The reality today in India is that the mature Western software industry Is in need of itlabor on a mass scale and the requirement

EXPERIMENTS IN MASS EDUCATION 2000-2010

OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVERS OF PROBLEMS DO NOT EXIST!!!!!!

THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
THE GLOBAL VILL AGE HAS TAKE N OFF!!!
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSP ACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!

CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
CONTEN TS
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!

GO TO---->
PREAMBLE
CRACKING COMPETITIVE EXAMINATIONS
THE “SILVER BULLET” IN COMPETITIVE EXAMINATIONS
THE GOOD PART OF COACHNG SHOPS
THE WORLD OF MULTIPLE CHOICE EXAMINATIONS
THE WORLD OF VERIFIERS OF SOLUTIONS
THE WORLD OF SOLVERS OF PROBLEMS
THE WORLD OF COMMON SENSE AND COMPUTATION
THE WORLD OF NEGATIVE THOUGHTS AND COMPUTATION

GO TO---->

I. SOLUTIONS TO PREVIOUS GATE THEORY OF COMPUTATION PAPERS.

II. THEORY OF COMPUTATION QUESTION BANK

III. ALGORITHMS FOR GATE

IV. QUESTIONS IN LANGUAGE PROCESSORS FOR GATE

V. FAIRY TALES AND INTRACTABILITY

VI. METAMATHEMATICS FOR PRIMARY SCHOOLS

VII. METAMATHEMATICS FOR DUMMIES
VIII. ALGORITHMS FOR DUMMIES--PPTs

IX. COMPUTER SCIENCE LITERACY IN PRE-AGRARIAN AND TRIBAL SOCIETIES

X. COMPUTER SCIENCE LITERACY IN PRIMITIVE SOCIETIES

XI. DISCUSSION ON ALGORITHMS

XII. INTRACTABILITY FOR PRIMARY SCHOOLS

XIII. THEORY OF COMPUTATION MADE EASY

XIV. THEORY OF COMPUTATION FOR SECONDARY SCHOOLS

XV. PROVEN NOTES & QUESTION BANK IN THETHEORY OF COMPUTATION

XVI. SERIOUS DISCUSSION FORUM

XVII. INTRACTABILITY MADE EASY

XVIII. CRACKING COMPETITIVE EXAMINATIONS

XIX. THE “SILVER BULLET” IN COMPETITIVE EXAMINATIONS

XX. THE GOOD PART OF COACHNG SHOPS

XXI. THE BAD PART OF COACHING SHOPS

XXII. PREAMBLE TO A FORMAL STUDY OF MULTIPLE CHOICE BASED COMPETITIVE EXAMINATIONS

XXIII. THE WORLD OF MULTIPLE CHOICE BASED EXAMINATIONS

XXIV. THE WORLD OF VERIFIERS OF SOLUTIONS

XXV. THE WORLD OF SOLVERS OF PROBLEMS

XXVI. THE WORLD OF COMMON SENSE AND COMPUTATION

XXVII. THE WORLD OF NEGATIVE THOUGHTS AND COMPUTATION

XXVIII. INTRACTABILITY AND COMMON SENSE

XXIX. COMPUTER SCIENCE LITERACY IN FEUDAL SOCIETIES

XXX. COMPUTER SCIENCE LITERACY IN RURAL SOCIETIES WITH TRACES OF THE INDUSTRIAL REVOLUTION

THEORY OF COMPUTATION QUESTION BANK
PREPARED FOR DOEACC C LEVEL AND GATE
PREPARED FOR ONLINE UNIVERSITY: ecvarsity
PERIOD: 2000-2005
COMPUTER EDUCATION DIVISION
ELECTRONICS CORPORATION OF INDIA LIMITED

extension of the work 2006-2010
GATE 2009 KEY

GATE 2008 KEY

GATE 2007 KEY

PREVIOUS GATE PAPERS

THEORY OF COMPUTATION QUESTION BANK
PREPARED FOR DOEACC C LEVEL AND GATE
PREPARED FOR ONLINE UNIVERSITY: ecvarsity
USEFUL FOR CSE, IT AND MCA PROGRAMS
ALL ENGINEERING COLLEGES IN INDIA
PERIOD: 2000-2005
COMPUTER EDUCATION DIVISION
ELECTRONICS CORPORATION OF INDIA LIMITED

BANK I
BANK II
BANK III
BANK IV
BANK V
BANK VI
BANK VII
BANK VIII
BANK IX
BANK X
BANK XI
BANK XII
BANK XIII
BANK XIV
BANK XV
BANK XVI

QUALITY IN COMPUTER EDUCATION
USEFUL FOR CSE, IT AND MCA PROGRAMS
ALL ENGINEERING COLLEGES IN INDIA
M J COLLEGE OF ENGINEERING
DEPARTMENT OF CSED
(2006-2010)
THE PROOF OF THE PUDDING IS IN THE EATING

NOTES ON ALGORITHMS visit & see--->
http://www.gateguru.org/blog
click LINK for details of POWER POINT PRESENTATIONS ON DAA FOR MOST COLLEGES IN INDIA
USEFUL FOR CSE, IT AND MCA PROGRAMS
ALL ENGINEERING COLLEGES IN INDIA
CONTACT BY e-mail
COVERS ENTIRE GATE SYLLABUS
COVER DOEACC C LEVEL

THE PROOF OF THE PUDDING IS IN THE EATING

COMMON SENSE stories giving the concept of NP-completeness------
SEE HERE: INTRACTABILITY AND COMMON SENSE

EXPERIMENTS IN LITERACY IN COMPUTER SCIENCE AND SOFTWARE ENGINEERING...... EXPERIMENTS 2006-2009.

THE PROOF OF THE PUDDING IS IN THE EATING

"The brontosaurus moved deeper into the swamps when the mammals took over the forest, but one day it ran out of swamps."

BRINGING THE THEORY OF COMPUTATION TO PRIMARY & SECONDARY SCHOOL CHILDREN ....

click here: INTRACTABILITY FOR PRIMARY SCHOOLS

THE PROOF OF THE PUDDING IS IN THE EATING

BRINGING THE THEORY OF COMPUTATION TO INTERMEDIATE STUDENTS FOR OUTSOURCING LITERACY ....

click here: STATUS OF PROJECT

THE PROOF OF THE PUDDING IS IN THE EATING

BRINGING THE AREAS OF DATA STRUCTURES AND ALGORITHMS TO SECONDARY SCHOOL CHILDREN ....
THIS FOR PREPARING THE STUDENTS ON A MASS SCALE FOR OUTSOURCING ....
click here: EARLIER ATTEMPTS

THE PROOF OF THE PUDDING IS IN THE EATING

click here: STATUS OF PROJECT

THE PROOF OF THE PUDDING IS IN THE EATING

THEORY OF COMPUTATION QUESTION BANK
PREPARED FOR DOEACC C LEVEL AND GATE
USEFUL FOR CSE, IT AND MCA PROGRAMS
ALL ENGINEERING COLLEGES IN INDIA
PREPARED FOR ONLINE UNIVERSITY: ecvarsity
PERIOD: 2000-2005
COMPUTER EDUCATION DIVISION
ELECTRONICS CORPORATION OF INDIA LIMITED

FOR NOTES, QUESTIONS AND SOLVED PROBLEMS IN THE THEORY OF COMPUTATION. THESE PROBLEMS HAVE BEEN USED FOR ABOUT A DECADE WITH PROVEN GATE RESULTS. THE DOCUMENT HAS SOME TYPOGRAPHICAL ERRORS WHICH HAVE TO BE CORRECTED.
CONTENTS
FINITE AUTOMATA & REGULAR SETS** CONTEXT FREE LANGUAGES & PUSH DOWN AUTOMATA** CONTEXT FREE LANGUAGES & PUSH DOWN AUTOMATA(CONTD)** FINITE AUTOMATA & REGULAR SETS(CONTD)** TURING MACHINES AND R.E. SETS** INTRACTABILITY MADE EASY** REGULAR EXPRESSIONS** FINITE AUTOMATA WITH MOVES ON THE EMPTY STRING** NONDETERMINISM & FINITE AUTOMATA** THE FINITE AUTOMATA—AN EXAMPLE** KLEENE’S THEOREM** TOP DOWN DETERMINISTIC PARSING—AN EXAMPLE** TOP DOWN DETERMINISTIC PARSING—A DETAILED EXAMPLE** BOTTOM UP PARSING WITHOUT LOOKAHEAD
CLICK HERE-----> FOR DISCUSSION OF PROBLEMS
(only if you seriously interested).

THE PROOF OF THE PUDDING IS IN THE EATING

CLICK HERE FOR AN ATTEMPTED COMMONSENSE EXPLANATION OF INTRACTABILITY. visit & see--> http://www.gateguru.org/blog
FOR FREE DISCUSSION
THE PROOF OF THE PUDDING IS IN THE EATING

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!
THE GLO B AL V ILLA G E ==> VERIFIERS R U LE!!

DRAFT
EXPERIMENTS WITH THE SILVER BULLET FOR CRACKING COMPETITIVE EXAMINATIONS

INTRODUCTION

Any fiercely sought after success by a very large body of students in a competitive examination becomes a social event. This will naturally have positive savory aspects and also negative unsavory aspects. The example of the GATE examination is taken. Experiments were conducted for about a decade to test out a directive from Prof. C A R Hoare, of Oxford, when he visited India. He suggested that one should search for COMMON SENSE explanations in the study and exposition of concepts and principles in engineering and science. The experiments spanning a decade were conducted in real life. They involved the direct training/coaching of a couple of thousand students to tackle GATE in a few conceptually challenging and difficult subject areas, with hundreds of success stories and observing firsthand the progress of about half a lakh aspiring students in a spectrum of subject areas, again with hundreds of success stories. No entry level screening of the students was done except for the requirement that they were bonafide students in the third or fourth year of undergraduate engineering education. Recently qualified students awaiting employment, some postgraduate students and a sprinkling of engineering college faculty were also part of the audience. They spanned a large spectrum of intellectual capability from the mediocre to excellent. Their entry level technical preparation for the experiments spanned a wide spectrum from very poor to very good. Based on the success story a savory technical model is outlined for aspiring students and GATE shops. The unsavory behind the scenes activities the business model involves and threats looming on the horizon are then outlined for general social consumption.

OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVER OF PROBLEMS DOES NOT EXIST!!!!!!

