Deontology and Computer Programer Essays

Deontology and Computer Programer Essays Deontology and Computer Programer Essay Deontology and Computer Programer Essay A severe deontological would have no second thoughts about carrying out his responsibility. The Seven Oaks Philosophy site states, Theories in this classification (demonology) address the topic of what makes one activity right and another wrong regardless of the results of the activity. That implies regardless of the outcome an exacting deontological will carry out his responsibility. I, the software engineer, have made a solemn vow to never mediate in any administration activity. If I somehow happened to intrude on the dispatch, that activity would ring, since I would be interceding in government activities, without giving any idea to the results after the dispatch. So a genuine deontological would not stop the dispatch nor redirect the flight way and I accept my actual obligation would be a software engineer that won't mess in government business. Let us put the circumstance under serious scrutiny of Cants Categorical Imperative. The main thing GOOD about the demonstration is the WILL, the GOOD WILL. That will is to carry out our Responsibility. What is our obligation? It is our obligation to CT in such a way, that we would need every other person to act along these lines in comparative conditions towards every others. ( ICC. CUNY. Du/Categorical_eliminative. HTML) So lets put this under serious scrutiny would I need Deltas (or some other nation) software engineer to Just carry out his Responsibility and not stop a huge number of individuals kicking the bucket? Of coarse I would need him to stop the dispatch, and hence l, utilizing CLC should stop the dispatch. Be that as it may, would these activities satisfy my obligation? Utilizing Cants incidentally I trust it would in light of the fact that my obligation would not be Just a software engineer, yet our obligation Is to act In such a way, that we would need every other person to act. These altogether two unique activities would put the severe deontological at chances with Emmanuel Cants theory. Less In carrying out our responsibility, as utilizing the way of thinking to figure out WHAT Is our obligation. On the off chance that I really am the software engineer In this situation, I would not permit the dispatch to occur and confront the results of not doing my doled out Job.

World Civilization I Essay Example | Topics and Well Written Essays - 250 words - 2

World Civilization I - Essay Example There was additionally personal relationship between the clerics and the chieftains in Vedic India. In the general public of Vedic India, there were likewise four significant positions, that is, the Brahmins (consecrated station), the Ksatriyas (worrior rank), the Vaishyas (the rancher and tradesman standing), and the Shudras (hirelings and modest specialists) (Indian History 205). Much the same as in the Vedic India, the social orders in the Southeast Asia had likewise some basic highlights that went about as communities for political and military power. Furthermore, it is clear that the social orders in the Southeast Asia additionally extended like the regions in Vedic India. This is confirm by the augmentation of the urban communities in the Southeast Asia to the encompassing territories. The interest for arrangement of protection in the Southeast Asia likewise prompted the development of realms like in the Vedic India which upgraded tax collection. Much the same as ranks in Vedic India, Southeast Asia had additionally domains, for example, Akkadians and Babylonians. Social qualification was likewise apparent in Southeast Asia like in Vedic India. This is prove by the variety in the pace of discipline because of class differentiation. In contrast to Southeast Asia, the social structure of antiquated China resembles that of Vedic India. This is prove by the s ocial structure of China initially having the rulers and nobles in the most significant level, at that point the rulers and warriors, lastly the laborers in the least class. The jobs of pioneers in old China were likewise all around specified. The rulers prompted government, the rulers paid assessments to the lords just as gave warriors to ensure the land, and the laborers worked for the

How to Build a Relationship Based on Interdependence

How to Build a Relationship Based on Interdependence Relationships Spouses & Partners Print How to Build a Relationship Based on Interdependence By Jodi Clarke, MA, LPC/MHSP twitter linkedin Jodi Clarke, LPC/MHSP is a licensed professional counselor and mental health service provider with over 20 years of experience in the field. Learn about our editorial policy Jodi Clarke, MA, LPC/MHSP Medically reviewed by Medically reviewed by Carly Snyder, MD on February 02, 2020 facebook twitter linkedin Carly Snyder, MD is a reproductive and perinatal psychiatrist who combines traditional psychiatry with integrative medicine-based treatments.   