The Cold War impacted nearly every aspect of American life in the immediate postwar Era.
Considering the primary source documents concerning American foreign policy in the Early
Cold War (The Truman Doctrine, NSC-68 and the Ideological Cold War, A Critique of
Containment) as well as those concerning domestic Cold War politics (Joseph R. McCarthy on
the Attack, \"Who is Loyal to America\" and \"The American Way of Life\"), explain how
American foreign policy after 1945 affected American life at home. Based on these readings,
explain whether or not you believe the reaction to global communism at home and abroad was
appropriate and/or successful?
Solution
I. The Causes of the Cold War: The Great Debate and Beyond
The divide between capitalism and Communism, and the elimination of a common enemy at the
end of World War II, do much to explain the Cold War\'s onset, but each explanation minimizes
the complexity of the situation. As historian William A. Williams framed the issue: \"which side
committed its power and policies which hardened the natural and inherent tensions and
propensities into bitter antagonisms and inflexible positions?\" Scholars have provided several
answers, and while many would eschew such labels, it is helpful to think of their positions as
representing three general view points: orthodox, revisionist, and post-revisionist.
Orthodox historians, many of whom were former Roosevelt or Truman administration officials,
place primary responsibility for the Cold War on the Soviet Union. According to this view,
Moscow\'s aggressive and expansionist tendencies stood in stark contrast to Washington\'s
passive and defensive behavior. Herbert Feis\' studies, such as Churchill, Roosevelt, and Stalin:
The Wars They Waged and the Peace They Sought and From Trust to Terror: The Onset of the
Cold War, 1945-1950, exemplify this perspective. These works emphasize Stalin\'s
\"ruthlessness,\" \"spirit of mistrust,\" and revolutionary goals. Louis Halle presents a more
nuanced though generally traditional interpretation in The Cold War as History. While rooting
his analysis in \"realism\" and refusing to find fault with either side, he nonetheless presents the
Cold War as a \"power contest in which one expanding power has threatened to make itself
predominant, and in which other powers have banded together in a defensive coalition to
frustrate it.\"
In the late 1950s, a few scholars began to question the orthodoxy of American passivity and
Communist aggression. These \"revisionists\" rejected the notion that the Soviet Union was
solely to blame for the Cold War, suggesting instead that the conflict emerged more from
America\'s pursuit of its own global economic and strategic agenda. William A. Williams
spawned the revisionist school with his classic and controversial work The Tragedy of American
Diplomacy. Williams argues that the United States \"crystallized\" the Cold War in its
determination to further its traditional policy of Open Door expans.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVI...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVISIONISTS VIEWS. A presentation containing: a view over revisionists and revisionism, views of Walter Lippman, William Appleman Williams, Gal Alperovitz, Gabriel Kolko, Michael Hughes et all.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVI...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVISIONISTS VIEWS. A presentation containing: a view over revisionists and revisionism, views of Walter Lippman, William Appleman Williams, Gal Alperovitz, Gabriel Kolko, Michael Hughes et all.
If messages are being sent from your email account without your know.pdffedosys
If messages are being sent from your email account without your knowledge, this is a sign that
your computer is infected with
Solution
If messages are being sent from your email account without your knowledge, this is a sign that
your computer is infected with:
Identity Theft. In identity theft, some other machine is purported to be the other machine. Which
means, somebody else will steal your identity and will send an email to somebody else, as if they
were sending a mail from your email account..
Identify some of the postmodern trends movements that women artist .pdffedosys
Identify some of the postmodern trends/ movements that women artist have particiapted in.
Solution
The female art movement originated in the late 1960s which sought to rewrite a falsely male-
dominated history and change the perception of the contemporary world. The main attributes are
as follows; It sought to create an interaction between the artist and viewer by including women\'s
perspective. Before the introduction of feminism, the presence of female artist was not
considered which was later changed by the female artists via establishing alternate venues to
increase their visibility in the market. They also embrace different materials which symbolized
feminine perspective..
i need the executable file of this program (.exe) This is Assembly.pdffedosys
i need the executable file of this program (.exe)
This is Assembly code This program calculates the integer expression A=(A+B)-(C+D) using
registers INCLUDE Irvine32.inc. data A DWORD 150 B DWORD 100 C DWORD 50 D
DWORD 40 .code main PROC; save the integer values in registers mov eax, A; EAX=150
mov ebx.B; EBX=100 mov ecx.C; ECX=50 mov edx.D; EDX=40; calculates the integer
expression add eax.ebx; EAX: (A+B) add ecx.edx; ECX: (C+D) sub eax.ecx; EAX: (A+B)-
(C+D) mov A.eax; A=(A+B)-(C+D) exit main ENDP END main Here the name of program
file is intExp.asm; the program contains comments starting with a semicolon (;) symbol.
Solution
Ans: Its not possible to upload the file. The following steps you can get your intExp.exe from
intExp.asm.
Step 1:
a) Open a MS-DOS window
b) your program as intExp.asm
c) Assemble the program with
C:> MASM demo
MASM will create an object file intExp.obj
Set your path variable to MASM.EXE]
d) Link the program with
C:> LINK intExp ( + prog1 + prog2 ....)
This adds info to intExp.obj and creates
the executable intExp.exe.
e) Run the program with
C:> intExp
intExp expects the input of a character from KB: and sends it
to the screen.
2. Do Assembly and Linkage in one Step
From MASM 6.0 on MicroSoft delivered a program ML that allowed
to do assembly and linkage in one step.
C:> ML intExp.asm : creates intExp.exe
Useful switches : /Zi : add debug info ( codeview)
/Fl : add a list file demo.lst
/Fm : add a map file demo.map
A complete call looks like :
C:> ML /Zi /Fl /Fm intExp.asm
Have a look at intExp.lst, intExp.map.
The full list of options is available via :
C:> MASM /H
C:> LINK /HELP ; LINK /?
C:> ML /HELP ; ML /?
BORLAND version :
For Borland environment ( C:>\\BC5\\TASM....)
Prefer to use Borland assembler TASM and linker TLINK.
Assembly : C:> TASM /l /n /z intExp
creates intExp.obj
Switches : /l : create listing intExp.lst
/n : no symbol table
/z : display source lines with errors
Linkage : C:> TLINK /3 /m /v intExp
creates intExp.exe
Switches : /3 : use 32-bit registers
/m : create map file intExp.map
/v : add debug info for the debugger TD
List of all options : C:> TASM /? ; C:> TLINK /?
3. IDE : PWB
Start : Doubleclick the PWB icon or
use a DOS window and type C:> PWB
The edit-part of the functionality should be self.
File --> -New / -Open / - Save / -Save as / -Close / -Exit
Edit --> -Cut / -Copy / -Paste / -Delete ..
Before you can convert the asm source code into an exe file
you should tell PWB which kind of executable
you want to build. It can done by setting many options
in the OPTIONS menue :
Options --> Project Templates -->
activate : RunTimeSupport : Assembler
Project Template : DOS EXE ok
Options --> Build Options -->
activate : Use Debug Options ok
Options --> Language Options --> MASM-Options -->
activate : MASM 5.1 Compatibility
delete : Warnings treated as errors
go to --> Set Debug Options -->
activate : Generate Listing File
All the options are set you are able to build the
executable file.
Project.
Help me fix the error shown above in my code of image.cpp please~I.pdffedosys
Help me fix the error shown above in my code of image.cpp please~
Image.cpp(the code i wrote):
#include
#include \"image.hpp\"
#include
using namespace std;
Image::Image() {
cols = 256;
rows = 256;
pixels = new uint8_t[rows * cols];
for (int i = 0; i < rows; i++) {
for (int j = 0; j < cols; j++) {
pixels[i + i * j] = \'A\';
}
}
}
Image:: ~Image(){
delete[] pixels;
}
int Image::get_pixel(unsigned int x, unsigned int y, uint8_t* colorp) {
colorp= &pixels[x+x*y];
if (colorp) {
return 0;
}
return -1;
}
int Image::set_pixel(unsigned int x, unsigned int y, uint8_t color) {
pixels[x + x * y] = color;
if (color) {
return 0;
}
return -1;
}
int Image::resize(unsigned int width, unsigned int height, uint8_t fillcolor) {
pixels = new uint8_t[rows * cols];
for (int i = 0; i < rows; i++) {
for (int j = 0; j < cols; j++) {
pixels[i + i * j] = fillcolor;
}
}
if (pixels) {
return 0;
}
return -1;
}
Image.hpp(resourse):
#include // for uint8_t
class Image {
public:
// made these public so I can peek at them
unsigned int cols;
unsigned int rows;
uint8_t* pixels;
/* Constructs an image of 0x0 pixels. */
Image();
/* Frees all memory allocated for img */
~Image();
/* Changes the size of an image, allocating memory as necessary, and
setting all pixels to fillcolor. Returns 0 on success, or a non-zero error code.*/
int resize( unsigned int width, unsigned int height, uint8_t fillcolor );
/* Sets the color of the pixel at (x,y) to color. Returns 0 on success, else a non-zero
error code. If (x,y) is not a valid pixel, the call fails and the image does not change.*/
int set_pixel( unsigned int x, unsigned int y, uint8_t color );
/* Gets the color of the pixel at (x,y) and stores at the address pointed to
by colorp. Returns 0 on success, else a non-zero error code. */
int get_pixel( unsigned int x, unsigned int y, uint8_t* colorp );
}; Running Program Done. Program returned 1 Error: Your program returned nonzero status
code 1 stdout Testing normal usage Constructing Image i Error: Empty image does not have zero
cols & rows i resize( 640, 480, 0 i resize 100, 100, 72 resize( 32, 32, 72) 0K Checking for correct
value in every pixel after resize after resize, pixel[257] does not have fillcolor value Error Error:
get pixel returned wrong pixel value (0 e) 0 Doing lots of get pixel and set pixel on bounds pixel
coords get pixel returned wrong pixel value (1 0) 0 Error: get pixel returned wrong pixel value
(20) 0 Error: get pixel returned wrong pixel value (3 0) 0 Error: get pixel returned wrong pixel
value (4 0) 0 Error: get pixel returned wrong pixel value (5 0) 0 Error: get pixel returned wrong
pixel value (6 0) 0 Error: get pixel returned wrong pixel value (7 0) 0 Error: get pixel returned
wrong pixel value (8 0) 0 Error: get pixel returned wrong pixel value (9 0) 0 Error: get pixel
returned wrong pixel value (10 0) 0 Error: get pixel returned wrong pixel value (11 0) 0 Error:
get pixel returned wrong pixel value (120) 0 Error: get pixel returned wrong pixel value (13 0) 0.
Explain how the format of the mark-up language differs from the docu.pdffedosys
Explain how the format of the mark-up language differs from the document’s format,
Solution
A document format is a simple text without any differentiation between the elements in the text,
whereas mark- up language is a system for annotating a document in a way that is syntactically
distinguishable from the text. Instructions are expressed directly by tags or \"instruction text
encapsulated by tags.\" Examples include typesetting instructions such as those found in troff,
TeX and LaTeX, or structural markers such as XML tags. Markup instructs the software that
displays the text to carry out appropriate actions, but is omitted from the version of the text that
users see.Today, the most important markup languages are the Standard Generalized Markup
Language (SGML), the Hypertext Markup Language (HTML), and the Extensible Markup
Language (XML).
