Write a program that takes any input text and produces both a frequency table and the
corresponding Huffman code. Take approximately 360 words from any English document as
your input text. Ignore all blanks, all punctuation marks, al special symbols. Create an input file
with this input text. Construct the frequency table according to the input text read from the file,
in the form: The Frequency\'s MUST be listed, in order, from largest (at the top) to smallest (at
the bottom). Only the BELOW Tablet Format will be accepted: Letter Comma Space Percentage
Example: A, 2.5% Then, using the Huffman algorithm, construct the optimal prefix binary code
for the table. Design your program to read the input from the input file \"infile.dat\" Your
program must produce the output, in the file \"outfile.dat\". consisting of the frequency table for
the source text. the Huffman code for each letter and digit in the source code, and the length of
the coded message in terms of number of bits. MUST use exact file names provided
Solution
#include \"FileLoader.h\"
#include \"CharFreqInVector.h\"
#include \"LeafNode.h\"
#include \"TreeFromListConstruction.h\"
#include \"GenerateHuffFile.h\"
#include \"Decompressor.h\"
#include
#include
#include
int main()
{
{
vector vFile;
vector cvFile;
vector charByte;
vector frequency;
FileLoader File(\"shakespeare.txt\");
vFile = File.loadFileIntoVector();
CharFreqInVector Frequency(vFile);
Frequency.calculateFrequency();
charByte = Frequency.getEachChar();//Frequency.getEachChar(); // need copies of the char
and its frequency to put to a LeafNode
frequency = Frequency.getEachFrequency();//Frequency.getEachFrequency();
TreeFromListConstruction tree(charByte, frequency);
//passing into a class that can modify the list into a binary tree
tree.formTree(); //modify the list into a binary tree
GenerateHuffFile Huff(tree.getTree(), vFile, \"compressed.txt\",charByte, frequency);
Huff.writeHuffFile();
///////////////////////////////////////////////////////////////////////////////////////decompression time
FileLoader cFile(\"compressed.txt\");
cvFile = cFile.loadFileIntoVector();
CharFreqInVector Formated(cvFile);
Formated.calcFreqInCompressed();
charByte = Formated.getEachChar();//Frequency.getEachChar(); // need copies of the char and
its frequency to put to a LeafNode
frequency = Formated.getEachFrequency();//Frequency.getEachFrequency();
TreeFromListConstruction recontructedTree(charByte, frequency);
recontructedTree.formTree();
Decompressor uncompress(recontructedTree.getTree(), cvFile, \"compressed.txt\",
\"decompressed.txt\", vFile.size());
uncompress.remakeFile();
}
cout << _CrtDumpMemoryLeaks(); //no memory leaks yay!
system(\"pause\");
return 0;
}
CharFreqInVector.h
#ifndef CHARFREQINVECTOR_H
#define CHARFREQINVECTOR_H
#include
#include
#include
using namespace std;
class CharFreqInVector
{
public:
CharFreqInVector(vector& charVec);
~CharFreqInVector();
void clearVectors();
void calculateFrequency();
void calcFreqInCompresse.
Lab01Files/build.bat
@echo off
cls
set DRIVE_LETTER=%1:
set PATH=%DRIVE_LETTER%\MinGW\bin;%DRIVE_LETTER%\MinGW\msys\1.0\bin;c:\Windows;c:\Windows\system32
g++ -c Keyboard.cpp
g++ -c Random.cpp
g++ -c String.cpp
g++ -c ReadFile.cpp
g++ -c WriteFile.cpp
g++ -c PlayerGuessDriver.cpp
g++ -o PlayerGuess.exe PlayerGuessDriver.o ReadFile.o WriteFile.o String.o Keyboard.o Random.o
Lab01Files/Keyboard.cpp
#include "Keyboard.h"
#include <iostream>
int readInt(string prompt)
{
cout << prompt;
int val = 0;
cin >> val;
return val;
}
int getValidatedInt(string prompt, int min, int max)
{
int validated = readInt(prompt);
cout << validated << endl;
while(validated < min || validated > max)
{
validated = readInt(prompt);
cout << validated << endl;
}
return validated;
}
double readDouble(string prompt)
{
cout << prompt;
double val = 0;
cin >> val;
return val;
}
double getValidatedDouble(string prompt, double min, double max)
{
double validated = readDouble(prompt);
cout << validated << endl;
while(validated < min || validated > max)
{
validated = readDouble(prompt);
cout << validated << endl;
}
return validated;
}
String* readString(string prompt)
{
cout << prompt;
string text;
getline(cin, text);
String* str = createString(text.c_str());
return str;
}
Lab01Files/Keyboard.h
#if !defined KEYBOARD
#define KEYBOARD
#include "Text.h"
#include <string>
using namespace std;
//pre: the string (character literal) that will prompt the user for input
//post: the input read from the keyboard interpreted as an int is returned
int readInt(string prompt);
int getValidatedInt(string prompt, int min, int max);
//pre: the string that will prompt the user for input
//post: the input read from the keyboard interpreted as a double is returned
double readDouble(string prompt);
double getValidatedDouble(string prompt, double min, double max);
//pre: the string that will prompt the user for input
// the string to store the user input and the length of the input storage string
//post: the text read from the keyboard is copied into the storage string
String* readString(string prompt);
#endif
Lab01Files/Laboratory 01_ Guessing Game.pdf
8/28/2014 Laboratory 01: Guessing Game
http://mboshart.dyndns.org/boshart/2111Labs/Lab01.html 1/3
Laboratory 01: Guessing Game
Download the following files and place them in your working directory:
Starting code for this lab:
Lab01Files.zip //provided, completed files, refer to header files for method
signatures
PlayerGuessDriver.cpp //most of the work is in this file
range.txt //contains the two integers that define the range for the secret
number
build.bat //convenience file for compiling and linking
Guessing Game
In this lab, you will write a simple guessing game. The computer will generate a
random integer within a valid spe ...
TffffThe program needs to be in C++ and part 1 of the assignment i.pdfarri2009av
Suppose you just recieved a shipment of twelve televisions. Two of the televisions are defective.
If two televisions are randomly selected, compute the probability that both televisions work.
What is the probability at least one of the two televisions does not work?
Suppose you just recieved a shipment of twelve televisions. Two of the televisions are defective.
If two televisions are randomly selected, compute the probability that both televisions work.
What is the probability at least one of the two televisions does not work?
Solution.
Frequency .java Word frequency counter package frequ.pdfarshiartpalace
Frequency .java
/**
* Word frequency counter
*/
package frequency;
import java.util.Iterator;
/**
*
* @author UMD CS
*/
public class Frequency implements Iterable{
private Node first;
private int N;
Frequency(){
N = 0;
first = null;
}
@Override
public Iterator iterator() {
return new ListIterator();
}
/**
*
* List iterator
*
*/
private class ListIterator implements Iterator{
private Node current;
private int index ;
ListIterator(){
current = first;
index = 0;
}
@Override
public boolean hasNext() {
return current != null;
}
public String next() {
if(!hasNext()){
return null;
}
String word = current.key;
int count = current.count;
String r = \"(\"+word + \",\" + Integer.toString(count)+\")\";
current = current.next;
return r;
}
@Override
public void remove() {
}
}
/**
*
* Node class
*
*/
private class Node {
private String key;
private int count;
private Node next;
Node(String item){
key = item;
count = 1;
next = null;
}
@Override
public String toString(){
return \"(\"+key +\",\"+count+\")\";
}
}
/*
* Inserts a word into the linked list. If the word exists, increment the
* count by q.