Learn about our Medical Review Board Carly Snyder, MD Updated on February 02, 2020  Getty Images More in Relationships Spouses & Partners Marital Problems LGBTQ Violence and Abuse In This Article Table of Contents Expand Overview Interdependence vs. Codependence Characteristics Building Interdependent Relationships View All Back To Top Most of us value connection with others, especially in our romantic relationships. In fact, we are wired for connection and it allows us to create bonds and intimacy with our partner. The success of long-term relationships depends heavily on the quality of our emotional connection with each other. When we think of our ideal relationships we often think of a wonderful, close, lifelong relationship with our most important person. So, how do we build that kind of relationship? That cozy, safe, long-term bond with someone who we know has our back for the long haul? A relationship that gives us the freedom to be ourselves, that supports our growth and allows us to have flexibility with each other? What Is Interdependence? Interdependence suggests that partners recognize and value the importance of the emotional bond they share while maintaining a solid sense of self within the relationship dynamic.?? An interdependent person recognizes the value of vulnerability, being able to turn to their partner in meaningful ways to create emotional intimacy. They also value a sense of self that allows them and their partner to be themselves without any need to compromise who they are or their values system. Being dependent on another person can sound scary or even unhealthy. Growing up, we are often taught an over-inflated value of independence, to be somewhat self-contained, with a high value placed on not needing others for emotional support. As valuable as having a sense of independence is, taken to an extreme, this can actually get in the way of us being able to connect emotionally with others in a meaningful way. Emotional intimacy with a partner can be difficult to achieve, even scary or not seen as particularly valuable in a relationship, for those who have an extraordinary sense of independence. Interdependence Is Not Codependence Interdependence is not the same thing as being codependent. A codependent person tends to rely heavily on others for their sense of self and well-being. There is no ability for that person to distinguish where they end and their partner begins, there is an enmeshed sense of responsibility to another person to meet their needs and/or for their partner to meet all of their needs to feel okay about who they are. Traits of a codependent relationship include things like:?? Poor/no boundariesPeople-pleasing behaviorsReactivityUnhealthy, ineffective communicationManipulationDifficulty with emotional intimacyControlling behaviorsBlaming each otherLow self-esteem of one or both partnersNo personal interests or goals outside the relationship Codependent relationships are not healthy and do not allow partners room to be themselves, to grow and to be autonomous. These unhealthy relationships involve one partner, or both, relying heavily on the other and the relationship for their sense of self, feelings of worthiness and overall emotional well-being. There are often feelings of guilt and shame for one or both partners when the relationship is not going well. As therapist and codependency specialist, Darlene Lancer, JD, LMFT describes, codependency involves  someone who has lost their core sense of self, so that his or her thinking and behavior revolves around someone or something external, including a person, a substance, or an activity, such as sex or gambling. Why Interdependence Is Healthy for a Relationship Interdependence involves a balance of self and others within the relationship, recognizing that both partners are working to be present and meet each others physical and emotional needs in appropriate and meaningful ways. Partners are not demanding of one another and they do not look to their partner for feelings of worthiness. This gives each partner space to maintain a sense of self, room to move toward each other in times of need and the freedom to make these decisions without fear of what will happen in the relationship. Characteristics of an Interdependent Relationship A healthy, interdependent relationship can be recognized by some of the following:?? Healthy boundariesActive listeningTime for personal interestsClear communicationTaking personal responsibility for behaviorsCreating safety for each other to be vulnerableEngaging and responding to each otherHealthy self-esteemBeing open and approachable with each other When partners feel cherished and valued, the relationship becomes a safe haven and a place where the couple can be interdependent. This means that they understand they are not alone in the relationship, can turn toward each other safely in times of need and feel secure that their partner will be present. How to Build an Interdependent Relationship The key to building an interdependent relationship is to be mindful of who you are from the beginning. Many times people are looking for or entering, relationships simply to avoid feeling alone, without any personal reflection of who they are, what they value, and their goals for the relationship. Taking time for this kind of personal reflection allows you to enter a new relationship with an awareness of self that is critical for the establishment of an interdependent relationship. Licensed psychotherapist Sharon Martin, LCSW suggests it is important to maintain a sense of self in your intimate relationships. She suggests the following ways to maintain a sense of self in a relationship:Knowing what you like and what matters to youNot being afraid to ask for what you wantSpend time with friends and familyContinue pursuing your personal goalsBe mindful of your valuesMake time for hobbies and interestsDont be afraid to say noDont keep yourself small or hidden to please others Allowing your partner room and opportunity to do these same things will be the key to establishing a healthy, interdependent relationship. Starting your relationship in this  way can allow for the development of a safe space for both partners to learn how to turn toward each other intimately without fear of losing themselves or being controlled or manipulated. Interdependent relationships do not leave people feeling guilty or scared of their partner or the relationship, but leaves them feeling safe with their partner. Take time to reflect on who you are and what you want in your most important relationships. Being mindful of this in the dating process can help ensure that your relationship will be healthy and more solid for the long term. Find Help With the 6 Best Online Marriage Counseling Programs