HTML
The Hypertext Markup Language is an SGML Document Type Definition (DTD) that was
designed specifically for the World Wide Web. In essence, HTML is a set of markup codes
inserted in a file that note logical structures and instruct a web browser how to display a web
page\'s words and images.
XML
The Extensible Markup Language (XML) is a subset of SGML, whose purpose is \"to enable
generic SGML to be served, received, and processed on the web\" through a system of notation
that is unlimited and self-defining. Although XML has been designed to be compatible with
HTML (as well as SGML), it is not another single, predefined markup language. It is a meta-
language—a language for describing other languages—for designing markup..
Here is the given code, and the things I need to be done. Ive post.pdffedosys
Here is the given code, and the things I need to be done. I\'ve posted this about 3 times and
nobody has helped me yet..
import javax.swing.*;
import java.awt.event.*;
public class JavaMenus extends JFrame {
public JavaMenus()
{
super(\"Java Menu Example\");
JMenu file = new JMenu(\"File\");
file.setMnemonic(\'F\');
JMenuItem ItemNew = new JMenuItem(\"New\");
ItemNew.setMnemonic(\'N\');
file.add(ItemNew);
JLabel fileButton = new JLabel(new ImageIcon(\"dukejdk\"));
JMenuItem ItemOpen = new JMenuItem(\"Open\");
ItemOpen.setMnemonic(\'O\');
file.add(ItemOpen);
JMenuItem ItemExit = new JMenuItem(\"Exit\");
ItemExit.setMnemonic(\'x\');
file.add(ItemExit);
final JLabel label1 = new JLabel(\" Welcome\");
add(label1);
this.setSize(100, 100);
setVisible(true);
ItemNew.addActionListener(
new ActionListener() {
public void actionPerformed(ActionEvent e)
{
label1.setText(\" New\");
JOptionPane.showMessageDialog(null, \"New was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
ItemOpen.addActionListener(
new ActionListener(){
public void actionPerformed(ActionEvent e)
{
label1.setText(\" Open\");
JOptionPane.showMessageDialog(null, \"Open was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
ItemExit.addActionListener(
new ActionListener(){
public void actionPerformed(ActionEvent e)
{
label1.setText(\" Exit\");
JOptionPane.showMessageDialog(null, \"Exit was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
JMenuBar bar = new JMenuBar();
setJMenuBar(bar);
bar.add(file);
getContentPane();
setSize(250, 250);
setVisible(true);
}
public static void main(String[] args)
{
JavaMenus appMenu = new JavaMenus();
appMenu.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
}
}
Modify your program code for the JavaMenus.java file such that the program will include
a new menu item. To do this alter the menu component items scheme to appear as follows.
Open Item
A Graphic image appears drawn out in the Frame
New Item
A historical quote appears in the Frame along with a corresponding image related to the quote.
Example- picture of Steve Jobs along with a Jobs quote of sorts.
Edit Item
A message box appears with the user’s name.
Exit Item
The application exits.
Test your modified program.
STEP 5 Supplement the Program Code
Modify again your program code for the JavaMenus.java file such that the program will
include a new second column of menu items. To do this alter the menu bar such that it
will contain these items.
Welcome Item
A message box appears that describes the program.
About Item
A message box appears with your name, as the programmer and version number of the app.
Open Item
A Graphic image appears drawn out in the Frame
New Item
A historical quote appears in the Frame along with a corresponding image related to the quote.
Example- picture of Steve Jobs along with a Jobs quote of sorts.
Edit Item
A message box appears with the user’s name.
Exit Item
The application exits.
Solution
package test;
import javax.swing.*;
import java.awt.event.*;
im.
Each student in my class was given bodily fluids. Everyone was n.pdffedosys
Each student in my class was given \"bodily fluids.\" Everyone was negative for \"HIV\" except
one. We have to figure out who was positive for HIV and passed it on to others. Sharing partners
are in order. All the informaton that is needed is there. There are three numbers in the \"sharing
partner\" column. The column next to it is blank. Student\'s name 13 Sharing partners or 4,10, i4
7,8, la 2,4 I l, 14) B 13 I, 123,10 t ll, 4,3
Solution
Answer:
Student name \"3\" is positive for HIV.
Explanation:
The sharing partners of 3 are 2,4,5, and 12. Student 12 is +ve, it shares room with 11, 14 and 3.
But from the data it was clear that 11 and 14 are -ve for HIV. So the only possibility to transfer
the HIV to 12 is from \"3\"..
Hello everyone,Im actually working on a fast food order program..pdffedosys
Hello everyone,
I\'m actually working on a fast food order program. So far my program works good. Once the
user has finished the order the program displays a receipt with all the order\'s information.
What I want is to print the receipt information in a showMessagedialog box by making used of
JOptionPane. I have tryed but i has been impossible. Can you please guys give a hand with this.
Here is my program code:
import java.text.DecimalFormat;
import java.util.Date;
import java.util.Random;
import java.util.Scanner;
//Interface
interface Restaurant
{
//Method that adds items to order.
void addItem();
}
//class that contains item\'s menu and prices.
class ItemsMenu{
Restaurant[] Menu = {
new CheeseBurger(4.45),
new ChickenBurger(5.25),
new SuperHotDog(3.55),
new MiniHotDog(2.99),
new Fries(1.75),
new OnionRings(1.75),
new Soda(1.55),
new BottleWater(1.25)};
//Method that display menu and receipt.
void Menu()
{
Scanner CashierInput = new Scanner(System.in);
DecimalFormat df = new DecimalFormat(\"0.00\");
Date dateCreated = new Date();
//Declaring variables.
int Choice = 0;
int ItemNum = 0;
double Tax = 0;
double NYTax = 8.78;
double SubTotal = 0;
double Total = 0;
double TotalFinal = 0;
//Printing menu options.
System.out.println(\"\ /*/*/*/*/*/*/*/*/ Mac King Fast Food /*/*/*/*/*/*/*/*/\");
System.out.println(\" \ Burgers:\" + \" \" + \"Side Orders: \");
System.out.println(\" 1. CheeseBurger $\" + df.format(((CheeseBurger)
Menu[0]).cheeseBurger) + \" \" + \"5. Fries $\" + df.format(((Fries) Menu[4]).fries));
System.out.println(\" 2. ChickenBurger $\" + df.format(((ChickenBurger)
Menu[1]).chickenBurger) + \" \" + \"6. Onion Rings $\" + df.format(((OnionRings)
Menu[5]).onionRings));
System.out.println(\" \ Hot Dogs:\" + \" \" + \"Beverages: \");
System.out.println(\" 3. Super HotDog $\" + df.format(((SuperHotDog)
Menu[2]).superHotDog) + \" \" + \"7. Soda $\" + df.format(((Soda) Menu[6]).soda));
System.out.println(\" 4. Mini HotDog $\" + df.format(((MiniHotDog) Menu[3]).miniHotDog)
+ \" \" + \"8. Bottle of Water $\" + df.format(((BottleWater) Menu[7]).bottleWater));
//Loop to get order choice from user.
do {
if (Choice != 0)
{
System.out.print(\" !!Enter (0) to finish Order!!\ \");
}
System.out.print(\" \ Enter menu selection: \");
Choice = CashierInput.nextInt();
//Printing choices added.
//Counting items added.
//Counting number of items added.
//Calculating subtotal.
if (Choice == 1)
{
System.out.println(\"\ CheeseBurger added\");
SubTotal = ((CheeseBurger) Menu[0]).cheeseBurger;
Menu[0].addItem();
++CheeseBurger.cheeseBCount;
++ItemNum;
Total = Total + SubTotal;
System.out.println(\"Current Subtotal $\" + (df.format(Total)));
}
else if (Choice == 2)
{
System.out.println(\"\ ChickenBurger added\");
SubTotal = ((ChickenBurger) Menu[1]).chickenBurger;
Menu[1].addItem();
++ChickenBurger.chickenBCount;
++ItemNum;
Total = Total + SubTotal;
System.out.println(\"Current Subtotal $\" + (df.format(Total)));
}
else if (Choice == 3)
{
System.out.println(\.
Describe the attributes that make a vision meaningful to stakeholder.pdffedosys
Describe the attributes that make a vision meaningful to stakeholders. Discuss why a vision may
need to change.
Solution
The very essence of leadership is that you have to have a vision. It’s good to be a vision you
articulate clearly and forcefully on every occasion. You can’t blow an uncertain trumpet. –
Theodore Hesburgh.
A vision provides direction and road map into the future, it describes the type of organisations
that you want to become and how it’s unique, it creates purpose and identity.
The following characteristics make a vision compelling and meaningful to it’s stakeholders:
Future focused: An effective vision describes the organisation’s desired future, its provides a
clear picture of what the organisation should look like in 5-10 years time. It sets the context for
action.
Directional- An effective vision provides direction as to where the organisation should be going.
It should be specific enough to shape decision making and allow innovative strategies to help
realise the vision.
Clear: An effective vision provides guidance for decision-making and independent action. This
requires the vision to be clearly articulated and easily understood. The vision must clarify focus,
direction and constraints, to ensure that scarce resources are focused on the most strategic
initiatives. Vision that is clear enables effective allocation of scare resources.
Relevant- An effective vision is a good fit with the organisation’s history, current reality, culture
and values. An effective vision connects what has happened in the past to the desired future this
gives the vision credibility.
Purpose-Driven: An effective vision provides a larger sense of purpose for the organisation and
it’s people. That purpose must be more meaningful than getting bigger or beating the
competition. Purpose is about why we exist and why anyone should care. Vision connects people
to a meaningful purpose, allowing them to feel that they are part of something bigger than
themselves. As Steve Jobs said, “We’re here to put a dent in the universe. Otherwise why else
even be here?”
Value based- an effective vision connects the people to an organization’s core values. Values are
ideas and beliefs about what’s considered good or bad. Values of an organisation percolates in
the behaviour and attitudes of the people.
Challenging: An effective vision challenges us, it’s an invitation to greatness. A vision is a goal
that should challenge us, stretch us and set a high standard for the organisation. Effective visions
represent a future that is beyond what is possible today or what we think possible tomorrow.
Unique: An effective vision reflects what’s unique about the organisation, it recognizes what
makes it different. A vision is unique when it declares what makes the organisation stand out and
why it matters.
Vivid: An effective vision provides a vivid mental image of what the organisation will be like in
the future. Well crafted visions describe the future in a way that is easy .
Create a C program which auto-completes suggestions when beginning t.pdffedosys
Create a C program which auto-completes suggestions when beginning to type a command and
pressing tab. The program needs to read all the files names in a directory given by the user and
store them in a data structure made up of a 26-element array of linked lists. A linked list
implementation in C is required. Create a linked list for each letter of the alphabet in which
you\'ll store the filenames which begin with that letter in some order. After reading the
filenames, the user provides the beginning of a filename they\'ll like to search. The output should
be all the filenames which match that prefix. The program should continue to ask for beginnings
of filenames until an empty string is entered.
