Solution manual for C++ Programming: From Problem Analysis to Program Design, 6th Edition – D.S. Malik - Instant Download To Read The Complete Content
Solution manual for C++ Programming: From Problem Analysis to Program Design, 6th Edition – D.S. Malik - Instant Download To Read The Complete Content
http://testbankbell.com/product/solution-manual-for-c-
programming-from-problem-analysis-to-program-design-6th-
edition-d-s-malik/
http://testbankbell.com/product/test-bank-for-c-programming-from-
problem-analysis-to-program-design-6th-edition-d-s-malik/
http://testbankbell.com/product/c-programming-from-problem-analysis-
to-program-design-8th-edition-malik-solutions-manual/
http://testbankbell.com/product/solution-manual-for-c-programming-
program-design-including-data-structures-6th-edition-d-s-malik/
http://testbankbell.com/product/andersons-business-law-and-the-legal-
environment-standard-volume-23rd-edition-twomey-test-bank/
Fundamental Accounting Principles Wild Shaw 20th Edition
Solutions Manual
http://testbankbell.com/product/fundamental-accounting-principles-
wild-shaw-20th-edition-solutions-manual/
http://testbankbell.com/product/test-bank-for-multinational-
management-7th-edition-john-b-cullen-k-praveen-parboteeah/
http://testbankbell.com/product/racial-and-ethnic-relations-in-
america-7th-edition-mclemore-romo-test-bank/
http://testbankbell.com/product/solution-manual-for-financial-
accounting-tools-for-business-decision-making-9th-by-kimmel/
http://testbankbell.com/product/test-bank-for-introduction-to-
maternity-and-pediatric-nursing-7th-edition-gloria-leifer/
Adventures in the Human Spirit 7th Edition Bishop Test
Bank
http://testbankbell.com/product/adventures-in-the-human-spirit-7th-
edition-bishop-test-bank/
Solution manual for C++ Programming: From Problem
Analysis to Program Design, 6th Edition – D.S. Malik
Download full chapter at: https://testbankbell.com/product/solution-manual-
for-c-programming-from-problem-analysis-to-program-design-6th-
edition-d-s-malik/
Chapter 1
1. a. false; b. false; c. true; d. false; e. false; f; false; g. false; h. true; i. true; j. false; k. true; l. false
3. Central processing unit (CPU), main memory (MM), and input/output devices.
5. An operating system monitors the overall activity of the computer and provides services. Some of
these services include memory management, input/output activities, and storage management.
7. In machine language the programs are written using the binary codes while in high-level language the
program are closer to the natural language. For execution, a high-level language program is translated
into the machine language while a machine language need not be translated into any other language.
9. Because the computer cannot directly execute instructions written in a high-level language, a compiler
is needed to translate a program written in high-level language into machine code.
11. Every computer directly understands its own machine language. Therefore, for the computer to execute
a program written in a high-level language, the high-level language program must be translated into the
computer’s machine language.
13. In linking an object program is combined with other programs in the library, used in the program, to
create the executable code.
15. To find the weighted average of the four test scores, first you need to know each test score and its
weight. Next, you multiply each test score with its weight, and then add these numbers to get the
average. Therefore,
1. Get testScore1, weightTestScore1
2. Get testScore2, weightTestScore2
3. Get testScore3, weightTestScore3
4. Get testScore4, weightTestScore4
5. weightedAverage = testScore1 * weightTestScore1 +
testScore2 * weightTestScore2 +
testScore3 * weightTestScore3 +
testScore4 * weightTestScore4;
17. To find the price per square inch, first we need to find the area of the pizza. Then we divide the price
of the pizza by the area of the pizza. Let radius denote the radius and area denote the area of the
circle, and price denote the price of pizza. Also, let pricePerSquareInch denote the price per
square inch.
a. Get radius
b. area = π * radius * radius
c. Get price
1
d. pricePerSquareInch = price / area
19. To calculate the area of a triangle using the given formula, we need to know the lengths of the
sides―a, b, and c―of the triangle. Next, we calculate s using the formula:
s = (1/2)(a + b + c)
and then calculate the area using the formula:
area = sqrt(s(s-a)(s-b)(s-c))
where sqrt denotes the square root.
