using mips assembly language Write and test a MIPS function to do si.pdf

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using mips assembly language Write and test a MIPS function to do single-precision floating- point multiplication using only integer instructions. The function fmul should receive its parameters in $a0 and $a1 (as single-precision floating-point numbers) and produce its result in $v (as single-precision float). You cannot use the floating-point multiply instruction mul.s to do the multiplication. Only integer instructions are allowed. Extract the fields, multiply, normalize, round, and pack the final result in $v0. You should also make sure to handle special cases: Zero, infinity, and NaN - Overflow and underflow Round the result to the nearest even, which is the default rounding mode in IEEE 754 standard. This is the only rounding mode that should be supported. Write a main function to input two floating-point numbers and move their values into $a0 and $a. It should then call the fmul function to compute and return the floating-point product in $v0. Move the floating-point product in $v0 into floating-point register $f12 and print it. Then use the mul.s instruction to compute the floating-point product and print it. Compare the two results to ensure the correctness of the fmul function. A sample run should look as follows. Allow the user to repeat the execution of the program. Enter 1st float: 5.2e12 Enter 2nd float: 7.3e+13 Result of fmul: 379.6 Result of mul.s: 379.6 Repeat (Y/N)?.

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Using Martelles Chapters 12-14, please describe the impact of WWII on life in Detroit. How did things improve (over the GD)? What happened when African Americans started moving beyond the boundaries of segregated neighborhoods? What was the impact of the post-WWII boom on the city? Finally, what were two errors, according to Martelle, that took place post WWII that set up the city for catastrophe in subsequent decades?.

Using Martelle�s Chapters 12-14, please describe the impact of WWII .pdf

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Using a Blackjack game that has the classes/entities Blackjack, Card, CardDeck, Game, Rank, Suit. Using the java code create/provide the classes/entities to create a UML Class diagram that uses aggregation, inheritance, and composition. The diagram should have the necessary classes, associations, and multiplicities. The diagram also depicts an architecture that follows the principles of OOD such as cohesion, coupling, delegation, and encapsulation..

Using a Blackjack game that has the classesentities Blackjack, Card.pdf

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Using an Arduino microcontroller to code the following project: Detect a person's presence and trigger electrical items to flicker on and off sporadically. Do this with physical computing using: - two digital inputs (this could be a button, light sensor, toggle) - two LEDs (or a motor, or something else you can turn on/off) - code to make it blink in different patterns depending on which button(s) is pressed Please write the code using Arduino that would complete this project and explain the steps to complete the physical computing on a controller board..

Using an Arduino microcontroller to code the following projectDet.pdf

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Use the internet to find an example of a chart or graph.Insert an .pdf

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Use "The Wobblies" video as a guide: https://www.youtube.com/watch?v=K7fDSzQcIuE&t=1s&ab_channel=LaSoliFilms 1.What is the IWW? Roughly, during what period of history did the IWW start? 2.What did the IWW members want? What were their goals? 3. What kinds of tactics and strategies did the IWW employ to achieve their goals? 4. How were the IWW and its actions portrayed in the media? What explains this portrayal? 5. What happened to the IWW and its leadership? 6. What tactics did the opponents of the IWW use to go after the IWW?.

