OMG-OCUP-300 OMG-Certified UML Professional Advanced (OMG-OCUP2-ADV300)
Examination Number: OMG-OCUP-300
Duration: 90 minutes for residents of English-speaking countries; 120 minutes for all others
Number of questions: 58
Minimum Passing Score: 29
The UML 2 Advanced certification test tests an individual's knowledge on the complete UML palette of elements and attributes available for modeling structure and behavior in up to the largest of system models as well as metamodeling based on other specifications in the UML family (Alf, fUML and MOF). With a UML 2 Advanced certification, a model builder is the company UML guru at the highest level of technical management, leading workgroups and presentations, making decisions on analysis, design and development proposals and evaluating their results.
Common Structure 21%
Classification 14%
The MOF & Metamodeling 12%
Activities 9%
Interactions 9%
Structured Classifiers 8%
Actions 7%
Alf 6%
fUML 6%
StateMachines 5%
Common Behavior 3%
Backus-Naur Form (BNF)
• This test uses BNF where appropriate to specify textual notation, similar to the way it is used in the UML
specification itself. BNF is defined in Ch. 6 on page 9 (UML 2.5 Specification, Beta 1). Also in Ch. 6 is a
(very!) brief description of execution scope, a term that will be used later in several contexts.
Abstract Syntax
• Every first-level subsection of the UML specification starts with a UML diagram labeled Abstract Syntax.
The OCUP 2 exams do not ask about these diagrams explicitly, but they are good examples of the
language you're studying(!) and represent the relationships linking the elements to be presented in the
sections that follow in a particularly clear and concise way. As an Advanced candidate, you presumably
know how to read these diagrams and use the information they display. If you don't have this skill, you
should develop it. It will provide an advantage to your study, and your work in the field at this level.
CHAPTER 7: COMMON STRUCTURE
• 7.3 Templates -
o Add Templates. Postponed until now, Templates and the many elements that support them are
covered at this Advanced level. Coverage is fairly complete, encompassing elements and
attributes defined for Templates here in Section 7.3 and later on (String Expressions and Name
Expressions, e.g.; most have "Template" somewhere in their names). There are many of these
scattered throughout the specification but they will not point out, for each, that it is now included.
We will, however, specifically mention the following:
o Add Template Signatures, Template Bindings, Bound Element Semantics, and Template Notation
• 7.4 Namespaces - Add:
o NamedElement association with StringExpression, and having both a name and a
nameExpression.
• 7.7 Dependencies - Add:
o Realization
CHAPTER 8: VALUES
• 8.3 Add: String Expressions
CHAPTER 9: CLASSIFICATION
• 9.2 Classifiers
o Classifiers: Add Classifier may own CollaborationUses and UseCases
o Generalization:AddSubstitutability
o Redefinition:AddredefinitionContext
o Substitution: All
• 9.2.4 Notation: NOTE: UML allows a conforming tool to suppress the drawing of individual compartments
or features of a classifier. Scenarios in this examination may use this ability.
• 9.3 Classifier Templates:All
• 9.4 Features:Add: concurrency property, effect property, notation of feature redefinitions
• 9.5 Properties: Add: Note the reference to qualifiers. Add ternary and higher-order associations,
redefinition, composition and transitive deletion, subsettedproperty, isDerivedUnion.
• 9.6 Operations: AddfeaturingClassifier, isQuery, owning classifier context
• 9.7 Generalization Sets - Add: powertypes
CHAPTER 11: STRUCTURED CLASSIFIERS
• 11.2 Structured Classifiers: Add: contracts, n-ary Connectors
• 11.4 Classes: Add: the stereotype «Metaclass»
• 11.5 Associations:Add: n-ary Associations (n>2), Subsetting, Specialization, qualifiers and qualified
Association end, derivation of an Association, navigability via Class:ownedAttribute and
Association:ownedEnd
• 11.6 Components:Add:Profiles based around components, wiring dependency, details of the "white-box"
view beyond the treatment at Intermediate level, execution time semantics of a Connector, and
«Specification» and «Realization» stereotypes
• 11.7 Collaborations:Add:extension of collaborationRole in a specialization
CHAPTER 12: PACKAGES
• 12.3 Profiles:Includes All exceptMOF-equivalent semantics and non-UML metamodels. Also exclude XMI
Serialization.
