Download links for dumps to pass PDPF exam is the particular latest project regarding passing the EXIN PDPF examination. We now have carefully long gone through and gathered actual Privacy and Data Protection Foundation examination concerns and answers, which often are guaranteed specific copies of Real PDPF examination questions, up to date, and valid.

PDPF Privacy and Data Protection Foundation exam format |
Sun, 27 Dec 2015 21:39:00 -0600text/html Sample Required Policies

All Programs are required to develop policies related to the areas below. While the specific details of a Program's actual policies will vary, the following are provided to parents and program directors as a example of policies that comply with University expectations. 

Check Out Policy

  • Participant pick up will occur at (location) between (start time-end time).
  • Parking will be available during this time time period at ().
  • Program Staff will only release participants to adults who are listed on the participant's Approved Adult List and PUPD.
  • Adults who are not personally known to program staff must present photo ID. 
  • In the event an adult who is not on the participant's Approved Adult List tries to collect the participant, Program staff will call PUPD who will release the participant to his or her legal guardian. 

Incident Reporting

Program will keep a written or electronic record of every accident, injury, near-miss, safety incident or disciplinary incident.  Record will contain at a minimum:

  • Date and time of incident
  • Name of the participant or staff involved
  • A brief description of the incident
  • If the incident required medical intervention, record will reflect the degree thereof. 

Parents will be notified of any accidents, injuries, or safety incidents involving their child that necessitate care beyond basic first aid. Parents will be notified of all disciplinary actions involving their child and any incident which results in psychological harm to the child.

Program Director will notify the University's Youth Protection Compliance Specialist of suspected policy violations, accidents resulting in injury or property damage, safety incidents, and conduct issues that put the Participant at risk for dismissal from the Program.

Emergency Response Plan

In the event of an emergency, the Program will execute the Purdue Emergency Response Plan based on the building and type of emergency. The Program Director will notify PUPD and the Youth Protection Compliance Specialist. 

For emergencies which require participants to evacuate the building, our designated meeting place will be (insert location).

Missing child emergency: If participants are ever lost, our meeting place will be (insert location). Program Staff will immediately contact PUPD, the Youth Protection Compliance Specialist, and the Program Director. The Program Director will notify the child's parents. 

One-On-One Interactions

Program Staff are not to be alone with a single child. In situations where programs receive written approval from VPEC for one-on-one interactions, Program Staff will observe the following policies to manage the risk of abuse or false allegations of abuse:

  • When meeting one-on-one with a youth, always do so in a public place where you are in
    full view of others.
  • Avoid physical affection that can be misinterpreted. Limit affection to pats on the
    shoulder, high-fives, and handshakes.
  • If meeting in a room or office, leave the door open or move to an area that can be easily
    observed by others passing by.
  • Document and immediately report any unusual incidents, including disclosures of abuse
    or maltreatment, behavior problems and how they were handled, injuries, or any
    interactions that might be misinterpreted.
  • Tutoring and coaching sessions with our organization’s youth may not occur outside of
    the organization.

Restroom supervision:  Program Staff will make sure the restroom is not occupied by suspicious or
unknown individuals before allowing children to use the facilities. Program Staff will monitor the
restroom area while it is being occupied by children, but will not enter the restroom with the child. This policy allows privacy for the children and protection for the staff (not being alone with a child). If staff is assisting younger children, doors to the facility must remain open. The “rule of three” will be followed (i.e. two children and one staff; two staff and one child; or a staff, child, and volunteer) at all times.

Electronic Communication: Electronic one-on-one interactions are also prohibited. Program staff will include the Program Director or the Participant's parent on any electronic communication. Program staff will not communicate with Participant via social media. 

Prohibited Items

The presence and use of dangerous weapons, tobacco products, vapor products, alcohol, and illegal drugs are expressly forbidden in accordance with University policy.  Any Program Staff or Participant suspected to be in possession or under the influence of these prohibited items will be asked to leave.

Mon, 28 Sep 2020 04:59:00 -0500 en text/html
Certified Paralegal exam Preparation

This course is tailored for paralegals, legal assistants, aspiring legal professionals, and anyone seeking to enhance their understanding of federal law. Whether you're preparing for the Certified Paralegal exam or simply aiming to bolster your legal expertise, this course can assist you towards successfully completing your goal.

