Ibm maximo asset management v6

000-027 study materials

IBM Maximo Asset Management V6.2 Implementation
000-027 Test information:
Number of questions: 71
Time allowed in minutes: 90
Required passing score: 69% 
000-027 Test languages: English

000-027 Sample / Assessment test:
Test your knowledge prior to taking the 000-027 test.
Related certifications:
IBM Certification Deployment Professional — Maximo Asset Management V6.2
 
Courses and publications are offered to help you prepare for the 000-027 exam certification tests. The courses are recommended, but not required, before taking a 000-027 exam test. When preparing for the certification test, keep in mind that real world experience is required to stand a reasonable chance of passing the certification test. 

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1. What must be created before populating the Tools application?
A. Item Sets
B. Item Master Owner
C. Vendors for the Items
D. Storeroom assignment
Answer: A

2. In order to use the item records at the site level, to what must the item be added?
A. Asset
B. Location
C. Storeroom
D. Rotating Asset
Answer: C

3. What is the maximum value (as a percentage of total cost) that an item identified as conditioncoded can have?
A. 25%
B. 50%
C. 75%
D. 100%
Answer: D

4. Which menu option must be used to grant a user the authority to add or remove users to one or more Security Groups?
A. Security Controls
B. Database Access
C. Set Security Profile
D. Authorize Group Reassignment
Answer: D

5. In a routing type workflow process, on which nodes does IBM Maximo Asset Management V6.2 use the information specified to deliver the record to individuals?
A. Condition and Task
B. Manual Input and Task
C. Interaction and Manual Input
D. Manual Input and Subprocess
Answer: B

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Zero: sometimes nothing is something

Zero: Sometimes Nothing Is Something

What’s in a number? In the case of the number zero, quite a bit. The story of this humblest of numbers — after all, it stands for nothing — is so interesting that in recent years several journalists have written popular books tracing its history. Friendships have been ended, philosophical battles engaged in, heretics excommunicated, and battleships sunk — all because of zero.

As Charles Seife points out in one of the best of these books, Zero: The Biography Of A Dangerous Idea, the concept of zero was developed by Babylonian mathematicians. Earlier peoples had no idea of the concept of zero, and no use for it. The most ancient civilizations seem to have used no numbers except «one», «two», and «many». But the Babylonians used the abacus — a sort of ancient computer in which pebbles are arranged into different columns to keep track of amounts — to figure large numbers.

«Adding numbers on an abacus,» Seife writes, «is as simple as moving the stones up and down. Stones in different columns have different values, and by manipulating them a skilled user can add large numbers with great speed.»

The problem arose when it came time to write those numbers down. If you look at an abacus, you can tell whether one pebble means 1 or 10 because of which column it’s in. The Babylonian system for writing numbers was based on the abacus’ there was a single symbol that stood in for the pebble — but there was no way to represent which column that «pebble» belonged in, so that 1, 10 or 1000 looked identical when written down. (They all looked like «pebble». So, to keep these numbers from appearing identical to each other, the Babylonians developed another symbol to indicate which column in the abacus the «pebble» belonged to. That way, you could tell whether you were looking at one, 60, or 600 — this new symbol told you, in effect, how many zeros to place after the number.

Simple enough. But Greek mathematicians — whose work influenced the way the subject was taught for centuries afterward _refused to adopt this Babylonian practice, even though doing so would have simplified many of their calculations enormously. After all, the Greek approach to math was highly philosophical. They couldn’t simply accept the zero as a sort of placeholder symbol, but they had to analyze its properties and notice its behavior when combined with other numbers.

Zero doesn’t behave like other numbers. If you add it to any other number, the first number remains unchanged; the same is true of subtracting zero. Multiplying and dividing by zero are equally dicey. Zero violates laws of logic followed by every other number; it seems to call the entire number system into question. For thinkers as rationalistic as the Greeks, this was unacceptable. Aristotle firmly rejected the idea, and his influence on subsequent Christian metaphysics was such that zero went unused in the West for hundreds of years.

Finally, Muslim mathematicians’influenced by Hindu mathematics, which did accept the idea of zero — revived the concept in the West; they ignited a controversy over Aristotle’s ideas in general which led to church councils, heresy trials and a great deal of spilled ink (if not blood). Ever since, philosophers and mathematicians have been attracted and repelled by the idea of zero. Henri Bergson, a once-dominant French thinker of the early twentieth century, theorized that the ability to imagine a negative quality the absence of something was among the skills that separated humans from animals; and writer Thomas Pynchon built his massively influential novel Gravity’s Rainbow (1973) around the paradox of the fact that certain equations seem to go beyond the zero (as the book’s first section is titled).