Solution
Code
-----------
#include
#include
#include
struct node
{
char data[10] ;
struct node *next;
}*head;
node* arrNode[26];
char lettersPosition[26] =
{\'a\',\'b\',\'c\',\'d\',\'e\',\'f\',\'g\',\'h\',\'i\',\'j\',\'k\',\'l\',\'m\',\'n\',\'o\',\'p\',\'q\',\'r\',\'s\',\'t\',\'u\',\'v\',\'w\',\'x
\',\'y\',\'z\'};
/*
* Creating Node
*/
node* create_node(char fileName[])
{
node* newnode = (node *)malloc(sizeof(node));
if (newnode == NULL)
{
printf(\"\ Memory was not allocated\");
return 0;
}
else
{
strcpy(newnode->data,fileName);
newnode->next = NULL;
return newnode;
}
}
void display(struct node *r)
{
r=head;
if(r==NULL)
{
return;
}
while(r!=NULL)
{
printf(\"%s \",r->data);
r=r->next;
}
printf(\"\ \");
}
void search(char beginningFilePrefix[])
{
node* newnode = NULL;
char str[10];
strcpy(str,beginningFilePrefix);
char dirPos = str[0];
node* r = arrNode[lettersPosition[dirPos]];
if(r==NULL){
printf( \"No file is avialable in directory\");
return;
}else{
while(r!=NULL){
char tempFile[10];
bool isMathched = true;
strcpy(tempFile,r->data);
for( int i = 0; i < 1 ; i++){
printf(\"%c %c\",str[i],tempFile[i]);
if(!(str[i] == tempFile[i])){
isMathched = false;
}
}
if(isMathched){
if(newnode == NULL){
newnode = (node *)malloc(sizeof(node));
strcpy(newnode->data,r->data);
}else{
struct node *temp,*right;
temp= (struct node *)malloc(sizeof(struct node));
strcpy(temp->data,r->data);
right=(struct node *)newnode;
while(right->next != NULL){
right=right->next;
}
right->next =temp;
right=temp;
right->next=NULL;
}
}
r=r->next;
}
}
if(newnode==NULL){
printf(\"File not found with given search critieria\");
}else{
printf(\" Below are the output or file list which are matched with search criteria \ \");
while(newnode!=NULL){
printf(\"%s \ \",newnode->data);
newnode=newnode->next;
}
}
printf(\"\ \");
}
void displayFromArray(int dirPosition)
{
node* r= arrNode[dirPosition];
if(r==NULL){
printf( \"r is null\");
return;
}
while(r!=NULL){
printf(\"%s \",r->data);
r=r->next;
}
printf(\"\ \");
}
void insertIntoArray(char fileName[],int dirPosition){
struct node *temp;
temp=(struct node *)malloc(sizeof(struct node));
strcpy(temp->data,fileName);
node* r = arrNode[dirPosition];
if(lettersPosition[dirPosition] == fileName[0]){
printf(\"directory starts with letter %c cannot hold fi.
Compare the DHCP and DHCPv6SolutionThe comparison between the .pdffedosys
Compare the DHCP and DHCPv6
Solution
The comparison between the DHCP and DHCPv6 is highlighted as below
1) DHCP packets are send over IPv4 while as DHCPv6 packets are sent over IPv6.
2) DHCPV6 used IPV6 multicast messages while as DHCP used IPV4 broadcast messsages
over the LAN.
3) DHCP has a default IP gateway address for the client while as DHCPv6 Does not have it.
4) DHCP can be configures over a router while as DHCPv6 does not have this option.
5) Scopes and leases is the concept used by both protocols.
6) DHCP Client, Relay and Server is the concept used by both the protocols.
7) Both messages types are different but perform olmost the same funtion.
8) Both Protocols use the DHCP end node for the additional information..
Consider in a given economy For a given time period the following in.pdffedosys
Consider in a given economy: For a given time period the following information indicated
numbers of goods and services needed (Items) Unit Price for these items for selected time are
shown in the table below. Assume base year is 1981: calculate CPI for 1971, 1981, 1992 and
2012, Make sure show all your calculations Consider the following information, Use the CPI
from part one, and assume base is 1992. Complete the table Calculate percentage change of
Nominal GDP from 1971 to 2012. Calculate percentage change of Real GDP from 19711 to
2012. Explain the difference between nominal percentage change and real percentage change.
Solution
CPI=current year expenditure * 100/base year expenditure.
Background Many cities such as Detroit, MI have been in the news re.pdffedosys
Background: Many cities such as Detroit, MI have been in the news recently regarding
underfunded pension funds. This exercise addresses a simplified version of some of the issues
involved (doing this as a starting point is common: the key generally is to address the core work,
adding more complexity later to make the analysis more accurate).
Solution
We have to analysis the background by the background data.
Can someone put this code in a zip file. I tried running it last tim.pdffedosys
Can someone put this code in a zip file. I tried running it last time it was answered but it did not
work.. Please and thanks in advance..
In my template for how to solve JH2, I assume you have seen the StringTokenizer which should
be covered in cps161. You can find it in the first 9 chapters of \"Absolute Java\" by Savitch. The
StringTokenizer is a simple class for parsing a String that has multiple words on it. Run the
following simple example to see what it does:
class participation: 5 points
file_operations(45 points)
Create a package named file_operations and a class named FileOperations which will receive
one or more command line pathnames to command files. Each command file will be opened and
processed line by line. Each line can contain one of the following commands:
? - This command will print out the legal commands available
createFile - The first string following \"createFile\" will be treated as a filename, and the
remaining strings will be written to the file separated by new lines.
printFile - The first string following \"printFile\" will be treated as a filename that will be opened
up and printed out to the screen.
lastModified - The first string following \"lastModified\" will be treated as a filename for which
we will print out the date when this file was last modified.
size - The first string following \"size\" will be treated as a filename for which we will print out
the number of bytes it contains.
rename - The first string following \"rename\" will be treated as the current filename and the
second string will be treated as the new filename we desire.
mkdir - The first string following \"mkdir\" will be treated as the name of a directory that should
be created.
delete - The first string following \"delete\" will be treated as the name of a file that should be
deleted.
list - The first string following \"list\" will be treated as the name of a directory for which we
want a list of the files it contains.
quit - exit program
Anything else is a bad command
For a non-existent command file, you would get something like:
For a good command file like cmd.txt
cmd.txt
Your output would look something like:
Here is a template that you can use.
Once you have your program written, I want you to add the following files to the top level of
your project and run the test that I request:
cmd1.txt
cmd2.txt
Run your program with the following command line:
cmd1.txt non-existent-file cmd2.txt
Insert the contents of your screen into the appropriate JH2 worksheet.
Please don\'t create a file with the name non-existent-file!!!
Solution
Hi,
PFB the class for the question. Please comment for any queries/feedbacks.
Thanks,
Anita
FileOperations.java
package file_operations;
import java.io.BufferedReader;
import java.io.File;
import java.io.FileNotFoundException;
import java.io.FileReader;
import java.io.FileWriter;
import java.io.IOException;
import java.nio.file.Files;
import java.nio.file.Path;
import java.nio.file.Paths;
import java.text.SimpleDat.
Assignment 1. List the three visual elements Brieny descrbe each. 2 W.pdffedosys
Assignment 1. List the three visual elements Brieny descrbe each. 2 What is the PCL? Give an
example of how it is used 3. What is the file ending lor an Android project? Windows Project?
Windows Phone Project? Mac project? A. Explain where Form int can be found for Windows,
Windows phone, Android, and Mac applicatons. 5 Each platform must instantiate the APP class
(wihich is located in the PCL This occurs in a can to the oadApplication Explain where this call
occurs in the Windows, Windows Phone, Android, and Mac platforms. 6 What is the difference
between PCL and SAP? 7 Explain how to create a label 8 Explain how padding works Make sure
to include a differences that exist with damerent devices 9 How do you set a margin? 10 How do
you center a label? How do you center text within a label?
Solution
Form:
The form of a piece is its form, including its volume or perceived volume. A three-dimensional
artwork has depth as well as breadth and height. Three-dimensional form is the basis of
sculpture.However, two-dimensional artwork will win the illusion of type with the employment
of perspective and/or shading or modelling techniques. Formalism is the analysis of works by
their form or shapes in humanities or anthropology.
Line
Lines and curves are marks that span a distance between 2 points . As an component of visual
art, line is the use of assorted marks, outlines, and implied lines in design and style. A line has a
width, direction, and length. A line\'s width is typically referred to as its \"thickness\". Lines are
typically referred to as \"strokes\", especially once referring to lines in digital design.
Color
Color is the element of art that\'s made once light-weight, striking AN object, is reflected back
to the eye. There are 3 properties to color. The first is hue, which merely means that the name we
have a tendency to offer to a color . The second element is intensity, which refers to the
vividness of the color. A color\'s intensity is sometimes stated as its \"colorfulness\", its
\"saturation\", its \"purity\" or its \"strength\".The third and final property of color is its value,
meaning however light-weight or dark it is. The terms shade and tint refer to value changes in
colours. In painting, shades are created by adding black to a color, while tints ar created by
adding white to a color..
A. Intergenic sequences make up 60 of the human genome. Where do t.pdffedosys
A. Intergenic sequences make up >60% of the human genome. Where do these intergenic
sequences come from?
B. What are some of their functions?
a. May encode mRNAs
b. May encode miRNAs
c. May be nonfunctional sequences
d. May serve as regulatory sequences for transcription
Solution
A)Intergenic regions are short -coding regions that are found with in genes iin eukaryotic
organisms. It is one of the DNA sequences sometimes referred to as junk DNA, Intergenic
regions are a subset of noncoding DNA. these intergenic dna consists of parasitic dna regions of
transposable elements.An Intergenic sequence is a stretch of DNA sequences located between
genes.Intergenic regions are a subset of noncoding DNA. some intergenicDNA acts to control
genes.
B) d)May serve as regulatory sequences for transcription.
a) How can habitat selection and sexual selection drive sympatric sp.pdffedosys
a) How can habitat selection and sexual selection drive sympatric speciation?
b) What are hybrid zones and why can they be viewed as “natural laboratories” in which to study
speciation?
Solution
a)sympatric speciation is when a small population becomes a new species without geographic
separation due to reduced gene flow by factors like polyploidy, habitat differentiation, and sexual
selection.This type of speciation takes place in geographically overlapping populations.There is
no physical barrier, but still interruption of gene flow is there.
For example in fruit flies, food source (habitat selection) and apple maget fruit flies
Ex. Cichlids(Differ in coloration of breeding males). Mate choice based on male breeding
coloration is the main reproductive barrier that normally keeps these gene pools of these two
species separate.
b)Hybrid zones are regions in which members of different species meet and mate, producing
some offspring of mixed ancestry. Such regions are \"natural laboratories\" in which to study
speciation because scientists can directly observe factors that cause (or fail to cause)
reproductive isolation..
A common test of balances in a revenue cycle is the inquiry of manage.pdffedosys
A common test of balances in a revenue cycle is the inquiry of management about the likelihood
of delinquent accounts receivable. This test concerns primarily with which one of the 28.
following management assertions? a. Existence or occurrence assertion. c. Presentation and
disclosure assertion. b. Valuation assertion. d. Completeness assertion.
Solution
2A common test of balances in a revenue cycle is the inquiry of management about the
likelihood of delinquent account receivable. This test concerns primarily with which one of the
following management assertions?
a.Existence or occurence assertion.
7. Recently, Skooterville has experienced a large growth in populati.pdffedosys
7. Recently, Skooterville has experienced a large growth in population. As a result, the market
demand curve for housing in Skooterville:has shifted to the right.
Solution
Answer
Recently, Skooterville has experienced a large growth in population. As a result, the market
demand curve for housing in Skooterville:
Has shifted to the left.
