CIW Perl Fundamentals Exam dumps
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1D0-437 CIW Perl Fundamentals
Exam Title : CIW Perl Specialist
Exam ID : 1D0-437
Exam Center Fee : $150 (USD)
Exam Duration : 75 mins
Questions in exam : 50
Passing Score : 75%
Exam Center : Pearson VUE
Real Questions : CIW Perl Specialist Real Questions
VCE practice test : CIW 1D0-437 Certification VCE Practice Test
Perl Fundamentals
- Define uses and operation of the Perl interpreter, including but not limited to: basic scripting, print function, variables.
- Direct program flow using statements, loops and Boolean expressions.
- Use regular expressions to search and manipulate strings.
- Use arrays to store and manipulate program data.
- Use hashes to organize and manipulate program data with keys.
- Use subroutines to make code more logical and easier to debug.
- Use files to store, read and write data.
- Process command line and external data using environment variables and arguments.
- Use packages and modules to organize, reuse and export program code.
- Implement and create object-oriented programming techniques in Perl.
- Define database programming, including but not limited to: use of modules and SQL to access external data.
- Use Perl debugging features to identify programming errors.
CIW Perl Fundamentals
CIW Fundamentals basics
Ever since the SMART Response XE was brought to our attention back in 2018, we’ve been keeping a close lookout for projects that make use of the Arduino-compatible educational gadget. Admittedly it’s taken a bit longer than we’d expected for the community to really start digging into the capabilities of the QWERTY handheld, but occasionally we see an effort like this port of BASIC to the SMART Response XE by [Dan Geiger] that reminds us of why we were so excited by this device to begin with.
This project combines the SMART Response XE support library by [Larry Bank] with Tiny BASIC Plus, which itself is an update of the Arduino BASIC port by [Michael Field]. The end result is a fun little BASIC handheld that has all the features and capabilities you’d expect, plus several device-specific commands that [Dan] has added such as BATT to check the battery voltage and MSAVE/MLOAD which will save and load BASIC programs to EEPROM.
To install the BASIC interpreter to your own SMART Response XE, [Dan] goes over the process of flashing it to the hardware using an AVR ISP MkII and a few pogo pins soldered to a bit of perboard. There are holes under the battery door of the device that exposes the programming pads on the PCB, so you don’t even need to crack open the case. Although if you are willing to crack open the case, you might as well add in a CC1101 transceiver so the handy little device can double as a spectrum analyzer.
Continue practicing “SMART Response XE Turned Pocket BASIC Playground”
[Mike] sent in a project he’s been working on – a port of a BASIC interpreter that fits on an Arduino. The code is meant to be a faithful port of Tiny BASIC for the 68000, and true to Tiny BASIC form, it fits in the very limited RAM of the Arduino.
True to Tiny BASIC’s assembler roots, [Mike]’s C port makes extensive use of the “infinitely-abusable” goto statement. Kernighan and Ritchie said themselves, “code involving a goto can alway be written without one” but [Mike] found that using goto left a lot more room available for BASIC code. The BASIC interpreter eats up around 600 bytes in the Arduino RAM, leaving about 1.4 kB for BASIC code. Not much, but more than the lowest-end BASIC Stamp.
[Mike] says he started this project to see how ‘old bearded ones’ conjured up so many impressive programs with a few kB of RAM. Tiny BASIC was originally conceived for the Altair 8800 that shipped with 256 bytes of RAM stock, so it seemed like a perfect fit. Right now, all we know is we’ll be spending the weekend digging through our copies of Dr. Dobb’s Journal.
Mathematics is often thought of as a subject that a student either understands or doesn't, with little in between. In reality, mathematics encompasses a wide variety of skills and concepts. Although these skills and concepts are related and often build on one another, it is possible to master some and still struggle with others. For instance, a child who has difficulty with basic multiplication facts may be successful in another area, such as geometry. An individual student may have some areas of relative strength and others of real vulnerability.
In latest years, researchers have examined aspects of the brain that are involved when children think with numbers. Most researchers agree that memory, language, attention, temporal-sequential ordering, higher-order cognition, and spatial ordering are among the neurodevelopmental functions that play a role when children think with numbers. These components become part of an ongoing process in which children constantly integrate new concepts and procedural skills as they solve more advanced math problems.
