Automation research methodologies professional orientation seniors

101. Participate in section rowers, sailing, scuba divers, in the squad to rescue the drowning?

102. Participate in paramilitary games?

103. Visit historical museums, learn about cultural monuments of the people?

104. Engage in the literary circle, attend elective classes in literature or language?

105. Keep a personal diary?

106. Class act with reports of the international situation, with talks and presentations on various topics?

107. Do the job counselor?

108. Investigate the cause of the behavior and actions of people that they want to hide?

109. Helps customers in the store to choose a purchase?

110. To solve complex math problems?

111. Similarly to count their cash income and expenses?

112. Engaged in the circle of a foreign language or attend extracurricular activities?

113. Engage in artistic circles?

114. Participate in reviews of amateur?

115. Engaged in the choir or in one of the musical circles?

116. Engage in any sports team?

117. Participate in contests or biological prepare exhibitions of plants or animals?

118. Participate in geographical expeditions?

119. Participate in geological expeditions?

120. To observe and care for the sick, help?

121. To participate in exhibitions culinary or pastry (or visit them)?

122. Participate in physical competitions?

123. Solve complex problems in chemistry? Participate in the Chemistry Olympiad?

124. Understand the technical drawings and diagrams, draw or make drawings of your own?

125. To understand the complex radio circuit?

126. Attend a tour industry, meet new types of machines, observe the work for them or for their repair?

127. Tinkering anything made of wood with his own hands?

128. Take active part in the construction work?

129. Take active part in the maintenance and repair of the car, trolley, etc.?

130. Manage commercial aircraft?

131. Live by rigidly set mode, strictly carrying out routine?

132. Engage in historical circle (collect material, presented papers on historical subjects)?

133. Working with references, directories, diary impressions on the read?

134. Participate in discussions and reading conferences?

135. Prepare and conduct conferences or discos, parties?

136. Have the patronage of difficult children, discuss the issues with anyone raising children and adolescents?

137. Assist in the work of the police, to be a member of the Circle "Young friend militia"?

138. Constantly communicate with different people?

139. Participate in math competitions?

140. Interested in the value of the goods, to try to understand the issues of pricing, wages, labor?

141. Talking with a friend (or friends) in a foreign language?

142. To participate in exhibitions of fine art?

143. Attend theater workshop?

144. Participate in musical review competition?

145. Take personal or team participation in sports?

146. Grow in the garden, the garden plants or animals to educate and care for them?

147. Conduct topographic survey area?

148. Make long and difficult march, during which have to work hard for a given program?

149. Work in a hospital, clinic, pharmacy?

150. Working professionals at Light and food industries (seamstress, cutter, cook, technology, etc.)?

151. Solve complex problems in physics?

152. Working in the chemical industry or in himlabaratorii?

153. To participate in exhibitions and technical creativity?

154. Work in the field of electricity or electronics?

155. Work at the machine (mostly standing), produce a variety of metal parts for products?

156. Perform according to the drawings or model carpentry work?

157. Work in building team?

158. Carry passengers or cargo, to comply with traffic rules?

159. Work in a storm on a big river or in the open sea?

160. Military specialist work?

161. Hiking to the historical places of his native land?

162. Write stories, write poems, fables, and so on?

163. Write articles or essays in the wall newspapers or periodicals?

164. To lead a team during labor landing?

165. Organize games and children's festivals?

166. To work in the legal establishment (in court, lawyers, prosecutors)?

167. Provide a variety of services to people?

168. Perform work that requires constant use of mathematical knowledge?

169. Work in the field of economics, finance and business planning of the national economy?

170. Participate in contests, competitions, conferences in a foreign language?

171. To participate in exhibitions of fine art?

172. Play on the stage or in the movies?

173. Working musician, musical director or teach music?

174. Work as a teacher or a physical trainer?

Test questionnaire measure of achievement motivation (a modification of the questionnaire Mehrabian).

The text of the questionnaire:

Instructions: "The text consists of a series of allegations regarding the nature of the individual parties, as well as opinions and feelings about certain situations. To assess the extent of their agreement or disagreement with each statement, using the following scale:

3 completely agree

2 agree

1 rather agree than disagree

0 neutral

-1 Rather disagree than agree

-2 Do not agree

-3 Strongly disagree

Read the statement of the test and evaluate the extent of their agreement (or disagreement). In this case, on the form to answer allegations against number set number that corresponds to the degree of your agreement (+3, +2, +1, 0, -1, -2, -3). Let's the answer that first comes to mind. Do not waste time thinking about it.

If you have any questions. Ask them before you perform the test. Now get to work! "

Form A (male):

1. I'm thinking more about getting good grades than fear getting bad.

2. If I had to perform a complex, unfamiliar task, it would prefer to do it with someone else, than to work on it alone.

3. I'll take the most difficult tasks, even if not sure I know the answer than lungs that know what I decide.

4. I'm more attracted to work that does not require power and the success which I am sure, the more difficult case in which the possible surprises.

