discussions
Discussion # 1
Supporting Activity: Virtual Machines
Describe the three types of virtualization and at least two benefits of virtualization.
Discussion # 2
Supporting Activity: Virtualization
What experiences have you had with virtualization in the past? What are the benefits of using virtualization? How is it achieved? What effects would implementing virtualization have on an organization?
Discussion # 3
Supporting Activity: Fault Tolerance
What are the multiple aspects of a system that fault tolerance should address? What are some of the methods used to achieve fault tolerance? How would you make a choice between them?
package lists;
/**
*
* @author
*/
import java.util.* ;
public class ListMain {
public static void main(String[]args){
int choice=0;
Scanner scanner=new Scanner(System.in);
List<Animal> list=new ArrayList<Animal>();
int pos;
while(choice!=5){
printMenu();
System.out.print("Choose a number");
choice=scanner.nextInt();
switch(choice){
case 1:
addOrEditAnimal(list, -1,scanner);
break;
case 2:
int i=0;
for(Animal a:list){
i++;
System.out.println(i+" "+a.toString());
}
break;
case 3:
int j=0;
for(Animal a:list){
j++;
System.out.println(j+" "+a.toString());
}
System.out.println("Select position to edit");
pos=scanner.nextInt();
if(pos>0 && pos<=list.size()){
addOrEditAnimal(list, pos,scanner);
}else{
System.out.println("Animal at the given position not found");
}
break;
case 4:
int j3=0;
for(Animal a:list){
j3++;
System.out.println(j3+" "+a.toString());
}
System.out.println("Select position to delete");
pos=scanner.nextInt();
if(pos>0 && pos<=list. ...
JAVA...With N.E.T_B.E.A.N.S___________________________________.pdf
JAVA...W\'i\'t\'h
N.E.T_B.E.A.N.S_______________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________
***********Product*********************
package rooster.nest;
import java.text.NumberFormat;
public class Product {
private long id;
private String code;
private String description;
private double price;
public long getId() {
return id;
}
public void setId(long id) {
this.id = id;
}
public String getCode() {
return code;
}
public void setCode(String code) {
this.code = code;
}
public String getDescription() {
return description;
}
public void setDescription(String name) {
this.description = name;
}
public double getPrice() {
return price;
}
public void setPrice(double price) {
this.price = price;
}
public String getPriceFormatted() {
NumberFormat currencyFormatter =
NumberFormat.getCurrencyInstance();
return currencyFormatter.format(getPrice());
}
}
********DBException************
package crows.foot;
/*
* This is just a wrapper class so we can throw a common exception for
* the UI to catch without tightly coupling the UI to the database layer.
*/
public class DBException extends Exception {
DBException() {}
DBException(Exception e) {
super(e);
}
}
*******DBUtil************
package crows.foot;
import java.sql.Connection;
import java.sql.DriverManager;
import java.sql.SQLException;
public class DBUtil {
private static Connection connection;
private DBUtil() {}
public static synchronized Connection getConnection() throws DBException {
if (connection != null) {
return connection;
}
else {
try {
// set the db url, username, and password
String url = \"jdbc:mysql://localhost:3306/mma\";
String username = \"mma_user\";
String password = \"sesame\";
// get and return connection
connection = DriverManager.getConnection(
url, username, password);
return connection;
} catch (SQLException e) {
throw new DBException(e);
}
}
}
public static synchronized void closeConnection() throws DBException {
if (connection != null) {
try {
connection.close();
} catch (SQLException e) {
throw new DBException(e);
} finally {
connection = null;
}
}
}
}
*************ProductDB**************
package crows.foot;
import java.sql.Connection;
import java.sql.PreparedStatement;
import java.sql.ResultSet;
import java.sql.SQLException;
import java.util.ArrayList;
import java.util.List;
import rooster.nest.Product;
public class ProductDB {
private static Product getProductFromRow(ResultSet rs) throws SQLException {
int productID = rs.getInt(1);
String code = rs.getString(2);
String description = rs.getString(3);
double price = rs.getDouble(4);
String note = rs.getString(5);
Product p = new Product();
p.setId(productID);
p.setCode(code);
p.setDescription(description);
p.setPrice(price);
return p;
}
public static List getAll() throws DBException {
String sql = \"SELECT * FROM Product.
Java programs - bubble sort, iterator, linked list, hash set, reverse string,...
Java programs - bubble sort, iterator, linked list, hash set, reverse string,...Sunil Kumar Gunasekaran
JAVALAB #8 - ARRAY BASED LISTSThe next exercise is based on this.pdf
JAVA
LAB #8 - ARRAY BASED LISTS
The next exercise is based on this implemetation for an UnorderedArrayList of integers:
//Interface: ArrayListADT
//works for int
public interface ArrayListADT {
public boolean isEmpty(); //Method to determine whether the list is empty.
public boolean isFull(); //Method to determine whether the list is full.
public int listSize(); //Method to return the number of elements in the list.
public int maxListSize(); //Method to return the maximum size of the list.
public void print(); //Method to output the elements of the list.
public boolean isItemAtEqual(int location, int item); //Method to determine whether item is
the same as the item in the list at location.
public void insertAt(int location, int insertItem); //Method to insert insertItem in the list at
the position
public void insertEnd(int insertItem); //Method to insert insertItem at the end of the list.
public void removeAt(int location); //Method to remove the item from the list at location.
public int retrieveAt(int location); //Method to retrieve the element from the list at location.
public void replaceAt(int location, int repItem); //Method to replace the element in the list at
location with repItem.
public void clearList(); //Method to remove all the elements from the list.
public int search(int searchItem); //Method to determine whether searchItem is in the list.
public void remove(int removeItem); //Method to remove an item from the list.
}
//Class: ArrayListClass implements
//Interface: ArrayListADT
public abstract class ArrayListClass implements ArrayListADT {
protected int length; //to store the length of the list
protected int maxSize; //to store the maximum size of the list
protected int[] list; //array to hold the list elements
//Default constructor
public ArrayListClass() {
maxSize = 100;
length = 0;
list = new int[maxSize];
}
//Alternate Constructor
public ArrayListClass(int size) {
if(size <= 0) {
System.err.println(\"The array size must be positive. Creating an array of size 100.\");
maxSize = 100;
}
else
maxSize = size;
length = 0;
list = new int[maxSize];
}
public boolean isEmpty() {
return (length == 0);
}
public boolean isFull() {
return (length == maxSize);
}
public int listSize() {
return length;
}
public int maxListSize() {
return maxSize;
}
public void print() {
for (int i = 0; i < length; i++)
System.out.print(list[i] + \" \");
System.out.println();
}
public boolean isItemAtEqual(int location, int item) {
if (location < 0 || location >= length) {
System.err.println(\"The location of the item to be compared is out of range.\");
return false;
}
return list[location]== item;
}
public void clearList() {
for (int i = 0; i < length; i++)
list[i] = 0;
length = 0;
System.gc(); //invoke the Java garbage collector
}
public void removeAt(int location) {
if (location < 0 || location >= length)
System.err.println(\"The location of the item to be removed is out of range.\");
else {
for(int i = location; i < length - 1; i++)
list[i] = list[i + 1.
READ BEFORE YOU START Please read the given Word document fo.pdf
// READ BEFORE YOU START: // Please read the given Word document for the project
description with an illustrartive diagram. // You are given a partially completed program that
creates a list of dogs for an adoption shelter. // Each dog has the corresponding information:
name, breed, and a linked list of checkups. // Please read the instructions above each required
function and follow the directions carefully. // If you modify any of the given code, return types,
or parameters, you risk failing test cases. // // Note, Textbook Section 2.10 gives a case study on
complex linked list operations. // This project is based on that case study. Make sure you read
the code in section 2.10. // The following will be accepted as input in the following format:
\"name:breed\" // Example Input: \"Spot:Terrier\" or \"Daisy:Poodle\" // Valid name:
String containing alphabetical letters beginning with a capital letter // Valid breed: String
containing alphabetical letters beginning with a capital letter // Valid date: String in the
following format: \"MM/DD/YYYY\" ex: \"01/01/2010\" // All input will be a valid length and
no more than the allowed number of dogs will be added to the linked list. #include #include
#include #include // included to check for memory leaks #define CRTDBG_MAP_ALLOC
#include #pragma warning(disable: 4996) // used to create a linked list of containers, each
contaning a \"dog\" struct container { struct dog *dog; struct container *next; } *list =
NULL; // used to hold dog information and linked list of \"checkups\" struct dog { char
name[30]; char breed[30]; struct checkup *checkups; }; // used to create a linked list
of checkups containing \"dates\" struct checkup { char date[30]; struct checkup *next;
}; // forward declaration of functions that have already been implemented void flush(); void
branching(char); void helper(char); void remove_all(struct container*); void display(struct
container*); // the following forward declarations are for functions that require implementation
// return type // name and parameters // points void
add_dog(char*, char*); // 5 struct dog* search_dog(char*);
// 5 void add_checkup(char*, char*); // 10 char*
last_checkup(char*); // 15 void remove_one(char*);
// 15 //
Total: 50 points for hw07 struct container* list_of_breed(char*); // 25 struct
container* list_by_name(); // 25 //
Total: 50 points for hw08 int main() { char ch = \'i\';
printf(\"Dog Adoption Center\ \ \"); do { printf(\"Please enter your
selection:\ \"); printf(\"\\ta: add a new dog to the list\ \"); printf(\"\\ts: search
for a dog on the list\ \"); printf(\"\\tr: remove a dog from the list\ \");
printf(\"\\tc: add a checkup date for dog\ \"); printf(\"\\tl: display last checkup for a
dog\ \"); printf(\"\\tn: display list of dogs by name\ \"); printf(\"\\tb: display
list of dogs of breed\ \"); printf(\"\\tq: quit\ \"); ch = tolower(getchar());
flush(); branching(ch); } while (ch != \'q\'); remove_all(list); list =
NULL; _CrtDumpMemoryLeaks(); .
Refer to my progress on this assignment belowIn this problem you w.pdf
Refer to my progress on this assignment below
In this problem you will make it “more” object-oriented in the following ways:
-You will change its name to SortedList
-You will change the constructor that takes no arguments to be more traditional and initialize the
member fields to dummy values.