For children to succeed in mathematics, a number of brain functions need to work together. Children must be able to use memory to recall rules and formulas and recognize patterns; use language to understand vocabulary, instructions, and explain their thinking; and use sequential ordering to solve multi-step problems and use procedures. In addition, children must use spatial ordering to recognize symbols and deal with geometric forms. Higher-order cognition helps children to review alternative strategies while solving problems, to monitor their thinking, to assess the reasonableness of their answers, and to transfer and apply learned skills to new problems. Often, several of these brain functions need to operate simultaneously.
Try it yourself. Experience a multi-step problem.
Because math is so cumulative in nature, it is important to identify breakdowns as early as possible. Children are more likely to experience success in math when any neurodevelopmental differences that affect their performance in mathematics are dealt with promptly -- before children lose confidence or develop a fear of math.
Competence in mathematics is increasingly important in many professions (see sidebar). And it's important to remember that this competence draws on more than just the ability to calculate answers efficiently. It also encompasses problem solving, communicating about mathematical concepts, reasoning and establishing proof, and representing information in different forms. Making connections among these skills and concepts both in mathematics and in other subjects is something students are more frequently asked to do, both in the classroom setting, and later in the workplace. For specific information about the range of skills and concepts in school mathematics, please visit the Principles and Standards for School Mathematics on the National Council of Teachers of Mathematics Web site.
Math and Memory
Memory may have a significant impact on thinking with numbers. As Dr. Mel Levine points out, "Almost every kind of memory you can think of finds its way into math." Factual memory in math is the ability to recall math facts. These facts must be recalled accurately, with little mental effort. Procedural memory is used to recall how to do things -- such as the steps to reduce a fraction or perform long division.Try it yourself. Experience a problem with basic facts.
Active working memory is the ability to remember what you're doing while you are doing it, so that once you've completed a step, you can use this information to move on to the next step. In a way, active working memory allows children to hold together the parts of math problems in their heads. For example, to perform the mental computation 11 x 25, a child could say, "10 times 25 is 250 and 1 times 25 is 25, so adding 250 with 25 gives me 275." The child solves the problem by holding parts in his or her mind, then combining those parts for a final answer.
Try it yourself. Experience a multi-step problem.
Pattern recognition also is a key part of math. Children must identify broad themes and patterns in mathematics and transfer them within and across situations. When children are presented with a math word problem, for example, they must identify the overarching pattern, and link it to similar problems in their previous experience.
Finally, memory for rules is also critical for success in math. When children encounter a new problem, they must recall from long-term memory the appropriate rules for solving the problem. For example, when a child reduces a fraction, he or she divides the numerator and the denominator by the greatest common factor -- a mathematical rule.
Memory skills help children store concepts and skills and retrieve them for use in relevant applications. In turn, this kind of work relating new concepts to real-life contexts enhances conceptual and problem-solving skills. For example, a student may already know that 6 x 2 = 12. To solve the problem, "If there are six children, each with one pair of shoes, how many shoes in total?" the student will rely on memory of the multiplication fact and apply it to the particular case.
Math and Language
The language demands of mathematics are extensive. Children's ability to understand the language found in word problems greatly influences their proficiency at solving them. In addition to understanding the meaning of specific words and sentences, children are expected to understand textbook explanations and teacher instructions.Math vocabulary also can pose problems for children. They may find it confusing to use several different words, such as "add," "plus," and "combine," that have the same meaning. Other terms, such as "hypotenuse" and "to factor," do not occur in everyday conversations and must be learned specifically for mathematics. Sometimes a student understands the underlying concept clearly but does not recall a specific term correctly.
Math and Attention
Attention abilities help children maintain a steady focus on the details of mathematics. For example, children must be able to distinguish between a minus and plus sign -- sometimes on the same page, or even in the same problem. In addition, children must be able to discriminate between the important information and the unnecessary information in word problems. Attention also plays an important role by allowing children to monitor their efforts; for instance, to slow down and pace themselves while doing math, if needed.Temporal-Sequential Ordering and Spatial Ordering
While temporal-sequential ordering involves appreciating and producing information in a particular sequential order, spatial ordering involves appreciating and producing information in an appropriate form. Each plays an important role in mathematical abilities.Dr. Levine points out that "Math is full of sequences." Almost everything that a child does in math involves following a sequence. Sequencing ability allows children to put things, do things, or keep things in the right order. For example, to count from one to ten requires presenting the numbers in a definite order. When solving math problems, children usually are expected to do the right steps in a specific order to achieve the correct answer.
