Aspect oriented programming project | Computer Science homework help

 

I need assistance on this Aspect Oriented Programming project. The first requirement for this project is that the programming must use AspectJ on Eclipse java IDE.

The project details description in attached.

This program must run please.

You only need to turn in the actual software by exporting the project from Eclipse. You do not need to turn in any type of design document.

To export a project in Eclipse, follow these steps.

1. Right click on the project and select Export

2. In the General folder select Archive File

3. Click the Browse button

4. Give is a file name with a .zip extension

5. Click the Save button

6. Click the Use Zip button

7. Click the Finish button

Please, this program must run on Eclipse Java IDE.

Literature review and critical appraisal wk 7

 

This week’s first assignment is STEP 3 – Literature Review and Critical Appraisal.

The student will complete the following items and submit a Word doc to the assignment link. 

  1. Provide a title that conveys or describes the assignment.
  2. Literature Review – Provide the key terms used to guide the search for the evidence and provide at least five (5) summaries of research studies to support the evidence.
  3. Critical Appraisal of Literature – Discuss the strengths and weaknesses of the evidence, what is known from the evidence and any gaps in knowledge from the research evidence.
  4. References – Cite a minimum of five scholarly references in APA 6th ed format.
  5. 4-5 PAGES

Expectations

  • Format: Completed paper with references in APA 7th ed. format
  • File name: Save the file with Student First Name_Last Name_Part 3  

(PICOT Question;

For elderly patients above 60 years with pressure ulcers (P), will negative pressure wound therapy (I) as opposed to standard moist wound therapy (C) improve the healing of the pressure ulcer (O) during their two-week stay at the hospital (T)?)

IMPORTANT NOTICE

See attached paper as it has everything you are to do in this paper and you MUST use the Critical Analysis article to guide you in your analysis that is also attached; the EBP pyramid paper also attached.

  • Use the paper you submitted in week 5 (part 2) as this may reflect what you will do for your capstone project. In this version of that paper, you are to do the following: (PUT THE PAPER IN A WORD DOCUMENT NOT PDF and NO APA templates as edits cannot be made to help you learn in either format)
    • Make sure your title page is accurate with a proper title of the project, your name, US University, MSN 563, your faculty name
  • Title the first section on page one: Introduction –
    • Restate the CON approved list of subjects
    • Restate your PICOT question
    • Then you MUST give a one to two paragraph discussion of the key terms you used to guide the search for the evidence and the search engines you used to obtain the articles you will discuss.
  • Title the next section Critical Analysis of Five Research Articles: all articles have to be within the last 5 years of publication
    • then present summaries of five (5) of the research studies you used to support your project and use the appraisal criteria below to do this part of the paper.
      • Title of the article and the journal
      • Author and Date of publication – has to be within the past 5 years to be used as evidence
      • Type of article published: systematic review, meta-analysis, random clinical trials, cohort studies, etc
      • EBP pyramid level of evidence (Ranks are levels I – VII)
      • Include what was the purpose, process, and outcomes of that research
      • Was the study appropriate and valuable to improve health
      • Who were the participants, how many, was a power analysis done to determine if statistical analysis should be performed
      • Was randomization or volunteer, or specific sample selection used
      • If a systematic review or meta-analysis, how did the authors determine what articles to choose to review?
      • What was the intervention?
      • Were the instruments used to analyze the data valid and reliable
      • What were the results? This includes the stats findings
      • What were the strengths and weaknesses of the published article?
      • This includes the EBP pyramid, the instruments reliability/validity, sample size, type of analysis done, results, limitations, etc
      • Did the strengths or weaknesses predominate and should the article be used to support your project and practice change?
      • Just because it is a level 1 on the EBP pyramid does not mean that it is a quality paper

 Title the next section: Summary of What is Known

  • In this section discuss what is known from the evidence you presented and identify any gaps in knowledge from the research evidence you discussed.
  • Give a closing statement

References – Cite a minimum of five scholarly references in APA 6th ed format. (7th edition is OK if that is what you have been using). This MUST be in proper APA format.

