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Description Specific Instructions for Assignment 5: For this assignment, you will add a fourth page to your website named "form.html" and code a form on that page. 1) Create a new HTML file in your text editor and name the file "form.html". Just like last week, your new file should contain all of the same basic code that is in the head section of your home page. The body section will contain your new form, which you will create by following the remaining steps of this assignment. After coding all of the basic required HTML tags in your new file, save your new file and validate it using the HTML validator: https://validator.w3.org/#validate_by_upload. Debug and fix any errors identified by the validator until your file passes validation. 2) Make sure the external CSS style sheet you created in Assignment 2 is linked into your new "form.html" file with the tag in the head section of the file. Your website should only have 1 CSS file, and that same file should be linked into all HTML pages of your website. 3) Modify your navigation menu on the other 3 pages of your website by adding a link to this new page. Then add your navigation menu to your new "form.html" file, so that users can navigate to your other pages from this new page. 4) Your form.html file must contain only one form, with an opening and closing form tag. Your form must use the post method, and for the action attribute use "http://ss1.ciwcertified.com/cgi-bin/process.pl". 5) Embed all of the following types of inputs inside of your form: textbox radio button set of check boxes multiple-option select list text area submit button reset button 6) Make sure descriptive text precedes each form field, as well as descriptive text for each input value or on each button. Before submitting your web site: Validate all HTML files at https://validator.w3.org/#validate_by_upload, using the "Validate by File Upload" option, and fix any errors that the validator identifies before submitting your web site for grading. Validate your CSS file at https://jigsaw.w3.org/css-validator/#validate_by_upload, using the "Validate by File Upload" option, and fix any errors that the validator identifies before submitting your web site for grading. Note: It is critical that you debug and fix ALL errors identified by these two code validators before submitting your assignments. Contact your instructor for assistance if you are having difficulty debugging and fixing your errors because it is imperative that your code files pass validation. Submission Instructions: Create a zip file containing all files related to your web page (.html files, .css file, image files, and/or multimedia files). Make sure you maintain the necessary directory structure in your zip file so that your webpages will view correctly when unzipped. In other words, if your images are in a sub-folder on your computer, in relation to the folder containing your .html file, then you need to maintain that same directory structure in your zip file, too. Submit only the zip file for grading. Please use APA formatting and in text cititation Please No Plagiarism

Description CMSC 430 Project 3 The third project involves modifying the attached interpreter so that it interprets programs for the complete language. You may convert all values to double values, although you can maintain their individual types if you wish. When the program is run on the command line, the parameters to the function should be supplied as command line arguments. For example, for the following function header of a program in the file text.txt: function main a: integer, b: integer returns integer; One would execute the program as follows: $ ./compile < test.txt 2 4 In this case, the parameter a would be initialized to 2 and the parameter b to 4. An example of a program execution is shown below: $ ./compile < test.txt 2 4 1 function main a: integer, b: integer returns integer; 2 c: integer is 3 if a > b then 4 a rem b; 5 else 6 a ** 2; 7 endif; 8 begin 9 case a is 10 when 1 => c; 11 when 2 => (a + b / 2 - 4) * 3; 12 others => 4; 13 endcase; 14 end; Compiled Successfully Result = 0 After the compilation listing is output, the value of the expression which comprises the body of the function should be displayed as shown above. The existing code evaluates some of the arithmetic, relational and logical operators together with the reduction statement and integer literals only. You are to add the necessary code to include all of the following: ? Real and Boolean literals ? All additional arithmetic operators ? All additional relational and logical operators ? Both if and case statements ? Functions with multiple variables ? Functions with parameters This project requires modification to the bison input file, so that it defines the additional the necessary computations for the above added features. You will need to add functions to the library of evaluation functions already provided in values.cc. You must also make some modifications to the functions already provided.The fourth project involves modifying the semantic analyzer for the attached compiler by adding checks for semantic errors. The static semantic rules of this language are the following: Variables and parameter names have local scope. The scope rules require that all names be declared and prohibit duplicate names within the same scope. The type correspondence rules are as follows: ? Boolean expressions cannot be used with arithmetic or relational operators. ? Arithmetic expressions cannot be used with logical operators. ? Reductions can only contain numeric types. ? Only integer operands can be used with the remainder operator. ? The two statements in an if statement must match in type. No coercion is performed. ? All the statements in a case statement must match in type. No coercion is performed. ? The type of the if expression must be