*/
public void insert(String word){
if(word.equals(\"\")){
return;
}
//TODO
/*
* implement here
*/
}
/**
*
* @param str input string
* This method splits a string into words and pass the words to insert method
*
*/
public void insertWords(String str){
String delims = \"[ .,?!\'\\\"()}{;/<>&=#-:\\\\ _]+\";
String[] words = str.split(delims);
for(String s: words){
s = s.toLowerCase();
insert(s);
}
}
/**
* prints the word frequency list
*/
public void print(){
Node c = first;
while(c != null){
System.out.print(\"(\"+c.key + \",\" + c.count+\")\");
c = c.next;
}
System.out.print(\"\ \");
}
}
--------------------------------------------------------------------------------------------------------------------
------------------------------------------------------
WordFrequency.java
package frequency;
import utils.In;
import utils.Stopwatch;
/**
*
* @author UMD CS
*/
public class WordFrequency {
/**
* @param input source
* @param
* This method receives input resource and return the word frequency string
* DO NOT CHANGE THIS METHOD.
*/
public static String freq(String inputSource, int maxLines){
In in;
// Frequency class can only count the frequency of strings. DO NOT CHANGE THIS.
Frequency freq = new Frequency();
int MAX = 100;
String inputSourceName = inputSource;
try {
in = new In(inputSourceName);
while (!in.isEmpty()) {
String s = in.readLine();
//System.out.println(s);
freq.insertWords(s);
}
}
catch (Exception e) {
e.printStackTrace();
}
StringBuilder strFrequency = new StringBuilder();
int cnt = 0;
for(String s: freq){
strFrequency.append(s);
strFrequency.append(\",\");
cnt++;
if(cnt >= maxLines){break;}
}
return strFrequency.toString();
}
/**
*
*/
public static void main(String[] args) {
In in;
Frequency freq = new Frequency();
int MAX = 100;
// String inputSourceName =
\"http://www.cs.umd.edu/class/summer2015/cmsc132/projects/P3_WordFrequency/test1.html\";
String .
Lab01Files/build.bat
@echo off
cls
set DRIVE_LETTER=%1:
set PATH=%DRIVE_LETTER%\MinGW\bin;%DRIVE_LETTER%\MinGW\msys\1.0\bin;c:\Windows;c:\Windows\system32
g++ -c Keyboard.cpp
g++ -c Random.cpp
g++ -c String.cpp
g++ -c ReadFile.cpp
g++ -c WriteFile.cpp
g++ -c PlayerGuessDriver.cpp
g++ -o PlayerGuess.exe PlayerGuessDriver.o ReadFile.o WriteFile.o String.o Keyboard.o Random.o
Lab01Files/Keyboard.cpp
#include "Keyboard.h"
#include <iostream>
int readInt(string prompt)
{
cout << prompt;
int val = 0;
cin >> val;
return val;
}
int getValidatedInt(string prompt, int min, int max)
{
int validated = readInt(prompt);
cout << validated << endl;
while(validated < min || validated > max)
{
validated = readInt(prompt);
cout << validated << endl;
}
return validated;
}
double readDouble(string prompt)
{
cout << prompt;
double val = 0;
cin >> val;
return val;
}
double getValidatedDouble(string prompt, double min, double max)
{
double validated = readDouble(prompt);
cout << validated << endl;
while(validated < min || validated > max)
{
validated = readDouble(prompt);
cout << validated << endl;
}
return validated;
}
String* readString(string prompt)
{
cout << prompt;
string text;
getline(cin, text);
String* str = createString(text.c_str());
return str;
}
Lab01Files/Keyboard.h
#if !defined KEYBOARD
#define KEYBOARD
#include "Text.h"
#include <string>
using namespace std;
//pre: the string (character literal) that will prompt the user for input
//post: the input read from the keyboard interpreted as an int is returned
int readInt(string prompt);
int getValidatedInt(string prompt, int min, int max);
//pre: the string that will prompt the user for input
//post: the input read from the keyboard interpreted as a double is returned
double readDouble(string prompt);
double getValidatedDouble(string prompt, double min, double max);
//pre: the string that will prompt the user for input
// the string to store the user input and the length of the input storage string
//post: the text read from the keyboard is copied into the storage string
String* readString(string prompt);
#endif
Lab01Files/Laboratory 01_ Guessing Game.pdf
8/28/2014 Laboratory 01: Guessing Game
http://mboshart.dyndns.org/boshart/2111Labs/Lab01.html 1/3
Laboratory 01: Guessing Game
Download the following files and place them in your working directory:
Starting code for this lab:
Lab01Files.zip //provided, completed files, refer to header files for method
signatures
PlayerGuessDriver.cpp //most of the work is in this file
range.txt //contains the two integers that define the range for the secret
number
build.bat //convenience file for compiling and linking
Guessing Game
In this lab, you will write a simple guessing game. The computer will generate a
random integer within a valid spe ...
TffffThe program needs to be in C++ and part 1 of the assignment i.pdfarri2009av
Suppose you just recieved a shipment of twelve televisions. Two of the televisions are defective.
If two televisions are randomly selected, compute the probability that both televisions work.
What is the probability at least one of the two televisions does not work?
Suppose you just recieved a shipment of twelve televisions. Two of the televisions are defective.
If two televisions are randomly selected, compute the probability that both televisions work.
What is the probability at least one of the two televisions does not work?
Solution.
Frequency .java Word frequency counter package frequ.pdfarshiartpalace
Frequency .java
/**
* Word frequency counter
*/
package frequency;
import java.util.Iterator;
/**
*
* @author UMD CS
*/
public class Frequency implements Iterable{
private Node first;
private int N;
Frequency(){
N = 0;
first = null;
}
@Override
public Iterator iterator() {
return new ListIterator();
}
/**
*
* List iterator
*
*/
private class ListIterator implements Iterator{
private Node current;
private int index ;
ListIterator(){
current = first;
index = 0;
}
@Override
public boolean hasNext() {
return current != null;
}
public String next() {
if(!hasNext()){
return null;
}
String word = current.key;
int count = current.count;
String r = \"(\"+word + \",\" + Integer.toString(count)+\")\";
current = current.next;
return r;
}
@Override
public void remove() {
}
}
/**
*
* Node class
*
*/
private class Node {
private String key;
private int count;
private Node next;
Node(String item){
key = item;
count = 1;
next = null;
}
@Override
public String toString(){
return \"(\"+key +\",\"+count+\")\";
}
}
/*
* Inserts a word into the linked list. If the word exists, increment the
* count by q.
*/
public void insert(String word){
if(word.equals(\"\")){
return;
}
//TODO
/*
* implement here
*/
}
/**
*
* @param str input string
* This method splits a string into words and pass the words to insert method
*
*/
public void insertWords(String str){
String delims = \"[ .,?!\'\\\"()}{;/<>&=#-:\\\\ _]+\";
String[] words = str.split(delims);
for(String s: words){
s = s.toLowerCase();
insert(s);
}
}
/**
* prints the word frequency list
*/
public void print(){
Node c = first;
while(c != null){
System.out.print(\"(\"+c.key + \",\" + c.count+\")\");
c = c.next;
}
System.out.print(\"\ \");
}
}
--------------------------------------------------------------------------------------------------------------------
------------------------------------------------------
WordFrequency.java
package frequency;
import utils.In;
import utils.Stopwatch;
/**
*
* @author UMD CS
*/
public class WordFrequency {
/**
* @param input source
* @param
* This method receives input resource and return the word frequency string
* DO NOT CHANGE THIS METHOD.
