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c++ inheritance

c++ inheritance.

Implementation
This section further describes each class method found within the UML diagram.

Class Employee· get/setName gets and sets the
employee’s private name variable. Be sure to filter out bad input, such as
empty strings.· get/setEmployeeId gets and sets the
employee’s ID number. Be sure to filter out ID numbers that are less than or
equal to zero.· set/isWorking sets and gets whether
or not the employee is working. No filtering is required.· toString returns a tab-delimited
string in the following format: “name t id t is working”
Class StudentEmployee· get/setPayRate gets and sets the
employee’s pay rate. Be sure to filter out negative values.· get/setHoursWorked gets and sets
the hours worked for the current week. Be sure to filter out negative values.· getWeeklyPay computes the student’s
weekly pay. To calculate, multiply the number of hours worked times the pay
rate.· set/isWorkStudy sets and gets
whether the student is work study.· toString() returns a tab-delimited
string in the following format: “name t id t is working t hours worked
t is work study t pay rate”
Testing Our Classes
Use your main function to test the StudentEmployee class. In main, prompt the
user for a CSV (comma separated value) file to open. Then, using the provided
StringSplitter class, split the CSV using the comma as a delimiter and use the
data to create a new StudentEmployee. Finally, output all StudentEmployees onto
the screen.
we have :
CVS.TXT

Stan Stanley

1.23E+08

TRUE

19

FALSE

10.95

Ralph Maccio

2.59E+08

TRUE

15

FALSE

9.55

Julie Andrews

1.12E+08

FALSE

0

FALSE

0

Janice Young

5.59E+08

TRUE

19

TRUE

11.75

StringSplitter.h
#ifndef STRINGSPLITTER_H
#define STRINGSPLITTER_H

#include <string>
#include <vector>

using namespace std;

class StringSplitter
{
public:

  //Accepts a string and a delimiter.  Will use
items_found to return the number
  //of items found as well as an array of strings where each
element is a piece of
  //the original string.
  static string * split(string text, string delimiter, int
&items_found)
  {
    //vectors are dynamically expanding
arrays
    vector<string> pieces;

    //find the first delimiter
    int location = text.find(delimiter);

    //we are starting at the beginning of our
string
    int start = 0;

    //go until we have no more delimiters
    while(location != string::npos)
    {
      //add the current piece
to our list of pieces
      string piece =
text.substr(start, location – start);
     
pieces.push_back(piece);

      //update our index
markers for the next round
      start = location + 1;
      location =
text.find(delimiter, start);
    }

    //at the end of our loop, we’re going to
have one trailing piece to take care of.
    //handle that now.
    string piece = text.substr(start,
location – start);
    pieces.push_back(piece);

    //convert from vector into an array of
strings
    int size = pieces.size();
    string *pieces_str = new string[size];
    for(int i = 0; i < size; i++)
    {
      pieces_str[i] =
pieces.at(i);
    }
    items_found = size;
    return pieces_str; 
   
  }
};

#endif

c++ inheritance

HS 101 University of Idaho Ottoman Safavid and Mughal Empires Paper.

Lesson 12 Assignment Instructions:Two written essays and the answers to ten identifications must be submitted for grading for this lesson.Each essay should be 3 double-spaced, typed pages.Be sure you address all aspects of the essay proposal, using information from the text.Also include some analysis and any conclusions you have reached based on what you have read.Essays (70 points)Essay 1: Discuss the rise and decline of the Ottoman, Safavid, and Mughal Empires. What are the main characteristics of the Muslim Empires? What ways are they different?Essay 2: Discuss the exploration and expansion of Europe into the rest of the world. What effect did this have on Africa, North and South America, and Asia? What were the main features of the slave trade, and what was its impact on Africa?Identifications (30 points)Identify and explain the historical significance of the following terms. (Items on the exams will be chosen from these terms.)TenochtitlanBaburQuipuOttomansHernan CortesMughalsOsmanVasco da GamaSafavidsPrince Henry the NavigatorLink to access textbook screenshots via WeTransfer: https://wetransfer.com/downloads/80e550f0bcddb768fac99a75fe7fe60820200810232615/4207d5
HS 101 University of Idaho Ottoman Safavid and Mughal Empires Paper

San Diego State University Roth vs Traditional Ira Model Excel Table

San Diego State University Roth vs Traditional Ira Model Excel Table.

You are a staff accountant at Anderson & Paul, a CPA firm located in downtown San Diego. A long-time client, Brady Patterson, has contacted you with a request. Brady is 32 years old, is beginning to think about saving for retirement, and has some questions. He is confused about the differences between a Roth IRA and a Traditional IRA and needs your advice. He wants you to prepare an Excel model that he can use to test the differences in a Traditional versus Roth IRA. Based on your discussion with Brady, the Excel model should cover a ten-year period. Your model should be comprised of the following parts:I uploaded the assignment below
San Diego State University Roth vs Traditional Ira Model Excel Table

