Coin Change Problem

Step-by-step Guides to reach Dynamic Programming Solution
The following are step-by-step guides to finish this lab. Answer all questions in red in this document, and modify/extend the code as instructed. In the end, submit this document on Blackboard, and the coin_change.cpp on autograder.

Compile and run the starter code first, and understand the solutions given for UnlimitedCoinChange( ).

To investigate whether dynamic programming can be used to improve its performance, we check if it has two characteristics: overlapping optimal substructure and overlapping subproblems. (Ref: CLR textbook, see the RodCuttingExplained reading posted on the weekly schedule page).

* Optimal substructure refers to the fact that (optimal) solutions to a problem incorporate (optimal) solutions to related subproblems, which we may solve independently. Another way to put it is that the problem has a recursive solution.

Can you write a formula for the mv, which denotes the minimum number of coins required to make value v with the given set of coins? If v cannot be expressed with the set of coins, mv is infinite.

* Overlapping subproblem: Add cout statement to the function, to display a line such as the following whenever the function is called:
UnlimitedCoinChange (value=14) called
Compile and run your program, and note all instances where UnlimitedCoinChange is called to solve a problem multiple times (a.k.a., overlapping subproblems) below:

What are the overlapping subproblems you found?

2. To avoid recomputing overlapping subproblems, we will use a table to store subproblem solutions.

Analyze the UnlimitedCoinChange( ) function, as an algorithm, what are its input and output? Which input parameter(s) are not changed, and which input parameters are varying during the recursive calls?

int UnlimitedCoinChange (const vector & coins, int value)

b. Design the table to use following the guideline:

The table used by dynamic programming provides a lookup: given a subproblem’s input, it tells us the subproblem’s solution.

We typically use array or vector, where the index is the subproblem’s input, and the value of the array/vector element is the subproblem solution.

vector subProblemSolutions; //subProblemSolutions[i] tells us the minimum number of coins that we can make value=i with; if a certain value cannot be expressed with the coins, its entry should be set to INT_MAX

Draw the subProblemSolution table used for UnlimitedCoinChange(…, value=31,..) below. Show the size of the table, what’s stored in the table entry. Note that you don’t need to fill in the table’s entries, just illustrate using an example or two.

vector coins{3, 5, 6, 10};

3. Tabulation version:

Write a new function, unlimitedCoinChange_Tabulation() that solves the problem using the tabulation approach. The following is the pseudocode:

//Return the minimum number of coins we need to use to make the given @value, assuming there are unlimited supplies for each type of coins given by @coins.
int UnlimitedCoinChange_Tabulation (const vector & coins, int value)
{
//1. Declare the table (see step 2 above)

//2. Based upon the base cases from UnlimitedCoinChange, fill out the initial entries of the table

//3. Write a for loop to solve all problems, from smallest (1) to largest (value)
For (int cur_v=2; cur_v<=value; cur_v++) { // solve subproblem cur_v, and store the solution in the table //Note: use the optimal substructure found in step 1 } //4. Return solution stored in table for @value } 4. Develop a Memoization approach following the instruction below Write a wrapper function, in which we declare and initialize the table, and then call the recursive function Int UnlimitedCoinChange_Wrapper (const & coins, int value)
{
//1. Declare and initialize all entries to -1, meaning all problems are not yet solved

//2. Call memoized recursive solution, and return what’s returned by the function
}

Extend UnlimitedCoinChange to the following memoized version:
int UnlimitedCoinChange_Memoized (const vector & coins, int value, vector & subProblemSolutions)
Note that to memoized a recursive function, do the following:
At the entry to the function, check the table to see the current problem has been solved before or not. If so, return the table entry; if not, proceed.
At the exit point of the function (i.e., before each return statement), stores the result in the table.

