Excel

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Grader – Instructions Excel 2019 Project

Excel_2F_Commercial_Compensation

 

Project Description:

In the following project, you will edit a worksheet that summarizes the compensation for the commercial salespersons who qualified for bonuses in two regions.

 

Steps to Perform:

Step Instructions Points Possible
1 Open the Excel workbook Student_Excel_2F_Commercial_Compensation.xlsx downloaded with this project. 0
2 Rename Sheet1 as Arizona and rename Sheet2 as Washington. 4
3 Click the Arizona sheet tab to make it the active sheet, and then group the worksheets. In cell A1, type Marisol Desserts and Spices and then Merge & Center the text across the range A1:F1. Apply the Title cell style. Merge & Center the text in cell A2 across the range A2:F2, and then apply the Heading 3 cell style. 10
4 The bonus rates for each salesperson are determined by sales amounts using the following scale: Sales greater than $35,000 earn a bonus rate of 5%, sales greater than $25,000 earn a bonus rate of 4%. All other sales (any amount greater than 0) earn a bonus rate of 2%. With the sheets still grouped, in cell C5 use an IFS function to determine the commission rate for the first salesperson whose sales are in cell B5. Fill the formula down through cell C8. 6
5 In cell D5, calculate Bonus for Moreland by multiplying the Sales times the Bonus Rate. Copy the formula down through cell D8. 4
6 In cell F5, calculate Total Compensation by summing the Bonus and Base Salary for Moreland. Copy the formula down through the cell F8. 8
7 In row 9, sum the columns for Sales, Bonus, Base Salary, and Total Compensation. Apply the Accounting Number Format with two decimal places to the appropriate cells in row 5 and row 9 (do not include the percentages). 4
8 Apply the Comma Style with two decimal places to the appropriate cells in rows 6:8 (do not include the percentages). Apply the Total cell style to B9 and D9:F9. 4
9 Ungroup the sheets, and then insert a new worksheet. Change the sheet name to Summary and then widen column A to 210 pixels and columns B:E to 155 pixels 4
10 Move the Summary sheet so that it is the first sheet in the workbook. In cell A1 of the Summary sheet, type Marisol Desserts and Spices and then Merge & Center the title across the range A1:E1. Apply the Title cell style. In cell A2, type November Commercial Salesperson Bonus Summary and then Merge & Center the text across the range A2:E2. Apply the Heading 1 cell style. 11
11 In the range A5:A7, type the following row titles and then apply the Heading 4 cell style: Bonus Base Salary Total Compensation 4
12 In the range B4:E4, type the following column titles, and then Center and apply the Heading 3 cell style: Arizona/Washington Arizona Washington Total 6
13 In cell C5, enter a formula that references cell D9 in the Arizona worksheet so that the total bonus amount for the Arizona region displays in cell C5. Create a similar formula to enter the total Base Salary for the Arizona region in cell C6. Using the same technique, enter formulas in the range D5:D6 so that the Washington totals display. 8
14 Sum the Bonus and Base Salary rows, and then calculate Total Compensation for the Arizona, Washington, and Total columns. 7
15 In cell B5, insert a Column Sparkline for the range C5:D5. In cells B6 and B7, insert Column sparklines for the appropriate ranges to compare Arizona totals with Washington totals. 10
16 To the sparkline in cell B6, in the first row, apply the second sparkline style. To the sparkline in cell B7, in the first row, apply the third sparkline style. 4
17 Group the three worksheets, and then center the worksheets Horizontally on the page and insert a Custom Footer in the left section with the file name. Change the Orientation to Landscape and fit the columns to 1 page. 6
18 Save and close the file, and then submit for grading. 0
Total Points 100

 

Created On: 10/03/2019 1 GO19_XL_CH02_GRADER_2F_AS – Commercial Compensation 1.1

 
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Battleship Program C++ NEED HELP

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For many of us old school gamers, we started out playing good old fashioned board games. Many of us learned strategy from games like Risk and Battleship. For your project, you will be developing a simple battleship type game to test your knowledge of the concepts we have learned in Object Oriented Programming.

 

The purpose of this project is to have you design of a fairly complicated project using concepts we have learned and then implement the solution using some of the code that we wrote in the previous projects along with new code, and then test your game.

 

You need to first start with the design of the project. The design documentation, due as shown on the syllabus, will be worth one homework grade and when corrected and submitted will be 20% of your final project grade. If your design is carefully thought through, the coding of the game should be relatively straightforward since many of the classes and concepts closely match previous assignments. You will need to first read these requirements and make a design document (ensuring that all the requirements are met in the design). A sample design document is posted in Canvas and should be used as your design TEMPLATE (example). Create a design document complete with the class diagram and activity (flow) diagram, as well as any decisions you made on the best use of classes, inheritance, polymorphism, and exception handling.

 

After you have completed your design, then you will be ready to implement the game and test. I cannot stress enough that a good design document and understanding of the requirements will make the actual coding of the game much faster and more simple.

 

Please don’t leave things until the last two weeks. Get started now, and please ask your instructor for help BEFORE you get too lost. Get the big picture done first. Worry about the structure and implementation of the major functionality. Then if you have time, work on the little details, and minor error checking.

 

So now onto the requirements. You sunk my battleship!….

 

For your CSCI 2312 Project, you will develop a simple battleship game. Battleship is a guessing game for two players. It is played on four grids. Two grids (one for each player) are used to mark each players’ fleets of ships (including battleships). The locations of the fleet (these first two grids) are concealed from the other player so that they do not know the locations of the opponent’s ships. Players alternate turns by ‘firing torpedoes’ at the other player’s ships. The objective of the game is to destroy the opposing player’s entire fleet. In our game, ‘firing a torpedo’ will be allowing the player to take a guess at where on the grid their opponent may have placed a ship.

 

In the requirements, we will set forth other simplifying rules to limit the scope of this project.

 

Requirements

 

Given the requirements as a rough specification, you are to design the classes and implement the game. In our imaginary game company, the requirements below were developed by the Product Development Team and your instructor is the Product Owner. You are in full control of the choice of classes (please use classes appropriately or points will be deducted), data structures, algorithms, internal file format, detailed user interface scheme, or any other pertinent design decisions you need to make. As the Product owner, I care that it compiles and runs like it is supposed to, meets all the functionality and requirements I have set forth, and is easy to play and understand.

 

The Battleship game you are designing and implementing is a simplified version of the electronic Battleship game played in one player mode.

 

The game is played on four grids, two for each player. The grids are typically square and in our case will be 10 by 10. The individual squares in the grid are identified by the x coordinate (indicated by a letter) followed by the y coordinate (indicated by a number). The following is an example of a 5 by 4 grid with an X in the position B3.

 

A B C D E

         
         
   

X

      
         

 

1

 

2

 

3

 

4

 

 

 

Each player uses two grids. Each player uses one of their grids to arrange their ships and record the torpedoes fired by the opponent. On the other grid, the player records their own shots and whether they hit or missed.