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Scholarly analysis | Psychology homework help

It is important that the worksheet is completed and the questions below are answered.  

Assignment

  • Complete the Scholarly Article Content Analysis Worksheet for the Hass & Ray (2020) article.
  • Analyze the contents of the article and apply the findings to the case conceptualization included in the worksheet.
  • Critically analyze the article and identify all components:
    • Is the article scholarly?
    • What is the problem/purpose?
    • What is(are) the research question(s)?
    • Who are the participants?
    • What are the ethical/cultural considerations?
    • What data /information was collected from participants?
    • How did the researchers describe the results/answer to the research question?
    • How does this research apply to the case study?

Be sure to support your Assignment by citing all resources including those in the Learning Resources. Use proper APA format and citations.

Describe which motions and muscles in the right elbow, forearm,

AS Description:

Every day we open and close a door but how often do you think about the motions that actually take place?

AS Instructions:

Using approximately 400-500 words

 Describe which motions and muscles in the right elbow, forearm, wrist, and hand are responsible for turning a doorknob clockwise and pushing open a door. 

What if the motion was reversed and you had to turn the knob counter-clockwise and pull open the door?

Include at least two scholarly references (using APA formatting and style) to guide your answers.

C++ linked lists | Computer Science homework help

  

Instructions: 

1. The declaration of the ReadingList class has been changed, in the private area, to use a std::list instead of an array as its implementing data structure.

Because a std::list can grow arbitrarily long, there is no need to pre-allocate a space to hold the books, so the parameters and function for tracking the capacity have been removed.

2. Your task is to follow through on that change, making the necessary alterations to readingList.h and readingList.cpp to make this a working class. The necessary changes have already been made to the unit tests and to the main mergeLists.cpp application.

3. The major difference between lists and the earlier sequential structures that we have looked at is that elements are accessed via iterators instead of integer-based indices. Accordingly, you will need to: 

– Rewrite the indexing-based code in readingList.cpp with iterator-based code.

– Remove the indexing-based get function from readingList.h and add appropriate declarations of iterator and const_iterator types and associated functions allowing access to a ReadingList object’s sections.

4. To improve the usability of the ReadingList class, you will also need to add

– A constructor to allow ReadingList objects to be constructed from a pair of iterators denoting a range of Book values from some arbitrary container.

– A constructor to allow ReadingList objects to be constructed from an initializer_list of books.

5. Your code will be evaluated both on its ability to function correctly within the mergeLists application and on its ability to pass the various unit tests provided.

– In the test report, tests 0…7 test the mergeLists application. Tests numbered 8…25 check the unit tests.

– Each even-numbered test checks for correct behavior of the code.

– Each odd-numbered test checks to see if that same behavior is correct and entails no memory leaks or other common pointer/memory handling problems.

6. Submit files readingList.h and readingList.cpp

Problem Description: 

This assignment centers on a program that accepts as input two lists of e-books (derived from Project Gutenberg) and merges the two into one, eliminating any duplicate entries during the process. Each e-book is is described by three fields, an ID, the author info, and the title. In input and output, these appear together on a line separated by tab (“t”) characters.

For example, given the input

etext19640  Twain, Mark, 1835-1910   Adventures of Huckleberry Finn
etext13 Carroll, Lewis, 1832-1898   The Hunting of the Snark
etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer

and

etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer
etext20595  Twain, Mark, 1835-1910   The Awful German Language
etext23717  Carroll, Lewis, 1832-1898    Jabberwocky

the merge will be

etext13 Carroll, Lewis, 1832-1898   The Hunting of the Snark
etext19640  Twain, Mark, 1835-1910   Adventures of Huckleberry Finn
etext20595  Twain, Mark, 1835-1910   The Awful German Language
etext23717  Carroll, Lewis, 1832-1898    Jabberwocky
etext9038   Twain, Mark, 1835-1910    The Adventures of Tom Sawyer

The output is sorted by the project Gutenberg ID (the “etext…” field).