PART I : THE PROPHECIES OF SUCCESS
GATE: SOARING TO THE CLOUDS
THE GATE SHOP: TECHNICAL MODEL
CRACKING GATE: THE SILVER BULLET
GENERALISING THE SILVER BULLET
TECHNICALLY AUDITING A GATE SHOP

PART II: THE PROPHECIES OF DOOM
GATE: PLUNGING TO THE DEPTHS
THE OUTSOURCING SCENARIO
GATE AND OUTSOURCING
THE GATE SHOP: BUSINESS MODEL
THE GATE SHOP: BUSINESS MODEL REVISITED
REJUVENATING GATE

PART I
FOR THE ASPIRING STUDENT: THE SAVOURY PATH TO SUCCESS
”It was the best of times…..We are all going direct to heaven……”

For NIL circulation.

GATE: SOARING TO THE CLOUDS
Over the last half a century the Tier I engineering educational institutions in India. viz., the older IITs and IISc have managed to elevate themselves to the enviable pedestal of not being subject to scrutiny, or being answerable or accountable to any temporal or spiritual agency or authority.
One of the lesser jewels in their crown, to protect their exclusive world, has been the GATE examination which screens and determines entry level aspirants for postgraduate engineering education in a sizable number of higher tier institutions. Incidentally this examination is also used by the Government of India for screening and entry level qualification to some prestigious R&D institutions.
Since its low standard at the time of its inception it had steadily improved as the demand and credibility for it grew.

THE GATE SHOP: TECHNICAL MODEL
The GATE examination syllabus is pompously large and forbidding. It has varied over the last two decades of the GATE examination with the same pompous characteristics. A student contemplating this syllabus and its variations in his/her area of interest stands in awe and fear as when beholding Goliath in all his arrogance. Unsuccessful GATE shops have tried to cover as much of the syllabus as they could by the formal instructional process. They found that an imaginary number of students were successful. They closed down. The student could not combat Goliath. The student has to be converted to a David. The catapult has to be found.
Successful GATE shops followed a more agile method that directly considers the questions in the examinations. GATE is a very young examination. It is hardly two decades old. The entire legacy of previous question papers is easily available in any urban college bookshop.
A comprehensive study is made in an area of all the questions in all the previous papers, with each question being cursorily studied for classification purposes. The study only takes an intense effort of 3-4 days as the database is tiny. A coarse first level classification of the questions based on subjects is made. Then in the second pass over the questions a fine grained classification is made as per the topic in the subject. A simple pattern emerges. The questions cluster around a small number of narrow topics. Standard questions from standard text books, either copied verbatim or used with small variations abound. Repetitions, variations and metamorphoses of problems are plenty. A clear pattern emerges on the strengths and weaknesses, likes and dislikes, favorite topics and texts in the collective wisdom of the paper setters and examiners. Third and subsequent passes over the entire set of questions help in the identification of the concepts and principles that recur in the question papers.
The student only has to repeatedly study or be instructed in the collection of topics the syllabus has reduced to. This can be done either from the subject point of view or alternatively the subject as defined by fuzzy solution areas to the collection of legacy questions. A reverse mapping from the questions is like a bunch of fixed spotlights on a subject. Only the bright patches need be considered. Goliath has collapsed.

CRACKING GATE: THE SILVER BULLET
Coming back to the technical model, repeated study of a topic alone may not usually obtain the answer to a GATE question. The question may have twists. Approximate solutions are of no use. High quality approaches to the solutions and actual solutions of the legacy questions are required. The narrow collection of topics now reduces to GATE questions with twists. Goliath has been replaced by a pack of baby werewolves, and legend has it that a werewolf can only be destroyed with a silver bullet.
Successful GATE shops first instruct the student in the isolated narrow collection of topics. When the student comes of age, the initiation into the mantra for the silver bullet takes place, along with solutions to legacy question papers.
The GATE shops finally impart the hallowed instruction in the silver bullet for the GATE examination: the method of elimination for multiple choice questions. This silver bullet has a great deal in common with Simulation studies, as noted by Prof. C. A. R. Hoare. It rigorously trains the student how to determine what is not in the subject rather than knowing what is in the subject. The student becomes an expert in determining the wrong answers.
The silver bullet has interesting properties. Like the plutonium in a fast breeder nuclear reactor it can grow by repeated use in size, power and effectiveness. It is first applied to a motley collection of questions from guides, question banks and mock test question papers which are in the public domain and given by GATE shops. The beauty is that the though these may be of dubious quality the silver bullet grows in power with each question regardless of its correctness, quality or level of difficulty. The it is brought up to the critical mass by applying it to a collection of real problems chosen from a reasonable sample of previous GATE papers, all of which are in the public domain. Then at its critical mass it is applied by the student in the final examination.
The net result the GATE shops and students is to magically and effectively swamp not only their pockets but also incidentally the IITs and other institutions that give credence to the GATE score. All this thanks to the fact that the GATE examination has steadily become easier over the years.
High quality of faculty helps but is not essential in the development of the silver bullet. The students can sincerely work in pairs or small motivated self-organizing teams. They should have a very patient average quality faculty member or some team member who plays the role with whom they can verbalize their attempted solutions. This also ensures growth of the silver bullet.
One of the important properties of the silver bullet is that it ensures the growth in the quality of the faculty also for coaching purposes. The faculty member degenerates to cycle shop faculty level and becomes an expert in instructing even mediocre students in techniques for guessing and/or determining the wrong answers.
The silver bullet does not work for all questions. GATE 2003 is uniformly fecund in questions that are resistant to the silver bullet. However it also has a sizable number of questions, some of them pompously forbidding, that are easily susceptible to it.

GENERALISING THE SILVER BULLET
The silver bullet can be applied as a general rule to any competitive examination in any discipline, in any subject, in any language, in any culture and in any situation, where the questions are in the multiple choice format. It works best if a database of real life questions exists in the public domain. However, regardless of the quality of the question the silver bullet will grow in power with use. Thus it can even be used with some notable success in the GRE & TOEFL examinations where the real questions are ostensibly in the private domain, but a data warehouse of questions of mixed quality exists internationally in the public and grey markets, and with the student community. It can generally be used for competitive examinations determining entrance to Business Schools the world over. It can be applied to some international entrance examinations for undergraduate studies in educational institutions in various countries. However in the undergraduate entrance examination for Tier I institutions in India it can only be applied for superior results by students who possess both breadth and depth of knowledge across the prescribed syllabus. If care is not taken to shield the questions from the silver bullet the examination standard and results can degenerate as in GATE.
When competitive examinations based on the multiple choice examination exist, agencies of all types of respectability, from all walks of life, come forward with mock tests and examinations which may be either offline or online. They are either at cost or ostensibly free and social service oriented, but basically after the associated publicity. Guides at various levels of quality exist for any competitive examination. The concept of the silver bullet shows that both mock tests and guides are all useful in developing the power of the silver bullet. However, to bring it to its critical mass a collection of real life questions, possibly drawn from legacy question papers, is essential. Relying on legacy question papers is essentially playing the dangerous game of extrapolation. We are trying to predict the future. However, the student is interested only in the next examination and the time frame for that is almost immediately in the future. This allows extrapolation to be successfully used.
It many be mentioned in passing that application of the silver bullet is akin to the eternal fable of the six blind men and the elephant.
Let us consider our friend and model student David whom we met some time ago. We arm him with the catapult and he destroys Goliath. When Goliath transformed himself into a pack of werewolves he attacked them with the silver bullet. Then he grew the silver bullet in size till it reached its critical mass, like a large lump of plutonium, and he blasted the GATE examination. Now we will let David apply the silver bullet to TOEFL and obtain a great score. Unlike some leading Oxford dons who with a straight face tolerate all ex-colonial English, on which incidentally the sun does not set, some people give weight age to TOEFL. Now with David's score in TOEFL we cannot say David knows English. It is however guaranteed that he is an expert in knowing what is not English. This does not normally happen as TOEFL is a well planned examination
TECHNICALLY AUDITING A GATE SHOP
The properties of the silver bullet shows that the public and student have a tool to audit a GATE shop or a shop claiming to give instruction/coaching for a competitive examination. A student, even if of mediocre capability, should effectively be able to solve a randomly selected sample of legacy questions, if the coaching/training is effective. An audit of the faculty labor is the extent to which they can solve and impart instruction to the student in confidently and correctly solving the legacy question papers.

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVER OF PROBLEMS DOES NOT EXIST!!!!!!

PART II
FOR SOCIETY: THE UNSAVOURY PATH TO FAILURE
”....it was the worst of times…..we are all going direct the other way……”

GATE AND THE PROBLEM WITH IT
Over the last ten years, barring perhaps 2003 A.D., the standard of the GATE examination has rapidly plummeted down. It has become easier over the years to qualify in GATE. The reasons for the fall in the standard are conjectured below.
This perhaps is in line with the steady degeneration witnessed in most engineering education over the last decade in India. This education now seems more oriented towards turning out cheap semi-skilled labour, on a mass scale, as a national herd mentality movement.

THE OUTSOURCING SCENARIO
All the educational process is for catering to the oversold and over hyped chimera of the uncertain, internationally highly competitive, outsourced IT (& progressively other areas) market of the high wage countries. The major hype is oriented especially to the SWITCH(1) group of companies and the MNC development centers, and the long tail of the IT outsourcing industry. This ignores the fact that most of the work of IT-labour and in general all outsourcing labour, are in the lower level activities of the software life cycle and the business process, respectively. The aura is with the fascinating bubble of easy money (by local economic standards) and its associated lifestyle from the seemingly endless bubble of progressively lucrative job and wage advancement and opportunities. We seem to have forgotten the competition from the Third Word and the other BRIC(2) countries forming as storm clouds on the horizon. They will do the same work at much more economical rates. Perhaps even an order of magnitude lower than now may be the difference in wages and burdened costs, in the not too distant future, as the Global Village fully dawns upon the Third World(3). As a case in point consider the Olympics opening & closing ceremony, as to what would happen if the vast, untapped, economically backward, intellectually competent, deep interiors of the Third World are plummeted into the Global Village and outsourcing market(4).

GATE AND OUTSOURCING
It is an interesting and ludicrous situation that we can have a valid thesis that for over a decade the quality of the GATE examination and the demand for the same from the student community, varies inversely with the quantity of demand for IT-labour and outsourcing labour made by the high wage countries on India.
The rise of the GATE standard, a radical increase in the demand for the GATE examination by aspiring students and a mushrooming of GATE coaching institutions, was noticed when there was a major slump in the demand for IT-labour after the Y2K boom in India, and the almost simultaneously occurring dot com bust in the Silicon Valley.
The downfall of the GATE standard, and collapse of many coaching institutes whose business model was cash over content, was witnessed steadily in pace with the exponential growth of the outsourcing opportunities over the last five years, with the GATE 2008 question papers being uniformly fecund with bloomers.
Now in 2008 A.D., at the height of the demand for IT-labour, coaching institutions which survived the crash were those that invested in some semblance of content plus cash. The GATE examination quality is now at a low ebb. It is just the variation and metamorphosis of a standard bagful of questions on a narrow spectrum of selected topics. In recent question papers a sufficiently large bulk of questions, to ensure glorious success, can be easily and rapidly solved, by suitably instructed mediocre students, using a standard collection of tricks, methods, techniques and stunts applied using a definite process.

