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Write a program that declares a struct to store the data of a football player (p

Write a program that declares a struct to store the data of a football player (player’s name, player’s position, number of touchdowns, number of catches, number of passing yards, number of receiving yards, and the number of rushing yards).
Declare an array of 10 components to store the data of 10 football players.
Your program must contain a function to input data and a function to output data. Add functions to search the array to find the index of a specific player, and up-date the data of a player. (You may assume that the input data is stored in a file.) Before the program terminates, give the user the option to save data in a file. Your program should be menu driven, giving the user various choices.
An example of the program is shown below:
Select one of the following options: 1: To print a player’s data 2: To print the entire data 3: To update a player’s touch downs 4: To update a player’s number of catches 5: To update a player’s passing yards 6: To update a player’s receiving yards 7: To update a player’s rushing yards 99: To quit the program 1 Enter player’s name: Bill Name: BillPosition: Quarter_Back; Touch Downs: 70; Number of Catche
s: 0; Passing Yards: 8754; Receiving Yards: 0; Rushing Yards: 573 Select one of the following options: 1: To print a player’s data 2: To print the entire data 3: To update a player’s touch downs 4: To update a player’s number of catches 5: To update a player’s passing yards 6: To update a player’s receiving yards 7: To update a player’s rushing yards 99: To quit the program 99 Would you like to save data: (y,Y/n,N) N

Final Project No unread replies.No replies. In the final weeks of the quarter yo

Final Project
No unread replies.No replies.
In the final weeks of the quarter yo

Final Project
No unread replies.No replies.
In the final weeks of the quarter you will be asked to showcase what you have learned by asking and answering a geographic question using the GIS skills you have developed throughout the quarter. In comparison with the labs, on the final project you will be expected to demonstrate a greater degree of autonomy so step-by-step instructions will not be provided. Instead you will be given a choice of four project options, each with broad instructions/guidance.
Regardless of the topic you choose, each student is expected to use at least two spatial analysis tools in QGIS and to write up a report between 500 and 1000 words explaining the specific question you asked and the context around it (introduction including research question), how you went about answering it (methodology), and what you found (results). Your report must include at least one map you made to illustrate your findings. Option 1: Gentrification in SeattleSeattle is one of the fastest gentrifying cities in the US. As of 2020, it was the third fastest gentrifying city behind Washington D.C. and Portland, OR. You can read more about gentrification in Seattle in this article from Urban@UWLinks to an external site.. In this option you are asked to use Census data to examine patterns of gentrification in Seattle. You learned how to access and clean up Census data in Lab 6. Explore the data available there and decide on a more specific research question (Ex. Which neighborhoods are gentrifying the most? Is gentrification slowing down or speeding up? How has the demographic composition of the city changed between 2010 and 2020? How does gentrification in Capital Hill differ from gentrification in Ballard? etc.) and devise a plan for how to analyze Census data to answer your question using the GIS skills you have developed over the course of the quarter. As with each option, you’ll produce a report and a map to illustrate your findings.
Option 2: Social Determinants of Health in Washington StateSocial determinants of health are the physical, economic, and social conditions of the environments in which people live that affect the overall health of a community. They include things like access to education, economic stability, access to transportation, insurance rates, the built environment, etc.
In this option, you are asked to use Washington State Department of Health data to examine the social determinants of health affecting people in Washington State. The Washington State Department of Health provides a wide variety of data on social determinants of health and health disparities, organized into an online map interfaceLinks to an external site.. Explore the data available there (note that you can download any dataset there by clicking on the bar graph to the right of the data layer in the topics table of contents) and decide on a more specific research question (Ex. How does the distribution of poverty compare with the geography of superfund sites? What is the spatial relationship between lead exposure risk and poor health outcomes? Is there a correlation between food deserts and high Body Mass Index? etc.). Devise a plan for how to analyze the data to answer your question using the GIS skills you have developed over the course of the quarter. As with each option, you’ll produce a report and a map to illustrate your findings.
Option 3: Ecological Change in Washington StateEcological change and disturbances to the environment can happen very quickly or over extended periods of time. In recent years, Washington State has faced changing patterns of precipitation, wildfires, heatwaves, and other environmental phenomena, each with their own ecological effects. In this option, you are asked to use Washington State Department of Natural Resources data to examine the spatial patterns of environmental and/or ecological change in Washington State. The Washington State Department of Natural Resources has a collection of data available to the public hereLinks to an external site.. Explore the data available there and decide on a more specific research question (Ex. How has the geography and scale of wildfires changed in recent decades? How are conservation areas distributed in the state? How are natural hazards (volcanoes, earthquakes, landslides) distributed in the state? etc.). Devise a plan for how to analyze the data to answer your question using the GIS skills you have developed over the course of the quarter. As with each option, you’ll produce a report and a map to illustrate your findings.
Option 4: Cartographer’s ChoiceDo you have your own idea of a geographic question you want to ask and answer? If so, you are welcome to do a project outside of the bounds of the three options above. If you choose this option, please first verify that you can find the data you’ll need and then share your proposed research question/data with the teaching team to verify that it is appropriate for this project.
Project Instructions
Regardless of which option you choose above, each student should:
Identify a specific research question (using the options above for guidance)
Collect secondary data and bring it into QGIS
Perform at least two spatial analysis operations (ex. spatial query, overlay (union, intersection, difference), non-overlay (buffer, dissolve, clip), raster calculation, etc.) Please note that table join and table query are not spatial queries.
Produce a map that demonstrates the results. Your map should include all map elements. Write a 500-1,000 report explaining the specific question you asked and the context around it (introduction including research question), how you went about answering it (methodology), and what you found (results)
Projects should be submitted on Canvas by Tuesday, Mar 5, at 11:59 pm.
Peer Review (15pts, Mar 6, in class)
After submitting your final project, you’ll be able to see the submissions of the other students. Offer peer feedback and/or reflections on any of your peers’ project submissions. One constructive and encouraging peer review is worth 5 points and you can earn up to 15 points for peer review. Timeline: Week 8:
Read the final project instructions.
Set your research question / acquire data/load data onto QGIS
Open a Word document, add a screenshot of QGIS map view displaying your data (layers), and write your research question, data source, and methodology with two spatial queries.
Submit the Word document by Feb. 23, 11:59 PM at (20 points )
Week 9:
Perform analysis produce a map Write a report
Week 10:
Mar. 4: Final Project Work Day, No In-Person class, ZOOM Q & A Session Submit your project by Mar. 5, 11:59 PM
Give feedback/reflection on Mar. 6, in class (up to 15 points, 5 points per one peer review)