The Crime And Crime Prevention - 878 Words

In the world there are many social problems and most of them affect each and every one of us, such as cancer or Ebola. One that stands out is the rise in crime in America. Crime is huge in America although law enforcement say they are doing something about and have it handled, the truth is it is out of control. Stated in America.Net in an article online â€Å"Attorney General Eric Holder spoke at the Project Safe Neighborhoods annual conference in New Orleans on Tuesday, July 13, 2010 and endorsed three crime control strategies. Law enforcement through cooperative efforts between police, community and prosecutors to reduce violent crime, and the incarceration of high-risk offenders. Project Safe Neighborhoods. Crime prevention by addressing underlying social issues. Reentry programs to assist offenders returning from prison.† If these programs are being put in place then there should be a decreased incidence of crime in America. People can t even leave their homes without h aving to worry if something is going to happen to them. This is a growing concern in America, but what is America doing to prevent this from happening? There are many organizations working on the issue of crime to reduce the number of incidences. There is one main contributing factor lead increases the likelihood of crime and that is poverty. However, it is ironic that although poverty is a not so pleasant thing, it is needed to prevent communism and the risk of taking our freedom away as stated as aShow MoreRelatedThe Prevention of Crime801 Words   |  4 PagesThe Prevention of Crime Steven Fernandez CJ212-01 Kaplan University 2/10/2013 Crime Prevention is the key to keeping citizens safe, and the goal of police departments nationwide. In order to understand how to prevent crime we must look at the reasons crime occurs. Crime by definition is â€Å"the act or commission of an act that is forbidden, or the omission of that duty that is commanded by public law and that makes the offender liable to punishment by that law. The prevention of crimeRead MoreCrime Prevention1215 Words   |  5 PagesThe truth about crime prevention is more complicated Ââ€"less utopian than some liberals would like, but far more promising than conservatives will admit. Prevention can work and that it can be far less costly, in every sense, than continuing to rely on incarceration as out first defense against violent crimes. Instead of simply insisting that prevention is better than incarceration, then, we need to pinpoint more clearly what kinds of prevention workÂâ€"and why some programs work and others do not, theRead MoreCrime Prevent ion1330 Words   |  6 PagesCrime Prevention 1 Crime Prevention TuLisha Blackshear CJ212 Crime Prevention Professor Sperling March 9, 2010 Crime Prevention 2 Crime is an ever growing problem in our society. Law enforcement officers put themselves at risk on a daily basis in their quest to apprehend suspects and attempt to deter crime. I will be discussing the components and concepts of crime prevention throughout the course of this essay. Crime prevention is the attempt to deter crime and reduceRead MoreCrime Prevention906 Words   |  4 PagesCrime prevention is an adequate and economical way to curtail crime. Enforcing and maintaining effective and productive crime prevention programs can be a major factor in creating safe and secure communities by decreasing the level of crime. In this essay, I will identify a crime prevention program and describe its components, philosophy, and goals. I will describe the strengths, weaknesses, ethical issues and the effectiveness of the program. Over the past thirty years, gun-affiliated injuriesRead MoreCrime And Crime Prevention Programs1821 Words   |  8 Pagessince the 1990’s there has been a decrease in crime. Although, there are many plausible reasons for the decrease in crime such has employment rates, age, economic improvement, or culture variation. However, two other factors play a part in the crime decrease such as a result of better policing methods. Crime prevention programs have been developed and used all over the United States. Over the years, these different prevention programs help contribute to crime decrease. 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The hiring of all the police officers looked as if was going to make a huge impact across the nation. With the rate of crime going up across the world crime prevention is really needed.Read MoreCrime Prevention Division Essay969 Words   |  4 Pagesdepartments is the Crime Prevention Division. In 1972, the original Premise Protection Squad turned into the Crime Prevention Squad. Over the course of six years that squad grew into the Crime Prevention Section (NYC.gov, N.d.). The Crime Prevention Division is comprised of four sub-units; the Borough Liaison Team, the Training Team, the Security Team, and the Special Projects Team (NYC.gov, N.d.). This division is aimed at helping the citizens and businesses of the City of New York with crime deterrent programsRead MoreSituation Crime Prevention614 Words   |  3 PagesSituational Crime Prevention There are many strategies that can be considered situational crime prevention strategies. Pick one of the following crime reduction strategies. 1. Improved Street Lighting 2. Surveillance Cameras on street 3. Use of access control for buildings 4. Electronic merchandise tags 5. Red light cameras After picking one of the 5 techniques outlined above do some research on it. First state what the techniques does and why it would be hypothesized to decreaseRead MoreCrime, Prevention And Reduction903 Words   |  4 PagesWhilst studying Crime, Prevention and Reduction, I have learnt about different strategies and theories which relate to policing and how crime can be reduced and prevented. There are many different agencies which work alongside the police to tackle crime. These agencies are; NHS Trust, counselling, local councils, and education services. There are also many different theories which I researched throughout this module which can help reduce crime. The theories which are related to policing are, hotspot

