#computer network homework problems

[loreleismusings99]

Two-Body Problem

Mark Watney x reader

Grad School AU, (academic) rivals to ??????

No use of y/n

[Masterlist]

Not Beta-read, we die like Spirit and Opportunity.

CW: networking, Inaccurate depictions of organic chemistry, probably riddled with typos, but that's all I can think of. Please please please let me know if I missed anything and I'll add it to the top of the list

The reader and Mark are both PhD candidates at Northwestern and both happen to be GTAs for an o-chem/bio-chemistry class. They schedule and meet up on neutral ground(a library) to get some grading done together and some unexpected feelings creep in.

AN: This is the first fanfic I've ever written; critique is always welcome and encouraged, but, uh, perhaps manage your expectations? Idk 😅 I'm not the best when it comes to creative writing, but there's a criminally low amount of fic for The Martian and even fewer fic centered around Mark imo. I might continue this into something more, if there's demand and if I've the energy and motivation 🤷🏾

Alright, I'll stop trying to lamp-shade; Enjoy, and thanks for taking the time out of your day to read this 💚💚💚

●○●○●○●○●○●○●○●○●○●○●○●○●○●○●○●○●○●○●

Wanna meet up to put a dent in the pile of grading I know you also have? 

The two of you exchanged numbers at the beginning of fall quarter out of politeness, but it was still surprising to see the notification from Mark’s text. 

Leaning back in your chair, you considered your options, the soft sensor schematic in front of you now fully abandoned after an hour of rearranging thermocouples and resistors trying to alleviate a stubborn inductive noise problem.

Mark had been a thorn in your proverbial side since the day you met him; well, night, to be exact—your blood begins to boil at the memory. You were engaged in cordial and calculated banter with a researcher working in a lab you were gunning for before being interrupted by someone exclaiming “Dr. Hernandez!” to your left. You blinked and the fragile connection you just began to form had crumbled as the attention of the faculty member in question whirled to the side and greeted a stocky and stubbly man who Dr. Hernandez introduced to you as “Mark Watney, one of my PhD students!” This confused you since his name tag clearly said, Plant Bio and Conservation and this was a mixer in the electrical and computer engineering department; “I’m working with him and a faculty member in my own department on developing novel ways of monitoring soil properties in areas in Illinois hardest hit by industrial runoff” Mark says with a smile that oozes levels of confidence and hubris only considerable privilege can spawn. He gives you a quick glance before saying, “which actually reminds me-” and steering Dr. Hernandez away from you. Now, this certainly stung, but it wasn’t anything that you couldn’t get over. No, what made this a problem was Mark’s uncanny ability to draw the room’s attention to him and his work, making it a just a tad difficult to properly network without having to entertain talk and conversation surrounding the department’s charismatic new wunderkind apparent. This combined with quite publicly challenging a design of yours for a class you two shared had firmly placed Mark in your list of worst enemies. Which, admittedly, might be a bit dramatic, but after some quippy and well worded critiques and suggestions to optimize a C++ script he’d written for the same class it seemed you’d made your way onto his hit list too, if department gossip had any veracity to it—so at least the feeling was mutual.

Which brings you back to your confusion at this new development in your communication with him; Mark hadn’t exactly jumped for joy when, in some sick reversal of the infamous two-body problem, the two of you got hired as TAs for the same introductory o-chem class. You exchanged numbers, but neither reached out to the other to host joint office hours, or to work together to get through the ever-growing pile of completed homework assignments that you two need to finish grading—in fact, this is the first time either of you texted the other since the first text you sent confirming your number as yours. Staring at your phone’s screen you weighed the pros and cons of saying yes; on the one hand, it’ll help the two of you get ahead on the imposing pile of work that had accumulated just in the first 2 and a half weeks of the quarter. On the other hand, it meant that you’d have to breathe the same air as your infuriatingly handsome nemesis for longer than you were required to. Not that he was your type. Absolutely not. He just… had an objectively strong jawline…. Choosing not to think too hard about that and reasoning that getting grading done was more important than your pride, you typed out a curt sure. See you at Galter in an hour? And waited for his equally as curt sounds good before getting up to go change out of your comfy, at-home garb and head out the door with your half of the grading pile and your laptop tucked away into your backpack.

You’re chewing the last bite of a pop tart you got, realizing you unfortunately forgot to eat dinner before leaving, and scrolling through Instagram when Mark walks through the glass doors leading into the Galter Health Sciences Library. Under a mild windbreaker, he’s wearing what’s presumably a band t-shirt but with a worn-out and unrecognizable logo tucked into his cuffed light wash jeans. He"s carrying a clearly well-loved canvas satchel with a Cubs patch sewn onto the front. His hair was artfully tousled as he ran a hand through it while he looked for you in the spattering of students who occupied the library at minutes to 9 on a Friday evening. When his eyes finally land on you, he looks taken aback, the carefree look wiped off his face for a moment before he smirks at you through an obviously clenched jaw. “Glad you didn’t decide to stand me up. You reserve a conference room?” You returned his tension-filled smirk with a smile resembling a sneer and responded, “Of course. We’re on the second floor.” You stood up from your seat and started walking in the direction of the staircase, looking behind you to make sure he was following you only to find him in the middle of a light jog to position himself on your right side.

“So, how’s the dissertation writing going?” he asks over his shoulder. Scoffing, you respond with an incredulous “How’s yours?”, hoping he pics up on your clear annoyance at being asked that dreaded question yet again. Wincing at your retort of a question, he concedes with a “Fair enough” And the two of you are plunged back into the awkward silence that permeates the sparsely populated library.

after finally finding the room you reserved(the library is like a maze, capable of ensnaring even the most seasoned of academics), you shuffle into the study room together and set up your computers and piles of homework to be graded before settling into a serene flow with Mark working quietly beside you.

after about thirty minutes, you look over to Mark’s pile and notice that his “complete” pile is, unfortunately, larger than yours, which ignites a spark of competition in you. You start to try to work through your pile faster and Mark seems to pick up on your haste.“Worried about falling behind?” he scoffs with a shit-eating grin, clasping his hands together in front of his mouth. “Oh, not in the slightest; just trying to optimize my time, I've more work to get back to, you know.” you say, smirking back at him but with a glint in your eye, tacitly challenging him to try to get through his pile before you get through yours.

The two of you actually make some substantial progress in both of your piles before you encounter one of the more difficult homework assignments your students have been assigned. You’re stumped by the multi-part problem at the top of the page, trying unsuccessfully to follow the student’s work in front of you.