-You will add a constructor that takes in an initialized array and a size
-You will add an insert function that adds a value to the list and maintains its sorted-ness
-You will add a quicksort function check the below code.
-You will make updates as necessary to the main function so that it still runs and tests your code.
The code below seems to sort correctly but it skips over some items in the array and I am not
sure what is happening. Please help! Thanks!
import java.util.Scanner;
class SortedList
{
private static int array[];
private static int n;
public SortedList()
{
Scanner in = new Scanner(System.in);
System.out.println(\"Enter number of elements\");
n = in.nextInt();
array = new int[n];
if(n == 0) {
System.out.print(\"Since no arguments array set to: \");
} else {
System.out.print(\"Creating array size \" + n + \": \");
}
for(int i = 0; i < n; i++)
{
array[i] = 0;
}
//System.out.println(\"Enter \" + n + \" integers in ascending order\");
/*for (c = 0; c < n; c++)
array[c] = in.nextInt();*/
for(int i = 0; i < n; i++)
{
System.out.print(array[i] + \" \");
}
System.out.print(\"\ \");
}
public SortedList(int a[], int size)
{
array = a;
n = size;
}
public int binsearch(int search)
{
int first, last, middle;
first = 0;
last = n - 1;
middle = (first + last)/2;
while( first <= last )
{
if ( array[middle] < search )
first = middle + 1;
else if ( array[middle] == search )
{
//System.out.println(search + \" found at location \" + (middle + 1) + \".\");
return middle+1;//+1 for the non-CS people who don\'t start counting at zero.
}
else
last = middle - 1;
middle = (first + last)/2;
}
return -1;
//System.out.println(search + \" is not present in the list.\ \");
}
public static int partition(int input[], int p, int r)
{
int pivot = input[r];
while(p < r)
{
while(input[p] < pivot)
{
p++;
}
while(input[r] > pivot)
{
r--;
}
if(input[p] == input[r])
{
p++;
}
else if(p < r)
{
int tmp = input[p];
input[p] = input[r];
input[r] = tmp;
}
}
return r;
}
public static void quicksort(int input[], int p, int r)
{
if(p < r)
{
int j = partition(input, p, r);
quicksort(input, p, j-1);
quicksort(input, j+1, r);
}
}
public static void insert(int value, int cell)
{
array[cell] = value;
quicksort(array, 0, n-1);
}
public static void main(String args[])
{
int c;
Scanner in = new Scanner(System.in);
SortedList b = new SortedList();
System.out.println(\"Input numbers\");
for(int i = 0; i < n; i++)
{
c = in.nextInt();
in.nextLine();
insert(c, i);
}
in.close();
for(int j = 0; j < n; j++)
{
System.out.print(array[j] + \", \");
}
}
}
Solution
//the whole program that you wrote is correct except one line , when you call the quicksort
everytime you insert a //value dont pass n pass the i.
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR.pdf
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD
OR REMOVE NAME. DO NOT HARD CODE NAME. AGAIN MAKE SURE THE
PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR REMOVE NAME. PLEASE
MAKE SURE THE CODE RUNS WITHOUT ANY ERRORS.
Write a class that maintains the scores for a game application. Implement the addition and
removal function to update the database. The gamescore.txt contains player’ name and score data
record fields separated by comma. For Removal function, uses the name field to select record to
remove the game score record.
Use the List.java, LList.java, Dlink.java, GameEntry.java and gamescore.txt found below
Read gamescore.txt to initialize the Linked list in sorted order by score.
Ask the user to add or remove users to update the sorted linked list.
Display “Name exist” when add an exist name to the list.
Display “Name does not exist” when remove a name not on the list.
List.java File:
/** Source code example for \"A Practical Introduction to Data
Structures and Algorithm Analysis, 3rd Edition (Java)\"
by Clifford A. Shaffer
Copyright 2008-2011 by Clifford A. Shaffer
*/
/** List ADT */
public interface List
{
/**
* Remove all contents from the list, so it is once again empty. Client is
* responsible for reclaiming storage used by the list elements.
*/
public void clear();
/**
* Insert an element at the current location. The client must ensure that
* the list\'s capacity is not exceeded.
*
* @param item
* The element to be inserted.
*/
public void insert(E item);
/**
* Append an element at the end of the list. The client must ensure that
* the list\'s capacity is not exceeded.
*
* @param item
* The element to be appended.
*/
public void append(E item);
/**
* Remove and return the current element.
*
* @return The element that was removed.
*/
public E remove();
/** Set the current position to the start of the list */
public void moveToStart();
/** Set the current position to the end of the list */
public void moveToEnd();
/**
* Move the current position one step left. No change if already at
* beginning.
*/
public void prev();
/**
* Move the current position one step right. No change if already at end.
*/
public void next();
/** @return The number of elements in the list. */
public int length();
/** @return The position of the current element. */
public int currPos();
/**
* Set current position.
*
* @param pos
* The position to make current.
*/
public void moveToPos(int pos);
/** @return The current element. */
public E getValue();
}
LList.java File:
/**
* Source code example for \"A Practical Introduction to Data Structures and
* Algorithm Analysis, 3rd Edition (Java)\" by Clifford A. Shaffer Copyright
* 2008-2011 by Clifford A. Shaffer
*/
// Doubly linked list implementation
class LList implements List
{
private DLink head; // Pointer to list header
private DLink tail; // Pointer to last element in list
protected DLink curr; // Pointer ahead of current element
int cnt; // Size of list
// Constructors
LList(int size)
{
th.
Write a program that will test a name) method no sorting routine from.docx
Write a program that will test a name) method no sorting routine from
What is the proper pseudocode for the following java codeimport j.pdf
What Is the Inverse of the following: \"If it rains then I take an umbrella.\" If I take an umbrella
then It rains. If It rains then I take an umbrella. If It doesn\'t rain then I don\'t take an umbrella. If
I don\'t take an umbrella then it doesn\'t rain. If it doesn\'t rain then I take an umbrella. If I take
an umbrella then it doesn\'t rains. What is the contrapositive of the following: \"If P is a square
then P is a rectangle.\" If P is a rectangle then P is not a square. If P is not a square then P is not a
rectangle. If P is a square then P is not a rectangle. If P is a rectangle then P is a square. If P is
not a rectangle then P is not a square, If P is a square then P is a rectangle.
Solution
To find the inverse of \" If it rains then I take an umbrella\".
this is the conditional statement of type \"If A then B\".
then inverse(If not A then not B) of the given statement is \"If it doesn\'t rain then I don\'t take an
umbrella\".
so the correct answer is C.
Now to find the contrapostive of \"If P is a square then P is a rectangle\"
contrapositive(if not B then not A) of the given statement is \"If P is not a rectangle then P is not
a square\".
so the correct answer is E..
Collection and framework
Collections and framework is a built in library function of JAVA which contains data structure operations.
(JAVA NetBeans) Write a Java program able to perform selection sort-So.docx
(JAVA NetBeans) Write a Java program able to perform selection sort.
Solution
import java.util.Scanner;
/**
* @author
*
*/
public class SelectionSort {
/**
* @param args
*/
public static void main(String[] args) {
// TODO Auto-generated method stub
int arr[] = setArray();
System.out.println(\"\ Before Sorting:\");
printArray(arr);
arr = selectionSort(arr);
System.out.println(\"\ After Sorting:\");
printArray(arr);
}
/**
* reads and stores the data in the one-dimensional array
*/
/**
* @return
*/
public static int[] setArray() {
int arr[] = new int[12];
System.out.println(\"Enter 12 integers.\");
Scanner scanner = new Scanner(System.in);
for (int i = 0; i < arr.length; i++) {
arr[i] = scanner.nextInt();
}
return arr;
}
/**
* prints the data in the one-dimensional array
*/
public static void printArray(int[] arr) {
System.out.println();
for (int i = 0; i < arr.length; i++) {
System.out.print(arr[i] + \" \");
}
System.out.println();
}
/**
* method will sort the array in ascending order
*/
public static int[] selectionSort(int[] arr) {
for (int i = 0; i < arr.length - 1; i++) {
int index = i;
for (int j = i + 1; j < arr.length; j++)
if (arr[j] < arr[index])
index = j;
int smallerNumber = arr[index];
arr[index] = arr[i];
arr[i] = smallerNumber;
}
return arr;
}
}
OUTPUT:
Enter 12 integers.
4 23 65 34 84 37 12 17 24 36 82 51
Before Sorting:
4 23 65 34 84 37 12 17 24 36 82 51
After Sorting:
4 12 17 23 24 34 36 37 51 65 82 84
.
import java.util.; public class IteratorDemo {public static voi.pdf
import java.util.*;
public class IteratorDemo {
public static void main(String args[]) {
// Create an array list
ArrayList al = new ArrayList();
// add elements to the array list
al.add(\"C\");
al.add(\"A\");
al.add(\"E\");
al.add(\"B\");
al.add(\"D\");
al.add(\"F\");
// Use iterator to display contents of al
System.out.print(\"Original contents of al: \");
Iterator itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Modify objects being iterated
ListIterator litr = al.listIterator();
while(litr.hasNext()) {
Object element = litr.next();
litr.set(element + \"+\");
}
System.out.print(\"Modified contents of al: \");
itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Now, display the list backwards
System.out.print(\"Modified list backwards: \");
while(litr.hasPrevious()) {
Object element = litr.previous();
System.out.print(element + \" \");
}
System.out.println();
}
}
public class GenericMethodTest {
// generic method printArray
public static < E > void printArray( E[] inputArray ) {
// Display array elements
for(E element : inputArray) {
System.out.printf(\"%s \", element);
}
System.out.println();
}
public static void main(String args[]) {
// Create arrays of Integer, Double and Character
Integer[] intArray = { 1, 2, 3, 4, 5 };
Double[] doubleArray = { 1.1, 2.2, 3.3, 4.4 };
Character[] charArray = { \'H\', \'E\', \'L\', \'L\', \'O\' };
System.out.println(\"Array integerArray contains:\");
printArray(intArray); // pass an Integer array
System.out.println(\"\ Array doubleArray contains:\");
printArray(doubleArray); // pass a Double array
System.out.println(\"\ Array characterArray contains:\");
printArray(charArray); // pass a Character array
}
}
Solution
import java.util.*;
public class IteratorDemo {
public static void main(String args[]) {
// Create an array list
ArrayList al = new ArrayList();
// add elements to the array list
al.add(\"C\");
al.add(\"A\");
al.add(\"E\");
al.add(\"B\");
al.add(\"D\");
al.add(\"F\");
// Use iterator to display contents of al
System.out.print(\"Original contents of al: \");
Iterator itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Modify objects being iterated
ListIterator litr = al.listIterator();
while(litr.hasNext()) {
Object element = litr.next();
litr.set(element + \"+\");
}
System.out.print(\"Modified contents of al: \");
itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Now, display the list backwards
System.out.print(\"Modified list backwards: \");
while(litr.hasPrevious()) {
Object element = litr.previous();
System.out.print(element + \" \");
}
System.out.println();
}
}
public class GenericMethodTest {
// generic method printArray
public static < E > void printArray( E[].