5. How are the optimal solutions achieved?

Now, consider how to extend dynamic programming solutions above so that we not only report a) The minimum number of coins required, but also b) the coins used to make a given value.

a). In pure recursive solution given, this is done by taking best subproblem solution and append to it the branch that leads to the subproblem (the i-th coin)

//General case of UnlimitedCoinChange
int curMin = INT_MAX; //we don’t have a solution yet

//used to save “current subproblem solution”
vector curBest;
int curSol;

for (int i=0;i coins{3, 5, 6, 10};

1). Only draw two levels of the tree (root node, and its child nodes).
2). Label what’s returned by each child node (both the int value, and the value of curBest vector)
Note: you don’t need to trace each recursive call to the base case.
3). Follow logic of the above general case, to find out what’s returned by the root.
4). Mark which branch of the root node yields the best solution

b).(Extra Credit) In Dynamic Programming, we just store the current option (the branch in the decision tree) taken at each subproblem in a second table:

vector subProblemSolution; //as before
vector firstCoinUsed; //which branch (as in recursion solution) leads to optimal solution?

The second table provides a lookup: for a value to make it maps to the first coin to use (that leads to an optimal solution eventually) in the decision tree.

Based upon your work in step a) above, show the content of subProblemCoinUsed[31], I.e., what’s the first coin to use in the decision tree that leads to optimal solution?

c). (Extra Credit) Extend your memorized solution so that the subProblemCoinUsed table is used to store all “first coin” used.

int UnlimitedCoinChange_WrapperExtended (const & coins, int value)
{
//1. Declare and initialize both tables: all entries to -1, meaning all problems are not yet solved

//2. Call memoized recursive solution, and return what’s returned by the function
//3. Use the firstCoinUsed table to output all coins used
}

int UnlimitedCoinChange_MemoizedExtended (const vector & coins, int value, vector & subProblemSolutions, vector & firstCoinUsed)

selective incapacitation

Format of Paper:
Section 1. Introduction
Section 2. Literature Review (Each source/reference used is basically summarized in this section about what was discussed in that particular article, journal, or book)
Section 3. How often is selective incapacitation used in the court system?
Section 4: Reliability of selective incapacitation
Section 5. Recent changes in how selective incapacitation is presented in court
SUBTITLES MUST BE USED IN THIS SECTION. THE AMOUNT OF SUBTITLES DEPENDS ON HOW MANY CHANGES YOU DISCUSS.
a) xxxxx
b)xxxxx
c) xxxxx
Section 6. Conclusion
Section 7. Reference Page

References must be peer-reviewed, and scholarly. At least 5 references

In Section 5, each subtitle will be a recent change in how selective incapacitation is presented. Then you discuss the recent change. There have to be at least 3 recent changes discussed.

Define APV and how it differs from NPV

The capital budgeting decision techniques discussed so far all have strengths and weaknesses; however, they do comprise the most popular rules for valuing projects. On the other hand, valuing an entire business requires that some adjustments be made to various pieces of these methodologies. As an example, in valuing a business, one frequently used alternative to Net Present Value (NPV) is called Adjusted Present Value (APV). Research other popular business valuation models.

Define APV. How does it differ from NPV?
Identify and discuss at least two other business valuation models that are popular.

Use the template provided. Follow APA format, including a title page, introduction, conclusion, citations, and 4 references (two should be peer-reviewed references). See the attached PPT file. Turnitin report of no more than 20% similarity index is required.

The Consequences of Ideas Paper Assignment

READ:
Sproul, R.C. (2000). The Consequences of Ideas: Understanding the Concepts that Shaped our World (redesign). Wheaton, IL: Crossway. ISBN: 9781433563775.

The Consequences of Ideas Paper Assignment Overview
For The Consequences of Ideas Paper Assignment, you will write a 3-4 page summary of R.C. Sproul’s book The Consequences of Ideas and apply the main themes of the book to your research area in DEVELOPMENTAL PSYCHOLOGY.
The Consequences of Ideas Paper Assignment should be in current APA format. The Consequences of Ideas Paper Assignment must address the following:
· A summary of the main thesis and/or themes of the book. Summarize what you have read as if you were the author boiling down the book into 500 words. In this section, you are to show how you comprehend the purpose of the book by writing a clear, concise summary of the text, using material from the book to support your claims.
· A discussion of how the key themes of the book apply to your research area. How does what R.C. Sproul present about ideas over time matter to your specific research focus?
The Consequences of Ideas Paper Assignment must also include a title page and reference page in current APA format. The Consequences of Ideas Paper Assignment must include an introduction and conclusion in addition to the body as outlined above. The title page and reference page are not included in the 3–5 pages requirement.
Be sure to review the criteria on The Consequences of Ideas Paper Grading Rubric before beginning The Consequences of Ideas Paper Assignment.