5. If I did something does not go, I would rather put all the power to deal with it, what would pass to the fact that I may well turn out.

6. I would prefer to work in which my functions are clearly defined and the salary is above average, with the average wage work, in which I must determine its role.

7. I spend more time reading the literature than art.

8. I would rather important difficult, although the probability of failure in it is 50%, the case is important enough, but not difficult.

9. I will learn more entertaining game, known to most people than the rare games that require skill and little is known.

10. For me it is very important to do your job as best you can, even if, because of this I have some friction with his friends.

11. If I was going to play cards, you probably would have played in the entertainment game than in a hard-brainer.

12. I like the competition, which I more than others, so, where all participants are approximately equal strength.

13. In my free time, I Get a hold of some more game to develop their skills, than for leisure and entertainment.

14. I'd rather make a case as I see fit, even with a 50% risk of being mistaken, than to do it, I recommend others.

15. If I had to choose, I would choose the most work, in which the starting salary will be 180 rubles. and can remain in this size for a long time than the work in which the starting salary is 80 rubles. and there is a guarantee that no later than 5 years, I'll be getting more than 180 rubles.

16. I would rather play in a team than to compete one on one.

17. I like to work, to spare no effort until completely satisfied with the result than eager to finish the job faster and with less stress.

18. At the exam, I would have preferred to specific questions on the studied material issues that need to respond to express their views.

19. I rather would have chosen a case in which there is some probability of failure, but there is a possibility to achieve more than the one in which my position is not impaired, but did not significantly improve.

20. After a successful response to the exam I'd rather take a breath of relief ("had passed") than mock good grades.

21. If I could go back to one of the two pending cases, I probably would go back to the difficult than to light.

22. When the control task I'm more worried about how to prevent a mistake than think about how to solve it.

23. If I do something does not go, I'd rather turn to someone for help, than he'll continue to look for a way out.

24. After the failure, I soon become even more focused and energetic than I lose all desire to continue the work.

25. If there is doubt in the success of any endeavor, then I'd rather not risk than did'll take active part in it.

26. When I take up difficult, I rather fear that can not do it with him than hope that it will turn out.

27. I work better under someone else's direction than when am for his work personal responsibility.

28. I like to perform a complex task unfamiliar than familiar task, the success of which I'm certain.

29. I work productively on the task, when I specify that and how to perform than when in front of me put a problem in general terms.

30. If I successfully solved some problem, it is with great pleasure to once again took to solve a similar problem, what would pass to the problem of a different type.

31. When you need to compete, I rather there is an interest and excitement than anxiety and worry.

32. Perhaps, I will dream about his plans for the future, rather than trying to actually implement.

Form B (female):

1. I'm thinking more about getting good grades than fear getting bad.

2. I'll take the most difficult tasks, even if not sure I know the answer than lungs that know what I decide.

3. I'm more attracted to work that does not require power and the success of which I'm sure the more difficult case in which the possible surprises.

4. If I did something does not go, I would do more strength to deal with it, what would be passed to the fact that I may well turn out.

5. I would rather work in which my functions are clearly defined and the salary is above average, with the average wage work, in which I myself should define its role.

6. More intense experience I have is the fear of failure than hope of success.

7. Scientific and popular literature, I prefer literature entertainment genre.

8. I would rather important difficult, where the probability of failure is 50%, the case is important enough, but not difficult.

9. I will learn more entertaining game, known to most people than the rare games that require skill and little is known.

10. For me it is very important to do your job as best you can, even if, because of this I have some friction with his friends.

11. After a successful response to the exam I'd rather take a breath of relief that "had passed" than mock good grades.

12. If I was going to play cards, you probably would have played in the entertainment game than in a hard-brainer.

13. I like the competition, which I more than others, so, where all participants are approximately equal strength.

14. After the failure I become more collected and energetic than I lose all desire to continue the work.

15. Failure poisoned my life more than bring the joy of success.

16. The new unknown situations I do before the excitement and anxiety than the interest and curiosity.

17. I would rather try to make a new and interesting dish, though it may be difficult to obtain than usual going to cook the dish, which is usually a good yield.

18. I'll do something more enjoyable and onerous than going to perform something, I think, worthwhile, but not very exciting.

19. I rather spent all his time in the implementation of one case than to try to fulfill rapidly during the same time two or three things.

20. If I got sick and had to stay at home, I use more time to relax and unwind than to read and work.

21. If I lived with several girls in one room and we decided to have a party, I would prefer to organize it myself than to do it any other girl.