Tue, 29 Aug 2023 11:39:00 -0500 en text/html
Nursing exam Pass Rates Appear to Be Rising. Why?

In January 2023, we reported on the reasons why nursing exam pass rates fell in 2020 and 2021. In this report, we follow up on what has happened since.

During the first 2 years of the COVID-19 pandemic, the share of candidates who passed the national licensure exam to work as a registered nurse fell sharply, from 88.2% to 82.5%, for first-time U.S.-educated candidates, with a smaller decline -- from 72.8% to 68.9% -- for all candidates, including internationally educated and repeat test-takers.

In 2022, pass rates continued to drop, averaging 79.9% (8 percentage points lower than in 2019) for first-time U.S.-educated candidates, and 63.4% for all candidates, the lowest point in the last decade.

In 2023, to most experts' surprise, that spiral appears to be turning around.

Things Are Looking Up

The reason for this reversal depends on whom you ask. Test developers have argued that rates improved due to radical transparency and massive outreach to stakeholders, while some online critics have suggested the test simply got easier. Other nurse educators agreed that the increased transparency and outreach impacted rates, but worry those same measures exacerbated a culture of "teaching to the test."

Understanding trends in exam pass rates also requires context.

Year-to-Date NCLEX Pass rates for 2023

The National Council of State Boards of Nursing (NCSBN) produces the exam that aspiring nurses take to gain licensure: the National Council Licensure Examination (NCLEX). This exam uses computerized adaptive testing, which means each test-taker gets virtually a different exam, the difficulty of which changes based on the response given.

Every 3 years, the NCSBN assesses the pass rates for the exam and determines whether the current passing standard is appropriate. If the NCSBN's board of directors decides that the level of clinical judgment required of nurses in practice has increased, it can vote to raise the passing standard.

In December 2022, the NCSBN's board voted to keep the current passing standard on the NCLEX through March 31, 2026. Months later, on April 1, the NCSBN launched the Next Generation NCLEX (NGN), a new version of the NCLEX that aims to more effectively measure test-takers' clinical judgment.

Anytime a new exam is introduced, pass rates tend to dip by a few percentage points in the first two to three quarters, explained Philip Dickison, PhD, RN, CEO of the NCSBN. He said he was naturally a bit concerned about a new exam compounding the "drastic drop in the ability curve" seen during the pandemic, "but it was still the right thing to do."

Keith Rischer, PhD, RN, a nurse educator and owner of KeithRN, a nursing education company, recalled that the last major change to the NCLEX occurred when the passing standard was raised by 0.16 percentage points in 2012. Pass rates fell more than 7 percentage points -- from 90.34% for first-time candidates to 83.04% -- in a single year.

While the NCSBN kept the same passing standard in 2022, the stronger emphasis on clinical judgment and the "unique six-question case studies" in the NGN was predicted to increase the difficulty of the exam in some respects.

"There was an anticipation that this was going to be another precipitous decline in NCLEX pass rates," Rischer said.

Post-Pandemic Rebound

However, that wasn't what happened. Instead, preliminary data showed a jump in pass rates, from 79.9% in 2022 to 88.6% in 2023, for all first-time U.S.-educated candidates. Importantly, the 2023 data exclude the fourth quarter of the calendar year, which typically has the lowest pass rate, experts noted.

Still, Dickison said he was "pretty amazed" at the speed of the recovery. Some viewed the change as a "huge increase," but he stressed that rates were starting from a low baseline following a 3-year period when other variables, namely pandemic-related disruptions, impacted pass rates.

"What I think you're seeing ... is that we have rebounded to pre-pandemic ability levels in our measurements," he said.

Dickison credits the rebound to NCSBN's decision to let educators, regulators, and -- controversially -- preparatory groups "under the hood" of the new exam for several years before the NGN actually launched.

"The idea was to be as transparent as possible to all stakeholders," Dickison said. This meant leveraging opportunities at conferences and during webinars, and sharing what to expect of the new exam -- from case studies and measurement models -- in newsletters. Dickison also credited educators for the big role they played in helping prepare students.

Rayna Letourneau, PhD, RN, executive director of the Florida Center for Nursing, said that while some nurse educators have noted the exam has gotten "too easy," she suggested that perhaps the NGN is simply "a more logical way to measure what nursing students are being taught."

Similarly, she attributes the rise in pass rates to the focus on increased resources and preparation of candidates, including the implementation of "student success" coaching programs.

