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Description AssignmentDetails_7_1_2015.pdf Develop a 5-6 page Word document t ...

Description AssignmentDetails_7_1_2015.pdf Develop a 5-6 page Word document that describes the design for a small Web site that meets the following specifications. The Web site includes four or more Web pages designed according to current usability guidelines. One page must be the Home page. One page must be a subscription page that allows the user to become a member or subscribe to your organization and ? performs HTML data validation. The Web site must incorporate the use of the following: Images and Audio At least one table (NOT for page layout) At least one form Navigation Other valid HTML elements Produce a cohesive site that is easy to navigate. The Web site must include external CSS used to format and layout each Web page. Validate the HTML in each Web page. Validate the CSS style rules in each CSS. The design document must include details about your design, technologies employed, potential challenges and explanations regarding your validation process. Include a title page. Add the design document to the Visual Studio Web site folder. Submit the Word Design document and the Web site into a .zip file. Please add your file. You will be graded on the design and functionality of the Web site. You will be graded on the usability of the Web site. You will be graded on the ability to include the required Web pages and the required HTML elements in the Web site. You will be graded on the use of CSS to format and layout Web pages. Points will be deducted for a missing or incomplete site plan. Points will be deducted for missing required Web pages. Points will be deducted for any missing required elements and/or attributes. Points will be deducted for any HTML or CSS validation errors including any missing accessibility requirements. For assistance with your assignment, please use your text, Web resources, and all course materials. Grading Rubric Project Criteria Exceeds: 90%–100% Very Good: 80%–89% Meets: 70%–79% Needs Improvement: Below 70% Content (75%) Response covers all topics indicated in the assignment and adds additional content. Response covers most topics indicated in the assignment. Response covers many of the topics indicated in the assignment. Response covers none to some of the topics indicated in the assignment. Effective Communication (10%) Demonstrates outstanding or exemplary application of written, visual, or oral skills. Demonstrates outstanding expression of topic, main idea, and purpose. Audience is addressed appropriately. Language clearly and effectively communicates ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are minimal. Organization is clear. Format is consistently appropriate to assignment. Presentation and delivery are confident and persuasive (where applicable). The writing was of collegiate level with no errors in spelling or grammar. Demonstrates very good written, visual, or oral skills. Demonstrates sound expression of topic, main idea, and purpose. Audience is usually addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present, but do not distract from the message. Organization is apparent and mostly clear. Format is appropriate to assignment, but not entirely consistent. The writing was of collegiate level with two or less errors in spelling or grammar. Demonstrates acceptable written, visual, or oral skills. Demonstrates reasonable expression of topic, main idea, and purpose. Sometimes, audience is addressed appropriately. Language does not interfere with the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are present and may distract from the message. Organization is a bit unclear. Format is inconsistent. The writing was of collegiate level with several errors in spelling or grammar. Demonstrates inadequate or partially proficient application of written, visual, or oral skills. Demonstrates inadequate or partial expression of topic, main idea, and purpose. Audience is often not addressed appropriately. Language often impedes the communication of ideas and content relevant to the assignment. Errors in grammar, spelling, and sentence structure are frequent and often distract from meaning or presentation. Organization is inadequate, confusing, and distracting. The format is inadequate and obscures meaning. The writing was less than collegiate level with numerous errors in spelling or grammar. Supporting Analysis (15%) Analysis exceeds minimum requirements. Sources are used to support analysis, are appropriate, and are properly referenced. Basic analysis provided to support assertions. Sources are cited, appropriate, and properly referenced. Limited analysis provided to support assertions. Some sources are cited, appropriate, and properly referenced. No or inaccurate analysis, no sources are cited when needed, analysis and/or sources are not appropriate. When sources are used, they are not properly referenced

Description Heading: Classification with logistic regression Write a fully exe ...

Description Heading: Classification with logistic regression Write a fully executed R-Markdown program and submit a pdf / word or html file performing classification task on the Binary response variable from the Santander Bank Case Study. Make sure to try several permutations of the model before finding the best available model. You are required to clearly display and explain the models that were run for this task. Points will be deducted in case you fail to explain the output. Please make sure to use only "train.csv" file on the Kaggle website: https://www.kaggle.com/c/santander-customer-transa...