THE GATE SHOPS: BUSINESS MODEL
GATE coaching shops have developed to take advantage of this situation. They follow the proven tradition and business model that most commercial training and coaching institutions have followed in India. This business paradigm peaked during the national bubble of the computer software training era. This when computers were either nonexistent or notoriously scarce commodities. Real know-how, in industrial strength IT of the high wage countries, was little or nonexistent. This was both in the public and private sectors and the gold rush was on. The gold rush was evidently initially created by the high wage countries when contemplating the cost of maintaining their stockpile of legacy software. The next gold rushes were the Y2K problem, the labor for the dot com boom and the international outsourcing movement.
During the Y2K bubble hordes of persons, paying exorbitant fees, were trained on the IBM mainframe, without anyone involved having a ghost of an idea as to what the mainframe was all about. Certified poor souls who rushed off to the high wage countries after the training were actually trained by some kind souls there.
During the IT training bubble of the nineties, a little bit of programming instruction augmented by a little bit of IT knowledge was taken. This was encapsulated in a lifestyle of consumerism that liberalization and globalization made possible. The sugary encapsulated product along with unlimited and round the clock access to the personal computer was the product marketed with a lot of hype by training shops and sold to hordes of people at enormous cost.
The pattern followed by the GATE shops is by now a very familiar story. It was developed over the last three decades. The pattern, it is emphasized, was in a vacuum of knowledge in the industrial strength IT of high wage countries. This pattern applies to most software training attempts by small, medium or large shops, businesses or corporations, whether in the private or public sector. The pattern was and is even today some sort of a national industrial disease and applies to all the actors. However it makes proven sound marketing sense in all the businesses. The shops following the pattern charge exorbitant fees, an order of magnitude more than what is reasonable. They are ostensibly backed and/or staffed by noted personalities, dormant educationists, leading social service and government organizations of impeccable standing and have exclusive access to imaginary high quality experienced industry professionals, and noted faculty of the higher tier educational institutions. They ostensibly have shortly to be formalized links with leading or reputed national and international educational institutions for faculty and accreditation. They claim that with their proven expertise and experience, and in accordance with the near wishes of their heart, and a lifetime aim, their shops will shortly spawn formal educational institutions of repute, in the memory of a near departed soul. This is the only reason why these noble souls are forced with great reluctance to accept money from the students as fees. If very successful they all at the end of their boom period enter the commercial education racket in formal education. They expend enormous time and energy in both free and paid manipulated gaudy publicity in all forums, public places and media. They have lists of real &/or manipulated &/or imaginary performance in previous years in terms of rank holders. They have a small library of easily available text books. In some business cases of large corporations the students are ostensibly free to use the inaccessible large corporate library and profit form the guidance of an inaccessible large corporate pool of technical specialists. These are needless to say imaginary promises. They are well stocked with shoddy student created subject notes and innocently crude mock question papers and question banks. They have a reliable set of minions, who are rigidly controlled wage slaves, for all the umbrella activities of running the show. They have sharp cash based accounting practices common to the grey market if in the small and medium private sector. In the public sector and large private sectors they have sharp accounting practices to bypass the internal and external audit systems. They coolly let drop some the names of their ex-students or ex-employees, who they claim have gone to the high wage countries. They claim that these ex-students and ex-employees are among the crown jewels of MNCs. They flaunt the address of a motel in some high wage country and claim it is their international office for their shortly exploding international IT activities. They all claim to be dedicated social workers and philanthropists, with mindsets far above the concept of gain and make no mention of the bulging sacks of hard cash hidden away in their gowdowns. A crucial difficulty large training and coaching shops, with exploding business, have always had is to acquire a permanent premises, either in their name or in benami names, either registered or notarized, without which they are easily subject to blackmail. As per of the business model they all strive very hard to convert their faculty to wage slaves or economic control/dependence. In most training and coaching centers controlled and run by the private or franchised by the public sectors standard complaints by partners, faculty and staff are made in connection with the attempts to renege on promises made with respect to monies payable.
In the business model, the GATE shops, like the software training shops and all coaching shops, have smooth talking consultants. These persons either implicitly use the projected image of the shop/institution or explicitly brainwash the raw material of the ever optimistic, eternally easily gullible and believing, eager, wide eyed, young students to an imaginary virtual world of promised instructional excellence, vast knowledge impartation & assimilation, regular tests truly reflecting the unknown real question paper coming after the training period is over and guaranteed rosy cheeks when they will ultimately see their GATE examination results.
The aim is to make the student part with the cash and for this any story or promise is in order. In reality, just like the commercial software training attempts by teaching shops and even large and reputed public and private sector institutions, they use precocious students & GATE qualified ex-students, at low wages, as faculty. They use, at more reasonable wages, augmented cycle shop quality histrionic faculty. The collect the students in herds with some sound systems and semblance of teaching aids.
Some GATE shops have no technical model. They take the business risk of collecting a crowd of students, imparting some instruction and relying on luck. Hopefully some bright students should exist in a crowd who will obtain ranks in GATE. This relies on the random distribution of brightness in the student community. This success, if it occurs, will justify the business process of the GATE shop and allow it to grow. Such shops have not gone far. A technical model is needed and successful GATE shops have a well developed model.

THE GATE SHOPS: BUSINESS MODEL REVISTED
In the teething period the GATE shop may require the stick and multiple carrot approach with respect to faculty to aid the isolation of the topics in any particular area and some semblance of solutions to the legacy GATE question papers. This is a usual feature in the business model of the training and coaching institutions. Once the topics are isolated, shoddy notes created on them and the know-how in approximate solutions of low quality to the legacy question papers is gained, the faculty are replaced by ex-students as faculty at a fraction of the wages.
This allows the GATE shop to build a reusable standard model of a shop. Then it can diversify into branches in various urban areas in the country. Some have done this at the height of the demand for GATE from the student community.
There is however a great drawback in that the system has a flaw. It is not so easy to solve the entire set of legacy questions without a couple of years of experience in the subject or sustained in-depth effort. Alternatively the student has to put in sustained effort in the solution spots highlighted by a reverse mapping from the legacy questions. Mastery of the principles is essential. It is a one thing to solve all the questions and a completely different matter to instruct a mediocre student to do it unilaterally. The training in the silver bullet is essential.
Some GATE shops which avoided paying the faculty their dues wound up very easily, and vanished in smoke. Some GATE shops which overpaid their faculty with liberal fat advances ended up in the tax collectors vision. The eternal problem in the coaching industry is the management of the compensation to the faculty, it should not be low and at the same time it should not be high.

REJUVENATING GATE
The fluctuation in the GATE standard has to be attended to. Continued success in the GATE examination over the last few years in coaching mediocre students by the hundreds shows a negative trend in the standard. It is high time the older IITs & IISc stop unilaterally blaming the sharp business acumen oriented GATE shops, which in their own way and style do a social service. They should wake up like Kumbhakarna on their somnolescent pedestals. They should restructure their GATE syllabus. The should put in some dedicated time and effort to redo the content and standard of the GATE examination. In standard of evaluation it should be invariant with respect to whatever geometric spaces the IT-labour and other outsourcing labour demands from the high wage countries may be in. They should bring it to the lines of respectability that the entrance examination for undergraduate studies has always commanded.

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

NOTES:-
(1)SWITCH---Satyam, Wipro, Infosys, TCS, Cognizant and HCL. These companies are among the few that have mastered the art of maintaining large software. This is not everybody's cup of tea. Small and medium companies that tried the game have failed. However, the hard work ethic and sharp business practices these companies have followed to acquire the know-how by hook or by crook, can possibly be rapidly replicated by some other determined low wage country or environment, even if starting with zero IT know-how.
(2)BRIC---Brazil, Russia, India and China. Wages of US$70K per year for a job in a high wage country translates in outsourcing to a job with wages of INR Rs.60,000/- per month in India and the BRIC countries.
(3)During the aftermath of the dot com bust and preceding the outsourcing boom wages of INR RS.5,000/- to Rs.10,000/- per month were considered to be good in the secondary IT industry. In such a situation the consumerist lifestyle has to be abandoned or radically curtailed.
(4)The vast interiors of India are still not in the Global Village. However, the cell phone seems to have however penetrated into the deep interiors.

OUR STUDENTS ARE VERIFIERS OF SOLUTIONS!!!!!!

THE SOLVERS OF PROBLEMSDONOT EXIST!!!!!!

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
THE MEMEX + THE DUMM Y AND IP=PSPACE! OOPS !
ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!! ANTICLIMAX!!!

(draft-----stray thoughts)**(circa 2009----2011)

(M J COLLEGE, HYDERABAD)

VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED
VANITY FAIR REVISITED

OR

COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS
COMPUTATIONAL COMPLEXITY AND CHAOS

(A PROCUSTEAN AP PLICATION TO OUTSOURCING)
WITH
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE
UBIQ UITO US COMPUTATI ON IN THE MEMEX- AIDED GLOBAL VILLAGE

( [I NTERACTIVE] VE RIFIERS, SOLVERS)

WITH
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}
{[( COMMON SENSE RENDERING ATT EMPTED)]}

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)

CONTEN TS

PART ?O?: P RE AMBLE
PART I: S TU DY AREA
PART II: V ER IFIERS
PART III: S OL VERS
PART IV: C OMMON SENS E
PART V: THE UNP AL ATABLE

(WITH DUE APOLOG IES TO THE FORMALISERS & OVE R - FORMALISERS)
( THE PROOF OF THE PUDDING IS IN THE EATING)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)

CONTEN TS
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THE WORLD OF COMMON SENSE AND COMPUTATION
THE WORLD OF NEGATIVE THOUGHTS AND COMPUTATION

PART ?0?
PREAMBLE

Stray thoughts to experiment with COMMON SENSE explanations of Computer Science and Software Engineering by me to myself.

Stray thoughts for you, dear reader, to experiment with COMMON SENSE explanations of Computer Science & Software Engineering by you to yourself.

START OF STRAY THOUGHTS

[I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS! [I NTERACTIVE] VE RIFIERS!