The algorithm, therefore, is:
a. Get a, b, c
b. s = (1/2)(a + b + c)
c. area = sqrt(s(s-a)(s-b)(s-c))
The information needed to calculate the area of the triangle is the lengths of the sides of the triangle.
21. Suppose that numOfPages denoes the number of pages to be faxed and billingAmount denotes
the total charges for the pages faxed. To calculate the total charges, you need to know the number of
pages faxed.
If numOfPages is less than or equal to ten, the billing amount is services charges plus
(numOfPages × 0.20); otherwise, billing amount is service charges plus 10 × 0.20 plus
(numOfPages - 10) × 0.10. That is,
You can now write the algorithm as follows:
a. Get numOfPages.
b. Calculate billing amount using the formula:
if (numOfPages is less than or equal to 10)
billingAmount = 3.00 + (numOfPages × 0.20);
otherwise
billingAmount = 3.00 + 10 × 0.20 + (numOfPages - 10) × 0.10;
23. Suppose averageTestScore denotes the average test score, highestScore denotes the highest
test score, testScore denotes a test score, sum denote the sum of all the test scores, and count
denotes the number of students in class, and studentName denotes the name of a student.
a. First you design an algorithm to find the average test score. To find the average test score, first
you need to count the number of students in the class and add the test score of each student. You
then divide the sum by count to find the average test score. The algorithm to find the average test
score is as follows:
i. Set sum and count to 0.
ii. Repeat the following for each student in class.
1. Get testScore
2. Increment count and update the value of sum by adding the current test score to sum.
iii. Use the following formula to find the average test score.
if (count is 0)
averageTestScore = 0;
2
otherwise
averageTestScore = sum / count;
b. The following algorithm determines and prints the names of all the students whose test score is
below the average test score.
Repeat the following for each student in class:
i. Get studentName and testScore
ii.
if (testScore is less than averageTestScore)
print studentName
c. The following algorithm determines and highest test score
i. Get first student’s test score and call it highestTestScore.
ii. Repeat the following for each of the remaining student in class
1. Get testScore
2.
if (testScore is greater than highestTestScore)
highestTestScore = testScore;
d. To print the names of all the students whose test score is the same as the highest test score,
compare the test score of each student with the highest test score and if they are equal print the
name. The following algorithm accomplishes this
Repeat the following for each student in class:
i. Get studentName and testScore
ii.
if (testScore is equal to highestTestScore)
print studentName
You can use the solutions of the subproblems obtained in parts a to d to design the main algorithm as
follows:
1. Use the algorithm in part a to find the average test score.
2. Use the algorithm in part b to print the names of all the students whose score is below the average
test score.
3. Use the algorithm in part c to find the highest test score.
4. Use the algorithm in part d to print the names of all the students whose test score is the same as the
highest test score
3
Chapter 2
1. a. false; b. false; c. false; d. true; e. true; f. false; g. true; h. true; i. false; j. true; k. false
3. b, d, e
5. The identifiers firstName and FirstName are not the same. C++ is case sensitive. The first letter
of firstName is lowercase f while the first character of FirstName is uppercase F. So these
identifiers are different
7. a. 3
b. Not possible. Both the operands of the operator % must be integers. Because the second operand,
w, is a floating-point value, the expression is invalid.
c. Not possible. Both the operands of the operator % must be integers. Because the first operand,
which is y + w, is a floating-point value, the expression is invalid .
d. 38.5
e. 1
f. 2
g. 2
h. 420.0
9. 7
11. a and c are valid
13. a. 32 * a + b
b. '8'
c. "Julie Nelson"
d. (b * b – 4 * a * c) / (2 * a)
e. (a + b) / c * (e * f) – g * h
f. (–b + (b * b – 4 * a * c)) / (2 * a)
15. x = 28
y = 35
z = 1
w = 22.00
t = 6.5
17. a. 0.50
b. 24.50
c. 37.6
d. 8.3
e. 10
f. 38.75
19. a and c are correct
4
21. a. int num1;
int num2;
b. cout << "Enter two numbers separated by spaces." << endl;
c. cin >> num1 >> num2;
d. cout << "num1 = " << num1 << "num2 = " << num2
<< "2 * num1 – num2 = " << 2 * num1 – num2 << endl;
23. A correct answer is:
#include <iostream>
int main()
{
int count, sum;
double x;
count = 1;
sum = count + PRIME;
x = 25.67; // x = 25.67;
newNum = count * 1 + 2; //newNum = count * ONE + 2;
sum = sum + count; //sum + count = sum;
x = x + sum * count; // x = x + sum * COUNT;
cout << " count = " << count << ", sum = " << sum
<< ", PRIME = " << PRIME << endl;
return 0;
}
5
a = 25
Enter two integers: 20 15
int main()
{
string firstName, lastName;
int num;
double salary;
salary = num * X;
cout << "Name: " << firstName << BLANK << lastName << endl;
cout << "Wages: $" << salary << endl;
cout << "X = " << X << endl;
cout << "X + Y = " << X + Y << endl;
return 0;
}
6
Chapter 3
int main()
{
int num1, num2;
ifstream infile;
ofstream outfile;
infile.open("input.dat");
outfile.open("output.dat");
infile.close();
outfile.close();
return 0;
}
19. fstream
21. a. Same as before.