Recognizing symbols such as numbers and operation signs, being able to visualize -- or form mental images -- are aspects of spatial perception that are important to succeeding in math. The ability to visualize as a teacher talks about geometric forms or proportion, for example, can help children store information in long-term memory and can help them anchor abstract concepts. In a similar fashion, visualizing multiplication may help students understand and retain multiplication rules.
The Developing Math Student
Some math skills obviously develop sequentially. A child cannot begin to add numbers until he knows that those numbers represent quantities. Certain skills, on the other hand, seem to exist more or less independently of certain other, even very advanced, skills. A high school student, for example, who regularly makes errors of addition and subtraction, may still be capable of extremely advanced conceptual thinking.The fact that math skills are not necessarily learned sequentially means that natural development is very difficult to chart and, thus, problems are equally difficult to pin down. Educators do, nevertheless, identify sets of expected milestones for a given age and grade as a means of assessing a child's progress. Learning specialists, including Dr. Levine, pay close attention to these stages in hopes of better understanding what can go wrong and when.
In his book, Developmental Variation and Learning Disorders, Dr. Levine outlines many of these milestones for four age groups, pre-school through grade 12.
Additional information about milestones and K-12 math curriculum is available on The National Council of Teachers of Mathematics Web site. NCTM's Principles and Standards for School Mathematics outlines grade-by-grade recommendations for classroom mathematics instruction for both content matter and process.
Pre-school - Kindergarten
During this stage, children should begin to:- count aloud
- compute the number of objects in a group
- understand that a particular number of objects has a fixed value despite the size or nature of those objects
- understand relative size and be able to sort objects by size and shape
- follow a sequence of two- and three-step commands
- be able to perform simple addition and subtraction computations
Grades One to Three
During this stage, children should:- begin to perform simple addition and subtraction computations efficiently
- master basic math facts (such as, 3 + 2 = 5)
- recognize and respond accurately to mathematical signs
- begin to grasp the concept of multiplication (grade three)
- understand the notion of measurement and be able to apply this understanding
- improve their concepts of time and money
Grades Four to Seven
During this stage, children should:- recall basic mathematical facts, including multiplication tables, with ease
- become competent with fractions, decimals, and percentages
- begin to understand the relationships among fractions, decimals, and percentages
- develop facility with word problems
- be adept at estimating quantities and rounding off numbers
- develop basic computer skills
Grades Eight to Twelve
During this stage, children should be able to:- employ an increasingly high level of abstract, symbolic thinking
- perceive relationships and make translations among decimals, fractions, and percentages
- deal easily with a wide array of equations, formulae, and proofs
- explain and illustrate mathematical concepts, rather than simply apply them
- plan and self-monitor during multi-step problem solving
- use calculators and computers with facility
Math and the jobs of the future
It is tempting for a parent to dismiss a child's math disability, especially when the parent has a history with a similar learning problem. For many people, mathematics is the most difficult and intimidating school subject they will ever face. It is commonly thought of as a subject that either comes naturally to a person or will never be easy.
Not long ago in the United States, math was a subject that could be fairly easily avoided in the professional world. In 1970, only nine percent of all jobs were considered technical. Opportunities abounded, even for those who struggled in math. If you disliked the subject or felt you were incapable of grasping mathematical concepts, you simply settled into a career that allowed you to avoid working with numbers.
As recently as a few decades ago, math held a position in our culture similar to the one that music, for example, holds today. Although most people recognize that mastery of a musical instrument can enrich the life of a child in the U.S., few consider musical ability to be a requirement for success. Failing to develop musically is unlikely to bring shame upon a person. In fact, it is not uncommon to hear people joking about their own tone deafness.