CHAPTER 13: COMMON BEHAVIOR
• 13.2 Behaviors Add:reentrant Behavior, Function Behavior, Behavior owned as a nestedClassifier
• 13.3 Events Add: Event handling by context object, event pool, wait point, SignalBroadcastAction
CHAPTER 14: STATEMACHINES
• 14.2 Behavior StateMachines: Add:event pool
• 14.3 StateMachine Redefinition: All
• 14.4 Protocol StateMachines:Add: Declarative and Executable ProtocolStateMachines, use of
sophisticated forms of modeling as detailed in the section, multiple ProtocolStateMachines per Classifier,
use of other types of events, ProtocolStateMachine refinement, Protocol Conformance. NOTE:
Unexpected trigger reception and unexpected behavior will not be covered in OCUP 2.
CHAPTER 15: ACTIVITIES
• 15.2 Activities:
o Activities and Activity Nodes:Add: isControlType
o Activity Edges: Add:Object tokens flowing over ControlFlow edges, object tokens accepted by
ExecutableNodes, managing contention between multiple nodes, the weight property
o Object Flows: Add:remainder of subsection. (Basic definition and null token already covered.)
o Variables: All Exceptthe discussion of variable setting in the Note paragraph.
o Activity Execution:Add:remainder of subsection. (Material preceding isSingleExecution has
already been covered.)
o Activity Generalization:All.
• 15.3 Control Nodes
o Decision Nodes:Add: decisionInput behavior, Parameters, and guards on multiple outgoing
edges.
• 15.4 Object Nodes
o Object Nodes:AddupperBound, ordering, selection Behavior
o Activity Parameter Nodes:Add:effect of ordering
o Data Store Nodes:Add: selection and transformation
• 15.5 Executable Nodes
o Executable Nodes:Add: concurrent execution
o Exceptions and Exception Handlers: All
• 15.6 Activity Groups
o Activity Partitions:Add:the descriptive text about preparation of descriptive models for review
o Interruptible Activity Regions:Add: isSingleExecution
CHAPTER 16: ACTIONS
• 16.1 Summary: Add dependence of Actions on Activities, basic definition of concrete syntax, and of
execution engine
• 16.2 Actions:
o Actions: Add isLocallyReentrant and isReentrant.
o Pins: Add ordering and isOrdered, token behavior on StructuredActivityNodes, fromActions
o Actions and Pins in Activities:Add:disallowing of acceptance of more tokens than will be
consumed by one execution of an Action, isLocallyReentrant, isControl, isControlType.
• 16.3 Invocation Actions
o Call Actions: AddStartObjectBehaviorAction, classifierBehavior, non-reentrant and reentrant
Behavior, matching owned Parameters to Pins by ordering
o Send Actions: BroadcastSignalAction, SendObjectAction, ordering of owned and inherited
Properties of a Signal, effects of local or remote target object.
o Invocation Actions and Ports:All
• 16.4 Object Actions
o Summary: All
o ValueSpecificationAction: All
• 16.5 - 16.9: Material in these sections is not covered in OCUP 2.
• 16.10 Accept Event Actions
o Accept Call Actions: Add triggering by an asynchronous call, method behavior caveat
o Reply Actions:All
• 16.11 Structured Actions
o Structured Activity Nodes:Add: Variables, semantics of activity edge when contained or not
contained by a StructuredActivityNode
o Isolation: All
• 16.13 Other Actions
o Raise Exception Actions:All
CHAPTER 17: INTERACTIONS
• 17.1 Summary
o Interactions in detailed design phase, all discussion of role of interactions, interleaving
o NOTE THATALL discussion of disallowed or invalid traces in this chapter is included. This
Coverage Map does not list specific references to disallowed or invalid traces.
o Interaction Diagram Variants: Add Interaction Overview Diagram
• 17.2 Interactions
o Add Specializing and redefining an Interaction
• 17.3 Lifelines
o Add coregion
• 17.4 Messages
o Add representation of ConnectableElement with a Type, wildcard argument
o Messages: Add assignment-target, value-specification
o Notation: As in all other sections, notation of covered elements is included automatically. For this
subsection, which includes some notation for elements not mentioned previously, they point out
that All of the notation section is included.