Use The Wobblies video as a guide httpswww.youtube.comwatchv.pdf

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Use the singly linked list class introduced in the lab to implement integers of unlimited size. Each node of the list should store one digit of the integer. You are to implement the addition, subtraction and multiplication operations. Please note that any additional data structure to be used in solving this problem has to be taken from the ones introduced in the ICS 202 lab. In addition, provide a test class that will do the following: It will keep asking the user to enter two integers, choose one of the operations (addition, subtraction, multiplication) and then display the result. The program will stop upon entering the # character (without the double quotes). this singly linked list class: public class SLL { private class SLLNode { private T info; private SLLNode next; int value; public SLLNode() { this(null, null); } public SLLNode(T el) { this(el, null); } public SLLNode(T el, SLLNode ptr) { info = el; next = ptr; } } protected SLLNode head, tail; public SLL() { head = tail = null; } public boolean isEmpty() { return head == null; } public void addToHead(T el) { head = new SLLNode(el, head); if (tail == null) tail = head; } public void addToTail(T el) { if (!isEmpty()) { tail.next = new SLLNode(el); tail = tail.next; } else head = tail = new SLLNode(el); } public T deleteFromHead() { // delete the head and return its info; if (isEmpty()) return null; T el = head.info; if (head == tail) // if only one node on the list; head = tail = null; else head = head.next; return el; } public T deleteFromTail() { // delete the tail and return its info; if (isEmpty()) return null; T el = tail.info; if (head == tail) // if only one node in the list; head = tail = null; else { // if more than one node in the list, SLLNode tmp; // find the predecessor of tail; for (tmp = head; tmp.next != tail; tmp = tmp.next) ; tail = tmp; // the predecessor of tail becomes tail; tail.next = null; } return el; } public void delete(T el) { // delete the node with an element el; if (!isEmpty()) if (head == tail && el.equals(head.info)) // if only one head = tail = null; // node on the list; else if (el.equals(head.info)) // if more than one node on the list; head = head.next; // and el is in the head node; else { // if more than one node in the list SLLNode pred, tmp;// and el is in a nonhead node; for (pred = head, tmp = head.next; tmp != null && !tmp.info.equals(el); pred = pred.next, tmp = tmp.next) ; if (tmp != null) { // if el was found; pred.next = tmp.next; if (tmp == tail) // if el is in the last node; tail = pred; } } } @Override public String toString() { if (head == null) return "[ ]"; String str = "[ "; SLLNode tmp = head; while (tmp != null) { str += tmp.info + " "; tmp = tmp.next; } return str + "]"; } public boolean contains(T el) { if (head == null) return false; SLLNode tmp = head; while (tmp != null) { if (tmp.info.equals(el)) return true; tmp = tmp.next; } return false; } public int size() { if (head == null) return 0; int count = 0; SLLNode p = head; w.

Use the singly linked list class introduced in the lab to implement .pdf

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Use the Plan X and Plan Y tax schemes to complete the following tabl.pdf

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Use the pervious question to answer question 4. Suppose that in carrot plants, the I gene controls root length while the c gene controls root colour. Each gene has two alleles. The I+allele gives long roots while I homozygotes have short roots. I+is dominant to I. Homozygosity for the c+allele gives dark-orange carrots while homozygosity for the c allele gives white carrots. c+and c are incompletely dominant. A pure-breeding strain of long, dark-orange carrots is crossed with purebreeding short, white carrots. What are the genotype and phenotype of the F1 generation? 1+1+c+c+; long, dark-orange Ilcc; short, white I+lcc; long, white 1+l+c; long, light-orange 1+1+c+c; long, light-orange Question 4 9 pts For the carrots in the above question... Two individuals from the F1 generation are crossed to produce the F2 generation. What is the phenotypic ratio of the F2 generation? [Hint: Draw a Punnett Square to show the genotypes and predict the phenotypic ratio seen in the F2 generation]. 3 long, dark-orange; 6 long, light-orange; 3 long, white; 1 short, dark-orange; 2 short, light-orange; 1 short, white 3 long, dark-orange; 3 long, light-orange; 6 long, white; 1 short, dark-orange; 2 short, light-orange; 1 short, white 3 long, dark-orange; 6 long, light-orange; 3 long, white; 1 short, dark-orange; 1 short, light-orange; 2 short, white 6 long, dark-orange; 3 long, light-orange; 3 long, white; 1 short, dark-orange; 2 short, light-orange; 1 short, white.