In this way, it is clear that learning disabilities of all types can be rendered more or less disabling depending on their context. In a nontechnological society, a child's math problem will not limit his success, just as in an illiterate society, a child's inability to read or write will not restrict her development. And while it is true that people can succeed without achieving advanced competency in math, a deficiency in certain basic math skills is more limiting now than it once was. Today, nearly a third of all jobs are classified as technical; most require far more computing skills than many jobs of the past. In response to the demands of an increasingly competitive technological world, mathematics requirements have been strengthened in the schools.
Although there is nothing that can eliminate a math disability, our society's demand for highly educated people makes it all the more important for parents and teachers to identify a child's strengths and weaknesses early, and follow strategies recommended by experts to help students overcome their difficulties.
Did you just buy your first board and paddle? Maybe you’re ready to go for it and try paddling for the first time? Morgan Hoesterey drops serious knowledge on stroke technique for beginners and things to be aware of as you start to hone in your fundamentals. Need more info as you get into the sport? Click here to check out backlog of Skills–techniques you can use to become a better padder, quicker.
This video is part of series brought to you by the Payette River Games this spring. Be sure to follow our PRG coverage as the event unfolds, June 19-21.
The article was originally published on Standup Paddling
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Back to the Basics is NHL.com's multi-part series focusing on youth hockey skill development. During the coming months, NHL.com will feature a slate of guest coaches who will share their expertise on skill development.
The evolution of hockey in the last 30 years has elevated the importance of stickhandling.
"The way the game has changed now, if you don't have the hands, you can’t play," Jan Kascak told NHL.com.
Kascak knows a thing or two about coaching skill development as a former professional player and a British Columbia Hockey League coach and scout. He played four years at Saint Louis University and was drafted by the Houston Aeros of the World Hockey Association in 1974. He played one season of professional hockey, and then the native of British Columbia returned home to coach at the Okanagan Hockey School. During a three-year stint as coach of the Penticton Knights of the BCHL, Kascak led the team to two Fred Page Championship Cups. He currently serves as a scout for the Penticton Vees of the BCHL and leads their mentorship program.
"Stickhandling starts right from the basics," Kascak said. "To be a good stickhandler you have to be a good skater. You have to be able to keep your feet moving and move the puck at the same time, whether it's a saucer pass or you're putting it in your feet and kicking it out the other side, or you make that toe-drag, it's so important that you have to have that balance and coordination as a skater."
Apart from being a strong skater, Kascak believes players also need the three D's to be proficient at stickhandling -- determination, discipline and desire. As hockey has evolved, players from the top levels down have improved their hand-eye coordination and overall speed through application of the three D's. According to Kascak, if you are a dedicated hockey player, you're going to do it. Once you get the passion for it and embrace it, those are the kids who keep moving onto higher levels of hockey.
"Stickhandling is a skill that you have to practice," Kascak said. "You practice it so much it just becomes a part of you."
One of the most effective ways to practice is off the ice with a sheet of plywood, which acts as a slippery surface similar to ice. Players should practice every day, getting accustomed to the feel of the puck on the end of the stick. Practice so often that it feels like second nature, until the puck on the stick feels like an extension of your hand. You also can juggle the puck on the blade of the stick and take turns tossing it to teammates in order to increase hand-eye coordination.
The most common mistake Kascak said he has observed in his years as a coach and scout is that players easily lose focus. According to Kascak, coaches want players to be prepared to play for 60 minutes -- and good hockey players change every shift, adapting their game to play the system that their coach has implemented. This sort of focus begins in practice. Players that can focus on the importance of each drill in practice will develop better focus for game situations.
In order to Improve stickhandling, it's essential for players to have the proper equipment. Their stick must have the correct lie, length and flex.
Lie: The lie of a stick is the way that you skate the blade to the ice, and should increase in number as a player grows. Most youth players should have a blade lie between 4.5 and 5.5. When kids grow, their stick is going to change, as is their style of skating, which is why you have to look at the lie of the stick.
Length: Players should make sure their stick is a length that feels comfortable. Make sure that it's not too short that you are on your toe when you stick handle and that it's not too long so you're on your heel when you stickhandle. To find the right length, players should put on their skates and stand up; the top of the stick should be even with their nose. If the stick still feels too long the player can cut it shorter. Go by quarter-inch increments to cut it down until it's the right size.