“... You on homework 15 yet?”

“Yep.” you nod.

“... You have any idea what Dr. C is asking them to do?”

“Absolutely not.”

“Alright, just checking.”

Mark sits back in his chair with a thud and runs a hand down his face. you stand from your seat and move to the small whiteboard on the wall opposite where you were sitting and start to list out the knowns and unknowns in the problem statement. You can feel Mark’s eyes on you the entire time, following along with your work and your movements as you draw out the reaction being described in the first part of the problem. You get stumped at the end of the problem, trying to piece together the end products of the reaction. You hear Mark shift behind you before turning around to see him walking toward the whiteboard to silently walk himself through your work, nodding at each step you took. He picks up a marker and starts adding onto where you were stumped and you watch intently, absorbing what he’s writing. As he finishes the problem, you get the chance to actually get a look at him while he’s working; he furrows his eyebrows and you notice a small crease he gets between his eyebrows as they cinch together, and the faint spattering of freckles across his nose becomes apparent with how close he is to you now. God, he is so close-"that should be it? I think?" He looks to you with an indiscernible look in his eye; first, a hint of shock as his eyes widen--looks like he noticed how close you are too-- then something else you can't quite identify. It takes more effort than your willing to admit, but you eventually tear your eyes away from his and look at his work on the board. It all makes sense, you also note how messily he draws his diagrams of the assortment of carboxyl groups created by the process at the center of the problem(and it also takes everything within you not to smile at that, thinking to yourself, when did this start feeling nice???). "It, uh, it looks all good to me. And the rest should follow from this too." you utter awkwardly and turn to face him again. "Yeah?" His state of mind is still elusive to you, and he responds with an almost dazed sounding "Yeah."

The moment doesn't last for long though, as a soft knock sounds at the door, startling you both out of your joint reverie. "Hey, you guys are the TAs for o-chem this quarter, right? Do you have time to talk about the homework due tomorrow?" The two of you exchange a glance and invite the exhausted looking undergrad into the alcove.

After helping your wayward student, the two of you start packing up your now completed piles of grading in silence, the awkward air from the beginning of the night settling back in now that the distraction from grading was gone. The two of you are about to part ways at the entrance of the library when Mark stops you with a "hey," and says,"uh, so, I know we have this…whatever this is? Between us" He gestures chaotically back and forth in the space between you, and you raise an eyebrow at him. "But this is the most work I've gotten done in one sitting in a while. Would you, uh, like to do this again? Maybe? But at more reasonable hour?" Mark takes a defensive steps back, and this throws you off for a multitude of reasons. One, Mark is acting nervous, which is something you've had the pleasure of witnessing mabe once in your time being around him. Two, he seems to be genuinely asking spend more time with you. And, to be honest, after the silence between the two of you was broken, that was also the most productive you've been in a while. And it probably wouldn't hurt to actually collaborate with him instead of trying to compete with him. Just as you began to fear you were taking too long to respond, Mark pulls his hands out of his pockets and puts them up in the universal "I'm harmless" pose, "you don't have to, I just thought I'd ask-" "sure." You cut him off before he can try to answer his question for you. He looks at you with what can only be described as gleeful shimmer in his eyes and smirked again; this time, though, it didn't have his usual venom behind it. "Yeah?" He asks hopefully. "Yeah." You smile in return, it reaching your eyes this time.

[umichenginabroad]

Madrid Week 2: Taking Time

Hola a todxs! Niko here again, back for week 2 of studying abroad in Madrid. This week felt nearly as long as my first one in the city. Class started on Monday. Thankfully, schoolwork has been pretty light thus far, so I’ve had the spare energy and time to focus on adjusting to the new schedule, commute, and teaching/class style at UC3M, all while attempting to make new friends with Spanish, American, and International students from across Europe (and Oceania!). Also, I took a weekend trip to Granada in the southern region of Andalucía — more on that later.

SCHOOL STUFF (ACADEMICS?!)

With the first week now under my belt, I wanted to quickly touch on my academic experience so far in Spain. This semester, I’m taking a Spanish language class for international students, and three classes in English for a both national and international students: “Social groups and their cultural imaginaries” (a mix between philosophy and culture, INTERHUM 300 equivalent), “Materials Science and Engineering” (MATSCI 220 Equivalent), and “Databases and Structures” (EECS 400 Level Equivalent). Given that I pass 🙏, all of these classes should count towards my degrees (aerospace engineering major, international minor for engineers, computer science minor).

School at UC3M is quite different than it is in the states. Most notably, the grading system is unfamiliar. At Michigan, a big emphasis is put on required assignments that are due throughout the semester — homeworks, problem sets, mini projects, etc.. These required assignments force students to continuously engage with the content, which I feel improves focus and learning (if the assignments are completed with the right intention). At Carlos III, the final exam constitutes 60% of the final grade for the vast majority of classes, with the remaining 40% of “continuous assessment” depending on things like in-class quizzes and one-off assignments.

With no homework to keep me on track, I’m gonna have to pay close attention to make sure my classes don’t fall to the wayside with all of the 1,000,000 other distractions in Madrid (and Europe) vying for my attention. I’ve already decided to switch one class (Neural Networks) because I thought it would require a level of effort that I simply wasn’t prepared to put in while I’m abroad with bigger priorities than school (namely, exploration, self growth, meeting people, etc.).

This is a shift in itself that I’m going to have to get used to — for my entire life, performing well in school has been at the top of my list. However, while in Spain, all I need to do is pass (get a 5/10, 50% overall) for my credits to transfer with no effect on my GPA, so that’s what I’m shooting for now. I’m certain that this will cause some internal conflict (e.g.: a 60% on [x] quiz?! Oh no!!! tbh math 216 already got me over those bad grades tho lol) when things start to pick up, but I guess we’ll cross that bridge when we come to it. 

ON RELATIONSHIPS

Going into my study abroad experience, my biggest goal was to understand the culture of Madrid & Spain from a local point of view. I knew from studying in Buenos Aires that living in a different city can be a much more enriching experience than touring it for vacation, so long as I put in the effort. A big part of that goal was to make friends with people local to Madrid, along with other Americans*/ International students who shared that same mindset. I think that in explicitly setting this goal, I inadvertently put a lot of pressure on myself to make all these friends really quickly, in an environment and language I’m unfamiliar with, all while trying to adjust to and internalize a major lifestyle shift.