Description Question 1 When defining a function, which keyword do we use: ...

Description Question 1 When defining a function, which keyword do we use: define def function func 1 points Question 2 We _________ the lines of code that belong to the body of a function so the interpreter understand what makes up the body of the function. bold place curly braces around indent number 1 points Question 3 The “return” keyword is: used to stop the function and return to the calling function. required to end all function definitions. create a new line on the screen output. return a value from the function, back to the calling function. 1 points Question 4 When defining a function, we declare a(n) ________ in parenthesis , so that we can pass data into the function for processing. Parameter Argument Identifier Pointer 1 points Question 5 If we declare a variable called ‘name’ inside of a function while there is a global variable with the same name, which variable is referenced from inside of the function in the following command: print(name)? The global variable The local variable You cannot have multiple variables with the same name, regardless of scope. you have to specify with a leading command 1 points Question 6 When condtructing a function, which is NOT a minimum requirement: unique identifier the def keyword a parameter list return command 1 points Question 7 It is a best practice to define functions that perform as many operations as possible. True False 1 points Question 8 When you define a variable inside of a function, that variable can be seen: By commands inside of the function only. By commands in global space. By commands in other functions. By commands in other functions called by the function in question. 1 points Question 9 When we say that a variable defined in a function can only be seen by commands inside of that same function, the variable is limited by _____________. Run-time Scope Size Definition 1 points Question 10 Python defines scope using: Curly braces { } Square brackets [ ] The keywords start and end Indentation

Description 1 Start Access. Open the downloaded file named a01ch02_grader_p ...

Description 1 Start Access. Open the downloaded file named a01ch02_grader_pc_Putts.accdb. Save the file with the name a01ch02_grader_pc_Putts_LastFirst, using your last and first name. If necessary, enable the content. 2 Open the downloaded Excel file, a01ch02_grader_pc_PuttsGolf, copy the contents of cells A1:I9 and paste the contents into the tblParticipant table as new records. Close Excel and close tblParticipant. 3 Import the records on the Corporate contacts worksheet from the downloaded Excel file, a01ch02_grader_pc_PuttsCont, into the tblPartcipant table. 4 Import the records in the Volunteers named range from the downloaded Excel file, a01ch02_grader_pc_PuttsVol, into the tblParticipant table.

Description 2.Submissionsshould consist of an (i) Excel workbook, (ii) an R scr ...

