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COG-310 IBM Cognos TM1 Developer

Exam: COG-310 IBM Cognos TM1 Developer

Exam Details:
- Number of Questions: The test consists of approximately 60 multiple-choice questions.
- Time: Candidates are given 90 minutes to complete the exam.

Course Outline:
The IBM Cognos TM1 Developer course is designed to provide professionals with the knowledge and skills required to develop and deploy IBM Cognos TM1 solutions. The course covers the following topics:

1. Introduction to IBM Cognos TM1
- Overview of IBM Cognos TM1 and its components
- Understanding multidimensional database concepts
- TM1 architecture and server installation
- Navigating and accessing TM1 data

2. TM1 Cube Design and Development
- Designing and creating TM1 cubes and dimensions
- Building hierarchies and consolidations
- Loading and updating data in TM1 cubes
- Implementing security and access controls

3. TM1 Rule Development
- Creating TM1 rules for calculations and aggregations
- Using formulae and functions in TM1 rules
- Implementing data validation and business rules
- Testing and debugging TM1 rules

4. TM1 TurboIntegrator Process Development
- Introduction to TurboIntegrator processes
- Building data import and export processes
- Automating data updates and transformations
- Scripting and scheduling TM1 processes

5. TM1 Performance Optimization
- Identifying performance bottlenecks in TM1 applications
- Techniques for improving TM1 performance
- Implementing caching and data replication
- Monitoring and tuning TM1 server performance

Exam Objectives:
The test aims to assess candidates' understanding and proficiency in the following areas:

1. IBM Cognos TM1 fundamentals and components
2. TM1 cube design and development
3. TM1 rule development for calculations and validations
4. TM1 TurboIntegrator process development
5. TM1 performance optimization techniques

Exam Syllabus:
The test syllabus covers the Topics mentioned in the course outline, including:

- Introduction to IBM Cognos TM1
- TM1 Cube Design and Development
- TM1 Rule Development
- TM1 TurboIntegrator Process Development
- TM1 Performance Optimization

Candidates are expected to have a comprehensive understanding of these Topics to successfully pass the test and demonstrate their proficiency in developing and deploying IBM Cognos TM1 solutions.
IBM Cognos TM1 Developer
Cognos Developer test success

Other Cognos exams

BI0-132 Cognos 8 BI Metadata Model Developer
BI0-210 Cognos 8 BI Professional
COG-310 IBM Cognos TM1 Developer

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D. Ignore
Answer: A
Question: 55
An application developer needs to update dimensions and then load data into a cube during off
hours. Which of the following options can be used for this?
A. Chores
B. Rules
C. Conversion
D. Worksheets
Answer: A
Question: 56
When an application developer constructs a cube, what is the minimum number of
dimensions the cube must contain?
A. 1
B. 2
C. 3
D. 4
Answer: B
Question: 57
When the source data contains more dimensions than the cube, which of the following options
should be used to summarize the unused data?
A. Store
B. Create
C. Accumulate
D. Consolidate
Answer: C
Question: 58
When using TI to import data, each column in the source is assigned to which of the following?
15
A. Content
B. Map
C. Formula
D. Variable
Answer: D
Question: 59
An application developer needs to know the last time the Sales Forecast cube was updated.
The cube file, including the date and time stamp, can be found in which of the following
locations?
A. In the data directory.
B. In the data file.
C. On the web server.
D. On the admin server.
Answer: A
Question: 60
When users cannot access a TM1 application, the application developer should ensure the host
process is correct. Which of the following is the host process?
A. TM1 data server
B. TM1 admin server
C. TM1 web server
D. TM1 local server
Answer: B
Question: 61
Why would an application developer apply a numeric attribute to an element?
A. To store a numeric code for the color of a product.
B. To display the account number instead of the account name.
C. To display the values in an alternate format.
D. To store the square footage of a store for capacity planning.
Answer: D
16
Question: 62
Which of the following attributes can be used to display element names in multiple languages?
A. Text
B. String
C. Alias
D. Format
Answer: C
Question: 63
Data is loaded into cells in a cube. A cell is identified by the intersection of items from which
of the following objects?
A. Attribute
B. Subset
C. Dimension
D. Slice
Answer: C
17
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The A-level test results are out in the UK. Over 350,000 teenagers have been placed on undergraduate courses, according to UCAS, the organization that manages applications to UK full-time higher education courses. And while they jump for joy, excited at the prospect of going to university, some social commentators and education critics are harrumphing.