As a result, I think that — up until this week — this self-imposed pressure gave me unnecessary anxiety that inhibited me from being my true self. I spent time worrying about whether the Spanish students in my class would like me, if my Spanish was good enough to communicate with them, if they would judge me for being an American, how soon I should message the new person I met in the cafeteria so I wouldn’t appear too clingy… the list goes on. I was stressing and strategizing to make friends, when the best strategy is always to just be myself.

This is a lesson I’ve learned during my transition to Michigan, but being implanted into a new environment and University gave me a bit of a factory reset. I had to remind myself that I’ve only been here for 2.5 weeks. Directing my attention inwards instead of outwards will enable me to be fully present (and able to overcome the initial discomfort of making new relationships [see week 1 for discussion on discomfort]) when people that I can click with inevitably come along. Through this process, I’ll undoubtedly develop a stronger relationship with myself and increased comfort being alone, which is another personal goal of mine.

Funnily enough, that’s how things started to turn out in the second half of the first week. When I caught myself overthinking and was able to redirect my focus, I slowly started to reach out and become more friendly with some of the Spanish students in my culture class, and I met a group of Spaniards by chance that I really vibe with at the club on a Wednesday (oops, sorry it’s syllabus week :P ). Simultaneously, I’ve begun to get closer to some fellow American study abroad students. By no means have I found the perfect group of friend-soulmates that I’ll proceed to travel and experience Europe with for the rest of my 17 weeks in Spain, but that wasn’t something that I was ever expecting, anyways. Moving forward, I’m going to do my best to avoid resisting flow, always assuming positive intent to keep myself open to new interactions (check out what I mean by this by watching this video clip from a speech Mark Rober gave at the MIT graduation, I highly recommend the whole video), all the while prioritizing my own peace and happiness.

This weekend, I also visited Granada, a small town in the south of Spain famous for its Moorish influence and the incredible La Alhambra palace nestled in its hills. I might cover the trip in more detail next week, I guess we’ll see… but it was a beautiful weekend filled with beautiful architecture, beautiful sunsets, and great company. Per usual, check out the photo captions for some more context.

Until next week :) 

Niko Economos

Aerospace Engineering

Universidad Carlos III de Madrid

Madrid, Spain

*A LONG ASIDE ON THE WORD “AMERICAN”, for context & completeness

I would like to be clear about my use of the word "American". In English, there is no succinct way to say “Person from the United States of America”, unlike other nationalities (Spaniard, Argentinian, Norwegian, etc). American is the best word that we have. However, in conversations about US culture with people from other countries, I’ve been met with a similar critique in multiple instances (both with Europeans and South Americans). The Americas include the entire continent of North America and South America, which encompasses a huge variety of countries, cultures, and nationalities. When saying the word “American” while describing a person from the United States, we are inadvertently reinforcing the narrative that the United States is the most significant country across both continents and thus more righteously deserves the blanket term “American” over any other country in the region.

This conclusion is obviously more nuanced than what I’ve stated. The United States of America uses the word “America” in its name, which is likely where this blanket term came from. Also, I don’t think that the perpetuation of this US-centric language is due to intentional individual action, but rather a result of complicated cultural and etymological phenomena which I don’t have a comprehensive understanding of.

I won’t stop saying American in these blogs — primarily because saying “person from the United States” each time would likely distract from the points I'm trying to make — but I felt that an acknowledgement of this common criticism was important. In Spanish, Estados Unidos = United States, and US citizens are more precisely described as “Estadounidenses” (although the word “Americano” is still commonly used). When introducing myself to people from other countries, I always do my best to use the most precise language possible when referring to my nationality, which is one of the many ways I practice cultural humility. Stay tuned for another blog sometime this semester about how I go about practicing cultural humility, something that I think is very important for Americans who come from one of the most — if not the most — influential countries on earth (something that has also become apparent through my conversations).

[howimportantisausernameanyway]

I mean, this is just not wanting half the computers to end up with viruses on them, but still needing kids to be able to access Internet-based material and word-processing. You can't put out homework that involves Internet resources unless you can be certain that all the students have a computer, and in a public school environment that's not a safe assumption unless you provide one. You also can't assume they have a parent that knows anything about computers, either, so you need to maintain the system. From an IT perspective, a cheap, locked-down system is an obvious decision. The problem is that schools aren't valuing the education provided by having access to a real computer, just viewing it as a tool.

(I remember the first year I went to college. After about a week, an emergency declaration went out that all computers needed antivirus software installed, and they would be going to each dorm room and checking, the virus load on the network was so high. And that was college; with kids that aren't even in high school yet, trusting them with a Windows system is going to create problems.)

We need to lay more blame for "Kids don't know how computers work" at the feet of the people responsible: Google.

Google set out about a decade ago to push their (relatively unpopular) chromebooks by supplying them below-cost to schools for students, explicitly marketing them as being easy to restrict to certain activities, and in the offing, kids have now grown up in walled gardens, on glorified tablets that are designed to monetize and restrict every movement to maximize profit for one of the biggest companies in the world.

Tech literacy didn't mysteriously vanish, it was fucking murdered for profit.

[codingprolab]

16-720A Computer Vision: Homework 5 3D Reconstruction

Deep learning has quickly become one of the most applied machine learning techniques in computer vision. Convolutional neural networks have been applied to many different computer vision problems such as image classification, recognition, and segmentation with great success. In this assignment, you will first implement a fully connected feed forward neural network for hand written character…

[kavinderrawat]

Your Child Deserves the Best – And It Starts with the Best Home Tuition Near Me

magine your child coming home, excited to study. No more struggles with homework, no more tears over math problems, and no more late-night panic before exams. Sounds like a dream? With the best home tuition near me, this dream can become your everyday reality.

In today’s highly competitive academic world, a little extra guidance can make a huge difference. Whether your child is in Class 1 or Class 12, the support of a qualified, personalized tutor can help bridge learning gaps, build confidence, and improve performance dramatically.

But with so many options around, how do you really find the best home tuition near you?

Why Home Tuition Is the Smartest Choice Today

Home tuition isn’t just a trend—it’s a transformative learning experience. Here’s why thousands of parents in cities like Dehradun are choosing it over coaching centers:

Individual attention tailored to your child’s pace

Flexible scheduling to match school and activity calendars

Comfort of learning at home, which increases focus and reduces stress

Immediate doubt-solving and concept clarity

Direct feedback and regular performance updates for parents

Introducing Saraswati Tutorials – The Most Trusted Home Tuition Network Near You

When you search for the best home tuition near me, chances are you’ll come across Saraswati Tutorials, and for good reason. With years of experience and a dedicated team of handpicked tutors, Saraswati Tutorials has helped hundreds of students in Dehradun and nearby areas achieve academic excellence.

