A force F = −F0 e ^−x/λ (where F0 and λ are positive constants) acts on a particle of mass m that is initially at x = x0 and moving with velocity v0 (> 0). Show that the velocity of the particle is given by

v(x)=(v0^2+(2F0λ /m)((e^-x/λ)-1))^1/2

where the upper (lower) sign corresponds to the motion in the positive (negative) x direction. Consider first the upper sign. For simplicity, define ve=(2F0 λ /m)^1/2 then show that the asymptotic velocity (limiting velocity as x → ∞) is given by v∞=(v0^2-ve^2)^1/2 Note that v∞ exists if v0 ≥ ve.Sketch the graph of v(x) in this case. Analyse the problem when v0 < ve by taking into account of the lower sign in the above solution. Sketch the graph of v(x) in this case. Show that the particle comes to rest (v(x) = 0) at a finite value of x given by xm=−λ ln(1-v0^2/ve^2)

1. Boltzmann statistics are used to find the distribution or distribution of the velocity of Inert gas at any temperature. If D (v) is the velocity distribution of inert gas at T, then the probability that atoms (or Molecules) of inert gas have velocity in the dv range is equal to D (v) dv, where
D (v) dv = 4π (m / 2πkT) ^ 3⁄2 (v ^ 2) e ^ (- mv2⁄2kT) dv

2.1 Draw the graph between D (v) and v when the inert gas has a temperature of 1000 K (Recommended: Use a program such as Mathematica) to explain. Graph style
2.2 In the Thermosphere atmosphere, which is 100 - 150 km above the earth, the temperature is around 1000 K. Find the probability
Is that the nitrogen gas molecules will escape from gravity. In which the molecules must be faster than the velocity From the earth's surface, which is equal to 11 km / s (recommended: for integration D (v) dv, use the program For example Mathematica)
2.3 The lunar surface velocity is 2.4 km / s. Find the probability that the nitrogen gas molecules will escape from the force. Gravity of the moon And explain that Why does the moon have no atmosphere? (Recommended: set the temperature of the moon's surface to equal1000 K)

5. Prove the Following:

a. Let {v1, . . . , vn} be a finite collection of vectors in a vector space V and suppose that it is not a linearly independent set.

i. Show that one can find a vector w ∈ {v1, . . . , vn} such that w ∈ Span(S) for S := {v1, . . . , vn} \ {w}. Conclude that Span(S) = Span(v1, . . . , vn).

ii. Suppose T ⊂ {v1, . . . , vn} is known to be a linearly independent subset. Argue that the vector w from the previous part can be chosen from the set {v1, . . . , vn} \ T.

b. Let V be a vector space and v ∈ V a vector in it. Argue that the set {v} is a linearly independent set if and only if v 6= ~0. Then use this fact together with part i of part a to prove that if {v1, . . . , vn} is any finite subset of V containing at least one non-zero vector, you can obtain a basis of Span(v1, . . . , vn) by simply discarding some of the vectors vi from the set {v1, . . . , vn}.

c. Suppose {v1, . . . , vn} is a linearly independent set in V and that {w1, . . . , wm} is a spanning set in V.

i. Prove that n ≤ m. Hint: use part ii of part a to argue that, for any r ≤ min(m, n), there is a subset T ⊂ {w1, . . . , wm} of size r such that {v1, . . . , vr , w1, . . . , wm} \ T is a spanning set. Then consider the two possibilities when r = min(m, n).

ii. Conclude that if a vector space has a finite spanning set, then any two bases are finite of equal length. (Necessarily, this means that our notion of dimension from class is well-defined and any vector space with a finite spanning set hence has finite dimension).

Well our Data Structures and Algorithms professor had the incorrect date set for this assignment (was November 7, 2019 and now is October 7, 2019) so I was putting it off until the end of this month, now I have two days to complete it which is going to be near impossible with the assignments I have for C Programming, Calculus II and Anthropology also all due on Monday, so I need some help. I have the general outline for this program from the last assignment we did but I am unsure how to implement the new methods we were shown Thursday.

I. General Description

In this assignment, you will create a Java program to read undergraduate and graduate students from an input file, shuffle them, and write them to an output file.