22. If I do something does not go, I'd rather turn to someone for help, what she'll continue to look for a way out.

23. When you need to compete, I rather there is an interest and excitement than anxiety and worry.

24. When I take up difficult, I rather fear that can not do it with him than I hope that it will turn out.

25. I work better under someone else's direction than when the bear for his work personal responsibility.

26. I prefer to perform an unfamiliar task complicated than the familiar task, the success of which I am certain.

27. If I successfully solved some problem, it is with great pleasure would take more time to solve similar than would be transferred to the problem of a different type.

28. I work productively on the task, when the task put before me in general terms than when I specifically indicate what and how to perform.

29. When performing an important case I make a mistake, then the more I get lost and fall into despair than quickly take myself in hand and try to fix things.

30. Perhaps, I will dream about his plans for the future, rather than trying to actually implement.



Appendix B

User's Guide

To start the number one must be found on the disk D: \ Test 1 file and run it, or to run the number 2 must also be found on the drive D: \ and run the Test 2.

After starting the program you will see the main window of the application.

Mode of questioning

To begin the survey you need to add a new test and then press the "Start Test". Then the program will enter directly, information gathering - will prompt the user to answer questions.

The "Accept answer" - go to the next question;

Next, we need to answer all questions.

In answering the last question the program will result window.

Mode results

View results as immediately after the test, the results can be seen only once, as next time will have to pass the test again.



Appendix С

Programmer's Guide

Appointment and conditions of the program.

Purpose:

This program is designed to test respondents.

Conditions of use:

These programs are designed to work with Windows 9h/ME/2k/HR. Memory - 16 MB of disk space - 5 MB.

Instructions for installing the software:

1. Insert the installation disk with automated techniques to CD-ROM.

2. Open the folder TEST-1, TEST-2 and run the file SETUP. EXE, and follow the subsequent pop-up instructions.

3. To get started, press the START methods in the lower left corner, go to the menu and start TEST.

The functions performed by the program:

* Addition of the respondents;

* removal of the respondents;

* Output instructions for use;

* withdrawal of questions;

* the answers from the user;

* Review the test results.

Software features (variables):

* voprosa - To record the text of the question

* otvet - Results replies

* number - number of the current issue

* num1, num2, num3, num4, num5 - To record the test results.

Refer to the program:

* TForm1. Button1Click (Sender: TObject); - The transition to test for 2 form

* TForm1. Button2Click (Sender: TObject); - Move to the data on respondents

* TForm2. Button1Click (Sender: TObject); - agreement with the answer

* TForm2. RadioButton1Click (Sender: TObject); - 1 answer

* TForm2. RadioButton2Click (Sender: TObject); - answer 2

* TForm4. Button1Click (Sender: TObject); - registration

* TForm4. Button2Click (Sender: TObject);

* TForm4. Edit1Enter (Sender: TObject);

* TForm4. Edit2Enter (Sender: TObject);

* TForm4. Edit3Enter (Sender: TObject);

* TForm5. Button1Click (Sender: TObject); - all entries

When you run the number one displayed form number 1, which contains the instructions for the test. When you click "Register test" form number 1 is closed and the form number 4, which requires the user to register a new respondent, then you can start the test by pressing the "Start Test", and form number 4 is closed and will form number 2, which displays the questions and receive answers from the respondents. After completing the test program form number 2 is closed and the form number 3, which will show the results of testing. Form number 5 is for deleting records.

When closing any form of open form number 1. When you close the form № 1 - closes the whole program.

Program number 2 on the structure is exactly the same with the program number 1, differs only division problems for both men and women, ie the registration must also specify the gender test, the number of questions for men is different from the number of questions for women, and all of these parameters affect the test result.



Appendix D

Program listing № 1

unit Unit1;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls, Grids, DBGrids, Db, DBTables;

type TForm1 = class (TForm)

Label1: TLabel; Label2: TLabel; Label3: TLabel; Label4: TLabel;

Label5: TLabel; Label6: TLabel;

Button1: TButton;

Table1: TTable; DataSource1: TDataSource;

Button2: TButton;

procedure Button1Click (Sender: TObject);

procedure Button2Click (Sender: TObject);

procedure FormCreate (Sender: TObject);

end;

var Form1: TForm1;

implementation

uses Unit2, Unit4, Unit5, Unit3;

{$ R *. DFM}

/ / Go to the test for 2 form

procedure TForm1. Button1Click (Sender: TObject);

begin

{/ / Initialize the form and variables

form2. RadioButton1. Checked: = false; form2. RadioButton2. Checked: = false;

form2. caption: = 'Question number 1' / / subject to a form of

unit2. number: = 1; form2. memo1. Lines. Clear; form2. memo2. Lines. Clear;

form2. memo1. Lines [0]: = unit2. voprosa [1]; form2. memo2. Lines [0]: = unit2. voprosb [1];

form2. button1. Caption: = 'Accept response'; form2. Button1. enabled: = false;}

/ / Showing of two forms with questions

form1. Visible: = false; form4. visible: = true;

end;

procedure TForm1. Button2Click (Sender: TObject);

begin Form5. visible: = true; form1. visible: = false; end;

procedure TForm1. FormCreate (Sender: TObject);

begin

table1. Exclusive: = true;

table1. Active: = true;

end;

end.