Description 2.Submissionsshould consist of an (i) Excel workbook, (ii) an R script file,(iii) and a Word document–a total of 3 files. Please attach allfiles when submitting the project. Part I of this project should becompleted in both Excel and R. Part IIshould be completedonlyin R 3.In the Word document, write a report to the management,summarizing the results that you have obtained. Project: Inventories represent a considerable investment for every organization; thus, it is important that they be managed well. Excess inventories can indicate poor financial and operational management. On the other hand, not having inventory when it is needed can also result in business failure. The two basic inventory decisions that managers face are how much to order or produce for additional inventory, and when to order or produce it to minimize total inventory cost, which consists of the cost of holding inventory and the cost of ordering it from the supplier. Holding costs, or carrying costs, represent costs associated with maintaining inventory. These costs include interest incurred or the opportunity cost of having capital tied up in inventories; storage costs such as insurance, taxes, rental fees, utilities, and other maintenance costs of storage space; warehousing or storage operation costs, including handling, recordkeeping, information processing, and actual physical inventory expenses; and costs associated with deterioration, shrinkage, obsolescence, and damage. Total holding costs are dependent on how many items are stored and for how long they are stored. Therefore, holding costs are expressed in terms of dollars associated with carrying one unit of inventory for one unit of time. Ordering costs represent costs associated with replenishing inventories. These costs are not dependent on how many items are ordered at a time, but on the number of orders that are prepared. Ordering costs include overhead, clerical work, data processing, and other expenses that are incurred in searching for supply sources, as well as costs associated with purchasing, expediting, transporting, receiving, and inspecting. It is typical to assume that the ordering cost is constant and is expressed in terms of dollars per order. For a manufacturing company that you are consulting for, managers are unsure about making inventory decisions associated with a key engine component. The annual demand is estimated to be 15,000 units and is assumed to be constant throughout the year. Each unit costs $80.The company’s accounting department estimates that its opportunity cost for holding this item in stock for one year is 18% of the unit value. Each order placed with the supplier costs $220. The company’s policy to order whenever the inventory level reaches a predetermined reorder point that provides sufficient stock to meet demand until the supplier’s order can be shipped and received; and then to order twice as many units. 2 Part I Part I should be completed in both Excel and R.Note that it’s natural to obtain different results depending on the software. However, the two results obtained in Excel and Rare not expected to differ significantly. As a consultant, your task is to develop and implement a decision model to help them arrive at the best decision. As a guide, consider the following: 1.Define the data, uncontrollable inputs, model parameters, and the decision variables that influence the total inventory cost. 2.Develop mathematical functions that compute the annual ordering cost and annual holding cost based on average inventory held throughout the year and use them to develop a mathematical model for the total inventory cost. 3.Implement your model on an Excel spreadsheet. Then in an R script file. 4.Use data tables to find an approximate order quantity that results in the smallest total cost. 5.Plot the Total Cost versus the Order Quantity 6.Use the Excel Solver to verify your result of part 4 above; that is, find the order quantity which would yield a minimum total cost 7.Conduct what-if analyses by using two-way tables in Excel to study the sensitivity of total cost to changes in the model parameters. 8.In the Word document, explain your results and analyses to the vice president of operations. Part II This part should be completed in R. Assume that all problem parameters have the same values as those in part I, but that the annual demandhas a triangular probability distribution between 13000 and 17000 units with a mode of 15000 units. 1.Performa simulation consisting of 1000 occurrences and calculate the minimum total cost for each occurrence. Next, use the results of your simulation to: (i)Estimate the expected minimum total cost by constructing a 95% confidence interval for it and determine the probability distribution that best fits its distribution. Verify the validity of your choice. (ii)Estimate the expected order quantity by constructing a 95% confidence interval for it and determine the probability distribution that best fits its distribution. Verify the validity of your choice. (iii)Estimate the expected annual number of orders by constructing a 95% confidence interval for it and determine the probability distribution that best fits its distribution. Verify the validity of your choice.2.In the word document, explain your results and analyses to the vice president of operations.

Description Details: The purpose of this assignment is to apply simple regres ...

Description Details: The purpose of this assignment is to apply simple regression concepts, interpret simple regression analysis models, and justify business predictions based upon the analysis. For this assignment, you will use the "Trucks" dataset. You will use SPSS to analyze the dataset and address the questions presented. Findings should be presented in a Word document along with the SPSS outputs. The business characteristics of n = 250 U.S. trucking and delivery companies for calendar year 2011 were recorded. Among the characteristics studied were the number of drivers and the number of trucks (power units) each company employed. Part 1: Given that the data consists of counts and range of counts is large, a natural log transformation is usually performed to improve the linear model results. Apply a natural log transform to both variables and then plot the Y = log(Trucks) vs. X = log(Drivers). Is there a linear relationship? Justify your answer by providing the SPSS output as an illustration. Part 2: Build a simple linear model by regressing Y on X and testing whether or not a relationship exists between the number of drivers and the number of trucks. Address the following questions in your written response: After fitting the model, plot the standardized residuals (on vertical axis) vs. the standardize predictions (on horizontal axis). Is there a pattern? How would you interpret the pattern or lack of pattern? After fitting the model, derive the normal probability plot and interpret what the plot means. What is the coefficient of determination, R2, of the model? How would you interpret the R2? What is the estimate of ?1? How would you interpret the estimate of ?1? Is the estimate of ?1 significantly different than 0? Assume an ? = 0.01. What is a 95% confidence interval for ?1? How would you interpret the 95% confidence interval for ?1? If a new trucking and delivery company with 4,900 drivers were to be formed, how many trucks would you expect the company would employ based on the model? APA format is not required, but solid academic writing is expected. Please answer ALL Parts and Questions in great detail. Thank you!