They feel that despite their success, these exam-savvy youngsters are woefully ill-prepared for the real world. And that the ones who go to university are simply entering outdated institutions that don’t prepare them for the world of work.

Most university courses aren’t vocational. Yet, the debts that mount up throughout a course (an average of £50,000) are forcing students to create a “personal brand” and a portfolio of work before they leave – so that they have a chance of competing in a crowded marketplace once they graduate.

In the past, students were only expected to step-up their writing, thinking and analytical skills while at university. Now, they’re expected to take Instagram-worthy internships and use social media to network their way to success. They’re expected to document their skills and capabilities across a range of social media so that they can effectively secure work opportunities.

A report from the Department of Education showed that in 2017, graduates and postgraduates had higher employment rates than non-graduates. And that the average, working-age graduate earned £10,000 more than the average non-graduate.

So good, so far. But this emphasis on securing work is contributing to a hole in their university life. This manifests as poorer quality reading and writing skills on the essays they write throughout their course. And the writing they do in the business world. This is not new. And it’s not down to youngsters spending more time on Snapchat than perusing the abridged works of Shakespeare. But it’s a skill gap that doesn’t seem to be closing.

Many arrive at university after years of teachers “teaching to the test”. Students haven’t necessarily been given the opportunity to think for themselves. At least, not in an academic sense. Their teachers have been judged on results throughout their teaching careers. So, their primary task hasn’t been to help students to write fluently, or accurately. In fact, while 26.4% of exams scored an A or A*, just 1.8% of English language exams were graded A*. Overall, the teachers have done their jobs, which has been to get their pupils to pass. And the overall pass rate for 2018 sits at 97.6%.

But when school leavers get to university, many will find themselves in a quandary. It’s likely that they’ll feel a pressure “to get their money’s worth”. Yet, they’ll also be faced with a barrage of new concepts and theories. And they may not have the writing skills to communicate them effectively. Ironically, this can hamper their chances in the job market.

A Royal Literary Fund report called “Writing Matters” labeled the writing skills of students “shocking” and “inadequate”. What’s more, an academic survey cited in this report found that 90% of lecturers said it was necessary to teach writing skills to students. Yet, university is structured so that the teaching of writing skills is not embedded into courses. It’s a veritable chicken-and-egg situation.

In any case, qualifications alone don’t sell themselves anymore. So, students need to see themselves as a package, not as a vessel for their test results. They need to hone their soft skills – their ability to think well, write well, be emotionally intelligent and communicate with themselves and others.  Employers want to hire people who are creative, resourceful and resilient.

So, as students crack open the prosecco and celebrate their results – I say we provide them a break. Going to university is a massive life transition in itself, as is starting work for the first time. It’s easy to forget the days when you couldn’t boil an egg. And it’s easy to forget that it’s the system itself that isn’t teaching students the writing and communication skills they need to truly succeed in life and work.

Thu, 16 Aug 2018 00:03:00 -0500 Greta Solomon en text/html https://www.forbes.com/sites/gretasolomon/2018/08/16/how-exam-success-masks-lack-of-writing-skills/
Exam Expectations

Students should double check the location of their test prior to arriving at the Accommodated Testing Center. PTS uses other locations across campus as needed and will change the location in the PTS Student Portal. The PTS Accommodated Testing location is STEW G59.

Check-in Process

To check in for an exam, students will need the following items:

  • PUID (required for all testing appointments)
  • Pens/pencils, erasers, rulers, calculators, etc.*
  • Any materials students are allowed to use on their test as specified by their instructor and/or accommodations

* PTS will not provide writing utensils or calculators. Students must bring their own supplies.

Students will be asked to place all of their electronics (i.e. cell phone, smart watch, etc.) into an envelope and turn them in to the Proctor prior to receiving their exam. If students have any questions during their test or they feel as though their accommodation is not being met, they are asked to inform the PTS Staff immediately.

Student Expectations

Breaks: Students are expected to treat breaks as they would in most classrooms. Bathroom breaks will not be allowed unless specified otherwise. If students have concerns about breaks during examinations, they may contact their access consultant.