Connecticut College Acceptance Rate, SAT/ACT Scores

Connecticut College is a private liberal arts college with an acceptance rate of 38%. Located in New London, Connecticut, Connecticut College offers 56 majors, minors, and certificate programs and five centers for interdisciplinary studies. For its strengths in the liberal arts and sciences, Connecticut College was awarded a chapter of the prestigious  Phi Beta Kappa  Honor Society. The college has an impressive 9-to-1  student / faculty ratio  and an average class size of 18. On the athletic front, the college is a member of the NCAA Division III New England Small College Athletic Conference. Considering applying to this selective college? Here are the Connecticut College admissions statistics you should know. Acceptance Rate During the 2017-18 admissions cycle, Connecticut College had an acceptance rate of 38%. This means that for every 100 students who applied, 38 students were admitted, making Connecticut Colleges admissions process competitive. Admissions Statistics (2017-18) Number of Applicants 6,433 Percent Admitted 38% Percent Admitted Who Enrolled (Yield) 21% SAT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants to Connecticut College may submit SAT or ACT scores to the school, but they are not required.  During the 2017-18 admissions cycle, 29% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 650 710 Math 640 720 ERW=Evidence-Based Reading and Writing This admissions data tells us that of those students who submitted scores during the 2017-18 admissions cycle, most of  Connecticut Colleges admitted students fall within the  top 20% nationally  on the SAT. For the evidence-based reading and writing section, 50% of students admitted to Connecticut College scored between 650 and 710, while 25% scored below 650 and 25% scored above 710. On the math section, 50% of admitted students scored between 640 and 720, while 25% scored below 640 and 25% scored above 720. While the SAT is not required, this data tells us that a composite SAT score of 1430 or higher is competitive for Connecticut College. Requirements Connecticut College does not require SAT scores for admission. For students who choose to submit scores, note that Connecticut College participates in the scorechoice program, meaning that the admissions office will consider your highest score from each individual section across all SAT test dates. Connecticut College does not require the essay portion of the SAT. ACT Scores and Requirements Connecticut College has a test-optional standardized testing policy. Applicants may submit SAT or ACT scores to the school, but they are not required. During the 2017-18 admissions cycle, 19% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 29 34 Math 26 30 Composite 30 32 This admissions data tells us that of those who submitted scores during the 2017-18 admissions cycle, most of Connecticut Colleges admitted students fall within the  top 7% nationally  on the ACT. The middle 50% of students admitted to Connecticut College received a composite ACT score between 30 and 32, while 25% scored above 32 and 25% scored below 30. Requirements Note that Connecticut College does not require ACT scores for admission. For students who choose to submit scores, Connecticut College does not superscore the ACT. The admissions office will consider your highest composite score from a single test date. Connecticut College does not require the ACT writing section. GPA Connecticut College does not provide data about admitted students high school GPAs. Self-Reported GPA/SAT/ACT Graph Connecticut College Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to Connecticut College. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances Connecticut College, which accepts just over one-third of applicants, has a competitive admissions pool. However, Connecticut College has a  holistic admissions  process and is test-optional, and admissions decisions are based on much more than numbers.  A strong  application essay  and  glowing letters of recommendation  can strengthen your application, as can participation in meaningful  extracurricular activities  and a  rigorous course schedule. Connecticut College considers demonstrated interest and strongly recommends  that interested applicants visit campus, attend college fairs, or participate in on-campus or off-campus interviews. Students with particularly compelling stories or achievements can still receive serious consideration even if their grades are outside of Connecticut Colleges average range. In the graph above, the blue and green dots represent accepted students. You can see that most students who got into Connecticut College had averages of B or higher, SAT scores (ERWM) above 1200, and ACT composite scores of 25 or higher. Many successful applicants had solid A averages. Note that grades are far more important than test scores because the college has test-optional admissions. If You Like Connecticut College, You May Also Like These Schools Wesleyan UniversityTufts UniversityVassar CollegeBoston UniversityColgate UniversityBrown UniversityHaverford CollegeTrinity College All admissions data has been sourced from the National Center for Education Statistics and Connecticut College Undergraduate Admissions Office.