I really need help with the code for this in Java.Set operations u.pdf
I really need help with the code for this in Java.
Set operations using iterators: implement a program that creates the sets below (as ArrayLists of
Integers), and then finds the result of the operations below. You only need a single .java file with
the main routine; you do not have to put each set operation in its own method. Do NOT use the
toArray( ) method; you will only need the add( ), addAll( ), contains( ), iterator( ), isEmpty( ),
and remove( ) methods defined for the ArrayList. Recall that setscannot have duplicate entries; it
is up to you to enforce this! (Note: in Java a Set is an interface, but it can also be a class, as all
interfaces are also classes!) Sets:
U = {1,2,3,4,5,6,7,8,9,10} (universe set)
E = {2,4,6,8,10}
O = {1,3,5,7,9}
A = {3,4,5}
B = {5,6,7}
C = { } (empty set)
Operations: find
A union B
A intersect B
A complement
O minus B
E minus A
A symmetric difference B (the symmetric difference of 2 sets is the elements in either, but not in
their intersection)
Subsets: write a method that takes two sets, determines if the first is a subset of the second, and
returns true or false. Then answer these questions (by writing code): is C a subset of U; is E and
subset of U; and, is A a subset of B?
Solution
//code has been tested on eclipse
import java.util.ArrayList;
public class HelloWorld{
public static boolean isSubset(ArrayList A, ArrayList B) { //method to //check subset
return B.containsAll(A);
}
public static void main(String []args){ //main method
ArrayList U=new ArrayList(); //Arraylist for storing elements of union
U.add(1); U.add(2);U.add(3); U.add(4); U.add(5); U.add(6); U.add(7); U.add(8); U.add(9);
U.add(10);//entering //elements of union set
ArrayList E=new ArrayList(); //Arraylist for storing elements of set E
E.add(2); E.add(4); E.add(6); E.add(8); E.add(10); //entering elements of set E
ArrayList O=new ArrayList(); //Arraylist for storing elements of set O
O.add(1);O.add(3);O.add(5);O.add(7);O.add(9); //entering elements of set O
ArrayList A=new ArrayList(); //Arraylist for storing elements of set A
A.add(3); A.add(4); A.add(5); //entering elements of set A
ArrayList B=new ArrayList(); //Arraylist for storing elements of set B
B.add(5);B.add(6);B.add(7); //entering elements of set B
ArrayList C=new ArrayList(); //Arraylist for storing elements of set C
ArrayList UnionA_B=new ArrayList(); //Arraylist for storing elements of Union of A and B
UnionA_B.addAll(A); //Union operation using Addall
for(Integer x:B) //loop to find union of A and B
{
if(!(A.contains(x)))
UnionA_B.add(x); //add elements of union of A and B
}
System.out.println(\"Union of set A and B \"); //printing elements of union A and B
for(Integer x:UnionA_B)
System.out.println(x+\" \");
ArrayList IntsctA_B=new ArrayList(); //Arraylist for storing elements of //Intersection of A and
B
for(Integer x:A){ //loop to find Intersection of A and B
if(B.contains(x))
IntsctA_B.add(x); //add elements of Intersection of A and B
}
System.out.println(\"Intersection.
Basic java, java collection Framework and Date Time API
Basic java, java collection Framework and Date Time API
Abstract Base Class (C++ Program)Create an abstract base class cal.pdf
Abstract Base Class (C++ Program)
Create an abstract base class called Animal which has the following pure virtual member
functions: talk( ), move( ) and the following attribute: animalType (which is a pointer to a
dynamically allocated string.)
Then create the following derived classes (from the animal class): reptile, bird, and mammal.
Here are the concrete classes:
From the reptile class derive lizard and snake.
From bird derive eagle and chicken.
From mammal derive bear, hyena and lion.
Each concrete class needs to override the talk() and move() functions. Also each concrete class
will have the operator<<( ) defined. The output of cout << smokey; (assuming smokey is a bear)
will be the animalType , the sound he makes (talk( ) ) and how he moves ( move( )). Here is an
example:
int main()
{
bear smokey; // using the concrete class
cout << smokey // prints out: bear, growl, walk
animal *aptr = new bear; // I could have used an animal pointer
cout << *aptr; // prints the same results: bear, growl, walk
return 0;
}
Create an array of animal pointers called zoo. Make it 10 in size. Here is what the menu should
look like:
----Zoo Cages----
1 [empty]
2 [empty]
3 [empty]
4 [snake]
5 [eagle]
6 [bear]
7 [empty]
8 [empty]
9 [lion]
10 [hyena]
----Menu----
1) Add
2) Remove
3) Display all animals
4) Display animal count
5) Exit
If the user selects 1) then ask for a cage number and the animal he wishes to put in that cage. Be
sure to check the cage for an existing animal first. The user cannot put an animal in a cage that is
already occupied.
If the user selects 2) then ask for the cage number and remove the animal from that cage (use the
destructor). If there is no animal in the cage, issue an error to the user.
If the user selects 3) then display the contents of each cage. The display function will show each
cage number as well as the animalType of the animal, the sound it makes and how it moves, in
other words, use the operator<<( ). All this information must be on a single screen. The output
screen is up to you.
If the user selects 4) then display the count of the number of animals in your zoo. In the above
example, you will have 5. You should use a static data member in the animal class to keep track
of the number of animals. You should increase that count each time the animal constructor is
called and decrease the count when the animal destructor is called.
***Use Virtual Functions and the animal base class MUST be abstract
Solution
main.cpp
#include //input output
#include //strings
#include //Randoms
#include //Randoms
#include //For input
#include \"lizard.h\"
#include \"snake.h\"
#include \"chicken.h\"
#include \"eagle.h\"
#include \"hyena.h\"
#include \"bear.h\"
#include \"lion.h\"
using namespace std;
//declare our static variable from the animal class
int animal::numAnimals;
int main()
{
//array of animal pointers
animal *zoo[10] =
{ NULL };
//initialize our static variable to zero
animal::numAnimals = 0;
//To test if cage is empty, it is nu.
Java Assignment.Implement a binary search algorithm on an array..pdf
It is estimated that 80% of all eighteen-year old women have weights ranging from 103.5 to
144.5 lb. Assuming the weight distribution can be adequately modeled by a normal curve and
that 103.5 and 144.5 are equidistant from the average weight Mu , calculate sigma
Solution
Mean = (103.5 + 144.5)/2 = 124
Margin of Error (144.5.
Not sure why my program wont run.Programmer S.Villegas helper N.pdf
Not sure why my program wont run.
//Programmer: S.Villegas helper Noah
//File name: PP88ArrayList.java
//Description:
//****************************
import java.io.File;
import java.io.FileNotFoundException;
import java.util.ArrayList;
import java.util.Scanner;
public class PP88ArrayList
{
public static void main(String[]args)
{
ArrayList persons = new ArrayList(25);
String fileName = \"Zips.dat\";
int i;
Scanner filescasnner = null;
try
{
filescasnner=new Scanner(new File(fileName));
for(i=0;i persons)
{
for (int i = 0; i < persons.size(); i++)
{
for (int j = 0; j < persons.size()-1; j++)
{
if((persons.get(j).getFirstName().compareTo(persons.get(j+1).getFirstName()))>0)
{
Person temp= persons.get(j);
persons.set(j, persons.get(j+1));
persons.set(j+1, temp);
}
}
}
}
public static void sortByZipCode(ArrayList persons)
{
for (int i = 0; i < persons.size(); i++)
{
for (int j = 0; j < persons.size()-1; j++)
{
if(persons.get(j).getZipCode()>persons.get(j+1).getZipCode())
{
Person temp= persons.get(j);
persons.set(j, persons.get(j+1));
persons.set(j+1, temp);
}
}
}
}
}
//Programmer: S.Villegas helper Noah
//File name: PersonList.java
//Description:
//******************************
public class PersonList
{
private String firstName, lastName;
private int Zip;
public PersonList(String firstName,String lastName, int Zip)
{
this.firstName = firstName;
this.lastName = lastName;
this.Zip = Zip;
}
public String getFirstName()
{
return firstName;
}
public int getZipCode()
{
return Zip;
}
public String toString()
{
return String.format(\"%-15s%-15s%-10d\",firstName,lastName,Zip);
}
}
Solution
//File name: PersonList.java
public class PersonList
{
private String firstName, lastName;
private int Zip;
public PersonList(String firstName,String lastName, int Zip)
{
this.firstName = firstName;
this.lastName = lastName;
this.Zip = Zip;
}
public String getFirstName()
{
return firstName;
}
public int getZipCode()
{
return Zip;
}
public String toString()
{
return String.format(\"%-15s%-15s%-10d\",firstName,lastName,Zip);
}
}
//File name: PP88ArrayList.java
import java.io.File;
import java.io.FileNotFoundException;
import java.util.ArrayList;
import java.util.Scanner;
public class PP88ArrayList
{
public static void main(String[]args)
{
ArrayList persons = new ArrayList(25);
String fileName = \"Zips.dat\";
int i;
Scanner filescasnner = null;
try
{
filescasnner=new Scanner(new File(fileName));
while(filescasnner.hasNextLine())
{
String firstName = filescasnner.next();
String lastName = filescasnner.next();
int Zip = filescasnner.nextInt();
persons.add(new PersonList(firstName, lastName, Zip));
}
filescasnner.close();
}
catch (FileNotFoundException e)
{
System.out.println(e.getMessage());
}
System.out.println(\"\ List of names and zip codes: \");
System.out.printf(\"%-15s%-15s%-15s\ \",\"First Name\",\"Last Name\",\"Zip\");
for (int j = 0; j < persons.size(); j++)
{
System.out.println(persons.get(j));
}
System.out.println(\"\ List of names sort by first name\");
sortByNa.
