CISC 2350 Lecture 4: JAVA Script

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amaranthelk28

4 Jan 2020

School

Fordham University

Department

Computer and Information Sciences

Course

CISC 2350

Professor

Daniel Tsadok

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Document Summary

var answer; answer = prompt("what city are we in? alert ("oh, we"re in " + answer): creates a pop-up. Rbg( + 67 + , + 152 + , + 88 + ) ; Rbg( + rd + , + gr + , + bl + ) ; Add an external script (. js file) to your web page that prompts the visitor for a color and changes the background color of the page to that color. You can do this the following way: document. body. style. backgroundcolor = orange ; (replace orange with the input color) Also pick a specific color (for example, blue) that you do not want. Else console. log( here we are in the else part ); Okay so counting is this: var x = 1 while (x < 1000) console. log ("done counting. console. log ("x is " + x); x += 1;

Related Questions

1.Create a list that contains 10 successive integers starting with the value in the variable start. For example, if start is 7, the resulting list should be [7, 8, 9, 10, 11, 12, 13, 14, 15, 16]. Store the list in a variable named my_list. Assume that the value of start has already been set.

2.Create a list that is made up of the first half of the elements of a list called original_list. Store the new list in a variable called half_list. Assume that the original list has already been initialized and contains an even number of elements.

3. Write a predicate function called same_ends that accepts a list of integers and an integer (n) as arguments. Return True if the first n numbers in the list are the same as the last n numbers in the list, and False otherwise. For example, if the list was [1, 2, 3, 4, 99, 1, 2, 3, 4], the function would return True if n is 4 and False if n is 3. Assume that n is between 1 and the length of the list, inclusive.

4.Write a function called highest_values that accepts as arguments a list of numeric values and a single integer (n). The function should return a list made up of the largest n values from the argument list in order from lowest to highest. For example, if the argument list is [46, 82, 25, 61, 70, 33, 54] and n is 3, the return value should be [61, 70, 82]. Assume that the argument list contains at least n elements.

5.Assume that a list of integers stored in a variable named original contains exactly two elements that are zero. Write code that creates a separate list that contains the elements from original that are between the two zeros. Do not include the zeros in the new list. Store the list in a variable named between_zeros.

6. Write a function called price_range that accepts a list of floating-point numbers representing prices as an argument and returns the the difference between the highest price and the lowest price. Do NOT use the built-in functions max or min in your solution. Assume that all prices are positive values and that none of them exceed 10,000.00.

7. Write a function called count_vowels that accepts a string argument that represents a word and returns the number of vowels that are in the word. The vowels are A, E, I, O, and U (ignore the 'sometimes Y' rule). Count both uppercase and lowercase vowels.

Assume that the variable table holds a two-dimensional list of integers. Write code that computes the sum of all elements in the table, assigning the result to the variable table_sum.

emeraldhorse214

Hi. You should write a Java program to meet the specification shown below.

In this game(dice poker), the computer rolls two standard six-sided dice and you bet on the outcome. The outcome is the configuration of the numbers rolled (explanation below). The input/output should utilise a graphical user interface (input and message boxes).

1.1 Game flow

You start with some money in your bank. You play a number of rounds, where for each round you place a bet and the computer rolls the dice, checks results and modifies your bank balance. After certain conditions, the game ends and you're presented with some final information shown as a message box.

1.2 Placing bets

Before the computer rolls the dice, you can bet some money from your bank.

ˆ If the numbers are sequential (e.g. 1 and 2, 5 and 4, etc. Not 6 and 1), you earn double your bet.

ˆ If the numbers are identical (rolling doubles), you earn triple your bet.

ˆ Otherwise, you win nothing therefore you lose the amount of money you bet.

Before placing a bet, the computer should inform you of your current bank balance.

1.3 Starting Game- Game rules

When the game starts you are given £6 in your bank. Each bet costs £1 and you are allowed to make up to five bets before the game ends. The game will end if you run out of money, or you have no more attempts left (you made all five bets). At the end of the game, you will be told which of these conditions has ended the game.

1.4 Results display

Once the game has finished (all bets have been placed or you ran out of money) the computer will collate and display the results in a single message box, comprised by:

ˆ On row per bet, displaying your bet, the numbers rolled, the amount of money earned or lost for that bet.

ˆ One row at the end, displaying the amount of money that you have remaining in your bank at the end of the game.

1.5..Variable bet amount

Allow the user to change how much they would like to bet and change the amount you win accordingly. Allow bets between £1 and 4£ (integers only)

1.6.High score table

Create a high score table. The more money you have remaining in your bank at the end of the game the higher up the table you will be. In order to implement this, players will have to enter their name before they play. The high score table should be displayed as a separate message box after the results have been displayed at the end of the game(1.4)

Not1: Please use JoptionPane class instead of scanner class.