• 17.5 Occurrences
o General Orderings:All
• 17.6 Fragments
o Consider Ignore Fragments:All
o Continuations:All
o Negative: All
o Critical Region:All
o Ignore/Consider: All
o Assertion:All
• 17.7 Interaction Uses
o Notation: InteractionUse, CollaborationUse, strict, and return value
• 17.8 Sequence Diagrams
o Sequence Diagram Notation:AddContinuation, coregion
o Graphic Paths: Add GeneralOrdering
• 17.9 Communication Diagrams
o Sequence expression:Additeration notation for concurrent execution
• 17.10 Interaction Overview Diagrams: All
CHAPTER 18: USE CASES
18.1 UseCases
• 18.1.3 Semantics
o Use Cases and Actors:Adddescription through a Collaboration; being owned by a Classifier.
CHAPTER 19: DEPLOYMENTS
• 19.1 Summary: Add:extending the package
• 19.2 Deployments Add: extending in profiles, Property and InstanceSpecification as targets
• 19.3 Artifacts Add: organizing into composition hierarchies, extending especially as profiles
CHAPTER 20: INFORMATION FLOWS
• 20.1 InformationFlows
o Add InformationFlow sources and targets, channels, InformationItems
COVERAGE OF METAMODELING INCLUDES THESE TOPICS:
Our coverage of metamodeling and the functionality that it enables (executable UML, e.g.) is intended as a survey,
and the experts who wrote the test questions did not expect you to study these specifications in enough depth to
be able to work with the language. Learn the basics of these Topics well and try to retain this knowledge as your
modeling work evolves so that, when you come to a point in a project that calls for metamodeling or generating a
UML model intended for execution, you know where to look for solutions.
OMG-Certified UML Professional Advanced (OMG-OCUP2-ADV300) OMG (OMG-OCUP2-ADV300) test Questions
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OMG-OCUP-300
OMG-Certified UML Professional(R) Advanced
https://killexams.com/pass4sure/exam-detail/OMG-OCUP-300 Answer: A Question: 127
Which situations would result in errors when executing a ReclassifyObjectAction on an
object? (Choose two)
A. All classifiers are removed from the object.
B. A new classifier is an abstract class.
C. The old and new classifiers are identical.
D. No new classifiers are supplied.
E. An old classifier does not already classify the object.
F. A new classifier already classifies the object. Answer: A, B Question: 128
How is a power type indicated in a diagram?
A. as a generalization set labeled with a colon followed by a classifier name
B. as an association line labeled <>
C. as a generalization set labeled <>
D. as a generalization set labeled with a colon followed by the label <>
E. as a classifier labeled <> Answer: A Question: 129
An employee inadvertently removed all of the ownedMembers of the new BoosterMotor
component from his company's development repository. The next day, the manager was
unable to find some pieces of the BoosterMotor component's specification. What pieces
could the manager no longer find? (Choose two)
A. failure mode use cases
B. the launch assembly housing the BoosterMotor
C. test scripts for the rocket sled simulation
D. the component repository
E. the component's isIndirectlyInstantiated attribute
46 Answer: A, C Question: 130
What does a collaboration occurrence describe?
A. a particular aspect of a collaboration
B. the instantiation of the pattern specified by the corresponding collaboration
C. an object that is an instance of a collaboration
D. a collaboration that contains a set of actual instances (as opposed to roles) Answer: B Question: 131
What is true about an information flow?
A. requires that a relationship (dependency, association, connector, etc.) does not exist
between sources and targets
B. defines the order in which information is exchanged
C. may directly indicate a concrete element such as a class, and is conveyed instead of
using an information item
D. requires that a relationship (dependency, association, connector, etc.) exists between
sources and targets Answer: C Question: 132
What does a Property become in the Deployment Nodes package?
A. an artifact in an ExecutionEnvironment
B. a deployment target, in all cases
C. a deployment target only if it is a node embedded inside a containing node
D. an instance specification
E. another property
F. a containing node only if it is a node embedded inside a deployment target Answer: C
47 Question: 133
What happens if the explicit context declaration is omitted from an OCL statement on a
diagram?
A. Nearest operation is made the context.
B. Nearest classifier is made the context.
C. Context may be specified by a dashed line.
D. Last identified context is used.
E. Statement is malformed. Answer: C Question: 134
Which classifiers may NOT realize an InformationItem?
