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write my assignment 29184

Team Management Part Three

Until now, you have had to leave your team management program running on your computer indefinitely since you did not want to lose the list of players. Finally, you are ready to add the components to your team management program that will allow you to store the player’s information on your computer’s hard drive, thus, allow you to shut down your program without losing your data.

You will need to modify your program to:

  1. include a Save option in the main menu which will prompt the program to write the player’s data to a text file.
  2. modify the startup code so that the program calls a function that reads the player’s data from the text file into the list of member objects.

For this project:

  • You will submit your python code in either the original .py file, or copied into a .txt file.
  • A screenshot of your code having been executed (run). How to Take a Screenshot

Tips: Think about how you are going to write the data to the text file when you create the load function. Your write function needs to read in the data in the same pattern as the load function, otherwise the data will get jumbled.

Sample output:

C:>python week6.py

Welcome to the Team Manager

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 2

Enter new member’s name: Nathan

Contact phone number: 505-908-0670

Jersey number: 21

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 2

Enter new member’s name: Bobby

Contact phone number: 541-241-0670

Jersey number: 44

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 5

Filename to save: members.txt

Saving data…

Data saved.

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 9

Exiting Program…

C:>python week6.py

Welcome to the Team Manager

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 1

No current members in memory.

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 6

Filename to load: members.txt

Loading data…

Data Loaded Successfully.

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection> 1

Name: Bobby

Phone: 541-241-0670

Jersey Number: 44

Name: Nathan

Phone: 505-908-0670

Jersey Number: 21

===========Main Menu===========

1. Display Team Roster.

2. Add Member.

3. Remove Member.

4. Edit Member.

5. Save Data.

6. Load Data.

9. Exit Program.

Selection>9

Exiting Program…

 

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July 10, 2021by

write my assignment 17965

Which of the following changes takes place as a person ages?

Select one:

a. The amount of blood pumped by the heart per minute increases.

b. The size of several body organs decreases.

c. The frequency and nature of adverse reactions to drugs decreases.

d. The efficiency with which the liver metabolizes drugs increases.

Identify a difference between parasympathetic nerves and sympathetic nerves.

Select one:

a. Parasympathetic nerves are more active during periods of intense stress, whereas sympathetic nerves are more active during periods of rest.

b. Parasympathetic nerves originate from the brain and the spinal cord, whereas sympathetic nerves originate from the thoracic and lumbar spinal nerves.

c. Parasympathetic nerves innervate blood vessels, whereas sympathetic nerves innervate skeletal muscles.

d. Parasympathetic nerves release the neurotransmitter adrenaline, whereas sympathetic nerves release the neurotransmitter acetylcholine.

Identify a difference between the cerebral cortex and the basal ganglia.

Select one:

a. The cerebral cortex is composed of the bodies of neurons, whereas the basal ganglia are composed of the myelinated axons of neurons.

b. The basal ganglia are located within the outermost layer of the cerebrum, whereas the cerebral cortex is located within the innermost layer of the cerebrum.

c. The basal ganglia are composed of gray matter, whereas the cerebral cortex is composed of white matter.

d. The cerebral cortex perceives all sensory sensations and initiates all voluntary muscle movements, whereas the basal ganglia help coordinate and regulate muscular activity.

 

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July 10, 2021by

write my assignment 17611

I need help answering 1-4.

Data from 2 ft. drop: 1.5 2 3 2.5 4 1 2 3.5 3 2 1 3.5 3 5 4 2.5 4 6 7 1 3 6 2.5 5 4 6 1.5 1.5 1 6

Data from 4 ft. drop: 12 21 6 6.5 4.5 11 5 3 6 9 3.5 7.5 9 7.5 9.5 6.5 5 3.5 9 6.5 7 4 6.5 7.5 5.5 4.5 8.5 2.5 4 5.5

  1. WE WILL CALCULATE ONE STATISTIC THIS EARLY IN THE COURSE: THE MEAN (AVERAGE). ADD UP EACH SET OF DISTANCES AND DIVIDE EACH OF THOSE SETS BY 30 (THE NUMBER OF DATA POINTS IN EACH SET) TO GET THE MEAN. MATHEMATICALLY THIS WOULD BE SHOWN AS: m = Σx/n WHERE “x” IS EACH DATA POINT AND “n” IS THE TOTAL NUMBER OF DATA POINTS INVOLVED. (MATH IS REALLY LIKE ANOTHER LANGUAGE WITH ITS OWN SYMBOLS AND CONTEXT)
  2. NOW, ON YOUR TWO DATA PLOTS DRAW A HORIZONTAL LINE WHERE YOUR CALCULATED MEAN IS. SEE HOW SOME DATA POINTS ARE ABOVE THIS LINE AND SOME BELOW? MEASURE THESE 30 DISTANCES WITH THE DISTANCES ABOVE THE LINE AS POSITIVE NUMBERS AND THOSE BELOW THE LINE AS NEGATIVE NUMBERS. ADD THEM ALL UP AND WHAT VALUE DO YOU GET? (RATHER THAN MEASURING SIMPLY SUBTRACT YOU CALCULATED MEAN FROM EACH DATA MEASUREMENT).
  3.  BOTTOM LINE: LOOK AGAIN AT EACH PLOT AND HOW THE TWO SETS OF DATA PLOTS ARE SCATTERED AROUND THE MEAN. DO THE PLOTS, THE CALCULATED MEAN OR THE TWO ROWS OF NUMBERS TELL YOU ANYTHING ABOUT THE DIFFERENCES THE DROP HEIGHT MAKES AND WHETHER IT CONFORMS TO THE F = MA FORMULA? EXPLAIN THIS IN YOUR POST.
  4. FOR REVIEWS (2 REQUIRED), NOTE HOW YOUR OBSERVATIONS AGREE/DISAGREE WITH YOUR CLASSMATES – BUT LOOK FOR CLASSMATE POSTS THAT DIFFER AT LEAST SOMEWHAT FROM YOURS SO THAT YOU EITHER GET A NEW PERSPECTIVE, OR CAN HELP THEM WITH THEIR INTERPRETATION.  