In this project you will define some interfaces, abstract classes, a.pdf
In Java,
If you use \'string\' instead of \'\'string\'\'
(single quotes instead of double)
What kind of error is that: lexical or syntactic?
Solution
Its a LEXICAL Error in JAVA as double quotes are used when we enter any string and single
quotes are only used for single characters like \'a\', \'J\' etc. Lexical errors are the errors thrown
by your lexer when unable to continue..
Write a method countUnique that takes a List of integers as a parame.pdf
Write a method countUnique that takes a List of integers as a parameter and returns the number
of unique integer values in the list. Use a Set as auxiliary storage to help you solve this problem.
For example, if a list contains the values [3, 7, 3, -1, 2, 3, 7, 2, 15, 15], your method should
return 5. The empty list contains 0 unique values.
Solution
package arraylistexample;
import java.util.ArrayList;
import java.util.HashSet;
import java.util.List;
import java.util.Scanner;
import java.util.Set;
public class ARRAYLISTEXAMPLE {
public static void main(String[] args) {
List list = new ArrayList<>();
Scanner scanner = new Scanner(System.in);
System.out.print(\"Enter some numbers..\");
System.out.println(\"Press any non integer(Either Float or character ) for ending the input\");
while (scanner.hasNextInt()) {
int i = scanner.nextInt();
list.add(i);
}
int k = alok.countUnique(list);
System.out.print(\" Total number of unique elements Are : \\t\" + k);
}
}
class alok {
public static int countUnique(List lst) {
Set set = new HashSet<>(lst);
System.out.println(\"Set values .....\");
set.stream().forEach((temp) -> {
System.out.print(temp + \"\\t\");
});
int n = set.size();
return n;
}
}.
package singlylinkedlist; public class Node { public String valu.pdf
package singlylinkedlist;
public class Node {
public String value;
public Node next;
public Node(String value) {
this.value = value;
}
@Override
public String toString() {
return value;
}
}
SingleyLinkedList.java :
package singlylinkedlist;
import java.io.*;
import java.util.*;
/**
* Defines the interface for a singly-linked list.
*
*/
public interface SinglyLinkedList {
/**
* @return Reference to the first node. If the list is empty, this method
* returns null.
*/
public Node getFirst();
/**
* @return Reference to the last node . If the list is empty, this method
* returns null.
*/
public Node getLast();
/**
* @return Number of nodes in the list
*/
public int size();
/**
* @return true if the list has no nodes; false otherwise
*/
public boolean isEmpty();
/**
* Removes all nodes in the list.
*/
public void clear();
/**
* Inserts a new node with the given value after cursor.
*
* @param cursor
* The node to insert after. Set this to null to insert value as
the
* new first Node.
* @param value
* The value to insert
* @return a reference to the newly inserted Node
*/
public Node insert(Node cursor, String value);
/**
* Inserts a new node with the given value at the "end" of the list.
*
* @param value
* @return a reference to the newly inserted Node
*/
public Node append(String value);
/**
* Removes the node after the specified Node (cursor) from the list.
*
* @param cursor
* A reference to the Node to remove.
*/
public void removeAfter(Node cursor);
/**
* Returns a reference to the first Node containing the key, starting from
the
* given Node.
*
* @param start
* @param key
* @return a reference to the first Node containing the key
*/
public Node find(Node start, String key);
/**
* Prints the values of all the items in a list
*/
public void printWholeList();
}
SinglyLinkedTester.java:
package sbccunittest;
import static java.lang.Math.*;
import static java.lang.System.*;
import static org.apache.commons.lang3.StringUtils.*;
import static org.junit.Assert.*;
import static sbcc.Core.*;
import java.io.*;
import java.lang.reflect.*;
import java.nio.file.*;
import java.util.*;
import java.util.stream.*;
import org.apache.commons.lang3.*;
import org.junit.*;
import org.w3c.dom.ranges.*;
import sbcc.*;
import singlylinkedlist.*;
/**
* 09/16/2021
*
* @author sstrenn
*
*/
public class SinglyLinkedListTester {
public static String newline = System.getProperty("line.separator");
public static int totalScore = 0;
public static int extraCredit = 0;
public static boolean isZeroScore = false;
public static String scorePreamble = "";
@BeforeClass
public static void beforeTesting() {
totalScore = 0;
extraCredit = 0;
}
@AfterClass
public static void afterTesting() {
if (isZeroScore) {
totalScore = 0;
extraCredit = 0;
}
println(scorePreamble + "Estimated score (w/o late penalties, etc.) is:
" + totalScore + " out of 25.");
// If the project follows the naming convention, save the results in a
folder on
// the desktop. (Alex Kohanim)
try {
String directory =
substri.
Reactive programming with RxJS - ByteConf 2018
Reactive programming paradigms are all around us. So why does is it awesome? We'll explore reactive programming in standards, frameworks and libraries and talk about how to think reactively.
Then we'll take a more practical approach and talk about how to utilize reactive programming patterns with an abstraction like RxJS, a domain specific language for reacting to events and how using this abstraction can make your development life much easier in React Native.
Java Foundations: Lists, ArrayList<T>
Learn how to use lists in Java, how to use List<T> and ArrayList<T>, how to process lists of elements.
Watch the video lesson and access the hands-on exercises here: https://softuni.org/code-lessons/java-foundations-certification-lists
An introduction to property-based testing
When you write unit tests for your projects, there’s a fair chance that you do so by following the classical « Given-When-Then » paradigm, in which you set some input data, execute the code you’re testing, and finally assert that its outcome is indeed the one you expected.
While this approach is perfectly sound, it does suffer one downside: your program will only be tested on the static input data defined in your tests, and there is no real guarantee that this data does cover all edge cases. This can be especially problematic for SDK developers, who, by definition, have a very hard time anticipating all the different situations in which their code will be used.
To improve on this issue, another approach exists, and it is called property-based testing. The idea behind it is very simple: you write your tests by defining properties that must always be true for your program. For example, « an array reversed twice is always equal to itself ». The testing framework will then generate random input values and test wether the property holds or not. And, as you can imagine, this approach is extremely good at narrowing down on overlooked edge cases.
In Swift, we are lucky enough to already have a full-fledged implementation called SwiftCheck, that enables property-based testing (https://github.com/typelift/SwiftCheck). The goal of this talk is thus to explain how property-based testing can be a powerful addition to a testing suite, and give actual and actionable examples of how it can be added to a project using SwiftCheck.
FITC Web Unleashed 2017 - Introduction to the World of Testing for Front-End ...
As front-end developers become more and more capable of building web applications, the value of testing front-end code is now more valuable than ever. Unfortunately, the testing ecosystem can be confusing, and daunting to those just getting started with the vast number of libraries and testing frameworks offering various tools and capabilities.
This talk aims to navigate the world of testing front-end code, and provide steps for front-end developers to incorporate testing into their work and projects quickly and with ease!
An Introduction to the World of Testing for Front-End Developers
Presented at Web Unleashed 2017. More info at www.fitc.ca/webu
Presented by Haris Mahmood, Shopify
Overview
As front-end developers become more and more capable of building web applications, the value of testing front-end code is now more valuable than ever. Unfortunately, the testing ecosystem can be confusing, and daunting to those just getting started with the vast number of libraries and testing frameworks offering various tools and capabilities.
This talk aims to navigate the world of testing front-end code, and provide steps for front-end developers to incorporate testing into their work and projects quickly and with ease!
Objective
Provide an introduction and overview of the world of testing for front-end development, and tips and steps to get started today.
Target Audience
Front-end developers with no or little experience with testing.
Five Things Audience Members Will Learn
Understanding on why testing is important
What options exist for testing today
What type of tests are best for what scenario
How to assess what frameworks and libraries to use
Steps on getting started with testing
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
More Related Content
Similar to java_arraylist_0.javajava_arraylist_0.java Aleksandr Koval.docx
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR.pdf
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD
OR REMOVE NAME. DO NOT HARD CODE NAME. AGAIN MAKE SURE THE
PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR REMOVE NAME. PLEASE
MAKE SURE THE CODE RUNS WITHOUT ANY ERRORS.
Write a class that maintains the scores for a game application. Implement the addition and
removal function to update the database. The gamescore.txt contains player’ name and score data
record fields separated by comma. For Removal function, uses the name field to select record to
remove the game score record.
Use the List.java, LList.java, Dlink.java, GameEntry.java and gamescore.txt found below
Read gamescore.txt to initialize the Linked list in sorted order by score.
Ask the user to add or remove users to update the sorted linked list.
Display “Name exist” when add an exist name to the list.
Display “Name does not exist” when remove a name not on the list.
List.java File:
/** Source code example for \"A Practical Introduction to Data
Structures and Algorithm Analysis, 3rd Edition (Java)\"
by Clifford A. Shaffer
Copyright 2008-2011 by Clifford A. Shaffer
*/
/** List ADT */
public interface List
{
/**
* Remove all contents from the list, so it is once again empty. Client is
* responsible for reclaiming storage used by the list elements.
*/
public void clear();
/**
* Insert an element at the current location. The client must ensure that
* the list\'s capacity is not exceeded.
*
* @param item
* The element to be inserted.
*/
public void insert(E item);
/**
* Append an element at the end of the list. The client must ensure that
* the list\'s capacity is not exceeded.
*
* @param item
* The element to be appended.
*/
public void append(E item);
/**
* Remove and return the current element.
*
* @return The element that was removed.
*/
public E remove();
/** Set the current position to the start of the list */
public void moveToStart();
/** Set the current position to the end of the list */
public void moveToEnd();
/**
* Move the current position one step left. No change if already at
* beginning.
*/
public void prev();
/**
* Move the current position one step right. No change if already at end.
*/
public void next();
/** @return The number of elements in the list. */
public int length();
/** @return The position of the current element. */
public int currPos();
/**
* Set current position.
