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IBM C2040-985 : Developing IBM Lotus Notes and Domino 8.5 Applications Exam

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Exam Number : C2040-985
Exam Name : Developing IBM Lotus Notes and Domino 8.5 Applications
Vendor Name : IBM
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C2040-985 test Format | C2040-985 Course Contents | C2040-985 Course Outline | C2040-985 test Syllabus | C2040-985 test Objectives


Exam Title : IBM Certified Application Developer - Lotus Notes and Domino 8.5
Exam ID : C2040-985
Exam Duration : 120 mins
Questions in test : 97
Passing Score : 75%
Official Training : Fundamentals of IBM Lotus Domino 8.5.1 Application Development
TLCCs Notes Domino 8.5 Application Development distance learning courses
Exam Center : Pearson VUE
Real Questions : Developing IBM Lotus Notes and Domino Applications Real Questions
VCE Practice Test : IBM C2040-985 Certification VCE Practice Test

Application Architecture
- Connecting to internal data - internal to notes
- Creating mail-enabled forms
- Creating mail-in databases
- Designing and creating navigation for an application
- Designing applications incorporating OLE objects
- Exploring page layout and navigation
- Incorporating full text indexing
- Planning a classic Notes Application
- Preventing replication or save conflicts
- Referencing design element IDs: UNID and NOTEID
- Signing databases and design elements
- Understanding the concept of application replicas
- Using images in applications
- Using tables to manage page layout

Application Configuration
- Creating Public access forms
- Creating, Modifying, and Troubleshooting
File Resources
Images for Web clients
JavaScript for Notes and Web clients
Links for Web clients
Outlines for Web clients
Pages for Web clients
Style Sheets
Views for Web clients
Web Agents
Web Services
- Employing Java Applets
- Implementing Java Servlets
- Server document settings affecting agents
- Setting database launch properties
- Troubleshooting database performance
- Understand purpose and use of the Problems view

Application Management
- Controlling what gets replicated
- Copying an existing Domino application
- Creating an application from a template
- Creating an application icon
- Creating templates
- Enabling and preventing design inheritance
- Enabling document locking
- Making and distributing design changes
- Providing online Help for an application
- Setting application properties
- Starting an application from scratch
- Troubleshooting application access
- Understand document properties
- Using Design Synopsis to analyze application elements

Design Elements
- Arrange, show, and hide Eclipse views
- Creating sorted and categorized views
- Creating, modifying, and troubleshooting

Actions
Agents
Embedded Elements
Folders
for Different Clients
Forms
Java Libraries
JavaScript Libraries
Outlines
Pages
Profile Documents
Subforms
Views
- Creating/using Image resources
- Customizing twisties
- Displaying an icon in a column
- Displaying document hierarchy
- Displaying values in columns
- Hide form based on Client type/device type
- Hiding design elements
- Managing design changes with the Design task
- Personalizing Web site experience using Profile Documents
- Restricting Form and Document access
- Setting database properties to Improve database performance
- Setting styles for a calendar view
- Using calendar views in applications
- Using design perspectives
- Working with Autosave
- Working with different field types
- Working with hide when formulas
- Working with reserved fields
- Working with Shared Resources
- Working with Text, Rich Text, and Rich Text Lite fields
- Working with Time Zone fields

Domino Designer in Eclipse
- Access design elements using the Applications Navigator
- Access online Help via Eclipse plug-ins
- Manage Working Sets
- Understand purpose and use of the Properties view

Programming
- Adding instant messaging to an application
- Connecting to Enterprise Data
- Controlling the display of information on forms using Hide-when options
- Creating programmable tables
- Creating right mouse button menu items
- Creating, Modifying, and Troubleshooting Framesets
- Customizing the Designer Tools menu
- Deploying a simple Java applet on a Web page
- Deploying, utilizing LotusScript agents
- Indenting response documents
- LotusScript

