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Microsoft word - tim entrance exam format 2010-final-june 11, 2010.doc

Master of Science in Technology and Innovation Management (TIM) In order to be eligible for admission for the Master of Science Program in Technology and Innovation Have a Bachelors' Degree in Engineering (normal y from a Four Year Program) from Tribhuvan University or its equivalent from an institution of recognized standing. Have undergraduate grades significantly above average and not less than prescribed by the Faculty Board of the Institute of Engineering. Have at least 2 years of relevant working experience after graduation. Submit a recommendation made by two referees who should be from among the employer where the candidate worked and/or from the concerned teaching faculty from where the candidate received the Bachelor's Degree in Engineering. Selection Candidates fulfil ing the Program Entry requirements wil be selected for admission on the basis of merit Objective type written test = 150 marks a) Critical Reasoning: 10 objective / multiple choice questions b) Problem solving: 100 objective / multiple choice questions c) Data interpretation: 10 objective/multiple choice questions The TIM Entrance Test wil be of 3 hours duration and is composed of three sections. Typical distribution pattern for TIM Entrance Test i) ¼ marks will be deducted for the incorrect answer for objective type questions. The candidates may refer test preparation literatures on SAT, GRE and GMAT for TIM En QUESTION PAPER PATTERN - STRUCTURE
Critical Reasoning sections aim to test the candidate's comprehension of and interpretative abilities in English as a language of business and communication. Critical reasoning questions measure your ability to read with understanding, insight and discrimination. These questions explore your ability to analyze a written passage from several perspectives, including your ability to recognize explicitly stated elements as wel as underlying statements or arguments and their implications. This section measures reading comprehension and critical reasoning skil s in a multiple-choice format. The Critical Reasoning section measures your ability to: analyze and evaluate written material and synthesize information obtained from it analyze relationships among component parts of sentences QUANTITATIVE REASONING SECTION The Quantitative Reasoning section measures your ability to: understand basic concepts of arithmetic, algebra, geometry, calculus, probability and statistics and data analysis solve problems in a quantitative setting There are two types of questions in the Quantitative Reasoning section: The format of these multiple-choice questions varies. The solution may require simple computations, manipulations or multi-step problem-solving. These sections aim to test the candidate's understanding of Basic Mathematics (Numbers; Operations; Fractions, Decimals and Percentages; Ratio and Proportion; Roots and Power; Logarithms; Progressions; Elementary Geometry and Mensuration; Elementary Trigonometry; Introductory Set Theory), Algebra (Polynomials, Equations and Inequalities; Simultaneous equations and solutions; Elementary Linear Programming); Calculus (limits and continuity, differentiation, integration, ordinary linear differential equation, partial differential equation), Probability and Statistics (Counting, Permutations and Combinations) Some problem-solving questions involve data analysis. Data interpretation questions will be in the form of tables or graphs that al ow you to read or estimate data values. This section aims to assess the ability of the examinee to make valid interpretations from a given data set. The section also assesses the ability of the examinee to understand data in different representative forms such as simple tables, histograms, pie charts, graphs, scatter diagrams, etc. Although involved calculations are not expected, simple data manipulations would be required. (Note: Each correct answer carries 3 marks and ¼ marks wil be deducted for each incorrect answer) Strict quality assured hiring standards have not been the primary cause of the present teachers shortage in public schools in Nepal. The shortage of teachers is primarily caused by the fact that in recent years teachers have not experienced any improvements in the working conditions and their salaries have not kept pace with salaries in other professions. Which of the fol owing, if true, would most support the claims above? (A) Many teachers already in the profession would not have been hired under the new (B) Some teachers in the profession have cited higher standards for hiring as a reason for the current staffing shortage in public schools in Nepal. (C) Many prospective teachers have cited the new quality assured hiring standards as a reason for not entering the teaching profession. (D) Many teachers have cited low pay and lack of professional academic freedom as reasons for their leaving the profession. CORRECT ANSWER – D ANALYSIS In this argument, the conclusion is that staffing shortage in public schools in Nepal is due to poor working conditions and low salaries, not the new quality assured hiring standards. Now let us evaluate each of the answer choices, to identify whether each strengthens the conclusion, weakens the conclusion, or is irrelevant to the conclusion. (A) weakens the conclusion; it actual y supports what the argument is trying to refute. (B) is irrelevant to the conclusion. (C) weakens the conclusion, indicating that the new quality assured hiring standards, and not low salaries and poor working conditions represent reason for the staffing shortage. (D) strengthens the conclusion; teachers who leave the profession have explicitly said that they are leaving the profession because of low pay and the lack of professional academic freedom (poor working condition) (Note: Each correct answer carries 1 mark and ¼ marks wil be deducted for each incorrect answer) 1. If a and b are negative, and c is positive, which of the following is (are) true? (A) I only (B) II only (C) III only (D) II and III only 2. At 3:00 A.M. the temperature was 13° below zero. By noon it had risen to 32°. What was the average hourly increase in temperature? 3. The measures of the three angles in a triangle are in the ratio 1:1:2. Which of the 4. What is the ratio of the circumference of a circle to its ratio? 5. If a + b = 3(c + d), which of the fol owing is the average (arithmetic mean) of a, b, c, 6. If a2 – b2 = 21 and a2 + b2 = 29, which of the fol owing could be the value of ab? 7. What is the average (arithmetic mean) of + 2x − 3, 3x2 − 2x − 3, and 30 − 4x ? 8. If 4x + 13 = 7 – 2x, what is the value of x? 9. In the afternoon, Judy read 100 pages at the rate of 60 pages per hour; in the evening, when she was tired, she read another 100 pages at the rate of 40 pages per hour. In pages per hour, what was her average rate of reading for the day? 10. If the sum of five consecutive integers is S, what is the largest of those integers in 11. In the figure below, what is the value of b? 12. What is the area of an equilateral triangle whose attitude is 6? 13. What is the value PS in the triangle below? 14. If the angle of a five-sided polygon are in the ratio of 2:3:3:5:5, which is the degree 15. What is the circumference of a circle whose area is 100π? 16. If A(-1, 1) and B(3, -1) are the endpoints of one side of square ABCD, what is the area 17. A circle whose center is at (6,8) passes through the origin. Which of the fol owing 18. A cafeteria has a lunch special, consisting of soup or salad, a sandwich, coffee or tea, and a dessert. If the menu lists 3 soups, 2 salads, 8 sandwiches, and 7 desserts, how many different lunches can you choose? (NOTE: Two lunches are different if they differ in any aspect.) 19. A gum-bal dispenser is filled with exactly 1000 pieces of gum. The gum bal s always come out in the fol owing order: 1 red, 2 blue, 3 green, 4 yel ow, and 5 white. After the fifth white, the pattern repeats, starting with 1 red, and so on. What is the color of the last gum bal to come out of the machine? C. DATA INTERPRETATION (Note: Each correct answer carries 2 marks and ¼ marks wil be deducted for each incorrect answer) 23. For what percent of the time was Marc driving at 40 miles per hour or faster?


Reducing Sensitivity to NoC Latency in NUCA Caches Pierfrancesco Foglia*, Giacomo Gabrielli*, Francesco Panicucci†, Marco Solinas* {foglia, giacomo.gabrielli, marco.solinas}, Members of the HiPEAC European Network of Excellence Abstract proposed schemes [4, 5]. Taking into account theconsiderations derived from the performed analysis, we Non Unifo

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