Question Solved1 Answer intro java No global variable ,Get data from input , print to ouputFile extra credit one also pls Homework - Topic 8 - Word Count: Write a program that reads in and prints a text, line by line, and calls a series of methods as needed. The object of the program is to parse a sentence in order to figure out all the different words that are in the sentence and how many times each word occurs. Use two parallel arrays, one to store the different words (e.g., String[] word) and one to store the appearance count for each word (e.g., int[] wordCount). At the end, print the list of different words and their counts. (Extra Credit: print the list of words and their counts in alphabetical order.) You have to decide which methods to implement. For example, suppose the text is this: The elephant ate the banana and the giraffe ate the banana. The output would produces this list: and 1 ate 2 banana 2 elephant 1 giraffe 1 the 4 Hint: Think Bank Accounts! (Use what you learned in the Bank Accounts program.) Required Submission: 1. The Java source code file (e.g., HW8.java) 2. The data input file containing the sentence to be parsed (e.g., input.txt) 3. The program generated output file (e.g., output.txt)

4. Write a SELECT statement that joins the Courses table to the Departments table and returns these columns: CourseNumber, Course Description, DepartmentName. Sort the result set by DepartmentName and then by CourseNumber in ascending order. 5. Write a SELECT statement that joins the Instructors table to the Courses table and returns these columns: LastName, 4. Write a SELECT statement that joins the Courses table to the Departments table and returns these columns: CourseNumber, Course Description, DepartmentName. Sort the result set by DepartmentName and then by CourseNumber in ascending order. 5. Write a SELECT statement that joins the Instructors table to the Courses table and returns these columns: LastName, FirstName, CourseNumber, Course Description. Return all courses for each instructor with a status of "P" (part time). Sort the result set by LastName and then by FirstName in ascending order. 6. Write a SELECT statement that joins the Departments, Courses, and Instructors tables. This statement should return these columns: DepartmentName, Course Description, FirstName, and LastName. Use aliases for the tables, and return only those courses with three units. Sort the result set by DepartmentName and then by Course Description in ascending sequence. 7. Write a SELECT statement that joins the Departments, Courses, StudentCourses, and Students tables. This statement should return these columns: DepartmentName, Course Description, LastName, and FirstName. Return all courses in the English department. Sort the result set by Department Name and then by Course Description in ascending sequence. 8. Write a SELECT statement that joins the Instructors and Courses tables and returns these columns: LastName, FirstName, and Course Description. Return at least one row for each instructor, even if that instructor isn't teaching any courses. Sort the result set by LastName and then by FirstName. 9. Use the UNION operator to generate a result set consisting of five columns from the Students table: Status A calculated column that contains a value of UNDERGRAD or GRADUATED FirstName The FirstName column LastName The Last Name column Enrollment Date The EnrollmentDate column Graduation Date The GraduationDate column If the student doesn't have a value in the GraduationDate column, the Status column should contain a value of UNDERGRAD. Otherwise, it should contain a value of GRADUATED. Sort the final result set by EnrollmentDate. 10. Write a SELECT statement that returns these two columns: DepartmentName The Department Name column from the Departments table CourseID The CourseID column from the Courses table Return one row for each Department with no courses. (Hint: Use an outer join.) 11. Write a SELECT statement that returns these columns: Instructor Dept The DepartmentName column from the Departments table for a related instructor LastName The LastName column from the Instructors table FirstName The FirstName column from the Instructors table Course Description The Course Description column from the Courses table Departments tanie for a related instructor LastName The LastName column from the Instructors table FirstName The FirstName column from the Instructors table Course Description The Course Description column from the Courses table Course Dept The DepartmentName column from the Departments table for a related instructor Return one row for each course that's in a different department than the department of the instructor assigned to teach that course. (Hint: You will need to join the Departments table to both the Instructors table and the Courses table, which will require you to use table aliases to distinguish the two tables.) Tuition Partiment Departments Depen FulTimeC Pe Courses Course Couber CourDeption Courses Department intructor StudentCourses Stude Instructors Latine DepenCha HeyDate Department Students Studere Graduate

(1 point) Determine the truth value of the following statements if the universe of discourse of each variable is the set of real numbers. Enter your answer as T or F. 1. Ex3y (x + y y + x) 2. Vx + 03y (xy = 1) 3. Ex3y ((x + 2y = 2) ^ (2x + 4y = 5)) 4. ExVy + 0 (xy = 1) 5. Vxay (x² = y) 6. Vx3y (x = y² ) 7. Vx3y (x + y = 1) 8. ExVy (xy = 0) x+y 2 = z)AAZEXA '6 10. 3x (x = -1) 11. Vx3y ((x + y = 2) ^ (2x – y = 1)) 12. 3x (x2 = 2)

A substrate is decomposed in the presence of an enzyme according to the Michaelis-Menten equation with the following kinetic parameters: Km= 15 g/L Vmax = 10.5 g/L-min a. Determine the concentration of substrate leaving the second reactor in a two-reactor series of 10-liter CSTRs. The flow rate is 0.75 L/min. The inlet substrate concentration is 67 g/L. The enzyme concentration in the two reactors is maintained at the same value all of the time (20 points). b. Determine the efficiency in terms of substrate conversion of the two-reactor system and the efficiency of a single CSTR equal to the total volume of the two-reactor system. Clearly indicate the configuration with the greater fraction conversion of substrate (10 points).

