According to an? airline, flights on a certain route are on time 80?% of the time. Suppose 13 flights are randomly selected and the number of? on-time flights is recorded. ?(a) Explain why this is a binomial experiment. ?(b) Find and interpret the probability that exactly 8 flights are on time. ?(c) Find and interpret the probability that fewer than 8 flights are on time. ?(d) Find and interpret the probability that at least 8 flights are on time. ?(e) Find and interpret the probability that between 6 and 8 ?flights, inclusive, are on time. ?(a) Identify the statements that explain why this is a binomial experiment. Select all that apply. A. There are two mutually exclusive? outcomes, success or failure. B. The trials are independent. C. The probability of success is the same for each trial of the experiment. D. There are three mutually exclusive possibly? outcomes, arriving? on-time, arriving? early, and arriving late. E. The experiment is performed a fixed number of times. F. Each trial depends on the previous trial. G. The experiment is performed until a desired number of successes is reached. ?(b) The probability that exactly 8 flights are on time is nothing. ?(Round to four decimal places as? needed.) Interpret the probability. In 100 trials of this? experiment, it is expected about nothing to result in exactly 8 flights being on time. ?(Round to the nearest whole number as? needed.) ?(c) The probability that fewer than 8 flights are on time is nothing. ?(Round to four decimal places as? needed.)

1. Create a State-Space Representation of following coupled second order differential equation? Define state vector as X =[x,x',a,a']^T. Control input as u= V. And output as y = [x,a]

-0.85306x ''+ 0.08391a ''- 21.149x '- 0.444a' = V

0.399483x'' – 0.10241a'' - 21.149x'' – 0.444a' + 3.91892a= V

ART

What are some of the roles of photographers shown below and the functions that photography serves in the world?

* John Humbles (https://www.youtube.com/watch?v=6d97X9sE4MQ)

* Vik Muniz (https://www.youtube.com/watch?v=dTDNlD6yMxo)

*Ansel Adams (https://www.youtube.com/watch?time_continue=80&v=n-ZCEXWdIMg)

How many words are in the Gettysburg Address?

Write a program that reads any text file, counts the number of characters, num- ber of letters and number of words in the file and displays the three counts.

To test your program, a text file containing Lincoln’s Gettysburg Address is included on the class moodle page.

Sample Run

Word, Letter, Character Count Program

Enter file name: GettysburgAddress.txt

Word Count      =  268
Letter Count    = 1149
Character Count = 1440

Do the following

1. To detect is a character ch is a letter use the following if statement if ch >= ‘A’ and ch <= ‘Z’ or ch >= ‘a’ and ch <= ‘z’:

   You may want to embed this “if statement” in a Boolean valued function (isLetter(ch)) that returns True if ch is a letter; otherwise it returns False

2. Ask the user for the file name.

3. For this assignment, the easiest way do the following three counts is to first input the text file as one very long string using the read() method. Don’t use readline() or readlines()here, unless using the read() method crashes the program.

4. The character count is simply the length of the string you input from Step 3 above. Use the len() function

1

5. To determine the letter count you will need to go through the string character by character using a for loop testing if each character is a letter or not. If it is a letter, increment a letter count variable.

6. Checking for the number of words is easily done using the split method for strings (see page 136 for details). Recall that string.split( ) was used to break up a date such as “10/25/2016” into a list of three strings. That is "10/25/20165".split("/") returns the list ["10", "25", "2016"].

   By default if no “split” character is given, the string will be split wherever a space occurs. This makes it perfect to split a text string into a list of individual words which then can be counted by using the len() to get the length of the list.

7. Output your three counts using string formatting to properly line up your three counts and close the file

The following questions are on recursion in C++ Programming.

I had some trouble with these questions, can you please help me? Thank you!

Consider the following recursive function

void funcEx8(int u, char v) //Line 1

{ //Line 2

if (u == 0) //Line 3

cout << u << " "; //Line 4

else //Line 5

{ //Line 6

int x = static_cast (v); //Line 7

if (v < 'A') //Line 8

v = static_cast (x + 1); //Line 9

else if (v > 'Z') //Line 10

v = static_cast (x - 1); //Line 11

cout << v << " "; //Line 12

funcEx8(u - 2, v); //Line 13 }

//Line 14 }

//Line 15 }

Identify the base case? Using line numbers

	a.	Lines 3,4
	b.	Lines 1 through 4
	c.	Lines 7,8
	d.	Lines 5,6

Consider the following recursive function

void funcEx8(int u, char v) //Line 1

{ //Line 2

if (u == 0) //Line 3

cout << u << " "; //Line 4

else //Line 5

{ //Line 6

int x = static_cast (v); //Line 7

if (v < 'A') //Line 8

v = static_cast (x + 1); //Line 9

else if (v > 'Z') //Line 10

v = static_cast (x - 1); //Line 11

cout << v << " "; //Line 12

funcEx8(u - 2, v); //Line 13 }

//Line 14 }

//Line 15 }

Identify the Recursive case? Using line numbers

	a.	Lines 5 Through 15
	b.	Lines 3,4
	c.	1,2
	d.	Lines 2,3

Consider the following recursive function

void funcEx8(int u, char v) //Line 1

{ //Line 2

if (u == 0) //Line 3

cout << u << " "; //Line 4

else //Line 5

{ //Line 6

int x = static_cast (v); //Line 7

if (v < 'A') //Line 8

v = static_cast (x + 1); //Line 9

else if (v > 'Z') //Line 10

v = static_cast (x - 1); //Line 11

cout << v << " "; //Line 12

funcEx8(u - 2, v); //Line 13 }

//Line 14 }

//Line 15 }

Valid or Invalid

funcEx8(26, '$'); is a valid call,

	a.	None
	b.	Yes and No
	c.	No
	d.	Yes

Consider the following recursive function:

void recFun(int u)