What Sets Saraswati Tutorials Apart?

Vetted and Qualified Tutors: Every tutor is rigorously selected based on academic background, teaching experience, and communication skills. They aren’t just teachers—they’re mentors.

Wide Subject Coverage: From Mathematics and Science to Languages, Accounts, and Computer Science, Saraswati Tutorials covers every major subject from Class 1 to Class 12.

Customized Learning Plans: Each child learns differently. Saraswati Tutorials creates a personalized study roadmap based on school syllabus, learning goals, and the student's pace.

Convenience and Safety: Tutors come to your home, making learning not just effective, but also safe and comfortable—especially for younger students.

Regular Assessments and Feedback: You get periodic assessments and performance reviews, so you’re always aware of your child’s academic journey.

What Subjects and Classes Are Covered?

Whether your child needs help with daily schoolwork or is preparing for a major exam, Saraswati Tutorials has expert tutors for:

Classes 1 to 5 – Foundation building, basic subjects, homework support

Classes 6 to 10 – Conceptual clarity, exam readiness, revision support

Classes 11 & 12 – Stream-specific tutoring: Science, Commerce, Humanities

Competitive Exams – IIT-JEE, NEET, NDA, CUET, Olympiads

Languages – English, Hindi, Sanskrit

Boards Covered – CBSE, ICSE, State Board, and more

Still Searching "Best Home Tuition Near Me"? Here's What Local Parents Say

"My son was struggling with Physics in Class 11. We found Saraswati Tutorials through a recommendation. The tutor they sent was patient and knowledgeable. Now he actually enjoys the subject!" — Mrs. Neelam Verma, Rajpur Road

"Math used to be a nightmare for my daughter. Thanks to Saraswati Tutorials, she scored 95% in her boards. Easily the best home tuition near us." — Mr. Ajay Mehta, Sahastradhara Road

"We were tired of crowded coaching centers. Saraswati’s home tutors brought back confidence in our child. Highly recommend!" — Mrs. Kiran Rawat, Vasant Vihar

Top 5 Home Tuitions Listed on Address Guru

In addition to Saraswati Tutorials, here are 5 highly-rated home tuition providers in Dehradun according to Address Guru:

Bright Scholars Academy Known for dedicated subject tutors with excellent board results.

Smart Mind Tutorials Focuses on core subjects like Maths and Science with demo sessions.

Focus Point Tuition Centre Offers both online and offline tutoring options across all classes.

Perfect Home Tuition Flexible hours, individual classes, and result-driven programs.

Gurukul Tutors Dehradun Offers highly specialized tutors for subjects like English and Social Science.

These are great options, but if you're looking for the perfect mix of quality, flexibility, and reliability, Saraswati Tutorials remains the top choice.

Key Benefits of Choosing Saraswati Tutorials

Trusted by hundreds of families across Dehradun

High success rate with board and entrance exam preparation

Affordable and transparent pricing

Option to switch tutors if needed

Available for morning and evening sessions

How to Book the Best Home Tuition Near Me

Finding the right tutor doesn’t have to be stressful. Here’s how Saraswati Tutorials makes it simple:

Call or Enquire Online Share your location, subject requirements, class, and preferred timings.

Tutor Matching Get matched with an expert tutor from your nearby area.

Attend a Demo Session Evaluate teaching style and compatibility.

Finalize and Begin Learning Start your personalized academic journey right from your living room.

Final Thoughts: Great Learning Begins at Home

When you search for the best home tuition near me, you’re not just looking for a teacher—you’re looking for a guide, a mentor, and a catalyst for your child’s success. In a world full of distractions, having a focused, personalized tutor can be the key difference between average scores and academic brilliance.

With a reputation built on trust, consistency, and results, Saraswati Tutorials stands out as the most reliable home tuition service in Dehradun. So why wait?

Give your child the gift of personalized learning. Contact Saraswati Tutorials today and discover what true academic excellence looks like!

[justtryblockchain]

Which Field of Application Uses Blockchain the Most And How You Can Profit

1. Introduction

Blockchain the next big thing? If you've been wondering where it really fits in our world and, more importantly, how to make it work for you, you're in the right place. Let’s explore which field of application uses blockchain the most and how you can profit from it.

2. Blockchain Explained Simply

You’ve probably heard terms like “ledger,” “decentralized,” and “peer-to-peer” tossed around. But what does it all mean?

Understanding the Blockchain Network

At its core, a blockchain network is a chain of digital “blocks” containing information. These blocks are distributed across a network of computers (nodes), and once data is added, it can’t be changed. That’s the magic—it’s secure, transparent, and immutable.

Core Components: Nodes, Ledgers, and Blocks

Nodes: Participants in the blockchain that keep a copy of the ledger.

Ledger: A record of all transactions.

Blocks: Units where data is stored and linked cryptographically.

3. Applications of the Blockchain

Blockchain isn’t just for Bitcoin anymore. It's weaving itself into several industries, offering solutions to age-old problems.

Smart Contracts in Real Estate

Imagine buying a house without a lawyer or agent—just you and the seller, connected through a smart contract. The blockchain handles the deal, holding the money and deeds in digital escrow.

Tracking and Transparency in Supply Chains

From farm to fork, blockchain tracks every step. Companies like Walmart use it to trace the origin of food, reducing waste and increasing safety.

Healthcare and Patient Records Security

Hospitals are exploring blockchain for secure storage of patient records. You control who accesses your medical history, not some admin behind a desk.

Voting and Identity Verification Systems

Governments are piloting blockchain-based voting to prevent fraud. With digital IDs, you can vote from your phone with full transparency.

Gaming and NFTs

In the gaming world, blockchain powers NFTs and virtual economies, where players own and trade in-game assets for real-world value.

4. The Dominant Industry: Financial Services

Without a doubt, the financial sector is blockchain’s biggest fan—and for good reason.

Why Financial Services Lead the Charge

Financial transactions require security, speed, and transparency—all strengths of blockchain. It eliminates middlemen and brings trust to digital payments.

Use of Blockchain Technology in Financial Services

From cross-border transfers to fraud prevention and automated compliance, the use of blockchain technology in financial services has redefined how money moves.