Negligence in patient provider relationship

Critial Analysis + Research
“Patient and Provider Relationships”

The purpose of the assignment is to mobilize what you’ve learned in class, and what you explored in your previous writing assignments, in order to advance a clear, original argument about the patient provider relationships in the course reading. You will be evaluated on the following four criteria: overall argument and clear thesis statements; analyze and support; research; and mechanics.

THEME / TOPIC
Patient- provider relationships are meant in the broadest sense possible, covering person-to-person interactions as well as the medical industry relationship to patients, more publicly conceive. In other words, you are invited to write about any aspect of the relationship (it’s absence or presents, it’s health, it’s consequences, is development, challenges or triumph, and so on) between patients and providers that our course reading frames: Politics, patient outcomes, negligence, Intimacy, music, race, history, religion, family, friendship, gender, consent, grief, eavesdropping, obligation , sex, etc. Whatever you’re central concern, your task is to write a well-design, well-developed, paper that offers Close readings of significant moments from your chosen text as evidence to support your reading / arguments

SPECIFIC REQUIREMENTS
5 Pages, double spaced, 1 inch margins, and carefully, meticulously proofread. 12 PT times new Roman font. 1 inch margin, 12 point font. Use MLA formatting for your citations. You will be evaluated on the following criteria: Relevance to the prompt; arguments and thesis, analyze and support (research + close reading), Organization and structure, and mechanics.

Whatever your essential concern (topic / theme) becomes, this is an argumentative, thesis-directed paper, one backed up by evidence from the text and at least three secondary sources your evidence comes not just from dropping in relevant passages from the text, but in your producing a thoughtful, detailed reading (or analysis) of those passages. therefore, you are required to “paraphrase, and some rational primary sources at least 4 to 6 times as you build your argument (properly format in MLA style w/ a works cited page). I encourage you to explore the library’s online databases, especially “chasiti,” “proquest one academic,” and “project muse” for relevant sources related to your text and topic. you are encouraged to synthesize and organize the information you gathered from these sources into your analysis. Use ML a formatting for your citations.

at some point, your paper should bring two texts from this class into conversation with one another where you should focus on one central text like The immortal life of Henrietta lacks in your paper, I am asking you to take the ideas from another text and said them into conversation. For example, how can you use Mary Shelley in Frankenstein to think through skloot the immortal life of Henrietta lacks? The point is to read one text by the light of another. To be clear, this is not a comparative paper, however, skt does this, and Shelly does that! Rather, the point is to use one takes in its ideas to help produce or frame a reading of another

What is a Critical Analysis?
A critical analysis is it thoughtful, careful, detailed analysis of specific moments in a piece of literature. You should devote real time and attention to the language of the text, it analyzes the words on the page to talk about how meaning is made. This kind of Analysis is one of the central components of nearly all successful critical essays and involves the unpacking of something complex by offering deliberate, Close attention to language and form.
A critical analysis is always a good argument, you are asking the reader to see and interpret the text your way. your analysis will be directed towards how the theme you have identified is developed through the work, what the work says about the theme, the significance of the theme in the work, and/or what the author is saying about the theme. as you analyze the literary work, support your assertions with examples from the text and how this relates to the overall work. Your evidence comes not just from dropping in relative passages from your primary source, but in your producing and analysis of the passages you believe best illustrates your topic

What is Research?
this is an argumentative paper, one backed up by evidence from the text, it should also be backed up by at least one secondary source that is to be cited in your paper. Your secondary sources can come from scholarly books or articles published in peer reviewed journals. Someone’s personal blog or a student study side like grade saver or SparkNotes do not count as Peer reviewed. Set up a meeting with a librarian (UTM librarians are specialists and are here to support the research of the university that includes your work), or browse the relevent shelves at the main library; draw on the library’s online database catalog (for example, “jstor,” “proquest one academic,” and “project muse”) for relevant sources related to your text and topic. your goal is to synthesize and organize the information you gather from these sources into your analysis by drawing on a larger scholarly conversation.