A. InformationItem
B. Interface
C. ObjectNode
D. Component
E. Signal
F. Class Answer: C
48
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An test proctor will begin studying test instructions approximately 15 minutes before the test start time. Students must be in the test room with their test at this time. If taking the test on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an test room, unless otherwise allowed according to the professor’s instructions. A student entering the test room after the proctor begins studying instructions will not receive additional time for booting up their laptop, passing the security check, and/or studying test instructions.
When instructed by the proctor, write your test number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten test answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an test past the instructions page until the proctor instructs them to do so.
When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the test room or in the front or sides of the test room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.
Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the test and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each test room will be the official timekeeper for the exam.
Non-alcoholic beverages are permitted in test rooms; however, the container must have a lid.
After the test instructions have been read and the test begins, the proctor will remain in the room. Any student who has a question or problem during an test should see the proctor.
Students may use the restroom or take a break during an exam. However, all test materials must be left in the test room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.
Thu, 15 Jun 2023 00:20:00 -0500entext/htmlhttps://www.slu.edu/law/academics/registrar/exam-information/index.phpSample test questions - radiation and waves - OCR 21st Century
You will sit two test papers at the end of your GCSE Physics course. Paper 1 is called "Breadth in physics", and paper 2 is called "Depth in physics".
The Breadth in physics paper will contain questions worth one to four marks. The Depth in physics paper will contain questions worth one to five marks, plus two six-mark extended writing questions.
Each test paper will contain:
You will need to remember, select and clearly communicate facts and explanations that you have learnt from studying the specification.
These questions may, at first, appear to be about things you haven't learnt. But the question will supply you all the information you need to answer it when combined with your own knowledge and understanding from your studies.
To get full marks on this type of question, you will usually have to do more than just processing data (eg doing calculations or plotting a graph) or describing it (eg describing the pattern in the results or the shape of the graph). You will have to come up with your own conclusion or decision based on the evidence you have been given.
Sometimes, you may be asked whether you agree with a statement or a conclusion. You may not get any marks for simply stating that you agree or disagree - more marks may come from explaining and justifying your decision. Your answer must make it clear to the examiner that your decision is based on the evidence you have been given in the question and your own knowledge and understanding of physics.
Mon, 13 Nov 2023 03:38:00 -0600en-GBtext/htmlhttps://www.bbc.co.uk/bitesize/guides/zpyjsrd/revision/1Final test Schedule
Spring 2024
For Fall semesters, there will be one studying day on Monday of the first test week and one studying day on Friday of the first test week. For Spring semesters, there will be two studying days at the beginning of the first test week.
Final exams are scheduled by the Registrar's Office based on the meeting pattern of the class with the exception of certain basic course sequences that enroll large numbers of first-year students listed below. This schedule avoids direct conflicts for students and minimizes the number of students with more than two exams on a single day.
Any change to assigned final test dates and time requires additional approvals. Undergraduate students who have test questions should contact their four-year advisor. Faculty and staff who have questions should contact courses@case.edu.
Class Meeting
Exam Day
Exam Time
Grades Due
MWF 8:25-9:15 am
May 6
7:30-10:30 pm
May 8
MW/MF/WF 8:00-9:15 am
May 6
7:30-10:30 pm
May 8
MWF 9:30-10:20 am
May 3
12:00-3:00 pm
May 5
MWF 10:35-11:25 am
May 3
8:00-11:00 am
May 5
MWF 11:40 am-12:30 pm
May 6
8:00-11:00 am
May 8
MW 12:45-2:00 pm
May 8
8:00-11:00 am
May 10
MWF 2:15-3:05 pm
May 6
12:00-3:00 pm
May 8
MWF 3:20-4:10 pm
May 8
12:00-3:00 pm
May 10
MW 3:20-4:35 pm
May 8
12:00-3:00 pm
May 10
MWF 4:25-5:15 pm
May 2
7:30-10:30 pm
May 4
MW 4:50-6:05 pm
May 2
7:30-10:30 pm
May 4
MW 5:30-6:45 pm
May 8
7:30-10:30 pm
May 10
MW 7:00-8:15 pm
May 6
3:30-6:30 pm
May 8
M 7:00-9:30 pm
May 6
3:30-6:30 pm
May 8
W 7:00-9:30 pm
May 6
3:30-6:30 pm
May 8
TR 8:30-9:45 am
May 7
12:00-3:00 pm
May 9
TR 10:00-11:15 am
May 9
8:00-11:00 am
May 11 11:00 am
TR 11:30 am-12:45 pm
May 2
12:00-3:00 pm
May 4
TR 1:00-2:15 pm
May 2
8:00-11:00 am
May 4
TR 2:30-3:45 pm
May 7
8:00-11:00 am
May 9
TR 4:00-5:15 pm
May 9
12:00-3:00 pm
May 11 11:00 am
TR 5:30-6:45 pm
May 9
3:30-6:30 pm
May 11 11:00 am
TR 7:00-8:15 pm
May 7
7:30-10:30 pm
May 9
T 7:00-9:30 pm
May 7
7:30-10:30 pm
May 9
R 7:00-9:30 pm
May 7
7:30-10:30 pm
May 9
The course sequences listed below are scheduled outside of the normal test grid because portions of the sequences enroll large numbers of first-year students. The special scheduling of these exams helps spread out final exams for these students.