PART I
THE WORLD OF MULTIPLE CHOICE BASED EXAMINATIONS

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PROLOGUE

(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
The histrionics of last paragraphs in cracking GATE and rejuvenating the same, are perhaps overdone. With all due regards & respects to the paper setters and examiners of the GATE examination, it is perhaps practically impossible to design a competitive examination question paper which is resistant to the multiple choice silver bullet syndrome.
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THE SCOPE OF THE PROBLEM

Consider the multiple choice based tests, assignments, examinations etc. the world over, in all countries, in education, research, government, military, industry and perhaps all spheres of life, throughout one's existence. It is perhaps an annual US$1 trillion human activity. Nobody who is exposed to some semblance of literacy or education in any part of the world can escape them for an entire lifetime.
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THE EXTENDED SCOPE OF THE PROBLEM

Even illiterates are subjected at times to a multiple choice based interview/examination for a job.
Before they learn to speak, children are trained/coached in question/answer attacking evaluations based on the multiple choice pattern.
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THE FURTHER EXTENDED SCOPE OF THE PROBLEM

We sometimes subject our pedigree pets to a multiple choice test. Perhaps it is an activity of Nature itself.
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THE MODEL

To get a good model to study its strong and weak points we can employ the Theory of Computation in a procrustean sense.
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THE CONCLUSION ATTEMPTED

The Theory of Computation can be applied to itself to show that a rugged GATE type question paper cannot be designed for the Theory of Computation area, and thus by extension to any other area.
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THE RESTRICTIONS USED

The time and syllabus constraints applicable to the GATE examination and similar competitive examinations are used.
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THE STRATEGY

The results and concepts of the venerable area of Computational Complexity when used as a model in a procrustean sense indicate the weakness of the multiple choice pattern.
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ARGUMENT I

A result is that if we want the information content of a choice to be incompressible then the choice is undecidale. This perhaps indicates that all the choices cannot be made equally complex.
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ARGUMENT II

Computational complexity breaks up computations into hierarchies. One can represent a hierarchy and the results associated with components of a hierarchy by an annotated pseudo-Venn diagram.
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THE ANNOTATIONS USED

As in the ancient saying these annotations can be four score and ten in number at a time, per diagram.
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CHARACTERISTICS
OF THE DIAGRAMS-I

These diagrams are basically pictorial in nature, and hence are very user friendly.
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CHARACTERISTICS
OF THE DIAGRAMS-II

As they employ the principle of orthogonally they are excellent visual mnemonic diagrams.
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THE USE OF THE DIAGRAMS

It turns out an instance of this diagram at times allows a large chunk of GATE answers to be obtained by merely glancing or without even looking at the question.
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THE USE OF THE DIAGRAMS ELSEWHERE

Many areas of knowledge have annotated hierarchies which are like the periodic table of Chemistry. In all these areas the same situation arises in the multiple choice pattern.
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THE SCOPE OF THE DIAGRAMS

This sometimes naturally arises whenever anything is 'classified' in any area of knowledge.
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ARGUMENT III

If a choice in a question is complex then it turns out very, very often that the other choices which are in the complement of satisfying set are easy.
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THE EXPLANATION ATTEMPTED

In computational complexity we have parallels with simple finite descriptions becoming exponentially complicated and long finite descriptions. This occurs normally with the use of operators like intersection, complement and a wee bit of nondeterminism.
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ARGUMENT IV

When the intersection of problems which have individually simple solutions is considered one ends up with large complex situations.
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THE JUSTIFICATION ATTEMPTED

The intersection of simple problems makes even the all powerful Turing machine desperate. It has to consult an oracle, its family astrologer.
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THE JUSTIFICATION BY PATTERN MATCHING

The intersection of small length search patterns in Google may result in a search pattern of exponential length.
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THE COMPLEMENT OF A PROBLEM

A problem may be complicated to solve but its complement normally is easily demonstrated or verified.
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COMMON SENSE USE
OF THE COMPLEMENT
ATTEMPTED

If our unpopular noisy neighbor claims he follows all the rules or commandments, and is way ahead of us on the narrow path, it is difficult for us to verify it for every activity he indulges in.
However we can easily and gleefully verify the complement and show that he has done something which violates some rule or commandment or a combination of them, and is merrily going down the broad road.
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THE DIFFICULTY OF FAULT FINDING

However if the problem is to determine a fault, then sometimes it is very difficult, like a famous $1 prize offered for the same. In this case the complement that some, statement or theorem is true is easier to determine.
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ARGUMENT V

Whenever there is some element of choice, guess work or trial and error, like in solving a crossword puzzle or a sudoko game it is called nondeterminism.
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THE EXPRESSIVE POWER
OF
NONDETERMINISM-I

Simple descriptions can arise by employing nondeterminism.
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THE EXPRESSIVE POWER
OF
NONDETERMINISM-II

Removing even a wee bit of nondeterminism results in exponential descriptions. This seems to be unavoidable though difficult to prove that it is always so.
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THE EXPRESSIVE POWER
OF
NONDETERMINISM-III

Sometimes removing nondeterminism guarantees some exponential descriptions in the complement when compared to the original simple descriptions.
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ARGUMENT VI

Computational complexity has identified a large class of problems using simple nondeterministic specifications and naturally occurring in all areas of human activity and knowledge.
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THE EXPRESSIVE POWER
OF
NONDETERMINISM-IV

These have the interesting property that if one can guess a solution to an instance of the problem then it is very easy to verify the correctness of the guess.
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THE EXPRESSIVE POWER
OF
NONDETERMINISM-V

The complement of the problem normally turns out to be very difficult.
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THE EXPRESSIVE POWER

NONDETERMINISM-VI

This results in the existence of a multiple choice question where the correct choice is easy, and the wrong choices which are in the complement difficult.
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ARGUMENT VII

An instance of the problem where the complements to an easy solution are difficult to find is the eternal problem of a person trying to make both ends meet. If a job is there and it is easy to pool up the resources, then the complement is difficult. What happens when the job is lost? How is the balancing to be done?
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A PROBLEM OF INTEREST-I

An instance of the problem where the complements to an easy solution are difficult to find is the eternal problem of a person reaching his destination in a journey. If a bridge is there and it is easy to reach the destination, then the complement is difficult. What happens when the bridge is blown up, or destroyed? How is the target to be reached?
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A PROBLEM OF INTEREST-II

An instance of the problem where the complements to an easy solution are difficult to find is the eternal problem of a person relying on his diary or address book. If the diary or address book is there and it is easy to reach one's social network, then the complement is difficult. What happens when the diary or address book is lost, virus or worm infected, or destroyed? How is the social network to be reached?
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A PROBLEM OF INTEREST-III

An instance of the problem where the complements to an easy solution are difficult to find is the eternal problem of a person packing up his shopping at the checkout counter. If a standard gadget with standard packing is purchased then there is no problem.
If the gadget is bought is bits and pieces then determining the number and size of the carry bags is difficult.
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ARGUMENT VIII

The moral of the story is that the student tackling multiple choice questions should be trained to think parallel (i.e. concurrently).
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THE IMPLEMENTATION OF CONCURRENCY-I

One search for the solution tries to identify the unique simple solution, and the other searches try to isolate the multiple simple choices. Both the searches are to be interleaved.
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THE IMPLEMENTATION OF CONCURRENCY-II

Concurrency can be achieved either by using multiple independent processors or by interleaving sequential processes on a single processor.
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NONDETERMINISTIC THINKING-I

Another moral of the story is that the student tackling multiple choice questions should be trained to think nondeterministically.
This involves guessing the solution and verifying the same.
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NONDETERMINISTIC THINKING-II

Another moral of the story is that the student tackling multiple choice questions should be trained to think nondeterministically.
This involves a brute force method of trying all choices to their logical conclusion.
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THE DEPTH OF SEARCH REQUIRED

Computational Complexity points out that the depth of the search tree can be normally restricted to the size of a succinct description of the problem.
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THE WELL BEHAVED FUNCTIONS

In all branches of knowledge, just as in Computational Complexity, one normally deals only with well behaved functions which are defined almost everywhere.
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THE WEAKNESS
OF WELL BEHAVED FUNCTIONS-I

If we have to choose between multiple different functions we only have to consider the values of the functions for a small number of values in the domain.
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THE WEAKNESS
OF WELL BEHAVED FUNCTIONS-II

This is a very general technique for all quantitative questions in all areas having competitive examinations.
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THE WEAKNESS
OF WELL BEHAVED FUNCTIONS-III

Quantitative questions in so called respectable and revered business school oriented competitive examinations easily fall a prey to this point of view.
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THE WEAKNESS
OF WELL BEHAVED FUNCTIONS-IV

In many cases the context of the question, the area of knowledge being tested, is largely irrelevant.
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THE WEAKNESS
OF WELL BEHAVED FUNCTIONS-V

Questions in Mathematics & Sciences, with syllabus & time restrictions like Talent Search Examinations, easily become howlers in such cases.
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TACKLING HOMOMORPHISM-IARGUMENT IX

A standard trick employed by 'lazy' paper setters of the multiple choice pattern is to attempt to confuse the student by a systematic renaming of symbols. This renaming is called homomorphism in the Theory of Computation.
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TACKLING HOMOMORPHISM-II

Computational Complexity identifies complexity classes which are invariant to the use of homomorphism. It also flags & warns when complexity classes can radically change by the application of homomorphism.
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TACKLING HOMOMORPHISM-III

In traditional areas of knowledge which have centuries of history there is a standardization of the symbols. This is a sacred affair and change is not permitted.
In new areas like The Theory of Computation there is no standardization of the symbols and different standard texts employ different standards. Also in some cases notorious complexity is used like symbols with subscripts, the subscript having subscripts, those subscripts having further subscripts,......
This is very fashionable and leads to undue abstraction.
The student has no choice, he has to answer the questions.
So part of the practice is to get used to this lack of standardization in the symbols, and the standards in the standard texts.
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TACKLING METAMORPHOSES-I

In traditional areas of knowledge which have centuries of history there is a standardization of representations. This is a sacred affair and change is not permitted.
In new areas like The Theory of Computation there is no standardization of the representations of descriptions of computations. Different standard texts employ different standards. Also in some cases notorious complexity is very fashionable and leads to undue abstraction.
The student has no choice, he has to answer the questions.
So part of the practice is to get used to this lack of standardization in the representations of computations, and the standards in the standard texts.
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TACKLING METAMORPHOSES-II

