حل تشریحی سوالات زبان تخصصی (انگلیسی) - کنکور ارشد مهندسی کامپیوتر 1403

PART C: Reading Comprehension Directions: Read the following three passages and answer the questions by choosing the best choice (1), (2), (3), or (4). Then mark the correct choice on your answer sheet. PASSAGE 1: First, there is the question of a definition of a computer virus. There is currently no agreement in the computer community. To the general reader differences may appear slight but to the technician they are major. There are many who consider computer viruses as the offspring of Dr. Frederick B. Cohen. He created a virus, as part of his doctoral thesis, in an effort to find ways to defend computer systems from self-replicating programs. There are others who claim that computer viruses existed well before 1984 when Dr. Cohen did his research. The debate about the appearance of the first virus will probably continue far into the future. Currently it does not appear likely that computer scientists will agree upon an 'official' definition of the term. Dr. Cohen first made his research public at the 1984 National Computer Security Conference. He made his findings known to an international audience during his presentation that same year at the International Federation for Information Processing Computer Security Conference in Toronto, Canada, IFIP/Sec '84. That conference was sponsored by IFIP Technical Committee 11 responsible for information processing security. It was attended by several hundred computer security specialists from all over the world. We often tell our lecture audiences about the reaction to his presentation at that meeting. Later in the day, after Dr. Cohen presented his paper, we met with several computer security directors from Europe and Asia. Most of them felt that Dr. Cohen's report was interesting but esoteric. One security director from a major multinational corporation remarked that it was most interesting to him that an American university would provide a young man with a laboratory "to play games." He could see no "practical" application of the research and felt that it too would disappear among the many "useless, academic studies."

PART C: Reading Comprehension Directions: Read the following three passages and answer the questions by choosing the best choice (1), (2), (3), or (4). Then mark the correct choice on your answer sheet. PASSAGE 2: The programming process can be subdivided into a number of tasks of which debugging is perhaps one of the most pervasive. For example, it is frequently estimated that testing and debugging account for approximately 50% of the cost of new systems development. This situation holds also for the later maintenance phase. Furthermore, the introduction of new approaches such as fourth-generation languages does not immediately threaten much of the current mode of system development and enhancement. Debugging can be regarded as a problem-solving task in which the interaction between programmers' knowledge structures and environmental variables determines the effectiveness of debugging performance. While acknowledging that individual differences play a major role in debugging effectiveness, this paper investigates one of the environmental variables--the nature of the program bug--to examine its effect on the debugging process. The ultimate aim of the paper is to contribute to a general theory of program bugs. Debugging studies such as those by Gould & Drongowski (1974) and Gould (1975) addressed the effect of the type of programming language statement containing the bug on debugging performance. They found that assignment bugs were much harder to detect and correct than were array or iteration bugs. Unfortunately, the routines Gould used were statistical routines and the assignment bugs involved knowledge of statistics, i.e. domain knowledge not commonly possessed by the average programmer. These results highlight the anomalies that may arise when we do not have a general concept of program bugs. Furthermore, they illustrate the need to investigate the nature of bugs if research into debugging is to progress.

PART C: Reading Comprehension Directions: Read the following three passages and answer the questions by choosing the best choice (1), (2), (3), or (4). Then mark the correct choice on your answer sheet. PASSAGE 3: In parallel with the growing recognition of computer design and engineering as a distinct area of professional activity, computer development moved from universities to the private sector. As has been well documented, many companies entered the field in the 1950s. In fact, individuals from companies rather than universities dominated the organizing committee of the first JCC. This new industry was also where the identity of the computer engineer was ever more solidly linked to preexisting academic credentials (such as degrees in electrical engineering), specialized expertise, control over specific work tasks, and differentiation from other professionals. The case of Engineering Research Associates (ERA) offers further insights about the position of engineers in one pioneering firm. Founded in the mid-1940s, this Minneapolis-based company's early activities included developing electronic data-processing systems, especially for the US Navy; it was later well known for its stored-program computer, the 1101. The company's founders and early personnel included a roughly even mix of mathematicians, electrical engineers, and physicists. Yet as the firm grew, engineers increasingly filled its ranks. Per Arthur Norberg, "40 percent of the 1943 electrical engineering graduates of the University of Minnesota ... joined ERA after the war and a significant number ... of the class of 1951 accepted their first job at ERA." Additional details can be gleaned from a 1952 personnel directory, which reveals that more than 60 percent of the company's "professional" staff held engineering degrees. Furthermore, more than 40 percent of this same group had at least one degree in electrical engineering, and between half and two-thirds of the company's directors and vice presidents held electrical engineering degrees. .