Boolean. ? The type of the case expression must be Integer ? A narrowing variable initialization or function return occurs when a real value is being forced into integer. Widening is permitted. ? Boolean types cannot be mixed with numeric types in variable initializations or function returns. Type coercion from an integer to a real type is performed within arithmetic expressions. You must make the following semantic checks. Those highlighted in yellow are already performed by the code that you have been provided, although you are must make minor modifications to account for the addition of real types and the need to perform type coercion and to handle the additional arithmetic and logical operators. ? Using Boolean Expressions with Arithmetic Operator ? Using Boolean Expressions with Relational Operator ? Using Arithmetic Expressions with Logical Operator ? Reductions containing nonnumeric types ? Remainder Operator Requires Integer Operands ? If-Then Type Mismatch ? Case Types Mismatch ? If Condition Not Boolean ? Case Expression Not Integer ? Narrowing Variable Initialization ? Variable Initialization Mismatch ? Undeclared Variable ? Duplicate Variable ? Narrowing Function Return This project requires modification to the bison input file, so that it defines the additional semantic checks necessary to produce these errors and addition of functions to the library of type checking functions already provided in types.cc. You must also make some modifications to the functions provided. You need to add a check to the checkAssignment function for mismatched types in the case that Boolean and numeric types are mixed. You need to also add code to the checkArithmetic function to coerce integers to reals when the types are mixed and the error message must be modified to indicate that numeric rather than only integer types are permitted. The provided code includes a template class Symbols that defines the symbol table. It already includes a check for undeclared identifiers. You need to add a check for duplicate identifiers. Like the lexical and syntax errors, the compiler should display the semantic errors in the compilation listing, after the line in which they occur. An example of compilation listing output containing semantic errors is shown below: 1 -- Test of Multiple Semantic Errors 2 3 function test a: integer returns integer; 4 b: integer is 5 if a + 5 then 6 2; 7 else 8 5; 9 endif; Semantic Error, If Expression Must Be Boolean 10 c: real is 9.8 - 2 + 8; 11 d: boolean is 7 = f; Semantic Error, Undeclared f 12 begin 13 case b is 14 when 1 => 4.5 + c; 15 when 2 => b; Semantic Error, Case Types Mismatch 16 others => c; 17 endcase; 18 end; Lexical Errors 0 Syntax Errors 0 Semantic Errors 3 You are to submit two file

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Description Using the environmental data for each of the provinces in Canada, and weighting each piece of data by the number of cities in the province, calculate the mean temperature, mean high temperature, mean low temperature, and mean precipitation for all of Canada In each case, write a program using your choice of Spark or Hadoop (map/reduce) and the language of your choice. It would make sense to treat the data as manipulation of matrices. Do not assume that the input data is all on the same node. If Spark, your submission should include the Spark program, and the answers (probably in a matrix of the same form as the input matrices. If Hadoop, our submission should be copied into MSWord, and should include (in one file): Your “mapper” program The K/V value pairs emitted by your mapper Your “reducer” program The K/V pairs emitted by your reducer The Answers

Description Module 8: Community Assessment (continued), Evaluation Assignment: Your submission should be a minimum of 2000 words (maximum 2500 words) in length and should completely answer the proposed questions as listed above under “Define the community”. The Professional Development Assignment will be worth 500 points. APA formatting required and all responses should be combined into a single document for submission. Use the rubric as a guide for the evaluation method of the project. The practice experience hour log, describing the 20-30 hours (2-4 hours in Module 2, 10-14 hours in Module 7, and 8-12 hours in Module 8), must be submitted with your essay. *Please note, if you hold an RN license in WA you must submit an hour log documenting a minimum of 20 hours of practice experience. Overview In this module, you will complete a full assessment of your own community. Defining the Community Your community should be within a specifically designated geographic location. One must clearly delineate the following dimensions before starting the process of community assessment: • Describe the population that is being assessed? • What is/are the race(s) of this population within the community? • Are there boundaries of this group? If so, what are they? • Does this community exist within a certain city or county? • Are there general characteristics that separate this group from others? • Education levels, birth/death rates, age of deaths, insured/uninsured? • Where is this group located geographically…? Urban/rural? • Why is a community assessment being performed? What purpose will it serve? • How will information for the community assessment be collected? Assessment After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted. The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community. Data Gathering (collecting information that already exists) Demographics of the Community • When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made. • If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population. • The following resources provide a broad overview of the demographics of a city, county, or state: • American Fact Finder—Find population, housing, and economic and geographic data for your