More recently, zero caused plentiful mischief because of its effect on certain kinds of computer codes. Seife recounts the story of the USS Yorktown, an American missile cruiser that ran aground after the engineers who installed its new engine-control software failed to remove a zero that was supposed to be removed from the code. And we all still remember the madness that attended New Year’s Eve 1999 — when millions waited to see whether old computer mainframes, which hadn’t been programmed to handle the existence of a year 2000, would malfunction, causing according to the gloomiest forecastsweapons malfunctions, bank wipeouts, powergrid failures, and general darkness upon the face of the earth.

Thankfully, a massive code-cleanup effort in the couple of years preceding 2000 prevented the Western world from falling into exactly the chaos that, for the Greek mathematicians, had seemed to lurk in this little, misbehaving number.

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How to get a degree in psychology

How To Get A Degree In Psychology

In order to learn how to get a degree in psychology, you must first determine what kind of psychology career you want to pursue and what type of school you want to attend in order to start down that career path. There are many psychology degrees at all education levels and many directions you can take after getting these degrees. The first step to learning how to get a degree in psychology is to figure out what kind of psychology professional you want to become.

A psychology degree could lead you to a future as a therapist or serve as a stepping-stone to a career in criminal justice, business, advertising or many other fields. There are also vocational programs such as associate’s degrees that prepare you to assist doctors, therapists and other important practitioners in the psychology field. In order to determine what kind of degree you want to get, from a certificate to a PhD, you will need to examine your interests, abilities, strengths and weaknesses. You will also need to figure out what you value most in your work and honestly evaluate your options in terms of budget, schedule and what environments you are comfortable working in.

Once you know what kind of career you want and have learned what kind of degree you will need, then you can determine how to get a psychology degree based on the schools that best suit your particular set of goals. Visit the schools and see if you like them, spend some time researching how they assist their graduates, and see what kind of careers the alumni have entered into. Fortunately, there are as many diverse options for earning your degree as there are students. You can go to school part-time and keep your job or continue taking care of your parenting responsibilities. You can also choose to go to school online, at a traditional university, part-time or full-time.

Once you have it narrowed down to a handful of schools, the admissions counselors can help explain how to get a degree in psychology at the colleges you have chosen.

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Emergency kits for survival or emergencies

Emergency Kits For Survival Or Emergencies

Putting together an emergency kit would be a good idea for a number of scenarios. How you go about building your emergency kit or kits will depend on what kind of emergency you may have to deal with and even where you live. Your location could be just as important to what goes into your kit as the reason for making one in the first place.

Do you plan on hauling your emergency kit on your back, putting it in your car or will it be used for your home only? You may want to consider making a couple kits. you can even have one to go in case you have to quickly leave. Whatever type of kit you make, the items you put into it had better stay there. Do not start to take items out to use because you may not put it back. When you most need it won’t be there and you forgot where it is.

The kinds of containers can vary greatly. If you have a kit to carry with you, will it be a strong bag or a hard case? For your home you have lots of container options. In our house we bought some large clear plastic storage boxes so you can see inside of them and we labeled the outside to identify the contents. Find a location that will keep them out of the way but easily accessible for you.

The items that you include can be tailored for your needs but should include water, food, light source and first aid. The list can go on so do some research to see what would be appropriate for you situation. Your emergency kit to go could be much different than that used for your home. Do some research online and you will find a multitude of info. There are also some excellent books available to help your emergency preparedness.

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Advantages of student's participation in college communities

Advantages of Student's Participation in College Communities

Each student is obliged to take an active part in college life to be abreast of the main changes occurred in the academic process. This is why it is desirable for them to be engaged into specific college unions providing them with useful information. In this respect, service learning is an important part of education program where students can evince their academic achievement by means of voluntary efforts. Indeed, volunteer work provides numerous advantages for educational process.

The main benefits of service learning for students:

1.Service learning positively influences personal development of students’ work in class and outside it. Besides, students get more socially competent.

2.Service learning creates good opportunities for students to be more active and to provide positive contributions to their career development.

3.These activities assist students in acquiring knowledge and skills necessary for their professional growth. While participating in service-learning activities, students deposit greatly to their grades and academic level.

It is obvious that service learning have demonstrated incredible benefits for almost all aspects of student life, specifically for their academic success. They also provide students with the skills that will be of great use in future. Finally, service learning has considerably increased students’ interest in knowledge acquisition. In general, such activities prove that students’ involvement in communities is beneficial.

Other benefits of involvement in community service:

1.Psychological merits: it has been proved that students are developing a more positive thinking when being engaged in communities.

2.Social merits: students are enhancing their communicational skills when establishing contacts with each other, which increases students’ social awareness.

3.Cognitive merits: participating in communities enable students to develop their political awareness and to train critical thinking and decision-making skills.

4.Cultural benefits: when participating in international communities, students have an opportunity to learn different cultures and traditions through communication.

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