Teaching to the Test?

Rischer seemed to have a different view, pointing out that the NGN offers partial credit for certain "select-all-that-apply" multiple-choice questions. He said that he believes the real reason for improved pass rates is a shift in nursing education, though he added that his hypothesis is, at this point, "conjecture."

"What we have in the nursing literature for over almost 50 years ... is this widening gap between how nursing is taught in the university and college settings and how it's actually practiced at the bedside," he said. "We're not preparing our graduates for real-world practice realities."

Rischer said he grew even more concerned when he learned from online discussions that some professors were using NGN trial items to teach first-semester students.

"That's called teaching to the test," he argued. Instead of teaching students "alternative multiple-choice items, we need to be teaching our students the open-ended thinking of clinical practice."

For example, for a patient who had an appendectomy, Rischer said the appropriate steps are to take vital signs and conduct a head-to-toe assessment.

"There is not a 'select-all-that apply' multiple-choice item on your forehead that I could say, 'You know what? This is the correct answer,'" he added, noting that the NCSBN "is part of the problem." Currently, the primary mechanism that state nursing boards use to measure a program's performance is their first-time pass rate on the NCLEX, which only "reinforc[es] this unhealthy culture of teaching to the test."

The end result of that, as studies have shown, is that "currently less than 10% [of new nurses] have what practice partners would say is entry-level clinical judgment competency," Rischer said, citing a 2021 study. "Complications develop when a nurse doesn't notice or recognize what's most important until it's too late. So ... clinical judgment competency is a big deal. And teaching to the test ... isn't going to solve that."

He said one solution is to move away from first-time test-taker metrics and potentially allow students to take the exam twice and then average their score.

Another, more dramatic, change would be to include a skills test or what Rischer calls "demonstrable competencies" for essential skills involved in clinical decision making, which could be evaluated by an "objective observer."

"It will take more time. It will take more money, but this is something that we can and should be doing," he said.

'Not the Only Measurement'

For his part, Dickison noted that the NGN, like any exam, has limitations.

While it "measures your cognitive and your thinking ability, our exam does not measure the affective domain, doesn't measure character," he said. For example, the exam cannot assess a "less-than-acceptable social interaction" a student has with a professor, nor does the exam know which student is always late to class.

"If they don't show up to class on time every day, that might be a [sign] that they're not going to show up to a patient when they need to," Dickison explained. "That's why you have a regulatory system. That's why we have an education [system] ... these all have to work together. If you don't pass the NCLEX, you don't go to work, but it is not the only measurement that tells us we have a good nurse."

  • Shannon Firth has been reporting on health policy as MedPage Today's Washington correspondent since 2014. She is also a member of the site's Enterprise & Investigative Reporting team. Follow

Sun, 31 Dec 2023 10:00:00 -0600 en text/html
What to Know About Self-Studying for AP Exams No result found, try new keyword!However, content accounts for just one leg of the AP study triangle. The other two are exam format – which includes timing – and strategy. Each leg of the triangle should be addressed equally. Mon, 03 Feb 2020 01:21:00 -0600 Document Examination


To determine authenticity and authorship.


The specifics of an investigation will depend on the nature of the document being studied (e.g., historical or personal) and the goals of the inquiry. Generally speaking, a document will be examined from three different aspects: historical, scientific, and stylistic.


Tips on how to authenticate a document by comparing handwriting.

Historical Analysis

It is virtually impossible to pinpoint the age of an undated document, but there may be clues to the era. If it is a printed piece - say a greeting card - the method of printing, address, and even the stamp may be important.

At the very least, materials and techniques must be consistent with place and time. Many forgeries are identified by the presence of materials that didn’t exist at the time alleged.

Scientific Analysis

A detailed paper analysis will detect every shred of physical evidence concealed in a document.

Stylistic Analysis

Comparisons of style are essential for authentication. Penmanship, cultural phrasing, and form of address can help to identify both the era and author. Handwriting comparisons can authenticate a signature or manuscript.

In some cases, all of it taken together can’t solve a historical puzzle. For example, there are five known manuscript copies of the Gettysburg Address. Testing has proved that all are authentic Lincoln documents. But it will never prove, definitively, which of the five Lincoln actually read from at Gettysburg.