Food and Drink: Only a CLEAR water bottle will be allowed in the testing rooms.

Keeping Time During an Exam: Clocks will available on the walls in the test rooms to keep track of the test time. There will not be clocks at each individual seat. If a student feels the need to keep time at their seat, they may wear a non-smart watch that does not make noise. Their watch must be approved by the proctor in order to take it into the test room. Official time of the test will be kept by PTS staff.

Personal Belongings: All items (hats, purses, scarves, hoodies, etc.) will need to be stored in a bag provided to the student upon their arrival to the Testing Center. These bags are sized to fit under their testing station during their test time.

We do ask students not to bring additional items other than what is required for their test to the Testing Center.

We understand that students may be taking exams in-between classes and may have backpacks. In this case, they will need to store them in one of the bags provided by the PTS staff.

If a student is seen reaching into the provided bag during an exam, they are at risk of having their exam terminated as a possible breach of academic integrity. Students will continue to turn in their cell phones and smart watches to the proctor at the time of check-in as has been the procedure in the past.

Exam Start Time: Students must start their test within 15 minutes of their scheduled start time. Failure to start on time may result in not being able to take the exam. Please be sure to take this into consideration when planning travel to the Testing Center.

PUID: Students are required to present their PUID to check-in for each exam. No other form of ID will be accepted and students will be at risk of not being able to take their test without their PUID.

Scantrons: All scantrons must be completed within the allotted test time. If students have an accommodation that requires PTS staff to fill out their scantron, the student must inform the proctors at time of turning in their exam. Failure to do so may result in a scantron not being filled out and answers not graded.

Fri, 04 Aug 2023 11:07:00 -0500 en text/html https://www.purdue.edu/studentsuccess/testing-services/accommodated-testing/rules.php
Why Developer Success leads to Business Success

In today’s tech landscape, engineering talent is one of the most valuable assets that an organization can have. However, increasing attrition rates among developers means that retaining quality developer talent is also one of the biggest challenges for business leaders. Even despite sweeping layoffs in tech, engineers are still in high demand

At the center of software engineering innovation are teams of developers. Teams of great developers build new products, services and entire businesses – they are the core of modern business strategy. Now that technology teams are being asked to do more with less resources, skilled engineers are more important than ever before. 

So what are business leaders to do in this uniquely challenging tech talent environment that has left many engineers burdened with extra responsibilities? Business leaders need to focus on creating an engineering culture that attracts, rather than repels talent. In the tech industry, engineering culture is inextricably linked to business success. Here’s how to create a culture where developers want to stay.

Focus on the Experience

Leaders of all stripes are tasked with ensuring that their employees are supported, engaged, and motivated to do their best work. However, the route to achieving these outcomes can sometimes seem vague and elusive. 

Research from Google shows that there are several key pillars for creating a strong organizational culture. The first is psychological safety. It is important for employees to know that they can take risks without feeling insecure or ridiculed. This is especially important for highly creative roles like software engineering where developers are often asked to create something out of nothing. Ensuring space to experiment with new approaches is crucial. 

Secondly, it’s important to create an environment where dependability is at the center. This means that team members and leaders alike can be counted on to do high quality work in a timely manner. Developers often face immense pressure to ship functional code on a daily basis. It’s important that they can depend on their team members and leaders to each do their part in order to drive projects forward. This relates to the third pillar of cultural success – structure and clarity. The goals, roles, and plan for execution within a team must be clearly communicated by leadership. 

The final two pillars for cultural success are ensuring that the meaning of work is clear, and that they can easily see the impact that their work is creating. For developers, these two components are key. Sometimes, the work of a software engineer can be very routine and can involve an exorbitant amount of time spent on small fixes and updates that seem insignificant. Making sure to communicate the value that your team members bring to the business is crucial in these instances. Prioritizing this creates a strong positive feedback loop for outcomes and for team wellbeing: the more developers see that even difficult work will be valued, the more they’ll be motivated to stay in your organization.

As you continue the hunt for new talent to fill gaps within your organization, don’t forget to focus on making your current employees’ experience so great that they want to stay with your organization longer and do their best work. Additionally, by keeping your current engineering teams happy and supported, you’ll likely see an uptick in engineer to engineer referrals, creating an organic talent pipeline from outside your organization. 