50mL of a 0.1000 M aqueous solution of hydrazoic acid (HN3, Ka=1.91.pdffedosys
50mL of a 0.1000 M aqueous solution of hydrazoic acid (HN3, Ka=1.9*10^-5) is titrated with a
0.1000M solution of sodium Hydroxide. Calculate the pH at the following points a. Before
Titration b. After the addition of 5.00mL of NaOH c. After the addition of 25.00mL of NaOH d.
After the addition of 50.00mL of NaOH e. After the addition of 5.00mL of NaOH
Solution
HN3+ NaOH--> NaN3 +H2O
mini moles of HN3=5
ka=Ka=1.9*10^-5
pka=4.72
a) ph before addition
before addition only weak acid is present
alpha=sqrt(ka/c)
=1.37*10^-2
c.alpha= [H+]= 1.37*10^-3
ph=2.86
b) after addition of 5 ml
mini moles of naoh added=0.5
ph=4.72+log(0.5/(5-0.5))
ph=3.76
c) after addition of 25 ml Naoh
ph=4.72+log(2.5/(5-2.5))
ph=4.72
d)after addition of 50 ml
now this is equivalence point.
Here N1v1=N2v2
here salt hydrolysis will take place
N3- +H2O <=> HN3+OH-
pOH=1/2(pKw-pKa-logC)
C= 5/(50+50)
=1/20M
pOH=1/2(14-4.72+1.30)
=5.29
ph=8.71.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
If messages are being sent from your email account without your know.pdffedosys
If messages are being sent from your email account without your knowledge, this is a sign that
your computer is infected with
Solution
If messages are being sent from your email account without your knowledge, this is a sign that
your computer is infected with:
Identity Theft. In identity theft, some other machine is purported to be the other machine. Which
means, somebody else will steal your identity and will send an email to somebody else, as if they
were sending a mail from your email account..
Identify some of the postmodern trends movements that women artist .pdffedosys
Identify some of the postmodern trends/ movements that women artist have particiapted in.
Solution
The female art movement originated in the late 1960s which sought to rewrite a falsely male-
dominated history and change the perception of the contemporary world. The main attributes are
as follows; It sought to create an interaction between the artist and viewer by including women\'s
perspective. Before the introduction of feminism, the presence of female artist was not
considered which was later changed by the female artists via establishing alternate venues to
increase their visibility in the market. They also embrace different materials which symbolized
feminine perspective..
i need the executable file of this program (.exe) This is Assembly.pdffedosys
i need the executable file of this program (.exe)
This is Assembly code This program calculates the integer expression A=(A+B)-(C+D) using
registers INCLUDE Irvine32.inc. data A DWORD 150 B DWORD 100 C DWORD 50 D
DWORD 40 .code main PROC; save the integer values in registers mov eax, A; EAX=150
mov ebx.B; EBX=100 mov ecx.C; ECX=50 mov edx.D; EDX=40; calculates the integer
expression add eax.ebx; EAX: (A+B) add ecx.edx; ECX: (C+D) sub eax.ecx; EAX: (A+B)-
(C+D) mov A.eax; A=(A+B)-(C+D) exit main ENDP END main Here the name of program
file is intExp.asm; the program contains comments starting with a semicolon (;) symbol.
Solution
Ans: Its not possible to upload the file. The following steps you can get your intExp.exe from
intExp.asm.
Step 1:
a) Open a MS-DOS window
b) your program as intExp.asm
c) Assemble the program with
C:> MASM demo
MASM will create an object file intExp.obj
Set your path variable to MASM.EXE]
d) Link the program with
C:> LINK intExp ( + prog1 + prog2 ....)
This adds info to intExp.obj and creates
the executable intExp.exe.
e) Run the program with
C:> intExp
intExp expects the input of a character from KB: and sends it
to the screen.
2. Do Assembly and Linkage in one Step
From MASM 6.0 on MicroSoft delivered a program ML that allowed
to do assembly and linkage in one step.
C:> ML intExp.asm : creates intExp.exe
Useful switches : /Zi : add debug info ( codeview)
/Fl : add a list file demo.lst
/Fm : add a map file demo.map
A complete call looks like :
C:> ML /Zi /Fl /Fm intExp.asm
Have a look at intExp.lst, intExp.map.
The full list of options is available via :
C:> MASM /H
C:> LINK /HELP ; LINK /?
C:> ML /HELP ; ML /?
BORLAND version :
For Borland environment ( C:>\\BC5\\TASM....)
Prefer to use Borland assembler TASM and linker TLINK.
Assembly : C:> TASM /l /n /z intExp
creates intExp.obj
Switches : /l : create listing intExp.lst
/n : no symbol table
/z : display source lines with errors
Linkage : C:> TLINK /3 /m /v intExp
creates intExp.exe
Switches : /3 : use 32-bit registers
/m : create map file intExp.map
/v : add debug info for the debugger TD
List of all options : C:> TASM /? ; C:> TLINK /?
3. IDE : PWB
Start : Doubleclick the PWB icon or
use a DOS window and type C:> PWB
The edit-part of the functionality should be self.
File --> -New / -Open / - Save / -Save as / -Close / -Exit
Edit --> -Cut / -Copy / -Paste / -Delete ..
Before you can convert the asm source code into an exe file
you should tell PWB which kind of executable
you want to build. It can done by setting many options
in the OPTIONS menue :
Options --> Project Templates -->
activate : RunTimeSupport : Assembler
Project Template : DOS EXE ok
Options --> Build Options -->
activate : Use Debug Options ok
Options --> Language Options --> MASM-Options -->
activate : MASM 5.1 Compatibility
delete : Warnings treated as errors
go to --> Set Debug Options -->
activate : Generate Listing File
All the options are set you are able to build the
executable file.
Project.
Help me fix the error shown above in my code of image.cpp please~I.pdffedosys
Help me fix the error shown above in my code of image.cpp please~
Image.cpp(the code i wrote):
#include
#include \"image.hpp\"
#include
using namespace std;
Image::Image() {
cols = 256;
rows = 256;
pixels = new uint8_t[rows * cols];
for (int i = 0; i < rows; i++) {
for (int j = 0; j < cols; j++) {
pixels[i + i * j] = \'A\';
}
}
}
Image:: ~Image(){
delete[] pixels;
}
int Image::get_pixel(unsigned int x, unsigned int y, uint8_t* colorp) {
colorp= &pixels[x+x*y];
if (colorp) {
return 0;
}
return -1;
}
int Image::set_pixel(unsigned int x, unsigned int y, uint8_t color) {
pixels[x + x * y] = color;
if (color) {
return 0;
}
return -1;
}
int Image::resize(unsigned int width, unsigned int height, uint8_t fillcolor) {
pixels = new uint8_t[rows * cols];
for (int i = 0; i < rows; i++) {
for (int j = 0; j < cols; j++) {
pixels[i + i * j] = fillcolor;
}
}
if (pixels) {
return 0;
}
return -1;
}
Image.hpp(resourse):
#include // for uint8_t
class Image {
public:
// made these public so I can peek at them
unsigned int cols;
unsigned int rows;
uint8_t* pixels;
/* Constructs an image of 0x0 pixels. */
Image();
/* Frees all memory allocated for img */
~Image();
/* Changes the size of an image, allocating memory as necessary, and
setting all pixels to fillcolor. Returns 0 on success, or a non-zero error code.*/
int resize( unsigned int width, unsigned int height, uint8_t fillcolor );
/* Sets the color of the pixel at (x,y) to color. Returns 0 on success, else a non-zero
error code. If (x,y) is not a valid pixel, the call fails and the image does not change.*/
int set_pixel( unsigned int x, unsigned int y, uint8_t color );
/* Gets the color of the pixel at (x,y) and stores at the address pointed to
by colorp. Returns 0 on success, else a non-zero error code. */
int get_pixel( unsigned int x, unsigned int y, uint8_t* colorp );
}; Running Program Done. Program returned 1 Error: Your program returned nonzero status
code 1 stdout Testing normal usage Constructing Image i Error: Empty image does not have zero
cols & rows i resize( 640, 480, 0 i resize 100, 100, 72 resize( 32, 32, 72) 0K Checking for correct
value in every pixel after resize after resize, pixel[257] does not have fillcolor value Error Error:
get pixel returned wrong pixel value (0 e) 0 Doing lots of get pixel and set pixel on bounds pixel
coords get pixel returned wrong pixel value (1 0) 0 Error: get pixel returned wrong pixel value
(20) 0 Error: get pixel returned wrong pixel value (3 0) 0 Error: get pixel returned wrong pixel
value (4 0) 0 Error: get pixel returned wrong pixel value (5 0) 0 Error: get pixel returned wrong
pixel value (6 0) 0 Error: get pixel returned wrong pixel value (7 0) 0 Error: get pixel returned
wrong pixel value (8 0) 0 Error: get pixel returned wrong pixel value (9 0) 0 Error: get pixel
returned wrong pixel value (10 0) 0 Error: get pixel returned wrong pixel value (11 0) 0 Error:
get pixel returned wrong pixel value (120) 0 Error: get pixel returned wrong pixel value (13 0) 0.
Explain how the format of the mark-up language differs from the docu.pdffedosys
Explain how the format of the mark-up language differs from the document’s format,
Solution
A document format is a simple text without any differentiation between the elements in the text,
whereas mark- up language is a system for annotating a document in a way that is syntactically
distinguishable from the text. Instructions are expressed directly by tags or \"instruction text
encapsulated by tags.\" Examples include typesetting instructions such as those found in troff,
TeX and LaTeX, or structural markers such as XML tags. Markup instructs the software that
displays the text to carry out appropriate actions, but is omitted from the version of the text that
users see.Today, the most important markup languages are the Standard Generalized Markup
Language (SGML), the Hypertext Markup Language (HTML), and the Extensible Markup
Language (XML).
HTML
The Hypertext Markup Language is an SGML Document Type Definition (DTD) that was
designed specifically for the World Wide Web. In essence, HTML is a set of markup codes
inserted in a file that note logical structures and instruct a web browser how to display a web
page\'s words and images.
XML
The Extensible Markup Language (XML) is a subset of SGML, whose purpose is \"to enable
generic SGML to be served, received, and processed on the web\" through a system of notation
that is unlimited and self-defining. Although XML has been designed to be compatible with
HTML (as well as SGML), it is not another single, predefined markup language. It is a meta-
language—a language for describing other languages—for designing markup..
