Define a class of queues that implements the interface QueueInterface, as defined in Listing 7-1 in Chapter 7. Use an instance of the class ArrayList to contain a queues entries. Then write a driver/test program adequately demonstrates your new class. Note that you might have to handle exceptions thrown by methods of ArrayList.

Deliverables:

• EmptyQueueException.java (given in Lab_7_StartUp folder)
• QueueInterface.java (given in Lab_7_StartUp folder)
• ArrayListQueue.java (need to create)
• Lab7.java (need to create)

QueInterface:

@author Frank M. Carrano
@author Timothy M. Henry
@version 5.0
*/
public interface QueueInterface<T>
{
/** Adds a new entry to the back of this queue.
@param newEntry An object to be added. */
public void enqueue(T newEntry);
  
/** Removes and returns the entry at the front of this queue.
@return The object at the front of the queue.
@throws EmptyQueueException if the queue is empty before the operation. */
public T dequeue();
  
/** Retrieves the entry at the front of this queue.
@return The object at the front of the queue.
@throws EmptyQueueException if the queue is empty. */
public T getFront();
  
/** Detects whether this queue is empty.
@return True if the queue is empty, or false otherwise. */
public boolean isEmpty();
  
/** Removes all entries from this queue. */
public void clear();
} // end QueueInterface

EmptyQueueException:

/**
A class of runtime exceptions thrown by methods to
indicate that a queue is empty.
@author Frank M. Carrano
@author Timothy M. Henry
@version 5.0
*/
public class EmptyQueueException extends RuntimeException
{
public EmptyQueueException()
{
this(null);
} // end default constructor

public EmptyQueueException(String message)
{
super(message);
} // end constructor
} // end EmptyQueueException

The purpose of this exercise is to practice writing an abstract of an academic work. An abstract is a concise summary of the topic, goals, content, and argument of an academic work. Learning to write a good abstract is a key step in developing a critique of an academic work—you cannot provide a good critique of an article or book until you are able to first summarize the author’s argument and the evidence she uses to support it.

Assignment:

For this exercise, write a 150-200 word abstract of chapter 5 (“The Phenomenology of Terror”) in Buried Secrets by Victoria Sanford.

Your goal is to provide a succinct summary of: the topic of the chapter, Sanford’s thesis in the chapter, and the data she uses to support it.

Guidelines:

The first sentence(s) should describe accurately and concisely the main theme of the chapter: What is it about? What is the main topic??Where, when, and with whom was the research done?

The following sentence(s) should concisely state the author’s thesis and how she argues her position. Remember that a thesis must be stated in the form of an argument, not a statement of fact.

The next sentence(s) should briefly outline the information that the author uses to support her thesis. For example, is the data ethnographic or is it historical or a combination of both? Does the author draw primarily on media sources or did she conduct interviews? With whom did she conduct interviews and why? How does the author present or organize her data to support her case?

Your abstract should end with a summary of the implications of the chapter: Why is this chapter significant? What does the author accomplish or hope to accomplish by presenting this data?

Which of the following statements is true?

a. Due to the strength of covalent bonds, the tertiary structures of most proteins are stabilized by one or more disulfide bridges.

b. Salt bridging interactions usually provide the greatest degree of stabilization of the native conformation of the protein when they are located on surfaces exposed to water.

c. Ramachandran plots are used in determining the hydrophobicity of amino acid side chains in a protein.

d. Detergents cause the denaturation of proteins primarily via disruption of hydrophobic interactions between amino acid side chains.

e. All of the above statements are true.

Is the following the correct order of steps leading to muscle contraction? (Yes or No)

If you think the order is incorrect, then what would be the correct order?

a. secretion of acetylcholine by the motor neuron

b. attachment of acetylcholine to receptors on the motor end plate of the sarcolemma

c. opening of sodium channels in the sarcolemma

d. depolarization of the sarcolemma

e. action potential reaching the sarcoplasmic reticulum

f.   release of calcium ions by the sarcoplasmic reticulum

g. binding of calcium ions to troponin on the thin filament

h. binding of myosin to actin (formation of cross bridges)

i.   power stroke

When the U.S. Government proposes a fiscal stimulus package during a recession there is usually a debate in Congress as to whether the Government should: 1) increase spending directly such as building bridges and schools; or 2) reduce personal income taxes. Using the concepts of U.S. GDP accounting based on the expenditure approach: (p. 749 ch 30)

1. Explain why each of the two options would have a different initial impact on U.S. GDP
2. How could the positive expenditure impact on U.S. GDP from the actual spending stimulated by the fiscal package diminished?

