This document is a mark scheme for a computing exam that took place in June 2005. It provides guidance to examiners on how to award marks for answers. The mark scheme indicates the key points examiners should look for in responses to earn marks. It also provides examples of acceptable answers and the number of marks each answer is worth. The document establishes a consistent standard for examiners to use when assessing answers.
This document provides the mark scheme for the November 2003 GCE Advanced Subsidiary Level and GCE Advanced Level Computing exam. It outlines the maximum marks for each paper: Paper 1 is out of 90 marks, Paper 2 is out of 60 marks, and Paper 3 is out of 90 marks. The mark scheme is published to help teachers and students understand how marks were awarded by examiners for the questions.
This document contains a mark scheme for a computing exam with 12 questions and subquestions. It provides the requirements for awarding marks to exam answers, including alternative correct answers. The minimum marks for letter grades were previously published but are now in the exam report. CIE will not discuss the mark schemes. CIE is publishing mark schemes for most November 2005 exams to aid teaching and learning.
This document contains a mark scheme for a computing exam from the University of Cambridge. It provides guidance for teachers on how to award marks to exam answers. The mark scheme shows the requirements for earning marks and serves as an aid, but does not indicate all possible acceptable answers. Mark schemes must be read along with the exam question papers and exam report. The Cambridge International Examinations board will not discuss or comment on the mark schemes.
This document provides a mark scheme for an exam on computing. It outlines the requirements and expectations for how examiners should award marks to exam answers. It provides detailed answers and explanations for the expected responses for each question on the exam. The mark scheme is intended to ensure examiners apply the standards consistently and fairly when evaluating responses. It also indicates the examiners should consider unexpected but valid answers.
The document contains mark schemes for computing exams from the University of Cambridge International Examinations in June 2004. It provides the requirements for examiners to award marks for questions across four papers. It establishes minimum marks required for different grades and notes that examiners should award marks based on alternative correct answers or unexpected approaches from candidates.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to ensure marking is consistent and helps teachers understand what constitutes acceptable answers. It also indicates the level of detail or number of points expected in responses. However, the mark scheme does not provide the only acceptable answers or limit discussion among examiners during marking.
This document provides a mark scheme for a computing exam. It outlines the requirements examiners used to award marks and shows sample answers for questions that may have appeared on the exam. The mark scheme is intended to ensure examiners apply marks consistently and take into account alternative answers. It also establishes the minimum marks required to achieve different grades.
This document provides a mark scheme to guide teachers in evaluating exam answers for a computing exam. It outlines the requirements and expectations for answering different exam questions. The mark scheme is intended to indicate the basis for how examiners will award marks to answers and show how alternative answers will be considered. Teachers are instructed to read the mark scheme along with the exam question papers and exam report to properly assess student responses.
This document provides the mark scheme for the November 2003 GCE Advanced Subsidiary Level and GCE Advanced Level Computing exam. It outlines the maximum marks for each paper: Paper 1 is out of 90 marks, Paper 2 is out of 60 marks, and Paper 3 is out of 90 marks. The mark scheme is published to help teachers and students understand how marks were awarded by examiners for the questions.
This document contains a mark scheme for a computing exam with 12 questions and subquestions. It provides the requirements for awarding marks to exam answers, including alternative correct answers. The minimum marks for letter grades were previously published but are now in the exam report. CIE will not discuss the mark schemes. CIE is publishing mark schemes for most November 2005 exams to aid teaching and learning.
This document contains a mark scheme for a computing exam from the University of Cambridge. It provides guidance for teachers on how to award marks to exam answers. The mark scheme shows the requirements for earning marks and serves as an aid, but does not indicate all possible acceptable answers. Mark schemes must be read along with the exam question papers and exam report. The Cambridge International Examinations board will not discuss or comment on the mark schemes.
This document provides a mark scheme for an exam on computing. It outlines the requirements and expectations for how examiners should award marks to exam answers. It provides detailed answers and explanations for the expected responses for each question on the exam. The mark scheme is intended to ensure examiners apply the standards consistently and fairly when evaluating responses. It also indicates the examiners should consider unexpected but valid answers.