*/
public static String freq(String inputSource, int maxLines){
In in;
// Frequency class can only count the frequency of strings. DO NOT CHANGE THIS.
Frequency freq = new Frequency();
int MAX = 100;
String inputSourceName = inputSource;
try {
in = new In(inputSourceName);
while (!in.isEmpty()) {
String s = in.readLine();
//System.out.println(s);
freq.insertWords(s);
}
}
catch (Exception e) {
e.printStackTrace();
}
StringBuilder strFrequency = new StringBuilder();
int cnt = 0;
for(String s: freq){
strFrequency.append(s);
strFrequency.append(\",\");
cnt++;
if(cnt >= maxLines){break;}
}
return strFrequency.toString();
}
/**
*
*/
public static void main(String[] args) {
In in;
Frequency freq = new Frequency();
int MAX = 100;
// String inputSourceName =
\"http://www.cs.umd.edu/class/summer2015/cmsc132/projects/P3_WordFrequency/test1.html\";
String .
So basically I worked really hard on this code in my CS150 class and.pdfeyewaregallery
So basically I worked really hard on this code in my CS150 class and now I need to change it to
a class, and I thought OK that\'s simple enough, but I cant seem to figure it out at all! I know I
can just make all of the variables inside the class public, but that\'s not what my professor wants.
I am supposed to implement the private variables. I tried making the \"letter\" and \"letterCount\"
variables private and I created some void functions under the public part, I think I might have
been on the right track with that but I wasn\'t sure how to modify the rest of my code in order to
get it to run. Here\'s the original code, still in the struct format. Any help would be GREATLY
appreciated.
P.S. my professor said \"make the member variables private, and impliment functions to manage
those private variables, such as getter and setter functions.\" so that might help you understand
whats expected. Thanks!
I NEED TO GET RID OF THE STRUCT ALLTOGETHER!
my class should be set up like this:
class
{
private:
letter
letterCount
public:
//functions to controll the private variables such as...
void getletter
void getlettercount
}
I just dont know how to impliment that in my code, and what to write in those functions in the
class. Thanks for your help!
[code]
#include
#include
#include
#include
using namespace std;
//Struct definition
struct letterType
{
char letter;
int letterCount;
};
//Function to open I/O files
void openFile(ifstream& inFile, ofstream& outFile);
//Function to fill the array of structs and keep track of the amount of uppercase/lowercase letters
void count(ifstream& inFile, letterType letterList[], int& totalBig, int& totalSmall);
//Function to print the letters, the occurences, and the percentages
void printResult(ofstream& outFile, letterType letterList[], int totalBig, int totalSmall);
//Function to create an output file that contains programmer info
void Info (ofstream& outputFile);
int main()
{
ofstream fout;
ifstream input; //object to read the text
ofstream output; //object to write the results
int totalCapital = 0; //variable to store the total number of uppercase
int totalLower = 0; //variable to store the total number of lowercase
letterType letterObj[52]; //array of structs of type letterType to hold the information
//Input and process data
Info (fout);
openFile(input, output);
count(input, letterObj, totalCapital, totalLower);
printResult(output, letterObj, totalCapital, totalLower);
//Close files
input.close();
output.close();
return 0;
}
void openFile(ifstream& inFile, ofstream& outFile)
{
string inFileName;
string outFileName;
cout << \"Enter the name of the input file: \";
cin >> inFileName;
inFile.open(inFileName.c_str());
cout << endl;
cout << \"Enter the name of the output file: \";
cin >> outFileName;
outFile.open(outFileName.c_str());
cout << endl;
}
void count(ifstream& inFile, letterType letterList[], int& totalBig, int& totalSmall)
{
char ch;
//Loop to initialize the array of structs; set letterCount to zero
for(.
TO UNDERSTAND about stdio.h in C.
TO LEARN ABOUT Math.h in C.
To learn about ctype.h in C.
To understand stdlib.h in c.
To learn about conio.h in c.
To learn about String.h in c.
TO LEARN ABOUT process.h in C.
Sometimes you see code that is perfectly OK according to the definition of the language, but which is flawed because it breaks too many established idioms and conventions. On the other hand, a solid piece of code is something that looks like it is written by an experienced person who cares about professionalism in programming.
A presentation at Norwegian Developer Conference 2010
Fundamental of C Programming Language and Basic Input/Output Functionimtiazalijoono
Fundamental of C Programming Language
and
Basic Input/Output Function
contents
C Development Environment
C Program Structure
Basic Data Types
Input/Output function
Common Programming Error
Esoft Metro Campus - Certificate in c / c++ programmingRasan Samarasinghe
Esoft Metro Campus - Certificate in java basics
(Template - Virtusa Corporate)
Contents:
Structure of a program
Variables & Data types
Constants
Operators
Basic Input/output
Control Structures
Functions
Arrays
Character Sequences
Pointers and Dynamic Memory
Unions
Other Data Types
Input/output with files
Searching
Sorting
Introduction to data structures
Consider the following experiment. There are 5 members of a team Jo.pdfarenamobiles123
Consider the following experiment. There are 5 members of a team: John (J), Clara (C), George
(G), Dotty (D), Harry (H). Two members are selected at random to be the captains of the team.
Write the sample space for this experiment
Solution
From 5 members two of them can be selected in 5C2 = 10 ways.
The sample space conists of the following 10 elements:
(J,C),(J,G),(J,D),(J,H),
(C,G),(C,D),(C,H),
(G,D),(G,H),
(D,H).
A prolific couple had ten children.Through hard work and diligence a.pdfarenamobiles123
A prolific couple had ten children.Through hard work and diligence all their children have
earned college degrees.They have consistently been asked one question:
Solution
A prolific couple had ten children.Through hard work and diligence all their children have
earned college degrees.They have consistently been asked one question:.
More Related Content
Similar to Write a program that takes any input text and produces both a frequen.pdf
So basically I worked really hard on this code in my CS150 class and.pdfeyewaregallery
So basically I worked really hard on this code in my CS150 class and now I need to change it to
a class, and I thought OK that\'s simple enough, but I cant seem to figure it out at all! I know I
can just make all of the variables inside the class public, but that\'s not what my professor wants.
I am supposed to implement the private variables. I tried making the \"letter\" and \"letterCount\"
variables private and I created some void functions under the public part, I think I might have
been on the right track with that but I wasn\'t sure how to modify the rest of my code in order to
get it to run. Here\'s the original code, still in the struct format. Any help would be GREATLY
appreciated.
P.S. my professor said \"make the member variables private, and impliment functions to manage
those private variables, such as getter and setter functions.\" so that might help you understand
whats expected. Thanks!
I NEED TO GET RID OF THE STRUCT ALLTOGETHER!
my class should be set up like this:
class
{
private:
letter
letterCount
public:
//functions to controll the private variables such as...
void getletter
void getlettercount
}
I just dont know how to impliment that in my code, and what to write in those functions in the
class. Thanks for your help!