Course
Exam Day
Exam Time
Grades Due
MATH 120/121/122/123/124/125/126 /223/224/227/228
May 2
3:30-6:30 pm
May 4
CHEM 105/106/111; ENGR 145
May 3
3:30-6:30 pm
May 5
BIOL 214/215/216
May 6
3:30-6:30 pm
May 8
PHYS 115/116/121/122/123/124/221
May 7
3:30-6:30 pm
May 9
CSDS 132/ECSE 132/ENGR 130/ENGR 131
May 8
3:30-6:30 pm
May 10
Mon, 01 Jan 2024 22:28:00 -0600entext/htmlhttps://case.edu/registrar/dates-deadlines/final-exam-scheduleFederal Judge Questions 'Evolving Standards' Test for Cruel and Unusual Punishment
A federal circuit judge wants the Supreme Court to scrap a longstanding test for determining what is cruel and unusual punishment. In an October speech to the Federalist Society, Reuters reported, Judge Thomas Hardiman, appointed by President George W. Bush to the Court of Appeals for the 3rd Circuit, advocated a "return to the text and original meaning of the Eighth Amendment" and an end to the "evolving standards of decency" test created by the Supreme Court in the 1950s.
In 1958, the Supreme Court ruled that stripping someone's citizenship for committing a crime violated the Eighth Amendment. Supreme Court Chief Justice Earl Warren wrote that, to determine what constitutes cruel or unusual, the Court "must draw its meaning from the evolving standards of decency that mark the progress of a maturing society." That test has since been used by liberal Supreme Court majorities to strike down death penalty protocols, ban capital sentences for crimes that did not result in death, and outlaw death sentences for offenses committed as a minor.
Hardiman called the test a "contrived ratchet" that has fueled a "runaway train of elastic constitutionalism."
"Its inscrutable standards require judges to ignore the law as written in favor of their own moral sentiments," he said. "The only constant is that more and more laws adopted by the people's representatives have been nullified."
Hardiman isn't alone in his contempt for the test and its offspring. In May, Florida Gov. Ron DeSantis signed a bill into law allowing the death penalty for child rape. The law is unconstitutional under current precedent, but the Republican governor is attempting to tee up a case for the Supreme Court's current conservative majority to reconsider that.
To return to the original meaning of the Eighth Amendment would be tricky, though, because the historical record of its adoption is limited and its tradition is contradictory.
The phrase "cruel and unusual" was lifted from the English Bill of Rights of 1689 and included in Virginia's 1776 Declaration of Rights. Based on this, many originalists argue the Founding Fathers were concerned with two things: stopping the new federal government from legalizing European-style torture, and limiting arbitrary and grossly disproportionate capital punishment.
Americans were disgusted with England's despotic criminal code, which by the end of the 18th century included over 200 capital offenses. But the early republic was inconsistent in practice. Virginia still allowed whipping, branding, and ear cropping.
If Americans thought themselves better than Europe's gory spectacles, the reformist penitentiaries created to replace them were home to similar horrors. Nineteenth century American prisons disciplined inmates through floggings, "shower baths" that simulated drowning, and shackling them in excruciating stress positions. A pregnant woman and a mentally ill man were whipped to death in New York's Auburn State Prison in 1825 and 1846, respectively.