Description QUESTION 1 1. Considered the brain of the computer GPU ...

Description QUESTION 1 1. Considered the brain of the computer GPU CPU RAM HDD QUESTION 2 1. Abstracts a program’s various tasks or function into separate “modules” of reusable code. Modularization Code blocks Subroutines Flowcharts QUESTION 3 1. Scope is defined the same way in all programming languages. True False QUESTION 4 1. In structured programming, which of the following is NOT one of the three basic structures? Loop Decision sequence syntax QUESTION 5 1. A loop can also be known as a Decision Sequence Iteration Structure QUESTION 6 1. Serves the same purpose as a list, but is considered less flexible. Iteration Arrays Flowchart Code QUESTION 7 1. This concept uses the three primary programming structures and logic development strategies that create well organized, easy to read, and easy to understand program code. Unstructured Programming Flowchart Pseudocode Structured Programming QUESTION 8 1. Loops are similar to decisions in that they have a condition statement which evaluates to a TRUE or FALSE value. True False QUESTION 9 1. The Python Framework does inform you where an error occurred. True False QUESTION 10 1. Write a Python program that accepts a numeric value from the user and prints the number starting from 0 up to the user’s value. QUESTION 11 1. Used to define the scope in Python { } sub indentation ( ) QUESTION 12 1. This programing element begins with the keyword def. variables functions keywords lists QUESTION 13 1. When does python limit access to global variables/objects from within a scope? When there is the presence of a newly created local variable with the same name as a global variable. When there is the presence of a newly created local variable with a different name than the global variable. When there are no new variables. When there is the presence of any newly created variable. QUESTION 14 1. Used to pass one or multiple values into a function for processing. Global variable Code block Return Parameter list QUESTION 15 1. Without lists and other collection objects such as arrays, vectors, and dictionaries, the processing capability of our programs would be greatly improved. True False QUESTION 16 1. One of the three programming structures that will choose one of two paths of execution based on the results of a true/false question: Sequence Iteration Loop Decision QUESTION 17 1. Because lists are sequences, indexing and slicing work the same way for lists as they do for strings. True False QUESTION 18 1. Which is the following is true about structured programming Each structure should have one entry point, but can have multiple exit points Each structure can have multiple entry points, but only one exit point Each structure has no limit on the number of the entry points and exit points Each structure should have one entry point and one exit point QUESTION 19 1. ____ within a list are identified by an index number, placed within square brackets after the name of the list. For example: Decisions Items Elements Code QUESTION 20 1. What does the following comparison operator mean == Equal to Approximately Greater than Not Equal QUESTION 21 1. Boolean expressions are only true True False QUESTION 22 1. Programming method for solving a problem by solving a smaller version of the same problem repeatedly. Repetition Problem Solving Debugging Recursion QUESTION 23 1. Any problem that can be solved with recursion could be re-implemented with loops. True False QUESTION 24 1. Component to a function used to get output directly from a function. for output return print QUESTION 25 1. Define a Python list for the days of the week, and then use a loop (while or for) to print that list.

Description CMPEN 331 – Computer Organization and Design, Lab 3 Due Sunday No ...