The document contains mark schemes for computing exams from the University of Cambridge International Examinations in June 2004. It provides the requirements for examiners to award marks for questions across four papers. It establishes minimum marks required for different grades and notes that examiners should award marks based on alternative correct answers or unexpected approaches from candidates.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to ensure marking is consistent and helps teachers understand what constitutes acceptable answers. It also indicates the level of detail or number of points expected in responses. However, the mark scheme does not provide the only acceptable answers or limit discussion among examiners during marking.
This document provides a mark scheme for a computing exam. It outlines the requirements examiners used to award marks and shows sample answers for questions that may have appeared on the exam. The mark scheme is intended to ensure examiners apply marks consistently and take into account alternative answers. It also establishes the minimum marks required to achieve different grades.
This document provides a mark scheme to guide teachers in evaluating exam answers for a computing exam. It outlines the requirements and expectations for answering different exam questions. The mark scheme is intended to indicate the basis for how examiners will award marks to answers and show how alternative answers will be considered. Teachers are instructed to read the mark scheme along with the exam question papers and exam report to properly assess student responses.
This document contains a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam paper, including:
- Requiring alternative correct answers and unexpected approaches to be given marks.
- Instructions to read the mark scheme along with the exam questions and exam report.
- Information on minimum marks needed for different grades was previously published but is now in the exam report.
- CIE will not enter discussion about the mark schemes.
This document is a mark scheme for a computing exam that provides guidance to examiners on how to award marks for answers. It addresses 10 questions related to computing topics and provides examples of responses that would earn marks. For each question, it lists the key points or ideas that should be included in an answer to receive marks. The document emphasizes that examiners should award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even if their answers include unexpected approaches.
This document provides a mark scheme for a computing exam. It outlines the requirements for teachers to award marks to exam answers. The mark scheme provides examples of possible student responses for multiple choice and short answer questions on topics related to computing, such as hardware, software, databases, and system development. Teachers are to use the mark scheme in conjunction with the exam questions and exam report to consistently and fairly award marks.
This mark scheme provides guidance for teachers examining a GCE Advanced Level Computing paper. It shows how examiners were instructed to award marks for different questions and parts of the exam. The mark scheme also indicates the key requirements and concepts examiners were looking for in students' answers. However, it does not provide details of all acceptable responses or discussions examiners may have had when determining marks. CIE will not enter into further discussions about the mark scheme.
This document provides the mark scheme for the May/June 2006 question paper for the GCE Advanced/Advanced Subsidiary Level Computing examination. It shows the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme indicates the number of marks that can be awarded for different parts of answers. It also provides examples of what examiners are looking for in answers to receive marks. The minimum marks required for different grades were previously published but are now included in the exam report instead of the mark scheme. CIE will not enter into discussion about the mark scheme.
This document provides a mark scheme for a computing exam with 7 questions. It outlines the requirements and expectations for answering each question and awards marks based on key points addressed. Examiners are instructed to give marks that fairly reflect the knowledge demonstrated in candidates' responses, even for unexpected answers. The mark scheme is intended to ensure examiners apply the rubric consistently and to be read along with the exam questions and examiner report.
This document is a mark scheme for a computing exam that provides guidance for teachers on how examiners will award marks to answers. It shows the requirements for each question, but does not discuss the examiners' meeting. The mark scheme should be read along with the question paper and exam report. CIE will not discuss or comment on the mark schemes.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for answering each question. For each question, it lists the key points that students should include in their answers to receive marks. It also provides examples of possible student responses. The mark scheme is intended to ensure examiners apply the marking criteria consistently and consider answers fairly. It does not list all possible correct responses but rather shows the level of detail or type of answer expected to merit marks.
This document is the mark scheme for the May/June 2007 Cambridge International Examinations paper for Computing. It provides guidance for examiners on how to award marks for answers on the paper. The mark scheme explains that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge. It also notes that the mark scheme should be read along with the question paper and exam report.
The document contains information about a mark scheme for the June 2005 GCE Advanced Level Computing exam, including:
- The mark scheme provides guidance for examiners on how to award marks consistently based on the exam questions.
- Grade thresholds are provided, showing the minimum marks required to achieve each grade (A, B, C, D, E).
- CIE will not enter into discussions about the mark schemes.