The Bill of Rights only applied to the federal government then. It wasn't until 1910 that the Supreme Court issued a major Eighth Amendment opinion, ruling that a 15-year sentence to cadena temporal—hard labor while perpetually shackled—constituted cruel and unusual punishment.
Supreme Court Justice Joseph McKenna noted in his majority opinion in that case, Weems v. United States, that the record concerning the ratification of the Eighth Amendment was sparse, but he argued that the Founding Fathers didn't include it merely to ban thumbscrews. "Their predominant political impulse was distrust of power, and they insisted on constitutional limitations against its abuse," McKenna wrote. "But surely they intended more than to register a fear of the forms of abuse that went out of practice with the Stuarts. Surely, their jealousy of power had a saner justification than that. They were men of action, practical and sagacious, not beset with vain imagining, and it must have come to them that there could be exercises of cruelty by laws other than those which inflicted bodily pain or mutilation."
Hardiman is correct that the "evolving standards" test is a blunt political tool. Standards do not always evolve the way progressives would prefer, despite aspirational rulings from liberal justices. But the impoverished Eighth Amendment that Hardiman and other conservative jurists would prefer would be nothing but a museum exhibit, giving license to the most punitive fantasies of lawmakers short of bringing back the rack and breaking wheel.
Mon, 01 Jan 2024 10:00:00 -0600C.J. Ciaramellaen-UStext/htmlhttps://reason.com/2024/01/02/devolving-standards-of-decency/CBSE Board test 2024 Class 10 - Syllabus, Study Material, Important Questions, test Dates and More!
CBSE Board Class 10:The CBSE Class 10th board exams are set to commence on February 15, 2024, and conclude on March 13, 2024. As there are only a few months left, it is necessary to gradually start your preparations now. In this article, they have provided the overview of CBSE Board test Class 10 2024 along with syllabus, test pattern, marking scheme, demo papers, study material like previous year question papers, topper answer sheets, important questions and answers, etc.
You can check the syllabus of 10th class major subjects below:
CBSE Class 10 NCERT Books
National Council of Educational Research and Training - NCERT books for Class 10 students of CBSE is very important, since they are prescribed by CBSE and other state boards as well. These books are essential for building a strong foundation in various subjects and authored by various subject experts.
NCERT books are also regularly updated to keep up with the latest trends and developments in education. In the academic session of 2023-24, NCERT has republished the Class 10 books with revisions. Some chapters and Topics have been deleted or rationalised. This is important for 10th class candidates to ensure they are studying the relevant content for the current academic session.
CBSE Class 10 NCERT Textbooks Solutions
Class 10 NCERT textbooks and its reliable solutions are significant for CBSE board test 2024 class 10 preparations since the questions are often aligned with the content covered in these books.
Check the subject-wise list of NCERT Class 10 Solutions, updated for 2024 board test below:
These solution have been prepared by subject matter experts. Candidates will get the chapter-wise solution for all the subjects given above by clicking on the links above.
CBSE Class 10 test Pattern
CBSE has announced that from 2023-24 onwards, there will be more focus on the competence based questions so that students benefit more from the curriculum.
Check the updated composition of the 2024 question papers for the 10th class CBSE board exams of all subjects:
CBSE Class 10 Question Paper Pattern 2024
Competency Based Questions
(Could be MCQs, Case Based Questions, Source-based Integrated Questions, etc.)
50%
Multiple Choice Questions
20%
Constructed-Response Questions
(Such as Very Short Answer, Short Answer and Long Answer Type Questions)
30%
CBSE Class 10 Marking Scheme
Check the detailed marks distribution pattern according to topics, chapters and units below:
CBSE Class 10 demo Papers 2024
CBSE released the demo papers for the 2024 board exams on March 31st to help students understand how the exams will be and what kinds of questions to expect. CBSE demo papers are practice questions made by CBSE itself. These are based upon following the latest syllabus and test pattern.CBSE Class 10 demo papers 2024are great for students to practice and prepare for their real CBSE board test Class 10 2023-24. By using these demo papers, students can Strengthen their preparation and perform better in the exams.
CBSE Class 10 Important Questions
10th Class CBSE important Q&A - for each chapter in each subject - will help you in giving your best performance in the CBSE board test 2023-24. These important questions with solutions have been prepared by experts based on the the previous year question papers, demo papers and marking schemes published by CBSE and the latest NCERT textbooks.