*
* @param pos
* The position to make current.
*/
public void moveToPos(int pos);
/** @return The current element. */
public E getValue();
}
LList.java File:
/**
* Source code example for \"A Practical Introduction to Data Structures and
* Algorithm Analysis, 3rd Edition (Java)\" by Clifford A. Shaffer Copyright
* 2008-2011 by Clifford A. Shaffer
*/
// Doubly linked list implementation
class LList implements List
{
private DLink head; // Pointer to list header
private DLink tail; // Pointer to last element in list
protected DLink curr; // Pointer ahead of current element
int cnt; // Size of list
// Constructors
LList(int size)
{
th.
Write a program that will test a name) method no sorting routine from.docx
Write a program that will test a name) method no sorting routine from
What is the proper pseudocode for the following java codeimport j.pdf
What Is the Inverse of the following: \"If it rains then I take an umbrella.\" If I take an umbrella
then It rains. If It rains then I take an umbrella. If It doesn\'t rain then I don\'t take an umbrella. If
I don\'t take an umbrella then it doesn\'t rain. If it doesn\'t rain then I take an umbrella. If I take
an umbrella then it doesn\'t rains. What is the contrapositive of the following: \"If P is a square
then P is a rectangle.\" If P is a rectangle then P is not a square. If P is not a square then P is not a
rectangle. If P is a square then P is not a rectangle. If P is a rectangle then P is a square. If P is
not a rectangle then P is not a square, If P is a square then P is a rectangle.
Solution
To find the inverse of \" If it rains then I take an umbrella\".
this is the conditional statement of type \"If A then B\".
then inverse(If not A then not B) of the given statement is \"If it doesn\'t rain then I don\'t take an
umbrella\".
so the correct answer is C.
Now to find the contrapostive of \"If P is a square then P is a rectangle\"
contrapositive(if not B then not A) of the given statement is \"If P is not a rectangle then P is not
a square\".
so the correct answer is E..
Collection and framework
Collections and framework is a built in library function of JAVA which contains data structure operations.
(JAVA NetBeans) Write a Java program able to perform selection sort-So.docx
(JAVA NetBeans) Write a Java program able to perform selection sort.
Solution
import java.util.Scanner;
/**
* @author
*
*/
public class SelectionSort {
/**
* @param args
*/
public static void main(String[] args) {
// TODO Auto-generated method stub
int arr[] = setArray();
System.out.println(\"\ Before Sorting:\");
printArray(arr);
arr = selectionSort(arr);
System.out.println(\"\ After Sorting:\");
printArray(arr);
}
/**
* reads and stores the data in the one-dimensional array
*/
/**
* @return
*/
public static int[] setArray() {
int arr[] = new int[12];
System.out.println(\"Enter 12 integers.\");
Scanner scanner = new Scanner(System.in);
for (int i = 0; i < arr.length; i++) {
arr[i] = scanner.nextInt();
}
return arr;
}
/**
* prints the data in the one-dimensional array
*/
public static void printArray(int[] arr) {
System.out.println();
for (int i = 0; i < arr.length; i++) {
System.out.print(arr[i] + \" \");
}
System.out.println();
}
/**
* method will sort the array in ascending order
*/
public static int[] selectionSort(int[] arr) {
for (int i = 0; i < arr.length - 1; i++) {
int index = i;
for (int j = i + 1; j < arr.length; j++)
if (arr[j] < arr[index])
index = j;
int smallerNumber = arr[index];
arr[index] = arr[i];
arr[i] = smallerNumber;
}
return arr;
}
}
OUTPUT:
Enter 12 integers.
4 23 65 34 84 37 12 17 24 36 82 51
Before Sorting:
4 23 65 34 84 37 12 17 24 36 82 51
After Sorting:
4 12 17 23 24 34 36 37 51 65 82 84
.
import java.util.; public class IteratorDemo {public static voi.pdf
import java.util.*;
public class IteratorDemo {
public static void main(String args[]) {
// Create an array list
ArrayList al = new ArrayList();
// add elements to the array list
al.add(\"C\");
al.add(\"A\");
al.add(\"E\");
al.add(\"B\");
al.add(\"D\");
al.add(\"F\");
// Use iterator to display contents of al
System.out.print(\"Original contents of al: \");
Iterator itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Modify objects being iterated
ListIterator litr = al.listIterator();
while(litr.hasNext()) {
Object element = litr.next();
litr.set(element + \"+\");
}
System.out.print(\"Modified contents of al: \");
itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Now, display the list backwards
System.out.print(\"Modified list backwards: \");
while(litr.hasPrevious()) {
Object element = litr.previous();
System.out.print(element + \" \");
}
System.out.println();
}
}
public class GenericMethodTest {
// generic method printArray
public static < E > void printArray( E[] inputArray ) {
// Display array elements
for(E element : inputArray) {
System.out.printf(\"%s \", element);
}
System.out.println();
}
public static void main(String args[]) {
// Create arrays of Integer, Double and Character
Integer[] intArray = { 1, 2, 3, 4, 5 };
Double[] doubleArray = { 1.1, 2.2, 3.3, 4.4 };
Character[] charArray = { \'H\', \'E\', \'L\', \'L\', \'O\' };
System.out.println(\"Array integerArray contains:\");
printArray(intArray); // pass an Integer array
System.out.println(\"\ Array doubleArray contains:\");
printArray(doubleArray); // pass a Double array
System.out.println(\"\ Array characterArray contains:\");
printArray(charArray); // pass a Character array
}
}
Solution
import java.util.*;
public class IteratorDemo {
public static void main(String args[]) {
// Create an array list
ArrayList al = new ArrayList();
// add elements to the array list
al.add(\"C\");
al.add(\"A\");
al.add(\"E\");
al.add(\"B\");
al.add(\"D\");
al.add(\"F\");
// Use iterator to display contents of al
System.out.print(\"Original contents of al: \");
Iterator itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Modify objects being iterated
ListIterator litr = al.listIterator();
while(litr.hasNext()) {
Object element = litr.next();
litr.set(element + \"+\");
}
System.out.print(\"Modified contents of al: \");
itr = al.iterator();
while(itr.hasNext()) {
Object element = itr.next();
System.out.print(element + \" \");
}
System.out.println();
// Now, display the list backwards
System.out.print(\"Modified list backwards: \");
while(litr.hasPrevious()) {
Object element = litr.previous();
System.out.print(element + \" \");
}
System.out.println();
}
}
public class GenericMethodTest {
// generic method printArray
public static < E > void printArray( E[].
I really need help with the code for this in Java.Set operations u.pdf
I really need help with the code for this in Java.
Set operations using iterators: implement a program that creates the sets below (as ArrayLists of
Integers), and then finds the result of the operations below. You only need a single .java file with
the main routine; you do not have to put each set operation in its own method. Do NOT use the
toArray( ) method; you will only need the add( ), addAll( ), contains( ), iterator( ), isEmpty( ),
and remove( ) methods defined for the ArrayList. Recall that setscannot have duplicate entries; it
is up to you to enforce this! (Note: in Java a Set is an interface, but it can also be a class, as all
interfaces are also classes!) Sets:
U = {1,2,3,4,5,6,7,8,9,10} (universe set)
E = {2,4,6,8,10}
O = {1,3,5,7,9}
A = {3,4,5}
B = {5,6,7}
C = { } (empty set)
Operations: find
A union B
A intersect B
A complement
O minus B
E minus A
A symmetric difference B (the symmetric difference of 2 sets is the elements in either, but not in
their intersection)
Subsets: write a method that takes two sets, determines if the first is a subset of the second, and
returns true or false. Then answer these questions (by writing code): is C a subset of U; is E and
subset of U; and, is A a subset of B?
Solution
//code has been tested on eclipse
import java.util.ArrayList;
public class HelloWorld{
public static boolean isSubset(ArrayList A, ArrayList B) { //method to //check subset
return B.containsAll(A);
}
public static void main(String []args){ //main method
ArrayList U=new ArrayList(); //Arraylist for storing elements of union
U.add(1); U.add(2);U.add(3); U.add(4); U.add(5); U.add(6); U.add(7); U.add(8); U.add(9);
U.add(10);//entering //elements of union set
ArrayList E=new ArrayList(); //Arraylist for storing elements of set E
E.add(2); E.add(4); E.add(6); E.add(8); E.add(10); //entering elements of set E
ArrayList O=new ArrayList(); //Arraylist for storing elements of set O
O.add(1);O.add(3);O.add(5);O.add(7);O.add(9); //entering elements of set O
ArrayList A=new ArrayList(); //Arraylist for storing elements of set A
A.add(3); A.add(4); A.add(5); //entering elements of set A
ArrayList B=new ArrayList(); //Arraylist for storing elements of set B
B.add(5);B.add(6);B.add(7); //entering elements of set B
ArrayList C=new ArrayList(); //Arraylist for storing elements of set C
ArrayList UnionA_B=new ArrayList(); //Arraylist for storing elements of Union of A and B
UnionA_B.addAll(A); //Union operation using Addall
for(Integer x:B) //loop to find union of A and B
{
if(!(A.contains(x)))
UnionA_B.add(x); //add elements of union of A and B
}
System.out.println(\"Union of set A and B \"); //printing elements of union A and B
for(Integer x:UnionA_B)
System.out.println(x+\" \");
ArrayList IntsctA_B=new ArrayList(); //Arraylist for storing elements of //Intersection of A and
B
for(Integer x:A){ //loop to find Intersection of A and B
if(B.contains(x))
IntsctA_B.add(x); //add elements of Intersection of A and B
}
System.out.println(\"Intersection.
Basic java, java collection Framework and Date Time API
Basic java, java collection Framework and Date Time API
Abstract Base Class (C++ Program)Create an abstract base class cal.pdf
Abstract Base Class (C++ Program)
Create an abstract base class called Animal which has the following pure virtual member
functions: talk( ), move( ) and the following attribute: animalType (which is a pointer to a
dynamically allocated string.)
Then create the following derived classes (from the animal class): reptile, bird, and mammal.
Here are the concrete classes:
From the reptile class derive lizard and snake.
From bird derive eagle and chicken.
From mammal derive bear, hyena and lion.
