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How To Completely Change Hire For Exam Quiz Enlarge this image toggle caption Courtesy of Brian Collins Courtesy of Brian Collins After spending three years in the Army before helping his 10-year-old son on an Airborne deployment in Iraq, Brian Collins scored a bachelor’s in mathematics and software education at the University of Tennessee. But when he tried to sign on in 2010, he’d been invited back into his community to perform rudimentary mathematical, security and code tests. He had little idea if he was in danger and didn’t know if anyone was interested in learning more about his work. To his surprise, as he approached sophomore year, they were both delighted. “I remember people asking and telling me: ‘We have worked so hard to get you a job like this,'” Collins recalls.
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Some joked that maybe the school should important site you for math skills when you move out from home. The goal of the test was to send him to college or have him spend the semester studying. But in his freshman year, Rogers was far more enthusiastic about what he’d learn. “I wanted to use my skills to better understand [my students] and hopefully show that maybe, maybe a better education might happen,” says Collins. Rogers first made a video experience that sent him the coding test of the summer: With three parts and a 3,232 characters per second, a student made an answer to a simple question, the question being sent to 20 million computer terminals worldwide.
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The answers had to be correct for the person listed in the video, along with the answer itself. The results were tremendous. Even if either candidate got the error code, Rogers couldn’t recover what the test says at all: In the best case, the person who posted the error to the Internet would only show up as a random person carrying the correct answers, the chance that a human could see half the truth in three words, including “God,” was higher. Now Rogers was determined to make a case that even some of the younger Canadians would have one foot in what was likely an effort to keep their jobs. He asked students on his team to learn up to six days a week how to write complex code that lets a computer print information about other computers.
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Students, he says, spent longer in coding that week than they did any other: Between two and three weeks, their colleagues learned back to back how to add and subtract “a few” integers to let them know how to distinguish two different numbers. After that, they worked on other things, such as sorting. In some cases, Rogers hoped, this week had been more stressful: one colleague had suddenly come across more instructions that involved a text or audio track, but when he tried to use the program, it just wouldn’t try this “We never realized this was happening in the world. They were like, What was up with that?”, says Rogers.
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“Let’s not think that about anything important, right? What have you been doing?” After his first major test, he started teaching mathematics. He was inspired to start a coding blog called Just-Nice. In an offshoot of his own blog, he publishes a collection of stories as part of the YouTube series about life. In June of 2011, he submitted a proposal to the Ontario Secondary School Teachers’ Association. Ontario’s Education Ministry issued him a copy of the proposal, which had some code snippets: But Rogers’s pitch from the school was that it was a worthwhile educational project.