I need some help with my C++-code-project. The code is almost ready but I need h

I need some help with my C++-code-project. The code is almost ready but I need help with the last parts and some checkups if the instructions havebeen followed. I need the ready code with the changes. Check the special requirements of this task, they must be followed. I am not sure about if I have the map-structure or struct-structure.

Final Project No unread replies.No replies. In the final weeks of the quarter yo

Final Project
No unread replies.No replies.
In the final weeks of the quarter yo

Write 2 programs, one in C and one in MIPS assembly language that: prints your n

Write 2 programs, one in C and one in MIPS assembly language that:
prints your n

Write 2 programs, one in C and one in MIPS assembly language that:
prints your name which is (AAA )and Red ID which is (1290341)
inputs an integer number from the keyboard
shifts the input number equivalent to multiplying it by 8Shifting a binary number left or right is the same as multiplying or dividing by a power of 2. Similarly in decimal numbers moving the decimal point right or left is the same as multiplying or dividing by a power of 10. The point is to use a shift operation, not a multiply instruction.
prints the result
You must submit THREE files:
1) Your .asm MIPS assembly file named as: HW2-YourName.asm
2) Your main.c source file
3) A brief report document file in .pdf .doc or .docx including:
a description of the program
a screen shot showing both C and MIPS programs working
the .c and .asm source code MUST be pasted into the doc file

The instructions are in the README.md file attached. To configure the file in yo

The instructions are in the README.md file attached. To configure the file in your IDE, please use the CMakeLists.txt file to configure it. There are test cases based on arguments which could be found in main.cpp within the int runTest() function. Also, you need to set the working directory of the project in your IDE to the path of the project that is located on your computer. Otherwise. the test cases used to test the project are not going to work. Please note that the project contains multiple folders with different files. Be sure to open the project in your IDE with all the different folders at one place. Some of them include a JSON file and others include C++ code.

Question 1: Count the number of spaces and stars on each line for the above exam

Question 1: Count the number of spaces and stars on each line for the above example and come
up with a sequence of operations that will construct the figure. Repeat this process for a figure
with a height of 9 and line thickness of 7.
Question 2: Looking at the above examples and the numbers in the function calls for drawing
these, identify the pattern(s) in the sequence(s) of dashes and gaps. What would be the sequence
for a height ’h’ and thickness ’t’?
Question 3: Construct the loop for this process using psuedocode ( not on Raptor). Pseudocode
is an artificial and informal language that helps programmers develop algorithms. This video is a
helpful introduction.
Question 4: Write a C++ program that implements the flowchart using a for loop. Use the
printchars function described above. In a script session, display (“cat”) the code, compile, and
test it. Upload the answers to questions 1, 2 and 3, the .cpp file and the script file into a folder
named Lab5

