Which two factors most influenced the growth of the internet during the 1970s? increase in the power of darpa and increased interest in beating the russians in the space race increase in the power of public universities and increased appreciation for a liberal arts education increase in the power of computer hardware and increased funding from the national science foundation increase in the power of electrical power supplies and increased availability of alternating current power supplies.

The idea that, for each pair of devices v and w, there’s a strict dichotomy between being “in range” or “out of range” is a simplified abstraction. more accurately, there’s a power decay function f (·) that specifies, for a pair of devices at distance δ, the signal strength f(δ) that they’ll be able to achieve on their wireless connection. (we’ll assume that f (δ) decreases with increasing δ.) we might want to build this into our notion of back-up sets as follows: among the k devices in the back-up set of v, there should be at least one that can be reached with very high signal strength, at least one other that can be reached with moderately high signal strength, and so forth. more concretely, we have values p1 ≥ p2 ≥ . . ≥ pk, so that if the back-up set for v consists of devices at distances d1≤d2≤≤dk,thenweshouldhavef(dj)≥pj foreachj. give an algorithm that determines whether it is possible to choose a back-up set for each device subject to this more detailed condition, still requiring that no device should appear in the back-up set of more than b other devices. again, the algorithm should output the back-up sets themselves, provided they can be found.\

Develop the program incrementally: a) start by reading and displaying each line of the input file to make sure you are reading the data set correctly. b) use the split string method to extract information from each line into a list. print the list to prove that this step is working correctly. d) convert the exam scores to type int and calculate the student’s average. display those items to prove this step is working correctly. e) create a tuple containing the six items for each student (name, exam scores, exam mean). display the tuples to prove this step is working correctly. (optionally, you may want to have the exam scores in a list so your tuple is (name, scores_list, f) append each tuple to a list. display the list to prove this step is working correctly. g) use the sort list method to re-order the tuples in the list. display the list to prove this step is working correctly. h) use a for statement to display the contents of the list as a table (with appropriate formatting). i) use a for statement to calculate the average of all scores on exam #1, then display the results. note that you could have calculated this average within the first loop, but we are explicitly requiring you to do this calculation by looping though your list of tuples. j) add the logic to calculate the average of all scores on exam #2, then display the results.

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