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NEW QUESTION: 1
What is the most effective way to capture and manage content posted to commercial social media sites? (Choose 2)
A. Use the sites' native capabilities and APIs to identify and capture relevant content,
B. Develop custom applications that can capture content directly from the sites.
C. Create applicable search queries and RSS feeds and capture the resulting outputs.
D. Capture content as screenshots, then print and file according to the classification system.
Answer: A,C

NEW QUESTION: 2
ある企業が、世界中の顧客向けに新しいモバイルゲームをAWSにデプロイしています。開発チームはAWSコードサービスを使用し、次の要件を満たす必要があります。
-クライアントはバックエンドからリアルタイムの再生データを送受信する必要があります
頻繁に、最小限の待ち時間で
-ゲームデータはデータ常駐要件を満たす必要があります
DevOpsエンジニアがニーズを満たすために実装できる戦略はどれですか？
A. バックエンドアプリケーションを複数のリージョンにデプロイします。コードリポジトリを更新すると、リージョンで2段階のビルドおよびデプロイメントパイプラインがトリガーされます。リージョンでのデプロイが成功すると、パイプラインは別のリージョンのパイプラインを呼び出し、ビルドアーティファクトの場所を渡します。
パイプラインはアーティファクトの場所を使用し、アプリケーションを新しいリージョンにデプロイします。
B. バックエンドアプリケーションを単一リージョンの複数のアベイラビリティーゾーンにデプロイします。 Amazon CloudFrontディストリビューションを作成して、アプリケーションバックエンドをグローバルな顧客に提供します。コードリポジトリを更新すると、2段階のビルドおよびデプロイメントパイプラインがトリガーされます。パイプラインは、バックエンドアプリケーションをすべてのアベイラビリティーゾーンにデプロイします。
C. バックエンドアプリケーションを複数のリージョンにデプロイします。 AWS Direct Connectを使用して、アプリケーションバックエンドをグローバルな顧客に提供します。コードリポジトリを更新すると、リージョンで2段階のビルドおよびデプロイパイプラインがトリガーされます。リージョンへのデプロイが成功した後、パイプラインはアーティファクトを別のリージョンにデプロイし続けます。
D. バックエンドアプリケーションを複数のリージョンにデプロイします。コードリポジトリを更新すると、2ステージのビルドおよびデプロイメントパイプラインがトリガーされます。あるリージョンでのデプロイが成功すると、AWS Lambda関数が呼び出され、ビルドアーティファクトが別のリージョンのAmazon S3バケットにコピーされます。アーティファクトがコピーされると、新しいリージョンでデプロイパイプラインがトリガーされます。
Answer: D

NEW QUESTION: 3
Intuitively, intellectual skills and perceptual-motor skills seem very different because perceptual-motor skills appear more primitive. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures "high on the evolutionary ladder" are more obviously capable of intellectual skills than are creatures "lower down ".
Perceptual-motor skills also seem more closely tied to specific forms of expression. Being a chess player does not mean one can only play with pieces of a certain size, that one can only move pieces with one's right hand, and so on. By contrast, being a violinist means one can play an instrument whose size occupies a fairly narrow range and that one must play with a rather rigid assignment of functions to effectors (bowing with the right hand, and fingering with the left). The seeming narrowness of this perceptual-motor skill expression, contrasted with the seeming openness of intellectual skill expression, seems to follow from intellectual skills having symbolic outcomes and perceptual-motor skills having non- symbolic outcomes. Symbolic outcomes need not be realized in specific ways and can rely on abstract rules. Non-symbolic outcomes, by contrast, need more specific forms of realization and seem to depend on restricted associations between stimuli and response.
Another difference between intellectual and perceptual-motor skills is that the two kinds of skill seem to be represented in different parts of the brain. For example, structures homologous to the optic tectum, a nucleus located on the dorsal surface of the midbrain, have a common function in all vertebrates- coordinating visual, auditory, and somatosensory information relevant to the control of orienting movements of the eyes, ears, and head. Similarities in structure and function between these and other brain areas associated with perceptual-motor behavior suggest that mechanisms for control of perceptual- motor skills are both highly specialized and conserved across species. In contrast, what distinguishes the human brain from the brains of other species - even closely related ones - is the differential growth of brain regions most strongly associated with intellectual skills, such as the association areas of the cerebral cortex.
The contention that these areas serve intellectual functions is supported by a large body of clinical and experimental literature. Together, these diverse sources of information suggest that perceptual-motor and intellectual skills depend on distinct brain circuits.
The author mentions the game of chess in paragraph two primarily in order to
A. Present an example of a perceptual-motor skill the mastery of which is not closely tied to specific forms of expression.
B. Present an example of a perceptual-motor skill the mastery of which is closely tied to specific forms of expression.
C. Present an example of an intellectual skill the mastery of which is not closely tied to specific forms of expression.
D. Present an example of an intellectual skill the mastery of which is closely tied to specific forms of expression.
E. Present an example of a skill that is both an intellectual skill and a perceptual-motor skill, the mastery of which is closely tied to specific forms of expression.
Answer: C
Explanation:
Explanation/Reference:
Explanation:
The best answer is A.
Chess is an intellectual skill the mastery of which is not closely tied to specific forms of expression. In other words, once one has learned to play the game, one can vary the way one plays, by using one's left hand instead of one's right, for instance.

NEW QUESTION: 4
What are the main differences between Text and Long Text in the property type? (Multiple Choice)
A. Text can be used as the primary key, Long Text cannot be used as the primary key.
B. You need to set the maximum length of a Text but do not need to set the maximum length of a Long Text.
C. The maximum length of a Text is 4000, and the length of a Long Text can be greater than 4000.
D. Text can set with default value. Long Text cannot set with default value.
Answer: A,B,C

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