The representation of computing devices or automata is of interest to us. These representations can be pictorial, graphical, tabular of mathematical.
The lack of standardization has led to the student having to encounter a variety of 'multi-headed hydras' of a free for all use of symbols and representations of computations.
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TACKLING METAMORPHOSES-III

The 'pictorial' representation is a machine representation of the automata and not of much interest for our purpose.
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TACKLING METAMORPHOSES-IV

The 'graphical' representations based on annotated, attributed graphs are of great interest for our purpose. A wide variety of variants exist for these representations. The student should practice 'seeing through' the variants in the descriptions. In the case of more powerful machines capable of all 'effective computation' there can be an unbounded number of representations. A very large collection of representations has been catalogued. However, the student is expected to master the representations in the standard texts with variants arising from the use of homomorphism of symbols and slight variations in the description of annotations and attributes of the components of the graph of the representation.
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TACKLING METAMORPHOSES-V

The 'tabular' representations also has some variance, though not as much as the 'graphical' ones. Here also practice is required with the standard variants.
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TACKLING METAMORPHOSES-VI

The 'mathematical' representations as formal mathematical systems are the most notorious. Any amount of undue abstraction and confusion using permutations of the components of the mathematical system, undue and confusing homomorphism of symbols are tools the paper setter can employ. This is done with the excuse that concepts are being tested.
The student requires practice an a mastery of the concepts to attack such unwarranted confusion.
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TACKLING METAMORPHOSES-VII

The 'mathematical' representations as formal mathematical systems are the most notorious.
Continued practice with problems is required to tackle the unwarranted confusion, fear, terror, phobia, neurosis, mania etc. etc. such a gross abuse of 'formal treatments' and 'formal specifications'.
The confusion has a parallel in the network neurosis, PC-phobia, mouse mania, keyboard terror, etc. etc. that the 'human race' felt with the sudden advent of PC and internet based 'ubiquitous computing'.
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TACKLING METAMORPHOSES-VIII

The entire area of Computer Science, Software Engineering and perhaps areas of Information Technology suffer from a lack of standardization.
By an extrapolation the student is required to master variants in the symbols and representations that can be used in all these areas.
Standard examples are the specification of algorithms and detailed specifications through "The Tower of Babel" of Programming languages.
By generalizations the above extends to all new areas of knowledge which are subjected to the multiple choice examination pattern.
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ARGUMENT X

A standard problem any student tackling a multiple choice examination faces is to misread the question. This can result in some symbol, word, phrase or sentence being misunderstood, ignored or imagined to be something else.
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THE MODEL FOR MISREADING A QUESTION

This can be modeled in the Theory of Computation, as the result of the 'birth', 'death', or 'change' of some symbol(s). The last one is some sort of an Ovidian Metamorphoses of the symbol(s).
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FORMAL MODEL FOR MISREADING A QUESTION

Formally, misreading a question is the application of the operation of partial nondeterministic homomorphism or inverse homomorphism.
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THE DANGERS OF MISREADING-I

Computational Complexity warns that this operation can result in a dramatic change in the complexity class.
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THE DANGERS OF MISREADING-II

It can result in enforcing nondeterminism, or lead to partial undecidability or even undecidability.
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THE DANGERS OF MISREADING-III

In the worst case even oracles cannot solve the problem.
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COMMONSENSE
AND
THE EFFECTS OF MISREADING-I

A COMMON SENSE explanation of the effects of misreading is that in any age, culture, civilization or society the 'birth', 'death' or 'turncoat change' of a politician/warlord/spiritual or temporal leader can have dramatic unpredictable results.
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COMMONSENSE
AND
THE EFFECTS OF MISREADING-II

A peaceful/violent economic 'invasion' or 'expulsion' by one section of society by another or 'change' in one section of society can result in serious unintended, unforeseeable consequences.
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TACKLING THE EFFECTS OF MISREADING-I

The moral of the story is that the student attempting a multiple choice examination should practice grasping the essence of the problem carefully.
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TACKLING THE EFFECTS
OF
MISREADING-II

This is different from reading the entire question carefully.
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TACKLING THE EFFECTS
OF
MISREADING-III

The silver bullet demands that the wheat should be separated from the chaff, the essence of the problem should be determined.
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TACKLING THE EFFECTS
OF
MISREADING-IV

At the same time the student should not end up in a fruitless search for a needle in a haystack.
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ARGUMENT XI

A sub area of Computational Complexity is the area of Analysis of Algorithms. This deals with models of problems that arise practically in industrial/practical software or to be specific in the syllabus in question.
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TACKLING ALGORITHMS-I

The 'holy grail' in the Design and Analysis of algorithms in any area is to find an efficient algorithm.
The sad part is that the efficient algorithm normally starts showing its effect asymptotically, for most problems of practical interest.
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TACKLING ALGORITHMS-II

For small values of input an inefficient algorithm is much better than the hi-fi super-duper algorithm which only starts making its effect felt when the input size is sufficiently high.
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TACKLING ALGORITHMS-III

In the multiple choice based examination pattern, the time limitation for each question is very tight.
After all the examiner himself/herself must be able to answer it fast.
So the input values must be small.
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TACKLING ALGORITHMS-IV

The logical conclusion is that a brute force algorithm is best suited for the solution of problems using the multiple choice pattern.
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TACKLING ALGORITHMS-V

The next step is not to use any formal algorithm but a brute force enumeration of inputs and results catering to the various choices in the question.
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TACKLING ALGORITHMS- VI

Experimental evidence indicates the surprising phenomenon that the brute force method is a very generally applicable strategy. It is of great value in all examinations based on the multiple choice pattern, with a syllabus and time constraint.
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TACKLING ALGORITHMS-VII

The brute force method effectively says that the less one knows of the subject and more of COMMON SENSE the student employs the better off he/she is.
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TACKLING ALGORITHMS-VIII

The COMMON SENSE explanation is easy. If one has to walk up to the gate of one's house/college/place of work and one is in a hurry the fastest method is to walk. There is no point waiting for a bus/car/train/plane/rocket to turn up.
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TACKLING ALGORITHMS-IX

The expensive fast modes of transport have a starting time. A plane takes hours at time to take off, the rocket days on end.
The pedestrian who walks is best off for small distances.
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TACKLING ALGORITHMS-X

The pedestrian is best of most of the time in multiple choice based, time and syllabus limited examinations.
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TACKLING ALGORITHMS-XI

In real life one can walk across and formally claim in front of our normal fussy aunt that we have come in a luxury car.
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TACKLING ALGORITHMS-XII

The student can formally claim to have used some hi-fi super-duper algorithm but actually and practically used a brute force method.
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TACKLING ALGORITHMS-XIII

Computational Complexity has a formal explanation for all this. The complexity classes form a hierarchy, like a pseudo-Venn diagram.
For small input sizes the complexity class degenerates to trivial complexity classes, enabling simple algorithms or the brute force method.
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TACKLING ALGORITHMS-XIV

Computational Complexity however cautions the student to be careful. Normally functions are only defined almost everywhere. This means for some finite number of values they are not defined. So one should be careful when small values are used, to see that they are within the scope of the problem.
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TACKLING ALGORITHMS-XV

Computational Complexity deals with well behaved functions. Any animal or human being is born some time and is an infant and passes through childhood. As a child a sumo wrestler can be tackled by practically anybody. A lion club can be bullied by us. The problem is when they grow up.
Similarly the function at the origin and for small values in the domain has a gestation period, when it can be easily tackled. This is so even if the function is a monster like an exponential, double exponential or even a notorious Ackermann's function.
So when we use the rule for functions to 'catch them young', then we find a lot of choices can normally be eliminated in the multiple choice question.
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TACKLING ALGORITHMS-XVI

[ COMMENT to self:- a point of mathematical philosophy.]
Computational Complexity deals with well behaved functions. Any animal or human being gets old sometime. As a geriatric a sumo wrestler can be tackled by practically anybody. An aged lion can be kicked around by a donkey. The problem is there in actual nature.
However, since we deal only with asymptotic functions which we call well-behaved, we restrict the class of recursive functions in computer science and mathematics. We do not allow old age for functions. We demand the principle of mathematical induction apply. There is no question of any camel's back being broken as the 'number' of straws on its back increases.
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WELL FORMED QUESTIONS

A well formed question in an examination based on the multiple choice pattern is one where one of the answers can be assumed to be correct and the rest are wrong.
If the paper setter has taken care then it can be assumed that every question is a well formed question.
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ILL FORMED QUESTIONS

An ill formed question in an examination based on the multiple choice pattern is one where zero or more of the answers can be assumed to be correct and the rest are wrong.
If the paper setter has taken not taken care then it can be assumed that such 'howlers' may arise.
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STANDARD EXAMINATIONS

A standard competitive examination is one where the questions can be assumed to be only well formed questions.
Ill formed questions in an examination based on the multiple choice pattern are to be abandoned by the student based on a 'time out' based approach.
Such 'howlers' may arise in any of the standard examinations also.
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NON-STANDARD EXAMINATIONS

A non-standard competitive examination is one where the questions can be assumed to be probably ill formed questions.
The situation for the student is much harder in this case.
Ill formed questions in an examination based on the multiple choice pattern are to be abandoned by the student based on a 'time out' based approach.
Such 'howlers' may arise in any of the non-standard examinations, tests, and guides of average to dubious repute.
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> STANDARD EXAMINATIONS ASSUMED

A standard competitive examination is one where the questions can be assumed to be only well formed questions.
This is what we consider for our study and model.
We will assume a mature competitive examination where great care is taken to see that no ill formed questions are present.
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FOLK THEOREM BASED ON EXPERIENCE

For any problem to be tackled, if one knows for certain that a solution is possible then it is easy to find the solution.
If however one does not know if a solution to a problem exists or not then it is very difficult to find the problem.
It may happen that a solution to the problem may not exist.
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JUSTIFICATION OF THE FOLK THEOREM-I

If a solution is granted to exist for a problem, then a nondeterministic succinct formulation of the problem is normally possible.
The depth of the solution using nondeterminism as shown by Computational Complexity is normally small in relation to the size of the problem.
If the solution is not known to exist then we may end up with deep search trees, partial decidability or even undecidability.
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JUSTIFICATION OF THE FOLK THEOREM-II

In a standard competitive examination only well formed questions are present. So a succinct nondeteministic formulation of the problem for the correct and false choices can be taken.
The nondeterministic behavior can be extended to include alternation for the correct choice and the wrong choices. Computational Complexity indicates that a small effort is normally sufficient to resolve the question.
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THE CONSULTANT