b. The file contains the output produced by the program.
c. The file contains the output produced by the program. The old contents are erased.
d. The program would prepare the file and store the output in the file.
23. a. outfile.open("travel.dat ");
b. outfile >> fixed >> showpoint >> setprecision(2);
7
c. outfile >> day >> " " >> distance >> " " >> speed >> endl;
d. travelTime = distance / speed;
outfile >> travelTime;
e. fstream and iomanip.
8
Chapter 4
1. a. false; b. false; c. false; d. true; e. false; f. false; g. false; h. false; i. false; j. true
3. a. true; b. false; c. true; d. true; e. false
5. a. x = y: 0
b. x != z: 1
c. y == z – 3: 1
d. !(z > w): 0
e. x + y < z: 0
7. a. %%
b. 10 2 * 5
c. A
d. C--
e. Sam Tom
Tom Sam
f. -6
**
9. a. R&
b. 1 2 3 4
$$
c. Jack Accounting
John Business
17. 3 1
19. if (sale > 20000)
bonus = 0.10
else if (sale > 10000 && sale <= 20000)
bonus = 0.05;
else
bonus = 0.0;
9
21. a. The output is: Discount = 10%. The semicolon at the end of the if statement terminates the if
statement. So the cout statement is not part of the if statement. The cout statement will execute
regardless of whether the expression in the if statement evaluates to true or false.
b. The output is: Discount = 10%. The semicolon at the end of the if statement terminates the if
statement. So the cout statement is not part of the if statement. The cout statement will execute
regardless of whether the expression in the if statement evaluates to true or false.
23. a. (x >= y) ? z = x – y : z = y – x;
31.
#include <iostream>
int main()
{
int x, y, w, z;
z = 9;
if (z > 10)
{
x = 12;
y = 5;
w = x + y + SECRET;
}
else
{
x = 12;
y = 4;
w = x + y + SECRET;
}
return 0;
}
33.
switch (classStanding)
{
case 'f':
dues = 150.00;
break;
case 's':
if (gpa >= 3.75)
dues = 75.00;
10
else
dues = 120.00;
break;
case 'j':
if (gpa >= 3.75)
dues = 50.00;
else
dues = 100.00;
break;
case 'n':
if (gpa >= 3.75)
dues = 25.00;
else
dues = 75.00;
break;
default:
cout << "Invalid class standing code." << endl;
}
11
Chapter 5
12
27.
0 - 24
25 - 49
50 - 74
75 - 99
100 - 124
125 - 149
150 - 174
175 - 200
29. a. both
b. do...while
c. while
d. while
31. In a pretest loop, the loop condition is evaluated before executing the body of the loop. In a posttest
loop, the loop condition is evaluated after executing the body of the loop. A posttest loop executes at
least once, while a pretest loop may not execute at all.
33. int num;
do
{
cout << "Enter a number less than 20 or greater than 75: ";
cin >> num;
}
while (20 <= num && num <= 75);
13
39. a.
number = 1;
while (number <= 10)
{
cout << setw(3) << number;
number++;
}
b.
number = 1;
do
{
cout << setw(3) << number;
number++;
}
while (number <= 10);
41. a. 29
b. 2 8
c. 8 13 21 34
d. 28 43 71 114
43 -1 0 3 8 15 24
45. 12 11 9 7 6 4 2 1
14
Chapter 6
1. a. false; b. true; c. true; d. true; e. false; f. true; g. false; h. true; i. false; j. true; k. false; l. false;
m. false; n. true
3. a. 12 b. 23.45 c. 7.8 d. 23.04 e. 32.00 f. 7.0 g. 2.7
h. 6.0 i. 36.00 j. 19.00
19. a. In a void function, a return statement is used without any value such as return;
b. In a void function, a return statement is used to exit the function early.