Mon, 20 Mar 2023 10:19:00 -0500 text/html
Office of the Registrar

General Final exam Information

GeneralFinal exams will be generated by the Registrar’s Office according to an exam matrix on or about the last day of the add/drop period for the term for any course that has 'Yes' indicated for a Final exam in the catalog. The day and time of the first class meeting during the week determine the date and time for each exam. Courses that meet outside the normal university block scheduling will be scheduled within the time block that best fits the schedule without creating conflicts for students.

Exam times are as follows:

  • 8 – 11 a.m.
  • 11:30 a.m. – 2:30 p.m.
  • 3 – 6 p.m.
  • 6:30 - 9:30 p.m.

While exam blocks are three hours long, the actual length of the exam is determined by the instructor.

If examination days are postponed because of weather conditions, the first make-up day is documented on the academic calendar.

Faculty should review their exam schedule just after the last day of add/drop. If an exam was not generated or changes are needed, please email: Requests for final exams, combined exams, etc. will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Common Exams

  • Faculty should plan to administer a separate exam for each section of a course that they are teaching.
  • Requests for common exams must be approved by the Dean AND the course must have, at minimum, three (3) class sections to be considered for common exam scheduling. 
  • Requests should be submitted by email to: no later than the mid-semester evaluation date for said term, and all requests are subject to classroom availability.
  • Common Finals will need to be applied to all sections of a course not to individual instructors.
  • Common exam Finals will be assigned to a common exam block. 
    • Students who are scheduled for two common exams at the same time should check with their instructors to see which exam has priority.

Note: Requests for combined exams will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Examination Conflicts

If a student has three (or more) finals scheduled on the same exam day, the student has the right to ask that a make up exam (or exams) be scheduled to reduce the number of exams in each day to two. Under these circumstances, required courses1 take priority, so the student should make every effort to arrange the make-up exam for a non-required course with the respective instructor. Likewise, if a student has two finals scheduled in the same exam period, the required course takes priority; the student should schedule a make-up exam for the non-required conflicting course with the respective instructor. If for any reason a mutually agreeable solution between the student and the instructor cannot be achieved, the student should see his or her college dean immediately.

Students – If you have questions regarding any of your final exams, please contact your instructor directly. Instructors should reach out by email to: if an exam update is needed in SiS.

1'Required courses' refers to whichever course is required toward that specific student’s degree pathway.

Final Exams for Hybrid and Virtual Class Sections

Exams (including final exams) for fully virtual classes should be administered virtually, as that is the modality which students selected. Exceptions to hold on-campus exams require deans' approval. An email (noting the approval) should be sent by email to: so that the exam location may be updated – exceptions are subject to room availability. If approved, faculty must indicate the alternate exam format in their course syllabus and accommodate students who are unable to attend in-person exams.

If a class section is hybrid (includes both an in-person meeting and either an online or virtual meeting pattern), then the final exam will be assigned as in-person, but the instructor may request the final exam to be virtual/online depending on the modes of instruction of the hybrid section. Hybrid courses also include courses that have more than one component with different modes of instruction (i.e., the lecture portion is virtual, but the recitation is in-person) and the instructor may decide whether or not the final exam is in-person in this scenario as well. Any requests for final exam updates should be sent by email to:

Undergraduate and Graduate Final Exams (Day-school Sections)

  • Faculty are not required to administer cumulative final examinations and should assess their students as appropriate to their discipline and course content. If an exam is assigned and will not be taking place, please email:
  • Faculty who opts to administer final examinations must do so at the time and place specified by the Registrar's Office and listed in SiS. All day-school sections that are noted in the catalog with 'Yes' for final exam, will have a final exam block generated.
  • Final take-home examinations or final papers must not be due earlier than the time that the Registrar's Office has scheduled the final examination for the course in question (although instructors may opt to allow such examinations or papers to be submitted early).
    • Note: If an academic program requires that students take final examinations for accreditation purposes, faculty are expected to adhere to the requirements of their accrediting organization.
  • Graduate class sections may opt to administer their final exams on the last day of regular class meetings (week prior to the final exam period) but should contact scheduling if this is what they decide and need to remove a final exam block that was generated for their class section.
  • For any course with a final exam during the exam period, no hour-examination (or major paper or project) shall be administered or due during the last five academic days of the semester unless the college dean has allowed an exemption.