Use the pervious question to answer question 4. Suppose that in car.pdf

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Use the information below to Develop/draw a Systemigram for environmental water pollution. Drivers: These are the underlying causes or factors that lead to water pollution. They include industrial processes, agricultural practices, urbanization, transportation, natural events, and household practices. Pollution sources: These are the specific activities or practices that directly contribute to water pollution. They include industrial waste discharge, agricultural runoff, sewage disposal, stormwater runoff, oil spills, and littering. Pathways: These are the routes by which pollutants enter water bodies. They include surface runoff, direct discharge, atmospheric deposition, and groundwater infiltration. Impacts: These are the negative effects of water pollution on the environment, human health, and the economy. They include harm to aquatic life, degraded water quality, reduced recreational opportunities, and economic losses. Mitigation measures: These are the actions that can be taken to reduce or prevent water pollution. They include improved wastewater treatment, reduced use of hazardous chemicals, better agricultural practices, increased public awareness and education, and better regulatory enforcement. Monitoring and evaluation: This is the process of tracking progress in reducing water pollution and assessing the effectiveness of mitigation measures. It involves collecting data on water quality, monitoring pollution sources, and evaluating the success of mitigation measures. Stakeholders: These are the groups and individuals who have an interest in reducing water pollution. They include government agencies, industry groups, environmental organizations, and the general public. Effective collaboration and engagement of stakeholders is essential for successful water pollution reduction efforts..

Use the information below to Developdraw a Systemigram for enviro.pdf

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Use the phylogeny below to determine whether each statement is true or false. Then drag and drop the appropriate term. 1. The numbers on the phylogeny are called nodes and represent ancestors. blank 2. Species B is equally related to species A and C. blank 3. Species C is the ancestor of species D and E. blank 4. Species D is most closely related to species E. blank 5. The most recent common ancestor of species A and C is 1. blank 6. A group consisting of species A and B is monophyletic. blank 7. A group consisting of species C and D is monophyletic. blank 8. Species E is the most advanced species on this phylogeny. blank The blanks are either filled with true, or false..

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Use the input function to ask the user for a positive, whole number. Then use a for loop to generate a vector containing as many elements of the following sequence as the user requested. For example, if the user entered 7 then your program should generate a vector containing: 1/2 3/4 5/6 7/8 9/10 11/12 13/14 The numerator of the sequence starts at 1 and is always odd. The denominator starts at 2 and is always even. Both the numerator and denominator go up by two each time..

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Use the code below from the previous assignment that we need to extend just follow the instructions above. ***Make sure after you are done to show the output of your results*** main.cpp #include #include "Contact.h" int main() { // create Contact object using parameterized constructor Contact c1("Barbara", "Liskov", "Huberman", "404 Ridgeway Dr", "NC", "27403", "336-274- 3344"); // show contact details c1.showContact(); cout << endl; // create Contact object using default constructor Contact c2; // test the overloaded input and output operators cin >> c2; cout << endl; cout << c2; return 0; } Address.h #ifndef ADDRESS_H #define ADDRESS_H #include using namespace std; // create a class named Address class Address { private: // private instance variables string streetAddress, state, zip; public: // default constructor Address() { // initialize instance variables with empty strings streetAddress = ""; state = ""; zip = ""; } // parameterized constructor Address(string streetAddress, string state, string zip) { // initialize instance variables to given parameters this->streetAddress = streetAddress; this->state = state; this->zip = zip; } // copy constructor Address(const Address &a) { streetAddress = a.streetAddress; state = a.state; zip = a.zip; } // setters for all instance variables void setStreetAddress(string streetAddress) { this->streetAddress = streetAddress; } void setState(string state) { this->state = state; } void setZip(string zip) { this->zip = zip; } // getters for all instance variables string getStreetAddress() { return streetAddress; } string getState() { return state; } string getZip() { return zip; } // method to display the address void showAddress() { cout << streetAddress << "\n" << state << " " << zip << endl; } // declare the overloaded input and output operators friend ostream &operator<<(ostream &out, const Address &a); friend istream &operator>>(istream &in, Address &a); }; // define the overloaded output operator ostream &operator<<(ostream &out, const Address &a) { out << a.streetAddress << "\n" << a.state << " " << a.zip << endl; return out; } // define the overloaded input operator istream &operator>>(istream &in, Address &a) { cout << "Enter street address: "; getline(in, a.streetAddress); cout << "Enter state: "; getline(in, a.state); cout << "Enter zip: "; getline(in, a.zip); return in; } #endif Contact.h #ifndef CONTACT_H #define CONTACT_H #include #include "Name.h" #include "Address.h" using namespace std; // create a class named Contact class Contact { private: // private instance variables Name name; Address address; string phone; public: // default constructor Contact() { // initialize phone with empty string phone = ""; } // parameterized constructor Contact(string first_name, string last_name, string middle_name, string streetAddress, string state, string zip, string phone) { // initialize name and address to given strings setName(first_name, last_name, middle_name); setAddress(streetAddress, state, zip).