Not2: Also If possible explain the description of your classes: what each does and how they relate to each other. And if possible, program should be extensible. E.g. Is it easy to change the number of dice? The number of rounds to play? The sides of the dice?Etc.

OC4135869

For many of us, smartphones have become indispensable, but they have also come under fire
for their impact on the way we think and behave, especially among children. Two of the largest
investors in Apple Inc. are urging the iPhone maker to take action against smartphone addiction
among children over growing concerns about the negative effects of technology. An open letter
to Apple on January 6, 2018 from New York-based JANA Partners and the California State
Teachers’ Retirement System (CalSTRS) stated that the firm must do more to help children
fight smartphone addiction. These two shareholders together control about $2 billion in Apple
stock. The investors’ letter urged Apple to offer tools to prevent smartphone addiction and to
provide more parental options for monitoring children’s smartphone usage. The iOS operating
system for Apple smartphones and tablets already has limited parental controls for restricting
Examiners: Dr. Emmanuel Awuni and Dr. Acheampong Owusu Page 2 of 4
apps, features such as location sharing, and access to certain types of content. The investors
felt Apple needs to do more—for example, enable parents to specify the age of the user of the
phone during setup, establish limits on screen time, select hours of the day the phone can be
used, and block social media services.
The average American teenager who uses a smartphone receives his or her first phone at age
10 and spends over 4.5 hours a day on it (excluding texting and talking). Seventy-eight percent
of teens check their phones at least hourly and 50 percent report feeling “addicted” to their
phones. The investors’ letter cited a number of studies on the negative effects of heavy
smartphone and social media use on the mental and physical health of children whose brains
are still developing. These range from distractions in the classroom to a higher risk of suicide
and depression. A recent survey of over 2,300 teachers by them Center on Media and Child
Health and the University of Alberta found that 67 percent of the teachers reported that the
number of students who are negatively distracted by digital technologies in the classroom is
growing. Seventy-five percent of these teachers think students’ ability to focus on educational
tasks has decreased. Research by psychology professor Jean Twenge of San Diego State
University found that U.S. teenagers who spend 3 hours a day or more on electronic devices
are 35 percent more likely, and those who spend 5 hours, or more are 71 percent more likely,
to have a risk factor for suicide than those who spend less than 1 hour. This research also
showed that eighth-graders who are heavy users of social media have a 27 percent higher risk
of depression. Those who spend more than the average time playing sports, hanging out with
friends in person, or doing homework have a significantly lower risk. Additionally, teens who
spend 5 or more hours a day on electronic devices are 51 percent more likely to get less than 7
hours of sleep per night (versus the recommended 9).
Nicholas Carr, who has studied the impact of technology on business and culture, shares these
concerns. He has been highly critical of the Internet’s effect on cognition, and these cognitive
effects extend to smartphone use. Carr worries that excessive use of mobile devices diminishes
the capacity for concentration and contemplation. Carr recognizes that smartphones provide
many useful functions in a very handy form. However, this extraordinary usefulness gives them
too much influence on our attention, thinking, and behaviour. Smartphones shape our thoughts
in deep and complicated ways, and their effects persist even when we aren’t using the devices.
Research suggests that the intellect weakens as the brain grows dependent on the technology.
Carr points to the work of Adrian Ward, a cognitive psychologist and marketing professor at
the University of Texas at Austin, who for a decade has been studying how smartphones and
the Internet affect people’s thoughts and judgment. Ward has observed that using a smartphone,
or even hearing one ring or vibrate, produces distractions that make it harder to concentrate on
a difficult problem or job. Divided attention impedes reasoning and performance.
A study published in Applied Cognitive Psychology in April 2017 examined how smartphones
affected learning in a lecture class with 160 students at the University of Arkansas at
Monticello. It found that students who didn’t bring their phones to the classroom scored a full
letter-grade higher on a test of the material presented than those who brought their phones. It
didn’t matter whether students who brought their phones used them or not. A study of 91 U.K.
secondary schools, published in 2016 in the journal Labour Economics, found that when
schools ban smartphones, students’ examination scores go up substantially, and the weakest
students benefit the most. Carr also observes that using smartphones extensively can be
detrimental to social skills and relationships. Connecting with “friends” electronically via
smartphones is not a substitute for genuine person-to-person relationships and face-to-face
conversations.

rubyarmadillo521

CISC 2350 Lecture 4: JAVA Script

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