- The mark scheme must be read along with the exam question papers and report.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It explains that the mark scheme indicates how examiners were instructed to award marks, but does not discuss the examiners' meeting. CIE will not enter discussions about the mark scheme. The mark scheme then provides detailed answers and explanations of marks for multiple questions on topics like compilers, sorting algorithms, computer architecture, and data definition.
This document consists of instructions for an Advanced Level computing exam. It includes 10 questions about various computing topics like software applications, data storage, computer interfaces, data access methods, computer hardware components, computer networks, ergonomics, algorithms, and variable naming. Students are required to answer all questions, showing their understanding of fundamental computing concepts.
The document is a mark scheme for a computing exam that provides guidance for teachers on how to award marks to exam answers. It explains the requirements and structure of the exam, and shows how examiners were instructed to award marks for different parts of student responses. For each question, it provides details on what students needed to include in their answers to receive marks.
The document discusses a media production called "State of Mind" that uses camera techniques rather than dialogue to develop characters and suspense. It establishes the main character is in his 20s and enjoys social drinking. Warner Bros is presented as a media institution that could distribute the film. The film receives a 15 rating due to themes of drug use and drink spiking. Suspense and tension-building techniques are used to attract audiences. During production, the filmmakers learned to edit footage to achieve desired effects like flashbacks. They also learned conventions of the horror/thriller genre, like using diegetic sounds to build suspense.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses conventions for the front cover, contents page, and double page spread of a magazine. For the front cover, it will include a pug to attract the target audience, a catchy main image using direct address, masthead and typography, barcode, free CD, footer claiming "world's best magazine", and a main storyline. The contents page will include the masthead using synergy, a genre-related main image, page numbers, and date matching the front cover. The double page spread will also include the masthead using synergy, an eye-catching genre-related main image using direct address, a standfirst introducing the article, engaging quotes, and a conventional layout.
The document appears to be about a 16-20 year old named Holly who enjoys clubbing, celebrity gossip, animals, and alcohol. It lists her name, age, and interests in a bullet point format without further details or context.
This document contains three flat plans with advertisements. Flat plan 1 has 10 advertisements, flat plan 2 has 6 advertisements, and my flatplan has 6 advertisements. The flat plans are collections of advertisements intended for distribution.
The document describes a movie poster that promotes a film about a woman who discovers her love of music but must choose between pursuing it or caring for her deaf parents. The poster uses blue and black colors to represent the character's emotions and decision. It features an image of the main actress in the foreground of a cityscape. The poster's layout, fonts, and inclusion of an award and tagline are meant to attract audiences. Key takeaways for designing effective posters include using colors that reflect the film's tone, having clear readable text, an appropriate image, and elements to draw in viewers.
Mens t shirts qingdao chinasuntex co., ltd.GMC-apparel
Qingdao Chinasuntex Co., Ltd. and Qingdao Shunmaer Finery Co., Ltd. are located in Qingdao, Shandong Province, China. They specialize in producing nightwear, sportswear, and t-shirts for adults and children. They have existing markets in Western Europe, North America, Japan, and Korea. They offer OEM and ODM services and have a factory location in LongQuanHe Road, Jimo, Qingdao, Shandong Province, China with 200 workers. Their primary competitive advantages include quality assurance, customizable styles and quantities, on-time delivery, and personalized service.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to indicate the basis on which examiners will award marks and to help ensure marking is consistent. However, it does not provide details of examiner discussions and alternative answers may be acceptable. CIE will not enter discussions about the mark scheme.
This document contains a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam paper, including:
- Requiring alternative correct answers and unexpected approaches to be given marks.
- Instructions to read the mark scheme along with the exam questions and exam report.
- Information on minimum marks needed for different grades was previously published but is now in the exam report.
- CIE will not enter discussion about the mark schemes.
This document is a mark scheme for a computing exam that provides guidance to examiners on how to award marks for answers. It addresses 10 questions related to computing topics and provides examples of responses that would earn marks. For each question, it lists the key points or ideas that should be included in an answer to receive marks. The document emphasizes that examiners should award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even if their answers include unexpected approaches.