Here are some suggestions: you might take a thematic approach to your paper and discuss a recurring idea that you believe is central. For example, you might trace empathy, or death, vanity, racism, illusion, etc. and how it effects our readings of a particular text / its notion of the relationships between patients and providers. you may choose to concentrate on a specific image or metaphor and trace is development throughout the text. Alternatively, eggs yourself what historical events or determinats seem especially Crucially read present it or grappled with by your primary text? What aspects of this history do you want to investigate? Whatever the case may be, your analyst should be focused enough than what you are demonstrating to your reader is clear, A good indication of this will be whether or not your thesis statement is focused in specific.

How to begin: you should try to define in as focused A manner as possible the question you will be asked about your primary choice text. You may wish to begin with a broad question (e.g., “what is the role of violence in Frankenstein? “) and refine this question into a series of more focused ones (e.g.,”How is it significant that both Frankenstein and he’s a monster how about taking life in the novel?” and “why or how does violence blonde Dr. Frankenstein to his creation, and the monster to the doctor?”) The more you can refined your questions now, the better able you will be determined a productive area to which to pursue research. You will also see yourself up to produce a focus, coherent argument when you write your paper.

hb

Jazz at Lincoln Center an Wynton Marasalis

Discuss the entire concert (not only one piece or one segment) in your report. Feel free to write in the first person to describe your experiences and to express your opinions. Please structure your report as an essay (not as a series of numbers and answers).
Each paper must have four distinct sections, as outlined below. You must include the aspects that are underlined. The questions following can be used as a launching point to guide the discussion and reflection of your experience. Your paper shouldn’t just be a list of answers to these questions, but provide a detailed description of your experience that reflects the knowledge that you have gained in this class throughout the semester.
1. Basics (15 points):
• The paper is at least four full pages, double-spaced, and discusses the basics of the concert listed
below: up to 5 points
• Proof of concert attendance has been demonstrated by an attached program/ticket stub (COVID:
up to 5 points
• Paper has correct punctuation, spelling, and grammar: up to 5 points
Each grammatical error will deduct one point.
If research material is used from outside the textbook (like the program, for example), please include a citation of the material. Use MLA citation format. If you need help with this citation type, please see: http://library.madonna.edu/research/citation-guides
Describe the basics of the performance, including type, compositions, performers, and location. • When and where did the concert take place?
• How many pieces were performed, and what were they called? (include movements)
• Who were the performers? (ensemble name, soloist names, conductor)
• What type of instruments were played or what type of vocal parts were featured?
• Was there any special purpose to the concert?
• You may include some historical background on the composer and the compositions, but
keep it brief. The focus of this paper is your concert experience.
2. Musical Observations (45 points):
Provide THREE musical observations PER PIECE discussed.
• This should be the bulk of the paper. You’ll want to describe all of the compositions that
appeared on the program (see note below). Explain what they sounded like, the musical elements they contained, and what the performances were like.
• Use the musical vocabulary and concepts we have been learning in class to comment on the music that you are hearing, especially those present in Chapters 1-5.
• Some topics you might want to consider include: rhythm, meter, tempo, pitch dynamics, timbre, scales, melody, harmony, texture, tonality, mode, musical form, character, and musical style.
• Compare the pieces from this performance with other pieces you have studied in the class. You may want to look for a piece by the same composer, the same style period, or the same genre from the performance.
or other
suitable substitution, including a digital image of the program or accessing the material electronically)
:
If the performance involves more than three complete works, or if it is a full-length opera or musical, you may choose three selections (works/scenes/songs) to discuss. The pieces you choose are up to you, however they should be selected from both the first and second halves of the program.
3. Cultural Observations (20 points):
Comment on the behavior of the musicians and audience members as they engage in the concert ritual/tradition.
• Were there any interesting interactions that happened with the musicians, or between the performers and the audience? Was there anything that was confusing/fascinating to you?
• How was the attention of the audience? Quiet? Attentive? Distracting? Bored? Excited? • Is this type of concert experience new to you? Does this experience change the way
you think about live musicians and classical music?
• What do you feel is gained or lost by experiencing the music live instead of a
recording? Do you have a preference?
• What kind of behavioral expectations do performers and audiences bring to the concert?
How are these expectations satisfied or frustrated?
4. Personal Experience (20 points):
Discuss the personal experience that you had to the performance as a whole, discussing each work and its impact upon you.
• What was the emotional reaction you had to each piece? Is what you expected? Did one selection affect you differently than the others?
• What aspect of the experience made the biggest impression on you?
• Did you ever feel uncomfortable? Why? What part of the experience needs to change for you to feel
better about the experience?
• How does the emotional experience of a classical show compare to that of a concert
type you are more familiar with (like rock/pop/jazz.)
• Did this experience change your opinions of classical music?
• How do you see yourself interacting with classical music in the future?
• Would you ever attend another classical concert in the future? Why or why not?