Accessing and manipulating the current document using NotesUIDocument
Accessing Databases, Views, and Documents
Displaying information to a user on the Status Bar or with Messageboxes
Searching for Documents in a View or Database
Stepping through a View to access Documents
- Managing data and design replication
- Managing display options for views
- Managing field access with input enabled formulas
- Programming window titles
- Programming with the formula language
- Rendering HTML in applications
- Securing the design of a database
- Setting Programmer pane properties
- Sharing, locking, and editing design elements
- Understand purpose and use of the Events view
- Understand the LotusScript Object Model
- Understanding the JavaScript Document Object Model (DOM)
- Understanding transaction logging
- Using @Commands in Web applications
- Using @Functions in Web applications
- Using advanced options for columns
- Using CGI variables
- Using CSS for adding style
- Using Document encryption
- Using Domino URL Syntax
- Using HTML for Notes and Web access
- Using JavaScript controls for display of rich text
- Using JavaScript in applications
- Using other controls for displaying rich text
- Using Reader and Author fields
- Using the HTML Editor
- Using the Objects tab in the Programmer's pane
- Using the Reference tab in Designer
- Using XML in applications
- Utilizing HTML option control at field and form level
- Validating user entered data using JavaScript
- Working with dialog boxes: tables, and forms
- Working with HTML attributes on fields
- Working with Lists
- Working with special web development fields (e.g., $Return, $$View)
- Writing formulas to support different clients
- Writing messages to the user
- Writing portable code

Security
- Adding security to an application
- Defining security levels for application users
- Designing applications based on Summary/Non-Summary data storage
- Managing security with Roles
- Managing the ACL
- Restricting Section access
- Restricting View access
- Setting access for Anonymous users
- Setting Defaults for an application



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IBM Applications test Cram

The Grading system: Its Defects Are Many | C2040-985 Practice Questions and PDF Braindumps

"Grades in courses are a crucial evil, but for the certainly qualified pupil they might not be critical"--Kenneth B. Murdock 'sixteen, chairman of the Committee on ordinary training.

"people are examined too a good deal and too often"--Richard T. Gill '48, Senior Tutor of Leverett condo and a member of the Committee on tutorial coverage.

"striking students may also be ruined via a police-type test given in tremendous detail on account of the grading gadget"--Paul H. Buck, former dean of the college.

"Too few college students understand that God is not grading their bluebooks"--Wallace MacDonald '44, director of freshman scholarships.

These opinions represent some basic doubts about Harvard education, suggesting that the school's educational strategies are unimaginative and old-customary, with many students caught up in a mesh of checks, papers, gradesheets, and route requirements.

Grades draw consideration as a result of they underlie the whole gadget. apart from tutorial, all formal training on the school is evaluated in twelve steps from A to E. Lectures, reading, quizzes, essays are all treated as things to be marked, or the stuff from which to make an examination.

If grades definitely spurred college students to intellectual achievement, this method can be cost-efficient. they're truly handiest a bad substitute for personal criticism from a revered instructor, the ideal incentive to researching.

Grades imply first that the concepts and statistics presented aren't in themselves pleasing, and second that what is worth figuring out a few given subject has definite, with ease attained limits. The A symbolizes them, and units a limit of its own on effort in a course.

refined students may additionally ridicule the A and people who are looking for it. however once they accept a reduce mark, perhaps a B-, as minimal for self-respect, they are lie to into believing that B- stands for an important, measurable level of researching.

Then there is a 3rd classification of scholar, who's instantly inhibited through grades, lessons and the different IBM-directed minutiae of Harvard training. He wants to analyze some problem deeply, however does not as a result of he feels he need to make high marks in all classes, for the sake of the Scholarship Committee, or for a graduate college, or for his fogeys.

Harvard's emphasis on grades can show worst in remaining examinations. Finals can and may be academic tools in themselves, but now they tend to deemphasize memory, and a specific amount of vaguely knowledgeable generalization. Questions which amount simplest to identifications, either of terms or locations, or which let an A answer primarily based most effective on standard suggestions typify this pointless method.

an exceptional professor will ask a query that requires the scholar to take a stand and draw collectively the material of the route. he will must do some thinking, and some thing grade he gets, he'll have won something from that examination.

The reality-memory examination has only one justification--the belief that checks are handiest to exhibit how much has been discovered, and needn't be gaining knowledge of experiences themselves. This slothful perspective defends the test which makes it possible for only 1 answer to at least one question (like "What became the middle of cotton production in the u.s. in 1940?").

