PurposeThe purpose of this assignment is to continue building our ITOT case study models by using the classes and their properties from Assignment 1 and creating a class diagram and Class and Relationship Analysis table for the relationships among classes. In addition, we will build a state diagram for the ShopppingCart class.Assignment InstructionsIn this assignment you will create a class diagram and the Class and Relationship Analysis table for all of the classes you identified in Assignment 1 and a state diagram for your ShoppingCart class. Make certain that you include all of the classes and any additional classes or corrections to your Assignment 1.For the Analysis Specification you will add the following completed sections:Sections 4, 4.1, 4.2 (adjustments if necessary), 4.3, 5, 5.1, 5.2Directions1. Read and review the Quick Resources at the end of this Assignment.2. Create a UML class diagram with attributes, associations, multiplicity constraints, and operations using your CASE tool. Add your name and course number directly on your diagram.2.1 Section 4.1. Use the classes you identified from Assignment 1 and create a UML class diagram that includes all of your classes. Place your class diagram in Section 4.1. Add attributes to each class and relationships between classes. Attributes are properties of classes and indicate the type of data expected like text, numbers, etc.. For example, a name attribute would be text type data. Relationships establish some linkage between classes and can include associations, generalization, aggregation, and composition . Associations are the most common relationships. See the example class diagram http://www.uml-diagrams.org/examples/online-shopping-domain-uml-diagram-example.html for an example of a ShoppingCart class diagram similar to our model. As you add a class using the CASE tool, if you right click on the class and choose the option to Add attributes with getter and setter methods. Your CASE tool will automatically add them as methods. This saves considerable time and effort.2.2 Section 4.1. Include at least 10 named relationships with multiplicity constraints on associations to other classes. Names and multiplicity constraints are required on all associations. The shape of the line used indicates the type of relationship for generalization, aggregation, and composition relationships so you do not need names here. Association names are often verb phrases like “purchases” from “A Customer purchases a ScheduledCourse”. To determine the associations, you can also use the same technique as the noun analysis, but do verb analysis instead. To help you discover the associations and multiplicity constraints complete the Class and Relationship Analysis table below and add it to Section 4.1 with your class diagram.Identify the relationships among the classes. Associations are bidirectional and so we must consider them in both directions with multiplicity constraints as well. Using a table for the initial analysis will make it easier to create a class diagram. For each class ask the question "What other classes is the class related to?" or "What is the relationship between these two classes?" Once you identify the classes, then for each class pair ask "What is the relationship?" Multiplicity constraints are needed on both ends of the association and may be zero or one (0..1), one and only (1), zero or more (0..*), or many (*) ,etc. As you can see below there are two sentences with the multiplicity constraints describing the association in both directions. In this example the two classes are Instructor and Course. The relationship is "teaches". On our diagrams we usually only show the relationship name in one direction and mentally revers the verb phrase in the other direction. See Figures 3.12 and 3.15 in your textbook for an example of a class diagram with named associations and multiplicity constraints.Class and Relationship AnalysisClass Name 1Relationship with MultiplicityClass Name 2InstructorAn Instructor teaches zero or more (0..*) CourseA Course is taught by a single (1) InstructorCourse2.3 Add multiplicity constraints to each end of a relationship between classes. UML multiplicity constraints include the pairs 1..1, 1..*, *..*, 0..1, as well as others.2.4 Section 4.1. Add your class diagram and the Class and Relationship Analysis table to Section 4.1 of your Analysis Specification. Make certain that you continue from your Assignment 1 submission. Each week we will add to the Analysis Specification document until we finally complete it. So just take your previous assignment and add this assignment to it.2.5 Section 4. Complete Section 4 of the Analysis Specification with a brief introduction to the contents of the section. You can now include this since you have completed your class diagram.2.6 Sections 4.2 and 4.3. Make any necessary adjustments to Section 4.2 that you completed in Assignment 1 and discuss your changes in Section 4.2 which should agree with and support Section 4.1.2.7 Section 4.3. Complete Section 4.3 of the Analysis Specification with a discussion of your class diagram.3. Create a UML state diagram for the ShoppingCart class with your CASE tool. Add your name and course number