{

if (u == 0) cout << "Zero! ";

else

{

cout << "Negative ";

recFun(u + 1);

}

}

what is the output if recFun(8)

	a.	Infinite loop, nonegative
	b.	5
	c.	0
	d.	8

Consider the following recursive function:

void recFun(int u)

{

if (u == 0) cout << "Zero! ";

else

{

cout << "Negative ";

recFun(u + 1);

}

}

. what is the output if recFun(0)

	a.	12
	b.	infinite loop
	c.	8
	d.	zero

Consider the following recursive function:

void recFun(int u)

{

if (u == 0) cout << "Zero! ";

else

{

cout << "Negative ";

recFun(u + 1);

}

}

. what is the output if recFun(-2)

	a.	8
	b.	Negative Negative Zero!
	c.	-2
	d.	zero

Consider the following recursive function:

void recFun(int x)

{

if (x > 0)

{ cout << x % 10 << " ";

recFun(x / 10);

}

else

if (x != 0)

cout << x << endl;

}

what is the output of the above statement if recFun(258)?

	a.	12
	b.	3 4 6
	c.	15
	d.	8     5       2

Consider the following recursive function:

void recFun(int x)

{

if (x > 0)

{ cout << x % 10 << " ";

recFun(x / 10);

}

else

if (x != 0)

cout << x << endl;

}

. what is the output of the above statement if recFun(7)?

	a.	7
	b.	8
	c.	8   5     2
	d.	12

Consider the following recursive function:

void recFun(int x)

{

if (x > 0)

{ cout << x % 10 << " ";

recFun(x / 10);

}

else

if (x != 0)

cout << x << endl;

}

what is the output of the above statement if recFun(36)?

	a.	5 3 8
	b.	12
	c.	6 3
	d.	2 4 5

Consider the following recursive function:

void recFun(int x)

{

if (x > 0)

{ cout << x % 10 << " ";

recFun(x / 10);

}

else

if (x != 0)

cout << x << endl;

}

what is the output of the above statement if recFun(-85)?

	a.	12
	b.	-85
	c.	8     5    2
	d.	85

There are three vectors in R4 that are linearly independent but not orthogonal: u = (3, -1, 2, 4), v = (-2, 7, 3, 1), and w = (-3, 2, 4, 11). Let W = span {u, v, w}. In addition, vector b = (2, 1, 5, 4) is not in the span of the vectors. Compute the orthogonal projection bˆ of b onto the subspace W in two ways: (1) using the basis {u, v, w} for W, and (2) using an orthogonal basis {u' , v' , w'} obtained from {u, v, w} via the Gram Schmidt process. Finally, explain in a few words why the two answers differ, and explain why only ONE answer is correct.  

(a) How many grams of CaCl2 are needed to make 798.0 g of a solution that is 32.5% (m/m) calcium chloride in water? Note that mass is not technically the same thing as weight, but (m/m) has the same meaning as (w/w).

-How many grams of water are needed to make this solution?

(b) What is the volume percent % (v/v) of an alcohol solution made by dissolving 147 mL of isopropyl alcohol in 731 mL of water? (Assume that volumes are additive.)

(c) The mass of solute per 100 mL of solution is abbreviated as % (m/v). (The abbreviation % (w/v) is also common.) How many grams of sucrose are needed to make 915 mL of a 38.0% (w/v) sucrose solution?

(a) How many grams of CaCl2 are needed to make 250.9 g of a solution that is 30.5% (m/m) calcium chloride in water? Note that mass is not technically the same thing as weight, but (m/m) has the same meaning as (w/w).

-How many grams of water are needed to make this solution?

(b) What is the volume percent % (v/v) of an alcohol solution made by dissolving 117 mL of isopropyl alcohol in 747 mL of water? (Assume that volumes are additive.)

(c) The mass of solute per 100 mL of solution is abbreviated as % (m/v). (The abbreviation % (w/v) is also common.) How many grams of sucrose are needed to make 735 mL of a 34.0% (w/v) sucrose solution?

Marie earned her bachelor’s degree in HIM. After working intraditional HIM roles for a few years, she decided that she wanted tobe involved in the selection and implementation of the EHR andother healthcare information systems. Marie went back to school andearned her master’s degree in health informatics. After graduation,Marie worked for an information system vendor for several years.She decided to take another turn in her career path and become aprofessor in an accredited HIM program. She took a position as afaculty member in a bachelor’s-level HIM program. Marie nowteaches the information system courses for the HIM program and isable to give the students real world examples from her experience inthe traditional HIM departments and the information system vendor.Marie enjoyed her position so much that after teaching for a while,Marie went back to school again to earn her doctorate degree inadult education.

1. Identify how this Real-World Case ties to this chapter.

2. In the Real-World Case, Marie earned a bachelor’s degree, a master’s degree, and a doctoral degree. Do you think that some or all of the new roles discussed in this chapter will require graduate education? Why or why not? How do these roles tie into HIM Reimagined?