This document provides a mark scheme for a computing exam. It outlines the requirements for teachers to award marks to exam answers. The mark scheme provides examples of possible student responses for multiple choice and short answer questions on topics related to computing, such as hardware, software, databases, and system development. Teachers are to use the mark scheme in conjunction with the exam questions and exam report to consistently and fairly award marks.
This mark scheme provides guidance for teachers examining a GCE Advanced Level Computing paper. It shows how examiners were instructed to award marks for different questions and parts of the exam. The mark scheme also indicates the key requirements and concepts examiners were looking for in students' answers. However, it does not provide details of all acceptable responses or discussions examiners may have had when determining marks. CIE will not enter into further discussions about the mark scheme.
This document provides the mark scheme for the May/June 2006 question paper for the GCE Advanced/Advanced Subsidiary Level Computing examination. It shows the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme indicates the number of marks that can be awarded for different parts of answers. It also provides examples of what examiners are looking for in answers to receive marks. The minimum marks required for different grades were previously published but are now included in the exam report instead of the mark scheme. CIE will not enter into discussion about the mark scheme.
This document provides a mark scheme for a computing exam with 7 questions. It outlines the requirements and expectations for answering each question and awards marks based on key points addressed. Examiners are instructed to give marks that fairly reflect the knowledge demonstrated in candidates' responses, even for unexpected answers. The mark scheme is intended to ensure examiners apply the rubric consistently and to be read along with the exam questions and examiner report.
This document is a mark scheme for a computing exam that provides guidance for teachers on how examiners will award marks to answers. It shows the requirements for each question, but does not discuss the examiners' meeting. The mark scheme should be read along with the question paper and exam report. CIE will not discuss or comment on the mark schemes.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for answering each question. For each question, it lists the key points that students should include in their answers to receive marks. It also provides examples of possible student responses. The mark scheme is intended to ensure examiners apply the marking criteria consistently and consider answers fairly. It does not list all possible correct responses but rather shows the level of detail or type of answer expected to merit marks.
This document is the mark scheme for the May/June 2007 Cambridge International Examinations paper for Computing. It provides guidance for examiners on how to award marks for answers on the paper. The mark scheme explains that examiners should give credit for alternative answers and unexpected approaches as long as they demonstrate the relevant knowledge. It also notes that the mark scheme should be read along with the question paper and exam report.
The document contains information about a mark scheme for the June 2005 GCE Advanced Level Computing exam, including:
- The mark scheme provides guidance for examiners on how to award marks consistently based on the exam questions.
- Grade thresholds are provided, showing the minimum marks required to achieve each grade (A, B, C, D, E).
- CIE will not enter into discussions about the mark schemes.
- The mark scheme must be read along with the exam question papers and report.
This document is a mark scheme that provides guidance for teachers marking a computing exam. It explains that the mark scheme indicates how examiners were instructed to award marks, but does not discuss the examiners' meeting. CIE will not enter discussions about the mark scheme. The mark scheme then provides detailed answers and explanations of marks for multiple questions on topics like compilers, sorting algorithms, computer architecture, and data definition.
This document consists of instructions for an Advanced Level computing exam. It includes 10 questions about various computing topics like software applications, data storage, computer interfaces, data access methods, computer hardware components, computer networks, ergonomics, algorithms, and variable naming. Students are required to answer all questions, showing their understanding of fundamental computing concepts.
The document is a mark scheme for a computing exam that provides guidance for teachers on how to award marks to exam answers. It explains the requirements and structure of the exam, and shows how examiners were instructed to award marks for different parts of student responses. For each question, it provides details on what students needed to include in their answers to receive marks.
The document discusses a media production called "State of Mind" that uses camera techniques rather than dialogue to develop characters and suspense. It establishes the main character is in his 20s and enjoys social drinking. Warner Bros is presented as a media institution that could distribute the film. The film receives a 15 rating due to themes of drug use and drink spiking. Suspense and tension-building techniques are used to attract audiences. During production, the filmmakers learned to edit footage to achieve desired effects like flashbacks. They also learned conventions of the horror/thriller genre, like using diegetic sounds to build suspense.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses conventions for the front cover, contents page, and double page spread of a magazine. For the front cover, it will include a pug to attract the target audience, a catchy main image using direct address, masthead and typography, barcode, free CD, footer claiming "world's best magazine", and a main storyline. The contents page will include the masthead using synergy, a genre-related main image, page numbers, and date matching the front cover. The double page spread will also include the masthead using synergy, an eye-catching genre-related main image using direct address, a standfirst introducing the article, engaging quotes, and a conventional layout.