[code]
#include
#include
#include
#include
using namespace std;
//Struct definition
struct letterType
{
char letter;
int letterCount;
};
//Function to open I/O files
void openFile(ifstream& inFile, ofstream& outFile);
//Function to fill the array of structs and keep track of the amount of uppercase/lowercase letters
void count(ifstream& inFile, letterType letterList[], int& totalBig, int& totalSmall);
//Function to print the letters, the occurences, and the percentages
void printResult(ofstream& outFile, letterType letterList[], int totalBig, int totalSmall);
//Function to create an output file that contains programmer info
void Info (ofstream& outputFile);
int main()
{
ofstream fout;
ifstream input; //object to read the text
ofstream output; //object to write the results
int totalCapital = 0; //variable to store the total number of uppercase
int totalLower = 0; //variable to store the total number of lowercase
letterType letterObj[52]; //array of structs of type letterType to hold the information
//Input and process data
Info (fout);
openFile(input, output);
count(input, letterObj, totalCapital, totalLower);
printResult(output, letterObj, totalCapital, totalLower);
//Close files
input.close();
output.close();
return 0;
}
void openFile(ifstream& inFile, ofstream& outFile)
{
string inFileName;
string outFileName;
cout << \"Enter the name of the input file: \";
cin >> inFileName;
inFile.open(inFileName.c_str());
cout << endl;
cout << \"Enter the name of the output file: \";
cin >> outFileName;
outFile.open(outFileName.c_str());
cout << endl;
}
void count(ifstream& inFile, letterType letterList[], int& totalBig, int& totalSmall)
{
char ch;
//Loop to initialize the array of structs; set letterCount to zero
for(.
TO UNDERSTAND about stdio.h in C.
TO LEARN ABOUT Math.h in C.
To learn about ctype.h in C.
To understand stdlib.h in c.
To learn about conio.h in c.
To learn about String.h in c.
TO LEARN ABOUT process.h in C.
Sometimes you see code that is perfectly OK according to the definition of the language, but which is flawed because it breaks too many established idioms and conventions. On the other hand, a solid piece of code is something that looks like it is written by an experienced person who cares about professionalism in programming.
A presentation at Norwegian Developer Conference 2010
Fundamental of C Programming Language and Basic Input/Output Functionimtiazalijoono
Fundamental of C Programming Language
and
Basic Input/Output Function
contents
C Development Environment
C Program Structure
Basic Data Types
Input/Output function
Common Programming Error
Esoft Metro Campus - Certificate in c / c++ programmingRasan Samarasinghe
Esoft Metro Campus - Certificate in java basics
(Template - Virtusa Corporate)
Contents:
Structure of a program
Variables & Data types
Constants
Operators
Basic Input/output
Control Structures
Functions
Arrays
Character Sequences
Pointers and Dynamic Memory
Unions
Other Data Types
Input/output with files
Searching
Sorting
Introduction to data structures
Consider the following experiment. There are 5 members of a team Jo.pdfarenamobiles123
Consider the following experiment. There are 5 members of a team: John (J), Clara (C), George
(G), Dotty (D), Harry (H). Two members are selected at random to be the captains of the team.
Write the sample space for this experiment
Solution
From 5 members two of them can be selected in 5C2 = 10 ways.
The sample space conists of the following 10 elements:
(J,C),(J,G),(J,D),(J,H),
(C,G),(C,D),(C,H),
(G,D),(G,H),
(D,H).
A prolific couple had ten children.Through hard work and diligence a.pdfarenamobiles123
A prolific couple had ten children.Through hard work and diligence all their children have
earned college degrees.They have consistently been asked one question:
Solution
A prolific couple had ten children.Through hard work and diligence all their children have
earned college degrees.They have consistently been asked one question:.
Describe how to use sanction such that a process can send a payload w.pdfarenamobiles123
Describe how to use sanction such that a process can send a payload with the signal that can be
retrieved by the receiving process.
Solution
The kernel maintains two bit-vectors for every process
• Every type of signal has a specific bit in this bit-vector
• pending bit-vector records what signals have yet to be
delivered to the process
• Note: if multiple instances of a given signal occur before a process
receives the signal, it will see only one instance of the signal
• Signals indicate one or more events of given type have occurred
• blocked bit-vector records what signals are currently not
allowed to be delivered to the process
• Can have a signal that is both blocked and pending
• When the signal is unblocked, it will be delivered to the process
• When a signal is delivered to a process, that type of signal
is automatically blocked for the process
• Prevents a given signal handler from interrupting itself
• One kind of signal can interrupt another kind of signa
A process isn’t always running when a signal is sent to it
• e.g. kill() syscall is invoked by another process
• e.g. a child process dies, causing SIGCHLD to be sent to parent,
but a higher priority process currently preempts the parent
• Kernels make a distinction between generating a signal
and delivering the signal
Already mentioned pending / blocked signal bit-vectors
• At a coarse-grain level of detail, records which signals need to be
delivered, and which signals are currently blocked from delivery
• Each process also has a linked list of pending signals
• siginfo_t struct records relevant details of the pending signal
• Each process also has an array of “signal action” structs
• Specifies how to handle each kind of signal
• e.g. “default action,” “ignore,”
or a user-space handler
• (Flags also record other
options for handling signals
When a signal is sent to a process:
• The kernel invokes a specific function to update the process’ signal
structures, perform scheduling tasks, etc.
• e.g. Linux 2.6 has specific_send_sig_info() kernel function
• If the process already has a pending signal of that type,
the new signal is ignored
• For real-time signals, this test is skipped
• Every occurrence of a real-time signal is delivered
• If the process is ignoring
the signal, nothing is done
• No structures are updated
• No scheduling tasks oc.
based on this evidence Syconoid sponges were derived from leuconoid.pdfarenamobiles123
based on this evidence? Syconoid sponges were derived from leuconoid ancestors. Leuconoid
sponges were derived from asconoid ancestors. Syconoid sponges were derived from syconoid
ancestors. Asconoid sponges were derived from syconoid ancestors. Leuconoid sponges were
derived from syconoid ancestors. The distinction between phagotrophs (or holozoic feeders) and
osmotrophs (or saprozoi a difference between producing your own food versus using the
chemical bonds in food molecules made diffusion of food across the membrane versus engulfing
food in a vacuole ingesting visible particles or organisms versus ingesting dissolved substances,
some from dead organisms eating living and eating dead oranic material. direct transport versus
indirect transport of food molecules The most likely mechanism for removing excess water by
contractile vacuoles is a proton pump that also pulls water into the vacuole. an ampulla that
forms suction. simple osmosis of water across the cell membrane. reverse osmosis. differential
fluid pressure. The large posterior attachment organ of the adult monogenean is a/an
opisthaptor. Cirrus rhabdite. pilidium. hydatid Nematocysts are first found in sponges, most
highly developed in cnidarians, but still found as remnants in some higher groups. formed and
used only by Cnidaria although a few other organisms may \"steal\" them. widespread among
the animal kingdom but first developed by Cnidarians. actually free-living symbionts that are
most usually taken up by cnidarians, as are many None of the choices is correct The function of
the siphonoglyph is to maintain balance or orientation. reproduction to form water currents into
the gastrovascular cavity. to aid in swimming. to sting the prey.
Solution
9.The correct answer is:C) ingesting visible particles or organisms versus ingesting dissolved
substances some from dead organisms.
Reason:Phagotrophs ingest food particles by engulfing them while osmotrophs ingest food
matter that is soluble.
10.The correct answer is: A) A proton pump that also pulls water into the vacuole.
Reason:Presence of proton pump in contractile vacuole brings a difference of ions inside the
vacuole as a result of which water is pulled into it via osmosis.
11.The correct answer is: A) opisthaptor
Reason:Opisthaptor is the posterior attachment strcuture of the monogenean adult.
12.The correct answer is:B) formed and used only in Cnidaria although a few other organisms
may steal them.