Aspects of Project Management Free Essays

This research paper will cover the different aspects of project management in video game development. Focus will also be on discussing and overviewing project lifecycles as it pertains to game development. There is also interest in seeing within the realm of video game development how the application of knowledge, various skills, tools, and the techniques are used. We will write a custom essay sample on Aspects of Project Management or any similar topic only for you Order Now The focus will also be on examining pre-production, production and post production in the gaming industry. Topics will also explore issues pertaining to but not limited stakeholder expectations, timeliness of implementation, optimization of resources, meeting the needs of business’s vision and mission regarding development, and exploring how the identification of and addressing any issues that may arise in game project development. Introduction The video game industry is an industry that has been steadily growing for over three decades. From Nintendo to Sony, games have been made for the platform for over three decades. Many games have been made but the question is how these spectacular pieces of art are being made. The initial commercial history of video games inevitably begins with the US military’s computer hardware and networks facilitating both game development and consumption. Nolan Bushnell is credited as the pioneer of the worldwide commercial video game industry. Bushnell was the founder of Atari and is responsible for generations of home and arcade gaming hardware and software including the truly influential game, Pong.(citation) Arcades games were very popular peaked in the early 1980s so most titles were converted to play on the evolving home technology – home computers and consoles.(citation) Also during this time, many independent developers and publishers started to emerge. Activision, for example, was founded by former Atari developers seeking greater ownership and control over their developments(citation)People recognize software games as new and very popular mode of entertainment and an important application of technology. This has become increasingly accepted by people of all ages. In today’s culture, technology is easily accessible and has become more convenient; more and more people like to play games and are also becoming motivated to design their own games. (Game development software engineering process life cycle: a systematic review) Also, software games are gaining importance because they are not only used for entertainment, but also for serious purposes that can be applicable to different domains such as education, business, and health care. (game development) The intricacy of modern video games requires workers with varied skill sets such as computer engineers and programmers, visual artists, audio engineers, animators, game designers, writers, and quality assurance testers. Each project team also has a producer and studios have a range of upper managers and administrative personnel. (Understanding video game developers as an occupational community) The creation of each video game is a project with well-defined pre-production, production, and post-production phases that require different resources Under the project-based model, the outputs of each new game are unique, the environment is complex and uncertain, and coordination among project members is rooted in diffuse and informal power relationships among those who direct the work and those who perform it. Buyers of video games – publishers – are essentially contract managers who offer IP development for tender to contractors. However, they purchase licences from IP owners such as book publishers and Hollywood studios. The decision to offer IP for tender is based on extensive research on global gaming and gaming trends (many games, characters and franchises are culturally specific). Consequently, inherent in the tender offer, is the output of this research that gives a raft of indicators to developers about the industry. (Shopping for Buyers of Product Development Expertise:: How Video Games Developers Stay Ahead) As a new entrant in the console market, it enables Microsoft to build relationships with content providers. Collaboration enhances capability for both platform owners and development studios. Collaborative relationships also deliver a timely product and improve quality (one feature of the collaboration is ongoing testing of product versions) and prevent or limit feature creep (too many features being added). Microsoft seduced developers in the first instance by offering its development kits free of charge in exchange for development licences to complement its in-house effort. Risk management is very important from a project management point of view. Identifying risk factors in the game development process is also important. In game development, the project manager is the game producer and must bring together management, technical, and aesthetic aspects to create a successful game. Two risk factors identified during the development process: failure of development strategy and absence of the fun factor. In game development, important risk factors can be the development strategy, the fun factor or extent of originality, scheduling, budgeting, and others, but very low priority has been given by game developers to formal analysis of risk factors. (Game development software engineering process life cycle: a systematic review) Process validation plays an important role in assessing game quality. Collection and evaluation of process data from the pre-production phase through to the post-production phase either provide evidence that the overall development process produces a good-quality game as a final product or reveal that it cannot. How to cite Aspects of Project Management, Papers