directly on your diagram. Make certain that you name the transitions and add guards as necessary.3.1 Sections 5.1 and 5.2. Add your UML state diagram along with a discussion to Sections 5.1 and 5.2 of your Analysis Specification. See the article, ENTD321 Lesson 2 State How to Create a State Diagram.pdf, below on creating a state transition diagram before you start your diagram.3.2 Section 5. Complete Section 5 of your Analysis Specification with an introduction the section contents.Submission Instructions1. Submit your updated Analysis Specification as a Word file. 2. When you submit your Word file, use your name as part of the file name, e.g., ENTD321Assignment2_FirstNameLastName. Also make certain that your name and course number is at the top of your document.Your assignment will be graded with the following rubric:Rubric for AssignmentsPointsContent & Development 50%50/50Organization 20%20/20Format 10%10/10Grammar, Punctuation, & Spelling 15%15/15Readability & Style 5%5/5Timeliness (late deduction 10 points) OptionalTotal100/100Quick ResourcesUse the following for examples and guidelines for class and state diagrams but make certain that you put names on your associations. Classes and Class Diagrams1. See http://www.uml-diagrams.org/examples/online-shopping-domain-uml-diagram-example.html for an example of a ShoppingCart similar to our model. 2. See Ambler, Scott (n.d.). UML2 Class Diagrams: An Agile Introduction. Retrieved from http://www.agilemodeling.com/artifacts/classDiagram.htm, This provides examples of a class diagrams.3. See Ambler, Scott (n.d.). UML2 Class Diagramming Guidelines. Retrieved from http://agilemodeling.com/style/classDiagram.htm. This style guide includes the guidelines for drawing and naming for class diagrams including general guidelines, class style guidelines, interfaces, relationships, inheritance, aggregation and composition. 4. Download the following book (you will need it for readings later):Larman, Craig. (2001). Applying UML and Patterns: An Introduction to Object-Oriented Analysis and Design and the Unified Process. Second Edition. Retrieved from http://utd.edu/~chung/SP/applying-uml-and-patterns.pdf. There is also a third edition available. 5. See Chapter Larman 11 Domain Model: Adding Associations, p. 163. Review sections 11.1 – 11.8. Pay particular attention to multiplicity constraints (Figure 11.4), and naming (Figures 11.6) and multiple associations between two classes (Figure 11.7). Use these examples as guidelines for naming associations in your class diagram.6. Sample UML Class Diagrams for ITOT Classes has a partial class diagram for the Instructor, Course, and ExpertiseArea classes or our Case Study.Using a CASE Tool for Class Diagrams1. See the file Creating Project and Class Diagrams with a CASE Tool for step by step instructions on creating a project and class diagram using a CASE tool.2. See step by step instructions for drawing class diagram from the VP User Guide article on "How to draw a class diagram" at https://www.visual-paradigm.com/support/documents/vpuserguide/94/2576/7190_drawingclass.htmlState Diagrams1. See ENTD321 Lesson 2 State How to Create a State Diagram.pdf for a detailed example on how to create a state diagram. 2. Ambler, Scott (n.d.). UML2 State Machine Diagrams: An Agile Introduction. Retrieved from http://www.agilemodeling.com/artifacts/stateMachineDiagram.htm3. Ambler, Scott (n.d.). UML2 State Machine Diagramming Guidelines. Retrieved from http://agilemodeling.com/style/stateChartDiagram.htm. This style guide provides guidelines for general issues, state, substates, transitions and actions, and guards.Using a CASE Tool for State Diagrams2. Ambler, Scott (n.d.). UML2 State Machine Diagrams: An Agile Introduction. Retrieved from http://www.agilemodeling.com/artifacts/stateMachineDiagram.htm3. Ambler, Scott (n.d.). UML2 State Machine Diagramming Guidelines. Retrieved from http://agilemodeling.com/style/stateChartDiagram.htm. This style guide provides guidelines for general issues, state, substates, transitions and actions, and guards.Using a CASE Tool for State Diagrams1. See step by step guidelines for creating state machine diagrams with Visual Paradigm in the VP User Guide article "How to draw State machine Diagrams" at https://www.visual-paradigm.com/support/documents/vpuserguide/94/2579/6714_creatingstat.html2. See the video for drawing state diagrams with VP at Visual Paradigm. (2011 November 4). 5 Steps to Draw a State Machine Diagram. Retrieved from https://www.youtube.com/watch?v=UzUUZRK_Q6YPlease No Plagiarism Please use APA formatting and in text cititation I will upload Assignment 1

Develop a C# console application that computes the hypotenuse of a right triangle. The computation of the hypotenuse of a right triangle is based on the Pythagorean Theorem: c2 = a2 + b2 and the hypotenuse, c ("long side") of the triangle can be computed with the formula the hypotenuse is equal to the square root of the side a squared plus side b squared. The application should take as many side pairs inputs as the user desires and calculate each until the user enters a zero for both side one and side two (sentinel loop). You should use at least two (2) Math class methods.

