Using pseudo code

 

Problem 1
An independent set of a graph G = (V,E) is a set S ⊆ V of vertices, such that for every two vertices u and v, there is not an edge (u,v) in E. Also, recall the definition of a vertex cover, i.e., a set T of vertices such that for every edge (u,v) ∈ E, at least one of u and v is in T.

Prove that S is an independent set if any only if V − S is a vertex cover. [10 marks]

Consider the decision version of the Maximum Independent Set problem: given a graph G = (V,E) and an integer k, decide whether there is an independent set S of size at least k in G (i.e., whether |S| ≥ k.) Also recall the decision version of the (minimum) Vertex Cover problem: given a graph G = (V,E) and an integer k, decide whether there is a vertex cover of size at most k in G.

Assume that you have an algorithm A for solving the decision version of the Vertex Cover problem in O(1) time.

Design a polynomial time algorithm B that uses the algorithm A, which solves the decision version of the Maximum Independent Set problem. Provide an argument for the correctness of the algorithm. What is the implication of the existence of algorithm B on the computational complexity of the decision version of the Maximum Independent Set problem? [15 marks]

Assume that you have an algorithm A for solving the decision version of the Vertex Cover problem in O(n22k) time, where n = |V | and k is the input integer parameter for the decision version of Vertex Cover. Does algorithm B solve the decision version of the Maximum Independent Set problem in time O(n2 2k), where n = |V | and k is the input integer parameter for the decision version of Maximum Independent Set? Justify your answer. [5 marks]

Problem 2
Dr. Rasi Flosi-Starkasi has prepared 50 problems for the exam of his module “Advanced Algorithmic Techniques”. Each one of these problems has two attributes:

-Its type: it is either a problem on graph algorithms, approximation algorithms or randomised algorithms.

-Its difficulty: it is either easy, moderate or difficult.

For example, it could be that Problem #34 is an easy problem on approximation algorithms.

Dr. Flosi-Starkasi would like to prepare an exam consisting of 24 of those problems, but he wants to make sure that the exam containts 8 problems on graph algorithms, 8 problems on approximation algorithms and 8 problems on randomised algorithms and at the same time 8 easy problems, 8 moderate problems and 8 difficult problems.

Model this problem as a maximum flow problem, by explaining all the parameters of the flow network. Explain how to find a feasible exam set (i.e., satisfying the constraints set by Dr. Flosi-Starkasi above) from the maximum flow in the network, if it exists, or how to decide that it does not exist. [20 marks]

It turned out that the exam set by Dr. Flosi-Starkasi in the previous part of the problem was really boring. For that reason, he decided to record an additional attribute for each problem, its entertainment value, which is a real number between 0 and 1. Dr. Flosi-Starkasi would now like to find a feasible exam (satisfying the constraints set in the previous part) which maximises the total entertainment value (i.e., the sum of the entertainment values of the problems included in the exam).

Model this problem and an integer linear program (ILP). Explain the variables and the constraints of your ILP.

. [15 marks]

Problem 3
Dr. Rasi Flosi-Starkasi aims to schedule a series of 1-hour Q&A sessions with n students and has set up a doodle poll where there are m available time slots. Every student has indicated which slots they could attend and it turns out that any student appears in at least 1 and at most k time slots in the doodle poll. Dr. Flosi-Starkasi would like to minimise the number of sessions that he will have to do, making sure that he does at least one session for every student (i.e., every student will have a chance to attend some session).

Model this problem as an integer linear program (ILP). Explain the variables and the constraints of your ILP.

. [10 marks]

Write the LP-relaxation of the ILP that you constructed above. [5 marks]

Design a rounding scheme for the LP-relaxation that results in an approximation algorithm for the problem with approximation ratio at most k. Argue about the correctness of your algorithm. [15 marks]

Is this the best approximation algorithm that one can design for this problem? Can the problem be solved in polynomial time? If not, what is the best possible approximation that one could hope for (assuming P6=NP)?

 

 

Sample Solution

It is in this natural environment where children learn to generalize the skills taught and transfer them to other settings and people; therefore, it is a procedure that is effective (Hart and Risley, 1975). Training in settings that are natural, increases the amount of instruction that can be provided to autistic children (McGee, Krantz, Mason, & McClannahan, 1983). Incidental teaching has an appropriate blend of systematic instruction and normalized environment for the child to learn (McGee, Morrier, & Daly, 1999). In addition, the procedure encourages children to make their own choices and aids social initiation since the initiations are being rewarded (McGee et al., 1999).

Incidental Teaching and Verbal Communication

Hart and Risley (1975) stated that the procedure is most common in a pre-school setting, since that is when most of the language is achieved. McGee and Daly (2007) developed a study that evaluated incidental teaching with three preschool aged boys with autism to promote the use of age appropriate social phrases. The study taught the social phrases, “All right” and “You know what?” with prompt fading, and transfer across teachings and settings (McGee & Daly 2007). The results of the study illustrated that the three young boys with ASD acquired the social phrases and were able to generalize the social phrases across different situations (McGee & Daly 2007).

A benefit of incidental teaching is that teachers, parents, or peers can do the instructions, and this influences the generalization of the skills taught, which ultimately improves the child’s learning and quality of life (Hart &Risley, 1975). Incidental teaching can be done without disrupting in the child’s routine, so it is easily done in many environments (McGee et al., 1999). The ability to transfer instructions across different people and settings, allows for more opportunities for the child to maintain the skills taught, and to learn more skills. It is always stated that the more practice one has, the better he/she gets in a particular area of skill, and this is the same for children with ASD. The more opportunities they have to

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