When even a bit idea is requested, or the place more than one answer is correct, then the inaccuracies that represent grading here explode the system. Even academics and directors right here doubt how neatly grades measure, and some start to question simply what they do measure.

a standard criticism towards grades--the psychological effect of chronic measuring--is mentioned right here, but certainly not turns into a vital argument.

however psychological consequences don't seem to be in fact regarded too essential, for whereas the faculty is able to deliver information, and psychiatric help if fundamental, it will scarcely discard a whole educational framework to remedy issues it considers almost own. exchange will best come if teachers and college students consider that more can be realized, in some circumstances at the least, with out grades.

student discontent is tough to judge. The student has no Committee on academic coverage to express his grievances, and whereas the field should be would becould very well be treated in a pupil Council record, it's doubtless too involved for that group to address.

i.e.'s Damnation

one of the most few vocal expressions of dissatisfaction became ultimate June's i. e., a general damnation of Harvard training which suffered because its heat became grades, i.e. pointed out:

there is something damaging in all grades whether or not they be A's or B's. it's their inarticulateness. they're the stuttering of an impressive Jehovah. gaining knowledge of isn't attracted to being informed how decent or dangerous it is; it is drawn to being replied to, in being proven what's being carried out incorrect. allow us to seem on the question logically. Socratically, what it the aspect in telling a scholar he is stupid if he's stupid; and if he's not stupid, what is the aspect in telling him that he's?

however imperfectly put, this insistence that gaining knowledge of craves response was i.e.'s most advantageous contribution. The magazine provided no advantageous assistance, but its blunderbuss assault turned into nonetheless positive, for it inspired fairly somewhat of notion, tons if it amongst college students who had under no circumstances previously regarded education abstractly.

by using and large, these are the college students' complaints with grades:

they're inconsistent.

They do not measure the most important parts of a path, and that they indicate that each and every item on a studying checklist or every lecture in a course deserves equal consideration.

One protection for grades upholds their validity. Dean Leighton says, "You have to have some measure of tutorial performance." He believes that grades are excellent of SAT prediction, in terms of a wonderfully correct measure, pointing to grade curves which correlate with scores on Scholastic Aptitude exams. but of direction all these figures demonstrate is the later grades. Neither ordinary is always significant.

faculty administrators and grad college admissions officers say that they're convinced with grades as forecasters, even though they conveniently admit that a private appraisal is sophisticated, after they individually know the candidates for some award. however the idiosyncrasies of a long way-flung deans limit the extensive software of such an method.

The second is extra important. It argues that with no recurrent check in the from of grade sheets, there would be no impulse for college kids to do any work in any respect. They contend essentially, with Keppel, that although some faults may additionally exist within the present system, scholar immaturity is the primary issue, and would no longer be removed through eliminating the current goals of their immature student.

whereas European college students frequently get with the aid of without consistent grading, grade awareness is instilled in the American adolescence all through faculty, culminating in an excellent batery of tests his final 12 months in college. it's felt that this grade emphasis stimulates a great deal of the getting to know in American training.

Reformers argue that grades don't seem to be a indispensable reason for studying. They argue that a few associations have removed grades from the school adventure of varying companies or students, and without unhealthy effects on discovering.

Reed (570 students) and Bennington (309 students) hold grades however do not communicate them to students, using conferences to notify students concerning the nice of their work.

A a bit greater faculty, Swarthmore, discards course grades completely for 200 of the school's 900 college students. they are juniors and seniors admitted to honors as a result of interest and direction grades of their first two years.

These college students take best seminars, two a time period. 5 or 6 students meet weekly with an instructor, writing papers each other week. typically one seminar is in the student's own box and the others related. a standard honors software could include 4 political science seminars, two in history, and two in economics.

outdoor Examiners

instead of being graded, these college students are put via a heavy battery of everyday examinations, both written and oral, in the spring of their senior year. These examinations are organized no longer via the Swarthmore school, but by way of backyard examiners, who serve to prevent educational inbreeding. college students have high praise for this detail, for they believe that they are working with an instructor, no longer towards him, because he neither writes nor reads their examinations.

These schools have established that an American college pupil is capable of wonderful work without regular pressure from grades. despite the fact, even the satisfactory facts of their graduates, in tutorial activities and in other places, do not themselves reveal that the plans would work for colossal numbers of scholars.

within the first place, Swarthmore's honors system, which casts grades out completely, comprises best about 200 students, and these are drawn from about 450 matriculating college students, already about as tremendously chosen as Harvard's 4400.

Secondly, these faculties are miraculous teaching schools, but whereas they encompass individual students of renown, they don't seem to be facilities of analysis. The instructing and counseling duties represent a extreme handicap to research. At Swarthmore the teacher performs in each seminar and classes, and this can result in a schedule requiring the equal of 5 half lessons and two one-time period seminars in a 12 months, or an average of as much as thirteen teaching hours per week. With time allowed for practise, this figure can also basically prevent a analysis school.