1. The input file name and the output file name are passed in as the first and second arguments at command line, respectively. For example, assume your package name is FuAssignment4 and your main class name is FuMain, and your executable files are in “C:\Users\2734848\eclipse-workspace\CIS 265 Assignments\bin”. The following command line will read from a local file “students.txt” and write to a local file “students_shuffled.txt”: C:\Users\2734848\eclipse-workspace\CIS 265 Assignments\bin > java FuAssignment4.FuMain students.txt students_shuffled.txt

2. If the program is run with incorrect number of arguments, your program must print an error message and exit. The error message must show correct format to run your program, e.g., “Usage: FuAssignment4.FuMain input_file output_file” where FuAssignment4 is the package and FuMain is the main class.

3. Each line in the input file represents a student. There are 5 fields in each line: name, id, gpa, “graduate” or “undergraduate”, isTransfer (for undergraduate) or college (for graduate). The fields are separated by comma, “,”. For example, the input file students.txt file may contain: Michelle Chang,200224,3.3,graduate,Cleveland State University Tayer Smoke,249843,2.4,undergraduate,false David Jones,265334,2.7,undergraduate,true Abby Wasch,294830,3.6,graduate,West Virginia

4. The program will read the lines and create undergraduate students or graduate students accordingly. The students are added to an ArrayList.

5. The program then shuffles the ArrayList, and write the shuffled list of students to the output file.

6. Given the previous input file students.txt, a possible output file, students_shuffled.txt, maybe like this: Abby Wasch,294830,3.6,graduate,West Virginia Michelle Chang,200224,3.3,graduate,Cleveland State University David Jones,265334,2.7,undergraduate,true Tayer Smoke,249843,2.4,undergraduate,false

II. Implementation Requirements

The program must implement a main class and three student classes (Student, UndergradStudent, GradStudent).

• You may reuse the code from previous assignments. You may use my code posted on Blackboard for previous assignments.

• However, the Student class must be declared as an abstract class now. It must also have an overloaded printStudent(PrintWriter output) method. The method will write student’s information to the file using the output PrintWriter.

• Accordingly, the UnderGradStudent and GradStudent classes must also have an overloaded printStudent(PrintWriter output) method. They must use the superclass’ method to write student’s information. The UnderGradStudent’s printStudent(PrintWriter output) writes “undergraduate” and 2 isTransfer after that. The GradStudent’s printStudent(PrintWriter output) writes “graduate” and college after that. • The UML class diagram should be as follows:

• All classes must be in the same package. The package name must start with your last name. For example, if your last name is “Trump”, your package name must start with “Trump” such as “TrumpCIS265AS3”, “TrumpAS3”, etc.

• You main class file name must start with your last name. For example, if your last name is “Spiderman”, your main class file name must start with “Spiderman” such as “Spiderman3.java”, “SpidermanAssign3.java”, etc.

• Since I/O exceptions are checked exceptions, your program must handle exceptions. You may use the try/catch or throw IOException. To throw exceptions, you declare it as: public static void main(String[] args) throws IOException {

• You must create an ArrayList of Students in the main class: import java.util.ArrayList; ArrayList students = new ArrayList<>();

• The ArrayList variable will store all Student objects created, both undergraduate students and graduate students.

• The Student class must have a constructor that takes a name, an id, and a gpa, to create a Student object.

• The UndergradStudent class must have a constructor that takes a name, an id, a gpa, and a transfer status to create an UndergradStudent object. The constructor must call the Student’s constructor using super.

• The GradStudent class should must a constructor that takes a name, an id, a gpa, and a college to create an GradStudent object. The constructor must call the Student’s constructor using super.

• The Student class must have a public method printStudent(PrintWriter output) that writes the student’s name, id, and gpa to the PrintWriter output.

• The UndergradStudent class must override the printStudent(PrintWriter output) method. It must write the student’s name, id, gpa, and transfer status to the PrintWriter output. It should call the Student’s printStudent(PrintWriter output) to write student’s name, id, and gpa.

• The gradStudent class must override the printStudent(PrintWriter output) method. It must write the student’s name, id, gpa, and college to the PrintWriter output. It should call the Student’s printStudent(PrintWriter output) to write student’s name, id, and gpa.

• To shuffle the ArrayList, you need to use the Collections’s shuffle method: import java.util.Collections; Collections.shuffle(students); //assume students is an ArrayList of Students

• The printing of students should use dynamic binding: for (Student s: students) //students is an ArrayList of Students s.printStudent(output); // output is a PrintWriter for output file

• Your program must close both input and output files after they are done.

• You can assume that input file has the correct format. You will earn bonus points for handling incorrect input formats.