unit Unit2;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls;

type TForm2 = class (TForm)

RadioButton1: TRadioButton; RadioButton2: TRadioButton;

Button1: TButton;

Memo1: TMemo; Memo2: TMemo;

procedure FormCreate (Sender: TObject);

procedure Button1Click (Sender: TObject);

procedure RadioButton1Click (Sender: TObject);

procedure RadioButton2Click (Sender: TObject);

procedure FormClose (Sender: TObject; var Action: TCloseAction);

end;

var Form2: TForm2;

/ / To write the text of the question

voprosa: array [1.20] of string; voprosb: array [1.20] of string;

otvet: array [1.20] of boolean; / / The results of the answers

number: integer; / / Number of the current issue

implementation

uses Unit3, Unit1;

{$ R *. DFM}

/ / Initialize the form when one starts

procedure TForm2. FormCreate (Sender: TObject);

begin number: = 1;

/ / Entering text questions in a memory array

voprosa [1]: = 'Take care of animals. ';

voprosb [1]: = 'service the machines, devices (monitor, adjust). ';

voprosa [2]: = 'Helping patients. ';

voprosb [2]: = 'design tables, charts, programs for computers. ';

voprosa [3]: = 'Track quality book illustrations, posters, art cards, grammplastinok. ';

voprosb [3]: = 'Track status, development of plants. ';

voprosa [4]: = 'Process materials (wood, cloth, metal, plastic, etc.). ';

voprosb [4]: = 'Bring the goods to the consumer, market, sell. ';

voprosa [5]: = 'Discuss non-fiction books and articles. ';

voprosb [5]: = 'Discuss art books (or plays, concerts). ';

voprosa [6]: = 'rear their young (animals of any breed). ';

voprosb [6]: = 'Coach mates (or lower) in the performance of an activity (work, study, sports). ';

voprosa [7] = 'Copy pictures, images (or tune musical instruments). ';

voprosb [7] = 'manage any package (or lift) application - a crane, tractor, locomotive, etc.';

voprosa [8]: = 'Report, to explain to people they need information (the information desk for excursions, etc.). ';

voprosb [8]: = 'Draw up the exhibition showcases (or participate in the preparation of plays, concerts). ';

voprosa [9]: = 'Repairing things, products (clothing, equipment), and housing. ';

voprosb [9]: = 'find and fix errors in the text, tables, figures. ';

voprosa [10] = 'Treat animals. ';

voprosb [10] = 'Perform calculations, calculations. ';

voprosa [11] = 'breed new varieties of plants. ';

voprosb [11] = 'design, to design new kinds of industrial products (cars, clothes, houses, food, etc.). ';

voprosa [12] = 'To analyze disputes and quarrels among people, to persuade, to explain, to punish, to encourage. ';

voprosb [12] = 'To understand the drawings, diagrams, tables (check, refine, put in order). ';

voprosa [13] = 'observe, study circles of amateur work. ';

voprosb [13] = 'Observe, study the life of microbes. ';

voprosa [14] = 'Maintain, enhance medical instruments, apparatus. ';

voprosb [14] = 'To provide medical assistance to people with wounds, bruises, burns, etc. ';

voprosa [15] = 'is accurate descriptions, reports of observed phenomena, events, objects, etc. measured';

voprosb [15] = 'Art to describe, depict events (observed and presented). ';

voprosa [16] = 'Do laboratory tests at the hospital. ';

voprosb [16] = 'Accept, examine patients, talk to them, prescribe medication.';

voprosa [17] = 'To paint or paint the walls of the premises, the surface of products. ';

voprosb [17] = 'Perform installation or assembly machines, devices. ';

voprosa [18] = 'Organize cultural campaign peers or younger to theaters, museums, tours, hiking, etc. ';

voprosb [18] = 'act on stage and take part in concerts. ';

voprosa [19] = 'design made parts, products (cars, clothes), to construct the building. ';

voprosb [19] = 'Doing drawing, copying drawings, maps. ';

voprosa [20] = 'To combat plant diseases, pests forest garden. ';

voprosb [20] = 'Work on keyboards machines (typewriters, teletype, typesetting machine, etc.). ';

memo1. Lines. Clear; memo2. Lines. Clear; / / Ochitska field with the text issue

memo1. Lines [0]: = voprosa [number]; memo2. Lines [0]: = voprosb [number]; / / output issue