Task We are going to create some simple rules for translating normal English into Gibberish. A common rule is to add sounds to each syllable, but since syllables are difficult to detect in a simple program, we’ll use a rule of thumb: every vowel denotes a new syllable. Since we are adding a Gibberish syllable to each syllable in the original words, we must look for the vowels. To make things more unique, we will have two different Gibberish syllables to add. The first Gibberish syllable will be added to the first syllable in every word, and a second Gibberish syllable will be added to each additional syllable. For example, if our two Gibberish syllables were “ib” and “ag”, the word “program” would translate to “pribogragam.” In some versions of Gibberish, the added syllable depends on the vowels in a word. For example, if we specify “*b” that means we use the vowel in the word as part of the syllable: e.g. “dog” would become “dobog” (inserting “ob” where the “*” is replaced by the vowel “o”) and “cat” would become “cabat” (inserting “ab” where “a” is used). Note that the “*” can only appear at the beginning of the syllable (to make your programming easier). After the Gibberish syllables are specified, prompt the user for the word to translate. As you process the word, make sure you keep track of two things. First, if the current letter is a vowel, add a Gibberish syllable only if the previous letter was not also a vowel. This rule allows us to approximate syllables: translating “weird” with the Gibberish syllable “ib” should become “wibeird”, not “wibeibird”. Second, if we’ve already added a Gibberish syllable to the current word, add the secondary syllable to the remaining vowels. How can you use Booleans to handle these rules? Finally, print the Gibberish word. Afterwards, ask the user if they want to play again, and make sure their response is an acceptable answer (“yes”/“no”, “y”/“n”). Make sure to check the validity for all of your user inputs throughout the program. Don’t let bad input create errors. Your program will: Print a message explaining the game.Prompt for two Gibberish syllables (indicate the allowed wildcard character “*”).Prompt for a word to translate.Process the word and add the syllables where appropriate.Print the final word, and ask if the user wants to play again.a)First solve the program using a single Gibberish syllable, without checking for multiple vowels in a row or using the wildcard (“*”). This means that “weird” with the “ib” syllable will become “wibeibird” (that will not be correct in the final version, but good enough for starting your program: simplify!).b)You will need to decide how you will check for vowels. Good possibilities are string indexing or using a Boolean, but use a method that works best with your own program. When you check for vowels it may be handy to create a string vowels = “aeiouAEIOU” and use in vowels to check if a character is a vowel (is the character in the string named vowels).c)In this simplified version assume that the Gibberish syllable is exactly two characters long.d)For your resulting word start with an empty string and add characters onto it as you process characters from the original word. Notes and Hints: You should start with this program, as with all programs, by breaking the program down into parts. Getting started: Simplify! Now go back and add error checking to make sure the user is entering valid data and that the word entered actually has a usable vowel to make Gibberish out of. Provide user instructions both when starting the program and if you get invalid input (numbers or punctuation in the word). Try to anticipate every possible error a user could make including “kitty at the keyboard.” After that, add the second Gibberish syllable and allow Gibberish syllables longer than two characters. a)A Boolean to keep track of whether you have already made a substitution for the first Gibberish syllable will be useful, e.g. done_with_first_vowel = Falseb)I found slicing useful for longer Gibberish syllables. Add the wildcard ability after you’ve completed the above steps. Finally, add handling of the special case of consecutive vowels. For most people this is the hardest part of the program. It doesn’t add much Python code, but until you see it the logic can be elusive. Try to map it out with a flowchart and pseudocode first. I used a variable named previous_character that held the previous character so when I was looking at a new character I could check whether the previous character had been a vowel. The string library has a couple of useful tools. If you add import string at the beginning of your program, string.digits and string.ascii_letters are strings that contain all the digits (0 through 9) and all the letters (uppercase and lowercase). Criteria Deliverables Code: proj05.py – your source code solution (remember to include the date, project number and comments in this file). Be sure to use “proj05.py” for the file name. Be sure to add comments to your code to help me understand it.Pseudocode: pseudo05.doc – your pseudocode solution to the problem in a Microsoft Word file. Be sure to use proper indentation and “program” in English (or your first language of choice with an English translation).Flowchart: flow05-partX.jpg – your flowchart solution in an image file format (jpg, png, etc.) Be sure to use the proper shapes for each type of statement in your program. Each separate function created should have its own flow image (numbered as flow05-part1.jpg, flow05-part2.jpg, etc.).