You are being supplied with a nearly complete working version of the mergeLists application.

Your task is to complete the implementation of the ReadingList class in accordance with the principles for robust and reusable ADTs as described in the lecture notes. You must use a dynamically allocated array as the basis for storing books within the reading list.

System Tests: 

The program takes its input from two files named in the command line and produces its output on standard out (cout). For example, if you have compiled the program into an executable named “mergeLists”, and had saved the sample input above in files tinyList.txt and tinyList2.txt in the same directory, you could run the program as

./mergeLists tinyList.txt tinyList2.txt

If you are working in Windows, use “.” instead of “./”. Of course, if you have your files in different directories or use different names, you will need to adjust your paths in the above command accordingly.

In general, you are responsible for designing and running your own systems tests.

That said, you have been provided with several input files of various lengths that you can use “as is” or chop up and recombine as you see fit.

Unit Tests: 

The unit tests will form a separate executable, named unittest. It can be run without parameters to run all tests on the ReadingList class.

You can, however, list one or more test names as parameters to run those tests only. For example, if you are failing the testRLRemove test, run

./unittest testRLRemove

to focus on just that one test. This can be very useful when debugging your code, because the unit tests are simpler and will get to your Faculty code a great deal more directly than the full application.

You can also abbreviate test names to run all tests beginning with a string.

For example,

./unittest testRLR

would suffice to run that same single test.

Notes: 

  • You may use any of the techniques covered for manipulating data via iterators, including range-based loops, the auto keyword, and generic functions from the next lesson, if you are reading ahead.
  • In designing the iterators for the ReadingList class, consider carefully the options of creating an new iterator class versus reusing an existing iterator type. 
  • The ReadingList class keeps its Books in order. Allowing application code to alter or      reassign the internal sections via an iterator, e.g.,

· ReadingList::iterator it = myReadingList.begin();

· *it = Book(“99999”, “Zzarg, Jonathan”, “The Last Book Ever Written”);

would risk breaking that ordering, making any code that relies on the ordering fail.

That means that ReadingList needs to be one of those classes that use a single const iterator type as both iterator and const_iterator.

  • You may find it a much more efficient use of your time to focus on passing the unit tests first and worry about system testing the full mergeLists application afterwards.

CURRENT ERRORS: 

make all 

touch book.d

touch counted.d

touch mergeLists.d

touch readingList.d

touch sanityCheck.d

touch testReadingList.d

touch unittest.d

cat book.d counted.d mergeLists.d readingList.d sanityCheck.d testReadingList.d unittest.d > make.dep

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o book.o -c book.cpp

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o counted.o -c counted.cpp

g++ -g -std=c++17 -MMD -pthread -D_GLIBCXX_DEBUG -Wall -o mergeLists.o -c mergeLists.cpp

mergeLists.cpp: In function ‘ReadingList mergeReadingLists(const ReadingList&, const ReadingList&)’:

mergeLists.cpp:25:39: error: ‘const class ReadingList’ has no member named ‘begin’

   25 |  ReadingList::const_iterator i = cat1.begin();

      |                                       ^~~~~

mergeLists.cpp:26:39: error: ‘const class ReadingList’ has no member named ‘begin’

   26 |  ReadingList::const_iterator j = cat2.begin();

      |                                       ^~~~~

mergeLists.cpp:27:19: error: ‘const class ReadingList’ has no member named ‘end’

   27 |  while (i != cat1.end() && j != cat2.end())

      |                   ^~~

mergeLists.cpp:27:38: error: ‘const class ReadingList’ has no member named ‘end’

   27 |  while (i != cat1.end() && j != cat2.end())

      |                                      ^~~

mergeLists.cpp:29:20: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   29 |   const Book& b1 = *i;

      |                    ^~

mergeLists.cpp:30:20: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   30 |   const Book& b2 = *j;

      |                    ^~

mergeLists.cpp:42:19: error: ‘const class ReadingList’ has no member named ‘end’