Each concrete class needs to override the talk() and move() functions. Also each concrete class
will have the operator<<( ) defined. The output of cout << smokey; (assuming smokey is a bear)
will be the animalType , the sound he makes (talk( ) ) and how he moves ( move( )). Here is an
example:
int main()
{
bear smokey; // using the concrete class
cout << smokey // prints out: bear, growl, walk
animal *aptr = new bear; // I could have used an animal pointer
cout << *aptr; // prints the same results: bear, growl, walk
return 0;
}
Create an array of animal pointers called zoo. Make it 10 in size. Here is what the menu should
look like:
----Zoo Cages----
1 [empty]
2 [empty]
3 [empty]
4 [snake]
5 [eagle]
6 [bear]
7 [empty]
8 [empty]
9 [lion]
10 [hyena]
----Menu----
1) Add
2) Remove
3) Display all animals
4) Display animal count
5) Exit
If the user selects 1) then ask for a cage number and the animal he wishes to put in that cage. Be
sure to check the cage for an existing animal first. The user cannot put an animal in a cage that is
already occupied.
If the user selects 2) then ask for the cage number and remove the animal from that cage (use the
destructor). If there is no animal in the cage, issue an error to the user.
If the user selects 3) then display the contents of each cage. The display function will show each
cage number as well as the animalType of the animal, the sound it makes and how it moves, in
other words, use the operator<<( ). All this information must be on a single screen. The output
screen is up to you.
If the user selects 4) then display the count of the number of animals in your zoo. In the above
example, you will have 5. You should use a static data member in the animal class to keep track
of the number of animals. You should increase that count each time the animal constructor is
called and decrease the count when the animal destructor is called.
***Use Virtual Functions and the animal base class MUST be abstract
Solution
main.cpp
#include //input output
#include //strings
#include //Randoms
#include //Randoms
#include //For input
#include \"lizard.h\"
#include \"snake.h\"
#include \"chicken.h\"
#include \"eagle.h\"
#include \"hyena.h\"
#include \"bear.h\"
#include \"lion.h\"
using namespace std;
//declare our static variable from the animal class
int animal::numAnimals;
int main()
{
//array of animal pointers
animal *zoo[10] =
{ NULL };
//initialize our static variable to zero
animal::numAnimals = 0;
//To test if cage is empty, it is nu.
Java Assignment.Implement a binary search algorithm on an array..pdf
It is estimated that 80% of all eighteen-year old women have weights ranging from 103.5 to
144.5 lb. Assuming the weight distribution can be adequately modeled by a normal curve and
that 103.5 and 144.5 are equidistant from the average weight Mu , calculate sigma
Solution
Mean = (103.5 + 144.5)/2 = 124
Margin of Error (144.5.
Not sure why my program wont run.Programmer S.Villegas helper N.pdf
Not sure why my program wont run.
//Programmer: S.Villegas helper Noah
//File name: PP88ArrayList.java
//Description:
//****************************
import java.io.File;
import java.io.FileNotFoundException;
import java.util.ArrayList;
import java.util.Scanner;
public class PP88ArrayList
{
public static void main(String[]args)
{
ArrayList persons = new ArrayList(25);
String fileName = \"Zips.dat\";
int i;
Scanner filescasnner = null;
try
{
filescasnner=new Scanner(new File(fileName));
for(i=0;i persons)
{
for (int i = 0; i < persons.size(); i++)
{
for (int j = 0; j < persons.size()-1; j++)
{
if((persons.get(j).getFirstName().compareTo(persons.get(j+1).getFirstName()))>0)
{
Person temp= persons.get(j);
persons.set(j, persons.get(j+1));
persons.set(j+1, temp);
}
}
}
}
public static void sortByZipCode(ArrayList persons)
{
for (int i = 0; i < persons.size(); i++)
{
for (int j = 0; j < persons.size()-1; j++)
{
if(persons.get(j).getZipCode()>persons.get(j+1).getZipCode())
{
Person temp= persons.get(j);
persons.set(j, persons.get(j+1));
persons.set(j+1, temp);
}
}
}
}
}
//Programmer: S.Villegas helper Noah
//File name: PersonList.java
//Description:
//******************************
public class PersonList
{
private String firstName, lastName;
private int Zip;
public PersonList(String firstName,String lastName, int Zip)
{
this.firstName = firstName;
this.lastName = lastName;
this.Zip = Zip;
}
public String getFirstName()
{
return firstName;
}
public int getZipCode()
{
return Zip;
}
public String toString()
{
return String.format(\"%-15s%-15s%-10d\",firstName,lastName,Zip);
}
}
Solution
//File name: PersonList.java
public class PersonList
{
private String firstName, lastName;
private int Zip;
public PersonList(String firstName,String lastName, int Zip)
{
this.firstName = firstName;
this.lastName = lastName;
this.Zip = Zip;
}
public String getFirstName()
{
return firstName;
}
public int getZipCode()
{
return Zip;
}
public String toString()
{
return String.format(\"%-15s%-15s%-10d\",firstName,lastName,Zip);
}
}
//File name: PP88ArrayList.java
import java.io.File;
import java.io.FileNotFoundException;
import java.util.ArrayList;
import java.util.Scanner;
public class PP88ArrayList
{
public static void main(String[]args)
{
ArrayList persons = new ArrayList(25);
String fileName = \"Zips.dat\";
int i;
Scanner filescasnner = null;
try
{
filescasnner=new Scanner(new File(fileName));
while(filescasnner.hasNextLine())
{
String firstName = filescasnner.next();
String lastName = filescasnner.next();
int Zip = filescasnner.nextInt();
persons.add(new PersonList(firstName, lastName, Zip));
}
filescasnner.close();
}
catch (FileNotFoundException e)
{
System.out.println(e.getMessage());
}
System.out.println(\"\ List of names and zip codes: \");
System.out.printf(\"%-15s%-15s%-15s\ \",\"First Name\",\"Last Name\",\"Zip\");
for (int j = 0; j < persons.size(); j++)
{
System.out.println(persons.get(j));
}
System.out.println(\"\ List of names sort by first name\");
sortByNa.
In this project you will define some interfaces, abstract classes, a.pdf
In Java,
If you use \'string\' instead of \'\'string\'\'
(single quotes instead of double)
What kind of error is that: lexical or syntactic?
Solution
Its a LEXICAL Error in JAVA as double quotes are used when we enter any string and single
quotes are only used for single characters like \'a\', \'J\' etc. Lexical errors are the errors thrown
by your lexer when unable to continue..
Write a method countUnique that takes a List of integers as a parame.pdf
Write a method countUnique that takes a List of integers as a parameter and returns the number
of unique integer values in the list. Use a Set as auxiliary storage to help you solve this problem.
For example, if a list contains the values [3, 7, 3, -1, 2, 3, 7, 2, 15, 15], your method should
return 5. The empty list contains 0 unique values.
Solution
package arraylistexample;
import java.util.ArrayList;
import java.util.HashSet;
import java.util.List;
import java.util.Scanner;
import java.util.Set;
public class ARRAYLISTEXAMPLE {
public static void main(String[] args) {
List list = new ArrayList<>();
Scanner scanner = new Scanner(System.in);
System.out.print(\"Enter some numbers..\");
System.out.println(\"Press any non integer(Either Float or character ) for ending the input\");
while (scanner.hasNextInt()) {
int i = scanner.nextInt();
list.add(i);
}
int k = alok.countUnique(list);
System.out.print(\" Total number of unique elements Are : \\t\" + k);
}
}
class alok {
public static int countUnique(List lst) {
Set set = new HashSet<>(lst);
System.out.println(\"Set values .....\");
set.stream().forEach((temp) -> {
System.out.print(temp + \"\\t\");
});
int n = set.size();
return n;
}
}.
package singlylinkedlist; public class Node { public String valu.pdf
package singlylinkedlist;
public class Node {
public String value;
public Node next;
public Node(String value) {
this.value = value;
}
@Override
public String toString() {
return value;
}
}
SingleyLinkedList.java :
package singlylinkedlist;
import java.io.*;
import java.util.*;
/**
* Defines the interface for a singly-linked list.
*
*/
public interface SinglyLinkedList {
/**
* @return Reference to the first node. If the list is empty, this method
* returns null.
*/
public Node getFirst();
/**
* @return Reference to the last node . If the list is empty, this method
* returns null.
*/
public Node getLast();
/**
* @return Number of nodes in the list
*/
public int size();
/**
* @return true if the list has no nodes; false otherwise
*/
public boolean isEmpty();
/**
* Removes all nodes in the list.
*/
public void clear();
/**
* Inserts a new node with the given value after cursor.
*
* @param cursor
* The node to insert after. Set this to null to insert value as
the
* new first Node.
* @param value
* The value to insert
* @return a reference to the newly inserted Node
*/
public Node insert(Node cursor, String value);
/**
* Inserts a new node with the given value at the "end" of the list.
*
* @param value
* @return a reference to the newly inserted Node
*/
public Node append(String value);
/**
* Removes the node after the specified Node (cursor) from the list.
*
* @param cursor
* A reference to the Node to remove.
*/
public void removeAfter(Node cursor);
/**
* Returns a reference to the first Node containing the key, starting from
the
* given Node.
*
* @param start
* @param key
* @return a reference to the first Node containing the key
*/
public Node find(Node start, String key);
/**
* Prints the values of all the items in a list
*/
public void printWholeList();
}
SinglyLinkedTester.java:
package sbccunittest;
import static java.lang.Math.*;
import static java.lang.System.*;
import static org.apache.commons.lang3.StringUtils.*;
import static org.junit.Assert.*;
import static sbcc.Core.*;
import java.io.*;
import java.lang.reflect.*;
import java.nio.file.*;
import java.util.*;
import java.util.stream.*;
import org.apache.commons.lang3.*;
import org.junit.*;
import org.w3c.dom.ranges.*;
import sbcc.*;
import singlylinkedlist.*;
/**
* 09/16/2021
*
* @author sstrenn
*
*/
public class SinglyLinkedListTester {
public static String newline = System.getProperty("line.separator");
public static int totalScore = 0;
public static int extraCredit = 0;
public static boolean isZeroScore = false;
public static String scorePreamble = "";
@BeforeClass
public static void beforeTesting() {
totalScore = 0;
extraCredit = 0;
}
@AfterClass
public static void afterTesting() {
if (isZeroScore) {
totalScore = 0;
extraCredit = 0;
}
println(scorePreamble + "Estimated score (w/o late penalties, etc.) is:
" + totalScore + " out of 25.");
// If the project follows the naming convention, save the results in a
folder on
// the desktop. (Alex Kohanim)
try {
String directory =
substri.