 

Before play begins, each player secretly arranges their ships on their primary grid. Each ship occupies a certain number of consecutive squares on the grid (sizes of ships are in the following table), arranged either horizontally or vertically. The number of squares for each ship is determined by the type of the ship. The ships cannot overlap so only one ship can occupy any given square in the grid. The types and numbers of ships allowed are the same for each player.

 

Ship Type Number of Grid Squares
Carrier 5
Battleship 4
Cruiser 3
Submarine 3
Detroyer 2

 

 

The game is played in rounds. In each round, each player takes a turn to fire a torpedo at a target square in the opponent’s grid. The opponent then indicates whether the shot was a hit (a ship occupied the square) or a miss (there was not ship in the square). If the shot is a “miss”, the player marks their primary grid with a white peg (X in our game); if a “hit” they mark this on their own primary grid with a red peg (O in our game). The attacking player then indicates the hit or miss on their own “tracking” grid with the appropriate color peg (red (0) for “hit”, white (X) for “miss”) so that they can understand where the opponent’s ship might be.

 

In the board game, once all of the coordinates of a ship have been hit, the ship is sunk, and the ship’s owner announces “You sunk my battleship! (Or whatever the particular ship that was destroyed). For our purposes, we will consider a battleship sunk if the opponent has a single hit. When all of one player’s ships are sunk, the other player wins the game.

 

For your game, you will create a one-person version of the game where ‘the computer’ will play for the second player.

 

At the beginning of the game, you will read a file called ship_placement.csv which contains the type of ship, the first grid square for the ship placement, and whether the ship is placed vertically or horizontally (V or H in the field). The file will be in csv format (comma separated values). This is a common format and is comma separated (instead of being on separate lines). There will be commas between the values. Blank values will just have a comma noting to go to the next field (the game input should not have blank fields so you should handle the case where a field is blank). If you want to view the file, often this will be opened by a spreadsheet unless you specifically open it with a text editor. Do not open it with Microsoft Word, as this may change the format. The first line of a CSV file notes the data descriptions as follows:

TypeOfShip,Location,HorizOrVert

 

I have provided several sample files which contain good scenarios and scenarios with placement issues that you will need to handle using exception handling. Your game should run with any of these files, but should also be able to run with any valid file in the correct format. You will need to check whether all ships were included in the input file (and appropriate action to take if not), whether all ships have been placed, whether they fit on the board in the configuration given, and whether more than one ship occupies a space (which is not allowed) when you read the input file from the user and how to recover if an error occurs.

 

You will then need to randomly position the computer’s ships on the grid taking into consideration the same factors as you did for the player’s input.

 

You will need to prompt for and allow for the user to input their next guess in the form of a letter (A through J) and a number (1 – 10) indicating where they are targeting for their torpedo and you should error check the input. In our simplified game, you will determine if the torpedo shot was a hit or a miss. If the shot was a hit, consider the ship to be sunk. You should display a hit or miss, whether the ship was sunk and which one, and display their tracking grid so they know what they have guessed and where they have made hits. The entire ship which was hit will display as sunk.

 

After the user takes their turn, you must have the computer randomly select a shot that they have not previously taken. Then you must display to the user what the computer guessed, whether it hit any of the player’s ships, whether a ship was sunk, and then display the player’s placement grid showing where ships are located and what has been hit.

 

You should continue this until someone wins or quits the game – meaning you should allow the player to gracefully quit at any turn.

 

At the end of the game, you should indicate the game is over and who the winner was. You should also allow the user to quit the game by entering a Q when prompted for their next guess. If a player decides to quit the game, the grid with all of their guesses and the locations of the computer’s ships should be displayed.

Overall System Design

1. You must have two different classes in your design.

2. You must use inheritance in one of the classes.

3. When reading from a data file, your program should test the input file to ensure that data is of valid format (basic error detection) using Exception Handling.

4. You should consider using the Grids from Assignment 2 to make this easier. You do not need to have 4 grids for this but if you decide to use only two grids, you need to make sure you do not show the player the computer’s ship location when you display the grid after each turn.

5. Each component of the overall program should be modular.

1. Program should be fairly fault tolerant of user input and the appropriate user prompts and on-screen directions should be displayed

1. Split the program into multiple files based on the roughly categorized functionality or classes.

Extra Challenge / Extra Credit

Some of you may want an extra challenge to boost your abilities and have some interesting resume material. If you have completed all of the requirements above and want an additional challenge, you can incorporate fully sinking the ships and additional logic to be used by the computer when it makes a hit. After determining whether the shot was a hit or miss, you will then need to determine if the ship was sunk. In the simplified version of the game above, one torpedo hit sunk the ship. For the extra credit, you will need to accurately track all hits on a ship to determine if it was sunk. If it was sunk, you will need to tell the player, “you sunk my XXXship” where XXX indicates which type of ship and then displays the information as described in the simplified version above. Additionally, you will need to add logic to the random selection of torpedo shots for the computer. When the computer takes a random shot that hits a ship, the next series of shots will need to be logically selected until the hit ship is sunk.

 

If you do the extra credit, please note this in your documentation and make it clear in the running of the program, so we can give you up to 15% extra credit. (meaning you could get 115% on the project). Note: Since this is extra credit, it needs to meet a higher standard for full extra credit).

 

 

 

 

 

1

 
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ND Wk8

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Network Defense and

Countermeasures

by Chuck Easttom

Chapter 14: Physical Security and Disaster Recovery

 

 

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 2

Objectives

 Understand Physical Security

 Implement Physical Security

 Understand Disaster Recovery

 Understand Business Continuity

 

 

Definition: Physical Security

 The physical measures and their associated

procedures to safeguard and protect against:

 Damage

 Loss

 Theft

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 3

 

 

Required Physical Controls

 Perimeter and Building Grounds

 Building Entry Points

 Inside the Building – Building Floors / Offices

 Data Centers or Server Room Security

 Computer Equipment Protection

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 4

 

 

Examples of Threats

 Emergencies

 Fire and Smoke Contaminants

 Building Collapse or Explosion

 Utility Loss (Power, AC, Heat)

 Water Damage (Broken Pipes)

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 5

 

 

Fire Prevention

 Use Fire Resistant Materials for Walls, Doors, Furnishings, etc.

 Reduce the Amount of Combustible Papers Around Electrical Equipment

 Provide Fire Prevention Training to Employees  REMEMBER: Life Safety is the Most Important

Issue!

 Conduct Fire Drills on All Shifts So that Personnel Know How to Exit A Building

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 6

 

 

Fire Detection

 Automatic Dial-Up Fire Alarm

 System Dials the Local Fire or Police Department and

Plays a Prerecorded Message When a Fire is

Detected

 Usually Used in Conjunction with One of the Other

Type of Fire Detectors

 This Type of System Can Be Easily/Intentionally

Subverted

 Combinations are Usually Used for The Best

Effectiveness in Detecting a Fire

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 7

 

 

Fire Suppression

 Carbon Dioxide (CO2), Foam, Inert Gas and

Dry Power Extinguishers DISPLACE Oxygen

to Suppress a Fire

 CO2 Is a Risk to Humans (Because of

Oxygen Displacement)

 Water Suppresses the Temperature

Required to Sustain a Fire

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 8

 

 

Fire Suppression – Halon

 Halon Banned for New Systems Under 1987

Montreal Protocol on Substances that Deplete

the Ozone Layer

 Began Implementation of Ban in 1992

 Any New Installations of Fire Suppression systems

Must Use Alternate Options

 EU Requires Removal of Halon for Most Applications

 Halon Replacements:

 FM200,

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 9

 

 

Safety Fire Extinguishers

 Class A – Ordinary combustibles such as

wood or paper.