Use the code below from the previous assignment that we need to exte.pdf

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Use este estudio de caso para responder las siguientes preguntas. CASO CAPTULO 1: INTRODUCCIN A LA INVESTIGACIN EMPRESA DE CARAMELOS LAROCHE En 1864, Henricus Laroche comenz a hacer chocolate de alta calidad en su cocina en Ooigem, Blgica. Henricus aprendi su oficio en una famosa tienda de chocolates en Pars, y l y su esposa comenzaron a hacer chocolate en barras, obleas y otras formas poco despus de que Henricus regresara a Blgica para iniciar su propio negocio. El pueblo belga amaba el chocolate de Laroche y el xito inmediato le llev pronto a aumentar sus instalaciones de produccin. Henricus decidi construir una fbrica de chocolate en Kortrijk, una ciudad cercana en la provincia flamenca de Flandes Occidental. Con la produccin en masa, la compaa pudo reducir los costos por unidad y hacer que el chocolate, que alguna vez fue un artculo de lujo, fuera asequible para todos. The Laroche Candy Company floreci, ampli sus lneas de productos y adquiri empresas relacionadas durante las siguientes dcadas. En un siglo, la empresa se haba convertido en el principal fabricante de dulces de Blgica y empleaba a ms de 2.500 personas. En la actualidad, The Laroche Candy Company es uno de los mayores fabricantes de productos de confitera de chocolate y sin chocolate de Europa. Bajo el liderazgo actual de Luc Laroche, la empresa se ha vuelto verdaderamente innovadora. Adems, la empresa ha adoptado un enfoque muy proactivo para la planificacin de marketing y, por lo tanto, es un competidor feroz en un mercado cada vez ms global. La cantidad de productos que la empresa produce y comercializa ha aumentado drsticamente; en este momento hay ms de 250 artculos de Laroche Candy distribuidos internacionalmente a granel, bolsas y cajas. Luc Laroche, nacido en 1946, es la quinta generacin de su familia en dirigir The Laroche Candy Company. Es tataranieto del fundador de la empresa, Henricus Laroche, y actual presidente y director ejecutivo de la empresa. Pero Luc est a punto de jubilarse. Ha planeado dejar de trabajar en dos o tres aos. Mientras que retirarse del poder es algo muy difcil de hacer para muchas personas, es algo fcil de hacer para Luc: est deseando pasar tiempo con sus nietos y conducir su Harley Davidson por Europa. Es ms, nunca ha encontrado tiempo para jugar al golf y tiene previsto pasar tres veranos enteros aprendiendo si es necesario. Y, sin embargo, aunque 'dejarse ir' no es un problema para Luc, todava tiene sus preocupaciones sobre su retiro inminente. Como en la mayora de las empresas familiares, los dos hijos de Luc pasaban parte de los veranos trabajando para la empresa. El hijo mayor de Luc, Davy, ha trabajado repetidamente para el departamento de contabilidad, mientras que el hermano menor de Davy, Robert, ha trabajado con poca frecuencia en el campo. Sin embargo, nunca han mostrado un inters serio en el negocio. Davy, de 35 aos, actualmente trabaja como profesor asociado de contabilidad de gestin en una prestigiosa universidad de Blgica. Ro.