Here is the given code, and the things I need to be done. Ive post.pdffedosys
Here is the given code, and the things I need to be done. I\'ve posted this about 3 times and
nobody has helped me yet..
import javax.swing.*;
import java.awt.event.*;
public class JavaMenus extends JFrame {
public JavaMenus()
{
super(\"Java Menu Example\");
JMenu file = new JMenu(\"File\");
file.setMnemonic(\'F\');
JMenuItem ItemNew = new JMenuItem(\"New\");
ItemNew.setMnemonic(\'N\');
file.add(ItemNew);
JLabel fileButton = new JLabel(new ImageIcon(\"dukejdk\"));
JMenuItem ItemOpen = new JMenuItem(\"Open\");
ItemOpen.setMnemonic(\'O\');
file.add(ItemOpen);
JMenuItem ItemExit = new JMenuItem(\"Exit\");
ItemExit.setMnemonic(\'x\');
file.add(ItemExit);
final JLabel label1 = new JLabel(\" Welcome\");
add(label1);
this.setSize(100, 100);
setVisible(true);
ItemNew.addActionListener(
new ActionListener() {
public void actionPerformed(ActionEvent e)
{
label1.setText(\" New\");
JOptionPane.showMessageDialog(null, \"New was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
ItemOpen.addActionListener(
new ActionListener(){
public void actionPerformed(ActionEvent e)
{
label1.setText(\" Open\");
JOptionPane.showMessageDialog(null, \"Open was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
ItemExit.addActionListener(
new ActionListener(){
public void actionPerformed(ActionEvent e)
{
label1.setText(\" Exit\");
JOptionPane.showMessageDialog(null, \"Exit was Clicked\",
\"Result\", JOptionPane.PLAIN_MESSAGE);
}
}
);
JMenuBar bar = new JMenuBar();
setJMenuBar(bar);
bar.add(file);
getContentPane();
setSize(250, 250);
setVisible(true);
}
public static void main(String[] args)
{
JavaMenus appMenu = new JavaMenus();
appMenu.setDefaultCloseOperation(JFrame.EXIT_ON_CLOSE);
}
}
Modify your program code for the JavaMenus.java file such that the program will include
a new menu item. To do this alter the menu component items scheme to appear as follows.
Open Item
A Graphic image appears drawn out in the Frame
New Item
A historical quote appears in the Frame along with a corresponding image related to the quote.
Example- picture of Steve Jobs along with a Jobs quote of sorts.
Edit Item
A message box appears with the user’s name.
Exit Item
The application exits.
Test your modified program.
STEP 5 Supplement the Program Code
Modify again your program code for the JavaMenus.java file such that the program will
include a new second column of menu items. To do this alter the menu bar such that it
will contain these items.
Welcome Item
A message box appears that describes the program.
About Item
A message box appears with your name, as the programmer and version number of the app.
Open Item
A Graphic image appears drawn out in the Frame
New Item
A historical quote appears in the Frame along with a corresponding image related to the quote.
Example- picture of Steve Jobs along with a Jobs quote of sorts.
Edit Item
A message box appears with the user’s name.
Exit Item
The application exits.
Solution
package test;
import javax.swing.*;
import java.awt.event.*;
im.
Each student in my class was given bodily fluids. Everyone was n.pdffedosys
Each student in my class was given \"bodily fluids.\" Everyone was negative for \"HIV\" except
one. We have to figure out who was positive for HIV and passed it on to others. Sharing partners
are in order. All the informaton that is needed is there. There are three numbers in the \"sharing
partner\" column. The column next to it is blank. Student\'s name 13 Sharing partners or 4,10, i4
7,8, la 2,4 I l, 14) B 13 I, 123,10 t ll, 4,3
Solution
Answer:
Student name \"3\" is positive for HIV.
Explanation:
The sharing partners of 3 are 2,4,5, and 12. Student 12 is +ve, it shares room with 11, 14 and 3.
But from the data it was clear that 11 and 14 are -ve for HIV. So the only possibility to transfer
the HIV to 12 is from \"3\"..
Hello everyone,Im actually working on a fast food order program..pdffedosys
Hello everyone,
I\'m actually working on a fast food order program. So far my program works good. Once the
user has finished the order the program displays a receipt with all the order\'s information.
What I want is to print the receipt information in a showMessagedialog box by making used of
JOptionPane. I have tryed but i has been impossible. Can you please guys give a hand with this.
Here is my program code:
import java.text.DecimalFormat;
import java.util.Date;
import java.util.Random;
import java.util.Scanner;
//Interface
interface Restaurant
{
//Method that adds items to order.
void addItem();
}
//class that contains item\'s menu and prices.
class ItemsMenu{
Restaurant[] Menu = {
new CheeseBurger(4.45),
new ChickenBurger(5.25),
new SuperHotDog(3.55),
new MiniHotDog(2.99),
new Fries(1.75),
new OnionRings(1.75),
new Soda(1.55),
new BottleWater(1.25)};
//Method that display menu and receipt.
void Menu()
{
Scanner CashierInput = new Scanner(System.in);
DecimalFormat df = new DecimalFormat(\"0.00\");
Date dateCreated = new Date();
//Declaring variables.
int Choice = 0;
int ItemNum = 0;
double Tax = 0;
double NYTax = 8.78;
double SubTotal = 0;
double Total = 0;
double TotalFinal = 0;
//Printing menu options.
System.out.println(\"\ /*/*/*/*/*/*/*/*/ Mac King Fast Food /*/*/*/*/*/*/*/*/\");
System.out.println(\" \ Burgers:\" + \" \" + \"Side Orders: \");
System.out.println(\" 1. CheeseBurger $\" + df.format(((CheeseBurger)
Menu[0]).cheeseBurger) + \" \" + \"5. Fries $\" + df.format(((Fries) Menu[4]).fries));
System.out.println(\" 2. ChickenBurger $\" + df.format(((ChickenBurger)
Menu[1]).chickenBurger) + \" \" + \"6. Onion Rings $\" + df.format(((OnionRings)
Menu[5]).onionRings));
System.out.println(\" \ Hot Dogs:\" + \" \" + \"Beverages: \");
System.out.println(\" 3. Super HotDog $\" + df.format(((SuperHotDog)
Menu[2]).superHotDog) + \" \" + \"7. Soda $\" + df.format(((Soda) Menu[6]).soda));
System.out.println(\" 4. Mini HotDog $\" + df.format(((MiniHotDog) Menu[3]).miniHotDog)
+ \" \" + \"8. Bottle of Water $\" + df.format(((BottleWater) Menu[7]).bottleWater));
//Loop to get order choice from user.
do {
if (Choice != 0)
{
System.out.print(\" !!Enter (0) to finish Order!!\ \");
}
System.out.print(\" \ Enter menu selection: \");
Choice = CashierInput.nextInt();
//Printing choices added.
//Counting items added.
//Counting number of items added.
//Calculating subtotal.
if (Choice == 1)
{
System.out.println(\"\ CheeseBurger added\");
SubTotal = ((CheeseBurger) Menu[0]).cheeseBurger;
Menu[0].addItem();
++CheeseBurger.cheeseBCount;
++ItemNum;
Total = Total + SubTotal;
System.out.println(\"Current Subtotal $\" + (df.format(Total)));
}
else if (Choice == 2)
{
System.out.println(\"\ ChickenBurger added\");
SubTotal = ((ChickenBurger) Menu[1]).chickenBurger;
Menu[1].addItem();
++ChickenBurger.chickenBCount;
++ItemNum;
Total = Total + SubTotal;
System.out.println(\"Current Subtotal $\" + (df.format(Total)));
}
else if (Choice == 3)
{
System.out.println(\.
Describe the attributes that make a vision meaningful to stakeholder.pdffedosys
Describe the attributes that make a vision meaningful to stakeholders. Discuss why a vision may
need to change.
Solution
The very essence of leadership is that you have to have a vision. It’s good to be a vision you
articulate clearly and forcefully on every occasion. You can’t blow an uncertain trumpet. –
Theodore Hesburgh.
A vision provides direction and road map into the future, it describes the type of organisations
that you want to become and how it’s unique, it creates purpose and identity.
The following characteristics make a vision compelling and meaningful to it’s stakeholders:
Future focused: An effective vision describes the organisation’s desired future, its provides a
clear picture of what the organisation should look like in 5-10 years time. It sets the context for
action.
Directional- An effective vision provides direction as to where the organisation should be going.
It should be specific enough to shape decision making and allow innovative strategies to help
realise the vision.
Clear: An effective vision provides guidance for decision-making and independent action. This
requires the vision to be clearly articulated and easily understood. The vision must clarify focus,
direction and constraints, to ensure that scarce resources are focused on the most strategic
initiatives. Vision that is clear enables effective allocation of scare resources.
Relevant- An effective vision is a good fit with the organisation’s history, current reality, culture
and values. An effective vision connects what has happened in the past to the desired future this
gives the vision credibility.
Purpose-Driven: An effective vision provides a larger sense of purpose for the organisation and
it’s people. That purpose must be more meaningful than getting bigger or beating the
competition. Purpose is about why we exist and why anyone should care. Vision connects people
to a meaningful purpose, allowing them to feel that they are part of something bigger than
themselves. As Steve Jobs said, “We’re here to put a dent in the universe. Otherwise why else
even be here?”
Value based- an effective vision connects the people to an organization’s core values. Values are
ideas and beliefs about what’s considered good or bad. Values of an organisation percolates in
the behaviour and attitudes of the people.
Challenging: An effective vision challenges us, it’s an invitation to greatness. A vision is a goal
that should challenge us, stretch us and set a high standard for the organisation. Effective visions
represent a future that is beyond what is possible today or what we think possible tomorrow.
Unique: An effective vision reflects what’s unique about the organisation, it recognizes what
makes it different. A vision is unique when it declares what makes the organisation stand out and
why it matters.
Vivid: An effective vision provides a vivid mental image of what the organisation will be like in
the future. Well crafted visions describe the future in a way that is easy .
Create a C program which auto-completes suggestions when beginning t.pdffedosys
Create a C program which auto-completes suggestions when beginning to type a command and
pressing tab. The program needs to read all the files names in a directory given by the user and
store them in a data structure made up of a 26-element array of linked lists. A linked list
implementation in C is required. Create a linked list for each letter of the alphabet in which
you\'ll store the filenames which begin with that letter in some order. After reading the
filenames, the user provides the beginning of a filename they\'ll like to search. The output should
be all the filenames which match that prefix. The program should continue to ask for beginnings
of filenames until an empty string is entered.
Solution
Code
-----------
#include
#include
#include
struct node
{
char data[10] ;
struct node *next;
}*head;
node* arrNode[26];
char lettersPosition[26] =
{\'a\',\'b\',\'c\',\'d\',\'e\',\'f\',\'g\',\'h\',\'i\',\'j\',\'k\',\'l\',\'m\',\'n\',\'o\',\'p\',\'q\',\'r\',\'s\',\'t\',\'u\',\'v\',\'w\',\'x
\',\'y\',\'z\'};
/*
* Creating Node
*/
node* create_node(char fileName[])
{
node* newnode = (node *)malloc(sizeof(node));
if (newnode == NULL)
{
printf(\"\ Memory was not allocated\");
return 0;
}
else
{
strcpy(newnode->data,fileName);
newnode->next = NULL;
return newnode;
}
}
void display(struct node *r)
{
r=head;
if(r==NULL)
{
return;
}
while(r!=NULL)
{
printf(\"%s \",r->data);
r=r->next;
}
printf(\"\ \");
}
void search(char beginningFilePrefix[])
{
node* newnode = NULL;
char str[10];
strcpy(str,beginningFilePrefix);
char dirPos = str[0];
node* r = arrNode[lettersPosition[dirPos]];
if(r==NULL){
printf( \"No file is avialable in directory\");
return;
}else{
while(r!=NULL){
char tempFile[10];
bool isMathched = true;
strcpy(tempFile,r->data);
for( int i = 0; i < 1 ; i++){
printf(\"%c %c\",str[i],tempFile[i]);
if(!(str[i] == tempFile[i])){
isMathched = false;
}
}
if(isMathched){
if(newnode == NULL){
newnode = (node *)malloc(sizeof(node));
strcpy(newnode->data,r->data);
}else{
struct node *temp,*right;
temp= (struct node *)malloc(sizeof(struct node));
strcpy(temp->data,r->data);
right=(struct node *)newnode;
while(right->next != NULL){
right=right->next;
}
right->next =temp;
right=temp;
right->next=NULL;
}
}
r=r->next;
}
}
if(newnode==NULL){
printf(\"File not found with given search critieria\");
}else{
printf(\" Below are the output or file list which are matched with search criteria \ \");
while(newnode!=NULL){
printf(\"%s \ \",newnode->data);
newnode=newnode->next;
}
}
printf(\"\ \");
}
void displayFromArray(int dirPosition)
{
node* r= arrNode[dirPosition];
if(r==NULL){
printf( \"r is null\");
return;
}
while(r!=NULL){
printf(\"%s \",r->data);
r=r->next;
}
printf(\"\ \");
}
void insertIntoArray(char fileName[],int dirPosition){
struct node *temp;
temp=(struct node *)malloc(sizeof(struct node));
strcpy(temp->data,fileName);
node* r = arrNode[dirPosition];
if(lettersPosition[dirPosition] == fileName[0]){
printf(\"directory starts with letter %c cannot hold fi.