Description CMPEN 331 – Computer Organization and Design, Lab 3 Due Sunday November 3 October 27, 2019 at 11:59 pm (Drop box on Canvas) This lab introduces the idea of the pipelining technique for building a fast CPU. The students will obtain experience with the design implementation and testing of the first two stages (Instruction Fetch, Instruction Decode) of the five-stage pipelined CPU using the Xilinx design package for FPGAs. It is assumed that students are familiar with the operation of the Xilinx design package for Field Programmable Gate Arrays (FPGAs) through the Xilinix tutorial available in the class website. 1. Pipelining Pipelining is an implementation technique in which multiple instructions are overlapped in execution. The fivestage pipelined CPU allows overlapping execution of multiple instructions. Although an instruction takes five clock cycle to pass through the pipeline, a new instruction can enter the pipeline during every clock cycle. Under ideal circumstances, the pipelined CPU can produce a result in every clock cycle. Because in a pipelined CPU there are multiple operations in each clock cycle, we must save the temporary results in each pipeline stage into pipeline registers for use in the follow-up stages. We have five stages: IF, ID, EXE, MEM, and WB. The PC can be considered as the first pipeline register at the beginning of the first stage. We name the other pipeline registers as IF/ID, ID/EXE, EXE/MEM, and MEM/WB in sequence. In order to understand in depth how the pipelined CPU works, we will show the circuits that are required in each pipeline stage of a baseline CPU. 2. Circuits of the Instruction Fetch Stage The circuit in the IF stage are shown in Figure 2. Also, looking at the first clock cycle in Figure 1(b), the first lw instruction is being fetched. In the IF stage, there is an instruction memory module and an adder between two pipeline registers. The left most pipeline register is the PC; it holds 100. In the end of the first cycle (at the rising edge of clk), the instruction fetched from instruction memory is written into the IF/ID register. Meanwhile, the output of the adder (PC + 4, the next PC) is written into PC. 3. Circuits of the Instruction Decode Stage Referring to Figure 3, in the second cycle, the first instruction entered the ID stage. There are two jobs in the second cycle: to decode the first instruction in the ID stage, and to fetch the second instruction in the IF stage. The two instructions are shown on the top of the figures: the first instruction is in the ID stage, and the second instruction is in the IF stage. The first instruction in the ID stage comes from the IF/ID register. Two operands are read from the register file (Regfile in the figure) based on rs and rt, although the lw instruction does not use the operand in the register rt. The immediate (imm) is sign- extended into 32 bits. The regrt signal is used in the ID stage that selects the destination register number; all others must be written into the ID/EXE register for later use. At the end of the second cycle, all the data and control signals, except for regrt, in the ID stage are written into the ID/EXE register. At the same time, the PC and the IF/ID register are also updated.

Description This assignment is built using your code from my last work . Req 1 ...

Description This assignment is built using your code from my last work . Req 1 - Create a custom exception handler class called StudentGradingException that can (add this functionality in a package called exception) Centralize capture of all exceptions Logs exceptions in a text file. Fixes at least one exception. Demonstrate the usage of exception handler in a driver, throwing, logging and fixing the exception. Put this in a separate driver called Driver1. java. (Put this in driver package) Req 2 - Deliver the grade for each student in a serialized file. ((add this functionality in a package called util and place the FileIO class in util package) Imagine you are getting your grade report in a serialized file. This will contain your id, lab scores and high, low and avg for each quiz. You should create a new class called StudentGrade (that contains Student and Statistics), then write a method to serialize StudentGrade in FileIO class. Demonstrate serializing StudentGrade object in a separate driver called Driver2. java. (Put this in driver package) Req 3 - Implement abstract class and Interface (add this functionality in a package called adapter) Create an API (A programming interface) to Print student statistics Print score for a given student id You should create an Interface called StudentAPI in which two methods are declared for functionality (Req 3 - 1 and 2) stated above. You should create a class StudentAPIImpl that would implement StudentAPI. Using methods from other classes, (Student.java, Statistics.java, StudentGrade.java, FileIO.java) implement the two methods in StudentAPI. Create a driver demonstrating the usage of the API. Put this in a separate driver called Driver3. java. (Put this in driver package) You must include a readme.txt providing me to review and run your code. Adequately test your code and run the test run of your code in a file called testrun.txt. Every file should have the following information.

Description TASK: Using the ASM code below describe all items in section "It i ...