Use este estudio de caso para responder las siguientes preguntas. .pdf

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Usar su autoridad y poder formal para resolver un conflicto, mientra.pdf

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Usando la teora de la expectativa de la motivacin como marco para el anlisis, responda las siguientes preguntas para cada caso. Caso No. 1 El ayudante que descuid la atencin al paciente Brenda, una asistente en el tercer piso, ha estado en el hospital durante seis aos. Sus funciones se dividen en dos reas: funciones asignadas regularmente que se realizan durante el turno y atender a los pacientes cuando se les solicita. El supervisor ha notado que Brenda pasa la primera parte socializando con otros empleados. En la ltima mitad del turno, muestra un esfuerzo monumental para completar las tareas asignadas que ha logrado completar unos minutos antes del final de su turno. La enfermera registrada de turno se queja de que Brenda descuida la atencin de sus pacientes durante la ltima parte del turno, ya que tiene poco tiempo para cualquier cosa adems de las tareas asignadas. Brenda, una supervisora, se acerc a ella con respecto a la negligencia en la atencin del paciente. Brenda respondi: "Hago mi trabajo". Caso No. 2 El RN que perdi el cdigo Cindy se gradu recientemente de un programa de enfermera de cuatro aos en una prestigiosa escuela privada en Nueva Inglaterra. Termin entre los mejores de su clase y se desempe excepcionalmente bien en el examen nacional de enfermera. En sus tres meses en el hospital del condado, siempre llega temprano al trabajo y se queda diez minutos ms para asegurarse de que todo est correcto para el siguiente turno. Linda, la otra enfermera registrada del turno, se quej con el supervisor de que, desde que Cindy ha estado trabajando en el turno, han ocurrido tres das de mayo. Si bien Cindy no fue de ninguna manera responsable de estos eventos, en las tres ocasiones se llam a una enfermera registrada de otra estacin de enfermera porque no se pudo encontrar a Cindy para ayudar. El supervisor se acerc a Cindy sobre el problema. Cindy respondi: Debo haber estado ocupada en otro lugar y me perd la llamada de Mayday en dos ocasiones. En la tercera ocasin, escuch la llamada pero asum que Linda podra manejar la situacin. No estoy muy seguro de si podra ser de mucha ayuda. Despus de todo, Linda y los camilleros estaban trabajando en la situacin"..

Usando la teor�a de la expectativa de la motivaci�n como marco para .pdf

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Usando Internet o fuentes de bibliotecas, seleccione cuatro organizaciones: dos en el sector privado y dos en el sector pblico. Encuentre sus declaraciones de misin. Complete el siguiente anexo identificando las partes interesadas que se mencionan. Evaluar las diferencias entre las empresas del sector privado y las del sector pblico". Nombre de la Organizacin Estado de la misin Partes interesadas (ponga una marca donde se mencionaron en la declaracin de misin) 1. Clientes 2. Proveedores 3. Gerentes/empleados 4. Comunidad en general 5. Propietarios 6. Otros? 7. Otros?.

Usando Internet o fuentes de bibliotecas, seleccione cuatro organiza.pdf

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*URGENT* Assignment 3 - Software Desgin Pauline is considering how she would go out developing a Point of Sale (POS) system. The system would be used by the customer service staff to enter customer orders. Create a Class Object Diagram for a POS System that would suit Mario's Coffee Create a menu hierarchy for the POS system Create a storyboard, showing major screens for a product order and fulfilment. (see the attached as an example) All drawings must be done using appropriate CASE tools, no hand drawn images accepted. UX Storyboard Example.

URGENTAssignment 3 - Software DesginPauline is considering how.pdf

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Uscinski and his co-authors describe how belief in political conspiracy theories can be formed. What do they find, and how might it relate to prominent conspiracy or misinformation topics in American politics today? In his chapter, Weeks talks about the role of communication structures such as social networks or journalistic norms in creating misperceptions in people's minds. How do our methods of communicating through media contribute to misperception? What examples can you identify of this with current issues? And to widen our thinking: All the readings get at the importance of individual characteristics for the formation of false beliefs. That is, people are predisposed to belief things that are consistent with their existing attitudes, or that align with their own identities and values. On the flipside, people are disposed to reject things that conflict with existing attitudes. Neither of these happen 100% of the time they're predispositions only but they are common enough to make it difficult to simply counterargue someone's false belief. Given this, how might communicators (including journalists, campaign professionals, and even individuals talking with people they know) help those they communicate with reach correct beliefs, or correct the incorrect beliefs they already hold?.

Uscinski and his co-authors describe how belief in political conspir.pdf

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