Reason:Nematocysts are found only in Cnidaria but there are marine gastropods known as
Nudibranchs that feed nematocysts of hydrozoids and store them in their dorsal body wall.These
stolen nematocysts are known as kleptocnidae.
13.The function of the siphonoglyph is: C) to form water currents into the gastrovascular cavity.
Reason: Siphonoglyph transfers water currents to the pharynx and are present at either one or
both ends of the mouth of sea anemones..
At noon Joyce drove to the lake at 30 miles per hour, but she made t.pdfarenamobiles123
At noon Joyce drove to the lake at 30 miles per hour, but she made the long walk back home at 4
miles per hour. How long did she walk if she was gone for 17 hours? How far did she walk?
Solution
You know that d=v*t, where d is the distance and v is the speed and t is the time, the proble give
you two speeds and the total time.
Lets call t1 the time that it take her to go from his house to the lake, and lets call t2 the time that
it take her to go from the lake to his house. The distance from his house to the lake is constant, I
mean that the distance does not change. Now lets call v1 the speed of 30mph and v2 the speed of
4mph. The time t is equalt to t=d/v distance divede by speed. Now I hope that you understand the
following equation:
d/v1+d/v2=t The sum of the time that take her to go to the lake from his house and the time that
take her to go from the lake to his house it is the total time. Now we only have to use the given
data.
v1=30mph
v2=4mph
t=17hours
d/30+d/4=17 Now we only have to solve this equation to know the total distance that she
travelled.
2d+15d=1020
17d=1020
d=60 miles she travelled, and therefore the distance from his house to the lake is 30 miles..
A) If a DNA double helix that is 100 base pairs in length has 32 a.pdfarenamobiles123
A) If a DNA double helix that is 100 base pairs in length has 32 adenines, how many cytosines,
guanines, and thymines must it have?
B) Explain what is meant by the terms conservative and Semiconservative replication
A) If a DNA double helix that is 100 base pairs in length has 32 adenines, how many cytosines,
guanines, and thymines must it have?
B) Explain what is meant by the terms conservative and Semiconservative replication
B) Explain what is meant by the terms conservative and Semiconservative replication
Solution
A). Genes consist of specific sequences of DNA (deoxyribonucleic acid) nucleotides otherwise
called “bases,” which carry the message encoding for the synthesis of a protein. There are four
such bases, namely, adenine (A), thymine (T), guanine (G), and cytosine (C), which are the
building blocks of DNA’s double helical structure.
Chargaff proposed that, in a double stranded DNA, the ratio of purines to pyrimidines is always
1: 1.
Given that the number of adenines are 32, so, the number of thymines are also 32. The remaining
36 will be guanine and cytosine, each 18 in number.
B).
Gene is the physical unit of heredity that transmits information from one cell to another and
thereby one generation to another. DNA (deoxyribonucleic acid) is a double helical structure; it
contains the organism’s genetic information in the genes which lie along the structure of DNA.
During cell division, the replication of DNA occurs, which is nothing but duplication of
chromosomes. DNA replication results in the formation of two new DNA helices. The
semiconservative pattern of DNA replication is demonstrated by Meselson and Stahl. In this,
each strand of parent DNA act as template for the new strand, thus producing two new DNA
strands. So, the newly formed DNA contains one old strand and one new strand.
In conservative replication, the original strands of DNA are not forwarded to the next generation,
but it act as a temple for the synthesis of new DNA. So the original double helix of DNA remains
intact..
Chapter2...22. (Problem 3) Which of the following are.pdfarenamobiles123
Chapter2...>2>
2. (Problem 3) Which of the following are fundamental events that must take place in cell
reproduction?
A. A cell\'s genetic information must be copied.
B. The copies of the genetic information must be separated from one another.
C. The cell must divide.
D. All of the above are fundamental events that must take place in cell reproduction.
3. (Problem 4 part 1): What are three essential structural elements of a functional
eukaryotic chromosome?
A. Histone proteins, spindle fibers, and a pair of telomeres
B. Origins of replication, chromatids, and kinetochores
C. A centromere, a pair of telomeres, and origins of replication
D. A centromere, chromatids, and kinetochores
E. Spindle fibers, kinetochores, and chromatids
4. (Problem 4 part 2 ) The chromosomal structures that serve as the attachment point for
spindle fibers are the _____________________.
A. telomeres
B. origins of replication
C. centromeres
D. kinetochore proteins
E. histone proteins
5. (Problem 4 part 3) The natural ends of eukaryotic chromosomes that serve to stabilize
the ends of the chromosomes are the ______________________.
A. telomeres
B. origins of replication
C. centromeres
D. kinetochore proteins
E. histone proteins
6. (Problem 6, part 1) _______________ is the part of interphase within the cell cycle
where the cell growth and protein synthesis necessary for cell division and DNA replication take
place.
A. G1
B. S
C. G2
D. M
E. Telophase
15. (Problem 10) Why are the two cells produced by the cell cycle genetically identical?
A. An exact copy of each DNA molecule was created in S phase giving rise to the two
identical sister chromatids.
B. Chromosomal replication in prophase ensures two identical copies of each
chromosome for the two cells.
C. Mitosis ensures that each cell receives one copy of the two identical sister
chromatids created during S phase.
D. Both A and B are reasons that the two cells produced by the cell cycle are identical.
E. Both A and C are reasons that the two cells produced by the cell cycle are identical.
16. (Problem 11, part 1) For the stages of meiosis I below, which is incorrectly matched to a
major event that takes place during that stage?
A. Prophase I—synapsis
B. Metaphase I—homologous pairs of chromosomes line up on the equatorial plane of
the metaphase plate
C. Anaphase I—separation of sister chromatids
D. Telophase I—separated chromosomes reach spindle poles at opposite ends of the
cell
E. Prophase I—genetic recombination through crossing over
17. (Problem 11, part 2) For the stages of meiosis II below, which is incorrectly matched to
the major event that takes place during that stage?
A. Prophase II—spindle fibers form
B. Metaphase II—homologous pairs of chromosomes line up along the equatorial
plane of the metaphase II plate
C. Anaphase II—sister chromatids separate
D. Telophase II—spindle fibers breakdown
E. Prophase II—nuclear envelope breaks down
18. (Problem 12) What are the major results of meiosis?
A. Production of hapl.
why is reversibility an important characteristic of childrens .pdfarenamobiles123
why is reversibility an important characteristic of children\'s reasoning at this stage of concrete
operations? Give examples of experiments that demonstrate how children\'s her reasoning
changes from preoperational to concrete operational as a consequence of being able to perform
reversible mental actions
why is reversibility an important characteristic of children\'s reasoning at this stage of concrete
operations? Give examples of experiments that demonstrate how children\'s her reasoning
changes from preoperational to concrete operational as a consequence of being able to perform
reversible mental actions
why is reversibility an important characteristic of children\'s reasoning at this stage of concrete
operations? Give examples of experiments that demonstrate how children\'s her reasoning
changes from preoperational to concrete operational as a consequence of being able to perform
reversible mental actions
Solution
According to Piaget\'s theory of cognitive development human development involves a series of
stages and each stages prepare the chid for succeeding level.
The four stages are:
1) The Sensorimotor stage: During this period infants are buzy discovering in relationship
between there body and enviornment. The child has well developed sensory ability and with help
of touching, seeing, sucking, feeling learn things by themselves in the enviornment.