21. a. A variable declared in the heading of a function definition is called a formal parameter. A variable
or expression used in a function call is called an actual parameter.
b. A value parameter receives a copy of the actual parameter’s data. A reference parameter receives
the address of the actual parameter.
15
Exploring the Variety of Random
Documents with Different Content
emphatic manner, the evidence of the French alienist, and
supported himself by the approbation of the most prominent
alienists in Munich. Chorinsky was pronounced guilty.
Nevertheless, only a short time after his conviction, insanity
developed itself in him, and a few months later he died, in the
deepest mental darkness, thus justifying all the previous
assertions of the French physician, who had, in the German
tongue, demonstrated to a German jury the incompetence of his
professional confrères in Munich.
[9] See, on this subject, in particular, Krafft Ebing, Die Lehre vom
moralischen Wahnsinn, 1871; H. Maudsley, Responsibility in
Mental Disease, International Scientific Series; and Ch. Féré,
Dégénérescence et Criminalité, Paris, 1888.
[11] Henry Colin, Essai sur l’État mental des Hystériques; Paris,
1890, p. 59: ‘Two great facts control the being of the hereditary
degenerate: obsession [the tyrannical domination of one thought
from which a man cannot free himself; Westphal has created for
this the good term ‘Zwangs-Vorstellung,’ i.e., coercive idea] and
impulsion—both irresistible.’
[12] Morel, ‘Du Délire émotif,’ Archives générales, 6 série, vol. vii.,
pp. 385 and 530. See also Roubinovitch, op. cit., p. 53.
[13] Morel, ‘Du Délire panophobique des Aliénés gémisseurs,’
Annales médico-psychologiques, 1871.
[18] Legrain, op. cit., p. 73: ‘The patients are perpetually tormented
by a multitude of questions which invade their minds, and to
which they can give no answer; inexpressible moral sufferings
result from this incapacity. Doubt envelops every possible subject:
—metaphysics, theology, etc.’
[40] Dr. Emile Berger, Les Maladies des Yeux dans leurs rapports
avec la Pathologie général. Paris, 1892, p. 129 et seq.
[41] Traité clinique et thérapeutique de l’Hystérie, p. 339. See also
Drs. A. Marie et J. Bonnet, La Vision chez les Idiots et les
Imbéciles. Paris, 1892.
Great Britain.
Wine Beer and Cider
Gall. Gall.
1830-1850 0.2 26
1880-1888 0.4 27
France.
1840-1842 23 3
1870-1872 25 6
Prussia.
Quarts.
1839 13.48
1871 17.92
German Empire.
Litres.
1872 81.7
1889-1890 90.3
[54] In France the general mortality was, from 1886 to 1890, 22.21
per 1,000. But in Paris it rose to 23.4; in Marseilles to 34.8; in all
towns with more than 100,000 inhabitants to a mean of 28.31; in
all places with less than 5,000 inhabitants to 21.74. (La Médecine
moderne, year 1891.)
[57] The 26 German towns which to-day have more than 100,000
inhabitants, numbered altogether, in 1891, 6,000,000, and in
1835, 1,400,000. The 31 English towns of this category, in 1891,
10,870,000; in 1841, 4,590,000; the 11 French towns, in 1891,
4,180,000; in 1836, 1,710,000. It should be remarked that about
a third of these 68 towns had not in 1840 as many generally as
100,000 inhabitants. To-day, in the large towns in Germany,
France, and England, there reside 21,050,000 individuals, while in
1840 only 4,800,000 were living under these conditions.
(Communicated by Herr Josef Körösi.)
[59] See, besides the lecture by Hofmann, the excellent book: Eine
deutsche Stadt vor 60 Jahren, Kulturgeschichtliche Skizze, von Dr.
Otto Bähr, 2 Auflage. Leipzig, 1891.