5. Real-World Examples in Finance

Let’s look at some heavy hitters already profiting.

Ripple and Cross-Border Payments

Ripple enables real-time global payments at a fraction of the cost banks charge. It's used by institutions like Santander and American Express.

DeFi (Decentralized Finance) Platforms

Platforms like Uniswap and Aave remove banks from the equation, allowing users to lend, borrow, and earn interest using crypto wallets.

Tokenization of Assets

You can now own a fraction of a Picasso or a Manhattan skyscraper—tokenized and traded through blockchain platforms.

6. How You Can Profit from Blockchain

Now the fun part—making money.

Investing in Cryptocurrencies and Tokens

This one’s obvious. Buy low, sell high. But be smart: do your homework, diversify, and understand the risk.

Building Blockchain-Based Apps or Platforms

If you're tech-savvy, start developing dApps (decentralized apps) for high-demand sectors like supply chain or finance.

Becoming a Blockchain Consultant

Many businesses want in but don’t know how. Learn the ropes and guide them—for a price, of course.

7. Partnering with Blockchain Development Services

You don’t have to do it alone. Bring in the experts.

Why Businesses Hire a Blockchain Development Company in USA

A blockchain development company in the USA offers top-tier talent and proven strategies to build secure, scalable blockchain solutions.

Key Features to Look for in a Blockchain Development Service

Proven track record

Transparent pricing

Strong cybersecurity protocols

Experience across industries

8. Exploring Career Opportunities in Blockchain

The blockchain job market is booming. Here’s where you can fit in.

Developers and Engineers

They’re the backbone—coding smart contracts, building networks, and solving bugs.

Analysts and Compliance Experts

Helping firms navigate the legal maze around blockchain regulations.

Marketing and Sales Roles

Even the best tech needs a good story. Sell it right, and you’re golden.

9. Blockchain in the Future: What’s Next?

This isn’t the end—it’s just the beginning.

Trends and Predictions

Governments launching Central Bank Digital Currencies (CBDCs)

More enterprise blockchain adoption

Seamless integration with traditional systems

Integration with AI and IoT

Imagine a smart fridge ordering food based on blockchain-tracked supply chains. That future? Closer than you think.

10. Conclusion

The use of blockchain technology is growing fast, but financial services continue to lead the charge. With so many opportunities—from investing and development to consulting and employment—profiting from blockchain is no longer reserved for tech geniuses or early adopters. It’s about recognizing the shift, understanding where you fit in, and taking action.

So, are you ready to turn blockchain innovation into personal opportunity?

[programmingandengineering]

DATA 255 Deep Learning Technologies – Homework -1 Solved

Problem 1 (8 pts): The figure below shows a 2-layer, feed-forward neural network with three hidden-layer nodes and one output node. x1 and x2 are the two inputs. For the following questions, assume the learning rate is α = 0.1; activation function = sigmoid; loss function, MSE = 12 ( − ̂)2; target output = 1; For instance, the output of n1 equal ( 1 ∗ 1 + 2 ∗ 2 + 1). Compute one step of the…

[myprogrammingsolver]

Computer Systems and Networks Homework 2 - Assembly Review

Homework 2 CS 2200 – Computer Systems and Networks Problem 1: Getting Started with the LC-3300 In this homework, you will be using the LC-3300 ISA to complete a Tower of Hanoi move-counting function. Before you begin, you should familiarize yourself with the available instructions, the register conventions and the calling convention of LC-3300. Details can be found in the section, Appendix A:…

[ankitcodinghub]

CS2200 - Computer Systems and Networks Solved

Homework 2 – Assembly Review 1 Problem 1: Getting Started with the LC-3300 In this homework, you will be using the LC-3300 ISA to complete a Tower of Hanoi move-counting function. Before you begin, you should familiarize yourself with the available instructions, the register conventions and the calling convention of LC-3300. Details can be found in the section, Appendix A: LC-3300 Instruction Set…

[amitypatna]

Top MCA University In Bihar: Placements, Curriculum & More!

MCA is a degree that is known for its in-depth and comprehensive curriculum and is designed to help students with the necessary skills and knowledge in the field of computer applications. When it comes to pursuing this advanced degree, choosing the right college becomes crucial. If you are a student from Bihar, then you must stick to this blog, as we are going to shed light on a top MCA university in Bihar, while also focusing on how an MCA degree can help you excel in your field.

How An MCA Helps To Excel

An MCA degree from the best MCA College in Patna will help to broaden your knowledge and provide you a well-rounded education to excel in the tech world. Let’s have an in-depth look at the learnings of an MCA and how it actually helps an individual to excel.

In-Depth Technical Knowledge

An MCA program provides students with a comprehensive and detailed understanding of various computer applications and software development methodologies. This comprehensive knowledge base is essential for tackling complex technical challenges in the IT industry and the different problems that might arise when you start working.

Enhanced Problem-Solving Skills

One of the key benefits of pursuing an MCA degree is the development of strong problem-solving skills. Through the curriculum, practical projects and homework assignments, students learn to approach problems methodically, analyze different solutions, and implement the most effective ones. 

Better Career Opportunities

Graduates from the Top MCA University in Bihar often find themselves with better career prospects, because the degree opens doors to various work/job roles. It includes opportunities like software development, system analysis, database administration, IT consulting, etc. 

Networking & Professional Growth

An MCA degree gives you diversity, in terms of networking and professional growth. The people you meet here, are not just regular college-goers, they are seasoned individuals and contain a lot of knowledge related to the field.

Opting For The Right College

There are numerous options available in India to pursue an MCA degree, however, if you are from Patna, Bihar – then there’s no better University than Amity. Amity University has consistently ranked as the No.1 private college in India. It boasts world-class faculty, top-notch infrastructure, well-equipped libraries, vibrant campus life, and everything else that you can ever ask for.

These perks help in the growth and development of the students and also provide them with all the necessities that are required for a smooth learning experience. Amity also has a dedicated placement cell that works tirelessly to ensure that students are well-placed and have a secure career.

Conclusion

If you are a BCA graduate from Bihar who is willing to enroll in Master of Computer Applications College in Bihar, then there is no institute better than Amity. It is a place that provides all the facilities and a suitable environment to learn, grow and succeed. So if you are considering to start this amazing tech journey towards a bright future, then apply at Amity!