The document appears to be about a 16-20 year old named Holly who enjoys clubbing, celebrity gossip, animals, and alcohol. It lists her name, age, and interests in a bullet point format without further details or context.
This document contains three flat plans with advertisements. Flat plan 1 has 10 advertisements, flat plan 2 has 6 advertisements, and my flatplan has 6 advertisements. The flat plans are collections of advertisements intended for distribution.
The document describes a movie poster that promotes a film about a woman who discovers her love of music but must choose between pursuing it or caring for her deaf parents. The poster uses blue and black colors to represent the character's emotions and decision. It features an image of the main actress in the foreground of a cityscape. The poster's layout, fonts, and inclusion of an award and tagline are meant to attract audiences. Key takeaways for designing effective posters include using colors that reflect the film's tone, having clear readable text, an appropriate image, and elements to draw in viewers.
Mens t shirts qingdao chinasuntex co., ltd.GMC-apparel
Qingdao Chinasuntex Co., Ltd. and Qingdao Shunmaer Finery Co., Ltd. are located in Qingdao, Shandong Province, China. They specialize in producing nightwear, sportswear, and t-shirts for adults and children. They have existing markets in Western Europe, North America, Japan, and Korea. They offer OEM and ODM services and have a factory location in LongQuanHe Road, Jimo, Qingdao, Shandong Province, China with 200 workers. Their primary competitive advantages include quality assurance, customizable styles and quantities, on-time delivery, and personalized service.
This document provides a mark scheme to guide teachers in marking a computing exam. It outlines the requirements and expectations for awarding marks to exam answers. The mark scheme is intended to indicate the basis on which examiners will award marks and to help ensure marking is consistent. However, it does not provide details of examiner discussions and alternative answers may be acceptable. CIE will not enter discussions about the mark scheme.
This mark scheme summarizes the marking criteria for the October/November 2007 GCE Advanced Level computing exam. It provides guidance to examiners on how to fairly award marks to exam answers. The mark scheme explains that examiners should consider alternative correct answers and award marks based on the knowledge and skills demonstrated. It also notes that examiners must refer to the question papers and exam report when marking.
Computing 9691 Mark Scheme for May / June 2007 CambridgeAlpro
This document contains a mark scheme for a computing exam with multiple questions and subsections. It provides the requirements for awarding marks to exam answers, including acceptable responses and explanations. Alternative correct answers must be awarded marks proportionate to the knowledge and skills demonstrated. The mark scheme is intended as an aid for teachers and students to understand exam requirements.
Computing 9691 Mark Scheme for May / June 2007 Cambridge Paper 1Alpro
This document contains a mark scheme for a computing exam with multiple questions and subsections. It provides the requirements for awarding marks to exam answers, including acceptable responses and explanations. Alternative correct answers must be awarded marks proportionate to the knowledge and skills demonstrated. The mark scheme is intended as an aid for teachers and students to understand exam requirements and scoring.
Mark Scheme for May June 2008 Question Paper Computing 9691 Computers ZimbabweAlpro
This document contains a mark scheme for a computing exam with questions on topics like hardware, software, algorithms, data structures, networks, and systems development. It provides the key points examiners would look for in awarding marks to answers. Alternative correct answers must be given marks reflecting the knowledge demonstrated. CIE will not enter discussions about the mark schemes.
This document is a mark scheme for a computing exam that provides guidance to teachers on how to award marks for students' answers. It indicates the key points examiners were looking for in responses to each question on the exam paper and shows the number of marks available for different aspects of possible answers. The mark scheme is intended to ensure examiners apply the standards consistently and to inform teachers and students about the exam requirements.
This document provides a mark scheme for the May/June 2008 GCE Advanced Level computing exam. It outlines the requirements for examiners in awarding marks to exam answers. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' responses, even if their answers or approaches are unexpected. The mark scheme is intended as guidance for examiners and candidates, and indicates the basis on which examiners were instructed to award marks for the exam.