College Scholarship Essay

Please write a 500-word essay: Please provide a situation where you demonstrated selflessness to your
fellow man/woman? In this situation, describe how you empowered them while showing compassion.

What is a Persuasive Essay Anyway?

What is a Persuasive Essay Anyway?
The general goal of an argument is to persuade a target audience to understand a position or take action. While arguments are often thought of as hostile interactions, attempts to persuade misguided or foolish people of their mistakes, or yelling matches, a formal academic argument presents a single perspective in an objective manner, supported by thoughtful research, in an attempt to engage in a productive academic conversation that is attempting to reach a greater understanding of the truth.
For our persuasive essay, you are going to pick a local concern (something that is happening either near the school or near your home) and persuade the local community to take a first step (or next step) in fixing the problem. This requires that you both establish the concern as a problem that needs to be addressed and that your solution is the right course of action. You don’t need to solve the problem, just start the community on the right path.
A word of caution about arguments: it is easy to assume that you should choose an argument that you feel very strongly about. While this can, no doubt, help you be interested in the subject matter and enthusiastically support your claim, it can also make it difficult for you to empathize with an audience who doesn’t currently agree with you. Since your subject is someone who currently disagrees with you, make sure to choose a topic where you can see both sides clearly.
The Basics
This is the master list of requirements for the essay to not earn a F. If these elements are present, you are guaranteed to make a 50 or higher.
Clearly identify a topic (see Selecting a Topic below)
Make a claim
Build a 3-point academic argument
Be free of logical fallacies
Utilize an objective tone throughout
Support the claim logically
Incorporate three scholarly database articles or library e-books
Demonstrate an understanding of and counter the opposing viewpoint in a separate body paragraph directly before the conclusion
Present a call to action in the conclusion (see Call to Action below)
Be 1500-words long
Thing to watch out for
You may not use first person (I, me, my, mine), first person plural (we, us, our), or second person (you, your, you’re). Only third person should be used throughout the entire essay. However, there is one exception! In this essay, you may use second person once in the call to action.
Call to Action
In the conclusion, you must present a call to action – a single action that an individual reader can take after reading the essay if your persuasion was successful. The call to action should be a single sentence that presents the audience with an action that is small (requires little time commitment, cost, or preparation) and actionable (something the reader can do the second they are done reading the essay) while still requiring a first step (or next step) of commitment from the reader. Below are five common calls to action that you should avoid (with small, actionable, commitment-focused alternatives that work!):
writing a letter (use engaging in a discussion instead)
thinking (use attending a lecture or meeting instead)
passing a law (use voting instead)
imposing taxes (use researching current funding instead)
providing funding (use donating instead)
What Is the Subject?
You should select a topic that you are able to discuss in an academically objective manner since you must first acknowledge the complexity and nuanced nature of the issue and fully empathize with the perspectives, ideals, and morals of the person you are trying to persuade. This means that you must be able to respect and understand people who disagree with your position. You should watch out for topics that can create pathos-heavy essays. Topics that you are very passionate about, that evoke overwhelming emotions in you, or that you often find yourself avoiding because it creates a lot of stress for you are usually topics that make it hard for you to avoid an overabundance of pathos in your essay. However, attempting to wrangle with delicate, current, and “hot button” topics can often be the enjoying and engaging if you decide to take on the challenge.
You are free to select any topic that can reasonably be discussed with your classmates as long as it is locally focused. This means that if you want to persuade your audience that global warming is a concern and offer a first step for tackling the issue, you must do so from a Ft. Worth perspective, not a global one. How does global warming impact Ft. Worth? What is a next step that a person in Ft. Worth could take right now, by themselves, the second they put down your essay?