CBSE Class 10 Preparation Tips
The CBSE Class 10 board exams are scheduled to start on February 15, 2024. CBSE Class 10 board exams creates a mix of excitement and nervousness among students. The common cause behind this fear is that this is considered the ultimate test in a student's life. Although they are a significant step in their educational journey, providing exposure to subjects and activities that will shape their future, these are not the one and only milestone they have on their path. Nonetheless, to excel, it's crucial to prepare thoroughly for all subjects.
Use this study plan to and time table to prepare for your board test on school days. On weekends and holidays, you can devote more time to study, revision and rest.
Morning
6:00 AM - 7:00 AM:Wake up, morning chores, light yoga..
7:00 AM - 7:30 AM:Breakfast
8 AM:School
School
8 AM - 3.30 PM:Attend all classes..
Evening
3:30 PM - 4:30 PM:Have lunch and rest/ short nap
4:30 PM - 6 PM:Complete your school homework and assignments, attend any extra classes if needed
6 PM - 6:30 PM:Break
6:30 PM - 7:30 PM:Study a new topic/chapter in any of your subjects.
7:30 PM - 8:30 PM:Solve textbook and practice questions in the subject you studied in the evening.
8:30 PM - 9:30 PM:Dinner
9:30 PM - 10:00 PM:Revise the Topics you studied yesterday.
10:00 PM - 10:30 PM:Bedtime
CBSE Class 10 Board test 2024 TOP 5 Mistakes
Here are the top 5 mistakes to avoid during CBSE Board test preparations for 2024:
Lack of Study Plan and Time Table
Procrastination
Ignoring the Prescribed Syllabus and NCERT Textbooks
Learning without Revising
Neglecting Rest, Breaks, and Physical/Mental Health
Tue, 19 Dec 2023 22:25:00 -0600entext/htmlhttps://www.jagranjosh.com/articles/cbse-board-class-10-complete-study-material-1698837996-1ChatGPT struggles to answer medical questions, new research finds
CNN —
ChatGPT might not be a cure-all for answers to medical questions, a new study suggests.
Researchers at Long Island University posed 39 medication-related queries to the free version of the artificial intelligence chatbot, all of which were braindump questions from the university’s College of Pharmacy drug information service. The software’s answers were then compared with responses written and reviewed by trained pharmacists.
The study found that ChatGPT provided accurate responses to only about 10 of the questions, or about a quarter of the total. For the other 29 prompts, the answers were incomplete or inaccurate, or they did not address the questions.
The findings were presented Tuesday at the annual meeting of the American Society for Health-Systems Pharmacists in Anaheim, California.
ChatGPT, OpenAI’s experimental AI chatbot, was released in November 2022 and became the fastest-growing consumer application in history, with nearly 100 million people registering within two months.
Given that popularity, the researchers’ interest was sparked by concern that their students, other pharmacists and ordinary consumers would turn to resources like ChatGPT to explore questions about their health and medication plans, said Sara Grossman, an associate professor of pharmacy practice at Long Island University and one of the study’s authors.
Those queries, they found, often yielded inaccurate – or even dangerous – responses.
In one question, for example, researchers asked ChatGPT whether the Covid-19 antiviral medication Paxlovid and the blood-pressure lowering medication verapamil would react with each other in the body. ChatGPT responded that taking the two medications together would yield no adverse effects.
In reality, people who take both medications might have a large drop in blood pressure, which can cause dizziness and fainting. For patients taking both, clinicians often create patient-specific plans, including lowering the dose of verapamil or cautioning the person to get up slowly from a sitting position, Grossman said.
ChatGPT’s guidance, she added, would have put people in harm’s way.
“Using ChatGPT to address this question would put a patient at risk for an unwanted and preventable drug interaction,” Grossman wrote in an email to CNN.
When the researchers asked the chatbot for scientific references to support each of its responses, they found that the software could provide them for only eight of the questions they asked. And in each case, they were surprised to find that ChatGPT was fabricating references.
At first glance, the citations looked legitimate: They were often formatted appropriately, provided URLs and were listed under legitimate scientific journals. But when the team attempted to find the referenced articles, they realized that ChatGPT had given them fictional citations.