   42 |  while (i != cat1.end())

      |                   ^~~

mergeLists.cpp:44:14: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   44 |   result.add(*i);

      |              ^~

mergeLists.cpp:47:19: error: ‘const class ReadingList’ has no member named ‘end’

   47 |  while (j != cat2.end())

      |                   ^~~

mergeLists.cpp:49:14: error: invalid type argument of unary ‘*’ (have ‘ReadingList::const_iterator’ {aka ‘int’})

   49 |   result.add(*j);

      |              ^~

make: *** [makefile:54: mergeLists.o] Error 1

“make all” terminated with exit code 2. Build might be incomplete.

14:37:11 Build Failed. 11 errors, 0 warnings. (took 4s.338ms)

Week5 discussion | Nursing homework help

 Unit 5 Discussion

Back Pain

It is anticipated that the initial discussion response should be in the range of 250-300 words. Response posts must demonstrate topic knowledge and scholarly engagement with peers. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments. All responses need to be supported by a minimum of one scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format.

Discussion Question/Prompt [Due Wednesday]

Read the following case study and answer the posed questions

Case #1: 49-year-female assembly worker at automotive manufacturer presents to your clinic complaining of increasing back pain over the last week. Back pain is in the central low back region and radiates into both gluteal regions – no leg pain. Has been off work for the last 6 months with no improvement in pain.

  1. Create a list of possible differential diagnoses?   
  2. Discuss the evidence you would need to obtain to rule in or rule out each differential? 
  3. What additional aspects of the history and physical examination could provide relevant information to help in the diagnosis?  

Case #2:  A 65-year-old Caucasian female has a follow-up appointment with a family orthopedist after visiting the emergency department for a wrist fracture. The orthopedist then turns her case over to you to schedule a bone mineral density (BMD) testing. Results of the BMD test show a T-score of 3.0, indicating osteoporosis. Her past medical history includes mild hypertension which is currently managed with propranolol. She also takes a daily multivitamin. She drinks and smokes occasionally and she has no children or spouse.

  1. What is the difference between degenerative bone disease and osteoporosis? Explain the pathology of each.
  2. What treatment options should be discussed with the patient?
  3. What lifestyle changes should be recommended to the patient?

Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with citations and references in APA format.

Please review the rubric to ensure that your response meets the criteria.

E03 curriculum development assignment 8

   

Assignment 08

E03 Curriculum Development

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading.  Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar.  Sources must be cited in APA format.  Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.

1. Using the guidelines in Chapter 16 of your textbook, choose a thematic topic for a group of 3-year-old children. In a two-page response, explain why you selected the topic, and discuss how it is age-appropriate, individually appropriate, and socioculturally appropriate for these children. Give specifics.

2. Using the guidelines in Chapter 16 of your textbook, choose a thematic topic for a group of 8-year-old children. In a two-page response, explain why you selected the topic, and discuss how it is age-appropriate, individually appropriate, and socioculturally appropriate for these children. Give specifics.

Project 1: windows upgrade plan

If you haven’t done so already last week:

  • Download the Windows Upgrade Plan Template and follow the instructions in the document. 
  • Delete the instructional text from the template before you submit.

Client Specifications for Tetra Shillings Accounting

When developing your plan, keep in mind the following information about the client:

  • All desktops and laptops are currently running Windows 8.1 Enterprise.
  • About half of the laptops are less than a year old and will be retained for the upgrade.
  • All other laptops will be replaced with new hardware in time for the upgrade.
  • All desktop systems will be replaced with new laptops.

Your windows upgrade plan for Tetra Shillings Accounting should be based on Microsoft solutions and best practices and include the following points:

  • The advantages of upgrading to Windows 10, including at least three Windows 10 features that will provide the most benefit.
  • Recommendations for a version of Windows 10 for the upgrade and the install method(s) to be used.
  • At least two automated deployment options.
  • Plans to minimize disruptions to business operations.
  • A strategy that will keep operating systems updated.
  • Two IEEE references.

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