Realize that Transparency is Key

Another key facet in ensuring healthy engineering teams is to be as transparent as possible. Information asymmetries can be damaging. What I mean by this is that developers can’t do their jobs effectively if they don’t have insight into the workflows on their teams or don’t have context into decision-making that impacts them. 

A great way to bake transparency into your engineering culture is to help them see the impact they are making on the business with their contributions. Utilizing a software delivery intelligence platform can help developers have concrete data showing their progress towards individual and organizational goals. Engineering managers can use this data to celebrate progress on previously invisible work. 

Manulife is a great example of an organization that adopted engineering analytics as part of their culture with great success. Manulife set out to create an engineering culture that was based on trust amongst their engineering teams. The concrete data that they used to analyze their engineering process revealed hidden talent within their teams that they may not have found without a data-driven approach. Additionally, it allowed for deeper transparency when it came to promotion decisions within engineering teams. 

Employees value transparency because it leads to greater autonomy, communication, and ultimately, better business outcomes. An engineering culture that lacks transparency is sure to be plagued with high attrition and low value delivery to customers. 

Empower Your Team to Remove Roadblocks

The role of a developer grows with complexity as new technologies, programming languages, and methodologies are continually introduced. It is up to engineering leaders to help their teams remove potential barriers that are blocking them from being successful in their roles. 

As an engineering leader, I am constantly working to understand how to best manage complexity. I have a thesis that as an organization grows, it can only execute effectively on simple ideas, rather than complex ones. This is because there’s this coordination and friction associated with growth and change that generates a huge amount of unknowns in terms of dependency management. If you’re not careful, the complexity associated with a given project can stop it dead in its tracks.

This is where taking a data-driven approach to engineering leadership kicks in once again. Rather than setting targets for your teams that are based on standards with no concrete backing, instead, look at the data associated with your engineering teams to get to the heart of what seems like a complex issue, thus simplifying it. Data-driven insights help organizations manage complexity more efficiently.

Finally, a data-driven approach to engineering leadership also helps team members to remove roadblocks that may be slowing their projects down. Allowing your team to operate in an efficient way while consistently delivering value will make them happier in the long run. 

The importance of software developers to business outcomes will only increase in the coming years. The Bureau of Labor Statistics predicts that between 2019 and 2029, there will be a 22 percent growth rate for software engineering roles, which is considerably higher than the average 4 percent growth rate for other occupations. This means that business success is quite literally tied to the success of developer teams. 

By focusing on improving the developer experience through transparency, autonomy, and empowerment, organizations can expect more stability in the coming years. The key here is to be committed to using data-driven insights to properly support and uplift your teams. In the current job landscape, culture is king. Developers will continue to demand a stellar work culture, and it’s the job of engineering leaders to deliver it. 

Thu, 16 Mar 2023 12:00:00 -0500 en-US text/html https://sdtimes.com/software-development/why-developer-success-leads-to-business-success/
Exam Schedule

Four-day Classes
Examinations for subjects which have meetings in both the Monday/Wednesday/Friday (MWF) and Tuesday/Thursday (TT) sequences should be scheduled according to the sequence in which they have the greater number of times. If a class meets an equal number of times in each sequence, the examination should be scheduled according to the sequence which shows an earlier date or time in the examination schedule.

i.e., for MTWF or MWTHF courses, refer to the MWF examination time. For MTWTH of MTTHF courses, find both the MWF test time and the TT test time—your test is scheduled for whichever date/time is earlier.

Common test Times
All sections of Accounting 203 and 204 as well as all sections of Mathematics 171, 172, and 271
have a common test on Monday, December 11, 9:00 a.m.

Half-Semester Courses
Exams for undergraduate courses meeting during the first half of the semester will be
scheduled on the last day of class. Exams for undergraduate courses meeting during the
second half of the semester will be scheduled according to the test schedule above.

Labs and Combination Lecture/Lab Courses
Exams for labs, if given, should be administered during the final lab period. Exams for
combination lecture/lab classes should be administered according to the test schedule above.

One-credit PER and MUSC Courses
Exams for one-credit PER and MUSC courses, if given, will typically be scheduled for the final
class period.