Graduate, Online and Professional Studies Final Exams (GPS Sections)

Graduate, Online and Professional Studies sections (section number typically begins with '0') take place on the final on-campus meeting day for that section (usually the week prior to the final exam period) – please see the on-campus course dates on Graduate, Online and Professional Studies website for the final meeting date (not to be confused with the course session dates).

If a GPS section is 'matched' (combined) with a day-school section (example ACCT 2010 201 and ACCT 2010 001), the final exam will follow day-school guidelines and an exam block will be assigned for both sections in SIS.

Classroom Reservations During the Final exam Period

Classroom reservations for ad hoc needs during the final exam period (review sessions, exam accommodations, makeup exams, etc.) will be accepted one week prior to the final exam period. Please email scheduling for these requests.

Makeup Examinations

Individual makeup exams should be coordinated between the student and instructor as needed and should take place through the UMass Lowell Testing Centers or in a department location (please do not use academic classrooms for individual makeup exams without a confirmed reservation).

If an entire class needs to makeup an exam due to an unforeseen circumstance or emergency, the exam should be rescheduled by emailing: Makeup exams for classes should take place during the regular examination period. 

The university final exam makeup dates listed on the university calendar are only to be used for inclement weather or other unanticipated university closure and should not be used as final exam dates for individual student or class makeup exams.

Disability Services Support & Resources

Students who are registered with the Disability Services Office and have been approved for an extended time accommodation: if you have two exams scheduled on the same day, you may reschedule one of the exams if it has been confirmed that both exams are scheduled to use the entire 3-hour block. Please refer to the instructions under Examination Conflicts listed above to do so. For any other accommodation or disability-related question or concern, please contact by email: or visit Disability Services website for faculty and student resources.

Thu, 26 Feb 2015 17:42:00 -0600 en text/html
Examination advice

A typical examination question in Mathematics will have several parts to it. Some parts (most usually at the beginning of the question) test your knowledge, by asking you to reproduce "bookwork", i.e. material presented in the lectures. Really, these parts test how well you've revised. Occasionally, especially in certain more advanced courses, there are entire questions that are bookwork. In some courses, some pieces of bookwork come up in the exam almost every year. In other courses, hardly any bookwork is set explicitly.

Tip: Figure out which pieces of bookwork come up most frequently, and make sure you can answer those questions easily and quickly.

You would be surprised how many poor attempts at routine bookwork questions we see every year. These are the parts of the questions that we expect students to be able to do.

Other parts of examination questions involve a "problem". In a "Methods" course, this will typically involve you applying a known technique from the course, and again this is something we expect you to be able to do. In a Pure Mathematics course, you might be asked to prove a result, or to apply a result in a particular setting.

Tip: Sometimes (but certainly not always!), the first part of the question is intended as a big hint as to how you should approach the second part.

Many exam questions, especially those that are otherwise very routine, have a last part (a "rider") which is more challenging than the rest of the question. This is quite deliberate, and the intention is to test whether you've really understood the material.

Tip: Do try all the riders (they're not always so hard after all!) but don't waste too much time on them in an exam if there are other things you can tackle instead.

Students sometimes seem to be annoyed that they have to do something clever to get 100% on a question. Don't forget, in many other subjects it's practically impossible to score 100% on a question!

Tip: Make sure you've answered all the parts of the question. Sometimes you're asked to do seven or eight things, and it's easy to overlook one.

Fri, 28 Aug 2020 05:22:00 -0500 en-GB text/html
What to Expect From AP Exams in 2022 No result found, try new keyword!However, this year, most exams will once again assume the traditional pen-and-paper format. This means that exams in all subjects – except AP Chinese and AP Japanese language and culture tests ... Sun, 16 Jan 2022 20:40:00 -0600

PDPF exam format - Privacy and Data Protection Foundation Updated: 2024

Look at these PDPF real question and answers
Exam Code: PDPF Privacy and Data Protection Foundation exam format January 2024 by team

PDPF Privacy and Data Protection Foundation

Exam Detail:
The Privacy and Data Protection Foundation (PDPF) exam is designed to assess candidates' knowledge and understanding of privacy and data protection concepts, regulations, and best practices. It focuses on the fundamentals of privacy and data protection in various jurisdictions. Here are the exam details for the PDPF certification:

- Number of Questions: The exam typically consists of multiple-choice questions. The exact number of questions may vary, but typically, the exam includes around 40 to 60 questions.