  3. Opportunity cost and production possibilities Neha is a talented artist who sells hand-crafted goods on her website. Neha currently crafts and sells both crochet hats and embroidered sweaters. She spends 8 hours a day working on crafts. The following table gives different daily output scenarios depending on how much of her time is spent on each good. On the following graph, use the blue points (circle symbol) to plot Neha's initial production possibilities frontier (PPF). Suppose Neha is currently using combination D, producing one crochet hat per day. Her opportunity cost of producing a second crochet hat per day is per day. Now, suppose Neha is currently using combination C, producing two crochet hats per day. Her opportunity cost of producing a third crochet hat per day is per day. From the previous analysis, you can determine that as Neha increases her production of crochet hats, her opportunity cost of producing one more crochet hat Suppose Neha buys a new tool that enables her to produce twice as many crochet hats per hour as before, but it doesn't affect her ability to produce embroidered sweaters. Use the green points (triangle symbol) to plot her new PPF on the previous graph. Because she can now make more crochet hats per hour, Neha's opportunity cost of producing embroidered sweaters is it was previously.

In the last lecture, we covered the basics of hypothesis testing with the HIP mammography study as our example. The study's aim is to determine whether offering mammographies for breast cancer detection reduces the rate of death due to breast cancer. There are 31000 individuals in each of the treatment and control groups; only those in the treatment groups In the last lecture, we covered the basics of hypothesis testing with the HIP mammography study as our example. The study's aim is to determine whether offering mammographies for breast cancer detection reduces the rate of death due to breast cancer. There are 31000 individuals in each of the treatment and control groups; only those in the treatment groups are offered mammographies. We recap the elements of the hypothesis testing framework. In the mammography study, they are: • the Parametric Model. We can write indicator variables for whether each patient in the treatment group dies of breast cancer as X₁,..., X$1000 Bernoulli (π), and we can also approximate the total number of deaths as Y = X₁ + ... + X31000~ Poisson (X). • The null hypothesis Ho: = 0.00203 (equivalently λ = 63, and the alternative hypothesis HA: < 0.00203 (equivalently X < 63). We then decide whether or not to reject the null hypothesis based on a test. • The test statistic T. We define T to simply be the number of deaths Y in the treatment group. Under Ho, it is distributed as T binomial (31000, 0.00203). This distribution can also be approximated as T Poisson (63). The role of T' is to distinguish between Ho and HA • The significance level a = 0.05. This is the probability of rejecting the null hypothesis Ho when it is in fact true (type I error), that is, the probability of concluding there is an effect when there is none. Generally, the threshold of the test statistic for rejecting the null hypothesis is set based on a chosen significance level. • The p-value p. This is the probability that the test statistic, under the null hypothesis, takes a value more extreme (towards the direction of the alternative hypothesis) than the one observed. This probability can be computed from the test statistic T and the given parametric model. The p-value varies with the observed value of data, and when p < a, the Ho is rejected. • The power of the test. This is the probability of rejecting Ho when HA is true (avoiding a type Il error: 1 - P (type II error)). It is useful to write the power as a function of the parameter, when more than one parameter value is considered for HA Throughout the hypothesis test, we focused on the observed death rate in the treatment group as the variable, and compare it to π = 0.00203, the observed death rate in the control group. The question below examines the validity of this approach. Further thinking 1 point possible (graded) Remember our research question is whether offering mammography reduces the death rate from breast cancer. What is a potential problem in the hypothesis test that we have so far that can cause the hypothesis to not represent the research question? There is uncertainty in the death rate of the control, and the estimated death rate 0.00203 of the control is only a realization of a random variable. Therefore, we should not interpret the estimated value as the true death rate in the population without treatment We can conclude from our test that the probability to die from breast cancer in the treatment group is lower than 0.00203, but we cannot conclude that the probability to die from breast cancer in the treatment group is lower than that in the control group. None of the above. Both of the above.

4. A 900-mm strip of steel is bent into a full circle by two couples applied as shown. Determine (a) the maximum thickness of the strip if the allowable stress of the steel is 420 MPa, (b) the corresponding moment M of the couples. Use E = 200 GPa. M M 8 mm - 900 mm 4. A 900-mm strip of steel is bent into a full circle by two couples applied as shown. Determine (a) the maximum thickness of the strip if the allowable stress of the steel is 420 MPa, (b) the corresponding moment M of the couples. Use E = 200 GPa. M M 8 mm - 900 mm