Respond to one of the following scenarios. Include the number (1 or 2) and title of the scenario. Write in complete sentences and write your answer as though I, the reader, have no idea what the sce

essay writer   Include the number (1 or 2) and title of the scenario.  Write in complete sentences and write your answer as though I, the reader, have no idea what the scenario is about.  Your answer should thoroughly address the situation and should reflect graduate quality writing.  Submit to CANVAS on assigned due date/time. Scenario 1:  Case Study:  Helping Ms. Washington Understand Her Class Ms. Washington, a sixth-grade teacher in her first year, sits down in your classroom with a sigh.  You can see that she is frustrated.  She says, “I just do not get it. I have known all my life that I am meant to be a teacher.  I work really hard to plan exciting lessons that are fun, and will engage the children in active learning.  But the kids just cannot seem to behave themselves so that we can do the activities I’ve planned.  The children talk when they are not supposed to, they wander aimlessly, they do not finish their work, and they are driving me nuts!  If I cannot figure out what to do, I will have to start using workbooks instead of creative, engaging lessons.  What am I doing wrong? What things might be contributing to the difficulties that Ms. Washington is having? (Hint: What sort of teacher considerations/actions enable creative, engaging lessons to run smoothly?) Scenario 2:  Demonstrating Caring and Support Mr. Quinn, a sixth-grade teacher, regularly eats lunch with his students, uses a suggestion box, participates in school and community events, and makes birthday cards for his students.  Miss Velar, an eighth-grade teacher participates in school events and sporadically sends notes to her students letting them know what they need to do to improve their behavior.   Compare how the teachers’ relationships with students differ in respect to demonstrating caring and support. All writings must thoroughly address the scenario in question (at least one page, double-spaced) and should demonstrate graduate level writing.  Points will be deducted for incorrect spelling, punctuation, and grammar. (W.4.2, W.4.4).Include examples from the textbook and cite your sources in APA format to provide evidence of the reading assignments each week. Required Textbook:  Emmer, E. T.,

SDSU The Economic Institutions in The United States of America Essay

SDSU The Economic Institutions in The United States of America Essay.

Explanation of Economic InstitutionsFirst, let’s talk a bit about the two interpretations of economic institutions. Bear with me; this discussion will help you understand what kinds of articles to look for and what kinds of discussions to have in this discussion board of economic institutions. There are two different notions or interpretations of the term, “economic institutions.” The first interpretation is that economic institutions can be specific agencies or foundations, and they can be government or private. They collect or study goods or services that are important to the economy of a country. Examples would be the Internal Revenue Service (the IRS), the government service agency responsible for collecting our taxes, and the United States Federal Reserve, the government service agency that produces the money we use every day. If you have ever filed income taxes, or have been audited by the IRS, as I have been, then you have had experience with an economic institution, the IRS. If you have ever put money into, or taken money out of, a bank, you have had experience with an economic institution, the banking industry.The Second interpretation is that economic institutions are well established arrangements and structures of our United States culture or society. Competitive markets, the banking system that we all use, the allowances that some children receive (I say, “some children,” because I only heard about children getting allowances; my siblings and I never received an allowance). Other established arrangements or economic institutions include our practice of tipping for services (e.g., from waiters/waitresses, barbers, hair dressers, taxi/Uber drivers), and our system of property rights (your house, car, pets, clothes, boat, etc., and other items that you buy and own). There are also property rights associated with intellectual property, e.g., the papers that you write, as well as the ideas that you develop in your papers here at the university (see https://www.state.gov/intellectual-property-enforcement/ (Links to an external site.)).Here are some questions associated with property rights: “If you have a patent, can someone elsewhere in the country or even elsewhere in the world copy and benefit from your idea without compensating you? Can a town take over your house and land and use it to build a mall even if you don’t want to sell out (called eminent domain)? Do you own your kidneys and can you buy or sell one?” For those of you who have children, do you own your children until they reach a legally-defined age? The behind-the-scenes laws and customs turn out to matter a great deal in the economic health, growth, and wellbeing of an economy and its citizens. Different sets of rules and laws about how a person may acquire, change, benefit or profit from, and dispose of various kinds of property affect everything from the daily lives of citizens to the growth and prosperity of a country to international relations. Did you know that you cannot just give someone your car or house, or even a large sum of money. There are specific laws that must be followed—and mandated paperwork filed—or you and the person to whom you “give” that car, house, or money may be in a whole lot of trouble. Dear tutor choose one article directly related to the economic institutions in the United States of America. The economic institutions of the United States include, but are not limited to, Department of Motor Vehicles, mortgage brokers, mortgage lenders, the IRS, the National Patent Office, organ donation entities. The individuals who work in these entities are representatives of these economic institutions.Please locate one article, published within the last six years (nothing older than 2015) about cultural pluralism or diversity, equity, and inclusion and the economic institutions. Then answer these questions in 1-2 paragraphs 1) how the article that you have located is related to economic institutions and diversity, equity, and inclusion (cultural pluralism), and 2) how the article supplies evidence for the ratings that your group will be recording for the economic institutions on the Report Card Project.
SDSU The Economic Institutions in The United States of America Essay

Please respond to both students literature reviews. I will upload the files with each students papers. Please use one

Please respond to both students literature reviews. I will upload the files with each students papers. Please use one. Please respond to both students literature reviews. I will upload the files with each students papers. Please use one source per response. In providing feedback to the peers on your team, consider how well the content of the Literature Review achieves the research purpose and answers the research questions in no less than 200 words. In addition you can offer feedback on the quality of the critical analysis, grammatical structure and flow of the writing, and the appropriate use of APA.Please respond to both students literature reviews. I will upload the files with each students papers. Please use one

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