V. Bonus features (optional)

If a line in the input file has incorrect format, your program should skip the line and continue. The following are possible formatting errors your program can handle:

1. (2 points) if the line does not have 5 fields;

2. (2 points) if the id is not an integer;

3. (2 points) if the gpa is not a float;

4. (2 points) if the 4th field is not “undergraduate” or “graduate”;

5. (2 points) if the 5th field for an undergraduate student is not true or false.

Could someone please tell me what corrections I should make to this code. (Python)

Here are the instructions.

• Modify the program so it contains four columns: name, year, price and rating (G,PG,R…)
• Enhance the program so it provides a find by rating function that lists all of the movies that have a specified rating

I can't get the find function to work and I have no idea how to even go about it. For example, when type in 'find' and I enter the rating, I'm always getting an error. I need help.

def list(movie_list):
if len(movie_list) == 0:
print("There are no movies in the list.\n")
return
else:
i = 1
for row in movie_list:
print(str(i) + ". " + row[0]+ " (" + str(row[1]) + ")"+","+ "$"+str(row[2])+","+str(row[3]))
i += 1
print()

def add(movie_list):
name = input("Name: ")
year = input("Year: ")
price = int(input("Price:"))#price
rating =input("Rating:")
movie = []
movie.append(name)
movie.append(year)
movie.append(price)#adding price to the movie list
movie.append(rating)#adding rating to the movie list
movie_list.append(movie)
rating_list.append(movie)
print(movie[0] + " was added.\n")   

def delete(movie_list):
number = int(input("Number: "))
if number < 1 or number > len(movie_list):
print("Invalid movie number.\n")
else:
movie = movie_list.pop(number-1)
print(movie[0] + " was deleted.\n")
#find by rating function
def find_by_rating(movie_list,rating):
if len(movie_list)==0:
print("Find")
return
else:
movie_list=[]
for i in movie_list:
if i[3]==rating:
movie_list.append(i[0])
if len(1)==0:
print("No movies are present with given rating")
else:
print("Movies:")
for i in movie_list:
print(i)
  
  
def display_menu():
print("COMMAND MENU")
print("list - List all movies")
print("add - Add a movie")
print("del - Delete a movie")
print("find- find movie by rating")
print("exit - Exit program")
print()

def main():
movie_list = [["Matrix",1999,9.75,"R"],
["Under the Tuscan",2003,4.99,"PG"],
["V for Vendetta", 2005,14.99,"R"]]

display_menu()
  
while True:
command = input("Command: ")
if command == "list":
list(movie_list)
elif command == "add":
add(movie_list)
elif command == "del":
delete(movie_list)
elif command == "find": #added find command
rating=input("Enter rating:")#taking the rating
find_by_rating(movie_list,rating)#the call
elif command == "exit":
break
else:
print("Not a valid command. Please try again.\n")
print("Bye!")

if __name__ == "__main__":
main()

You'd like to estimate the proportion of the 12,885 undergraduate students at a university who are full-ttime students. You poll a random sample of 275 students, of whom 265 are full-time. Unknown to you the proportion of all undergraduate students who are full-time students is 0.953. Let X denote a random variable for which x=0 denotes the part-time students and x=1 denotes full-time students. Complete parts a through c below.

Riipen Case Study The Situation:

Riipen’s mission is to end the very real social problem of underemployment. Employment or income as the number 1 reason students list for choosing to attend post-secondary has grown from 50% to 90% since the year 2000 (Source: New America). Disturbingly, nearly 1/2 of university and college grads are underemployed in North America (Source: Federal Reserve Bank of New York). We also know now that if a recent graduate starts their careers underemployed, they’re more likely to stay underemployed 5 years (67% likely) and 10 years (50% likely) later (Source: Strada Education, Burning Glass). Lack of relevant experience is listed as one of the top three reasons why recent grads are rejected from the candidate search. This means first jobs matter. We can no longer rely on a recent graduates first job as the landing pad where they gain the experience to launch their careers. Students need to gain relevant experience throughout their degree to set themselves up for success upon graduation and for the rest of their careers. Riipen aims to solve this problem by bringing the relevant work experience to students right in the classroom where it’s for course credit and doesn’t require them to put off their graduation by taking an internship or co-op. To date, Riipen has enabled 50,000 students at 150+ post-secondary institutions to partake in 1.5 million hours of applied learning with over 10,000 industry partners. Beyond experience, students’ need a way of connecting to the right potential employers and articulating their skills and experience to increase their chance of finding relevant employment. Currently, Riipen solves this challenge by offering a student portfolio where students can collect skill verifications, written recommendations and now even badges for their work that they can market to employers in their network to increase their chances of being hired. Now that we’ve built up global talent pool of industry-vetted student profiles, our organizations want the ability to search through the data base and invite students that have chosen to opt in to gain access to exclusive job opportunities only available to students the can demonstrate experience and skills through Riipen projects. The goal is to a) increase the number of channels that students and employers can connect to make better employment matches b) to increase revenue streams so that Riipen can invest in growing the student, employer, educator, ecosystem and increase access to project-based learning and better employment outcomes for students/companies.