Graduate Courses
Graduate courses will typically follow the full eight-week schedule, with the test on the final
day of class.

Thu, 02 Dec 2021 09:00:00 -0600 en text/html https://calvin.edu/offices-services/center-for-student-success/registration/exam-schedule/index.html
EXAM SUCCESS

Harrow's GCSE students appear to have done better than ever in this year's examinations.

Harrow's GCSE students appear to have done better than ever in this year's examinations.

Provisional figures show that 56.7 per cent of students received five or more A* to C grades compared to 55.1 per cent last year.

Cllr Archie Foulds, portfolio holder for education, said: 'Once again our pupils, supported by their teachers and other school staff, have achieved some excellent and well deserved results.'

Sat, 01 Jul 2023 12:46:00 -0500 en text/html https://www.newsshopper.co.uk/news/6460988.exam-success/
De-Cram Your Exams Resources

As a member of the MIAA and NCAA Division III associations, Hope College sponsors 22 varsity sports for men and women. The college is home to the 2022 NCAA Division III National Championship women’s basketball team.

Tue, 10 Nov 2020 21:36:00 -0600 en text/html https://hope.edu/offices/academic-success-center/de-cram-your-exams.html
SLU LAW Recognized for Bar test Success

Saint Louis University School of Law was recently featured on TaxProf Blog as being ranked 7th in the nation in a recent study identifying which law schools add the most value to ultimate bar passage rates for their students. 

The three-year study looked at the ultimate bar passage rate performance of 186 ABA-approved law schools for the period of 2017-2019. SLU LAW’s ranking reflects its overperforming predicted expectations for ultimate bar passage based on the undergraduate GPA and LSAT scores of incoming students.

A group of law students study together at the Vincent C. Immel Law Library in Scott Hall.

SLU LAW also recently posted its highest first-time Missouri bar passage rate in over a decade, with 94.6% of its first-time takers passing the July 2023 Missouri bar exam.

On the work done by SLU LAW to prepare students for the bar exam, the Director of Academic and Bar test Success, Antonia Miceli said, “This ranking, along with our recent Missouri bar test pass rate, is a reflection of so many things that make SLU LAW special - hardworking and dedicated students, faculty who apply a truly student-centered approach to their teaching, and a robust and comprehensive academic and bar test success program that supports students from the summer before their 1L year clear through passing the bar exam. I am so proud to be a part of the SLU LAW community and to play my part in helping our students and alumni achieve their ultimate goal of becoming licensed attorneys.”

Professor Miceli is also the co-author of The Ultimate Guide to the Uniform Bar Examination (Wolters Kluwer 2021). Her work alongside Professor Petina Benigno, the Assistant Director of Academic and Bar test Success, demonstrates SLU Law’s investment into its students success. For students of SLU LAW, please visit the Academic Resource Center to see materials about bar test success.

If you are interested in donating to SLU LAW and being the reason our students have space to succeed following graduation, please visit the Academic Resource Services Support Fund. The Academic Resource Services Support Fund helps to assist students with costs associated with law school and the Bar Exam.

Sat, 30 Sep 2023 00:53:00 -0500 en text/html https://www.slu.edu/law/news/2023/bar-exam-success.php
Access & Success
Scripps Oceanography students participate in the scientific diving program.

Learn how Scripps works to attract, retain, and support a diverse faculty, staff, and student body with the goal of reflecting California demographics and achieving institutional excellence at Scripps.

ACCESS Justice Initiative (Addressing Climate Change through Environmental Science and Social Justice)

ACCESS Justice Initiative (Addressing Climate Change through Environmental Science and Social Justice) invites underrepresented scholars to discuss how their research has local impact on communities around the world.  This will be an opportunity to highlight Scripps-led research that has a substantial local community impact and/or is used to further environmental or social justice efforts.   The Initiative includes a quarterly lecture series and an annual symposium. Contact scrippsdiversity@ucsd.edu for more information on how to participate. 

Bridge Builders Foundation

In partnership with the Bridge Builders Foundation, Scripps Institution of Oceanography provides youth of color opportunities in higher education through a hands-on science program at Scripps. High school students live in UC San Diego college dorms, participate in activities related to Scripps Oceanography science and research, and learn about academic and science career opportunities directly from professionals at Scripps Oceanography and the National Oceanic and Atmospheric Administration (NOAA). The program and activities are organized in partnership with Scripps and Birch Aquarium at Scripps.