Source: https://amityuniversitypatna.blogspot.com/2024/10/top-mca-university-in-bihar-placements.html

[codeshive]

DSCI599 Homework 4 solved

1. [10 points] What is a Bayesian Network (BN)? What are its advantages over a tabular representation of the joint distribution of the system variables? Explain both the representational and the computational advantages. What is a Dynamic BN (DBN)? Describe Markov Models (MMs) and Hidden Markov Models (HMMs). Pick a problem of interest in Data Science that can be modeled using HMMs. Describe the…

[codingprolab]

DSCI599 Homework 4

1. [10 points] What is a Bayesian Network (BN)? What are its advantages over a tabular representation of the joint distribution of the system variables? Explain both the representational and the computational advantages. What is a Dynamic BN (DBN)? Describe Markov Models (MMs) and Hidden Markov Models (HMMs). Pick a problem of interest in Data Science that can be modeled using HMMs. Describe the…

[jcmarchi]

2024 MacVicar Faculty Fellows named

New Post has been published on https://thedigitalinsider.com/2024-macvicar-faculty-fellows-named/

2024 MacVicar Faculty Fellows named

Four outstanding undergraduate teachers and mentors have been named MacVicar Faculty Fellows: professor of electrical engineering and computer science (EECS) Karl Berggren, professor of political science Andrea Campbell, associate professor of music Emily Richmond Pollock, and professor of EECS Vinod Vaikuntanathan.

For more than 30 years, the MacVicar Faculty Fellows Program has recognized exemplary and sustained contributions to undergraduate education at MIT. The program is named in honor of Margaret MacVicar, MIT’s first dean for undergraduate education and founder of the Undergraduate Research Opportunities Program (UROP).

New fellows are chosen each year through a highly competitive nomination process. They receive an annual stipend and are appointed to a 10-year term. Nominations, including letters of support from colleagues, students, and alumni, are reviewed by an advisory committee led by vice chancellor Ian Waitz with final selections made by provost Cynthia Barnhart.

Role models both in and out of the classroom, Berggren, Campbell, Pollock, and Vaikuntanathan join an elite academy of scholars from across the Institute who are committed to curricular innovation; exceptional teaching; collaboration with colleagues; and supporting students through mentorship, leadership, and advising.

Karl Berggren

“It is a great honor to have been selected for this fellowship. It has particularly made me remember the years of dedicated mentoring and support that I’ve received from my colleagues,” says Karl Berggren. “I’ve also learned a great deal over this period from our students by way of their efforts and thoughtful feedback. MIT continuously strives for excellence in undergraduate education, and I feel very lucky to have been part of that effort.”

Karl Berggren is the Joseph F. and Nancy P. Keithley Professor in the Department of EECS. He received his PhD from Harvard University and his BA in physics from Harvard College. Berggren joined MIT in 1996 as a staff member at Lincoln Laboratory before becoming an assistant professor in 2003. He regularly teaches undergraduate EECS offerings including 6.2000, formerly 6.002 (Electrical Circuits), and 6.3400, formerly 6.02 (Introduction to EECS via Communication Networks).

Sahil Pontula ’23 writes, “Professor Berggren turned 6.002 from a mere course requirement into a truly memorable experience that shaped my current research interests and provided a unique perspective … He is devoted not just to educating the next generation of engineers, but also to imbuing in them interdisciplinary problem-solving perspectives that push the frontiers of science forward.”

MacVicar Fellow and professor of EECS Jeffrey Lang notes, “His lectures are polished, presented with humor, and well-appreciated by his students.” Senior Tiffany Louie adds: “He connects with us, inspires us, and welcomes us to ask questions in class and in the greater electrical engineering field.”

Berggren is also deeply invested in the art and science of teaching. Tomás Palacios, professor of EECS, says, “Professor Berggren is genuinely interested in continuously improving the educational experience of our students. He approaches this in the same methodological and quantitative way we typically approach research. He is well-versed in the most modern theories about learning and he is always happy to share … relevant books and papers on the subject.”

Lang agrees, noting that Berggren “reads articles and books that examine and discuss how learning occurs so that he can become a more effective teacher.” He goes on to recall a conversation in which Berggren explained a new form of homework grading. Instead of reducing grades for errors that did not render an obviously flawed result, he helps students extract key takeaways from their assignments and come to correct solutions on their own. Lang notes that a key benefit of this approach is that it allows graders to “work much more quickly yet carefully” and “provides them more time to spend on giving helpful feedback.”

Adding to his long list of contributions, Berggren also oversees the EECS teaching labs. Since assuming this role, he has pursued changes to ensure that students feel comfortable and confident using the space for both coursework and outside projects, developing their critical thinking and hands-on skills.

Faculty head and professor of electrical engineering Joel Voldman applauds Berggren’s efforts: “Since [he] has taken over, the labs are now a place for projects of all sorts, with students being trained on various processes, parts being easy to obtain, equipment readily available … His fundamental mantra has been to make a space that serves students, meets them where they’re at, and helps them get to where they want to go.”

Andrea Campbell

Andrea Campbell received her BA in social studies from Harvard University and her MA and PhD in political science from the University of California at Berkeley. She joined MIT’s Department of Political Science in 2005 and is currently the Arthur and Ruth Sloan Professor of Political Science and director of undergraduate studies.

Professor Campbell regularly teaches classes 17.30 (Making Public Policy), 17.315 (Health Policy), and 17.317 (U.S. Social Policy). Her research examines the relationships between public policies, public opinion, and political behavior.

A unique aspect of Campbell’s teaching style is the personal approach she brings. In 17.315, Campbell shared her own experiences following a tragic accident in her family, which highlighted the real-life challenges that many face navigating America’s health care system.

According to David Singer, department head and the Raphael Dorman-Helen Starbuck Professor of Political Science, Campbell “weaves personal experience into her teaching in powerful ways … Her openness about her experience permits students to share their own … thereby strengthening their own engagement with the material.”

Singer goes on to say, “In all of her classes, [she] encourages students to examine policymaking not as a technocratic exercise, or an exercise of optimization, but rather as a process infused with politics. In steering her pedagogy in this way, she shows her students how to understand the identity and interests of different groups in society, where their relative power emanates from, and how the rules and institutions of the U.S. political system shape policy outcomes on critical issues like LGBTQ rights, gun control, military intervention, and health care.”