In real life when one has a problem one goes to a consultant. This could be a financial consultant, a family doctor, a society leader, an elder in the family.
Such a person will study our mixed up problems, and the knots we have got ourselves into and put order into the situation so that we can tackle it.
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THE CONSULTANT IN COMPUTATIONAL COMPLEXITY

In the area of Theory of Computation and Computational Complexity we have what are called 'regular' complexity classes. A complexity class does not lose its status as a result of intersection with a member of the 'regular' class. It remains in the same class.
The advantage is that just like the consultant order is put into mixed up behavior and it is easy to spot the difficulties and properties hence answer the question easily.
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THE REGULAR CLASSES IN COMPUTATIONAL COMPLEXITY

In Computational Complexity we have what are called 'regular' complexity classes. These are like a template or mould into which we can force the input to the problem, or statement of the problem . This occurs in many areas of knowledge.
As a complexity class is invariant as a result of intersection with a member of the 'regular' class.
The advantage is that just like the financial consultant, social consultant, etc. in real life, order is put into mixed up behavior and it is easy to spot the solution to the question easily.
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THE PROOF FINDING METHODS-I

In cultures oriented heavily to 'proof finding' in mathematics there are some accepted proof techniques.
These techniques can be used to determine the easy 'wrong answers' in the multiple choice question.
One of them is the pigeon hole principle. If we have a bunch of pigeon holes and less pigeon holes than pigeons and we have been able to place all the birds in the holes, then some pigeon hole contains more than one pigeon.
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THE PROOF FINDING METHODS-II

In Computational Complexity we use at times a sliding window on the input.
We require that for all positions of the window some property must be satisfied. Sometimes we demand that for at least one position of the window some property must be satisfied.
At times we have multiple windows related to each other and slide them on the input.
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PUMPING ON WHAT WE SEE IN THE WINDOW

The above technique allows us to 'pump' on something we see through the window at some position or all positions depending on our requirement.
This is used at times to show that some element is not a member of some complexity class.
This method is an application of the pigeon hole principle.
This technique can be used to find the easy 'wrong answers'.
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THE PROOF FINDING METHODS-III

A standard proof technique is the use of mathematical induction.
This can be used to determine the 'wrong answers' to the question much more easily than the right answer at times.
This is especially valid when we have to choose the correct function from a choice of four functions.
Depending on the situation mathematical induction directly finds the easy right answer or eliminates the easy wrong answers.
It is assumed we use nondeterminism with alternation to choose between the two paths.
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THE PROOF FINDING METHODS-IV

A standard proof technique is the use of proof by contradiction.
One can start off for each choice in the question that it is the answer. Then we proceed to show that this leads to a contradiction at times. Such choices can be eliminated.
We assume we are going to use nondeterminism with alternation. The search tree is restricted in depth. The input is of exponential size compared to it. This as in the standard examination one question is definitely correct and the others wrong. We end up with an easy method to find the solution.
To implement the nondeterminism we try the choices concurrently in a brute force manner. Alternatively, we modify the effort by guessing the solution and checking the results of our guess. Experience with solving a lot of questions helps in this guessing game.
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THE PROOF FINDING METHODS-V

A standard proof technique is to eliminate some of the choices by showing that they are only part of the required result but not the whole result.
In formal terms we show that the set represented by the choice is a proper subset of the set representing the solution, and the other way around does not work.
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THE PART AND THE WHOLE

One can start off for each choice in the question that it is the answer. Then we proceed to show that this leads to a contradiction at times, by showing that the 'part cannot be the whole'. Such choices can be eliminated.
We assume we are going to use nondeterminism with alternation, and restriction of the depth of the search tree as before. To implement the nondeterminism we try to guess the result and verify it, or go the whole hog and use a brute force method.
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THE PROOF FINDING METHODS-VI

Other proof techniques either standard or modified but acceptable can be used, just as in the case of solving problems by other methods.
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THE PROOF FINDING METHODS-VII

The major difference is that we are concentrating on the wrong choices and the wrong answers. These are simpler than solving the full question.
So we are becoming experts in determining all the wrong answers, and know everything that is not in the subject.
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THE PROOF FINDING METHODS-VIII

Throughout our attempts to find the solution we use concurrency and alternation with nondeterminism in our methods. We implement nondeterminism in all its variants, either demanding the longest path, the shortest path, all paths, and the longest path with the ability to backtrack efficiently, ability to guess the certificate of proof and verify it and so on.
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THE PROOF FINDING METHODS-IX

In general the student can risk using probability. The choices can be excluded based on a 'high probability' of being correct/incorrect.
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THE PROOF FINDING METHODS-X

The student becomes an Interactive Verifier. He needs a reliable Solver for interactive Verification.
The 'guarantees' by the paper setters of 'reliable' and 'standard' multiple choice based examinations provides this.
In the multiple choices one choice is definitely correct so it doubles up as a Solver.
In the multiple choices the rest of the choices are definitely wrong so these double up as Solvers.
The student has to practice use concurrency, nondeterminism and alternation to guess the Solver.
The syllabus, time constraints, the power of the intersection & complement operations guarantee a small depth of the search tree.
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THE PROOF FINDING METHODS-XI

The preceding discussions can be formalized using Computational Complexity. We have the situation of Interactive Verifiers and reliable Solvers of problems.
By a small procrustean application the famous theorem in Computational Complexity that IP=PSPACE as very much valid to serve as a model.
According to the theorem the knowledge areas and problems are modeled as being in PSPACE as an upper bound which in reality is adequate. This can span all MULTIPLE CHOICE EXAMINATIONS of interest.
The theorem models an average to above average Verifier as compared to a very 'clever' Solver i.e. the paper setter.
In reality subsets of PSPACE and subets of P are adequate. PSPACE is as per Computational Complexity a "well behaved" large complexity class closed under nondeterminism, complement, etc. etc., and including all of NP.
Application of the theorem shows the paradox that more the effort the paper setters put in to obtain reliable, correct questions the easier it is for the "Interactive Verifier" as he has easy access to reliable 'solutions'. These solutions are the easy right choice and difficult wrong choices or vice versa.
Throughout our attempts to find the solution we use concurrency and alternation with nondeterminism in our methods. We implement nondeterminism in all its variants, either demanding the longest path, the shortest path, all paths, and the longest path with the ability to backtrack efficiently, ability to guess the certificate of proof and verify it and so on.
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TWO GENERAL TECHNIQUES
Two general techniques that can be used with many quantitative questions to make them simple are considered.
We will call them 'deformalisation' &'instantiation'.
Both depend on the general strategy of 'verbalisation' of the problem as the first step.
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VERBALISATION
A general strategy to cut down the fear caused by excessive formalization is to 'verbalise' the problem.
It does not matter which natural language is employed for this purpose. It has been found again and again that 'verbalising' the problem, leads to the problem becoming user friendly and easier to solve.
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GENERALISATION
A general strategy to cut down the fear caused by excessive formalization is to realize that 'generalisation' normally leads to dilution of the complexity. This is the phenomenon in mathematics that it is easier to solve the general problem. The profound eternal problem is the determination of the right generalisation.
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EXPLOITING GENERALISATION
Sometimes 'generalisation' forces the quantitative treatment of the problem to work for very small values. This allows the student to find out the false answers by considering the values of the quantitative formulations for small values in the domain.
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DEFORMALISATION
Depending on the problem one can deformalise the problem to allow only part of the domain as input values. This will at times aid in filtering out the wrong choices.
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INSTANTIATION
A general strategy to cut down the fear caused by excessive formalization is to 'VERBALISE' the problem, subject it to 'DEFORMALISATION' and then 'INSTANTIATE' the problem for a suitable real life situation.
Many GATE problems can be solved by using COMMON SENSE with this strategy.
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REFORMALISATION
The next step is to 'REFORMALISE' the inferences and deductions from the 'INSTANTIATION'. The reformalisation should be in terminology and use the formalism of the knowledge area of the question.
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DEMONSTRATION-I
A general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
In GATE questions dealing with scheduling concurrent computations one can consider the concepts of concurrency taking real life examples from the environment.
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CONCEPTS IN CONCURRENT COMPUTATION
Just consider a person and his three neighbors having an appointment with a doctor at almost the same time.
Appointment or no appointment, we have all the concepts of concurrent programming, in a real situation.
With our noisy neighbor around we have both 'busy wait' and 'starvation'. We can simulate the effects of 'monitors', 'semaphores', 'synchronisation', 'message passing', 'deadlocks', etc. etc. in the environment.
All scheduling algorithms in the syllabus can be simulated.
Most GATE questions in concurrency & scheduling can be modeled and easily be solved by commonsense reasoning using the above model.
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DEMONSTRATION-II
Another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
Most questions dealing with partial undecidability and Turing machine, or r.e set or recursive set based can be reduced to simple commonsense reasoning.
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THE UNDECIDABLE
Another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
We just have to ask a couple of our noisy self-proclaimed generous neighbors for a small hand loan.
The results teach us in a very user-friendly way, the meaning of the concepts of decidability, undecidability, partial decidability, algorithms, procedures, r.e. sets, recursive sets, Turing decidability etc. etc.
Most questions dealing with partial undecidability and Turing machine, or r.e set or recursive set based can be reduced to simple commonsense reasoning.

THE DECIDABILITY
OF
PARTIALLY DECIDABLE SETS
Another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
We just have to ask a couple of noisy self-proclaimed benevolent neighbors about the activities of the terrible 'urchin' in the neighborhood. We get all, and only the bad reports.
If we ask the urchin's devoted mother about the urchin we get only the good reports about the apple of her eye.
Listening to both sides gives us the full picture.