Compare the DHCP and DHCPv6SolutionThe comparison between the .pdffedosys
Compare the DHCP and DHCPv6
Solution
The comparison between the DHCP and DHCPv6 is highlighted as below
1) DHCP packets are send over IPv4 while as DHCPv6 packets are sent over IPv6.
2) DHCPV6 used IPV6 multicast messages while as DHCP used IPV4 broadcast messsages
over the LAN.
3) DHCP has a default IP gateway address for the client while as DHCPv6 Does not have it.
4) DHCP can be configures over a router while as DHCPv6 does not have this option.
5) Scopes and leases is the concept used by both protocols.
6) DHCP Client, Relay and Server is the concept used by both the protocols.
7) Both messages types are different but perform olmost the same funtion.
8) Both Protocols use the DHCP end node for the additional information..
Consider in a given economy For a given time period the following in.pdffedosys
Consider in a given economy: For a given time period the following information indicated
numbers of goods and services needed (Items) Unit Price for these items for selected time are
shown in the table below. Assume base year is 1981: calculate CPI for 1971, 1981, 1992 and
2012, Make sure show all your calculations Consider the following information, Use the CPI
from part one, and assume base is 1992. Complete the table Calculate percentage change of
Nominal GDP from 1971 to 2012. Calculate percentage change of Real GDP from 19711 to
2012. Explain the difference between nominal percentage change and real percentage change.
Solution
CPI=current year expenditure * 100/base year expenditure.
Background Many cities such as Detroit, MI have been in the news re.pdffedosys
Background: Many cities such as Detroit, MI have been in the news recently regarding
underfunded pension funds. This exercise addresses a simplified version of some of the issues
involved (doing this as a starting point is common: the key generally is to address the core work,
adding more complexity later to make the analysis more accurate).
Solution
We have to analysis the background by the background data.
Can someone put this code in a zip file. I tried running it last tim.pdffedosys
Can someone put this code in a zip file. I tried running it last time it was answered but it did not
work.. Please and thanks in advance..
In my template for how to solve JH2, I assume you have seen the StringTokenizer which should
be covered in cps161. You can find it in the first 9 chapters of \"Absolute Java\" by Savitch. The
StringTokenizer is a simple class for parsing a String that has multiple words on it. Run the
following simple example to see what it does:
class participation: 5 points
file_operations(45 points)
Create a package named file_operations and a class named FileOperations which will receive
one or more command line pathnames to command files. Each command file will be opened and
processed line by line. Each line can contain one of the following commands:
? - This command will print out the legal commands available
createFile - The first string following \"createFile\" will be treated as a filename, and the
remaining strings will be written to the file separated by new lines.
printFile - The first string following \"printFile\" will be treated as a filename that will be opened
up and printed out to the screen.
lastModified - The first string following \"lastModified\" will be treated as a filename for which
we will print out the date when this file was last modified.
size - The first string following \"size\" will be treated as a filename for which we will print out
the number of bytes it contains.
rename - The first string following \"rename\" will be treated as the current filename and the
second string will be treated as the new filename we desire.
mkdir - The first string following \"mkdir\" will be treated as the name of a directory that should
be created.
delete - The first string following \"delete\" will be treated as the name of a file that should be
deleted.
list - The first string following \"list\" will be treated as the name of a directory for which we
want a list of the files it contains.
quit - exit program
Anything else is a bad command
For a non-existent command file, you would get something like:
For a good command file like cmd.txt
cmd.txt
Your output would look something like:
Here is a template that you can use.
Once you have your program written, I want you to add the following files to the top level of
your project and run the test that I request:
cmd1.txt
cmd2.txt
Run your program with the following command line:
cmd1.txt non-existent-file cmd2.txt
Insert the contents of your screen into the appropriate JH2 worksheet.
Please don\'t create a file with the name non-existent-file!!!
Solution
Hi,
PFB the class for the question. Please comment for any queries/feedbacks.
Thanks,
Anita
FileOperations.java
package file_operations;
import java.io.BufferedReader;
import java.io.File;
import java.io.FileNotFoundException;
import java.io.FileReader;
import java.io.FileWriter;
import java.io.IOException;
import java.nio.file.Files;
import java.nio.file.Path;
import java.nio.file.Paths;
import java.text.SimpleDat.
Assignment 1. List the three visual elements Brieny descrbe each. 2 W.pdffedosys
Assignment 1. List the three visual elements Brieny descrbe each. 2 What is the PCL? Give an
example of how it is used 3. What is the file ending lor an Android project? Windows Project?
Windows Phone Project? Mac project? A. Explain where Form int can be found for Windows,
Windows phone, Android, and Mac applicatons. 5 Each platform must instantiate the APP class
(wihich is located in the PCL This occurs in a can to the oadApplication Explain where this call
occurs in the Windows, Windows Phone, Android, and Mac platforms. 6 What is the difference
between PCL and SAP? 7 Explain how to create a label 8 Explain how padding works Make sure
to include a differences that exist with damerent devices 9 How do you set a margin? 10 How do
you center a label? How do you center text within a label?
Solution
Form:
The form of a piece is its form, including its volume or perceived volume. A three-dimensional
artwork has depth as well as breadth and height. Three-dimensional form is the basis of
sculpture.However, two-dimensional artwork will win the illusion of type with the employment
of perspective and/or shading or modelling techniques. Formalism is the analysis of works by
their form or shapes in humanities or anthropology.
Line
Lines and curves are marks that span a distance between 2 points . As an component of visual
art, line is the use of assorted marks, outlines, and implied lines in design and style. A line has a
width, direction, and length. A line\'s width is typically referred to as its \"thickness\". Lines are
typically referred to as \"strokes\", especially once referring to lines in digital design.
Color
Color is the element of art that\'s made once light-weight, striking AN object, is reflected back
to the eye. There are 3 properties to color. The first is hue, which merely means that the name we
have a tendency to offer to a color . The second element is intensity, which refers to the
vividness of the color. A color\'s intensity is sometimes stated as its \"colorfulness\", its
\"saturation\", its \"purity\" or its \"strength\".The third and final property of color is its value,
meaning however light-weight or dark it is. The terms shade and tint refer to value changes in
colours. In painting, shades are created by adding black to a color, while tints ar created by
adding white to a color..
A. Intergenic sequences make up 60 of the human genome. Where do t.pdffedosys
A. Intergenic sequences make up >60% of the human genome. Where do these intergenic
sequences come from?
B. What are some of their functions?
a. May encode mRNAs
b. May encode miRNAs
c. May be nonfunctional sequences
d. May serve as regulatory sequences for transcription
Solution
A)Intergenic regions are short -coding regions that are found with in genes iin eukaryotic
organisms. It is one of the DNA sequences sometimes referred to as junk DNA, Intergenic
regions are a subset of noncoding DNA. these intergenic dna consists of parasitic dna regions of
transposable elements.An Intergenic sequence is a stretch of DNA sequences located between
genes.Intergenic regions are a subset of noncoding DNA. some intergenicDNA acts to control
genes.
B) d)May serve as regulatory sequences for transcription.
a) How can habitat selection and sexual selection drive sympatric sp.pdffedosys
a) How can habitat selection and sexual selection drive sympatric speciation?
b) What are hybrid zones and why can they be viewed as “natural laboratories” in which to study
speciation?
Solution
a)sympatric speciation is when a small population becomes a new species without geographic
separation due to reduced gene flow by factors like polyploidy, habitat differentiation, and sexual
selection.This type of speciation takes place in geographically overlapping populations.There is
no physical barrier, but still interruption of gene flow is there.
For example in fruit flies, food source (habitat selection) and apple maget fruit flies
Ex. Cichlids(Differ in coloration of breeding males). Mate choice based on male breeding
coloration is the main reproductive barrier that normally keeps these gene pools of these two
species separate.
b)Hybrid zones are regions in which members of different species meet and mate, producing
some offspring of mixed ancestry. Such regions are \"natural laboratories\" in which to study
speciation because scientists can directly observe factors that cause (or fail to cause)
reproductive isolation..
A common test of balances in a revenue cycle is the inquiry of manage.pdffedosys
A common test of balances in a revenue cycle is the inquiry of management about the likelihood
of delinquent accounts receivable. This test concerns primarily with which one of the 28.
following management assertions? a. Existence or occurrence assertion. c. Presentation and
disclosure assertion. b. Valuation assertion. d. Completeness assertion.
Solution
2A common test of balances in a revenue cycle is the inquiry of management about the
likelihood of delinquent account receivable. This test concerns primarily with which one of the
following management assertions?
a.Existence or occurence assertion.
7. Recently, Skooterville has experienced a large growth in populati.pdffedosys
7. Recently, Skooterville has experienced a large growth in population. As a result, the market
demand curve for housing in Skooterville:has shifted to the right.
Solution
Answer
Recently, Skooterville has experienced a large growth in population. As a result, the market
demand curve for housing in Skooterville:
Has shifted to the left.
50mL of a 0.1000 M aqueous solution of hydrazoic acid (HN3, Ka=1.91.pdffedosys
50mL of a 0.1000 M aqueous solution of hydrazoic acid (HN3, Ka=1.9*10^-5) is titrated with a
0.1000M solution of sodium Hydroxide. Calculate the pH at the following points a. Before
Titration b. After the addition of 5.00mL of NaOH c. After the addition of 25.00mL of NaOH d.
After the addition of 50.00mL of NaOH e. After the addition of 5.00mL of NaOH
Solution
HN3+ NaOH--> NaN3 +H2O
mini moles of HN3=5
ka=Ka=1.9*10^-5
pka=4.72
a) ph before addition
before addition only weak acid is present
alpha=sqrt(ka/c)
=1.37*10^-2
c.alpha= [H+]= 1.37*10^-3
ph=2.86
b) after addition of 5 ml
mini moles of naoh added=0.5
ph=4.72+log(0.5/(5-0.5))
ph=3.76
c) after addition of 25 ml Naoh
ph=4.72+log(2.5/(5-2.5))
ph=4.72
d)after addition of 50 ml
now this is equivalence point.