end;

procedure TForm2. Button1Click (Sender: TObject);

begin

if radiobutton1. Checked then otvet [number]: = true else otvet [number]: = false; / / response record

radiobutton1. Checked: = false; radiobutton2. Checked: = false; button1. Enabled: = false;

number: = number +1; / / Increment counter to the question number

caption: = 'Question №' + inttostr (number); / / subject to a form of

memo1. Lines. Clear; memo2. Lines. Clear; / / Clear the field with the text of the question

if number <21 then

begin

memo1. Lines [0]: = voprosa [number]; memo2. Lines [0]: = voprosb [number]; / / output issue

end;

if number = 20 then button1. Caption: = 'Total' / / Change the button text on the 19 questions

/ / End of test results and the transition to

if number = 21 then begin

form3. formcreate (nil);

form2. visible: = false; form3. visible: = true;

end;

end;

/ / Disable checkboxes when you click on another button and activating

procedure TForm2. RadioButton1Click (Sender: TObject);

begin radiobutton2. Checked: = false; button1. Enabled: = true; end;

procedure TForm2. RadioButton2Click (Sender: TObject);

begin radiobutton1. Checked: = false; button1. Enabled: = true; end;

/ / If the form is closed at the first transition.

procedure TForm2. FormClose (Sender: TObject; var Action: TCloseAction);

begin form1. visible: = true; end;

end.

unit Unit3;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls, ExtCtrls, TeEngine, Series, TeeProcs, Chart;

type TForm3 = class (TForm)

Chart1: TChart;

Series1: TBarSeries;

Panel1: TPanel;

Button1: TButton;

Memo1: TMemo;

procedure FormCreate (Sender: TObject);

procedure FormClose (Sender: TObject; var Action: TCloseAction);

procedure Button1Click (Sender: TObject);

end;

var Form3: TForm3;

num1, num2, num3, num4, num5: integer; / / To write the results of the test

implementation

uses Unit2, Unit1;

{$ R *. DFM}

procedure TForm3. FormCreate (Sender: TObject);

begin num1: = 0; num2: = 0; num3: = 0; num4: = 0; num5: = 0;

/ / Calculating the results of the test result answers

if unit2. otvet [1] = true then num1: = num1 +1 else num2: = num2 +1;

if unit2. otvet [2] = true then num3: = num3 +1 else num4: = num4 +1;

if unit2. otvet [3] = true then num5: = num5 +1 else num1: = num1 +1;

if unit2. otvet [4] = true then num2: = num2 +1 else num3: = num3 +1;

if unit2. otvet [5] = true then num4: = num4 +1 else num5: = num5 +1;

if unit2. otvet [6] = true then num1: = num1 +1 else num3: = num3 +1;

if unit2. otvet [7] = true then num5: = num5 +1 else num1: = num1 +1;

if unit2. otvet [8] = true then num2: = num2 +1 else num4: = num4 +1;

if unit2. otvet [9] = true then num1: = num1 +1 else num3: = num3 +1;

if unit2. otvet [10] = true then num1: = num1 +1 else num4: = num4 +1;

if unit2. otvet [11] = true then num1: = num1 +1 else num2: = num2 +1;

if unit2. otvet [12] = true then num3: = num3 +1 else num4: = num4 +1;

if unit2. otvet [13] = true then num5: = num5 +1 else num1: = num1 +1;

if unit2. otvet [14] = true then num2: = num2 +1 else num3: = num3 +1;

if unit2. otvet [15] = true then num4: = num4 +1 else num5: = num5 +1;

if unit2. otvet [16] = true then num1: = num1 +1 else num3: = num3 +1;

if unit2. otvet [17] = true then num5: = num5 +1 else num1: = num1 +1;

if unit2. otvet [18] = true then num2: = num2 +1 else num4: = num4 +1;

if unit2. otvet [19] = true then num2: = num2 +1 else num4: = num4 +1;

if unit2. otvet [20] = true then num1: = num1 +1 else num4: = num4 +1;

series1. Clear;

/ / Display test result

series1. AddXY (10, num1, 'Human Nature', clblue);

series1. AddXY (20, num2, 'Man-technique', clgreen);

series1. AddXY (30, num3, 'Man-Man', clgray);

series1. AddXY (40, num4, 'man-mark', clred);

series1. AddXY (50, num5, 'Man-art image', clyellow);

form1. Table1. edit;

form1. Table1. FieldByName ('num1'). asinteger: = num1; form1. Table1. FieldByName ('num2'). asinteger: = num2;

form1. Table1. FieldByName ('num3'). asinteger: = num3; form1. Table1. FieldByName ('num4'). asinteger: = num4;

form1. Table1. FieldByName ('num5'). asinteger: = num5;

form1. Table1. Post;

end;