Download and complete this assignment by answering the questions or filling in the blanks!

1. Write out what each abbreviation stands for:
   1. OTC
   2. FDA
   3. APhA
   4. DEA
   5. CSA
   6. USP
   7. PDR
   8. USP/NF
   9. LASA
   10. SR
   11. GI
   12. USAN
   13. CPOE
   14. PAD

2. List and describe three different names by which a drug may be referred.
   1. ­­­­­­_______________________________________
   2. ______________________________________
   3. ______________________________________

3. Describe the following terms and which health care professionals can perform the tasks listed.
   1. Prescribe
   2. Administer
   3. Dispense
   4. Physicians
   5. Nurse practioners and Physician Assistants
   6. Medical Assistants

4. Describe the potential for abuse for each of the five drug schedules, and give an example of a drug for each schedule.
   1. Schedule I (C-I)
   2. Schedule II (CII)
   3. Schedule III (CIII)
      Schedule IV (CIV)
   4. Schedule V (CV)

5. How often does the DEA require that a full inventory be completed on all controlled substances in the medical office?
6. How often should inventories be performed in areas in which staff have access?
7. How long should the controlled substances inventory log be kept?
8. Describe the following forms and list their uses:
   1. DEA Form 224:
   2. DEA Form 41:

9. Which of the following is the exclusive name of a drug substance or drug product owned by a company under a trademark law?
   1. Generic name
   2. Trade name
   3. Chemical
   4. Brand name

10. Which of the following is the drug's formula which includes letters and numbers?
    1. Generic name
    2. Trade name
    3. Chemical
    4. Brand name

11. To apply for a DEA number, the provider will need to complete and submit which of the following forms?
    1. DEA Form 222
    2. DEA Form 224
    3. DEA Form 106
    4. DEA Form 41

using java program

I need only the tracing in detail, using my name "Nada Hamdan"

Part-A:

Consider first ten letters of your name and for each letter encode with an integer number. For example: If “Ahmed Naser” are the first ten letters from your name, then the array of integers will be {0, 7, 12, 4, 3,13,0,18,4,17}.

Using the created array, demonstrate below sorting algorithms. It is very important that in each demonstration includes all intermediate arrays in obtaining the final sorted output.

Bubble Sort

Selection Sort

Insertion Sort

Shell Sort

Merge Sort

Quick Sort

One cross-sectional study found that shingles was more common in lower socioeconomic status (SES) groups compared to higher SES groups. A later cohort study which analyzed the incident rate of shingles in both high and low SES groups found no difference among high and low SES groups. The difference in findings could most likely be explained by:

1. Information bias

2. the incidence-prevalence bias

3. the reverse-causality bias

4. 1) Information bias and 3) the reverse-causality bias

Cohort Study Design

Suppose that you have been hired by the UF student health services department to design a cohort study to assess the following hypothesis among UF students: Irregular sleep patterns increase the risk of headaches.

Be sure that your design addresses the following elements:

1. Refine the study hypothesis so that it is as specific as possible and contains all elements of a “good” hypothesis.
2. How will you identify and define the cases?
   • Are there any exclusion criteria that you would apply?
3. How will you sample from the underlying population for your “controls”?
   • Who will you select as controls?
   • How will you select them?

4. How will you define the exposure of interest?
   • How will you collect the information on exposure?
5. What other information do you want to know about participants that may be related to the exposure of interest and/or the outcome (potential confounders)? Of these, what will you be able to collect and what will you be unable to collect?
6. Which measures of disease frequency and association will you calculate?
7. What are the strengths and limitations of your study?
   • Which limitations could be removed by using a different study design?
8. What other information would you like to know to design this study?
9. there is no such data, this is just hypothetical study case that what we can do in this case? also there is another question on chegg but not answer in detail like HOW and WHAT