 Class B – Flammable liquids such as grease,

oil, or gasoline.

 Class C – Electrical Equipment

 Class D – Flammable Metals

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 10

 

 

Fire Suppression – Water

 Wet Pipe  Always Contains Water

 Most Popular and Reliable

 165° Fuse Melts  Can Freeze in Winter

 Pipe Breaks Can Cause Floods

 Dry Pipe  No Water in Pipe

 Preferred for Computer Installations

 Water Held Back by Clapper

 Air Blows Out of Pipe, Water Flows

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 11

 

 

Fire Suppression – Water

 Deluge

 Type of Dry Pipe

 Water Discharge is Large

 Not Recommended for Computer Installations

 Preaction

 Most Recommended for Computer Room

 Combines Both Dry and Wet Pipes

 Water Released into Pipe First Then After Fuse Melts in Nozzle the Water is Dispersed

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 12

 

 

What Is a Disaster

 Any natural or man-made event that disrupts

the operations of a business

in such a significant way that a considerable

and coordinated effort is required to achieve

a recovery.

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 13

 

 

How BCP and DRP

Support Security  BCP (Business Continuity Planning) and

DRP (Disaster Recovery Planning)

 Security pillars: C-I-A

 Confidentiality

 Integrity

 Availability

 BCP and DRP directly support availability

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 14

 

 

BCP and DRP Differences

and Similarities  BCP

 Activities required to ensure the continuation of

critical business processes in an organization

 Alternate personnel, equipment, and facilities

 Often includes non-IT aspects of business

 DRP

 Assessment, salvage, repair, and eventual

restoration of damaged facilities and systems

 Often focuses on IT systems

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 15

 

 

The Role of Prevention

 Not prevention of the disaster itself

 Prevention of surprise and disorganized response

 Reduction in impact of a disaster

 Better equipment bracing

 Better fire detection and suppression

 Contingency plans that provide [near] continuous

operation of critical business processes

 Prevention of extended periods of downtime

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 16

 

 

Running a BCP / DRP Project

 Main phases

 Pre-project activities

 Perform a Business Impact Assessment (BIA)

 Develop business continuity and recovery

plans

 Test resumption and recovery plans

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 17

 

 

Performing a Business

Impact Analysis  Asset Analysis

 Purchase cost, development cost, administrative

cost, maintenance cost.

 Survey critical processes

 Perform risk analyses and threat assessment

 Determine Maximum Tolerable Downtime

(MTD)

 Establish key recovery targets

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 18

 

 

RAID

 RAID 0 (striped disks) distributes data across multiple disks in a way that gives improved speed at

any given instant. NO fault tolerance

 RAID 1 mirrors the contents of the disks, making a form of 1:1 ratio realtime backup. Also called

mirroring

 RAID 3 or 4 (striped disks with dedicated parity) combines three or more disks in a way that protects

data against loss of any one disk. Fault tolerance is achieved by adding an extra disk to the array and

dedicating it to storing parity information. The storage capacity of the array is reduced by one disk

 RAID 5 (striped disks with distributed parity) combines three or more disks in a way that protects data

against the loss of any one disk. It is similar to RAID 3 but the parity is not stored on one dedicated

drive, instead parity information is interspersed across the drive array. The storage capacity of the

array is a function of the number of drives minus the space needed to store parity

 RAID 6 (striped disks with dual parity) combines four or more disks in a way that protects data against

loss of any two disks.

 RAID 1+0 (or 10) is a mirrored data set (RAID 1) which is then striped (RAID 0), hence the “1+0”

name. A RAID 1+0 array requires a minimum of four drives: two mirrored drives to hold half of the

striped data, plus another two mirrored for the other half of the data.

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 19

 

 

Backups

 Full – all changes

 Differential – all changes since last full backup

 Incremental – all changes since last backup of

any type

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 20

 

 

Summary

 Physical security involves lighting, locks,

fences, and physical access control.

 Fire suppression systems are an important

part of physical security.

 A Business Impact Analysis must be done

before disaster recovery.

 RAID is a fundamental part of fault tolerance.

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 21

 

 

Summary cont.

 Disaster Recovery Plans are aimed at

restoring full normal operations.

 Business Continuity Plans are designed to

maintain some level of operations until full

recovery can be achieved.

 Data backups are a significant part of fault

tolerance and disaster recovery.

© 2014 by Pearson Education, Inc. Chapter 14 Physical Security and Disaster

Recovery 22

 
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Excel Test

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QUESTION 1

  1. The ways that HLOOKUP formula works is searching down instead of across data. True
    False

0.9 points  

QUESTION 2

  1. The AND formula takes a list of Booleans and returns TRUE if all of them are true, and FALSE otherwise. True
    False

0.9 points  

QUESTION 3

  1. How would Excel evaluate the following formula? =OR(7<5, A2=6,NOT(“zebra”<=”tree”))? Assume that the formula is in cell D4, the workbook contains no circular references, and outside of cell D4 the workbook contains no errors.TRUEFALSEIt would return an errorThere is insufficient information to answer this question

1.4 points  

QUESTION 4

  1. One of the benefits of using the Table feature is that you’ll be able to see the column titles at every moment. True
    False

0.9 points  

QUESTION 5

  1. Use the brewery.xlsx file to answer the following question: How many total transactions took place at Beerland Amherst?3527425844258542194315939

0.9 points  

QUESTION 6

  1. Use the file Code_Enforcement_-_Building_and_Property_Violations.xlsx for this question.
    What is the total dollar amount of penalties for closed cases in Charlestown due to residents’ improper storage of trash (improper storage trash:res)?

