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Exam Code: CPPM_D
Exam Name: ASQF Certified Professional for Project Management Foundation Level
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NEW QUESTION: 1
The average price of recorded music CDs has been declining for several years. Which of the following changes in market conditions would NOT be a cause of this?
A. Availability of new cheaper substitutes such as downloads
B. Increased competition due to entry to the market by supermarket and internet sellers of CDs
C. Growth in popularity of alternative goods such as mobile phones and video games
D. Decline in the number of CD shops due to bankruptcy and closure
NEW QUESTION: 2
Drag and drop the OSPF network type on the left to the correct category of timers on the right.
NEW QUESTION: 3
You deploy a cloud service that reads and processes orders from a queue by using a worker role. The service includes a C# class named OrderProcessor.
Your organization is moving all Azure resources to use Azure Resource Manager (ARM) templates. You must migrate the code to Service Fabric. You establish a new Service Fabric cluster to deploy the updated code. You migrate all settings from the ServiceConfiguration.cscfg to a new Settings.xml file that each Service Fabric instance will use.
You need to update the code for the OrderProcessor class.
How should you complete the code segment? To answer, select the appropriate options in the answer area.
NEW QUESTION: 4
Late Victorian and modern ideas of culture are indebted to Matthew Arnold, who, largely through his Culture and Anarchy (1869), placed the word at the center of debates about the goals of intellectual life and humanistic society. Arnold defined culture as "the pursuit of perfection by getting to know the best which has been thought and said." Through this knowledge, Arnold hoped, we can turn "a fresh and free thought upon our stock notions and habits." Although Arnold helped to define the purposes of the liberal arts curriculum in the century following the publication of Culture, three concrete forms of dissent from his views have had considerable impact of their own. The first protests Arnold's fearful designation of
"anarchy" as culture's enemy, viewing this dichotomy simply as another version of the struggle between a privileged power structure and radical challenges to its authority. But while Arnold certainly tried to define the arch - the legitimizing order of value - against the anarch of existentialist democracy, he himself was plagued in his soul by the blind arrogances of the reactionary powers in his world. The writer who regarded the contemporary condition with such apprehension in Culture is the poet who wrote "Dover Beach," not an ideologue rounding up all the usual modern suspects. Another form of opposition saw Arnold's culture as a perverse perpetuation of classical and literary learning, outlook, and privileges in a world where science had become the new arch and from which any substantively new order of thinking must develop. At the center of the "two cultures" debate were the goals of the formal educational curriculum, the principal vehicle through which Arnoldian culture operates. However, Arnold himself had viewed culture as enacting its life in a much more broadly conceived set of institutions. A third form is so-called "multiculturalism," a movement aimed largely at gaining recognition for voices and visions that Arnoldian culture has implicitly suppressed. In educational practice, multiculturalists are interested in deflating the imperious authority that
"high culture" exercises over curriculum while bringing into play the principle that we must learn what is representative, for we have overemphasized what is exceptional. Though the multiculturalists' conflict with Arnoldian culture has clear affinities with the radical critique, multiculturalism actually affirms Arnold by returning us more specifically to a tension inherent in the idea of culture rather than to the cultureanarchy dichotomy. The social critics, defenders of science, and multiculturalists insist that Arnold's culture is simply a device for ordering us about. Instead, however, it is designed to register the gathering of ideological clouds on the horizon. There is no utopian motive in Arnold's celebration of perfection.
Perfection mattered to Arnold as the only background against which we could form a just image of our actual circumstances, just as we can conceive finer sunsets and unheard melodies.
Based on the information in the passage, Arnold would probably agree that the educational curriculum should
A. deemphasize what is representative
B. reflect the dominant culture of the day
C. be more rigorous than during the past
D. strike a balance between practicality and theory
E. focus on the sciences more than the humanities
Choice E is consistent with Arnold's views, as presented by the author. The passage emphasizes Arnold's argument for the pursuit of perfection; thus, Arnold would probably agree that we should study the
"exceptional" (see line 64) rather than the "representative." Besides, choice E is inconsistent with the viewpoint of multiculturalists (with whom Arnold disagrees) that "we must learn what is representative, for we have overemphasized what is exceptional"
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