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THE DECIDABILITY
OF
PARTIALLY DECIDABLE SETS(contd)
Another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
By listening not only to the persons in power and also to what the opposition has to say, gives us the full picture.
We get the intersection of two enumerations. One gives all the 'good' things, the other gives all the 'bad' things. The net result is that we know all the characteristics.
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DEMONSTRATION-III
The general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' can be applied to other areas of Computer Science. The preceding states the famous result that if a set and its complement are both r.e. then the set is recursive.
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DEMONSTRATION-IV
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
Most questions dealing with concepts relating to intractability, NP-completeness etc. and restricted to the syllabus can be reduced to simple commonsense reasoning.
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NP-COMPLETENESS
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
NP-complete and NP-hard problems can be likened to exclusive clubs, where membership is by invitation.
The invitation must be from a bona-fide member of the club.
This is sufficient for a problem to be NP-hard. To be NP-complete one must show that the problem is a citizen of the country in question.
Computational Complexity has identified many domains where they are '-complete' problems.
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NP-COMPLETENESS
DEMYSTIFIED - I
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
Computational Complexity has identified many domains where they are '-complete' problems.
One strategy that can be followed to convert some other country, social group etc. to our way of life, our way of thinking, our control, our domination, our ethics, our mores, our culture, our value system etc. etc. is to get hold of some 'kingpin goon', 'Quisling', etc, in the other country or society. If that person can be converted then the whole, country is converted to our viewpoints and direction.
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NP-COMPLETENESS
DEMYSTIFIED - II
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
Computational Complexity has identified many domains where they are '-complete' problems.
These are the 'king pin goons'.
The police regularly use the strategy to break up gangs of goons.
The teacher regular tries to catch 'the bad egg' in the class.
A lot of people, societies, institutions, governments try to find the 'Quislings' in some other bunch of people, societies, institutions, governments, countries and so on.
The strategy has been adopted from time immemorial countless number of times by one religion to swallow up another.
The strategy has been adopted for one country to swallow up another.
We always want to know 'the people who matter'
We always try to find a 'scapegoat'.
We or traditional brands of History are only interested only in the 'people who matter'.
We want to report to the "CEO" only, he is the only person who matters.
We want to destroy the 'eye' of the cyclone.
It is commonly used to tackle political, social and industrial unrest, the world over.
If we can find and influence the 'Big Chief', 'the leader', 'the High Priest', 'the King', 'the Emperor', etc. it is sufficient for everyone to fall in line.
The idea is to 'make an example of' or 'get full control' with minimum effort.
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NP-COMPLETENESS
DEMYSTIFIED - III
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
How does a '-complete' club get started? There are many complexity classes with these 'kingpin goons' or 'Quislings'.
They are not guaranteed to exist for all classes. Just as a 'Quisling' cannot always be found in all societies, countries, all activities.
Somebody must first find an initial 'Adam' to get the club going. Then we can have a 'nucleus' of members. Then the club can expand and explode in membership.
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NP-COMPLETENESS
DEMYSTIFIED - IV
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
How does a '-complete' club get started? The fun started about half a century ago. The eminent Prof. Stephen Cook considered the complexity class NP. For this class he found a 'kingpin goon' called the satisfiability problem. This one is the 'Adam' of the club of NP-complete problems.
Now this problem could extend invitations to other problems to join the exclusive club.
There should be a Verification that the 'goon' invited to the status of a 'king pin goon' is a bonafide member of NP.
There is no 'application' for membership allowed.
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NP-COMPLETENESS
DEMYSTIFIED - V
Still another general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' is now considered.
How does a '-complete' club grow? The eminent Prof. Karp used the 'Adam', the satisfiability problem, for extension to a small nucleus of important problems that had led mathematicians over centuries to lifetimes of tears, toil, sweat and despair. He thus showed that this small nucleus of problems were 'king pin' goons and there seems to be a relation between the concept of '-complete' and the incorrigible nature of these problems which resisted centuries of attack.
Then for about a decade people had a 'ball' isolating the 'king pin' goons and as on today 4000 of them are known, to be bonafide 'king pin goons' of the NP complexity class.
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DEMONSTRATION-V
The general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' can be applied to most areas of knowledge where underlying concepts of a general scientific nature are subjected to a quantitative treatment.
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DEMONSTRATION-VI
The general strategy using 'VERBALISATION', 'DEFORMALISATION' and 'INSTANTIATIATION' can be explained by Computational Complexity.
In the hierarchy of Complexity Classes, any particular class includes all the classes below it. We are merely considering smaller, special and perhaps elementary members of a particular Complexity Class.
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APPLICATION OF COMPUTATIONAL COMPLEXITY

Other results of Computational complexity can be used as strategies that can be employed by Verifiers to obtain the answer without actually Solving the problem.
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COMBATING THE SILVER BULLET

One solution to combat use of the silver bullet which suggests itself is to vastly increase the syllabus and thus the information content of the question.
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DRAWBACKS OF EXTENDING THE SYLLABUS

[Topics to be elaborated upon========>>
1. [Ambiguity] In the multiple choice based examination pattern, the paper setter may employ psedo-ambiguity in an attempt to create difficult questions. This results in two choices being possible answers. Careful interpretation of a 'word' or 'phrase' allows the right choice to be made.
2. [Pseud-ambiguity] An example is the ubiquitous quantitative multiple choice question of determining the next element of a given sequence of numbers. Ostensibly they form a series. If one takes supersets of the syllabus an unbounded number of solutions exist. One can trace umpteen curves through al those numbers in the Euclidean plane. However the student must restrict himself to the syllabus.
3. [Inherent Ambiguity] The paper setter sometimes oversteps himself and creates a ‘howler’ where all the choices are correct/wrong. There is normally no ‘effective’ Court of Appeal.
4. [Supersets of the syllabus] If one extends the syllabus then wrong answers may become correct or the other way around. Computational Complexity based arguments show that extensions to the syllabus effectively increase the complexity class modeling the syllabus. A simple syllabus can use a simple complexity class.
5. [Arithmeticization] Any area of knowledge can be reduced to simulations based on Arithmetic. So by extension all areas of knowledge are only worried about the true statements of Arithmetic.
6. [Type 1 Incompleteness] If one extends the syllabus sufficiently then the first type of Incompleteness sets in. The student will not know when to ‘stop’/’halt’ in his search for the validity of a choice in some question.
7. [Type 2 Incompleteness] With a sufficiently large superset of the syllabus a second type of Incompleteness sets in. The student will never be able determine the ‘reasons’ by which a particular choice in some question is right/wrong.
8. [Type 3 Incompleteness] An oracle may help the student tackle some types of Incompleteness, but there are problems for which an oracle will not help. The student cannot determine in a finite amount of time the validity of a choice.
9. [Type 4 Incompleteness] An hierarchy of oracles may help the student in some cases, but there are problems beyond any finite hierarchy of oracles.
10. [Type 5 Incompleteness] There are problems the student cannot attack with the use of oracles.
11. [Type 6 Incompleteness] There are problems in the real world for which the simulations blow up. They become larger and larger for smaller and smaller problems. Ultimately the student knows ‘everything’ about ‘nothing’.
12. [Tackling Incompleteness] If the student is educated/trained/coached to refer to an association list of (question,answer) pairs, then the student just looks up answers in this list.
13. [The High Priest] In the temple of any religion the High Priest(s) and minions are more important then the Deity. The clerk is more important than the officer in any government organization.
14. [The Teacher as the High Priest] In any educational/instructional setup the Teacher is more important than the Knowledge. The business of the student is to satisfy the examiner in a multiple choice examination.
15. [The Syllabus as the High Priest] The association list of question, answer pairs based on the prescribed syllabus is what matters. The validity of the same cannot normally be posed as a question/discussion to a faceless, nameless, invisible entity called the examiner.
16. [Knowledge and the High Priest] At any point of time, in any area of knowledge, the association lists of acceptable/correct [question, answer] pairs are determined and fixed in an area. This is decided by the leaders & is normally valid for a generation. In some cases the validity may exist for a couple of generations. When longer periods are involved it gets pushed into a 'high school' syllabus.
17. [The Duty of the Student] It is the duty of the student to satisfy the examiner & choose the answer the examiner wants.
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DRAWBACKS OF A BRUTE FORCE INCREASE
IN THE SYLLABUS

There is however a basic limitation and a backlash. The syllabus cannot be increased beyond the limits of the proposed course.
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TACKLING AN EXTENDED SYLLABUS

If the student studies 2-3 years ahead well into his proposed course of study, the silver bullet grows enormously in size for questions relating to the basic syllabus.
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THE OUTPUT OF COACHING SHOPS

The student becomes a Verifier of solutions of the proposed course and cannot easily become a Solver of problems in the proposed course.
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THE WEAKNESS OF AN EXTENDED SYLLABUS

The coaching shops have taken care of the increased syllabus also in some cases.
Students are coached over years, from the wee hours of the morning till late night, to master the question answer sets.

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COACHING SHOPS BECOME SOCIAL INSTITUTIONS

Honorary doctorates have been conferred by well meaning educational institutions on persons who specialized in the use of the silver bullet.
However, as Mark Twain may have remarked, few escape that distinction.
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THE WEAKNESS OF INTENSIVE COACHING

Students indoctrinated as Verifiers of solutions make the mark, and they find it difficult to become Solvers of Problems from then on.
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ECONOMICS OF THE INDUSTRY

The national coaching industry is an annual US$5 billion affair, so by extrapolation the multiple choice based evaluation system is perhaps an annual US$1 trillion human activity when we consider the whole world.
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EPILOGUE

Based on experimental evidence, masses of Verifiers of solutions are successfully created.