2)The Preoperational stage: In this stage child thought is transductive means, \"Child will make
inferences every identical things with same thing. as All round things with boll.
then from age of 4-7 years child go through Intutive period ( egocentrism; perception dominated
and intutive thought)
2a) egocentrism: in this stage child thinks that every one feels as they do and share there feeling.
eg: the conversation of 2 child
rohit: i love trees
nisha: i am going to school.
rohit: tree is green in color
nisha: i will go with my mom.
Here they are talking but no one is bothered what other is saying. they are just sharing there
feeling.
In this stage the child also begins to develop the use of symbols (but can not manipulate them),
and the child is able to usethe language and words to represent the new things not visible.
By the age of 4 children are developing a more complete understanding of concepts and have
stopped reasoning tranductively.
The pre-operational child can not classify things.
for example, a child has a pile of toy vehicles which are then split into trucks and cars. Next the
child is asked \'Tell me, are there more trucks than vehicles, or less, or the same number?\' the
child will almost always say there are more trucks than vehicles!
In the latter stage of the preoperational period, the child begins to understand between reality and
fantasy.
3)The Concentrate operational stage:
During this time, children begins to reason logically, and organize thoughts. In this stage there is
loss of egocentric thinking.
In this stage the child is able to coordinate two dimensions of an .
Which of the following tools is used to generate the profiles and se.pdfarenamobiles123
Which of the following tools is used to generate the profiles and sections in the viewports created
using the Solid View tool?
Select one:
1. Solid Draw
2. Solid Edit
3. None of these
Solution
1. Solid Draw tool generates profiles and sections in the viewports that were created with the
solid view tool..
What are 2 ways that Alexander Hamilton’s ideas influenced the Unite.pdfarenamobiles123
What are 2 ways that Alexander Hamilton’s ideas influenced the United States??
normal essay of 4 paragraph.
Solution
Alexander Hamilton (1757-1804) is with us every day, in our wallets, on the $10 bill. But he is
with us in another sense, for more than any other Founder, he foresaw the America we live in
now. He shaped the financial, political, and legal systems of the young United States. His ideas
on racial equality and economic diversity were so far ahead of their time that it took America
decades to catch up with them. There is no inevitability in history; ideals alone -- even the ideals
of the Founding Fathers -- do not guarantee success. Hamilton made the early republic work, and
set the agenda for its future. We live in the world he made; here is what he did, and how he did
it.
Hamilton spent much of his life in military uniform. From 1776 to 1781, in the Revolutionary
War, he fought in seven major battles, as a captain of artillery, a colonel on George
Washington\'s staff, and a commander of light infantry. In 1798-99, when war with France
loomed, he re-entered the military as a senior officer.
The American Revolution
When Hamilton arrived in New York, the thirteen colonies had been protesting British taxes and
commercial regulations for years. New York City was a hotbed of contending political factions,
pitting Patriots against pro-British Loyalists. While still a student at King\'s College (now
Columbia), Hamilton took up the Patriots\' cause, writing his first political article in 1774 (he
signed himself \"A Friend to America\").
Washington\'s Aide-de-Camp
In March 1777 Hamilton was promoted to colonel and appointed to George Washington\'s staff.
He performed essential tasks, saw firsthand the dire consequences of Congress\'s inability to pay
for adequate supplies or troops, and forged, with his Commander in Chief, the most important
political bond of his life. But though Hamilton\'s work on Washington\'s staff was stimulating
and important, it was also confining. He longed to return to the battlefield to win still more glory.
He did so in 1781, and fought bravely at the war\'s climactic Battle of Yorktown. In 1783 the
Revolution ended in victory -- and a load of debt for the newly independent nation.
Foreign Policy
In the 1790s, the French Revolution ignited a new series of world wars. George Washington and
Hamilton desperately wanted to keep the unprepared nation out of the conflict, as Washington
wrote (with Hamilton\'s help) in his Farewell Address: \"Why... entangle our peace and
prosperity in the toils of European ambition?\" But when war against Revolutionary France
appeared inevitable, the two veterans joined forces once again to build an effective army.
Lawmaker
Hamilton attended the Constitutional Convention in 1787, and helped persuade a skeptical public
to ratify the Constitution by launching the Federalist Papers, a series of newspaper pieces. The
first Federalist asked for laws based on \"reflection and choice,\" not .
Which of the following is a non-respiratory function of the lunga.pdfarenamobiles123
Which of the following is a non-respiratory function of the lung?
a) It warms and moisturizes inhaled air
b) It acts as a reservoir of blood for the left ventricle
c) It acts as a blood filter (filters small emboli)
d) It is a major site of angiotensin converting enzyme production
e) All of the above are correct
Solution
e) All of the above are correct
non-respiratory function of the lung also include removal of inhaled foreign particles and
infectious organisms, olfaction and reservoir of blood.
Which key numbers help you asses your performance in an organizat.pdfarenamobiles123
Which key numbers help you asses your performance in an organization
Which key numbers help you asses your performance in an organization
Solution
Performance Ratios
Calculation
What It Measures
Cash flow to revenue
CFO / Net revenue
Cash generated per dollar of revenue
Cash return on assets
CFO / Average total assets
Cash generated from all resources
Cash return on equity
CFO / Average shareholders’ equity
Cash generated from owner resources
Cash to income
CFO / Operating income
Cash-generating ability of operations
Cash flow per share
(CFO –Preferred dividends) / Number of common shares outstanding
Operating cash flow on a per-share basis
Profitability Ratios: Time Series Analysis (within company) OR Cross-Sectional Analysis
(Between Companies)
Return on Sales
Return on Investment: Performance measure used to evaluate the efficiency of investment. It is
one of most commonly used approaches for evaluating the financial consequences of business
investments, decisions, or actions
Balance Sheet Ratios:
Liquidity: Ability to meet short term obligations
Solvency:Ability to meet Long term obligations
Performance Ratios
Calculation
What It Measures
Cash flow to revenue
CFO / Net revenue
Cash generated per dollar of revenue
Cash return on assets
CFO / Average total assets
Cash generated from all resources
Cash return on equity
CFO / Average shareholders’ equity
Cash generated from owner resources
Cash to income
CFO / Operating income
Cash-generating ability of operations
Cash flow per share
(CFO –Preferred dividends) / Number of common shares outstanding
Operating cash flow on a per-share basis.
what two things can system elements do with energy in the system.pdfarenamobiles123
what two things can system elements do with energy in the system?
Solution
Systems have a structure that is defined by its parts and processes. Systems are generalizations
of reality. Systems tend to function in the same way. This involves the inputs and outputs of
material (energy and/or matter) that is then processed causing it to change in some way. The
various parts of a system have functional as well as structural relationships between each other.
The fact that functional relationships exist between the parts suggests the flow and transfer of
some type of energy and/or matter. Systems often exchange energy and/or matter beyond their
defined boundary with the outside environment, and other systems, through various input and
output processes. Functional relationships can only occur because of the presence of a driving
force. The parts that make up a system show some degree of integration - in other words the
parts work well together..
What is an Intervening Variable, Casual Prior Variable, and Partial .pdfarenamobiles123
What is an Intervening Variable, Casual Prior Variable, and Partial Relationship? What is an
example of each and how can they be described in statistics?
Solution
An intervening variable also known as mediator transmits the effect of an independent variable
to a dependent variable. In industrial psychology the work environment is a major factor which
leads to changes in the intervening variable of job perception and which in turn affects
behavioral outcomes.
Partial relationship is the correlation between two variables while controlling for a third variable.
The purpose of partial relationship is to find the unique variance between two variables while
eliminating the variance from a third variables.