[60] In order not to make the footnotes too unwieldy, I state here
that the following figures are borrowed in part from
communications made by Herr Josef Körösi, in part from a
remarkable study by M. Charles Richet: ‘Dans Cent Ans,’ Revue
scientifique, 1891-92; and in a small degree from private
publications (such as Annuaire de la Presse, Press Directory,
etc.). For some of the figures I have also used, with profit,
Mulhall, and the speech of Herr von Stephan to the Reichstag,
February 4, 1892.
[69] The experiments of Ferrier, it is true, have led him to deny that
a stimulus which touches the cortex of the frontal lobes can
result in movement. The case, nevertheless, is not so simple as
Ferrier sees it to be. A portion of the energy which is set free by
the peripheral stimulus in the cells of the cortex of the frontal
lobes certainly transmutes itself into a motor impulse, even if the
immediate stimulation of the anterior brain releases no muscular
contractions. But this is not the place to defend this point against
Ferrier.
[71]
‘One tread moves a thousand threads,
The shuttles dart to and fro,
The threads flow on invisible,
One stroke sets up a thousand ties.’
[72] Karl Abel, Ueber den Gegensinn der Urworte. Leipzig, 1884.
[76] When I wrote these words I was under the impression that I
was the sole originator of the physiological theory of attention
therein set forth. Since the appearance of this book, however, I
have read Alfred Lehmann’s work, Die Hypnose und die damit
verwandten normalen Zustände, Leipzig, 1890, and have there
(pp. 27 et seq.) found my theory in almost identical words.
Lehmann, then, published it two years before I did, which fact I
here duly acknowledge. That we arrived at this conclusion
independently of each other would testify that the hypothesis of
vaso-motor reflex action is really explanatory. Wundt
(Hypnotismus und Suggestion, Leipzig, 1892, pp. 27-30), it is
true, criticises Lehmann’s work, but he seems to agree with this
hypothesis—which is also mine—or, at least, raises no objection
to it.
[82] ‘It is certain that the Beautiful never has such charms for us as
when we read it attentively in a language which we only half
understand. It is the ambiguity, the uncertainty, i.e.. the pliability
of words, which is one of their greatest advantages, and renders
it possible to make an exact [!] use of them.’—Joubert, quoted by
Charles Morice, La Littérature de tout-à-l’heure. Paris, 1889, p.
171.
[89] J. Ruskin, Modern Painters, American edition, vol. i., pp. xxi. et
seq.
[92] ‘Ballade que Villon feit à la requeste de sa mère pour prier Nostre
Dame.
‘Femme je suis povrette et ancienne.
Que riens ne scay, oncques lettres ne leuz,
Au Monstier voy (dont suis parroissienne)
Paradis painct, ou sont harpes et luz,
Et ung enfer, où damnez sont boulluz,
L’ung me faict paour, l’autre joye et liesse,
La joye avoir faictz moy (haulte deesse)
A qui pecheurs doivent tous recourir
Combley de foy, sans faincte ne paresse,
En ceste foy je vueil vivre et mourir.’
It is significant that the pre-Raphaelite Rossetti has translated
this very poem of Villon, His Mother’s Service to Our Lady.
Poems, p. 180.
[95]
‘The springing green, the violet’s scent,
The trill of lark, the blackbird’s note,
Sunshowers soft, and balmy breeze:
If I sing such words as these,
Needs there any grander thing
To praise thee with, O day of spring?’
[102]
‘The Runic stone stands out in the sea,
There sit I with my dreams,
‘Mid whistling winds and wailing gulls,
And wandering, foaming waves.
I have loved many a lovely child,
And many a good comrade—
Where are they gone? The wind whistles,
The waves wander foaming on.’
[125] Shortly, but not immediately after, the immediate result being
a sense of great relief and satisfaction.
[127] Legrain, Du délire chez les dégénéres, pp. 135, 140, 164.
[130]
Ah! if these are dream hands,
So much the better, or so much the worse, or so much the
better.
[146]
‘O Syrinx! do you see and understand the Earth, and the wonder
of this morning, and the circulation of life!
O thou, there! and I, here! O thou! O me! All is in All!’
[157] See, in War and Peace, the thoughts of the wounded Prince
Andrej, part i., p. 516; Count Peter’s conversation with the
freemason and Martinief Basdjejeff, part ii., pp. 106-114, etc.