Here N1v1=N2v2
here salt hydrolysis will take place
N3- +H2O <=> HN3+OH-
pOH=1/2(pKw-pKa-logC)
C= 5/(50+50)
=1/20M
pOH=1/2(14-4.72+1.30)
=5.29
ph=8.71.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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
The Cold War impacted nearly every aspect of American life in the im.pdf
1. The Cold War impacted nearly every aspect of American life in the immediate postwar Era.
Considering the primary source documents concerning American foreign policy in the Early
Cold War (The Truman Doctrine, NSC-68 and the Ideological Cold War, A Critique of
Containment) as well as those concerning domestic Cold War politics (Joseph R. McCarthy on
the Attack, "Who is Loyal to America" and "The American Way of Life"), explain how
American foreign policy after 1945 affected American life at home. Based on these readings,
explain whether or not you believe the reaction to global communism at home and abroad was
appropriate and/or successful?
Solution
I. The Causes of the Cold War: The Great Debate and Beyond
The divide between capitalism and Communism, and the elimination of a common enemy at the
end of World War II, do much to explain the Cold War's onset, but each explanation minimizes
the complexity of the situation. As historian William A. Williams framed the issue: "which side
committed its power and policies which hardened the natural and inherent tensions and
propensities into bitter antagonisms and inflexible positions?" Scholars have provided several
answers, and while many would eschew such labels, it is helpful to think of their positions as
representing three general view points: orthodox, revisionist, and post-revisionist.
Orthodox historians, many of whom were former Roosevelt or Truman administration officials,
place primary responsibility for the Cold War on the Soviet Union. According to this view,
Moscow's aggressive and expansionist tendencies stood in stark contrast to Washington's
passive and defensive behavior. Herbert Feis' studies, such as Churchill, Roosevelt, and Stalin:
The Wars They Waged and the Peace They Sought and From Trust to Terror: The Onset of the
Cold War, 1945-1950, exemplify this perspective. These works emphasize Stalin's
"ruthlessness," "spirit of mistrust," and revolutionary goals. Louis Halle presents a more
nuanced though generally traditional interpretation in The Cold War as History. While rooting
his analysis in "realism" and refusing to find fault with either side, he nonetheless presents the
Cold War as a "power contest in which one expanding power has threatened to make itself
predominant, and in which other powers have banded together in a defensive coalition to
frustrate it."
In the late 1950s, a few scholars began to question the orthodoxy of American passivity and
Communist aggression. These "revisionists" rejected the notion that the Soviet Union was
solely to blame for the Cold War, suggesting instead that the conflict emerged more from
America's pursuit of its own global economic and strategic agenda. William A. Williams
2. spawned the revisionist school with his classic and controversial work The Tragedy of American
Diplomacy. Williams argues that the United States "crystallized" the Cold War in its
determination to further its traditional policy of Open Door expansion. Driven by the need to
sustain economic prosperity and democracy at home, policymakers sought to create a global,
free-market economy and to impose American political values on the world. Those who would
not accept the American view were not only wrong but "incapable of thinking correctly." Faced
with this unrelenting pressure to open their markets and societies to western goods and ideas, the
Soviets were left with "no real choice on key issues." Walter LaFeber provides a readable
revisionist interpretation in America, Russia, and the Cold War, 1945-1992.
Subsequent scholarship has melded the orthodox and revisionist views into a "post-revisionist"
synthesis, although the results have hardly generated a historical consensus. John Lewis Gaddis,
the first and foremost proponent of this view, concludes that the conflict grew out of external and
internal conflict in both the Soviet Union and the United States. In The United States and the
Origins of the Cold War, 1941-1947, Gaddis argues that the two nations' power positions in
Europe after World War II meant that disagreements would inevitably arise; the Soviet quest for
security, its ideology, and Stalin's leadership, combined with America's "illusion of
omnipotence," built upon ideals, economic strength, and possession of the atomic bomb,
ensured that the confrontation would be hostile. In a more recent book, We Now Know:
Rethinking Cold War History, Gaddis shifts back toward a more traditional interpretation of the
Cold War and restores Josef Stalin and the role of ideology to the center of his account; "as long
as Stalin was running the Soviet Union," Gaddis concludes, "a cold war was unavoidable." He
also suggests that great numbers of people, on both sides of the Iron Curtain, viewed the Cold
War as a "contest of good and evil." While the United States did create a kind of Cold War
empire, the civility, democratic tendencies, and humane behavior involved in its operation stood
in sharp contrast to the coercive and repressive attributes of the Soviet sphere of influence. In the
words of historian Geir Lundestad, America's Cold War domain was an "empire by invitation."
In Preponderance of Power, Melvyn Leffler offers his own post-revisionist interpretation by
focusing on the concept of "national security." Leffler agrees with Williams that the United
States should assume great responsibility for the onset of the Cold War. However, he thinks that
American policymakers were "prudent" in their course of action. Leffler stresses that Soviet
military conquest was not an immediate threat and that Moscow's actions displayed a mixture of
aggression and conciliation. Indigenous Communism, however, had great appeal in war-torn
countries mired in poverty and instability. Thus, if the western powers acquiesced to Communist
political power, the situation would have likely redounded to Moscow's long-term benefit as
Communist countries aligned themselves with the Soviet Union. Over time, Soviet control of
Eurasian resources could have threatened America's own security, economic prosperity, and
3. democracy—as had been the case earlier with imperial Japan and Nazi Germany. Driven by this
fear, the United States engaged in a strategy of preponderance. It sought to integrate Western
Europe, the western occupation zones of Germany, and Japan into the American orbit, and link
this "industrial core" with the Third World "periphery" and its vital markets and raw materials.
These steps inhered substantial short-term risk because the strategy would almost surely appear
threatening and aggressive to the Soviet Union. However, bolstered by a brief atomic monopoly,
policymakers pursued the creation of a world order hospitable to America's values and interests.
In other words, to ensure the long-term national security of the United States, policymakers were
willing to risk antagonizing Moscow. In so doing, they precipitated a cold war.
Without casting aside these important issues of causation, recent study has begun to shift the
examination of the Cold War in new directions by exploring different facets of the conflict. John
Fousek combines culture and ideology to examine the development of the domestic "Cold War
consensus" in To Lead the Free World: American Nationalism and the Cultural Roots of the
Cold War. Fousek identifies an "American nationalist ideology" consisting of national
greatness, global responsibility, and anti-Communism. Determined to make the "American
Century" a reality, the people of the United States, Fousek argues, fought the Cold War in the
name of an American nationalism threatened by the Soviet Union. Thomas Borstelmann also
looks at culture and the connections between domestic and international issues in The Cold War
and the Color Line. The African-American struggle for racial equality at home and the African
anti-colonial fight for independence were both inescapably linked to the Cold War, Borstelmann
argues. The United States faced "no greater weakness" in the battle for hearts and minds in the
developing world than its domestic race problems, while Washington's determination to
maintain stable anti-Communist governments at times slowed the pace of ending white rule in
Africa. Over the long run, the Cold War "provided the context in American public life and in
international affairs of the historic conflict between racial hierarchy and racial equality."
II. Containment
While signs of Soviet-American tension were evident in the immediate aftermath of World War
II (See VUS 12a), the "Cold War" did not clearly emerge until the United States had decided
that cooperation with its erstwhile ally was no longer possible. Adopting a policy of
"containment"—a nebulous and constantly evolving concept—U.S. policymakers sought to
limit Communist expansion, indirectly challenge the Soviet empire, and ultimately force the
Soviet Union to alter its attitudes and actions.
State Department official George Kennan introduced the concept to the public in a widely read
1947 article, "The Sources of Soviet Conduct." Writing under the pseudonym "Mr. X,"
Kennan called on the United States to introduce a "policy of firm containment" that would
"confront the Russians with unalterable counterforce, at every point where they show signs of
4. encroaching upon the interests of a peaceful and stable world." Over time, he hoped, such a
strategy would force Soviet policy to "mellow." Influential journalist Walter Lippmann
immediately attacked containment as a "strategic monstrosity." In a series of articles, he
questioned policymakers' ability to distinguish between peripheral and vital interests, recognize
the difference between military and political efforts, and their wisdom in relying on "a
heterogeneous array of satellites, clients, dependents, and puppets." While Kennan's argument
captured the essence of American strategy for the duration of the Cold War, Lippmann's
concerns proved remarkably prescient throughout the struggle.
Policymakers undertook their first major effort to contain Communism with the enunciation of
the Truman Doctrine. Great Britain, unable to shoulder the burden of empire any longer,
informed the United States that it could not maintain its support of Greek efforts to suppress
Communist insurgents or its support of Turkey, an ally strategically located between Europe and
the Middle East. Combined with the widespread belief that the Soviet Union had designs on Iran,
the "Northern Tier" seemed to be under Communist assault from without and within. Thus, in
March 1947, proclaiming it America's duty to "support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures," President Harry S. Truman asked
Congress to appropriate the monies necessary to secure the strategic gateways to the
Mediterranean and the Middle East, and thereby stem Communist subversion and Soviet
expansion.
According to Howard Jones' A New Kind of War: America's Global Strategy and the Truman
Doctrine, the $400 million in U.S. military and economic aid to Greece and Turkey marked a key
turning point in U.S. foreign policy. As a determined effort to meet any challenge to self-
determination and by supporting any people resisting totalitarian rule, the Truman Doctrine
ended America's long-standing peacetime isolation from European affairs and gave its foreign
policy a more active cast. According to Jones, the Truman Doctrine was "realistic in application
and idealistic in purpose." America's action ushered in a global containment strategy, but one
that was "flexible, restrained, and not recklessly military in tone." Bruce Kuniholm, in The
Origins of the Cold War in the Near East, traces the history of America's assumption of the
British mantle in Greece, Turkey, and Iran. His conclusions conform with Jones' short-term
assessment, but Kuniholm believes that the lessons policymakers drew from their "pragmatic"
approach in this instance had unfortunate consequences in later years. The Truman
administration and its successors used the Doctrine incorrectly as a model for confronting the
Soviet Union and its "apparent satellites" such as Korea and Vietnam, failing to place limits on
American aid and to consider the appropriateness of the historical comparison.
Communist activity along the Northern Tier contributed to America's growing suspicion of
Moscow's overall behavior and shaped the context in which policymakers viewed events
5. elsewhere, particularly in Europe. Marc Trachtenberg's A Constructed Peace: The Making of the
European Settlement, 1945-1963 traces the origins and development of the Cold War in Europe,
placing special emphasis on Germany—"the heart of the Cold War." While Germany had been
partitioned at the end of World War II, with the four occupying powers controlling their zones as
each saw fit, the emerging tensions between the Soviet Union and the Western powers over war
reparations and economic planning led Washington to pursue a "western strategy." By
"organizing" western Germany into a distinct political and economic unit under the protection
of the Western powers and tying it to the rest of Western Europe, American policymakers hoped
the region could withstand Communist pressure and provide the United States with a healthy
economic partner. It is worth emphasizing that policymakers did not fear direct Soviet military
aggression. Instead, as Melvyn Leffler explains in The Specter of Communism, they worried
about "vacuums of power, financial hardship, exchange controls, and Communist parties" in
war-torn regions "play[ing] into the hands" of the Soviet Union. The United States thus
initiated the Marshall Plan to help reconstruct Europe and integrate western Germany into the
Western European economy. They also "reversed course" in Japan, prioritizing economic
strength over democratic reform in an effort to revitalize the international economy (a practice
also adopted in western Germany) and to thwart Communism's appeal (See VUS 12.a for a
discussion of America's postwar vision in the aftermath of World War II).