- Time Limit: The time allocated to complete the exam is 60 minutes (1 hour).

Course Outline:
The PDPF certification course covers essential syllabus related to privacy and data protection. The course outline typically includes the following areas:

1. Introduction to Privacy and Data Protection:
- Understanding the importance of privacy and data protection in today's digital age.
- Overview of privacy principles, data protection laws, and regulatory frameworks.

2. Personal Data and Data Subjects:
- Identifying what constitutes personal data and understanding different types of data subjects.
- Knowledge of data classification and data anonymization techniques.

3. Legal and Regulatory Frameworks:
- Understanding key data protection laws and regulations, such as the General Data Protection Regulation (GDPR) and other relevant national or regional laws.
- Knowledge of the rights and obligations of data controllers, data processors, and data subjects.

4. Privacy Governance and Accountability:
- Understanding privacy governance frameworks and mechanisms.
- Knowledge of privacy policies, procedures, and privacy impact assessments (PIAs).

5. Privacy in Practice:
- Understanding privacy by design principles and best practices.
- Knowledge of data breach management, incident response, and notification procedures.

6. International Data Transfers:
- Understanding the legal requirements and mechanisms for transferring personal data across borders.
- Knowledge of standard contractual clauses, binding corporate rules, and other data transfer mechanisms.

Exam Objectives:
The objectives of the PDPF exam are as follows:

- Assessing candidates' understanding of the fundamental concepts and principles of privacy and data protection.
- Evaluating candidates' knowledge of relevant legal and regulatory frameworks, including GDPR and other applicable laws.
- Testing candidates' knowledge of privacy governance, accountability, and best practices in data protection.
- Assessing candidates' understanding of privacy in practice, including data breach management and incident response.
- Evaluating candidates' knowledge of international data transfers and associated legal requirements.

Exam Syllabus:
The specific exam syllabus for the PDPF certification covers the following topics:

1. Introduction to Privacy and Data Protection
2. Personal Data and Data Subjects
3. Legal and Regulatory Frameworks
4. Privacy Governance and Accountability
5. Privacy in Practice
6. International Data Transfers
Privacy and Data Protection Foundation
EXIN Protection exam format