Programming Aptitude Test Essay Example

Programming Aptitude Test Paper Scientifically, computer programming aptitude test was made for working with computers. It shows your ability to solve problems, check information as quickly as you want to succeed in the IT technology. In our page, you are going to pass a hybrid or combine test. You will be checked on several main things: the ability to solve problems to think logically to recognize pattern and syntax to follow hard procedures Our computer programming test will help you find it out for sure! Coding aptitude test is available here too! Furthermore, any job in IT requires not just a huge knowledge in this sphere. If you want to be a worker who is in great demand, you have to be very self-organized, as programmers more often take on job people who are creative, can work in the team and know the price of time. Also, you have to gain new skills and improve your knowledge all the time. Computer programming aptitude test questions and answers We will write a custom essay sample on Programming Aptitude Test specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Programming Aptitude Test specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Programming Aptitude Test specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The programming aptitude test which we propose you has only 26 questions. No more, no less, but interesting. For all the computer test you’ll have 40 minutes. As you see, no time for relaxing. Sit and work. Programming aptitude test questions are fully adapted for people with at least some knowledge in IT sphere. By the way, you may take a sheet of paper and calculator; it will help you finish the test faster. At the end of it, you’ll see how many scores you have got. So, such kind of computer programming aptitude test questions and answers are available only here. You may say – what!? Not only score after but answers too? Yes, only here, on our website, you will find all the answers and ability to work on your mistakes. But promise not to glance! Work on your own and good luck to you! 1) Grace thought of a number, added 7, multiplied by 3, took away 5 and divided by 4 to give an answer of 7. What was her starting number? 2 3 4 5 6 7 2) What is B1 + C2? 10 11 12 13 14 None of these 3) Multiply A1 by B2. Put the result in E1. Now divide E1 by D4. What is the answer? 1 2 3 4 5 None of these 1) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 2) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 3) Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 1 2 3 4 5 6 4) Alan thinks of a number. He squares it, then takes away 5, next multiplies it by 4, takes away 7, divides it by 3 and finally adds 6. His answer is 9. What number did Alan start with? 1 2 3 4 5 6 5)   If the hour hand of a clock is turned anticlockwise from 2 pm to 9 am, through how many degrees will it have turned? 120 135 150 165 180 205 6) What percentage of this shape is blue (to nearest percent)? 60 63 66 69 72 75 7) If ADD = 9, BAD = 7, and CAD = 8 what is the value of ADA? 3 4 5 6 7 8 8) If BAD = 10, DAC = 11, and CGI = 22 what is the value of OCCAM? 35 36 37 39 40 None of these. 9) If DATA = 52, CACHE = 40 and BIT = 62 what is the value of BABBAGE? 40 41 42 43 44 None of these. 10) You are facing North. Turn 90 degrees left. Turn 180 degrees right. Reverse direction. Turn 45 degrees left. Reverse direction. Turn 270 degrees right. In which direction are you now facing? N W SE SW NW None of these 11) What would the code be for a flight to Paris at 5am for a vegetarian 8 year old girl travelling economy class? bYkR bykr bykR BykP aykR None of these 12) Three computers were lined up in a row. The Dell (D) was to the left of the Viglen (V) but not necessarily next to it. The blue computer was to the right of the white computer. The black computer was to the left of the Hewlett Packard (HP) PC. The Hewlett Packard was to the left of the Viglen (V). What was the order of the computers from left to right?    V, HP, D    V, D, HP    HP, D, V    HP, V, D    D, V, HP    D, HP, V 13) Tim was given a large bag of sweets and ate one third of the sweets before stopping as he was feeling sick. The next day he ate one third of the remaining sweets and the following day he ate one third of the remainder, before counting the sweets he had left which totalled eight. How many sweets was he given in the beginning? 18 21 24 27 30 33 14) In a counting system used by intelligent apes. A banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value of two mangos, an orange and a banana? 21 24 27 30 33 36 15) In a counting system used by intelligent apes, a banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value in fruit, of two mangos with an orange, divided by an orange with a banana?    A mango    A banana    An orange    2 bananas    3 bananas    An orange banana 16) If the code for JAVA is LCXC what is the code for BASIC?    CBTJD    DCUKE    EDVLF    FEWMG    CDFFG    None of these 17) If the code for FORTRAN is GMUPWUU what is the code for PASCAL?    