city based on U.S. Census data: http://factfinder.census.gov/faces/nav/jsf/pages/index.xhtml • State and County Quick Facts—Easy access to facts about people, business, and geography, based on U.S. Census data: http://quickfacts.census.gov/qfd/ • Obtain information about a specific city or county on these useful websites: www.epodunk.com and www.city-data.com Information from Government Agencies • Healthy People 2020—this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020: http://www.healthypeople.gov/ • National Center for Health Statistics—this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans: http://www.cdc.gov/nchs/nvss.htm • Centers for Disease Control and Prevention (CDC)—The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information: http://www.cdc.gov • Federal agencies with statistical programs: http://www.fedstats.gov/agencies • Every state in the United States has its own specific health improvement plan and goals that are based on the Healthy People 2020 document. This information may be available on the state health department website. • State and local health departments provide information related to vital statistics for the community. Other Data Sources • America’s Health Rankings—this website provides information about various health indicators for each state: http://www.americashealthrankings.org/reports/annual • Other relevant data sources may be found by conducting an Internet search related to the topic that is being examined through the community assessment. After data are collected from various sources, it is important to review the information and to identify assets and areas for improvement in the community by comparing local data (if available) versus state and national data. This will facilitate organization of the information that has already been obtained and will provide direction for the next step of the process. Data Generation (data are developed that do not already exist) Windshield Surveys With the use of public transportation or by driving a vehicle around the community, one can observe common characteristics of the community. Examples of key observations to make when one is assessing the community through a windshield survey include the following: Age of the homes in the community Location of parks and other recreational areas Amount of space between homes and businesses Neighborhood hangouts Transportation in the community Quality and safety of streets and sidewalks Stores and other businesses People out in the community Cleanliness of the community Billboards or other media displays Places of worship Healthcare facilities Participant Observation Spend time observing the population that is being assessed. Through observation of interactions among group members, much can be learned about the community, including the following: Developmental level of the population Effectiveness of peer-to-peer interactions Respect for peers and others Safety in the environment Economic status Informant Interviews Informants could be people who are familiar with and interact with the population on a regular basis. Examples of questions that may be asked of key informants include the following: Strengths/assets of the community Areas of improvement for the community Concerns of community members Access to health care Emergency plans for natural or man-made disasters Focus Groups Focus groups (usually small groups of 6-12 people) can be helpful when one is gathering information about specific areas of concern within the population. Use of a focus group involves open dialogue about the population, whereas an interview or survey yields only individual responses. Focus groups may be effective for assessing the following: Satisfaction with services provided Community resources used Transportation issues within the community Safety within the community General concerns of members of the population Surveys Surveys may be used to collect data from the community. Selecting a sample of the target population may prove helpful in the collection of data that are easier to analyze. It is important to ensure that the sample is representative of the target population. A survey should be developed that takes into consideration the developmental level of the group that is being assessed. Questions should be written at the appropriate developmental level, so they are answered in a way that makes the data useful. Surveys might include closed-ended (yes/no), multiple choice (several responses to choose from), Likert scale (Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or open-ended (“why”/“how”) questions. Topics that may be addressed in a survey include the following: Demographic information Status of employment Safety within community Safety in environment Personal safety (seatbelts, helmets, etc.) Stressors/stress management patterns Risky behaviors Support systems Volunteer/community activities Rest patterns Nutrition Dental hygiene Health promotion activities

Description The Task In this project, you will be writing a program that receives a string of characters via the UART, checks if this string is a palindrome, and then uses a print function to print either “Yes” or “No”. A palindrome sequence of characters (typically a word or phrase) that is the same both forwards and backwards. For this project, strings will be terminated using a period (‘.’). You may assume that a string will contain at least one character in addition to a period. You will not need to handle empty strings or strings with only a period. Your program should be able to handle multiple strings sent one after another or concatenated together. For example, the string: “abba. data.” should print “Yes” followed by “No” on the next line. Spaces should be ignored when checking for a palindrome and the palindrome should not be case sensitive. For example, “A nut for a jar of Tuna.” would be considered a palindrome.