/ / If you press a button or closing the form - go to first.

procedure TForm3. FormClose (Sender: TObject; var Action: TCloseAction);

begin Button1Click (nil); end;

procedure TForm3. Button1Click (Sender: TObject);

begin form1. visible: = true; form3. visible: = false; end;

end.

unit Unit4;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls;

type TForm4 = class (TForm)

Edit1: TEdit; Edit2: TEdit; Edit3: TEdit;

Label1: TLabel; Label2: TLabel; Label3: TLabel;

Button1: TButton; Button2: TButton;

procedure Button1Click (Sender: TObject);

procedure Button2Click (Sender: TObject);

procedure FormClose (Sender: TObject; var Action: TCloseAction);

procedure Edit1Enter (Sender: TObject);

procedure Edit2Enter (Sender: TObject);

procedure Edit3Enter (Sender: TObject);

procedure FormActivate (Sender: TObject);

end;

var Form4: TForm4;

implementation

uses Unit1, Unit2;

{$ R *. DFM}

procedure TForm4. Button2Click (Sender: TObject);

begin form1. visible: = true; form4. Visible: = false; end;

procedure TForm4. FormClose (Sender: TObject; var Action: TCloseAction);

begin Button2Click (nil); end;

procedure TForm4. Button1Click (Sender: TObject);

begin

if (edit1. text <> 'Enter Name') and (edit1. text <>'') and (edit2. text <> 'Enter age') and (edit2. text <>'') and (edit3. text < > '№ class') and (edit3. text <>'') then

begin

form1. table1. insert;

form1. table1. fieldbyname ('FIO'). asstring: = edit1. text;

form1. table1. fieldbyname ('VOZRAST'). asinteger: = strtoint (edit2. text);

form1. table1. fieldbyname ('KLASS'). asinteger: = strtoint (edit3. text);

form1. table1. post;

form2. RadioButton1. Checked: = false; form2. RadioButton2. Checked: = false;

form2. caption: = 'Question number 1' / / subject to a form of

unit2. number: = 1; form2. memo1. Lines. Clear; form2. memo2. Lines. Clear;

form2. memo1. Lines [0]: = unit2. voprosa [1]; form2. memo2. Lines [0]: = unit2. voprosb [1];

form2. button1. Caption: = 'Accept response'; form2. Button1. enabled: = false;

form2. visible: = true; form4. visible: = false;

end else showmessage ('Not all data is entered. Please try again.');

end;

procedure TForm4. Edit1Enter (Sender: TObject);

begin if edit1. text = 'Enter Name' then edit1. text: =''; end;

procedure TForm4. Edit2Enter (Sender: TObject);

begin if edit2. text = 'Enter age' then edit2. text: =''; end;

procedure TForm4. Edit3Enter (Sender: TObject);

begin if edit3. text = '№ class' then edit3. text: =''; end;

procedure TForm4. FormActivate (Sender: TObject);

begin edit1. text: = 'Enter Name'; edit2. text: = 'Enter age'; edit3. text: = '№ class'; button2. SetFocus; end;

end.

unit Unit5;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls, Mask, DBCtrls, Grids, DBGrids, ExtCtrls;

type TForm5 = class (TForm)

DBGrid1: TDBGrid;

Panel1: TPanel;

Button1: TButton;

procedure FormClose (Sender: TObject; var Action: TCloseAction);

procedure Button1Click (Sender: TObject);

end;

var Form5: TForm5;

implementation

uses Unit1;

{$ R *. DFM}

procedure TForm5. FormClose (Sender: TObject; var Action: TCloseAction);

begin form1. visible: = true; form5. visible: = false; end;

procedure TForm5. Button1Click (Sender: TObject);

begin

form1. Table1. EmptyTable;

end;

end.



Appendix E

Program listing number 2

unit Unit1;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls, Grids, DBGrids, Db, DBTables;

type TForm1 = class (TForm)

Label1: TLabel; Label2: TLabel; Label3: TLabel; Label4: TLabel;

Label5: TLabel; Label6: TLabel; Label7: TLabel; Label8: TLabel;

Button1: TButton; Button2: TButton;

Table1: TTable; DataSource1: TDataSource;

procedure Button1Click (Sender: TObject); procedure Button2Click (Sender: TObject);

procedure FormCreate (Sender: TObject);

end;

var Form1: TForm1;

implementation

uses Unit5, Unit4;

{$ R *. DFM}

/ / Add the data - to the top of the test

procedure TForm1. Button1Click (Sender: TObject);

begin form1. Visible: = false; form4. visible: = true; end;

/ / Display all data

procedure TForm1. Button2Click (Sender: TObject);

begin Form5. visible: = true; form1. visible: = false; end;