Gaddis' classic examination of U.S. Cold War policy, Strategies of Containment, juxtaposes
these two early cold war strategies—the Truman Doctrine's global strategy and a more targeted,
"strong point" strategy that focused on the rehabilitation of Western Europe and Japan.
Criticizing the Truman Doctrine's expansive goals in an era in which the United States military
was still demobilizing after the war, Gaddis suggests the pronouncement made little effort to
reconcile its ambitious ends with America's limited means. In contrast, by focusing on the
economic rehabilitation of Western Europe and Japan and by avoiding excessively ideological
rhetoric, containment's practitioners wisely contracted their ends to match their means.
In 1949 and early 1950, anxiety in Washington rose as Mao Zedong's Communist forces gained
control of mainland China, the Soviet Union conducted its first atomic test, and economic woes
plagued the American economy. With events seeming to tip in Moscow's favor, containment
underwent an important reevaluation. Policymakers articulated a new, comprehensive security
strategy in a national security memorandum entitled NSC-68. This paper framed the conflict in
stark terms, charging that the Soviet Union was "animated by a new fanatic faith, antithetical to
our own," and sought "to impose its absolute authority over the rest of the world." NSC-68
recommended a massive buildup of U.S. strategic and conventional military forces, the
expansion of U.S. economic and military assistance programs, and the initiation of covert
operations against the Soviet Union and its allies. It called, in other words, for economic,
6. military, and ideological containment on a global scale.
The Korean War turned these recommendations into realities and represented a turning point in
U.S. Cold War strategy. The first military engagement of the conflict seemed to confirm
America's worst fears about international Communism and eased the adoption of NSC-68.
When Kim Il Sung's forces crossed the 38th parallel into the southern half of Korea in June
1950, the Truman administration acted quickly to obtain a United Nations Security Council
Resolution denouncing the aggression and committing troops to defend the Korean peninsula
from what it believed to be Moscow-directed Communist expansion. Following three years of
bloody stalemate, the division of North and South Korea was reestablished, although not before
China had intervened and the regional conflict threatened to escalate into a wider war.
According to Bruce Cummings' two-volume study The Origins of the Korean War, the U.S.
decision to intervene was driven by internationalists and containment advocates determined to
sustain and expand a world-market system. This "global vision" prevented policymakers from
viewing the conflict for what it was: a Korean civil struggle with a history that predated 1950.
Neither the Soviet Union nor China controlled Kim's decision to invade the South; rather, North
Korea acted with minimal external involvement. William Stueck sees the conflict differently. In
The Korean War: An International History, Stueck emphasizes the multilateral nature of both its
origins and evolution. American and Soviet involvement in Korea after the Second World War
fueled the political tension between north and south, and the war was inextricably linked to wider
Cold War considerations. Korea represented a "substitute for World War III."
The Korean War was a decisive step in the militarization and globalization of containment.
Nowhere was its impact greater than on the North Atlantic Treaty Organization. According to the
organization's preeminent scholar, Lawrence Kaplan, Korea put the "O" in NATO. In The
United States and NATO: The Formative Years, Kaplan traces the evolution of NATO from an
"ungainly alliance" into a real military organization. NATO was created in 1949 as a "band
aid" to help Europe cope with internal national problems by bolstering its economic recovery
under the umbrella of American political and military involvement. There was no military
organization or alliance to speak of. After Korea, however, American policymakers believed that
the next Soviet "test" of strength might come in central Europe; NATO was given military teeth
and expanded to include Greece, Turkey, and, soon thereafter, the Federal Republic of Germany.
The threat of Soviet military power dictated the integration of Western Europe's defense under
American leadership. For the United States, NATO represented the end of its long-standing
aversion to "entangling alliances." NATO gave American troops a permanent presence in
Europe and helped to solidify an "Atlantic community."
When the Eisenhower administration took office, it bombastically declared it would "roll back"
Communism but quickly accepted the tenets of its predecessor's containment strategy.
7. Eisenhower did, however, worry about the financial and psychological cost that global
commitment entailed for American society. Aaron Friedberg's In the Shadow of the Garrison
State: America's Anti-statism and its Cold War Grand Strategy traces the tensions between the
economic, social, and political demands of a muscular and active foreign policy to combat
Communism and the threats posed by such a policy to democracy at home. Containment entailed
the expansion of the military's role in society and the increasing reliance on a military-industrial
complex, both of which seemed to threaten longstanding American values. Seeking to reconcile
domestic concerns with national security imperatives, the Eisenhower administration gave
containment a "New Look." By expanding the nuclear arsenal and relying on covert operations,
the president hoped to implement a "cheaper" containment policy that was less burdensome to
the American way of life and economy.
Campbell Craig explores the U.S. decision to rely on nuclear deterrence in Destroying the
Village: Eisenhower and Thermonuclear War. Paradoxically, Craig explains, Eisenhower viewed
a reliance on atomic power as the only feasible way to avoid war with the Soviets. The prospect
of MAD—"mutually assured destruction"—negated any advantage either side could gain from
a nuclear first strike, while the looming threat of nuclear war acted to deter the Soviet Union
from taking lesser actions that could rapidly escalate to the point of an atomic standoff. The
perils of "brinksmanship" became clear in the 1954 Taiwan Straits Crisis, as the prospect of
nuclear war over a peripheral interest—the Chinese nationalist stronghold of Taiwan and nearby
islands—became all too real. Such nuclear saber rattling culminated in the 1962 Cuban Missile
Crisis, as policymakers confronted the possibility of war with the Soviet Union over the
placement of Soviet missiles in Cuba. Policymakers' evident concern during those thirteen days
in October (and several more in November) marked an important shift in American and Soviet
efforts to lessen the danger of nuclear war. In a lively international history of the crisis, "One
Hell of a Gamble": Krushchev, Castro, and Kennedy, 1958-1964, Timothy Naftali and Alesandr
Fursenko explain how close the superpowers came to a nuclear exchange and their efforts to pull
back from the brink.
The danger of an over-reliance on nuclear power to futher national interests confirmed
America's need to seek a "flexible response" to the Communist challenge, particularly along
the Cold War's periphery. The Third World presented the United States with intractable
problems and became an increasingly important focus of the containment strategy. Believing that
if one friendly nation—or "domino"—fell to Communism an entire region could topple, the
United States refused to accept the Communist domination of developing countries. Yet the
situation was complicated. Though the revolutionary nationalism unleashed by Asian and
African decolonization was indigenous in origin, it took on ominous signs of Communist
sympathy as countries unwilling to align themselves with the "free world" became cause for
8. suspicion. Touted as a path toward rapid economic modernization, Communism represented an
appealing developmental model for Third World nations.
Eisenhower was intent on avoiding the frustration of limited war so clearly evinced in Korea, yet
he was driven by the desire to prevent the expansion of Communism into the developing world.
Nowhere was the fear more acute than in America's backyard—the Western Hemisphere. In
Eisenhower and Latin America: The Foreign Policy of Anti-Communism, Stephen Rabe
concludes that "winning the cold war took precedence over being a good neighbor." While
supportive of democratic and economic reform in principle, the administration more often than
not relied on repressive dictators, covert action, and military aid to secure short-term security at
the cost of human rights, political freedom, and economic opportunity. More broadly, Zachary
Karabell's Architects of Intervention shows that the Eisenhower administration consistently
erred in its misapplication of containment in the Third World, with the "architects" of American
efforts often being indigenous actors exploiting anti-Communism and American fears for their
own benefit.
Kennedy entered the White House even more determined than Eisenhower to confront Third
World Communism. "The Revolution of Rising Expectations" in the developing world had to
be met, and Kennedy set out to preempt Communism by helping usher the Third World into
prosperity. Michael Latham's Modernization as Ideology: American Social Science and "Nation
Building" in the Kennedy Era traces the administration's efforts to apply the academic theory of
modernization to diagnose and alleviate the conditions that bred Communist revolution.
"Modernization" became an ideology that manifested itself in programs like the Alliance for
Progress in Latin America, the Peace Corps, and the Strategic Hamlet Program in Vietnam. As
Latham shows, a key element of containment was the effort to create liberal, democratic, and
capitalist societies around the world.
No episode better exemplified the perils of the containment strategy in the Third World than
America's involvement in Vietnam. Fearful that the fall of South Vietnam to Communism
would topple the rest of Southeast Asia like so many dominoes, and certain that the failure of the
United States to stand firm in Vietnam would embolden Communists elsewhere, policymakers
plunged the United States into "America's Longest War." George Herring's concise book by
that title provides a good overview of its events, and concludes that America's basic assumptions
and premises about the war were flawed. Robert Schulzinger's A Time for War: The United
States and Vietnam, 1941-1975explores the concept of "credibility" as it pertained to American
engagement in Southeast Asia. According to Schulzinger, from its support of the French
colonialists, through its nation-building project in South Vietnam, to the decision to bomb North
Vietnam and escalate the war, and finally through Nixon's attempt to find "peace with honor,"
the United States set out to demonstrate its toughness and determination in Vietnam to ensure
9. that its power not be devalued elsewhere in the world.
Even though officials were wedded to long-held Cold War assumptions about credibility,
dominoes, and Communism, Fredrik Logevall's illuminating work, Choosing War: The Lost
Chance for Peace and the Escalation of War in Vietnam, demonstrates that there was nothing
inevitable in the Johnson administration's decision to escalate the war. Viable political and
diplomatic options existed to resolve the conflict short of massive American involvement, had
government officials not been so rigid and the proponents of a political solution not so timid.
Jeffrey Kimball carries American involvement in Vietnam to its ignominious conclusion in his
study, Nixon's Vietnam War. Nixon shared the same Cold War outlook as many of his
predecessors and was determined to preserve America's global credibility by finding "peace
with honor." The administration both escalated the war with massive air campaigns and
incursions into Cambodia and Laos, and decreased American involvement by slowly
withdrawing U.S. troops and replacing them with indigenous soldiers trained and equipped by
the United States. Finding the North Vietnamese unresponsive to his "madman" strategy, and
the "Vietnamization" of the war undermined by South Vietnamese corruption, indifference, and
low morale, Nixon settled for a "decent interval solution." Weary of war, the United States
ended its involvement with the signing of the Paris Peace Agreement in 1973. Two years later,
the government of South Vietnam collapsed.
Conclusion
While the Cold War would rage through three subsequent presidential administrations, after
Vietnam policymakers could no longer count on the "Cold War consensus" to follow where the
containment doctrine led. Not surprisingly, scholarly assessments of containment and America's
Cold War strategy have been mixed. In Strategies of Containment, Gaddis concludes
optimistically that despite its "contradictions, mutations, and irrationalities," containment was a
"surprisingly successful strategy." The post-World War II era was, after all, "one of the more
stable and orderly of modern times." H.W. Brands questions whether mere stability should be
the appropriate benchmark. In The Devil We Knew, he suggests that by consistently cutting
"moral corners" in fighting the Cold War, the United States abdicated its role in the eyes of the
world as a moral leader and a beacon of humanity. After forty-years devoted to containing
Communism at all costs, the United States convinced most of the globe that America "could be
counted on to act pretty much as great powers always have." Whether that was a reasonable
price to pay is a matter for continued debate. What is certain is that current and future historians
will fight over the legacy of containment—its purposes, merits, and costs—with the same vigor
that traditionalists, revisionists, and post-revisionists have displayed in contesting the origins of
the Cold War.