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ISO20KF IT Service Management Foundation Bridge based on ISO/IEC 20000:2018
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Privacy and Data Protection Foundation
Question: 45
A written contract between a controller and a processor is called a data processing agreement.
According to the GDPR, what does not have to be covered in the written contract?
A . The contractor code of business ethics and conduct that is used.
B . Which data are covered by the data processing agreement
C . The information security and personal data breach procedures
D . The technical and organizational measures implemented
Answer: A
The contractor code of business ethics and conduct that is used. Correct. Although the GDPR endorses the use of codes
of conduct and certification, it is not an obligation to have this clause to demonstrate compliance with the GDPR.
(Literature: A, Chapter 8; GDPR Article 28(3))
The information security and personal data breach procedures. Incorrect. This is mandatory because it describes the
obligations of the processor regarding the notification of a personal data breach (by the controller) to the supervisory
The technical and organizational measures implemented. Incorrect. This is mandatory because it describes technical
and organizational measures the processor must take.
Which data are covered by the data processing agreement. Incorrect. This is mandatory because it describes the
personal data, including special category personal data, covered by the contract.
Question: 46
How are the terms privacy and data protection related?
A . Data protection is the right to privacy.
B . The terms are synonymous.
C . Privacy includes the right to the protection of personal data.
Answer: C
Question: 47
GDPR quotes in one of its principles that personal data should be adequate, relevant and limited to what is necessary
in relation to its purpose.
What principle is this?
A . integrity and confidentiality
B . purpose limitation
C . data minimization
D . lawfulness, loyalty and transparency
Answer: C
In its Article 5, which deals with the Principles concerning the processing of personal data, paragraph 1, the GDPR
Question: 48
The controller shall implement appropriate technical and organizational measures for ensuring that () only personal
data which are necessary for each specific purpose of the processing are processed.
Which term in the GDPR is defined here?
A . Compliance
B . Data protection by default and by design
C . Embedded data protection
Answer: B
Compliance. Incorrect. Compliance means meeting rules or standards.
Data protection by design and by default. Correct. By default, the minimum of personal data is to be processed for the
shortest possible period, using the best possible security measures to prevent unauthorized access. Data protection by
design refers to processing that includes appropriate measures to implement data protection principles. (Literature: A,
Chapter 8; GDPR Article 25)
Embedded data protect. Incorrect. Embedded data protection is the result of data protection by design.
Question: 49
A processor is instructed to report on customers who bought a product both last month and at least once in the three
months before that. Unfortunately, the processor makes a mistake and uses personal data collected by another
controller for a different purpose. The mistake is found before the report is created, and nobody has access to personal
date he or she should not have had access to.
How should the processor act on this situation and what should the controller do, if anything?
A . The processor must notify the controller and the controller must notify the Data Protection Authority of a data
B . The processor must notify the controller of a data breach. The controller must assess the possible risk to the data
C . The processor must notify the Data Protection Authority of a data breach. The controller must execute a PIA to
assess the risk to data subjects.
D . The processor must restart processing using the right data. There is no need for the controller to act.
Answer: B
Question: 50
While paying with a credit card, the card is skimmed (i.e. the data on the magnetic strip is stolen). The magnetic strip
contains the account number, expiration date, cardholders name and address, PIN number and more.
What kind of a data breach is this?
A . Material
B . Non-material
C . Verbal
Answer: B
Question: 51
A personal data breach has occurred, and the controller is writing a draft notification for the supervisory authority.
The following information is already in the notification:
The nature of the personal data breach and its possible consequences.
Information regarding the parties that can provide additional information about the data breach.
What other information must the controller provide?
A . Information of local and national authorities that were informed about the data breach.
B . Name and contact details of the data subjects whose data may have been breached
C . Suggested measures to mitigate the adverse consequences of the data breach.
D . The information needed to access the personal data that have been breached.
Answer: C
Information of local and national authorities that were informed about the data breach. Incorrect. The supervisory
authority must be made aware of reports to supervisory authorities in other EEA countries. Reports to local authorities,
for instance the police, do not need to be reported.
Name and contact details of the data subjects whose data may have been breached. Incorrect. The supervisory authority
requires an estimate of the number of data subjects involved, not their personal data.
Suggested measures to mitigate the adverse consequences of the data breach. Correct. The controller should add
suggested measures to mitigate the adverse consequences of the data breach. (Literature: A, Chapter 7; GDPR Article
The information needed to access the personal data that have been breached. Incorrect. The supervisory authority needs
to know the type of personal data involved, but does not need access to the data themselves.
Question: 52
When does the GDPR require data subjects consent to a cookie?
A . Always, because a cookie is regarded as online identifier
B . Never, as the EU Cookie Law does not require explicit consent
C . Only if the cookie contains authentication information of the data subject
D . Only if the cookie contains shopping basket items
Answer: A
Question: 53
According to the GDPR, for which situations should a Data Protection Impact Assessment (DPIA) be conducted?
A . For all projects that include technologies or processes that require data protection
B . For all sets of similar processing operations with comparable risks
C . For any situation where technologies and processes will be subject to a risk assessment
D . For technologies and processes that are likely to result in a high risk to the rights of data subjects
Answer: A
Question: 54
A controller discovers that a data subject, who had given consent for the processing of his data, has passed away.
What this implies for data processing according to the General Data Protection Regulation (GDPR)?
A . With the death of the data owner, the controller can continue processing the data, as they are no longer under the
C . The data can only be processed by the controller respecting the consent provided by the holder.
D . The controller must delete the data of the holder, since with the death of the holder the consent is automatically
E . The controller can process the data of a deceased person as long as it anonymizes the data.
Answer: A
With the death of the data subject, the controller can process the data in any way he wishes, since personal data of
deceased persons is not within the scope of the GDPR.
Recital 27 says: This Regulation does not apply to the personal data of deceased persons. Member States may provide
for rules regarding the processing of personal data of deceased persons.
Question: 55
What is the role of the one assigned the responsibility to govern the purposes and means of processing personal data
within an organization, according to the GDPR?
A . Controller
B . Data Protection Officer
C . Data Subject
D . Processor
Answer: A
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Final exam solution

The Final exam will be Monday, December 12 from 3:30-5:30 pm.

Prof. Hess will be available for last-minute questions on Monday in ME 3003B.

  • 9:30-10:30 am
  • 11:30 am - 1 pm
  • 1:30-3 pm

All students will take the exam in CL50.