1.4 points  

QUESTION 7

  1. Use the Brewery.xlsx file to answer the following question: What s the name of the beer with the highest Alcohol by Volume (ABV)?Half LordGear ShiftSheep MojoRed Salty HoserGnu Breath

0.9 points  

QUESTION 8

  1. The PivotTable functionality is located in the Data tab. True
    False

0.9 points  

QUESTION 9

  1. Use the Brewery.xlsx file to answer the following question: How many beers product names have order quantities between 3000 and 12000?75689

1.4 points  

QUESTION 10

  1. Which of the following functions returns a range of cells?OFFSETCOUNTAMATCHREDEFINENone of the given choices

0.9 points  

QUESTION 11

  1. A named range can be usedwhen creating chartsin formulasin functionsnone of the given choicesall of the given choices

0.9 points  

QUESTION 12

  1. Which of the following statements is correct if new data will be attached as a new row to the existing table?OFFSET( base cell, 0, 0, 1, COUNTA (larger range in row where potential data may appear) )OFFSET( base cell, 0, 0, COUNTA (larger range in row where potential data may appear),1)OFFSET( base cell, COUNTA (larger range in row where potential data may appear), 0, 0,1)OFFSET( base cell, 0, COUNTA (larger range in row where potential data may appear), 0,1)None of the given choices

1.4 points  

QUESTION 13

  1. One of the primarily characteristics of Solver is the mathematical relationship between the objective, the constraints, and the decision variables. True
    False

0.9 points  

QUESTION 14

  1. The Solver and Analysis Toolpak Add-ins are not built in to Excel. True
    False

0.9 points  

QUESTION 15

  1. Use solver to answer the following question: A manufacturing concern wishes to minimize its shipping costs between its 4 factories and 3 warehouses. Factory 1 supplies 1000 units per week and costs $5, $3, and $4 to ship each unit to Warehouses 1, 2, and 3 respectively. Factory 2 supplies 1200 units each week and costs $4, $3, and $3 to ship to Warehouses 1, 2, and 3. Factory 3 supplies 1500 units and costs $6, $2, and $5 to ship to the three warehouses. Factory 4 supplies 1800 units and costs $6, $2, and $4.
    If Warehouse 1 requires 3000 units per week, Warehouse 2 demands 1000, and Warehouse 3 demands 1500, what is the minimum it would cost them in shipping to fulfill each warehouse’s demand?
 
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Visio Networking Diagrams

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I need three network diagrams made from Visio.  I have attached the base of the network diagram that was turned in for the first assignment.  Here is the information about the company that I am creating the networking diagram for:

 

ABOUT US

Bit Consulting Services is a small computer consulting company with 15 employees that consult computer solutions with a variety of small to medium sized companies. Bit Consulting specializes in Cloud services and mobile technologies for companies wanting to be at the forefront of technology for their customer solutions. Contact us and we will show you why Bit Consulting Services is the best in business!

 

This first diagram has to add:

Update your corporate network diagram to include branch offices and remote sites.  If your company only has one site, you must assume that at least one executive insists on operating a home office. Also, assume that any manufacturing operations are located in a separate building/site.
Update your network infrastructure using Cisco Packet Tracer to reflect VPN technologies.
Update your network diagram to reflect VPN technologies.

The second diagram has to add:

Update your network diagram to include separate subnets for all major departments in your corporation. You will need to subnet appropriately to account for all workstations, printers, and servers for each network and subnet.

Ensure that all manufacturing systems are appropriately airgapped by including a separate router and VLAN for those departments.

 

The third diagram has to add:

Update your network diagram to include IPv6 network addresses and subnets.

 

 
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Homework Of Computer Networking

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CSE422 Section 002 – Computer Networking Fall 2018

Homework 2 – 50 points Sockets (10 points)

1. For a client-server application over TCP, why must the server program be executed before the client program?

2. For a client-server application over UDP, why may the client program be executed before the server program?

3. The UDP server shown in the course slides needed only one socket, whereas the TCP server needed two sockets. Why?

4. If the TCP server were to support N simultaneous connections, each from a different client host, how may sockets would the TCP server need?

5. You are creating an event logging service that will be handling event messages from multiple remote clients. This service can suffer delays in message delivery and even the loss of some event messages. Would you implement this using TCP or UDP? Why?

The HTTP GET message (10 Points) Consider the figure below, where a client is sending an HTTP GET message to a web server, gaia.cs.umass.edu.

Suppose the client-to-server HTTP GET message is the following:

GET /kurose_ross/interactive/quotation1.htm HTTP/1.1

Host: gaia.cs.umass.edu

Accept: text/plain, text/html, image/gif, image/jpeg, audio/basic,

audio/vnf.wave, video/mp4, video/wmv, application/*, */*

Accept-Language: en-us, en-gb;q=0.5, en;q=0.1, fr, fr-ch, zh, cs

If-Modified-Since: Wed, 10 Jan 2018 13:13:03 -0800

User Agent: Mozilla/5.0 (Windows NT 6.1; WOW64) AppleWebKit/535.11 (KHTML,

like Gecko) Chrome/17.0.963.56 Safari/535.11

Answer the following questions:

1. What is the name of the file that is being retrieved in this GET message?

2. What version of HTTP is the client running?

 

 

CSE422 Section 002 – Computer Networking Fall 2018

3. What formats of text, images, audio, and video does the client browser prefer to receive? [Note: for this and the following questions on browser media and language preferences, you will need to do a bit of additional reading on the Web. Here is a good place to start.]

4. What do the strings “application/*” and “*/*” signify in the Accept: header?

5. What languages is the browser indicating that it is willing to accept? [Note: you can look at your own browser preferences to get a listing of language codes.]

6. What is the meaning of the “relative quality factor,” q, associated with the various version of English? [Note: Here is a good place to start. See also [RFC 2616].]

7. What is the client’s preferred version of English? What is the browser’s least preferred version of English?

8. Does the browser sending the HTTP message prefer Swiss French over traditional French? Explain.

9. Does the client already have a (possibly out-of-date) copy of the requested file? Explain. If so, approximately how long ago did the client receive the file, assuming the GET request has just been issued?

10. What is the type of client browser and the client’s operating system? [Note: To answer this, you’ll need to understand the User Agent: header field. Here is a good place to start.]

The HTTP RESPONSE message (10 Points) Consider the figure below, where the server is sending a HTTP RESPONSE message back the client.

 

Suppose the server-to-client HTTP RESPONSE message is the following:

HTTP/1.1 200 OK

Date: Wed, 10 Jan 2018 21:23:35 +0000

Server: Apache/2.2.3 (CentOS)

Last-Modified: Wed, 10 Jan 2018 21:35:35 +0000

ETag:17dc6-a5c-bf716880.

Content-Length: 77385

Keep-Alive: timeout=41, max=92

Connection: Keep-alive

Content-type: image/html

Answer the following questions:

 

 

CSE422 Section 002 – Computer Networking Fall 2018

1. Is the response message using HTTP 1.0 or HTTP 1.1? Explain.

2. Was the server able to send the document successfully? Explain

3. At what date and time was this response sent?

4. When was the file last modified on the server?

5. How many bytes are there in the document being returned by the server?

6. What is the default mode of connection for HTTP protocol? Is the connection in the reply persistent or non-persistent? Explain.

7. What is the type of file being sent by the server in response?

8. Does the response message use separate keep-alive messages?

9. What is the name of the server and its version? List the advantages of the server used.

10. What is the timeout value for the response message?

DNS and HTTP delays (10 points) Before doing this question, you might want to review sections 2.2.1 and 2.2.2 on HTTP (in particular the text surrounding Figure 2.7) and the operation of the DNS (in particular the text surrounding Figure 2.19).