Flex: For a youth player, a flexible stick is the best option. Kids are not that strong. Don't get a 100 flex; 85 even may be too stiff. Go with a 75 flex so the player can feel the puck and as he or she gets stronger, they can increase the flex. Going from a peewee to a bantam is a huge growth jump; it's the same in going from bantam to midget, so don't rush the blade flex.
Coaches should implement skills that help to develop better stickhandling simultaneously with other fundamental skills -- for example, a skating drill around cones or tires combined with a shooting drill that requires stopping and starting with the puck. Coaches can get creative, but should not forget to focus on stickhandling during the course of practice.
"Ultimately, stickhandling is like all fundamental hockey skills," Kascak said. "When you embrace something it's not work. You enjoy doing it. Hockey is a sport that kids have a lot of fun with and they enjoy it. I'm still having a lot of fun with it and I'm playing old-timer's hockey. It's something that, when it's in your system and it's in your heart, you just never let it go."
What Is Universal Basic Income (UBI)?
Universal basic income (UBI) is a government program in which every adult citizen receives a set amount of money regularly. The goals of a basic income system are to alleviate poverty and replace other need-based social programs that potentially require greater bureaucratic involvement. The idea of universal basic income has gained momentum in the U.S. as automation increasingly replaces workers in manufacturing and other sectors of the economy.
Key Takeaways
- The idea of providing a regular, guaranteed payment to citizens, regardless of need, has been around for centuries.
- Democratic presidential candidate Andrew Yang made universal basic income a key pillar of his 2020 campaign, which helped shine a national spotlight on the issue.
- UBI proposals vary in size, although Yang’s plan would provide every American adult $1,000 per month from the federal government.
- One of the core criticisms of basic income is the cost, with some plans representing more than half of the entire federal budget.
Understanding Universal Basic Income (UBI)
The idea of providing a basic income to all members of society goes back centuries. The 16th century English philosopher and statesman Thomas More mentions the idea in his best-known work, Utopia.
Thomas Paine, a pamphleteer whose ideas helped spur the American Revolution, proposed a tax plan in which revenues would provide a stream of government income “to every person, rich or poor.”
And Martin Luther King, Jr., proposed “guaranteed income” in his book Where Do We Go from Here: Chaos or Community? published in 1967.
While the federal government provides financial support for low-income Americans through the earned income tax credit (EIC), Temporary Assistance for Needy Families (TANF), and other programs, a system of universal income has never taken hold in the United States.
However, the concept has risen to the national consciousness in latest years. Much of this renewed interest has to do with fundamental changes to the economy—namely, the growth of automation—that threatens to leave many Americans without jobs that pay a subsistence wage.
The American Rescue Plan, signed by President Biden on March 11, 2021, includes generous tax breaks to low- and moderate-income people. For 2021 only, the size of the earned-income tax credit will increase for childless households. The maximum credit amount for childless people increases to $1,502, from $543. The age range has also been expanded. People without children will be able to claim the credit beginning at age 19, instead of 25, except certain full-time students (students between 19 and 24 with at least half a full-time course load are ineligible). The upper age limit, 65, will be eliminated. For single filers, the phaseout percentage (for the credit) is increased to 15.3% and phaseout amounts are increased to $11,610 (the maximum earned income).
A 2019 report by the Brookings Institution, for example, found that one-quarter of all U.S. jobs are susceptible to automation. The researchers argue that roles involving more routine tasks, such as those in manufacturing, transportation, office administration, and food preparation, are most vulnerable.
Supporters of universal basic income believe a guaranteed payment from the government can help ensure that those who are left behind by this economic transformation avoid poverty. Even if government-sourced income isn’t enough to live on, it could theoretically supplement the income from the lower-wage or part-time jobs they are still able to obtain.
Proponents also believe that a universal payment system would make it easier for people to receive assistance who are in need but have trouble qualifying for other government programs. Some Americans seeking disability insurance payments, for example, may lack access to the healthcare system, thereby hindering their ability to verify their impediment.
Political Support for UBI
Many of UBI’s supporters come from the more liberal end of the political spectrum, including former Labor Secretary Robert Reich and past head of the influential Service Employees International Union, Andy Stern.
However, support for a government-supplied income stream has been endorsed by several prominent figures on the right as well.