[158] War and Peace, the episode of Princess Maria and her suitor,
part i., pp. 420-423; the confinement of the little Princess, part ii.,
pp. 58-65; and all the passages where Count Rostoff sees the
Emperor Alexander, or where the author speaks of the Emperor
Napoleon I., etc.
[160] Count Leo Tolstoi, A Short Exposition of the Gospel. From the
Russian, by Paul Lauterbach. Leipzig: Reclam’s Universal-
Bibliothek, p. 13.
[169] P. 119.
[172] Ed. Rod, Les Idées morales du Temps présent. Paris, 1892, p.
241.
[189] Das Kunstwerk der Zukunft, p. 169: ‘It is only when the
desire of the artistic sculptor has passed into the soul of the
dancer, of the mimic interpreter, of him who sings and speaks,
that this desire can be conceived as satisfied. It is only when the
art of sculpture no longer exists, or has followed another
tendency than that of representing human bodies—when it has
passed, as sculpture, into architecture—when the rigid solitude of
this one man carved in stone will have been resolved into the
infinitely flowing plurality of veritable, living men ... it is only
then, too, that real plastic will exist.’ And on p. 182: ‘That which it
[painting] honestly exerts itself to attain, it attains in ... greatest
perfection ... when it descends from canvas and chalk to ascend
to the tragic stage.... But landscape-painting will become, as the
last and most finished conclusion of all the fine arts, the life-
giving soul, properly speaking, of architecture; it will teach us
thus to organize the stage for works of the dramatic art of the
future, in which, itself living, it will represent the warm
background of nature for the use of the living, and not for the
imitated man.’
[204] Wagner, Ueber die Anwendung der Musik auf das Drama.
Ges. Schriften, Band X., p. 242.
[207] Wagner, Religion und Kunst. Ges. Schr., Band X., p. 307, note:
‘The author here expressly refers to A. Gleizès’ book, Thalysia
oder das Heil der Menschheit.... Without an exact knowledge of
the results, recorded in this book, of the most careful
investigations, which seem to have absorbed the entire life of one
of the most amiable and profound of Frenchmen, it might be
difficult to gain attention for ... the regeneration of the human
race.’
[210] Wagner, Das Judenthum in der Musik. Ges. Schr. Band V., p.
83. Aufklärungen über das Judenthum in der Musik. Band VIII.,
p. 299.
[212] Wagner, Religion und Kunst. Ges. Schr. Band X., p. 311.
[216] Legrain, op. cit., p. 175: ‘The need for the marvellous is
almost always inevitable among the weak-minded.’
[226] Lombroso, Genie und Irrsinn, p. 322: ‘Walt Whitman, the poet
of the modern Anglo-Americans, and assuredly a mad genius,
was a typographer, teacher, soldier, joiner, and for some time also
a bureaucrat, which, for a poet, is the queerest of trades.’
This constant changing of his profession Lombroso rightly
characterizes as one of the signs of mental derangement. A
French admirer of Whitman, Gabriel Sarrazin (La Renaissance de
la Poésie anglaise, 1798-1889; Paris, 1889, p. 270, foot-note),
palliates this proof of organic instability and weakness of will in
the following manner: ‘This American facility of changing from
one calling to another goes against our old European prejudices,
and our unalterable veneration for thoroughly hierarchical,
bureaucratic routine-careers. We have remained in this, as in so
many other respects, essentially narrow-minded, and cannot
understand that diversity of capacities gives a man a very much
greater social value.’ This is the true method of the æsthetic
wind-bag, who for every fact which he does not understand finds
roundly-turned phrases with which he explains and justifies
everything to his own satisfaction.
[230] Lisandro Reyes has clearly seen this in his useful sketch
entitled Contribution à l’Etude de l’État mental chez les Enfants
dégénérés; Paris, 1890, p. 8. He affirms expressly that among
degenerate children there is no really exclusive ‘monomania.’
‘Among them an isolated delirious idea may endure for some
time, but it is most frequently replaced all at once by a new
conception.’
[231] Legrain (Du Délire chez les Dégénérés, Paris, 1886) merely
expresses this in somewhat different words, when he says (p.
68), ‘Obsession, impulsion, these are to be found at the base of
all monomania.’
[235] Lombroso, Genie und Irrsinn (German edition cited in vol. i.),
p. 325.
[242] Th. Ribot, Les Maladies de la Personnalité, pp. 61, 78, 105.
testbankbell.com