This document provides a marking scheme for a computing exam with a maximum mark of 90. It summarizes the key points assessors should look for in student responses to various questions about computing topics like operating systems, real-time vs online systems, networks, programming errors, data structures, computer hardware, data transmission, security, database design, and information systems. The marking scheme breaks down the essential information needed for each question and awards marks for students including these details in their answers.
This document is a mark scheme for a computing exam from the University of Cambridge International Examinations. It provides guidance to examiners on how to award marks for answers on the exam. It shows the requirements and expectations for scoring responses. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated in candidates' answers, even if their approaches are unexpected. The mark scheme is intended to be read along with the exam question paper and exam report.
This document provides a mark scheme for the May/June 2008 GCE Advanced Level Computing paper. It outlines the requirements for awarding marks to exam answers and serves as guidance for examiners. The mark scheme provides detailed explanations for how marks should be awarded for each question on the exam. It also notes that examiners should give credit for alternative correct solutions and unexpected approaches from candidates.
The document is a mark scheme for a computing exam that provides guidance to examiners on how to award marks for answers. It indicates that examiners should award marks for alternative correct answers and unexpected approaches. It also notes that examiners should read the mark scheme along with the question paper and exam report. The mark scheme then provides detailed guidelines on how many marks to award for different parts of potential answers.
This document provides a mark scheme for a computing exam with questions on systems analysis, algorithms, data storage, data transmission, and advantages/disadvantages of teleworking. It outlines the requirements for awarding marks to exam answers and serves as an aid for teachers and students.
This document contains a mark scheme for a computing exam with the following key points:
1. It provides the requirements for examiners to award marks consistently based on the discussions prior to marking.
2. Examiners are instructed to award marks that fairly reflect the knowledge and skills demonstrated, even for unexpected answers.
3. The mark scheme must be read along with the exam questions and exam report to fully understand how marks were awarded.
4. Examples of grade thresholds are given, such as the minimum mark required for an A being 60 out of 90.
The document discusses various topics related to computer programming including:
1) Different generations of programming languages from machine language to modern application packages.
2) Common high-level programming languages like FORTRAN, COBOL, BASIC, Pascal, C/C++.
3) Fourth generation languages (4GLs) that can be used by end users to develop applications quickly.
4) Object-oriented programming concepts like classes, inheritance, and languages like Java.
QPACE - QCD Parallel Computing on the Cell Broadband Engine™ (Cell/B.E.)Heiko Joerg Schick
The document describes the QPACE supercomputer project which aims to build a supercomputer optimized for lattice QCD simulations using IBM PowerXCell 8i processors. Key aspects summarized are:
1) QPACE uses 256 node cards per rack, each with a PowerXCell 8i processor, to achieve 26 TFLOPS and 1 TB memory per rack.
2) Custom networks include a 3D torus for nearest neighbor communication and an interrupt tree for global operations.
3) The node card design features the PowerXCell processor, FPGA network processor, memory, and networking interfaces.
4) Early results found the hardware design worked well but network processor implementation and software deployment took longer than planned.
This document discusses types of software, including system software like operating systems and application software. It examines programming languages from early assembly languages to modern fourth generation languages. It also covers software development approaches, tools, and issues around managing software assets.
This document contains a password and instructions stating that the password provided is the one typed during installation. It repeats the password and instructions twice with additional numbers that do not provide further context.
This document appears to be a lab sheet containing measurements of an unknown quantity (QU) taken multiple times. The document lists measurements of the unknown quantity taken at intervals, with the numbers increasing from 2 to 11 for each successive measurement.
This very short document contains a series of numbers and letters with no other context. It lists the characters "QU" followed by the numbers 1 through 9. No other meaning or purpose is evident from the limited information provided.
No document was provided to summarize. A summary requires source text to extract the key points and essential information from. Without a document, it is not possible to generate an accurate 3 sentence summary.
Emotional intelligence was first defined scientifically in 1990 by Mayer and Salovey, building on prior concepts. Goleman later proposed it involves five traits that determine one's EQ. Emotional intelligence involves self and social awareness and management. It is debated whether EQ can be accurately measured, though tests do exist to assess specific skills or provide an overall assessment. While EQ may help predict some life outcomes, it does not determine success on its own, and high IQ individuals like Einstein had low EQ without hindrance. EQ is significant for social and workplace interactions but is not a sole predictor of life outcomes and has limitations as a concept.