Suppose within your Web browser you click on a link to obtain a Web page. The IP address for the associated URL is not cached in your local host, so a DNS lookup is necessary to obtain the IP address. Suppose that four DNS servers are visited before your host receives the IP address from DNS. The first DNS server visited is the local DNS cache, with an RTT delay of RTT0 = 1 msecs. The second, third and fourth DNS servers contacted have RTTs of 31, 47, and 25 msecs, respectively. Initially, let’s suppose that the Web page associated with the link contains exactly one object, consisting of a small amount of HTML text. Suppose the RTT between the local host and the Web server containing the object is RTTHTTP = 14 msecs.

1. Assuming zero transmission time for the HTML object, how much time elapses from when the

client clicks on the link until the client receives the object?

 

 

CSE422 Section 002 – Computer Networking Fall 2018

2. Now suppose the HTML object references 7 very small objects on the same web server. Neglecting transmission times, how much time elapses from when the client clicks on the link until the base object and all 7 additional objects are received from web server at the client, assuming non-persistent HTTP and no parallel TCP connections?

3. Repeat 2. above but assume that the client is configured to support a maximum of 5 parallel TCP connections, with non-persistent HTTP.

4. Repeat 2. above but assume that the client is configured to support a maximum of 5 parallel TCP connections, with persistent HTTP.

5. What do you notice about the overall delays (taking into account both DNS and HTTP delays) that you computed in cases 2., 3. and 4. above?

Question: Reliable UDP data transfer (5 points) Is it possible for an application to enjoy reliable data transfer even when the applications run over UDP? If so, how?

Question: NAK-only vs ACK-only (5 points) Consider a reliable data transfer protocol that uses only negative acknowledgments. Suppose the sender sends data only infrequently. Would a NAK-only protocol be preferable to a protocol that uses ACKs? Why? Now suppose the sender has a lot of data to send and the end-to-end connection experiences few losses. In this case, would a NAK-only protocol be preferable to a protocol that uses ACKs? Why?

 
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1. How Many Different Estimating Techniques Were Discussed In The Case? 2. If Each Estimate Is Different, How Does A Project Manager Decide That One Estimate Is Better Than Another? 3. If You Were The Project Manager, Which Estimate Would You Use?

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APA FORMATE

ADD REFERENCES      AT END

Barbara just received the good news: She was assigned as the project manager for a project that her company won as part of competitive bidding. Whenever a request for proposal (RFP) comes into Barbara’s company, a committee composed mainly of senior managers reviews the RFP. If the decision is made to bid on the job, the RFP is turned over to the Proposal Department. Part of the Proposal Department is an estimating group that is responsible for estimating all work. If the estimating group has no previous history concerning some of the deliverables or work packages and is unsure about the time and cost for the work, the estimating team will then ask the functional managers for assistance with estimating.

Project managers like Barbara do not often participate in the bidding process. Usually, their first knowledge about the project comes after the contract is awarded to their company and they are assigned as the project manager. Some project managers are highly optimistic and trust the estimates that were submitted in the bid implicitly unless, of course, a significant span of time has elapsed between the date of submittal of the proposal and the final contract award date. Barbara, however, is somewhat pessimistic. She believes that accepting the estimates as they were submitted in the proposal is like playing Russian roulette. As such, Barbara prefers to review the estimates.

One of the most critical work packages in the project was estimated at twelve weeks using one grade 7 employee full time. Barbara had performed this task on previous projects and it required one person full time for fourteen weeks. Barbara asked the estimating group how they arrived at this estimate. The estimating group responded that they used the three-point estimate where the optimistic time was four weeks, the most likely time was thirteen weeks, and the pes- simistic time was sixteen weeks.

Barbara believed that the three-point estimate was way off of the mark. The only way that this work package could ever be completed in four weeks would be for a very small project nowhere near the complexity of Barbara’s project. Therefore, the estimating group was not con- sidering any complexity factors when using the three-point estimate. Had the estimating group used the triangular distribution where each of the three estimates had an equal likelihood of occurrence, the final estimate would have been thirteen weeks. This was closer to the fourteen weeks that Barbara thought the work package would take. While a difference of 1 week seems small, it could have a serious impact on Barbara’s project and incur penalties for late delivery.

 

1. ©2010 by Harold Kerzner. Reproduced by permission. All rights reserved.

 

Case Study 735 

 

Barbara was now still confused and decided to talk to Peter, the employee that was assigned to do this task. Barbara had worked with Peter on previous projects. Peter was a grade 9 employee and considered to be an expert in this work package. As part of the discussions with Barbara, Peter made the following comments:

I have seen estimating data bases that include this type of work package and they all esti- mate the work package at about 14 weeks. I do not understand why our estimating group prefers to use the three point estimate.

“Does the typical data base account for project complexity when considering the esti- mates?” asked Barbara. Peter responded:

Some data bases have techniques for considering complexity, but mostly they just assume an average complexity level. When complexity is important, as it is in our project, analogy estimating would be better. Using analogy estimating and comparing the complexity of the work package on this project to the similar works packages I have completed, I would say that 16–17 weeks is closer to reality, and let’s hope I do not get removed from the project to put out a fire somewhere else in the company. That would be terrible. It is impossible for me to get it done in 12 weeks. And adding more people to this work package will not shorten the schedule. It may even make it worse.

Barbara then asked Peter one more question:

Peter, you are a grade 9 and considered as the subject matter expert. If a grade 7 had been assigned, as the estimating group had said, how long would it have taken the grade 7 to do the job?

 
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Module 6 Discussion

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Module 6 Discussion Forum

Include at least 250 words in your posting and at least 250 words in your reply.  Indicate at least one source or reference in your original post. Please see syllabus for details on submission requirements.

Module 6 Discussion Question

Search “scholar.google.com” or your textbook. Include at least 250 words in your reply.  Indicate at least one source or reference in your original post.  Discuss ways organizations have built a CSIRT. What are the components to building an effective and successful CSIRT team?

Reply-1(Vindhya)

 

In the building, an effective and successful CSIRT the steps involved are as follows:

1. Buy-In and support of management are obtained: the creation of an effective incident response team becomes problematic and difficult without the support of the management. The support includes time, funding, and provision of resources to the team (D. Penedo, 2006). The important responsibility and function of the CSIRTs are obtaining managements perceptions and expectations.

2. The strategic plan of CSIRT development is determined: by dealing with the administrative issues and addressing the project management issues the development of CSIRT is to be managed.

3. Relevant information is gathered: the service needs of the organization and to determine the incident response the information is gathered. In gathering the information the resources available are inventories of assets and critical system, for enterprise the organization charts and functions of specific business, networks, and systems organizational topologies, plans of business-continuity or existing disaster recovery, the physical security breach of organization is notified by existing guidelines, existing plans of incident-management, regulations of institution or parental, and existing security policies and procedures.

4. CSIRT vision is designed: The key components of the CSIRT are identified by bringing the gathered information to incident response constituency needs. For creating, CSIRT vision the points to be followed are (Z. Yunos, 2016): Constituency identification, the goals, objectives, and mission of CSIRT are defined, CSIRT services are selected and provided to the constituency, the organizational model is determined, required resources are identified, and CSIRT funding is determined.