In one case, the researchers asked ChatGPT how to convert spinal injection doses of the muscle spasm medication baclofen to corresponding oral doses. Grossman’s team could not find a scientifically established dose conversion ratio, but ChatGPT put forth a single conversion rate and cited two medical organizations’ guidance, she said.
However, neither organization provides any official guidance on the dose conversion rate. In fact, the conversion factor that ChatGPT suggested had never been scientifically established. The software also provided an example calculation for the dose conversion but with a critical mistake: It mixed up units when calculating the oral dose, throwing off the dose recommendation by a factor of 1,000.
If that guidance was followed by a health care professional, Grossman said, they might supply a patient an oral baclofen dose 1,000 times lower than required, which could cause withdrawal symptoms like hallucinations and seizures.
“There were numerous errors and “problems’ with this response and ultimately, it could have a profound impact on patient care,” she wrote.
The Long Island University study is not the first to raise concerns about ChatGPT’s fictional citations. Previous research has also documented that, when asked medical questions, ChatGPT can create deceptive forgeries of scientific references, even listing the names of real authors with previous publications in scientific journals.
Grossman, who had worked little with the software before the study, was surprised by how confidently ChatGPT was able to synthesize information nearly instantaneously, answers that would take trained professionals hours to compile.
“The responses were phrased in a very professional and sophisticated manner, and it just seemed it can contribute to a sense of confidence in the accuracy of the tool,” she said. “A user, a consumer, or others that may not be able to discern can be swayed by the appearance of authority.”
A spokesperson for OpenAI, the organization that develops ChatGPT, said it advises users not to rely on responses as a substitute for professional medical advice or treatment.
The spokesperson pointed to ChatGPT’s usage policies, which indicate that “OpenAI’s models are not fine-tuned to provide medical information.” The policy also states that the models should never be used to provide “diagnostic or treatment services for serious medical conditions.”
Although Grossman was unsure of how many people use ChatGPT to address medication questions, she raised concerns that they could use the chatbot like they would search for medical advice on search engines like Google.
“People are always looking for instantaneous responses when they have this at their fingertips,” Grossman said. “I think that this is just another approach of using ‘Dr. Google’ and other seemingly easy methods of obtaining information.”
For online medical information, she recommended that consumers use governmental websites that provide reputable information, like the National Institutes of Health’s MedlinePlus page.
Still, Grossman doesn’t believe that online answers can replace the advice of a health care professional.
“[Websites are] maybe one starting point, but they can take their providers out of the picture when looking for information about medications that are directly applicable to them,” she said. “But it may not be applicable to the patients themselves because of their personal case, and every patient is different. So the authority here should not be removed from the picture: the healthcare professional, the prescriber, the patient’s physicians.”
Sat, 09 Dec 2023 23:49:00 -0600entext/htmlhttps://www.cnn.com/2023/12/10/health/chatgpt-medical-questions/index.htmlBar test Alternative Proposal Goes to the Supreme Court—Along With QuestionsBar test Alternative Proposal Goes to the Supreme Court—Along With Questions | The Recorder
The state bar's top executive said "100%" of the so-called portfolio bar exam's startup costs would be covered by a philanthropic group. But questions remain about who might pay the bills and what the bar will have to do to get the money.
December 18, 2023 at 09:50 PM
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California’s state bar asked the state Supreme Court on Friday to authorize a controversial law licensing pilot program even as the specifics for its funding and operations remain unsettled.
In a Dec. 15 letter to the court, bar executive director Leah Wilson wrote that the agency “has secured a commitment from theLegal Services Funders Networkto fund 100 percent” of the start-up costs for the so-called portfolio bar test pilot, which would allow a small group of law school graduates to forego the bar test and obtain their law licenses through supervised employment and graded work displays.
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Mon, 18 Dec 2023 07:50:00 -0600entext/htmlhttps://www.law.com/therecorder/2023/12/18/bar-exam-alternative-proposal-goes-to-the-supreme-court-along-with-questions/?slreturn=20240005153801Can Spotify's AI Playlists Redefine How They Discover Music? Test Phase Raises QuestionsNo result found, try new keyword!Spotify Technology (NYSE: SPOT) is exploring the frontiers of AI-driven music curation with a new feature that allows users to create playlists using AI technology. This innovation was recently ...Thu, 14 Dec 2023 10:00:00 -0600en-ustext/htmlhttps://www.msn.com/
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