These objections indicate that these techniques can't be transplanted to Harvard, but they ought to not therefore forget about the lesson they teach--that grades are not all the time quintessential to education.

Such ideas are also permitted at an establishment extra with no trouble comparable to Harvard. Yale agrees that college students might also now not need grades, and offers a number of distinct programs, current at once below one college and one administration.

while most Yale college students take the typical direction software, expanding numbers of equipped Elis work greater independently under new plans of study.

the primary of those is the scholar of the house software, wherein lessons are optional for a group of about twelve seniors. They meet biweekly, read papers to every other, and study below the advice of a tutor.

Divisional Majors program

yet another test is the Divisional Majors Honors program. now not always constrained to honors candidates, this plan presents seminars that reduce departmental traces for the final two years, together with tutorial work, additional analyzing, and perhaps some course work on the aspect. No grades are given during this program which ends up in a series of complete Examinations.

each these courses embody President A. Whitney Griswold's hope that "just as democracy puts the success of opportunity up to its residents, the new Yale faculty application places the achievement of opportunity as much as its college students." The pupil of the condo software goes extra, however each innovations support Griswold's thought that for "the student of unusual maturity and ability... nothing in need of a maximum problem will evoke a maximum response."

simply how a good deal is Harvard doing to evoke the sort of response?

both tutorial for credit score and course reduction present gradeless, fantastically impartial look at for some college students. the line between them blurs, and it is tough to tell how much tutorial for credit score succeeds when it's anything else but a thesis path or a cram session for generals. no longer too many college students avail themselves of this privilege, which is sometimes pushed through departments.

Few Take route reduction

Numbers demonstrate the current insignificance of path schooling. It was first open in the spring of 1955, when ten students used it to get rid of one half direction in desire of unbiased analyze. In succeeding terms the plan turned into used by using 19, 17, and 9 students, whereas 20 used it this spring. No indications appear of any consistent upward trend, nor of any primarily significant quantity using the application.

The application has definite atypical aspects. the primary is that the scholar is usually without supervision, once he has been authorized within the application. His box, continually heritage or heritage and Literature, recommends him for the application for a advised analyze task now not paralleled via courses. The Committee on advanced Standing will constantly settle for the petition.

This leaves the pupil fairly a lot on his own, and if he has three time-ingesting lessons or a large outside endeavor, he might also let his venture slide. Many college students have regretted the shortcoming of route within the program, but Harlon P. Hanson '46, director of advanced Standing, isn't too a whole lot distressed. He says, "intellectual worth may also be derived from a slackening of tempo. Too many people here are tying their shoelaces while they run."

a great deal more supervision exists within the school's handiest different gradeless instruction software, tutorial. frequently very beneficial, tutorial is every so often offered in cases which damage its effectiveness.

significant, financial system-dimension community tutorial every other week for an hour and a half can rarely supply anything else stronger than an excellent lecture from a tutor.

Tutorial turned into meant to help the student arrange the fabric in his field, drawn from classes and different readings, into a coherent complete. assistance and assignments from the tutor would support him achieve this solidarity. Tutorial does not now accomplish this for any big number of students.

route competitors

competition with courses continues to be probably the most critical impediment to independent classes. provided that the college emphasizes grades, any portion of formal education which tries to brush aside them will undergo unless it's primarily neatly-planned and interesting or the scholar displays a fabulous diploma of independence. "if you are in a gadget that comprises grades, you commit harakiri if you are trying to do devoid of them," comments Harold C. Martin, director of generic training Ahf.

disposing of grades from part of schooling will no longer always prove disastrous, but it surely have to elevate the chance that a person will focus his energies on the graded education and neglect the untested.

here's the argument for throwing out grades wholly, at some aspect in a man's college career. a variety of schemes were superior which might permit seniors to make use of the college as they choose, pleasant most effective thesis and general examination requirements. Others argue for a more gradual development of this independence, beginning it within the junior year.

Minor limitations like graduate school admission and Selective provider classrank may virtually actually be overcome, but scientists' opposition would latest an improved check. John H. Van Vleck, Dean of Engineering and utilized Physics, contends that classes are critical in the sciences; asserting that the ecu emphasis on analyzing and tutorial applies reasonably best to the Humanities and Social Sciences. "you can browse around in literature," he says, "extra readily than in scientific disciplines and the laboratories."