5. The vision of CSIRT is communicated: the operational plan and vision are communicated to constituency, management, and others involved in the operation and feedbacks are obtained. Communicating vision before implementation helps in identification of problems.

6. CSIRT implementation begins: the steps involved in implementation are the CSIRT staff is hired and trained, in supporting team the necessary infrastructure is built and equipment are bought, the initial set of CSIRT procedures and policies are developed, the specifications of incident-tracking system are defined and the forms and guidelines of incident-reporting are developed for a constituency.

7. CSIRT announcement: broadly announce to constituency when CSIRT is operational also include the operation hours and contact information.

8. The effectiveness of CSIRT is evaluated: information on effectiveness is gathered by including against other CSIRTs the benchmark, with constituency representatives the general discussions involved, on a periodic basis the surveys of evaluation are distributed to members of the constituency, and in evaluating the team the quality parameters or set of criteria created by an audit.

References:

D. Penedo (2006), Optimal Policy for Software Vulnerability Disclosure. Good practice guide for CERTs in the area of Industrial Control Systems – Computer Emergency Response Capabilities considerations for ICS.

Z. Yunos (2016), Creating and Managing Computer Security Incident Handling Teams (CSIRTs), CERT Training and Education Networked Systems Survivability Software Engineering Institute Carnegie Mellon University.

Reply-2 ( Glad)

 

CSIRT (Computer Security Incident Response Team) is a team within an organization which responds to threats or incidents as they occur within the organization. Their responsibilities include,

–          Maintaining and creating an incident response plan

–          Identifying, troubleshoot and remediation of any incidents

–          Communication methods for incident responses

–          Combing the organization and proactively identifying and physical or network security threats.

–          Recommending technologies, policy updates, governance updates based off the past threats

Keeping in mind the roles and responsibilities of this team, to build a team to perform these activities and own the responsibilities, the first step towards creating this team would be to buy management support to ensure they are in agreement with the creation of such a team and are on board to sign off on the resource allocation and budget as well as procedural aspects of building a CSIRT team.

The next step would be to create a strategic development plan on the various facets the team should possess and within which time frame team should be formed. The plan should be feasible and the timelines realistic and also care has to be taken to ensure the plan aligns with overall objectives of the organization.

After the strategic plan is developed, information should be gathered to ensure all aspects of the CSIRT team is covered based on the types of policies formulated, types of threats assessed and the services that are to be offered. The team will have to be picked based on the information at this stage.

Once the team is aligned and the vision is set, the vision of this team and its operations will have to be communicated within the organization to bring about an awareness on what this team could do.

Post the organizational wide announcement and policy implementation, the team goes live into operations and implements all the guidelines and procedures thereby serving the organization.

References:

Fuertes, W., Reyes, F., Valladares, P., Tapia, F., Toulkeridis, T., & Pérez, E. (2017). An Integral Model to Provide Reactive and Proactive Services in an Academic CSIRT Based on Business Intelligence. Systems, 5(4), 52. doi: 10.3390/systems5040052

Möller, K. (2007). Setting up a Grid‐CERT: experiences of an academic CSIRT. Campus-Wide Information Systems, 24(4), 260-270. doi: 10.1108/10650740710834644

 
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CS 210 Project 3 Grocery C++ And Python

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Hello,

Can anyone help me?  I am completely lost.

Competency

In this project, you will demonstrate your mastery of the following competency:

  • Utilize various programming languages to develop secure, efficient code

Scenario

You are doing a fantastic job at Chada Tech in your new role as a junior developer, and you exceeded expectations in your last assignment for Airgead Banking. Since your team is impressed with your work, they have given you another, more complex assignment. Some of the code for this project has already been completed by a senior developer on your team. Because this work will require you to use both C++ and Python, the senior developer has given you the code to begin linking between C++ and Python. Your task is to build an item-tracking program for the Corner Grocer, which should incorporate all of their requested functionality.

The Corner Grocer needs a program that analyzes the text records they generate throughout the day. These records list items purchased in chronological order from the time the store opens to the time it closes. They are interested in rearranging their produce section and need to know how often items are purchased so they can create the most effective layout for their customers. The program that the Corner Grocer is asking you to create should address the following three requirements for a given text-based input file that contains a list of purchased items for a single day:

  1. Produce a list of all items purchased in a given day along with the number of times each item was purchased.
  2. Produce a number representing how many times a specific item was purchased in a given day.
  3. Produce a text-based histogram listing all items purchased in a given day, along with a representation of the number of times each item was purchased.

As you complete this work, your manager at Chada Tech is interested to see your thought process regarding how you use the different programming languages, C++ and Python. To help explain your rationale, you will also complete a written explanation of your code’s design and functionality.

Directions

One of Python’s strengths is its ability to search through text and process large amounts of data, so that programming language will be used to manage internal functions of the program you create. Alternatively, C++ will be used to interface with users who are interested in using the prototype tracking program.

Grocery Tracking Program
Begin with a Visual Studio project file that has been set up correctly to work with both C++ and Python, as you have done in a previous module. Remember to be sure you are working in Release mode, rather than Debug mode. Then add the CS210_Starter_CPP_Code and CS210_Starter_PY_Code files, linked in the Supporting Materials section, to their appropriate tabs within the project file so that C++ and Python will be able to effectively communicate with one another. After you have begun to code, you will also wish to access the CS210_Project_Three_Input_File, linked in the Supporting Materials section, to check the functionality and output of your work.

As you work, continue checking your code’s syntax to ensure your code will run. Note that when you compile your code, you will be able to tell if this is successful overall because it will produce an error message for any issues regarding syntax. Some common syntax errors are missing a semicolon, calling a function that does not exist, not closing an open bracket, or using double quotes and not closing them in a string, among others.