This technique is used in various experimental design where various interrelated phenomenon
are studied..
The basic functional plan of the gonads includes all of the followin.pdfarenamobiles123
The basic functional plan of the gonads includes all of the following except:
A) Production and transport of germ cells.
B) Production of sex hormones.
C) Nurture, support and protect developing organism.
Solution
Gonads produce sex harmones.
They nurture and protect germ cells. They regulate the formation of gametes competant enough
to inherit the genome to the next generation ..
The color of the small lymphocytes cytoplasm is a very () lilac a.pdfarenamobiles123
The color of the small lymphocyte\'s cytoplasm is a very (?) lilac and its nucleus is (?) and
occupies up to 97% of the volume of the cell. A large population of these lymphocytes are the (?)
to the whole immune system.
(?) = fill in the blank
Solution
Small lymphocytes are commonly found in normal blood. They a large, dense, round nucleus,
purple-lilac covering 97% of the cell volume.Their cytoplasm is small, reflecting cytoplasmic/
ameboid movements, and are involved in the production of antibodies. They are the predominant
form of lymphocytes, when they encounter an antigen, then their macromolecular synthesis
initiates which results in the conversion to other lymphocytic cell forms.
Therefore, the appropriate options for the fill in the blanks is:
The color of the small lymphocyte\'s cytoplasm is a very (deep) lilac and its nucleus is (large)
and occupies up to 97% of the volume of the cell. A large population of these lymphocytes are
the (predominant) to the whole immune system..
Social behavior in termites does not include the reproductive isolat.pdfarenamobiles123
Social behavior in termites does not include the reproductive isolation of a worker caste as this
caste can mature to winged reproductives. List 4 reasons why termites still considerd \"social\".
(Notes: these traits would Not be found in solitary insects).
Solution
Insects can be either solitary or social. Among the solitary insects are the housefly, which lives
and hunts by itself. It has no social structure, except for breeding. Social insects live within an
very organized structure, and works and lives in constant co-operation with other insects. Social
insects are best exemplified by all termites (Isoptera) and ants (Formicidae) and by various bees
and wasps (Hymenoptera).
Species of insect qualifying as truly social, or eusocial, exhibit three traits. The first, and most
important, is a reproductive division of labor. Some individuals (the queens and kings) are fertile
and reproduce, whereas others (workers, or neuters) are sterile or semisterile. The workers either
do not reproduce, or reproduce to a far lesser extent. The second trait is that the workers perform
tasks of benefit to the colony, and in particular, cooperativelyrear the young. The third trait is
that the society has some permanence and, specifically, that more than one adult generation
coexists in the colony.
Social insects show reproductive isolation. They usually live in colonies.
They are usually differentiated in structure, function, and behaviour into castes, the major ones
being the reproductives (e.g., the queen) and the steriles (workers and soldiers). Besides carrying
out the basic function of reproduction, the members of the reproductive caste generally select the
site for a new colony. The workers care for the eggs and larvae, collect food for other members
of the colony, and construct and repair the nest, while the soldiers defend the colony against
predators.
The typical social insect colony is a family. In ants, bees, and wasps, the workers are all females.
Males die after mating with queens and so take no part in social life. The colony therefore
consists of a queen, her adult worker daughters, and the brood (eggs, larvae, and pupae)
produced by the queen. The job of the workers is to rear the brood to produce new workers, new
queens, and males. The new queens and males are collectively referred to as reproductives, or
sexuals. The workers carry out their job by foraging for food, building or defending a nest, and
feeding and tending the brood. Termite colonies have the same basic structure, except that
workers are of both sexes and the queen is accompanied by a reproductive male, a king.. So,
termites are called social insects..
Sam, a 27-year-old African-American male, was admitted to the hospit.pdfarenamobiles123
Sam, a 27-year-old African-American male, was admitted to the hospital because of an
uncontrollable fever. He was transferred from a long-term care facility. He has a history of a
gunshot wound to his left chest. Following a cardiac arrest after the accident he developed
hypoxic encephalopathy. He has a tracheostomy and gastrostomy tube. He has a history of
methicillin-resistant Staphylococcus aureus (MRSA) in his sputum.
Subjective Data:
Family says that they visit him regularly and very devoted to him.
Objective Data:
Physical Examination
• Thin, cachectic African American man in moderate respiratory distress
• Unresponsive to voice, touch, or painful stimuli
• Vital signs: temperature 104° F (40° C), heart rate 120, respiratory rate 30, O2 saturation 90%
• Chest auscultation revealed crackles and scattered rhonchi in the left upper lobe Diagnostic
Studies
• White blood cell (WBC) count 18,000/µl (18 x 109 /L)
• Sputum specimen: thick, green colored, foul smelling; cultures pending
• Stool culture positive for Clostridium difficile
• Chest x-ray: infiltrate in left upper lobe; no pleural effusions noted
Questions:
1) What risk factors for Pneumonia did Sam have? What is the possible cause of the Pneumonia?
2) What clinical manifestations of pneumonia did Sam exhibit? Explain their pathophysiologic
bases?
3)What types of infectious disease precautions should be taken related to Sam’s hospitalization?
4) What antibiotic medication is likely to be prescribed?
5) What interventions would you initiate as part of his plan of care?
6) What clinical finding would alert you that the patient is developing ARDS?
7) Based on the assessment data presented, write one or more appropriate nursing diagnoses.
Solution
1. Pneumonia is an inflammatory disease that affects the alveoli sacs present in the lung. It is
caused by a bacterial or a viral infection, along with certain non infectious conditions such as
heart failure and diseases of the lungs. The risk factors that increase the likelihood of pneumonia
in Sam are his heart condition, recent trauma, infections through long term care facility and
probably a weakened immune system. The possible cause is the MRSA infection which has
become the leading cause of pneumonia.
2. a. Fever- Any infection is associated with fever since the body tries to ward of the infection by
increasing the body temperature.
b. Increased respiratory rate (30 breaths per minute) is another symptom. The normal range of
the respiratory rate is 12-13 breath per minute. The reason for this is the inflammation of the
alveoli due to which the exchange of gases doesn’t take place and the pO2 (partial pressure of
oxygen) decreases where the partial pressure of CO2 increases leaving an increased respiratory
rate to meet the body’s oxygen demand.
c. Another symptom is the O2 saturation level. O2 saturation level in Sam is 90% which is way
below the normal 95%. This is again due to the decreased O2 levels in the body. This might be
also due t.
question 4) Which of following elements are nonmetals Na O Ar S .pdfarenamobiles123
question 4) Which of following elements are nonmetals? Na O Ar S only And IV III, and IV
only An atom having an atomic number of 12 needs how many erected 6 9
Solution
Answer:C. II, III and IV
Explanation:
The nonmetal elements are the elements with relatively low boiling points, that are poor
conductors of heat and electricity, and that do not readily give up their electrons.
The 17 nonmetal elements are: hydrogen, helium, carbon, nitrogen, oxygen, fluorine, neon,
phosphorus, sulfur, chlorine, argon, selenium, bromine, krypton, iodine, xenon, and radon..