This document discusses databases and the evolution from flat files to relational databases. It covers:
1) The limitations of flat files including data duplication, separation of data across files, fixed queries, and proliferation of application programs.
2) The introduction of hierarchical and network databases to try to overcome limitations but these still led to inconsistent and redundant data.
3) An introduction to relational databases which overcome limitations by allowing each record to be of fixed length and each field to contain a single data item. This addresses issues with variable length records in previous approaches.
The document discusses the functions and purposes of translators in computing. It describes:
1) Interpreters and compilers translate programs from high-level languages to machine code. Compilers translate the entire program at once, while interpreters translate instructions one at a time as the program runs.
2) Translation from high-level languages to machine code involves multiple stages including lexical analysis, syntax analysis, code generation, and optimization.
3) Linkers and loaders are used to combine separately compiled modules into a complete executable program by resolving addresses and linking the modules together.
This document discusses common network environments, connectivity, and security issues. It describes how LANs and WANs are organized using different topologies and transmission mediums. It then explains key network components like switches, routers, bridges, and modems - how they connect different types of networks and segments. Finally, it discusses common network environments like the Internet, intranets, and extranets as well as technologies that enable them such as hypertext links, URLs, domain names, and HTML.
The operating system must manage hardware resources, provide an interface between users/software and hardware, and provide services like data security. It schedules programs to make best use of the processor when programs are performing input/output tasks. It uses interrupts to change the normal order of program execution in response to events like I/O device signals. Scheduling aims to maximize system usage, be fair to all programs, and prioritize more important programs when needed.
The document discusses computer architecture and the fetch-execute cycle. It describes the Von Neumann architecture, which uses a single processor that follows a linear sequence of fetching, decoding, and executing instructions. It then explains the fetch-execute cycle in more detail with the steps involved. Finally, it discusses parallel processor systems that can split up the fetching, decoding, and executing stages to improve efficiency.
The document discusses techniques for developing computer systems, including structured systems analysis and design method (SSADM) and data flow diagrams (DFDs). It provides details on the stages of SSADM and the symbols and steps used to develop DFDs. An example of a hotel reservation and payment system is presented as a DFD to illustrate the technique. Project management is also discussed, with an example of building a bungalow broken down into tasks, durations, and dependencies shown in a graph.
The document discusses different ways of representing numerical data in computing systems, including:
1) Binary representation, which converts decimal numbers to binary by repeatedly dividing by column headings and tracking the remainders as 1s and 0s.
2) Negative numbers can be represented using sign-and-magnitude or two's complement methods.
3) Other number systems like octal and hexadecimal are also discussed which use different column headings but the same representation principles.
4) Floating point representation separates a real number into a mantissa and exponent to store fractional numbers more efficiently in binary.
The document discusses how data and databases are valuable to organizations. It provides examples of how stock control systems and sales data can be used to automatically reorder stock. Banks also find customer data valuable for assessing loan risks. Modern communication allows sharing of data worldwide through value added network services and databases. Standards are needed for sharing data accurately between different systems. Computers now aid various forms of communication like voice mail, e-commerce, and video conferencing. The internet allows global communication and advertising. IT training must be continually updated as technology changes, which is altering many work patterns and jobs.
This document discusses different programming paradigms including procedural, object-oriented, and declarative paradigms. It provides examples of code using these paradigms. Specifically, it shows an assembly language program that adds two numbers, a C++ program that calculates the area of a rectangle, and Prolog queries to retrieve information from a database about people's genders and family relationships. It also discusses how parameters are used to pass values to functions in Visual Basic.
This document discusses real-time systems and simulation. It defines a real-time system as one that can react quickly enough to input data to affect the real world. Real-time applications include airline booking systems and nuclear reactor controls. Sensors measure physical quantities and transmit data to processors, while actuators accept signals from processors and initiate physical movements. Simulations allow computers to model real-world systems and scenarios through calculations, enabling testing without real-world risks or costs. Simulations have limitations in predicting truly random or complex human events. Parallel processing is needed for simulations involving vast data, complex relationships, and immense calculations.