  1. Use C++ to develop a menu display that asks users what they would like to do. Include options for each of the three requirements outlined in the scenario and number them 1, 2, and 3. You should also include an option 4 to exit the program. All of your code needs to effectively validate user input.
  2. Create code to determine the number of times each individual item appears. Here you will be addressing the first requirement from the scenario to produce a list of all items purchased in a given day along with the number of times each item was purchased. Note that each grocery item is represented by a word in the input file. Reference the following to help guide how you can break down the coding work.
    • Write C++ code for when a user selects option 1 from the menu. Select and apply a C++ function to call the appropriate Python function, which will display the number of times each item (or word) appears.
    • Write Python code to calculate the frequency of every word that appears from the input file. It is recommended that you build off the code you have already been given for this work.
    • Use Python to display the final result of items and their corresponding numeric value on the screen.
  3. Create code to determine the frequency of a specific item. Here you will be addressing the second requirement from the scenario to produce a number representing how many times a specific item was purchased in a given day. Remember an item is represented by a word and its frequency is the number of times that word appears in the input file. Reference the following to help guide how you can break down the coding work.
    1. Use C++ to validate user input for option 2 in the menu. Prompt a user to input the item, or word, they wish to look for. Write a C++ function to take the user’s input and pass it to Python.
    2. Write Python code to return the frequency of a specific word. It will be useful to build off the code you just wrote to address the first requirement. You can use the logic you wrote but modify it to return just one value; this should be a fairly simple change (about one line). Next, instead of displaying the result on the screen from Python, return a numeric value for the frequency of the specific word to C++.
    3. Write a C++ function to display the value returned from Python. Remember, this should be displayed on the screen in C++. We recommend reviewing the C++ functions that have already been provided to you for this work.
  4. Create code to graphically display a data file as a text-based histogram. Here you will be addressing the third requirement from the scenario: to produce a text-based histogram listing all items purchased in a given day, along with a representation of the number of times each item was purchased. Reference the following to help guide how you can break down the coding work:
    1. Use C++ to validate user input for option 3 in the menu. Then have C++ prompt Python to execute its relevant function.
    2. Write a Python function that reads an input file (CS210_Project_Three_Input_File, which is linked in the Supporting Materials section) and then creates a file, which contains the words and their frequencies. The file that you create should be named frequency.dat, which needs to be specified in your C++ code and in your Python code. Note that you may wish to refer to work you completed in a previous assignment where you practiced reading and writing to a file. Some of your code from that work may be useful to reuse or manipulate here. The frequency.dat file should include every item (represented by a word) paired with the number of times that item appears in the input file. For example, the file might read as follows:
      • Potatoes 4
      • Pumpkins 5
      • Onions 3
    3. Write C++ code to read the frequency.dat file and display a histogram. Loop through the newly created file and read the name and frequency on each row. Then print the name, followed by asterisks or another special character to represent the numeric amount. The number of asterisks should equal the frequency read from the file. For example, if the file includes 4 potatoes, 5 pumpkins, and 3 onions then your text-based histogram may appear as represented below. However, you can alter the appearance or color of the histogram in any way you choose.
      • Potatoes ****
      • Pumpkins *****
      • Onions ***
  5. Apply industry standard best practices such as in-line comments and appropriate naming conventions to enhance readability and maintainability. Remember that you must demonstrate industry standard best practices in all your code to ensure clarity, consistency, and efficiency. This includes the following:
    1. Using input validation and error handling to anticipate, detect, and respond to run-time and user errors (for example, make sure you have option 4 on your menu so users can exit the program)
    2. Inserting in-line comments to denote your changes and briefly describe the functionality of the code
    3. Using appropriate variable, parameter, and other naming conventions throughout your code

Programming Languages Explanation
Consider the coding work you have completed for the grocery-tracking program. You will now take the time to think more deeply regarding how you were able to combine two different programming languages, C++ and Python, to create a complete program. The following should be completed as a written explanation.

  1. Explain the benefits and drawbacks of using C++ in a coding project. Think about the user-focused portion of the grocery-tracking program you completed using C++. What control does this give you over the user interface? How does it allow you to use colors or formatting effectively?
  2. Explain the benefits and drawbacks of using Python in a coding project. Think about the analysis portions of the grocery-tracking program you completed using Python. How does Python allow you to deal with regular expressions? How is Python able to work through large amounts of data? What makes it efficient for this process?
  3. Discuss when two or more coding languages can effectively be combined in a project. Think about how C++ and Python’s different functions were able to support one another in the overall grocery-tracking program. How do the two function well together? What is another scenario where you may wish to use both? Then, consider what would happen if you added in a third language or switched Python or C++ for something else. In past courses, you have worked with Java as a possible example. What could another language add that would be unique or interesting? Could it help you do something more effectively or efficiently in the grocery-tracking program?

#include <Python.h>
#include <iostream>
#include <Windows.h>
#include <cmath>
#include <string>

using namespace std;

/*
Description:
To call this function, simply pass the function name in Python that you wish to call.
Example:
callProcedure(“printsomething”);
Output:
Python will print on the screen: Hello from python!
Return:
None
*/
void CallProcedure(string pName)
{
char *procname = new char[pName.length() + 1];
std::strcpy(procname, pName.c_str());

Py_Initialize();
PyObject* my_module = PyImport_ImportModule(“PythonCode”);
PyErr_Print();
PyObject* my_function = PyObject_GetAttrString(my_module, procname);
PyObject* my_result = PyObject_CallObject(my_function, NULL);
Py_Finalize();

delete[] procname;
}

/*
Description:
To call this function, pass the name of the Python functino you wish to call and the string parameter you want to send
Example:
int x = callIntFunc(“PrintMe”,”Test”);
Output:
Python will print on the screen:
You sent me: Test
Return:
100 is returned to the C++
*/
int callIntFunc(string proc, string param)
{
char *procname = new char[proc.length() + 1];
std::strcpy(procname, proc.c_str());

char *paramval = new char[param.length() + 1];
std::strcpy(paramval, param.c_str());

PyObject *pName, *pModule, *pDict, *pFunc, *pValue = nullptr, *presult = nullptr;
// Initialize the Python Interpreter
Py_Initialize();
// Build the name object
pName = PyUnicode_FromString((char*)”PythonCode”);
// Load the module object
pModule = PyImport_Import(pName);
// pDict is a borrowed reference
pDict = PyModule_GetDict(pModule);
// pFunc is also a borrowed reference
pFunc = PyDict_GetItemString(pDict, procname);
if (PyCallable_Check(pFunc))
{
pValue = Py_BuildValue(“(z)”, paramval);
PyErr_Print();
presult = PyObject_CallObject(pFunc, pValue);
PyErr_Print();
}
else
{
PyErr_Print();
}
//printf(“Result is %d\n”, _PyLong_AsInt(presult));
Py_DECREF(pValue);
// Clean up
Py_DECREF(pModule);
Py_DECREF(pName);
// Finish the Python Interpreter
Py_Finalize();

// clean
delete[] procname;
delete[] paramval;

return _PyLong_AsInt(presult);
}

/*
Description:
To call this function, pass the name of the Python functino you wish to call and the string parameter you want to send
Example:
int x = callIntFunc(“doublevalue”,5);
Return:
25 is returned to the C++
*/
int callIntFunc(string proc, int param)
{
char *procname = new char[proc.length() + 1];
std::strcpy(procname, proc.c_str());

PyObject *pName, *pModule, *pDict, *pFunc, *pValue = nullptr, *presult = nullptr;
// Initialize the Python Interpreter
Py_Initialize();
// Build the name object
pName = PyUnicode_FromString((char*)”PythonCode”);
// Load the module object
pModule = PyImport_Import(pName);
// pDict is a borrowed reference
pDict = PyModule_GetDict(pModule);
// pFunc is also a borrowed reference
pFunc = PyDict_GetItemString(pDict, procname);
if (PyCallable_Check(pFunc))
{
pValue = Py_BuildValue(“(i)”, param);
PyErr_Print();
presult = PyObject_CallObject(pFunc, pValue);
PyErr_Print();
}
else
{
PyErr_Print();
}
//printf(“Result is %d\n”, _PyLong_AsInt(presult));
Py_DECREF(pValue);
// Clean up
Py_DECREF(pModule);
Py_DECREF(pName);
// Finish the Python Interpreter
Py_Finalize();

// clean
delete[] procname;

return _PyLong_AsInt(presult);
}

void main()
{
CallProcedure(“printsomething”);
cout << callIntFunc(“PrintMe”,”House”) << endl;
cout << callIntFunc(“SquareValue”, 2);

}

import re

import string

def printsomething():

print (“Hello from python!”)

def PrintMe(v):

print(“You sent me: ” + v)

return 100;

def SquareValue(v):

return v * V

 
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Artificial Inteligence Assignment

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Unit 3 A

Be sure to carefully follow the syntax and semantics of each representational scheme.

