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Sun, 27 Dec 2015 21:39:00 -0600text/htmlhttps://www.theatlantic.com/past/docs/unbound/wordpolice/sample.htm 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 https://www.utsa.edu/pace/paralegal/certified-paralegal-exam-preparation.html
Document Examination

Purpose

To determine authenticity and authorship.

Method

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.

Video:
Authentication

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 https://www.pbs.org/opb/historydetectives/technique/document-examination/
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.

image
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 sample 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 https://www.medpagetoday.com/nursing/nursing/108055
Autodesk Certified Professional: Civil 3D for Infrastructure Design exam Prep No result found, try new keyword!This online course from Autodesk prepares you by offering an overview of skills that match what is covered in the Autodesk Certified Professional: Civil 3D for Infrastructure Design exam. Wed, 16 Mar 2022 14:56:00 -0500 https://www.usnews.com/education/skillbuilder/autodesk-certified-professional:-civil-3d-for-infrastructure-design-exam-prep-0_8Ff23vBPEemKIw6D481vrg 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 real 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: scheduling@uml.edu. 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: scheduling@uml.edu 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: scheduling@uml.edu 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: scheduling@uml.edu 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: scheduling@uml.edu.

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: scheduling@uml.edu.
  • 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: scheduling@uml.edu. 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: disability@uml.edu or visit Disability Services website for faculty and student resources.

Thu, 26 Feb 2015 17:42:00 -0600 en text/html https://www.uml.edu/Registrar/Schedules/final-exam-guidelines.aspx
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 https://www.lse.ac.uk/Mathematics/Current-Students/Examination-advice
JAC changes exam pattern for boards Ranchi: The students enrolled in schools and colleges affiliated to the Jharkhand Academic Council (JAC) will now have to take the matric and intermediate examinations in a subjective format as against the present OMR sheet pattern, the JAC has announced.
The next year’s state board exam will consist of only one question paper unlike earlier times. The paper will have 50-mark subjective questions and 30-mark objective questions. Besides, there will be a 20-mark practical.
Speaking to TOI, JAC secretary Sachidanand Devendu Tigga said, “The change is aimed at a more holistic assessment approach in alignment with evolving educational standards. Students and teachers are advised to prepare for the updated examination pattern. The decision was taken during our board meeting held last Friday.”
Matriculation and intermediate examinations are scheduled to commence on February 6 and end on February 26. The examinations will be conducted in two shifts with matriculation in the first shift and the intermediate in the second.
A teacher at Zila school, Madan Mohan Tiwary, said, “The new system is aimed to enhance students’ understanding.”
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SCNP-EN exam format - SCNP Strategic Infrastructure Security Updated: 2024

Pass4sure SCNP-EN exam braindumps with braindump questions and practice test.
Exam Code: SCNP-EN SCNP Strategic Infrastructure Security exam format January 2024 by Killexams.com team

SCNP-EN SCNP Strategic Infrastructure Security

Exam Detail:
The SCNP-EN (Strategic Infrastructure Security) exam is designed to assess the knowledge and skills of individuals in strategic infrastructure security concepts and practices. Here is a detailed overview of the exam, including the number of questions and time, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The SCNP-EN exam typically consists of 75 multiple-choice questions. The duration of the exam is 90 minutes.

Course Outline:
The SCNP-EN certification course covers various syllabus related to strategic infrastructure security. The course outline may include the following components:

1. Introduction to Strategic Infrastructure Security:
- Understanding strategic infrastructure security concepts and principles
- Importance of strategic infrastructure security in modern organizations
- Threat landscape and emerging security challenges

2. Security Governance and Risk Management:
- Security governance frameworks and models
- Risk management methodologies and processes
- Security policy development and implementation

3. Strategic Infrastructure Security Planning:
- Developing strategic security plans
- Threat modeling and risk assessment
- Security controls and countermeasures

4. Security Architecture and Design:
- Designing secure infrastructure architectures
- Security requirements and considerations
- Secure network and system design principles

5. Security Incident Management and Response:
- Incident management processes and frameworks
- Incident detection, analysis, and response
- Business continuity and disaster recovery planning

6. Legal and Regulatory Compliance:
- Compliance frameworks and standards
- Data privacy and protection laws
- Intellectual property protection