The Ethical Dilemma:

As seen in the scenarios included in the link below, Riipen is debating whether to charge more for this service (let’s call it “Riipen.Recruiter” [play off of linkedin recruiter]) and increase revenue which in turn would allow Riipen to reach more students but may reduce the % of students that get hired through the app in the short term or whether to charge less for the Riipen.Recruiter so that more companies can access and a higher % of students using the platform get hired, however, growth is delayed and Riipen reaches fewer students in the longterm.

Question: You are the Director Technology, develop your own personal position on what you think the company vision should be for the future; Eg. what kind of values and role do you see the firm playing in the next 5 to 10 years? and then answer the following questions as the director of technology.

2. Who are the stakeholders?
3. What is their influence? When preparing this section discuss the other strong, competing interpretations of the situation, who holds these interpretations and what their influence is over the decision. Discuss who’s support in the organization that you might need to obtain support for your recommendation and their influence over the decision.
4. Development of decision criteria and alternatives;
5. Justification of selected alternative. In steps 6 and 7 include identification of the short and long run revenues/costs and positive/negatives value outcomes of your proposal and discuss why it is better than competing proposals. This question is intended to address the “cash value of your proposal in experiential terms”.
6. Implementation: how would you orchestrated a process that can make the values you care about become the truth for your organization?

Riipen Case Study The Situation:

Riipen’s mission is to end the very real social problem of underemployment. Employment or income as the number 1 reason students list for choosing to attend post-secondary has grown from 50% to 90% since the year 2000 (Source: New America). Disturbingly, nearly 1/2 of university and college grads are underemployed in North America (Source: Federal Reserve Bank of New York). We also know now that if a recent graduate starts their careers underemployed, they’re more likely to stay underemployed 5 years (67% likely) and 10 years (50% likely) later (Source: Strada Education, Burning Glass). Lack of relevant experience is listed as one of the top three reasons why recent grads are rejected from the candidate search. This means first jobs matter. We can no longer rely on a recent graduates first job as the landing pad where they gain the experience to launch their careers. Students need to gain relevant experience throughout their degree to set themselves up for success upon graduation and for the rest of their careers. Riipen aims to solve this problem by bringing the relevant work experience to students right in the classroom where it’s for course credit and doesn’t require them to put off their graduation by taking an internship or co-op. To date, Riipen has enabled 50,000 students at 150+ post-secondary institutions to partake in 1.5 million hours of applied learning with over 10,000 industry partners. Beyond experience, students’ need a way of connecting to the right potential employers and articulating their skills and experience to increase their chance of finding relevant employment. Currently, Riipen solves this challenge by offering a student portfolio where students can collect skill verifications, written recommendations and now even badges for their work that they can market to employers in their network to increase their chances of being hired. Now that we’ve built up global talent pool of industry-vetted student profiles, our organizations want the ability to search through the data base and invite students that have chosen to opt in to gain access to exclusive job opportunities only available to students the can demonstrate experience and skills through Riipen projects. The goal is to a) increase the number of channels that students and employers can connect to make better employment matches b) to increase revenue streams so that Riipen can invest in growing the student, employer, educator, ecosystem and increase access to project-based learning and better employment outcomes for students/companies.

The Ethical Dilemma:

As seen in the scenarios included in the link below, Riipen is debating whether to charge more for this service (let’s call it “Riipen.Recruiter” [play off of linkedin recruiter]) and increase revenue which in turn would allow Riipen to reach more students but may reduce the % of students that get hired through the app in the short term or whether to charge less for the Riipen.Recruiter so that more companies can access and a higher % of students using the platform get hired, however, growth is delayed and Riipen reaches fewer students in the longterm.