QYVYFG    QCVGFR    QCPGVR    GMPGFR    QCVXFF    None of these 18) If the code for PHP is QLY. What is the code for SQL ?    TUU    TUS    TRM    TUB    VUS    None of these 19) You start in square E6 facing East. Move 3 squares forward. Turn 90 degrees clockwise, move two squares forward, turn 180 degrees anticlockwise. Move 5 squares forward, turn 90 degrees anticlockwise. Move 4 squares forwards, turn 90 degrees clockwise. Move two squares backwards. What is the Y COORDINATE of the square you are now in? 6 7 8 9 10 11 20) You start in square E6 facing South West. Move three squares forward. Rotate 135 degrees clockwise. Move 4 squares forward. Rotate 45 degrees clockwise. Move 2 squares forward. Rotate 90 degrees anticlockwise and move 4 squares backwards. What is the X Coordinate of the square you are now in? C D E F G H 21) What is the angle between the hands of a clock at 10.30? 75 90 105 120 135 150 22) What percentage weight of chocolate out of the original kilogram will be contained in COMPLETELY FILLED boxes (i.e. those containing a full 6 bags)?    58%    60%    62%    64%    66%    68% 23) In these questions, the coordinates of the square or cell refer to its contents. What is A4 multiplied by D3 divided by C2? 24 26 28 30 33 None of these 24) Store the answer to B4 plus A2 in F1. Store the answer to A4 minus D2 in F3 Multiply F1 by F3. What is the final answer? 17 84 96 104 108 None of these 25) STEP 1: Multiply C3 by D4 and store the result in F4 STEP 2: Multiply F4 by 3, store the result in F4 then add 1 to E3. STEP 3: Repeat STEP 2 until the value of E3 equals 3 then stop. What is the value of F4? 45 345 405 450 1215 None of these FINAL QUESTION 26) Add A1 + B3 + C4 + D2 and put the result in E2. Add A3 + B1 + C2 + D4 and place the result in E4. If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. Multiply E2 by D1, then take away A4 and place the result in F2 What is the value of F2? 79 83 96 95 96 None of these Answers Question Answers Example answers plus working 1 4 Grace thought of a number, added 7, multiplied by 3, took away 5 and divided by 4 to give an answer of 7. What was the starting number? You need to work backwards: multiply 7 by 4, add 5, divide by 3, take away 7 to reach the starting number. 4 + 7 = 11 x 3 = 33 5 = 28 / 4 = 7 2 10 What is B1 + C2? B1 = 7 and C2 = 3, therefore B1 + C2 = 10 3 None of these Multiply A1 by B2. Put the answer in E1. Now divide E1 by D4. What is the answer? A1 = 9, B2 = 2, therefore E1 = 9 x 2 = 18 D4 = 3. 18 divided by 3 = 6. 6 is not one of the answers listed, so you must answer None of these Question Answers Test answers plus working 1 2 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 2) iqtgiwegasdio iqtgiyegasdio These first three questions involve basic syntax checking. 2 5 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 5) dsNvn(Pos\o;l\md;) dsNvn(Pos\e;l\md;) 3 6 Above are 6 rows containing two identical sets of characters, but in one row, one character in the two sets is different. Which row has the difference? 6) ladnl:vdlne,842tybqi\m ladnl:avdlne;842tybqi\m 4 3 Alan thinks of a number. He squares it, then takes away 5, next multiplies it by 4, takes away 7, divides it by 3 and finally adds 6. His answer is 9. What number did he start with? Working backwards from the answer. 9 6 = 3 x 3 = 9 +7 = 16 /4 = 4 + 5 = 9. Square root of 9 = 3 5 150 If the hour hand of a clock is turned anticlockwise from 2 pm to 9 am, through how many degrees will it have turned? The clock hand moves through 5 hours. Each hour division subtends 30 degrees (360 / 12). Therefore the hand will have turned 5 x 30 degrees = 150 degrees in total. 6 63% What percentage of this shape is blue (to nearest percent)? There are 80 triangles altogether. 50 of which are blue, therefore 50/80 x 100 = 62.5% This rounds up to 63% 7 6 If ADD = 9, BAD = 7 and CAD = 8 what is the value of ADA? Each letter here has the same value as its place in the alphabet. So A = 1, B = 2 etc. A = 1 D = 4 and A = 1 so ADA = 1 + 4 + 1 = 6 8 40 If BAD = 10, DAC = 11, and CGI = 22 what is the value of OCCAM? Each letter has the same value as its place in the alphabet plus 1. So A = 2, B = 3 etc. O = 16 (15th letter of the alphabet) and M = 14 (13th letter) So OCCAM = 16 + 4 + 4 + 2 + 14 = 40 9 40 If DATA = 52, CACHE = 40 and BIT = 62. What is the value of BABBAGE? Here each letter has double the value of its place in the alphabet. So A = 2, B= 4 and so forth. So BABBAGE = 4 + 2 + 4 + 4 + 2 + 14 + 10 = 40 10 NW You are facing North. Turn 90 degrees left = W Turn 180 degrees right = E Reverse direction = W again Turn 45 degrees left = SW Reverse direction = NE Turn 270 degrees right. = NW In which direction are you now facing? N W E W SW NE NW 11 bykR Flight tickets for an airline are coded as follows: UK Destinations are coded A, Flights to Europe are coded B, Asian Destinations C, and the Americas D. If a flight takes place between 10 pm and 6 am the same code are used but with lower case letters (a,b,c, and d) Male passengers are coded X and female passengers are coded Y. Children are coded by the same letters in lower case (x.y) Meals are coded as follows: European meal G, Asian Meal H, Vegetarian Meal K. Childrens meals coded by the same letters in lower case (g,h,k) First Class passengers are coded P, Business Class Q and economy R What would the code be for a flight to Paris at 5am for a vegetarian 8 year old girl travelling economy class? European Flight before 6 am = b. Female child = y, Vegetarian childrens meal = k, Economy class= R Therefore code is bykR 12 D,HP,V Three computers were lined up in a row. The Dell was to the left of the Viglen but not necessarily next to it. The blue computer was to the right of the white computer. The black computer was to the left of the Hewlett Packard PC. The Hewlett Packard was to the left of the Viglen. What was the order of the computers? Computer Dell Hewlett Packard Viglen Operating System Black White Blue 13 27 Tim was given a large bag of sweets and ate one third of the sweets before stopping as he was feeling sick. The next day he ate one third of the remaining sweets and the following day he ate one third of the remainder, before counting the sweets he had left which totaled eight. How many sweets was he given in the beginning? 