 

For pictorial/graphical representations, you may hand draw them, scan them, and import them into your document. Or, you may use the drawing tools available in your software app.

 

For quantifiers in predicate logic, feel free to use A and E if you are unable to produce the specialized symbols (∀ and ∃)

 

For help with logic, review the handout online. There are many other resources available on predicate logic, for example: http://www.cs.odu.edu/~toida/nerzic/content/logic/pred_logic/intr_to_pred_logic.html

 

1)

Represent the following facts as a set of frames:

“The aorta is a particular kind of artery which has a diameter of 2.5 cm.

An artery is a kind of blood vessel.

An artery always has a muscular wall, and generally has a diameter of 0.4 cm.

A vein is a kind of blood vessel, but has a fibrous wall.

Blood vessels all have tubular form and contain blood.”

 

2)

Represent the following facts in the language of predicate logic:

Every apple is either green or yellow.

No apple is blue.

If an apple is green then it is tasty.

Every man likes a tasty apple.

 

3)

“Herbert is a small hippopotamus who lives in Edinburgh zoo.  Like all hippopotamuses he eats grass and likes swimming.” Represent the above:

· as a semantic network;

· in predicate logic

For quantifiers, feel free to use “A” and “E” if you are unable to produce the specialized symbols

 

 

Unit 3 B

1. Develop a simple set of rules for diagnosing respiratory symptom diseases given patient symptoms, using the following knowledge of typical symptoms. Describe how a simple backward chaining interpreter could be used to go through the possible diagnoses, asking the user questions about their symptoms. If you have an expert system shell available, try implementing a simple diagnosis system based on the above.

· Influenza: Symptoms include a persistent dry cough and a feeling of general malaise.

· Hayfever: Symptoms include a runny nose and sneezing. The patient will show a positive reaction to allergens, such as dust or pollen.

· Laryngitis: Symptoms include a fever, a dry cough, and a feeling of general malaise. A “laryngoscopy” will reveal that the person has an inflamed larynx.

· Asthma: Symptoms include breathlessness and wheezing. If it is triggered by an allergen, such as dust or pollen, it is likely to be “extrinsic asthma”. “Intrinsic asthma” tends to be triggered by exercise, smoke or a respiratory infection.

2. What do you think are the main problems and limitations of the rule-set developed for the question above? What additional knowledge might be useful to deal with more complex or subtle diagnoses?

 

 

 

 

 

 

 

Unit 3 E

 

 

In exercise 1, create the parse tree for each sentence. Sentences which can be recognized will have a complete parse tree while unrecognized sentences will have incomplete parse trees. Be sure to indicate which sentences are recognized.

 

In exercise 2, list the full DCG notation for the extended grammar. Test your grammar by using Amzi prolog.

 

Amzi Prolog allows DCG to be input directly. Therefore, you can enter your grammar exactly as you would create it for problem #2, page 123. For example, you can enter:  sentence –> np(N), vp(N).  etc.

The only “trick” is how to specify the sentence to check for proper grammar. Here’s how:

?- sentence([word1,word2,word3,etc],[]).

note the use of square brackets within the parentheses, each word of the sentence is entered between commas, and the final argument [] (open bracket, close bracket). Thus to check whether “All rabbits eat carrots” is syntactically correct, enter

?- sentence([all,rabbits,eat,carrots],[]).

 

Examples:

?- sentence([the,rabbit,eats,the,carrot],[]).

yes

?- sentence([rabbit,the,carrot,eats,the],[]).

no

 

Submit the .pro file as text copied within the document you submit here. Please upload one document with all exercise answers along with your name and ID#

 

The following is a grammar of a subset of English in DCG notation:

· sentence –> np(N), vp(N).

· np(N) –> det, noun(N).

· vp(N) –> verb(N), np(_).

· noun(s) –> [carrot].

· noun(s) –> [rabbit].

· noun(p) –> [rabbits].

· verb(s) –> [eats].

· det –> [the].

1. Which of the following sentences can be recognized with this Grammar?

· The carrot eats the carrot.

· The rabbits eats the carrot.

· The rabbit eats carrots.

For each sentence which is recognized by the grammar, show its parse tree.

2. Extend the grammar to handle sentences like the following. “All” and “some” should be treated as kinds of determiner (det).

· All rabbits eat carrots.

· Some rabbits eat the carrot.

· The rabbit eats every carrot.

The grammar should NOT allow sentences that are grammatically incorrect because a plural noun (e.g. carrots) is used with a determiner that can only be used with singular nouns (e.g., a, every) or vice versa, e.g.,

· All rabbit eat the carrot.

· A rabbits eat the carrot

· Every rabbits eat the carrots.

Try out your grammar using Prolog.

 

Unit 4 B

Apply the difference operator mask on page 129 to the image on page 128. Notes: use a threshold of 2; use the absolute value of the difference operation; the resulting matrix will be 7×7 rather than 8×8 (as the original is).

 

List the resulting matrix and show your work in computing it. This is a difficult assignment; don’t panic, but work carefully and deliberately.

Please find another attachment for text book

 

Unit 1 D

After you have thoroughly read sections 11.1 – 11.3 in chapter 11 of Computer Science: An Overview. Answer the following questions:

https://eembdersler.files.wordpress.com/2010/09/computer_science_an_overview_11th1.pdf

1. Draw the search tree that is generated by a breadth-first search in an attempt to solve the eight-puzzle from the following start state without the assistance of any heuristic information.  Continue the tree for 5 levels or until a solution is obtained.

  1 3
4 2 5
7 8 6

2. Draw the search tree that is generated by the best-fit algorithm below in an attempt to solve the eight-puzzle from the state shown in the first problem if the number of tiles out of place is used as a heuristic.

. Establish the start node of the state graph as the root of the search tree and record its heuristic value.

. While(the goal note has not been reached)do

2. [Select the leftmost leaf node with the smallest heuristic value of all leaf notes.

2. To this selected node attach as children those nodes that can be reached by a single production.

2. Record the heuristic of each of these new nodes next to the node in the search tree]

. Traverse the search tree from the goal node up to the root, pushing the production associated with each arc traversed onto a stack..

. Solve the original problem by executing the productions as they are popped off the stack.

· Draw the search tree that is generated by the best-fit algorithm as detailed in the previous question in an attempt to solve the eight-puzzle from the following start state, assuming the heuristic used is as follows: Measure the distance each tile is from its destination and add these values to obtain a single quantity.

 1 2 3
5 7 6
4   8

· When solving the eight-puzzle, why would the number of tiles out of place not be as good a heuristic as the one described in the question above.

 
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