This document is an exam for an Advanced Subsidiary Level computing exam. It contains 9 questions testing knowledge of topics like memory addressing, data structures, networks, and software development processes. The exam is 2 hours and contains multiple choice, short answer, and longer explanatory questions.
"Choosing proper type of scaling", Olena SyrotaFwdays
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Fueling AI with Great Data with Airbyte WebinarZilliz
This talk will focus on how to collect data from a variety of sources, leveraging this data for RAG and other GenAI use cases, and finally charting your course to productionalization.
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
We’ll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
AppSec PNW: Android and iOS Application Security with MobSFAjin Abraham
Mobile Security Framework - MobSF is a free and open source automated mobile application security testing environment designed to help security engineers, researchers, developers, and penetration testers to identify security vulnerabilities, malicious behaviours and privacy concerns in mobile applications using static and dynamic analysis. It supports all the popular mobile application binaries and source code formats built for Android and iOS devices. In addition to automated security assessment, it also offers an interactive testing environment to build and execute scenario based test/fuzz cases against the application.
This talk covers:
Using MobSF for static analysis of mobile applications.
Interactive dynamic security assessment of Android and iOS applications.
Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
How to shift left and integrate MobSF/mobsfscan SAST and DAST in your build pipeline.
5th LF Energy Power Grid Model Meet-up SlidesDanBrown980551
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
-An opportunity to connect with fellow Power Grid Model enthusiasts and users.
[OReilly Superstream] Occupy the Space: A grassroots guide to engineering (an...Jason Yip
The typical problem in product engineering is not bad strategy, so much as “no strategy”. This leads to confusion, lack of motivation, and incoherent action. The next time you look for a strategy and find an empty space, instead of waiting for it to be filled, I will show you how to fill it in yourself. If you’re wrong, it forces a correction. If you’re right, it helps create focus. I’ll share how I’ve approached this in the past, both what works and lessons for what didn’t work so well.
The Microsoft 365 Migration Tutorial For Beginner.pptxoperationspcvita
This presentation will help you understand the power of Microsoft 365. However, we have mentioned every productivity app included in Office 365. Additionally, we have suggested the migration situation related to Office 365 and how we can help you.
You can also read: https://www.systoolsgroup.com/updates/office-365-tenant-to-tenant-migration-step-by-step-complete-guide/
The Microsoft 365 Migration Tutorial For Beginner.pptx
June 05 MS1
1. UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Subsidiary Level and GCE Advanced Level
MARK SCHEME for the June 2005 question paper
9691 COMPUTING
9691/01 Paper 1 (Written Paper 1), maximum raw mark 90
This mark scheme is published as an aid to teachers and students, to indicate the
requirements of the examination. It shows the basis on which Examiners were initially
instructed to award marks. It does not indicate the details of the discussions that took place
at an Examiners’ meeting before marking began. Any substantial changes to the mark
scheme that arose from these discussions will be recorded in the published Report on the
Examination.
All Examiners are instructed that alternative correct answers and unexpected approaches in
candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills
demonstrated.
Mark schemes must be read in conjunction with the question papers and the Report on the
Examination.
• CIE will not enter into discussion or correspondence in connection with these mark
schemes.
CIE is publishing the mark schemes for the June 2005 question papers for most IGCSE and
GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level
syllabuses’.
www.xtremepapers.net
2. Grade thresholds for Syllabus 9691/01 (Computing) in the June 2005 examination.
maximum minimum mark required for grade:
mark
A B E
available
Component 1 90 65 62 35
The thresholds (minimum marks) for Grades C and D are normally set by dividing the
mark range between the B and the E thresholds into three. For example, if the
difference between the B and the E threshold is 24 marks, the C threshold is set 8
marks below the B threshold and the D threshold is set another 8 marks down. If
dividing the interval by three results in a fraction of a mark, then the threshold is
normally rounded down.
www.xtremepapers.net
3. JUNE 2005
A AND AS LEVEL
MARK SCHEME
MAXIMUM MARK: 90
SYLLABUS/COMPONENT: 9691/01
COMPUTING
Written Paper 1
www.xtremepapers.net