If this issue couldn't be overcomes planners would face the question of whether they desired to raise twelve) scientist's separation from the school life of his fellows.

essentially the most wonderful problem is that of cost, for if greater tutors have been for use, there would ought to be funds to pay them. precisely the place they'd come from is another issue of no suggest issue.

Senior school members could not matter on for much more tutorial work, if any, unless there changed into a pretty good cutback in direction offerings. Committee responsibilities have extended tremendously (Murdock remaining fall served on nine college committees) and this looks to prevent the school's finding out to assign itself an awful lot extra tutorial.

earlier than Finance

One cause of the inability of a price estimate and proposals for financing is that every one these discussions are nonetheless within the preliminary stages, and that the tutorial desirability of the program has not been centered to the delight of the school.

The ideas, at least so far as they have been publicly mentioned, do have some flaws. there is anything illogical in arguing that grades are a bad stimulus to schooling, and that for this reason they could be used simplest for 3 years as a substitute of four. again, if one maintains that grades do not stimulate a student to superb work, how can one trust that potential for excellence will be proven by means of the grades of the primary three years? This can also be justified most effective by way of postulating a striking transformation between the junior and senior years, an not likely concept. speaking merely when it comes to academic philosophy, Murdock is of the same opinion, one would should ask for utility of this type of independent training to all, for 4 years.

In practical terms although, there is not any possibility of this in the foreseeable future. Budgetary concerns and historic-original conservatism would steer clear of any immediate universality for the plan. there is another awesome ingredient, a lingering belief that lots of the college students within the faculty basically be taught greater as a result of the grade stimulus than they might with out it.

Fixing the bounds

If, because of this, there ought to be limits to the plan, how foremost can also they be fastened? there's nothing incorrect with proscribing it to honors candidates, offered one is away from the necessities required for honors candidacy. but why institute independence within the senior 12 months? Discarding hour assessments and a few essays in the junior yr curriculum will not prepare the scholar for a courseless senior yr. getting rid of grades isn't so much the aim as making the examine greater essential, and grades are a symptom in addition to a reason behind learning's failure to excite.

Tutorial for credit can be required for junior honors candidates. Grades may be given to insure sufficient competition with lessons, besides the fact that children a tutor who inspired respect would doubtless no longer want this club. The tutor should still write a browsing record on the student, a record carrying superb weight in identifying his repute for the senior yr, and his admission to a courseless application.

Nothing is greater vital to this application than respectable lecturers. When a professor who has the student's self assurance criticizes a chunk of work, if best for a minute, the impact is infinitely more advantageous and more permanent than a lengthy treatise in crimson pencil at the backside of a blue-booklet or essay. in all probability the graduate pupil who writes there is an improved critic than the professor; it does not matter, for the scholar would not be aware of that, and the comment includes little which means.

Kerby-Miller's View

one of the crucial strongest arguments in desire of accelerated flexibility for qualified students comes from a neighborhood it really is intimately concerned with the high-quality of Harvard schooling, however is frequently not noted by way of that device's planners. Radcliffe's Dean of instruction, Mrs. Wilma Anderson Kerby-Miller, provided this view:

whereas a person working just for a grade gets quite a whole lot out of a course, I hope they didn't need to lay so an awful lot stress on grades, above all in areas like scholarships. we've sixteen and one half courses for everybody, and the identical gadget all the means through.

I frequently consider that many of those that graduate from Radcliffe may have had an improved schooling, for whereas they are attempting to teach these americans to be essential, the procedure frequently stops with faculty. anything they frequently forget is that or not it's crucial to know how to purchase books, and to want to buy books.

Her advice is that whereas the first-class of Harvard-Radcliffe schooling is fairly high, it may possibly commonly be too "check-ridden" and fall to boost an inquiring, crucial-intellect. from time to time it could actually most effective have crammed this intellect with a certain quantity of information.

Dean Elder does not regard the issue as this essential youngsters he conceded that it's a true one. while classes suggest a volume idea of abilities, he admits, Harvard's approach does no generally do that to a major diploma. "in fact," he says, "because Harvard's education is so first rate, Harvard must cleared the path. If through his senior yr in faculty a person is not ready to believe on his personal, there isn't too a good deal probability that a different yr of classes will lead him to achieve this."J. PETERSEN ELDER


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