2/3 x 2/3 x 2/3 = 8/27 14 21 In a counting system used by intelligent apes. A banana = 1 6 is represented by an orange and 2 bananas An orange is worth half a mango What is the value of two mangos, an orange and a banana? Banana = 1 orange = 4 mango = 8 8 + 8 + 4 + 1 = 21 15 Orange What is two mangos and an orange, divided by an orange with a banana? An orange (8 + 8 + 4) / (4 + 1) = 4 = orange 16 DCUKE If the code for JAVA is LCXC what is the code for BASIC? Each letter in JAVA is moved forward in the alphabet by two letters: J + 2 = L , A + 2 = C , V + 2 = X, A + 2 C Moving each letter in BASIC forward by two we get DCUKE 17 None of these If the code for FORTRAN is GMUPWUU what is the code for PASCAL? Here the sequence is more complex: +1, -2, +3, -4, +5, -6 F + 1 = G, O 2 = M, R +3 = U, T 4 = P, R + 5 = W, A 6 = U, N + 7 = U Applying the same process to PASCAL we get QYVYFF, which is not one of the listed solutions, so the answer is none of these. 18 TUU If the code for PHP is QLY. What is the code for SQL ? Here the change is +1, +4, +9 (square numbers) So applying the same process to SQL we get TUU 19 7 You start in square E6 facing East. Move 3 squares forward = H6 Turn 90 degrees clockwise, move two squares forward = H4. Turn 180 degrees anticlockwise. Move 5 squares forward = H9. Turn 90 degrees anticlockwise. Move 4 squares forwards = D9. Turn 90 degrees clockwise. Move two squares backwards = D7 What is the Y COORDINATE of the square you are now in? 7 20 H You start in square E6 facing South West. Move three squares forward = B3 Facing SW Rotate 135 degrees clockwise. Move 4 squares forward. = B7 Facing N Rotate 45 degrees clockwise. Move 2 squares forward = D9 Facing NE Rotate 90 degrees anticlockwise and move 4 squares backwards. H5 Facing NW What is the X Coordinate of the square you are now in? HC D E F G H 21 135 What is the angle between the hands of a clock at 10.30? The minute hand will be at 6 oclock = 180 degrees The hour hand will be half way between 10 and 11 oclock. Each hour subtends 30 degrees so the hour hand will be at 30 x 10.5 degrees = 315 degrees. So the difference between the two hands is 315 180 = 135 degrees. 22 58% In a chocolate factory, a machine takes a 1 kg block of chocolate. It then divides this into rectangles each weighing 10g. These rectangles are then stamped into disks of chocolate each weighing 6g with the remaining chocolate discarded. These chocolate disks are then packed into bags of 4 which are sealed and finally packed into boxes, each containing 6 bags ready for dispatch to the shops. What weight of chocolate out of the original kilogram will be contained in COMPLETELY FILLED boxes (i.e. those containing a full 6 bags)? 1000 g of chocolate is made into 100 rectangles of chocolate each weighting 10g. These are then stamped into 100 disks of 6g each. 4 disks are packed into each bag and then 6 bags are placed into each box. Therefore there are 24 disks in each box. As there are 100 disks in total produced from the 1 Kg of chocolate, there will therefore be four boxes with 4 disks left over. These 4 boxes contain 96 disks each weighing 6g. So the total weight of chocolate in the boxes will be 96 x 6g = 576g. Converting to a percentage: 576/1000 X 100 = 57.6% which rounds to 58% 23 26 What is A4 multiplied by D3 divided by C2? A4 = 13, D3 = 6, C2 = 3. 13 x 6 = 78 à · 3 = 26 24 None of these Store the answer to B4 plus A2 in F1. Store the answer to A4 minus D2 in F3. Multiply F1 by F3. What is the final answer? Store the answer to B4 plus A2 in F1. B4 + A2 = 9 + 8 = 17 = F1 Store the answer to A4 minus D2 in F3. 13 7 = 6 = F3 Multiply F1 by F3. 17 x 6 = 102. None of the given solutions is 102, so the answer is None of these 25 405 STEP 1: Multiply C3 by D4 and store the result in F4 STEP 2: Multiply F4 by 3 then add 1 to E3. STEP 3: Repeat STEP 2 until the value of E3 equals 3 then stop. What is the value of F4?STEP 1: 5 x 3 = 15 = F4 STEP 2: 15 x 3 = F4 = 45 E3 = 1. STEP 3: 45 x 3 = 135 E3 = 2. 135 x 3 = 405 E3 = 3. STOP. F4 now equals 405 26 83 Add A1 + B3 + C4 + D2 and put the result in E2. Add A3 + B1 + C2 + D4 and place the result in E4. If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. Multiply E2 by D1, then take away A4 and place the result in F2. What is the value of F2? Add A1 + B3 + C4 + D2 and put the result in E2. 9 + 1 + 6 + 7 = 23 = E2 Add A3 + B1 + C2 + D4 and place the result in E4. 11 + 7 + 3 + 3 = 24 = E4 If the value of E4 is larger than E2 swop their contents, otherwise leave them as they are. E4 = 24 whereas E2 = 23 therefore they should be swopped, so E2 now = 24 and E4 = 23 Multiply E2 by D1 then take away A4 24 x 4 = 96 13 = 83. What is the value of F2? 83