Reactive programming with RxJS - ByteConf 2018
Reactive programming paradigms are all around us. So why does is it awesome? We'll explore reactive programming in standards, frameworks and libraries and talk about how to think reactively.
Then we'll take a more practical approach and talk about how to utilize reactive programming patterns with an abstraction like RxJS, a domain specific language for reacting to events and how using this abstraction can make your development life much easier in React Native.
Java Foundations: Lists, ArrayList<T>
Learn how to use lists in Java, how to use List<T> and ArrayList<T>, how to process lists of elements.
Watch the video lesson and access the hands-on exercises here: https://softuni.org/code-lessons/java-foundations-certification-lists
An introduction to property-based testing
When you write unit tests for your projects, there’s a fair chance that you do so by following the classical « Given-When-Then » paradigm, in which you set some input data, execute the code you’re testing, and finally assert that its outcome is indeed the one you expected.
While this approach is perfectly sound, it does suffer one downside: your program will only be tested on the static input data defined in your tests, and there is no real guarantee that this data does cover all edge cases. This can be especially problematic for SDK developers, who, by definition, have a very hard time anticipating all the different situations in which their code will be used.
To improve on this issue, another approach exists, and it is called property-based testing. The idea behind it is very simple: you write your tests by defining properties that must always be true for your program. For example, « an array reversed twice is always equal to itself ». The testing framework will then generate random input values and test wether the property holds or not. And, as you can imagine, this approach is extremely good at narrowing down on overlooked edge cases.
In Swift, we are lucky enough to already have a full-fledged implementation called SwiftCheck, that enables property-based testing (https://github.com/typelift/SwiftCheck). The goal of this talk is thus to explain how property-based testing can be a powerful addition to a testing suite, and give actual and actionable examples of how it can be added to a project using SwiftCheck.
FITC Web Unleashed 2017 - Introduction to the World of Testing for Front-End ...
As front-end developers become more and more capable of building web applications, the value of testing front-end code is now more valuable than ever. Unfortunately, the testing ecosystem can be confusing, and daunting to those just getting started with the vast number of libraries and testing frameworks offering various tools and capabilities.
This talk aims to navigate the world of testing front-end code, and provide steps for front-end developers to incorporate testing into their work and projects quickly and with ease!
An Introduction to the World of Testing for Front-End Developers
Presented at Web Unleashed 2017. More info at www.fitc.ca/webu
Presented by Haris Mahmood, Shopify
Overview
As front-end developers become more and more capable of building web applications, the value of testing front-end code is now more valuable than ever. Unfortunately, the testing ecosystem can be confusing, and daunting to those just getting started with the vast number of libraries and testing frameworks offering various tools and capabilities.
This talk aims to navigate the world of testing front-end code, and provide steps for front-end developers to incorporate testing into their work and projects quickly and with ease!
Objective
Provide an introduction and overview of the world of testing for front-end development, and tips and steps to get started today.
Target Audience
Front-end developers with no or little experience with testing.
Five Things Audience Members Will Learn
Understanding on why testing is important
What options exist for testing today
What type of tests are best for what scenario
How to assess what frameworks and libraries to use
Steps on getting started with testing
Similar to java_arraylist_0.javajava_arraylist_0.java Aleksandr Koval.docx (19)
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR.pdf
PLEASE MAKE SURE THE PROGRAM IS ASKING FOR INPUT FROM USER TO ADD OR.pdf
Write a program that will test a name) method no sorting routine from.docx
Write a program that will test a name) method no sorting routine from.docx
What is the proper pseudocode for the following java codeimport j.pdf
What is the proper pseudocode for the following java codeimport j.pdf
(JAVA NetBeans) Write a Java program able to perform selection sort-So.docx
(JAVA NetBeans) Write a Java program able to perform selection sort-So.docx
import java.util.; public class IteratorDemo {public static voi.pdf
import java.util.; public class IteratorDemo {public static voi.pdf
I really need help with the code for this in Java.Set operations u.pdf
I really need help with the code for this in Java.Set operations u.pdf
Basic java, java collection Framework and Date Time API
Basic java, java collection Framework and Date Time API
Abstract Base Class (C++ Program)Create an abstract base class cal.pdf
Abstract Base Class (C++ Program)Create an abstract base class cal.pdf
Java Assignment.Implement a binary search algorithm on an array..pdf
Java Assignment.Implement a binary search algorithm on an array..pdf
Not sure why my program wont run.Programmer S.Villegas helper N.pdf
Not sure why my program wont run.Programmer S.Villegas helper N.pdf
In this project you will define some interfaces, abstract classes, a.pdf
In this project you will define some interfaces, abstract classes, a.pdf
Write a method countUnique that takes a List of integers as a parame.pdf
Write a method countUnique that takes a List of integers as a parame.pdf
package singlylinkedlist; public class Node { public String valu.pdf
package singlylinkedlist; public class Node { public String valu.pdf
FITC Web Unleashed 2017 - Introduction to the World of Testing for Front-End ...
FITC Web Unleashed 2017 - Introduction to the World of Testing for Front-End ...
An Introduction to the World of Testing for Front-End Developers
An Introduction to the World of Testing for Front-End Developers
More from christiandean12115
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.1177/0022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AND DELINQUENCYWright et al. / CRIMINALLY PRONE INDIVIDUALS
DOES THE PERCEIVED RISK
OF PUNISHMENT DETER
CRIMINALLY PRONE INDIVIDUALS?
RATIONAL CHOICE,
SELF-CONTROL, AND CRIME
BRADLEY R. E. WRIGHT
AVSHALOM CASPI
TERRIE E. MOFFITT
RAY PATERNOSTER
Society’s efforts to deter crime with punishment may be ineffective because those indi-
viduals most prone to commit crime often act impulsively, with little thought for the
future, and so they may be unmoved by the threat of later punishment. Deterrence mes-
sages they receive, therefore, may fall on deaf ears. This article examines this issue by
testing the relationship between criminal propensity, perceived risks and costs of pun-
ishment, and criminal behavior. The authors analyzed data from the Dunedin (New
Zealand) Study, a longitudinal study of individuals from birth through age 26 (N =
1,002). They found that in fact, deterrence perceptions had their greatest impact on
criminally prone study members.
Keywords: deterrence theory; criminal propensity
Society controls its members by threatening punishments, both formal,
such as arrest and imprisonment, and informal, such as social disapproval
and withholding of resources. Policymakers, as well as the general public,
have widely accepted the punishment-as-deterrence doctrine (Liska and
Messner 1999), and so the punishment of criminals, more than other, positive
We thank the Dunedin Study members, their parents, teachers, and peer informants, Dunedin
Unit Director Richie Poulton, and Study founder Phil Silva. We thank HonaLee Harrington and
Colin Baier for research assistance. The Dunedin Multidisciplinary Health and Development Re-
search Unit is supported by the New Zealand Health Research Council. This research received
support from the National Consortium on Violence Research (NCOVR), which is supported un-
der grant #SBR 9513040 from the National Science Foundation, from the William Freeman Vilas
Trust at the University of Wisconsin, from US-NIMH grants MH45070, MH49414, from the
William T. Grant Foundation, and from Air New Zealand.
JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY, Vol. 41 No. 2, May 2004 180-213
DOI: 10.1177/0022427803260263
© 2004 Sage Publications
180
interventions is politically viable under the rubric of “getting tough on
crime.” Given society’s considerable faith in, and resources spent on, punish-
ing wrong-doers, we have a vested interest in knowing whether in fact threat-
ened punishments deter criminal behavior, and so social scientists have long
studied punishment as deterrence (e.g., Beccaria 1963; Becker 1968;
Bentham 1948; Piliavin et al. 1986). Of particular significance is the ques-
tion, Does the threat of punishment differ according to a person’s motivation
or propensity to commit crime?
There are three basic, though seemingly contradictory, answers to this
question that can be derived from the existing literature: (1) All individuals
resp.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docx
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down,
looks up and mouths “watch the ball”. It’s
unnecessary for Matthew Lloyd to toss the
grass. There’s no wind under the roof – it’s
simply a routine that enables him to replicate
his process under pressure.
Ricky Pointing knows you have to watch the
ball. Ponting wants the auto pilot light in his
brain to fl ick on as he mutters “watch the ball”.
High performance in sport is achieved through focusing on your
processes, not the scores.
It is absolutely no different in local government. Our business
is governance and we need to be focusing very hard on our
governance processes. We need to learn these processes, modify
them when necessary, understand them deeply, repeat them
under pressure and trust in our capabilities to deliver. If we do
that, the scores will look after themselves.
I want to share with you my ten most important elements in
the governance process. Let me fi rst say that good governance is
the set of processes, protocols, rules, relationships and behaviours
which lead to consistently good decisions. In the end good
governance is good decisions. You could make lots of good
decisions without good governance. But you will eventually
run out of luck – eventually, bad governance process will lead
to bad decisions. Consistently good decisions come from good
governance processes and practices.
Good governance is not only a prerequisite for consistently
good decisions, it is almost the sole determinant of your
reputation. The way you govern, the ‘vibe’ in the community
and in the local paper about the way you govern is almost the
sole determinant of your reputation. Believe me, if reputation
matters to you, then drive improvements through good
governance.
So here are the ten core elements:
1. THE COUNCIL PLAN
An articulate council plan is a fundamental fi rst step to achieving
your goals. It is your set of promises to your community for a
four-year term.
Unfortunately, there are too many wrong plans:
• Claytons Plans – say too little and are too bland. Delete the
name of the council from these plans and you can’t tell whose
it is! There’s no ‘vibe’ at all.
• Agreeable Plans – where everyone gets their bit in the plan.
There’s no sense of priorities, everyone agrees with everything
in the plan and we save all the real fi ghts and confl icts to be
fought out one by one over the four-year term.