Who Is the Audience?
Your primary audience for this argument disagrees with you, either your claim or your action, but is willing to be persuaded by your argument. They could also be put off if you strongly insult their current position.
And You? Who… are You?
As the writer, it is your job to dive in headfirst as an expert on your subject. You must be empathetic and unbiased but hold a clear and consistent view, supported by facts and logic, about the best course of action.
You will need to use three secondary library sources. This source should be about your subject. Only one block quotes (quotes longer than 4 lines) may be used, but it cannot be longer than 8 lines. Source material should not make up more than 30% of the total words in the essay. Incorporating secondary source material into the draft will be a significant focus of the grading for this draft.
Last, you need to be a professional in your research, organization, and writing. This doesn’t mean you can’t be funny (that often helps, depending on your audience), it means that you cannot be sloppy. Poor paragraphing, typos (especially in the product name), guessing about things (no, really, don’t do this), and using overly casual or chatty language are all things that will kill the reliability of your evaluation. This is a dangerous spiral to fall into, because, in the end, all of your argument relies on you being dependable and professional. If you lose that, your analysis becomes a salvage operation with the reader trying to pick and choose what to believe, what to trust, and what to toss aside. The reader should never have to decide this. Even if they disagree with you, the reader should be able to respect your analysis and chalk the disagreement up to different perspectives on the importance of the success of the elements or bias in the ad itself.
A Note About Organization
Your argument will begin by introducing the topic, establishing the context of the topic being argued, and establishing your claim in the thesis statement. The thesis must be the last sentence of the introduction
Each paragraph should address one point of support for the thesis each, establishing the idea for each point of support and using secondary source information. Each paragraph should begin with a topic sentence that links the paragraph to the introduction, and incorporates both your own logic and source material to support the topic sentence. The last body paragraph must establish an empathetic understanding of the opposing viewpoint, while also countering that argument.
Finally, you will conclude with a clear reminder about the claim made at the beginning of the essay, discuss the topic briefly with the reader now that they have a greater understanding of your argument, and present the call to action.
Alright, how do I get an “A”
Every essay starts at 75 if they meet “The Basics” listed at the top. That’s average. To get an “A” or a “B,” you need to display:
Exceptional writing
spot-on word choice (this means accuracy, not showy vocabulary; clear is best)
phrasing (easy to follow, clever, clear without being blunt)
fluid flow of ideas between each sentence (logically move the reader along the essay path)
narrow and purposeful sentence-by-sentence focus
the reader is never left
trying to figure out what something means
guess about the idea
or getting whiplash from a sudden or artificial transition… and that includes slapping in transition words
Mastery of the material
thorough investigation of the subject
thorough understanding of the category
thorough understanding of the assignment (above)
clear understanding of the previous material in the course
These two things can earn you the extra 25 points necessary to take your 75 to a 100.
You should also be sure that your essay is free of any higher and lower order concerns. Higher order concerns are issues with your thesis, paragraphs, topic sentence, and organization. Lower order concerns are issues with spelling, grammar, punctuation, and usage. Both of these can tank your grade the extra 25 points necessary to hit 50 (at which point I stop).
Overall, what you are aiming at is something that is professional and without bias. Your final draft should be useful to a person who is interested in understanding persuasion in ads in general. Don’t forget the primary audience in the chase for the “good read,” however. An entertaining analysis that doesn’t help someone understand how the persuasion in the ad works isn’t an analysis.