8.15 Program Playlist (C++) You will be building a linked list. Mak.pdfarenamobiles123
8.15 Program: Playlist (C++) You will be building a linked list. Make sure to keep track of both
the head and tail nodes. (1) Create three files to submit. Playlist.h - Class declaration Playlist.cpp
- Class definition main.cpp - main() function Build the PlaylistNode class per the following
specifications. Note: Some functions can initially be function stubs (empty functions), to be
completed in later steps. Default constructor (1 pt) Parameterized constructor (1 pt) Public
member functions InsertAfter() (1 pt) SetNext() - Mutator (1 pt) GetID() - Accessor
GetSongName() - Accessor GetArtistName() - Accessor GetSongLength() - Accessor GetNext()
- Accessor PrintPlaylistNode() Private data members string uniqueID - Initialized to \"none\" in
default constructor string songName - Initialized to \"none\" in default constructor string
artistName - Initialized to \"none\" in default constructor int songLength - Initialized to 0 in
default constructor PlaylistNode* nextNodePtr - Initialized to 0 in default constructor Ex. of
PrintPlaylistNode output: Unique ID: S123 Song Name: Peg Artist Name: Steely Dan Song
Length (in seconds): 237 (2) In main(), prompt the user for the title of the playlist. (1 pt) Ex:
Enter playlist\'s title: JAMZ (3) Implement the PrintMenu() function. PrintMenu() takes the
playlist title as a parameter and outputs a menu of options to manipulate the playlist. Each option
is represented by a single character. Build and output the menu within the function. If an invalid
character is entered, continue to prompt for a valid choice. Hint: Implement Quit before
implementing other options. Call PrintMenu() in the main() function. Continue to execute the
menu until the user enters q to Quit. (3 pts) Ex: JAMZ PLAYLIST MENU a - Add song d -
Remove song c - Change position of song s - Output songs by specific artist t - Output total time
of playlist (in seconds) o - Output full playlist q - Quit Choose an option: (4) Implement \"Output
full playlist\" menu option. If the list is empty, output: Playlist is empty (3 pts) Ex: JAMZ -
OUTPUT FULL PLAYLIST 1. Unique ID: SD123 Song Name: Peg Artist Name: Steely Dan
Song Length (in seconds): 237 2. Unique ID: JJ234 Song Name: All For You Artist Name: Janet
Jackson Song Length (in seconds): 391 3. Unique ID: J345 Song Name: Canned Heat Artist
Name: Jamiroquai Song Length (in seconds): 330 4. Unique ID: JJ456 Song Name: Black Eagle
Artist Name: Janet Jackson Song Length (in seconds): 197 5. Unique ID: SD567 Song Name: I
Got The News Artist Name: Steely Dan Song Length (in seconds): 306 (5) Implement the \"Add
song\" menu item. New additions are added to the end of the list. (2 pts) Ex: ADD SONG Enter
song\'s unique ID: SD123 Enter song\'s name: Peg Enter artist\'s name: Steely Dan Enter song\'s
length (in seconds): 237 (6) Implement the \"Remove song\" function. Prompt the user for the
unique ID of the song to be removed.(4 pts) Ex: REMOVE SONG Enter song\'s unique ID:
JJ234 \"All For You\" remove.
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!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Model Attribute Check Company Auto PropertyCeline George
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Write a program that takes any input text and produces both a frequen.pdf
1. Write a program that takes any input text and produces both a frequency table and the
corresponding Huffman code. Take approximately 360 words from any English document as
your input text. Ignore all blanks, all punctuation marks, al special symbols. Create an input file
with this input text. Construct the frequency table according to the input text read from the file,
in the form: The Frequency's MUST be listed, in order, from largest (at the top) to smallest (at
the bottom). Only the BELOW Tablet Format will be accepted: Letter Comma Space Percentage
Example: A, 2.5% Then, using the Huffman algorithm, construct the optimal prefix binary code
for the table. Design your program to read the input from the input file "infile.dat" Your
program must produce the output, in the file "outfile.dat". consisting of the frequency table for
the source text. the Huffman code for each letter and digit in the source code, and the length of
the coded message in terms of number of bits. MUST use exact file names provided
Solution
#include "FileLoader.h"
#include "CharFreqInVector.h"
#include "LeafNode.h"
#include "TreeFromListConstruction.h"
#include "GenerateHuffFile.h"
#include "Decompressor.h"
#include
#include
#include
int main()
{
{
vector vFile;
vector cvFile;
vector charByte;
vector frequency;
FileLoader File("shakespeare.txt");
vFile = File.loadFileIntoVector();
CharFreqInVector Frequency(vFile);
2. Frequency.calculateFrequency();
charByte = Frequency.getEachChar();//Frequency.getEachChar(); // need copies of the char
and its frequency to put to a LeafNode
frequency = Frequency.getEachFrequency();//Frequency.getEachFrequency();
TreeFromListConstruction tree(charByte, frequency);
//passing into a class that can modify the list into a binary tree
tree.formTree(); //modify the list into a binary tree
GenerateHuffFile Huff(tree.getTree(), vFile, "compressed.txt",charByte, frequency);
Huff.writeHuffFile();
///////////////////////////////////////////////////////////////////////////////////////decompression time
FileLoader cFile("compressed.txt");
cvFile = cFile.loadFileIntoVector();
CharFreqInVector Formated(cvFile);
Formated.calcFreqInCompressed();
charByte = Formated.getEachChar();//Frequency.getEachChar(); // need copies of the char and
its frequency to put to a LeafNode
frequency = Formated.getEachFrequency();//Frequency.getEachFrequency();
TreeFromListConstruction recontructedTree(charByte, frequency);
recontructedTree.formTree();
Decompressor uncompress(recontructedTree.getTree(), cvFile, "compressed.txt",
"decompressed.txt", vFile.size());
uncompress.remakeFile();
}
cout << _CrtDumpMemoryLeaks(); //no memory leaks yay!
system("pause");
return 0;
}
CharFreqInVector.h
#ifndef CHARFREQINVECTOR_H
#define CHARFREQINVECTOR_H
#include
9. GenerateHuffFile(vector *aList, vector vFile, string outPutFile,vector charBytes, vector
frequencies);
void writeHuffFile();//writes the true and bits to file
void writeTreePortionToFile();//writes the tree into a file
void writeBitPortionToFile();//writes the bits to a file
void writeBits(vector bitVector,int i);
void convertBoolVecToBits();//turns the boolean vector representing bits to real bits to write
to file
string getBitsInChar(char dummyByte);
private:
vector *myList;
vector vectorFile;
vector charBytes ;
vector frequencies ;
string outputFile;
ofstream fout;
char dummyByte;
int bitCounter;
int bitPosition;
int totalBitsInFile;
static const int bitsInAByte = 8;
};
#endif
//GenerateHuffFile.cpp
#include "GenerateHuffFile.h"
GenerateHuffFile::GenerateHuffFile(vector *aList, vector vFile, string outFile, vector cBytes,
vector freqs)
{
vectorFile = vFile;
outputFile = outFile;
myList = aList;
bitCounter = 0;
bitPosition = 128;
10. totalBitsInFile = 0;
charBytes = cBytes;
frequencies = freqs;
}
void GenerateHuffFile::writeHuffFile()
{
fout.open(outputFile.c_str(), ios::binary);
//diplay tree in file
for(unsigned int i = 0; i < charBytes.size(); i++)
{
fout << charBytes[i];
fout << frequencies[i];
fout << ',';
}
fout << "00" << ','; //marker to mark the end of the tree in the file
writeBitPortionToFile();
fout.close();
}
void GenerateHuffFile::writeBits(vector bitVector,int index)
{
// for(unsigned int i = 1; i < bitVector.size();i++)
//{
//cout << bitVector[i];
// }
//cout << endl;
for(unsigned int i = 1; i < bitVector.size(); i++)
{
if(bitVector[i])