 

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July 10, 2021by

write my assignment 30199

What are the 4 schedules of reinforcement? Please resubmit for full credit, after you have reviewed the Rubric.

Here is a “model” submission for comparison analysis.

Reinforcement

The term reinforce means to strengthen, and is used in psychology to refer to anything stimulus which strengthens or increases the probability of a specific response. For example, if you want your dog to sit on command, you may give him a treat every time he sits for you. The dog will eventually come to understand that sitting when told to will result in a treat. This treat is reinforcing because he likes it and will result in him sitting when instructed to do so.We all apply reinforces everyday, most of the time without even realizing we are doing it. You may tell your child “good job” after he or she cleans their room; perhaps you tell your partner how good he or she look when they dress up; or maybe you got a raise at work after doing a great job on a project. All of these things increase the probability that the same response will be repeated.

Punishment

Punishment, also known as Positive Punishment, is any stimulus that represses a behavior. It is important to note that punishment is not the same as negative reinforcement. Is failing a test negative reinforcement or punishment? If it motivates you to study more it is negative reinforcement.It increases the behavior of studying). However, if you feel that studying is actually hurting your performance (due to, for example, test anxiety) you will perceive that failing the test was due to studying too hard. Next time, you will not study (i.e., decrease your behavior) so that you will not be punished for it. Now you just need to convince your professor that bad grades are actually causing you to study less. 

Extinction

Extinction is from conditioning and refers to the reduction of some response that the organism currently or previously produced. In classical conditioning this results from the unconditioned stimulus NOT occurring after the conditioned stimulus is presented over time. In operant conditioning it results from some response by the organism no longer being reinforced (for example, you keep getting your dog to sit on command, but you stop giving it a treat or any other type of reinforcement. Over time, the dog may not sit every time you give the command).Schedules

(FI)

Fixed-Interval Schedule (FI) – A fixed-interval schedule means that reinforcement becomes available after a specific period of time. The schedule is abbreviated into “FI” followed by the amount of time that must pass before reinforcement becomes available, e.g. an F I2 would mean reinforcement becomes available after 2 minutes has passed; an FI 20 means 20 minutes must pass and so on. Fixed-Ratio Schedule.

(FR)

A fixed-ratio schedule of reinforcement means that reinforcement should be delivered after a constant or “fixed” number of correct responses. For example, a fixed ratio schedule of 2 means reinforcement is delivered after every 2 correct responses. The chosen number could be 5, 10, 20 or it could be 100 or more; there is no limit but the number must be defined. Generally, when writing out a fixed-ratio schedule into the discrete trial script it is shortened into just “FR” with the number of required correct responses stated after it (Maillot & Trojan-Suarez, 2006). For example, choosing to reinforce for every second correct response would be written as “FR2”; reinforcing for every fifth correct response would be an “FR5”; for every 100 correct responses would be an “FR 100” and so on.

(VI)

Variable-Interval Schedule The variable-interval (VI) schedule of reinforcement means the time periods that must pass before reinforcement becomes available will “vary” but must average out at a specific time interval. Again the time interval can be any number but must be defined. Following a “VI3” schedule of reinforcement, a teacher could make reinforcement available after 2 minutes, then 5 minutes, then 3 minutes, then 4 minutes and finally 1 minute. In this example, reinforcement became available 5 times over a total interval period of 15 minutes. On average then, three minutes had to pass before reinforcement became available (2 + 5 + 3 + 4 + 1 = 15 ÷ 5 = 3) and so this was a VI3 schedule.

Variable-Ratio Schedule (VR) -When using a variable-ratio, (VR), the schedule of reinforcement the delivery of reinforcement will “vary” but must average out at a specific number. Just like a fixed-ratio schedule, a variable-ratio schedule can be any number but must be defined.  For example, a teacher following a “VR2” schedule of reinforcement might give reinforcement after 1 correct response, then after 3 more correct responses, then 2 more, then 1 more and finally after 3 more correct responses.

 

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