• Opposition-creating Plans – we don’t do this so often but we
sometimes ‘use the numbers’ to enable the dominant group of
councillors to achieve their goals and fail to a.
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
T
E
A
C
H
IN
G
E
xc
ep
ti
on
al
C
h
il
d
re
n
,
V
ol
.
49
,
N
o.
1
,
p
p
.
18
–3
0.
C
op
yr
ig
h
t
20
16
T
h
e
A
u
th
or
(s
).
D
O
I:
1
0.
11
77
/0
04
00
59
91
66
62
20
2
by guest on October 20, 2016tcx.sagepub.comDownloaded from
http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
More from christiandean12115 (20)
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propa.docx
10.0 ptsPresentation of information was exceptional and included.docx
10.0 ptsPresentation of information was exceptional and included.docx
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 What does a golfer, tennis player or cricketer (or any othe.docx
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018· Watch video· Take notes withfor students.docx
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Introduction Ask any IT manager about the chall.docx
10 Introduction Ask any IT manager about the chall.docx
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ers. Although one can learn definitions favor- able to .docx
10 ers. Although one can learn definitions favor- able to .docx
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent).docx
Recently uploaded
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Overview on Edible Vaccine: Pros & Cons with Mechanism
This ppt include the description of the edible vaccine i.e. a new concept over the traditional vaccine administered by injection.
special B.ed 2nd year old paper_20240531.pdf
Instagram:-
https://instagram.com/special_education_needs_01?igshid=YmMyMTA2M2Y=
WhatsApp:-
https://chat.whatsapp.com/JVakNIYlSV94x7bwunO3Dc
YouTube:-
https://youtube.com/@special_education_needs
Teligram :- https://t.me/special_education_needs
Slide Shere :-
https://www.slideshare.net/shabnambano20?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
Embracing GenAI - A Strategic Imperative
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
The Roman Empire A Historical Colossus.pdf
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Recently uploaded (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Overview on Edible Vaccine: Pros & Cons with Mechanism
Overview on Edible Vaccine: Pros & Cons with Mechanism
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
How libraries can support authors with open access requirements for UKRI fund...
How libraries can support authors with open access requirements for UKRI fund...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
java_arraylist_0.javajava_arraylist_0.java Aleksandr Koval.docx
- 1. java_arraylist_0.javajava_arraylist_0.java/* * Aleksandr Kovalchuk * PRG / 421 * June 20, 2016 * ============================================= =============================================== ================= * * This is a java program to demonstrate the use of ArrayList. * The program allows a user to do the following; * 1. Add, edit, delete different types of animals * 2. Select an animal, and the corresponding characteristics w ill be displayed (such as color, vertebrate or invertebrate, can s wim, etc.) * * ============================================= =============================================== ================= */ import java.util.*;// import statements import java.util.Scanner; publicclassAnimals { publicstaticScanner scan =newScanner(System.in);// enable user keyboard input publicstaticvoid main(String[] args) { ArrayList<Animal> animals =newArrayList<Animal>();// creat e array list char another ='Y';// Check if user wants to perform another ope ration int exitCode =-1;// Program exits upon entering -1 as choice String[] operations =newString[]{"0. Add Animals","1. Update
- 2. Animal","2. Remove Animal"};// Declare and initialize array to hold operation choices System.out.println("Animals Array Listn================= =========================");// Title while(another =='Y') { System.out.println("Please select an operation: ");// Prompt use r for operation for(int i =0; i < operations.length; i++) { System.out.println(operations[i]);// Display operation options } System.out.println("Enter "+exitCode+" to exit.n----------------- --------------------------");// Inform that -1 exits program int userChoice = scan.nextInt();// Get user input if(userChoice ==0)// Check choice and call appropriate method { addAnimal(animals);// Call add animals method } elseif(userChoice ==1) { updateAnimal(animals);// Call update animals metho d } elseif(userChoice ==2) { removeAnimal(animals);// Call remove animals meth od } elseif(userChoice == exitCode) { System.out.print("Thank you for your time. Goodbye.");// exit message System.exit(0); }
- 3. System.out.print("Perform another Operation? (Y/N)");// Ask if user wishes to perform another operation String choice = scan.next(); choice = choice.toUpperCase(); another = choice.charAt(0); } System.out.println("n------------------------------------------- nThe array list has the following animals: n"+animals.toString ()+"n------------------------------------------- ");// If no other operation, display elements in array list } // Function to add animal to array list publicstaticvoid addAnimal(ArrayList<Animal> anim) { char stop ='Y'; String name, color, canSwim, hasBackbone;// Properties of ani mal object from Animal class int code; while(stop =='Y') { System.out.print("Animal Code: ");// prompt user for input of p roperty code = scan.nextInt();// Assign property to a variable System.out.print("Name: "); name = scan.next(); System.out.print("Color: "); color = scan.next(); System.out.print("Can Swim?(Y/N): "); canSwim = scan.next(); System.out.print("Has Backbone?(Y/N): "); hasBackbone = scan.next(); anim.add(newAnimal(name, color, canSwim, hasBackbo ne, code));// Add animal element to array list System.out.print("-------------------------------------------n"); System.out.print("Add Another Animal? (Y/N)");// Check if us er wishes to add another animal
- 4. String choice = scan.next(); choice = choice.toUpperCase(); stop = choice.charAt(0); } // Display animals in the array list after quitting System.out.println("The following animals have been added: n" +anim.toString()+"n-------------------------------------------"); } // Function to edit animal to array list publicstaticvoid updateAnimal(ArrayList<Animal> anim) { char stop ='Y'; String name, color, canSwim, hasBackbone;// animal properties to be updated if(!anim.isEmpty())// First check is array list is not empty then proceed { while(stop =='Y')// while user wishes to update more animals { System.out.print("Enter Animal Code: ");// Prompt user for ani mal code int cd = scan.nextInt();// Capture code from scanner input for(Animal anm : anim)// Loop through array list { if(anm.getCode()>0&& anm.getCode()== cd)// Pull element wit h the given code { System.out.print("Name: ");// prompt user for new details of an imal name = scan.next();// capture details System.out.print("Color: "); color = scan.next(); System.out.print("Can Swim?(Y/N): "); canSwim = scan.next(); System.out.print("Has Backbone?(Y/N): ");
- 5. hasBackbone = scan.next(); anm.setName(name);// For each property, upda te with the new information anm.setColor(color); anm.setSwim(canSwim); anm.setBackbone(hasBackbone); } else { System.out.print("No matching code found.");// Inform user if no record was found } } System.out.print("Update Another Animal? (Y/N)");// ask user if they wish to update another animal String choice = scan.next(); choice = choice.toUpperCase(); stop = choice.charAt(0); } // Display elements in array list if user is done updating System.out.println("The array list has the following animals: n" +anim.toString()+"n-------------------------------------------"); } else { System.out.println("No animals were found in array list");// Inf orm user if array list has no animal elements } } // Function to remove animal to array list publicstaticvoid removeAnimal(ArrayList<Animal> anim) { char stop ='Y'; if(!anim.isEmpty())// First check that there are animals in the a rray list {
- 6. while(stop =='Y') { System.out.print("Enter Animal Code: ");// prompt user for ani mal code int cd = scan.nextInt(); Iterator<Animal> itr = anim.iterator();// Declare iterator to iter ate through array list while(itr.hasNext())// Check that there are elements using iterat or { if(itr.next().getCode()== cd)// search for element with the give n animal code { itr.remove();// remove the found element System.out.print("Animal with code "+cd+" successfully remov ed.");// success message } else { System.out.println("No matching code found.");// no matching animal found } } System.out.print("nRemove Another Animal? (Y/N)");// ask if user wants to remove another animal String choice = scan.next(); choice = choice.toUpperCase(); stop = choice.charAt(0); } // Display array list System.out.println("The array list has the following animals: n" +anim.toString()+"n-------------------------------------------"); } else { System.out.println("No animals were found in array list");// No
- 7. elements in array } } } /** * @author * Name: * Course Title: * Date: * ============================================= =============================================== ================= */ publicclassAnimal// Animal class to hold properties of animal { publicstaticString name, color, canSwim, hasBackbone;// prope rties declaration int code; publicAnimal(StringName,StringColor,StringCanSwim,StringHa sBackbone,intCode)// constructor { name =Name; color =Color; canSwim =CanSwim; hasBackbone =HasBackbone; code =Code; } publicString toString ()// override toString method to display el ements in array list { return"n Animal Code: "+code+"n Name: "+ name +"n Color: "+ color +"n Can Swim: "+canSwim+"n Vertebrate: "+hasBack bone;
- 8. } // Getters publicint getCode()// get animal code { returnthis.code; } publicString getName()// get animal name { return name; } publicString getColor()// get animal color { return color; } publicString getSwim()// get animal swim value { if(canSwim.equalsIgnoreCase("Y")) return"Yes"; else return"No"; } publicString getBackbone()// get animal backbone value { if(hasBackbone.equalsIgnoreCase("Y")) return"Yes"; else return"No"; } // Setters publicint setCode(int cd)// set animal code for update { return cd; } publicvoid setName(String nm)// set animal name for update { name = nm;
- 9. } publicvoid setColor(String clr)// set animal color for update { color = clr; } publicvoid setSwim(String swim)// set animal can swim value f or update { canSwim = swim; } publicvoid setBackbone(String bckbn)// set animal has backbon e value for update { hasBackbone = bckbn; } } __MACOSX/._java_arraylist_0.java APPLIED RESEARCH PROJECT1 APPLIED RESEARCH PROJECT16 IMPROVING EMPLOYEE RETENTION AT ABC COMPANY Prepared for: Dr. E. J. Bondoc Shorter University
- 10. Submitted by: John Doe July 22, 2016 Table of Contents Abstract4 List of Tables5 List of Figures6 Section 1: Introduction7 Background/Situation7 Problem/Issue7 Evidence to Justify the Study7 Definition of Terms7 Summary8 Section 2 Literature Review (Relevant Published Information)9 Theme 19 Theme 29 Theme 39 Theme 49 Summary9 Section 3 Analysis10 Relevant Facts About ABC Company10 Detailed Information about the Specific Issue or Problem10 Analysis of the Causes of the Situation/Problem Issue10 Alternatives and Possible
- 11. Solution s10