Exam Objectives:
The objectives of the SCNP-EN certification exam are to assess the candidate's understanding and knowledge in the following areas:

- Strategic infrastructure security concepts, principles, and terminology
- Security governance, risk management, and policy development
- Planning and design of secure infrastructure architectures
- Incident management and response processes
- Compliance with legal and regulatory requirements

Exam Syllabus:
The SCNP-EN exam syllabus covers the following topics:

1. Introduction to Strategic Infrastructure Security
2. Security Governance and Risk Management
3. Strategic Infrastructure Security Planning
4. Security Architecture and Design
5. Security Incident Management and Response
6. Legal and Regulatory Compliance

Candidates are expected to have a solid understanding of these syllabus and their practical application in the field of strategic infrastructure security. The exam assesses their ability to analyze security requirements, develop security plans, implement security controls, and respond to security incidents effectively.
SCNP Strategic Infrastructure Security
Exin Infrastructure exam format

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ISO20KF IT Service Management Foundation Bridge based on ISO/IEC 20000:2018
ITSM20F IT Service Management Foundation based on ISO/IEC20000 (ITSM20F.EN)
MOPF M_o_P (Management of Portfolio Foundation)
MORF M_o_R Foundation Risk Management Certification
MOVF Management of Value Foundation
P3OF Portfolio, Programme and Project Offices Foundation
SCNP-EN SCNP Strategic Infrastructure Security
SCNS-EN SCNS Tactical Perimeter Defense
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TMPTE Map NEXT Test Engineer
SIAMF BCS Service Integration and Management Foundation
TMSTE TMap Suite Test Engineer
ASM EXIN Agile Scrum Master
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Exin
SCNP-EN
SCNP Strategic Infrastructure Security(R)
https://killexams.com/pass4sure/exam-detail/SCNP-EN
Answer: B
Question: 225
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
A. Linux Ping Reply
B. Windows 2000 Ping Reply
C. Windows NT 4.0 Ping Request
D. Linux Ping Request
E. Windows 2000 Ping Request
Answer: E
Question: 226
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
93
A. Trojan Horse Scan
B. Back Orifice Scan
C. NetBus Scan
D. Port Scan
E. Ping Sweep
Answer: B
Question: 227
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
94
A. Linux Ping Response
B. Linux Ping Request
C. Windows 2000 Ping Request
D. Windows 2000 Ping Response
E. Windows NT 4.0 Ping Request
Answer: B
Question: 228
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
A. Nmap SYN/FIN Scan
B. Nmap ACK Scan
C. Nmap NULL Scan
D. Nmap XMAS Scan
E. Nmap SYN Scan
Answer: C
Question: 229
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
95
A. Nmap SYN/FIN Scan
B. Nmap NULL Scan
C. Nmap ACK Scan
D. Nmap SYN Scan
E. Nmap XMAS Scan
Answer: D
Question: 230
Recently, you have seen an increase in intrusion attempts and in network traffic. You decide to
use Snort to run a packet capture and analyze the traffic that is present. Looking at the example,
what type of traffic did Snort capture in this log file?
96
A. Nmap XMAS Scan
B. Nmap NULL Scan
C. Nmap SYN Scan
D. Nmap ACK Scan
E. Nmap SYN/FIN Scan
Answer: A
Question: 231
The image shows an example of what algorithm?
A. DES
B. Triple-DES
C. Blowfish
D. DH
E. IDEA
Answer: D
Question: 232
What type of cryptographic system is represented in this image?
97
A. Caesar
B. Vingre
C. Polybius
D. Purple E. Enigma
Answer: E
Question: 233
What classic cipher is shown in this image?
A. Feistel Cipher
B. Caesar Cipher
C. Vingre Cipher
D. Polybius Cipher
E. Enigma Cipher
Answer: A
98
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Exin Infrastructure exam format - BingNews https://killexams.com/pass4sure/exam-detail/SCNP-EN Search results Exin Infrastructure exam format - BingNews https://killexams.com/pass4sure/exam-detail/SCNP-EN https://killexams.com/exam_list/Exin Final Exam

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 https://www.purdue.edu/freeform/me354/exams/final-exam-2/
Sample Entrance Exam
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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 latest 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 real 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 real 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
Less
Whatever

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?

Yes
No

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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