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IAAP-CAP Certified Administrative Professional (CAP)

The Certified Administrative Professional (CAP) is an NCCA-accredited credential designed specifically for the administrative professional. The NCCA, or National Commission of Certifying Agencies, is the accrediting arm of the Institute for Credentialing Excellence, or ICE, and verifies that the CAP meets national and international credentialing industry standards for certification programs.

Its a fantastic way to show the world you are serious about your career; that you have a current knowledge of the areas necessary to be a rockstar in your role; that you are committed to learning long after the class work is done; and its an amazing way to prove to yourself you really CAN accomplish anything you set your mind to.

CAP test Domains & Percentages
Organizational Communications (24%)
Business Writing and Document Production (22%)
Technology and Information Distribution (16%)
Office and Records Management (15%)
Event and Project Management (12%)
Operational Functions (11%)

The CAP® (Certified Administrative Professional) is an NCCA-accredited professional certification designed for office and administrative professionals. The tasks and responsibilities of those working in administrative professions are as varied and vast as the number of firms employing them.
The CAP test is created using the CAP Body of Knowledge, which is developed by practicing professionals and business educators conducting a job analysis study approximately every five years*. The purpose of the study is to collect qualitative and quantitative data regarding practices conducted by administrative professionals; the resulting data is reflected in the Body of Knowledge to ensure the CAP test is clear, comprehensive, and reflective of current practices.
Under each of the six functional area domains are Performance Outcomes (POs), which are detailed, measurable competencies based on the most significant knowledge and skills administrative professionals should know to be successful in their positions. Under each PO are bullet points tying the competency to specific business and/or office functions.

DOMAIN ONE: ORGANIZATIONAL COMMUNICATION
PO 1: Describe the concepts and applications of communication, management, and leadership models/theories within organizations.
• Identify the various types of communication (written, verbal, nonverbal, interpersonal, group, public) and which is the most effective for different business situations
• Describe management/leadership theories and how they relate to effective organizational communication
PO 2: Describe the process of effective interaction with internal and external stakeholders of an organization.
• Demonstrate a basic knowledge and proficiency in managing and resolving conflict within an organization
PO 3: Recognize the importance and utilization of professional networking.
• Describe how networking (both in-person and virtual) has changed the way people find jobs and companies recruit new employees
| 3 | Effective Fall 2018 CAP Body of Knowledge
PO 4: Demonstrate an understanding of team dynamics within organizations.
• Identify the different types of teams and describe their purpose
• Describe the specific kinds of dynamics within teams and how they can be managed
• Demonstrate knowledge in effective decision making, communication, and team building
PO 5: Describe the positive and negative types of interpersonal interactions existing within an organization.
• Explain how human motivation affects organizational dynamics
• Demonstrate basic knowledge of the differences between managing and leading
• Explain the dynamics of mentorship and coaching, including the effect on performance
PO 6: Demonstrate knowledge in the techniques of creating and giving presentations.
• Describe how to apply methods of coping with communication anxiety
• Identify the different types of presentations and appropriate usage of each
• Demonstrate knowledge of how to prepare for and deliver a presentation
PO 7: Demonstrate the ability to conduct business with diverse cultures.
• Describe international business practices with regard to cultural norms and rituals
• Demonstrate knowledge of the importance of multicultural communication in todays workplace
PO 8: Demonstrate a basic knowledge in organizational structure, systems, and strategies including their role in
productivity and effective management.
• Describe the parts of a strategic plan and how it affects organization performance
• Define various organization management systems that examine productivity (such as Six Sigma and TQM)
PO 9: Describe how confidentiality, legality, and ethics are important for the functioning of an organization.
• Understand basic employer and employees rights with regard to legality

DOMAIN TWO: BUSINESS WRITING AND DOCUMENT PRODUCTION
PO 1: Demonstrate knowledge of terminology associated with business writing and document production.
• Identify the different functions of correspondence, documents, and reports within an organization
• Describe which method is best for creating and distributing reports and documents within an organization
• Identify best practices for developing business communications such as research, audience analysis, and compositio
n | 4 | Effective Fall 2018 CAP Body of Knowledge
PO 2: Exhibit proficiency in proofreading and editing documents.
• Demonstrate knowledge of document readability for business communication
• Identify and describe the most important steps when editing and proofreading
• Apply the basics of copy editing for various types of documents
PO 3: Demonstrate proficiency in the use of grammar, spelling, and sentence construction.
• Demonstrate ability to apply basic rules of English grammar, especially spelling, punctuation, capitalization, and
sentence construction
PO 4: Describe the steps required to create and edit different types of business documents.
• Demonstrate an ability to determine and develop materials for the appropriate audience for different types of
business documents
• Exhibit knowledge of which software applications are appropriate to produce common business documents (e.g., MS
Word, Google Docs, Adobe Acrobat)
• Demonstrate proficiency in spreadsheet creation, including simple formulas and data manipulation
• Understand the application and use of presentation software (e.g., MS PowerPoint, Prezi, etc.)
PO 5: Describe the features and tools used in desktop publishing for newsletter, flyers, etc.
• Exhibit knowledge of desktop design software including features and functions
• Identify important aspects of layout and design
• Demonstrate a familiarity with online tools for web publishing
• Recognize basic graphic design tools for office and web publishing
PO 6: Identify the necessary elements needed to create and present effective charts and graphs.
• Demonstrate knowledge of software applications used to create, format, and insert charts, tables, and graphs into
business documents and presentations
PO 7: Identify the important elements necessary for finishing a document (e.g., binding, collation, stapling,
coloring, graphics, etc.)
• Describe the key differences and requirements for electronic versus hard-copy output of documents
PO 8: Demonstrate proficiency in the creation of minutes for meetings.
• Identify how to prepare minutes for a meeting, capturing the essence of agenda items and actions taken