/ / Run the program

procedure TForm1. FormCreate (Sender: TObject);

begin table1. Exclusive: = true; table1. Active: = true; end;

end.

voprosw [2]: = 'I'll take the more difficult tasks, even if not sure I know the answer than lungs that know what I decide. ';

voprosw [3]: = 'I'm more attracted to work that does not require power and the success of which I'm sure the more difficult case in which the possible surprises. ';

voprosw [4] = 'If I have something does not go, I probably would do the strength to deal with it, what would be passed to the fact that I may well turn out. ';

voprosw [5]: = 'I would prefer to work in which my functions are clearly defined and the salary is above average, with the average wage work, in which I myself should define its role. ';

voprosw [6]: = 'A more intense experience I have is the fear of failure than hope of success. ';

voprosw [7] = 'popular science literature, I prefer literature entertainment genre. ';

voprosw [8]: = 'I would rather important difficult, where the probability of failure is 50%, the case is important enough, but not difficult. ';

voprosw [9]: = 'I will learn more entertaining game, known to most people than the rare games that require skill and little is known. ';

voprosw [10] = 'For me it is important to do your job as best you can, even if, because of this I have some friction with his friends. ';

voprosw [11] = 'After a successful response to the exam I'd rather take a breath of relief that "had passed" than mock good grades. ';

voprosw [12] = 'If I was going to play cards, you probably would have played in the entertainment game than in a hard-brainer. ';

voprosw [13] = 'I prefer a competition where I was stronger than the others, so, where all participants are approximately equal strength. ';

voprosw [14] = 'After the failure I become more collected and energetic than I lose all desire to continue the work. ';

voprosw [15] = 'Failure poison my life more than bring the joy of success. ';

voprosw [16] = 'The new unknown situations I do before the excitement and anxiety than the interest and curiosity. ';

voprosw [17] = 'I would rather try to make a new and interesting dish, though it may be difficult to obtain than usual going to cook the dish, which is usually a good yield. ';

voprosw [18] = 'I'll do something more enjoyable and onerous than going to perform something, I think, worthwhile, but not very exciting. ';

voprosw [19] = 'I probably spent all his time in the implementation of one case than to try to run fast at the same time, two or three things. ';

voprosw [20] = 'If I got sick and had to stay at home, I use more time to relax and unwind than to read and work. ';

voprosw [21] = 'If I lived with several girls in one room and we decided to have a party, I would prefer to organize it myself than to do it any other girl. ';

voprosw [22] = 'If I have something not working, I'd rather turn to someone for help, what she'll continue to look for a way out. ';

voprosw [23] = 'When you want to compete, I rather there is an interest and excitement than anxiety and worry. ';

voprosw [24] = 'When I take up difficult, I rather fear that can not do it with him than I hope that it will turn out. ';

voprosw [25] = 'I work better under someone else's direction than when the bear for his work personal responsibility. ';

voprosw [26] = 'I prefer to perform an unfamiliar task complicated than the familiar task, the success of which I am certain. ';

voprosw [27] = 'If I successfully solved some problem, it is with great pleasure would take more time to solve similar than would be transferred to the problem of a different type. ';

voprosw [28] = 'I work productively on the task, when in front of me put a problem in general terms, than when I specifically indicate what and how to perform. ';

voprosw [29] = 'when performing an important case I make a mistake, then the more I get lost and fall into despair than quickly take myself in hand and try to fix things. ';

voprosw [30] = 'I think I dream more about his plans for the future, rather than trying to actually implement. ';

memo1. Lines. Clear; / / Clear the field with the text of the question

end;

/ / If the form is closed at the first transition.

procedure TForm2. FormClose (Sender: TObject; var Action: TCloseAction);

begin form1. visible: = true; end;

procedure TForm2. Button2Click (Sender: TObject); / / Go to the next question

begin

if number <33 then otvet [number]: = radiogroup1. ItemIndex;

radiogroup1. ItemIndex: = -1;

number: = number +1; / / Increment counter to the question number

caption: = 'Question №' + inttostr (number); / / subject to a form of

memo1. Lines. Clear; / / Clear the field with the text of the question

if form4.comboBox1. ItemIndex = 0 then

begin

if number <33 then

memo1. Lines [0]: = voprosm [number]; / / output issue - male

if number = 32 then button2. Caption: = 'Total';

if number = 33 then

begin form2. visible: = false; buttonclick (nil); end;

end;

if form4.comboBox1. ItemIndex = 1 then

begin

if number <31 then

memo1. Lines [0]: = voprosw [number]; / / output question - female

if number = 30 then

button2. Caption: = 'Total';

if number = 31 then

begin form2. visible: = false; buttonclick (nil); end;

end;

button2. enabled: = false;

end;

procedure TForm2. RadioGroup1Click (Sender: TObject);

begin button2. Enabled: = true; end;

