To perform a computing task, software uses hardware for four basics functions…………… ?->(Show Answer!)

1. To perform a computing task, software uses hardware for four basics functions……………

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MCQ->To perform a computing task, software uses hardware for four basics functions……………....

MCQ-> Questions are based on a set of conditions. In answering some of the questions, it may be useful to draw a rough diagram. Choose the response that most accurately and completely answers each question. Seven bands were scheduled to perform during the week long music festival at XLRI. The festival began on a Monday evening and ended on the Sunday evening. Each day only one band performed. Each band performed only once. The organizing committee had the task of scheduling the performances of the seven bands - Cactus, Axis, Enigma, Boom, Fish, Dhoom and Bodhi Tree. The festival schedule followed the following conditions: the performance of Bodhi. Tree, the home band of XLRI, did not precede the performance of any other band. Among the visiting bands three were rock bands and the other three were fusion bands. All three bands of the same genre were not allowed to perform consecutively. Boom, which was a rock band, refused to perform immediately before or after Fish. Meet, who was a lead vocalist with a rock band, refused to perform after Angelina. Angelina, the only female lead vocalist in the music fest besides Bony, was with the band Enigma. Angelina refused to perform after Thursday citing personal reasons. Ali, who was the lead vocalist of a rock band, was not with the band Dhoom, and did not perform on Saturday. Sid, the lead vocalist of the rock band Cactus, could perform only on Monday. Rupam, the only male among the lead vocalists of the fusion bands, was with Fish and performed on Wednesday. None of the bands performed in absence of their lead vocalist.All of the following statements can be true except:
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MCQ-> Studies of the factors governing reading development in young children have achieved a remarkable degree of consensus over the past two decades. The consensus concerns the causal role of ‘phonological skills in young children’s reading progress. Children who have good phonological skills, or good ‘phonological awareness’ become good readers and good spellers. Children with poor phonological skills progress more poorly. In particular, those who have a specific phonological deficit are likely to be classified as dyslexic by the time that they are 9 or 10 years old.Phonological skills in young children can be measured at a number of different levels. The term phonological awareness is a global one, and refers to a deficit in recognising smaller units of sound within spoken words. Development work has shown that this deficit can be at the level of syllables, of onsets and rimes, or phonemes. For example, a 4-year old child might have difficulty in recognising that a word like valentine has three syllables, suggesting a lack of syllabic awareness. A five-year-old might have difficulty in recognizing that the odd work out in the set of words fan, cat, hat, mat is fan. This task requires an awareness of the sub-syllabic units of the onset and the rime. The onset corresponds to any initial consonants in a syllable words, and the rime corresponds to the vowel and to any following consonants. Rimes correspond to rhyme in single-syllable words, and so the rime in fan differs from the rime in cat, hat and mat. In longer words, rime and rhyme may differ. The onsets in val:en:tine are /v/ and /t/, and the rimes correspond to the selling patterns ‘al’, ‘en’ and’ ine’.A six-year-old might have difficulty in recognising that plea and pray begin with the same initial sound. This is a phonemic judgement. Although the initial phoneme /p/ is shared between the two words, in plea it is part of the onset ‘pl’ and in pray it is part if the onset ‘pr’. Until children can segment the onset (or the rime), such phonemic judgements are difficult for them to make. In fact, a recent survey of different developmental studies has shown that the different levels of phonological awareness appear to emerge sequentially. The awareness of syllables, onsets, and rimes appears to merge at around the ages of 3 and 4, long before most children go to school. The awareness of phonemes, on the other hand, usually emerges at around the age of 5 or 6, when children have been taught to read for about a year. An awareness of onsets and rimes thus appears to be a precursor of reading, whereas an awareness of phonemes at every serial position in a word only appears to develop as reading is taught. The onset-rime and phonemic levels of phonological structure, however, are not distinct. Many onsets in English are single phonemes, and so are some rimes (e.g. sea, go, zoo).The early availability of onsets and rimes is supported by studies that have compared the development of phonological awareness of onsets, rimes, and phonemes in the same subjects using the same phonological awareness tasks. For example, a study by Treiman and Zudowski used a same/different judgement task based on the beginning or the end sounds of words. In the beginning sound task, the words either began with the same onset, as in plea and plank, or shared only the initial phoneme, as in plea and pray. In the end-sound task, the words either shared the entire rime, as in spit and wit, or shared only the final phoneme, as in rat and wit. Treiman and Zudowski showed that four- and five-year-old children found the onset-rime version of the same/different task significantly easier than the version based on phonemes. Only the sixyear- olds, who had been learning to read for about a year, were able to perform both versions of the tasks with an equal level of success.From the following statements, pick out the true statement according to the passage.
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