Among them is the late conservative economist Milton Friedman, who suggested that private charitable contributions aren’t enough to alleviate the financial strain many Americans endure.
In 1962’s Capitalism and Freedom, he argued that a “negative income tax”—essentially a UBI—would help overcome a mindset where citizens aren’t inclined to make sacrifices if they don’t believe others will follow suit. “We might all of us be willing to contribute to the relief of poverty, provided everyone else did,” he wrote.
Libertarian philosopher Charles Murray believes that guaranteed income would also cut government bureaucracy. He has proposed a $10,000-per-year UBI, as well as basic health insurance, which he says would allow the government to cut Social Security and other redistribution programs.
Momentum for UBI
Universal basic income received considerable attention during the first stage of the 2020 presidential campaign after entrepreneur and former Democratic candidate Andrew Yang made the idea a cornerstone of his campaign. Yang’s “Freedom Dividend,” as he called it, would provide every American over the age of 18 a $1,000 check every month. Those enrolled in federal assistance programs could continue to receive those payments or opt for the Freedom Dividend instead.
Yang contended that the labor force participation rate—that is, the percentage of Americans who were working or looking for work—was at its lowest in decades. “The Freedom Dividend would provide money to cover the basics for Americans while enabling us to look for a better job, start our own business, go back to school, take care of our loved ones or work towards our next opportunity,” his campaign website noted.
Former presidential candidate Andrew Yang’s $1,000-a-month "Freedom Dividend" would cost roughly 50% of the federal government’s projected budget for 2021.
President Biden's American Rescue Plan, signed on March 11, 2021, was a $1.9 trillion pandemic relief package. Its benefits included another round of stimulus payments for every qualified adult in the U.S. This time, the stimulus payments will be in the amount of $1,400 for most recipients. Eligible taxpayers will also receive an identical payment for each of their children. To be eligible, a single taxpayer must have an adjusted gross income of $75,000 or below. For married couples filing jointly, that number has to be $150,000 or below, and for heads of household, adjusted gross income must be $112,500 or below.
Pope Francis, a staunch advocate of the disenfranchised, has framed the issue in moral terms. In an Easter 2020 letter, the pontiff wrote the following of a universal basic wage: “It would ensure and concretely achieve the ideal, at once so human and so Christian, of no worker without rights.”
Criticism of UBI
Despite its promise to curtail poverty and cut red tape, universal basic income still faces an uphill battle. Perhaps the most glaring downside is cost. According to the nonprofit Tax Foundation, Andrew Yang’s $1,000-a-month Freedom Dividend for every adult would cost $2.8 trillion each year (minus any offsets from the consolidation of other programs).
Yang proposed covering that substantial expense, in part, by shrinking the size of other social programs and imposing a 10% value-added tax (VAT) on businesses. He also proposes ending the cap on Social Security payroll taxes and putting in place a tax on carbon emissions that would contribute to his guaranteed income plan.
Whether that set of proposals is enough to fully offset the cost of the Freedom Dividend remains a contentious issue, however. An analysis by the Tax Foundation concluded that Yang’s revenue-generating ideas would only cover about half its total impact on the Treasury.
Among the other criticisms of UBI is the argument that an income stream that’s not reliant on employment would create a disincentive to work. That, too, has been a subject of debate. Yang has suggested that his plan to provide $12,000 a year wouldn’t be enough to live on. Therefore, the vast majority of adults would need to supplement the payment with other income.
The Bottom Line
Recent studies suggest only a weak link between UBI and joblessness. A 2016 analysis by researchers from MIT and Harvard, for example, found that “cash transfer” programs in the developing world had little recognizable impact on employment behavior.
However, there’s little evidence to suggest that replacing traditional welfare payments with a universal basic income would actually increase employment, as some of its proponents suggest. A latest two-year experiment in Finland where universal basic income effectively replaced unemployment benefits concluded that UBI recipients were no more likely to find new employment than the control group.
This virtual workshop will explore the basics of ChatGPT and its potential effects on higher education. We will share an overview of the technology, a few demonstrations of capabilities and examples of the effects seen so far at Princeton. We will discuss examples from library services and share suggestions for working with the tool in classroom contexts. We will preview a workshop series planned to explore AI tools in the months ahead. Presented by library staff. Bring your questions and ideas!
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