Some additional notes regarding the Final Exam:

  • The exam will cover material from Lecture 30 (Gear Geometry) to Lecture 43 (GD&T) on the course schedule.
  • The exam format will be similar to Exams 1 and 2 and to the exams posted on the course website: 25% short-answer questions and 75% work-out problems.
  • The exam is closed-book and closed-note
    • Final exam equation sheet (will be provided with the exam)
    • You may also bring an 8.5" x 11" crib sheet to the exam.  The crib sheet must be turned in with the exam.
  • The exam will follow ME's calculator policy.

Final exam from previous semesters

Fri, 01 Jul 2022 22:25:00 -0500 en-US text/html
Sample Entrance Exam
Atlantic Unbound Sidebar

When you are ready, proceed to the current exam.

Read about the new Word Police training manual, Word Court, by Word Police Commissioner Barbara Wallraff.

Join a conversation on Word Police and Word Court in Atlantic Unbound's reader forum, Post & Riposte.

Read accurate Word Court columns from The Atlantic Monthly, and browse the Word Fugitives archive, in The Court Record.

Sample Entrance Exam

Word Police exams consist of questions similar to the ones below. Here beneath each question we've told you which answer is correct, and explained why.

When you are taking an actual exam, once you've answered all five questions, press the "Submit answers" button to have your responses scored. If you're not sure of the answer to any question, why not take your best guess? (No points are deducted for wrong answers.) You'll need to get at least four answers right to be allowed to proceed. On the next page, you will be asked a final question that you must answer correctly in order to pass the exam.

The actual exams provide a clue about the intent of the questions that isn't available here -- namely, that each of them is the test for a particular squad or division. The questions on the entrance exam for any given squad will have to do with that squad's specialty. So, for example, on the entrance exam for the Number Unit, the focus of the questions will tend to be grammatical number (say, "the Word Police is ..." or "the Word Police are ..."?).

1. When Word Police officers perform their duties properly, fewer/less crimes against the language occur.


Fewer is for things that can be counted ("one crime, two crimes ..."; "The fewer crimes the better"). Less is for things that pile up as amounts, not numbers of items, and aren't countable ("There hasn't been much criminal activity lately"; "There's been less criminal activity than usual"). Because crimes falls into the former class of things, fewer is the only correct choice here. (See pages 191-192 in Word Court.)

2. While on duty, you see your neighbor Mr. Smith discarding a candy wrapper on the sidewalk. You pick it up, say in your most cheerful tone, "You dropped something. Here you are!" and hand it back to him. Afterward, should you keep the matter between you and him, between he and the Word Police Force, or between you and he?

Between you and him
Between he and the Word Police Force
Between you and he

Any pronoun that comes after between ought to be one that can be used as a grammatical object (as in "The Word Police want us"), not one that is used as a subject (for example, "We want to join the Word Police"). He is a subjective pronoun, so neither the second nor the third answer can be correct. You can be either kind of pronoun, and him is objective, so "between you and him" is the right answer. (See pages 130-134 in Word Court.)

3. Which is correct?

"It's a dull officer who spends all their time shining their badge."
"It's a dull officer who spends all her time shining her badge."
"It's a dull officer that spends all its time shining its badge."

An officer can't be plural. Nor is an officer neuter (its). An officer certainly can be female, though, so "... spends all her time ..." is fine. The second answer is the correct one. (See pages 28-32 in Word Court.)

4. With which statement do you agree?

"A Word Police officer must see that poetic justice is done everyday."
"A Word Police officer can't concern himself with poetic justice on an every day basis."
"A Word Police officer must at least try to see that poetic justice is done every day."

Once again, the real issue here is which of these statements is worded correctly. See those variations of everyday? Everyday, one word, is an adjective, and so when that's the form used, it's supposed to be modifying a noun. Every day is an adverb or a noun phrase. In the first answer, the adjective everyday is being used as if it were an adverb, modifying a verb; and in the second one, the adverb every day is being used as if it were an adjective, modifying a noun. Only in the third answer does the adverbial form match an adverbial function; this answer is correct. (See pages 190-191 in Word Court.)

5. Is this alright?


Alright is a very informal spelling. Standard English calls for all right. So no, it's not all right, thank you very much. No, indeed. (See page 153 in Word Court.)

Proceed to the entrance exam
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