Students say her classes are incredibly impactful, lingering with them for years to come. Her former teaching assistant, now Harvard professor, Justin de Benedictus-Kessner wrote, “Andrea’s talents have been an enormous asset … I have seen how many of her former undergraduate students have gone on to successful careers adjacent to her field of public policy in large part because of her inspiration.” Echoing this sentiment, Julia H. Ginder ’19 writes, “her lessons and mentorship have impacted my day-to-day life and career trajectory even five years after graduation.”

Campbell’s work set the stage for wide-ranging improvements to the Course 17 curriculum and under her leadership, public policy has become the most popular minor in the department. Singer writes, “She ensures that required classes in political institutions, economics, and substantive policy areas are regularly taught, and she proselytizes … to students about the importance of understanding policymaking, especially to [those] in engineering and sciences who might otherwise overlook this critically important domain.”

Campbell is heavily involved with undergraduate advising at the department, school, and Institute levels. She is a popular sponsor of UROPs and attracts many undergraduate researchers each year. Campbell is also co-chair of the Gender Equity Committee in the School of Humanities, Arts, and Social Sciences (SHASS) and the Subcommittee on the Communication Requirement (SOCR).

“It is clear that Andrea takes undergraduate teaching extraordinarily seriously, not just when designing her own classes, but when leading the undergraduate program in our department,” says Adam Berinsky, the Mitsui Professor of Political Science.

Beyond her many pedagogical and curricular accomplishments, Singer notes: “Andrea’s students consistently tout her extraordinary degree of personal engagement. She takes the time to get to know students, to mentor them outside the classroom, and to keep them energized in the classroom. Many express gratitude for Andrea’s willingness to go the extra mile — by staying late after class, holding extra office hours, and even inviting students to her home for Thanksgiving dinner.”

On receiving this award Campbell writes, “I am so grateful to my colleagues and students for taking the time to nominate me and so honored to be selected. Teaching and mentoring MIT students is such a joy. I am well aware that some students come through my door just to fulfill a requirement. Others come with genuine enthusiasm and interest. Either way, I love watching them discover how fascinating political science is and how relevant politics and policymaking are for their lives and their futures.”

Emily Richmond Pollock

“I am truly thrilled to become a MacVicar Faculty Fellow. Working with the undergraduates at MIT is such a gift in itself. When I teach, I can only strive to match the students’ creativity and commitment with my own,” says Emily Richmond Pollock.

Pollock joined MIT’s faculty in 2012. She received her BA in music from Harvard University in 2006 and her MA and PhD in music history and literature from the University of California at Berkeley in 2008 and 2012. She was awarded MIT’s Arthur C. Smith Award for meaningful contributions and devotion to undergraduate student life and learning in 2019 and the James A. and Ruth Levitan Teaching Award from the SHASS in 2020. She currently serves on the SOCR, the Subcommittee on the HASS requirements, and is the inaugural undergraduate chair in the SHASS.

Pollock is a dedicated mentor and advisor and testimonials highlight her commitment to student well-being and intellectual development. “Professor Emily Richmond Pollock is a kind, intentional, and dedicated teacher and advisor,” says senior Katherine Reisig. “By fostering such a welcoming community, she helps the MIT music department be a better place. It is clear … [she] cares deeply about her students, not only that we are doing well academically, but also that we are succeeding in life and doing well mentally.”

MacVicar Faculty Fellow and associate professor of literature Marah Gubar agrees: “Emily has long served as a role model for how to support the ‘whole student’ in ways that build community, right wrongs, and infuse more humanity and beauty into our campus.”

MIT colleagues and students praise Pollock’s extensive contributions to curriculum development at the introductory and advanced levels. She regularly teaches class 21M.011 (Introduction to Western Music) and courses on opera, symphonic repertoire, and the advanced seminar for music majors. Her lectures provide lively learning experiences in which her students are encouraged to think critically about music and culture, dive into unfamiliar operas with curiosity, and compare dramatic elements across time periods.

“I came away from 21M.011 not only with a better understanding of Western music, but with new curiosities and questions about music’s role in the world. Professor Pollock’s teaching made me want to learn more — it encouraged lifelong discovery, curiosity, and education,” Reisig says.

Associate professor of music and MacVicar Faculty Fellow Patricia Tang writes, “Professor Pollock continues to grow as a leader in pedagogical innovation, transforming the music history curriculum and being a true inspiration to her colleagues in her devotion to her students. Though these subjects existed in the course catalog before Pollock’s arrival, in all cases she has radically transformed them, infusing new energy and excitement into the curriculum.”

Pollock also champions issues of diversity, equity, and inclusion in the arts and is dedicated to making classical music and opera more accessible while maintaining the intellectual prestige applauded by students. She encourages students to embrace lesser-known works and step outside their comfort zone, even taking students to the opera herself. She has a “strong interest in anti-racist pedagogies and decolonizing music curriculum … [her] pedagogical innovations are numerous,” Tang observes.

About her impact as an advisor, Tang notes: “Professor Pollock genuinely loves getting to know her students … it is really her ‘superpower.’ It is her mission to make sure [they] are not just surviving but thriving in their first year.”

Senior Hana Ro agrees: “Under her guidance, my academic journey has been transformed, and I have gained not only a profound understanding of [this] subject matter but also a sense of belonging and encouragement that has been invaluable during my time at MIT.”

Furthermore, Pollock ensures that students never feel isolated or alone. Graduate student Frederick Ajisafe says, “If she knew that a cohort was taking a demanding class, she would check in with us … In all cases, Emily emphasized her belief in our ability to succeed and her willingness to help us get there.”

Vinod Vaikuntanathan

Vinod Vaikuntanathan is a professor in the Department of EECS. He received his bachelor’s degree in computer science from the Indian Institute of Technology Madras in 2003 and his SM and PhD degrees in computer science from MIT in 2005 and 2009. Vaikuntanathan joined the faculty in 2013 and in recognition of his contributions to teaching and service to students, he received the Harold E. Edgerton Faculty Achievement Award in 2017 and the Ruth and Joel Spira Award for Distinguished Teaching in 2016.

Vaikuntanathan has taught all three EECS undergraduate theoretical computer science subjects including 6.1210, formerly 6.006 (Introduction to Algorithms); 6.1200, formerly 6.042 (Mathematics for Computer Science); and 6.1220, formerly 6.046 (Design and Analysis of Algorithms).

Students say his classes are challenging, yet approachable and inclusive. Helen Propson ’24 writes, “He excels at making complex subjects like cryptography accessible and captivating for all students, creating an atmosphere where every student’s input is highly regarded. He embraces questions and leaves students feeling inspired and motivated to tackle challenging problems, fostering a sense of confidence and a belief in their own abilities.” She goes on to say, “He often describes intricate concepts as ‘magical,’ and his enthusiasm is contagious, making the material come alive in the classroom.”