Question 1: Count the number of spaces and stars on each line for the above exam

post

Cellular Respiration: Measuring Energy Consumption During Exercise Lab Reporting Worksheet
In science, reporting what has been done in a laboratory setting is incredibly important for communicating, replicating, and validating findings. However, writing scientific reports can be a little overwhelming. There is a set of agreed-upon components that the scientific community requires when reporting scientific research. Answer the following questions to describe what occurred during the lab you conducted in Labster. Be sure to use complete sentences and descriptions that fully represent what you experienced. Writing a lab report is less about being correct or incorrect than it is accurately reporting what happened and why. So, do not worry about reporting data that might seem counterintuitive or unexpected. Focus on clearly communicating what you did and what you observed.
Write your answers on a new line.
Title
What was the title of the lab you completed?
What was the subject you were trying to understand better in the lab?
What information from the textbook and classroom is relevant for the subject you were trying to gain a better understand of in the lab? Identify the concepts and explain how they are related to the lab topic.
During the lab, what information from the theory section provided additional background information about the subject? (To review the theory section, launch the lab and click the Theory tab on the top of the data pad). Identify the concepts and explain how they are related to the lab topic.
Most scientific observation involves examining phenomena or processes. What phenomenon or process were you observing in the lab? What were you able to change and explore? What did the simulation not allow to change?
You have already described the phenomenon or process you studied in the lab in the previous section. Now, take some time to fully describe the steps you took during the lab. Do not include the process of you logging into the lab in your description. For this virtual lab, a short, high-level summary will suffice.
Describe some of the observations you made. What did you write down or keep track of? What did each of your senses observe during the lab process? What did you see (e.g., changes in colors, movement, shapes, sizes, patterns)? What, if anything, did you measure? What did you hear (e.g., sounds from reactions, collisions, error messages)? What did your lab character touch? Did you notice anything that seemed unexpected? Did you notice anything that you did not expect to observe?
Which parts of the lab required you to think more than others and required more time? Which parts were simple and completed easily?
What did you notice about the phenomenon or process you explored?
Describe any information about the phenomenon or process that you learned.
During your lab, what happened that might have had an impact on the accuracy of your observations? Did the simulation alert you that an error was occurring? If so, how did you resolve it?
The discussion section also is used to summarize big ideas from the lab. What were the important learnings about the phenomenon or process from the lab?
After scientists have identified how the new knowledge fits into the old knowledge, they discuss the implications of the new information for moving forward. In this class, the purpose of study is to learn some foundational science ideas represented by the course learning outcomes. Review the course learning outcome aligned to this lab in the assignment directions in Blackboard. How is the information from this lab related to the course learning outcome? What knowledge has the lab supported you with learning that is related to this course learning outcome?
Following scientific research, scientists usually come up with new questions that result from what they learned. These new questions often end up leading to new research in the future. What additional scientific things do you wonder about after completing and writing about your lab experience?
Topic
Background Information
Method
Describing what you did during a lab supports other scientists in replicating your work. It is through this consistent replication that scientists are able to see repeating patterns and develop ideas that help move science forward. When you discuss your observations, in a later section, you will have to describe, in detail, what you did. You may also have to describe what choices you made, why you made them, and any concerns about things that occurred that were unexpected. To have enough information to do this, you need to keep very detailed notes. What doesn’t seem important in the moment may end up being something that explains your findings later. A benefit of conducting virtual labs when learning science, is that many potential errors are controlled for you. The virtual lab environment often will alert you if something is not going the way it should. This does not occur in non-virtual settings. The virtual lab setting can be very helpful to learners for this reason. However, we still need to practice documenting so those skills are practiced for the lab experiences when technology will not be there as a coach.
Observations
Many lessons learned from scientific research come from the reporting and analysis of data and observations. This part of scientific reporting requires detailed descriptions of technical information and observations, as well as high-level synthesis of information. High-level synthesis requires a mastery of foundational content in the related scientific field and a complementary mastery in some field of quantitative and/or qualitative analysis. For this report, let’s focus on big picture patterns.
Discussion
The discussion section is used to explain why things might have happened the way that they did in your research. Here, scientists describe any potential anomalies or mistakes and why they think they may have occurred.
Conclusion
The conclusion section of a lab report describes how the learnings from the lab research fit in to prior scientific knowledge. This is done by comparing new information to previously known information that was identified in the section of your report that discusses background information.
Review the background information section of your report from above and describe how the results of your labdraft,post,Write a 6-7 page analysis of theoretical models and their use in developing global teams and resolving conflicts in diverse workpdraft

If your question involves coding, make sure to specify additional information su

If your question involves coding, make sure to specify additional information such as language version, compiler to be used, external libraries, etc