The Bridge Builders Foundation is a nonprofit organization based out of Los Angeles that seeks to remove barriers of race, poverty, ignorance and despair through youth mentoring and educational support. Its programming and college readiness mentoring is intended to help youth of color achieve their full potential and succeed in all areas of life.

Learn more about the Bridge Builders Foundation and the marine science program at Scripps Oceanography. 

DEEP Connections Initiative (Developing Engagement through Existing Pipeline Connections)

DEEP Connections (Developing Engagement through Existing Pipeline Connections) Lecture Series explores the many intersections of diversity and science by highlighting the amazing scientific endeavors of traditionally underrepresented and marginalized scholars who are also advocates, actively engaged in advancing equity, diversity and inclusion (EDI) in the fields of earth, ocean and atmospheric sciences. Join us for an exciting and informative discussion about their work and their EDI-related efforts.

See recordings of past lectures and the schedule for upcoming lectures

DIVERSITY IN DIVING

As a leader in the scientific diving community, Scripps has a unique and powerful opportunity to exert significant influence over diver demographics and to build a more inclusive dive community. With logistical support from Scripps’ dive staff, development team, key faculty and student leads, the Scripps Office of Equity, Diversity, and Inclusion is working to launch DIVERsity, a program designed increase access to professional dive training (i.e., scientific diving) for outstanding undergraduate and graduate students from diverse and underserved backgrounds.

This program is open to all current and incoming UCSD students with any level of swim and/or dive proficiency.

Learn more or support this effort

Graduate Application Assistance Programs

Scripps Oceanography has programs to assist in recruitment of diverse graduate students, and aid in the application process.

Scripps IMPROVES

Scripps IMPROVES (Inclusive Mentorship Program for Retention & Outreach thru Value-driven Engagement & Support): Initiative offers tiered mentorship training and engagement opportunities to support the Scripps community at various stages of career pathway.

Scripps HIRES

Scripps HIRES (Hiring thru Inclusive Recruitment & Engagement Strategies): This initiative provides support to staff search committees through training on implicit bias in hiring, and best practices for inclusive resume screening and interviewing. Program also provides guidance for targeted outreach to affinity-based professional associations to encourage a diverse candidate pool.

Know of a speaker or program that you’d like to see highlighted in one of these programs? Contact scrippsdiversity@ucsd.edu

Mon, 31 Aug 2020 09:10:00 -0500 en text/html https://scripps.ucsd.edu/diversity/access-success
EXAM SUCCESS

As a subscriber, you are shown 80% less display advertising when reading our articles.

Those ads you do see are predominantly from local businesses promoting local services.

These adverts enable local businesses to get in front of their target audience – the local community.

It is important that we continue to promote these adverts as our local businesses need as much support as possible during these challenging times.

Mon, 17 Jul 2023 01:37:00 -0500 en text/html https://www.newsshopper.co.uk/news/6460967.exam-success/
Speech test success

IN the LAMDA examinations held on November 24 and 25, the pupils of Jean Willis of Great Harwood achieved the following results.

Speaking of Verse

and Prose

Honours: Tanith Hope, Meera Kumar, Matthew Nolan, Shereen Perera, Sepideh Zekavat.

Distinctions: Emily Ashworth, Gemma Bland, Laura Charnley, Kaitlin Duggan, Zahra Hanif, Amy Howarth, Olivia Hunter, Elise Leaver-Heaton, Rosie Pilling, Heather Kerr (Silver Medal).

Pass: Rachel Batchelor, John Burton, Sue-Marie George, Hazel Rycroft, Alexander Spencer, Jemma Walsh, Alexander George (Bronze Medal).

Reading for perfomance

Distinction: Heather Kerr.

Spoken English

Distinction: Ruth Fish, Chuan Voong, Laura Brown, Emma Fish (Certificate of Merit).

Pass: Sumeet Chattree, Shehan Perera.

Public Speaking

Honours: Alexander George (Bronze Medal).

Thu, 06 Dec 2001 22:00:00 -0600 en text/html https://www.lancashiretelegraph.co.uk/news/5996556.speech-exam-success/




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