START OF STRAY THOUGHTS

PART II
THE WORLD OF VERIFIERS OF SOLUTIONS

CONTEN TS
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
(O UT OF CHAOS STARS ARE BORN)
PROLOGUE--THE PROBLEM
THE BIGGER PICTURE OF THE ENVIRONMENT
THE PURPOSE OF THE EDUCATIONAL PROCESS IN THE ENVIRONMENT
THE ENVIRONMENT I: AS PER THE MEDIA REPORTS
OBSERVATION I: THE CONCEPT OF IMPORT SUBSTITUTION
OBSERVATION II: MEGAPROJECTS AND THEIR IMPLEMENTATION
OBSERVATION III: VERIFIERS OF SOLUTIONS OF LABOUR
OBSERVATION IV: THE REUSE OF SOLUTIONS
OBSERVATION V: THE JOB AND STATUS OF THE SOLVER OF PROBLEMS
THE ENVIRONMENT II: THE PHILOSOPHY OF MACAULAY
OBSERVATION VI: VERIFIERS OF SOLUTIONS AND PROCEDURES
THE ENVIRONMENT III: THE EDUCATIONAL PROCESS IN THE ENVIRONMENT
OBSERVATION VII: THE PLIGHT OF TEACHERS IN THE ENVIRONMENT
OBSERVATION VIII: THE EFFECTS OF AN INCREASED SALARY
OBSERVATION IX: THE PHOBIAS OF THE OLD TEACHERS
OBSERVATION X: THE KEYBOARD SYNDROME
OBSERVATION XI: THE MECHANICAL TYPEWRITER IS STILL AROUND
OBSERVATION XII: THE VERIFIERS OF SOLUTIONS
OBSERVATION XIII: TACKLING NEW AREAS OF KNOWLEDGE
OBSERVATION XIV: THE MATERIAL FOR KNOWLEDGE
OBSERVATION XV: ONLY VERIFIERS OF SOLUTION ARE PRODUCED
THE ENVIRONMENT IV: THE ROLES OF SOLVERS AND VERIFIERS IN COACHING
THE ENVIRONMENT V: THE RELATIONSHIP BETWEEN CHAOS AND STARS
OBSERVATION XVI: THE COLLECTIVE WISDOM OF THE STUDENT COMMUNITY
OBSERVATION XVII:WHAT IS IN A NAME? OBSERVATION XVIII: THE CREATION OF BULLET PROOF DOCUMENTATION
OBSERVATION XIX: THE STUDENTS EVOLVE A SOLUTION
THE CREATIVE SOLUTION OF THE STUDENTS
THE NET RESULT: VERIFIERS OF SOLUTIONS ARE TURNED OUT
THE IP=PSPACE MODEL
PROCRUSTEAN USE OF THE MODEL
INFERENCES I: MASTERY OF KNOWLEDGE
INFERENCES II: THE KNOWLEDGE IN PSPACE
INFERENCES III: THE POWER OF PSAPCE
INFERENCES IV: ASSESSING THE KNOWLEDGE ACQUIRED
INFERENCES V: THE PROPERTIES OF PSPACE
INFERENCES VI: ACQUIRING NONDETERMINISTIC THINKING
INFERENCES VII: ACQUIRING SKILLS IN GUESSING SOLUTIONS
INFERENCES VIII: ONLY VERIFIERS OF SOLUTIONS ARE TURNED OUT
A PHENOMENON EXPLAINED
INFERENCES IX: THE USE OF THE INVISIBLE COLLEGES
INFERENCES X: THE RELIABILITY OF THE SOLVER IN THE MODEL
INFERENCES XI: THE 3-TIER MODEL
INFERENCES XII: RECURSION AND MUTUAL RECURSION IN THE LEARNING PROCESS
INFERENCES XIII: THE AVAILABILITY AND USE OF INSTRUCTORS
INFERENCES XIV: THE PERFECT SOLVER IN THE MODEL
INFERENCES XV: THE EFFECTS OF DEGENERATION IN THE SOLVER IN THE MODEL
INFERENCES XVI: THE EFFECT OF A POOR SOLVER
INFERENCES XVII: PUSHING A VERIFIER OF SOLUTIONS TO BECOME A SOLVER
INFERENCES XVIII: THE SOLVER VANISHES IN THE MODEL
INFERENCES XIX: THE SITUATION OF THE STUDENT
INFERENCES XX: OUT OF CHAOS STARS ARE BORN
ANOTHER PHENOMENON EXPLAINED
ANOTHER PHENOMENON EXPLAINED FURHTER
EXTENSIONS TO THE MODEL
INFERENCES XXI: A VERIFIER TRIES TO BECOME A SOLVER
INFERENCES XXII: THE DIFFICULTIES OF A VERIFIER TO BECOME A SOLVER
INFERENCES XXIII: THE PHOENIX AND STARS
OBSERVATION FROM THE HISTORY OF SOFTWARE ENGINEERING
INFERENCES XXIV: A SILVER BULLET FOR SOFTWARE DOES NOT EXIST
INFERENCES XXV: THE IQ OF THE VERIFIER OF SOLUTIONS MUST BE VERY HIGH
INFERENCES XXVI: THE NEED FOR EXCELLENT VERIFIERS OF SOLUTIONS
A SITUATION EXPLAINED
A SITUATION FURTHER EXPLAINED
INFERENCES XXVII: THE OPPORTUNITIES FOR HIGH IQ VERIFIERS
INFERENCES XXVIII: THE RELATIVE DEMANDS FOR SOLVERS AND VERIFIERS
INFERENCES XXIX: HEADHUNTERS AND VERIFIERS
INFERENCES XXX: A BILLION VERIFIERS OF SOLUTIONS WANTED
INFERENCES XXXI: THE ECONOMICS OF CHEAP VERIFIERS OF SOLUTIONS
INFERENCES XXXIII: THE REQUIREMENTS OF VERIFIERS IN THE GLOBAL VILLAGE
INFERENCES XXXIV: THE GLOBAL VILLAGE NEEDS EDUCATED VERIFIERS OF SOLUTIONS
THE ENVIRONMENT REVISITED I: THE BULK OF THE PEOPLE IN THE ENVIRONMENT
OBSERVATION I: THE BANKRUPTCIES
OBSERVATION II: THE CYCLONES
OBSERVATION III:'THE ETERNAL QUEST'
THE ENVIRONMENT REVISITED II: 'SOMEBODY MUST DO SOMETHING'
OBSERVATION IV: THE STUPIDITY OF REINVENTING THE WHEEL
OBSERVATION V: EVERYONE WANTS TO BE A VERIFIER OF SOLUTIONS
OBSERVATION VI: THE CULTURE OF SOLVERS AND VERIFIERS
THE ENVIRONMENT REVISITED III: THE TV SHOWS OF THE VERIFIERS
OBSERVATION VII: THE ARISTOCRATS OF THE WORLD
OBSERVATION VIII: HOW A VERIFIER OF SOLUTIONS BEHAVES IN ROME
THE ENVIRONMENT REVISITED IV: VERIFIERS ONLY REUSE SOLUTIONS
OBSERVATION IX: THE 'CUT AND PASTE' CULTURE
OBSERVATION X: THE MULTIVALUED LOGIC ENVIRONMENT
OBSERVATION XI: THE LOWLY STATUS OF SOLVERS OF PROBLEMS
OBSERVATION XII: THE DIGNITY OF PLAIGARISM
OBSERVATION XIII: REUSE AND THE INTERNET
OBSERVATION XIV: THE CONTINENT OF CIRCE
OBSERVATION XV: DR JEKYL AND MR HYDE
OBSERVATION XVI: THE RESEARCH OF THE VERIFIERS OF SOLUTIONS
OBSERVATION XVII: THE RIGID ADHERENCE TO DOCUMENTATION OF PROCEDURES
THE ENVIRONMENT RECONSIDERED: ORIGINALITY IS A JOKE
OBSERVATION XVIII: THE FEUDAL ARISTOCRATIC MINDSET
OBSERVATION XIX: PRE-AGRARIAN AREAS IN THE ENVIRONMENT
OBSERVATION XX: THE DIVINE RIGHT OF THE ARISTOCRAT
OBSERVATION XXI: THE MINION SHOULD KNOW HIS PLACE
OBSERVATION XXII: THE ARISTOCRATIC WARS OVER CREDIT TAKING
OBSERVATION XXIII: OVERDONE PLAIGARISM
OBSERVATION XXIV: A FUNCTIONING ANARCHY
OBSERVATION XXV: A FUNCTIONING ANARCHY JUSTIFIED BY DOCUMENTATION
THE ENVIRONMENT VISITED VI: THE ARISTOCRACY OF VERIFIERS
THE ENVIRONMENT VISITED VII: NONDETERMINISM & PARTIAL UNDECIDABILITY
THE ENVIRONMENT VISITED VIII: NONDETERMINISM OF ALL TYPES IS A WAY OF LIFE
THE ENVIRONMENT VISITED IX: THE FURTHER RELEVANCE OF THE IP=PSPACE MODEL
THE ADVENT OF THE GLOBAL VILLAGE I: THE QUEST FOR THE MEMEX
THE ADVENT OF THE GLOBAL VILLAGE II: THE NEED FOR MASSES OF VERIFIERS
THE ADVENT OF THE GLOBAL VILLAGE III: THE FISH TAKE TO THE WATER
THE ADVENT OF THE GLOBAL VILLAGE IV: FIREFLIES BEFORE THE STORM?
THE ADVENT OF THE GLOBAL VILLAGE VI: THE EXPLOSION IN THE GLOBAL VILLAGE
THE ENVIRONMENT REVISITED AGAIN: THE SPATE OF REVOLUTIONS
THE SIMPLIFIED MODEL: SOLVERS OF PROBLEMS AND VERIFIERS OF SOLUTIONS
THE PROBLEM FORMULATION: SOLVERS=VERIFIERS?
THE RELEVANCE OF THE EDUCATIONAL PROCESS I: ONLY VERIFIERS NEEDED
THE RELEVANCE OF THE EDUCATIONAL PROCESS II: WHO WANTS SOLVERS?
THE RELEVANCE OF THE GLOBAL VILLAGE I: UPPER AND LOWER END ACTIVITIES
THE RELEVANCE OF THE GLOBAL VILLAGE II: TWO EDUCATIONAL PROCESSESS
THE TWO GOLDEN GOOSES THEORY
THE TWO GOLDEN GOOSES COOPERATE
FATTENING THE GOLDEN GOOSES
THE GOLDEN GOOSES CLAIM TO BE SICK
THE UTOPIAN MODEL FOR THE GOLDEN GOOSES
THE TWO GOLDEN GOOSES MODELLED
THE TWO GOLDEN GOOSES COOPERATE
THE SOLVER OF PROBLEM VANISHES IN SOFTWARE
THE VERIFIER IS SUPREME IS SOFTWARE
EPILOGUE

PROLOGUE

A Utopian model is needed that can be used in the Global Village for the mass production of Verifiers of solutions.
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THE BIGGER PICTURE OF THE PROBLEM

We can generalize the basic problem to the general environmental cultural, economic and social practices over centuries.
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THE PURPOSE OF THE EDUCATIONAL PROCESS

The purpose of the educational processes involved is to be considered. Is the aim to turn out Verifiers of solutions or Solvers of problems?
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THE ENVIRONMENT I

The Projects of major institutions as reported in the last half a century in the newspapers and other media can be studied.
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OBSERVATION I

The major thrust in the public sector industries, research institutions & government organizations over the last half a century has been to concentrate on Solving small problems and Verifying the solutions of large problems done elsewhere, by a fashionable concept and cover called import substitution.
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OBSERVATION II

Enormous fanfare and credit was claimed for imaginary mega-projects before their implementation, then the actual implementation quietly forgotten.
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OBSERVATION III

This is consistent with the culture of a world of Verifiers where the actual job of solving a problem was not important or considered the work as essentially that of labor.
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OBSERVATION IV

The solution was to be found by somebody in the local environment by 'muddling through' and it would be reused.
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OBSERVATION V

The solution could be imported or adapted by import substitution by the faceless, nameless lower rung minions.
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THE ENVIRONMENT II

In the educational institutions the philosophy of the extraordinarily gifted Macaulay who created the groundwork for the modern educational institutions still prevails.
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OBSERVATION VI

This is oriented to turning out Verifiers of solutions obtained elsewhere and glorified Verifiers of procedures formulated by others.
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THE ENVIRONMENT III

The educational process studied.
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OBSERVATION VII

(O UT OF CHAOS STARS ARE BORN)
(O UT OF C