MIT alumna Anne Kim concurs: “His teaching style is characterized by its clarity, enthusiasm, and a genuine passion for the subject matter. In his classes, he managed to distill complex algorithms into digestible concepts, making the material accessible to students with varying levels of expertise.”

Vaikuntanathan has also made significant contributions to the EECS curriculum. In spring 2022, he, along with fellow professors in the department, led an effort to improve 6.046. According to professor of EECS and MacVicar Fellow Srini Devadas, “designing a new lecture for 6.046 is not easy. Each new lecture is, typically, days of prep work, including preparing to … give the lecture itself and writing and testing problem set questions, quiz questions, and quiz practice questions. Vinod did all this with skill, aplomb, and enthusiasm. His contributions have had a permanent and beneficial effect on 6.046.”

Widely known for his work in cryptography, including homomorphic encryption and computational complexity, Vaikuntanathan became the lecturer-in-charge of the department’s first theoretical cryptography offering, 6.875. In addition, as the fields of quantum and post-quantum cryptography have grown, “Vinod has added relevant modules to the syllabus, taking the place of topics which had grown obsolete,” Devadas remarks. “Some professors might see teaching the same class multiple times as a chance to save themselves work by reusing the same materials. Vinod sees teaching 6.875 every fall as an opportunity to keep improving the class.”

Vinod Vaikuntanathan is also a devoted mentor and advisor, assisting with first-year UROPs and encouraging students to take advantage of his “open-door” policy. Kim writes that Professor Vaikuntanathan is benefiting her career still as “his mentorship … extends beyond the classroom through his research” and that he “has mentored and advised dozens of [her] friends in the cryptography space.”

“His encouraging demeanor sets a remarkable example of the kind of teacher every student hopes to encounter during their academic career,” says Propson.

On becoming a MacVicar Faculty Fellow Vaikuntanathan writes, “It is humbling to be in the company of such amazing teachers and mentors, many of whom I have come to think of as my role models. Many thanks to my colleagues and my students for considering me worthy of this honor.”

[programmingandengineering]

Computer Systems and Networks Homework 2 - Assembly Review

Homework 2 CS 2200 – Computer Systems and Networks Problem 1: Getting Started with the LC-3300 In this homework, you will be using the LC-3300 ISA to complete a Tower of Hanoi move-counting function. Before you begin, you should familiarize yourself with the available instructions, the register conventions and the calling convention of LC-3300. Details can be found in the section, Appendix A:…

[oldarticles]

College vs. Real College

by Jake Hurwitz

Like many of you, I grew up watching Saved by the Bell, Boy Meets World, and (don't tell anyone) Dawson's Creek. Those shows taught me all I knew about relationships, family problems, and, as years passed without network cancellation, college life. Well, you can imagine my disappointment when I moved into my dorm freshman year only to discover that the college life portrayed on television during my youth was not even remotely similar to real college life. Allow me to explain:

Saved by the Bell: First of all, the fact that Zack got into UCLA without ever doing any homework (aside from that project he did with the Native American that one time) just because he got a good SAT score is ridiculous, but I won't even get into that. Zack moves in to his dorm with A.C. Slater and Samuel "Screech" Powers. Talk about a stroke of luck! Who saw that one coming?! As freshmen, Zack and the guys had a sweet common room, complete with a kitchen, which connected them to one Miss Kelly Kapowski and her two hot roommates, Leslie and Alex. My freshman year I lived in a 12 by 10 cinderblock cell with a strange Indian kid who had a nasty Hot-Pocket addiction and rampant body odor. There was no common room connecting our room to the room of three gorgeous women. Instead, we had a hallway with a puke-stained carpet connecting our room to the R.A.'s room - who, by the way, was not an awesome ex-football player named Mike but a tiny computer nerd named Barry. Yeah, my first day on campus was a let-down, and it only went downhill from there.

Boy Meets World: Just like Cory, Eric, Topanga, Sean and Angela, I applied to Pennbrook University. Sadly, I didn't get in, but not because of my low G.P.A. or because of a lack of extra curricular activities. No, I'd say the biggest determining factor in my not being admitted was that Pennbrook doesn't exist. That's probably the reason my spell check has it underlined in red right now. Anyway, as if that wasn't bad enough, I was totally thrown off when I went to my first class and didn't see my favorite teacher from high school standing at the front, ready to throw some sweet life lessons my way. What the hell, Mr. Deck? Mr. Feeny followed his students from school to school. I know change is difficult, and you might be missing that PhD, but, dude, get with the program. I mean, what am I supposed to do if Topanga gets mad at me? Or what if Angela wants to move to Europe for a year with her Dad? I can't solve problems like this on my own!

Dawson's Creek: That's when I started thinking, why should I even go to college? Pacey didn't go and he did fine. He was an investment banker, and later in the very same season, a chef. Those things sound like stuff I can do without ever getting any sort of actual training, right? So I put on a suit and went out there and gave it a shot. Amazingly, no brokerage houses or five-star restaurants hired me after my interviews. I did everything Pacey did; grew the goatee, drove a cool vintage car, even tried to use unnecessarily big words in my sentences"; unfortunately my math knowledge is at or below third grade level, and I don't know how to use a calculator. The chef thing didn't go too well when they discovered my culinary skills were limited to making Easy-Mac, and even that comes out a little watery sometimes".

What I'm trying to say is that college is not like TV. You're not going to bang Joey Potter, Topanga or in Zack's case - whoever the hell you want. Your teachers aren't gonna be Mr. Feeny or Professor Lasky (Thanks IMDB!). And you're gonna have to work hard to excel in life, my friend. But there is one upside that TV didn't tell you about. There's tons of alcohol to drink and crazy drugs to do in college, way more than any TV shows let on. So have a ball! Cut loose! Get fucked up! Hey, maybe Topanga will pass out and you can feel her boobs.

[myprogrammingsolver]

EE655000 Machine learning HW3

Part1. Handwriting homework assignment You can find the corresponding problems from the textbook. (25 points) Exercise 5.6 (25 points) Exercise 5.24 (25 points) Exercise 6.16 (25 points) Exercise 6.26 Part2. Computer assignment In this problem, you need to build a neural network in order to classify images into three classes. Particularly, you need to code on the feedforward network…