Question: You are the Director Operations and Client Success, develop your own personal position on what you think the company vision should be for the future; Eg. what kind of values and role do you see the firm playing in the next 5 to 10 years? and then answer the following questions as the director of operations and client success

2. Who are the stakeholders?
3. What is their influence? When preparing this section discuss the other strong, competing interpretations of the situation, who holds these interpretations and what their influence is over the decision. Discuss who’s support in the organization that you might need to obtain support for your recommendation and their influence over the decision.
4. Development of decision criteria and alternatives;
5. Justification of selected alternative. In steps 6 and 7 include identification of the short and long run revenues/costs and positive/negatives value outcomes of your proposal and discuss why it is better than competing proposals. This question is intended to address the “cash value of your proposal in experiential terms”.
6. Implementation: how would you orchestrated a process that can make the values you care about become the truth for your organization?

Riipen Case Study The Situation:

Riipen’s mission is to end the very real social problem of underemployment. Employment or income as the number 1 reason students list for choosing to attend post-secondary has grown from 50% to 90% since the year 2000 (Source: New America). Disturbingly, nearly 1/2 of university and college grads are underemployed in North America (Source: Federal Reserve Bank of New York). We also know now that if a recent graduate starts their careers underemployed, they’re more likely to stay underemployed 5 years (67% likely) and 10 years (50% likely) later (Source: Strada Education, Burning Glass). Lack of relevant experience is listed as one of the top three reasons why recent grads are rejected from the candidate search. This means first jobs matter. We can no longer rely on a recent graduates first job as the landing pad where they gain the experience to launch their careers. Students need to gain relevant experience throughout their degree to set themselves up for success upon graduation and for the rest of their careers. Riipen aims to solve this problem by bringing the relevant work experience to students right in the classroom where it’s for course credit and doesn’t require them to put off their graduation by taking an internship or co-op. To date, Riipen has enabled 50,000 students at 150+ post-secondary institutions to partake in 1.5 million hours of applied learning with over 10,000 industry partners. Beyond experience, students’ need a way of connecting to the right potential employers and articulating their skills and experience to increase their chance of finding relevant employment. Currently, Riipen solves this challenge by offering a student portfolio where students can collect skill verifications, written recommendations and now even badges for their work that they can market to employers in their network to increase their chances of being hired. Now that we’ve built up global talent pool of industry-vetted student profiles, our organizations want the ability to search through the data base and invite students that have chosen to opt in to gain access to exclusive job opportunities only available to students the can demonstrate experience and skills through Riipen projects. The goal is to a) increase the number of channels that students and employers can connect to make better employment matches b) to increase revenue streams so that Riipen can invest in growing the student, employer, educator, ecosystem and increase access to project-based learning and better employment outcomes for students/companies.

The Ethical Dilemma:

As seen in the scenarios included in the link below, Riipen is debating whether to charge more for this service (let’s call it “Riipen.Recruiter” [play off of linkedin recruiter]) and increase revenue which in turn would allow Riipen to reach more students but may reduce the % of students that get hired through the app in the short term or whether to charge less for the Riipen.Recruiter so that more companies can access and a higher % of students using the platform get hired, however, growth is delayed and Riipen reaches fewer students in the longterm.

Question: You are the Director Operations and Client Success or the Director Technology, develop your own personal position on what you think the company vision should be for the future; Eg. what kind of values and role do you see the firm playing in the next 5 to 10 years? and then answer the following questions as the director of one of those roles.

2. Who are the stakeholders?
3. What is their influence? When preparing this section discuss the other strong, competing interpretations of the situation, who holds these interpretations and what their influence is over the decision. Discuss who’s support in the organization that you might need to obtain support for your recommendation and their influence over the decision.
4. Development of decision criteria and alternatives;
5. Justification of selected alternative. In steps 6 and 7 include identification of the short and long run revenues/costs and positive/negatives value outcomes of your proposal and discuss why it is better than competing proposals. This question is intended to address the “cash value of your proposal in experiential terms”.
6. Implementation: how would you orchestrated a process that can make the values you care about become the truth for your organization?

PART IV - ANALYSIS AND INTERPRETATION OF EPIDEMIOLOGIC RESULTS

The following food exposure information was collected through the cohort study. On January 19, the information was tabulated by epidemiologists from the Argentine MOH. (Table 2)

Table 2. Foods eaten by ill and well bus drivers at the home at the terminal bus stop, January 3-7, 1998. (N=21)

*Matambre is a traditional meat roll in Argentina.

**Mate is green tea.

Question 12: Calculate the appropriate measures of association for these exposures.

Question 13: Interpret the results. What further data analysis/information might help?