procedure TForm2. ButtonClick (Sender: TObject);

var i: integer;

result: integer;

begin

result: = 0;

if form4.comboBox1. ItemIndex = 0 then / / Male

for i: = 1 to 32 do

begin

if men [i] then result: = result + (otvet [i] +1) else

result: = result-(7-otvet [i]);

end;

if form4.comboBox1. ItemIndex = 1 then / / Female

for i: = 1 to 30 do

begin

if wen [i] then result: = result + (otvet [i] +1) else

result: = result-(7-otvet [i]);

end;

form1. table1. insert;

form1. table1. fieldbyname ('FIO'). asstring: = form4. edit1. text;

form1. table1. fieldbyname ('VOZRAST'). asinteger: = strtoint (form4. edit2. text);

form1. table1. fieldbyname ('KLASS'). asinteger: = strtoint (form4. edit3. text);

form1. table1. fieldbyname ('Pol'). asstring: = form4.combobox1. text;

for i: = 1 to 32 do

case otvet [i] of

0: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '+3';

1: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '+2';

2: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '+1';

3: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '0 ';

4: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '-1';

5: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '-2';

6: form1. table1. fieldbyname ('Num' + inttostr (i)). asstring: = '-3';

end;

form1. table1. fieldbyname ('Result'). asInteger: = result;

form1. table1. post;

if MessageDlg ('Your Number of points =' + inttostr (result),

mtConfirmation, [mbYes], 0) = mrYes then

begin form1. visible: = true; form2. visible: = false; end;

end;

end.

unit Unit4;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls;

type TForm4 = class (TForm)

Edit1: TEdit; Edit2: TEdit; Edit3: TEdit;

Label1: TLabel; Label2: TLabel; Label3: TLabel; Label4: TLabel;

Button1: TButton; Button2: TButton;

ComboBox1: TComboBox;

procedure FormActivate (Sender: TObject);

procedure Button1Click (Sender: TObject); procedure Button2Click (Sender: TObject);

procedure Edit1Enter (Sender: TObject); procedure Edit2Enter (Sender: TObject);

procedure Edit3Enter (Sender: TObject);

procedure FormClose (Sender: TObject; var Action: TCloseAction);

end;

var Form4: TForm4;

implementation

uses Unit1, Unit2;

{$ R *. DFM}

procedure TForm4. Button2Click (Sender: TObject);

begin form1. visible: = true; form4. Visible: = false; end;

procedure TForm4. FormClose (Sender: TObject; var Action: TCloseAction);

begin Button2Click (nil); end;

procedure TForm4. Button1Click (Sender: TObject);

begin

if (edit1. text <> 'Enter Name') and (edit1. text <>'') and (edit2. text <> 'Enter age') and (edit2. text <>'') and (edit3. text < > '№ class') and (edit3. text <>'') then

begin

unit2. number: = 1;

form2. button2. enabled: = false; form2. button2. Caption: = 'accept answer';

if combobox1. ItemIndex = 0 then / / m

begin

form2. Memo1. Clear; form2. memo1. Lines [0]: = voprosm [unit2. number]

end else

begin

form2. Memo1. Clear; form2. memo1. Lines [0]: = voprosw [unit2. number]

end;

form2. visible: = true; form4. visible: = false;

end else showmessage ('Not all data is entered. Please try again.');

end;

procedure TForm4. Edit1Enter (Sender: TObject);

begin if edit1. text = 'Enter Name' then edit1. text: =''; end;

procedure TForm4. Edit2Enter (Sender: TObject);

begin if edit2. text = 'Enter age' then edit2. text: =''; end;

procedure TForm4. Edit3Enter (Sender: TObject);

begin if edit3. text = '№ class' then edit3. text: =''; end;

procedure TForm4. FormActivate (Sender: TObject);

begin combobox1. ItemIndex: = 0; edit1. text: = 'Enter Name'; edit2. text: = 'Enter age'; edit3. text: = '№ class'; button2. SetFocus; end;

end.

unit Unit5;

interface

uses Windows, Messages, SysUtils, Classes, Graphics, Controls, Forms, Dialogs,

StdCtrls, Mask, DBCtrls, Grids, DBGrids, ExtCtrls;

type TForm5 = class (TForm)

DBGrid1: TDBGrid;

Panel1: TPanel;

Button1: TButton;

procedure FormClose (Sender: TObject; var Action: TCloseAction);

procedure Button1Click (Sender: TObject);

end;

var Form5: TForm5;

implementation

uses Unit1;

{$ R *. DFM}

procedure TForm5. FormClose (Sender: TObject; var Action: TCloseAction);

begin form1. visible: = true; form5. visible: = false; end;

procedure TForm5. Button1Click (Sender: TObject);

begin

form1. Table1. EmptyTable;

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