Description TASK: Using the ASM code below describe all items in section "It is requested". There is no need for introductory part, please, get right to the analysis. Good quality and readable screenshots with description are a must. Attached document is a course material on Reverse Engineering for your convenience. In the end of the document there are practical cases examples. STATEMENT An executable binary file has been obtained that, after its execution, shows a text with a numeric code. This code is generated from a text string stored in the binary itself. After listing the ASM code, the binary file was deleted and it is not possible to access it, only the ASM code copied at the end of the exercise. It is necessary to be able to reuse said code generation algorithm, which is why reverse engineering work is required to analyze the binary and reconstruct the source code in such a way that it can be modified and recompiled correctly. It is requested: 1. Divide the code into basic blocks. Take into account the existing breaks within the function and divide the lines into basic blocks of code. 2. Make the flow diagram with the basic blocks. Once the basic blocks of the previous exercise have been obtained, carry out the flow diagram by joining the basic blocks with arrows. 3. Is there any control structure? Indicates which basic blocks are involved in it. 4. Convert the complete code of the function to code C. With what you learned about code reconstruction, convert this main () function to C code. In <+36> the address of the string indicated in bold is loaded in eax . "3jd9cjfk98hnd" In <+110> the address of the string indicated in red is loaded in eax "[+] Generated code:% i \ n" 5. Compile the generated code and indicate the resulting code after its execution. Compile in 32bits by adding the option -m32 as indicated in the following command: $ gcc source.c -o source.c -m32 Once executed, a text will appear on the screen, indicating the complete text. 6. Modify the source code in C, so that it generates a new code from another string. Modify the string <+36> in the C code, by the following string: "Congratulations!" Compile the C code, execute and indicate the complete text obtained. ASM code -x86 32 bits Dump of assembler code for function main: 0x0000054d <+0>: read ecx, [esp + 0x4] 0x00000551 <+4>: and esp, 0xfffffff0 0x00000554 <+7>: push DWORD PTR [ecx-0x4] 0x00000557 <+10>: push ebp 0x00000558 <+11>: mov ebp, esp 0x0000055a <+13>: push ebx 0x0000055b <+14>: push ecx 0x0000055c <+15>: sub esp, 0x10 0x0000055f <+18>: call 0x450 <__ x86.get_pc_thunk.bx> 0x00000564 <+23>: add ebx, 0x1a9c 0x0000056a <+29>: mov DWORD PTR [ebp-0x10], 0x0 0x00000571 <+36>: read eax, [ebx-0x19a0]; "3jd9cjfk98hnd" 0x00000577 <+42>: mov DWORD PTR [ebp-0x14], eax 0x0000057a <+45>: sub esp, 0xc 0x0000057d <+48>: push DWORD PTR [ebp-0x14] 0x00000580 <+51>: call 0x3e0 0x00000585 <+56>: add esp, 0x10 0x00000588 <+59>: mov DWORD PTR [ebp-0x18], eax 0x0000058b <+62>: mov DWORD PTR [ebp-0xc], 0x0 0x00000592 <+69>: jmp 0x5ad

0x00000594 <+71>: mov edx, DWORD PTR [ebp-0xc] 0x00000597 <+74>: mov eax, DWORD PTR [ebp-0x14] 0x0000059a <+77>: add eax, edx 0x0000059c <+79>: movzx eax, BYTE PTR [eax] 0x0000059f <+82>: movsx eax, al 0x000005a2 <+85>: imul eax, DWORD PTR [ebp-0x18] 0x000005a6 <+89>: add DWORD PTR [ebp-0x10], eax 0x000005a9 <+92>: add DWORD PTR [ebp-0xc], 0x1 0x000005ad <+96>: mov eax, DWORD PTR [ebp-0xc] 0x000005b0 <+99>: cmp eax, DWORD PTR [ebp-0x18] 0x000005b3 <+102>: jl 0x594

0x000005b5 <+104>: sub esp, 0x8 0x000005b8 <+107>: push DWORD PTR [ebp-0x10] 0x000005bb <+110>: read eax, [ebx-0x1992]; "[+] Generated code:% i \ n" 0x000005c1 <+116>: push eax 0x000005c2 <+117>: call 0x3d0 0x000005c7 <+122>: add esp, 0x10 0x000005ca <+125>: mov eax, 0x0 0x000005cf <+130>: read esp, [ebp-0x8] 0x000005d2 <+133>: pop ecx 0x000005d3 <+134>: pop ebx 0x000005d4 <+135>: pop ebp 0x000005d5 <+136>: read esp, [ecx-0x4] 0x000005d8 <+139>: ret End of assembler dump.

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