When I got my second (WA, USA) I had to do a paper (well, computer) test but no road test. It did kinda weird me out at the time, but I'm guessing that since most people drive pretty much continuously after getting their license it would mostly irritate people to have to re-demonstrate skills they've already got. At least, that's how I rationalized it.
But yeah - I agree that the test isn't nearly as tough as it ought to be.
Think of it this way - you wouldn't try Emacs / Vim for the first time by digging into source code, instead you'd find a 'tutorial for beginners' Digging into a Bible (not matter which version you choose to read) is way, way more complicated than Emacs or Vim. Smart people have dedicated their lives to understanding it, and some of them have have written orientations for beginners - go read one of those!
In particular, interfaces between two languages that are not C are often difficult to construct
(Yes, I know what they mean. I think they meant to write "In particular, interfaces between two languages (when neither is C) are often difficult to construct".
Still, it amuses me to think about making an interface from C... to C
"Although carbon nanotube based processors are showing promise [...]."
Go, speed-editor, go!
If anyone's interested, we could probably find some open source software to run a betting pool on how
He started his explanation by saying that a good exam would have:
* several of no-brainer questions to check if everyone had at least done the minimum and give them a warm-up for the real questions
* several of real questions, to make sure people actually did study, and to produce some differentiation amongst the general population
* one or two incredibly difficult questions. Questions so tough that most people are NOT expected to get them. Questions so tough that if you do get them then you the prof should come talk to you about majoring in the area (the prof taught Freshman/Sophomore level math).
According to him the point of grading on a curve was to be able to put that third category of questions on the exam without destroying the grade of everyone else in the room.
I, personally don't grade on a curve but I thought it was interesting that it can serve a purpose in some situations.
"instead I got an unicorn"?
A unicorn sounds right to me, your rule seems right to me, but I can't quite reconcile them. Ah, cognitive dissonance