DOMAIN THREE: TECHNOLOGY AND INFORMATION DISTRIBUTION
PO 1: Describe the process of information distribution within an office environment.
• Demonstrate knowledge in how to organize distribution lists for various types of communications
PO 2: Identify the important differences between traditional and electronic distribution of information.
• Demonstrate knowledge and proficiency of different email interface types
• Know which software and technology is available for distributing information
PO 3: Identify copyright laws, regulations regarding intellectual property, and ways to maintain confidentiality
when distributing information.
• Identify proper attribution of quotations from published documents
PO 4: Describe the process and techniques of gathering, compiling, and analyzing data.
• Exhibit knowledge of which software applications are appropriate for compiling, storing, and analyzing data
• Demonstrate a clear understanding of which data are appropriate to collect and why
• Demonstrate a proficiency in creating a well-organized report with regard to organization and data visualization
PO 5: Demonstrate knowledge in the use of the Internet, including social media, as a way of distributing
information.
• Identify and describe the important characteristics of sending email (e.g., etiquette, attachments, formatting, etc.)
• Demonstrate knowledge and proficiency in social media usage and etiquette
• Exhibit knowledge of which social media applications are appropriate for a specific task and how to use them
PO 6: Demonstrate basic knowledge in the installation, maintenance, and troubleshooting of both equipment and
software.
• Identify various computer hardware used in an office
• Demonstrate knowledge of basic office software and functions
• Identify available online resources for equipment and software training and usage
PO 7: Demonstrate basic knowledge in the use of different types of computer systems.
• Identify potential issues with compatibility of different operating systems, such as Microsoft and Apple
PO 8: Describe common ways of storing and transferring data and the types of media appropriate for each.
• Demonstrate knowledge and proficiency in identifying file types and the appropriate ways of converting documents
• Exhibit knowledge of software programs used for document conversion
• Identify and describe common procedures of backing up electronic information and databases, including cloud
storage
PO 9: Explain appropriate security procedures for maintaining, backing up, and storing information.
• Demonstrate knowledge of legal issues regarding the storing of electronic information

DOMAIN FOUR: OFFICE AND RECORDS MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with records management using ARMA Guidelines.
• Prove knowledge of terms such as metadata, records retention, and data archiving
• Demonstrate familiarity with terms used by ARMA and general records management
PO 2: Identify the key advantages and disadvantages of electronic and manual (paper) file management based
on ARMA Guidelines.
• Demonstrate usage of both paper and electronic filing systems as appropriate based on access requirements and
organizational needs
PO 3: Demonstrate knowledge of both electronic and manual (paper) filing rules and standards based on ARMA
Guidelines.
• Describe types of electronic files, naming conventions, options for accessing, and methods of altering information
• Exhibit knowledge of available software, systems, and services for electronic filing
• Describe the different methods for creating, storing, and retaining files
PO 4: Identify the appropriate security for both electronic and manual files.
• Identify the key laws regarding record storage and confidentiality
• Describe both the strengths and weaknesses of types of record and file security
PO 5: Demonstrate knowledge of file retrieval, maintenance, and retention.
• Describe how to develop a record retention schedule for both electronic and paper files
PO 6: Identify appropriate ergonomics for a productive personal workspace.
• Describe the significant elements of workspaces and why they are important to efficient and effective working
conditions
PO 7: Demonstrate knowledge of resources necessary to efficiently manage an office.
• Describe the steps in placing and receiving supply orders
• Describe the process of creating and distributing an RFP (Request for Proposal)
PO 8: Identify the important methods of checking and maintaining office supplies.
• Identify the steps involved in creating inventory lists
• Recognize types of software appropriate for maintaining inventory
PO 9: Demonstrate knowledge of functioning in a virtual office.
• Identify both the advantages and disadvantages of virtual offices versus traditional offices

DOMAIN FIVE: EVENT AND PROJECT MANAGEMENT
PO 1: Demonstrate knowledge of basic terminology associated with event management.
• Identify the necessary elements in planning events ranging from internal meetings to external conferences
PO 2: Demonstrate proficiency in travel preparation.
• Describe the necessary elements for planning and organizing travel, both domestically and internationally
PO 3: Describe the key requirements for meetings both in person and virtual.
• Describe the steps required in the organization and planning of professional meetings
• Exhibit knowledge of which software applications are appropriate for online meetings
PO 4: Demonstrate knowledge in prioritizing and delegating elements of a project from planning to
implementation.
• Identify and describe the important techniques of time management from the planning stage to the implementation of a project
• Demonstrate the ability to identify and evaluate the skills and competencies of others for project delegation
PO 5: Describe the steps required in organizing, planning, and managing a project.
• Demonstrate proficiency in prioritizing and organizing work tasks
• Identify which software and technology tools are appropriate for managing a project
• Demonstrate knowledge of negotiating, budget review, and bill explanation when organizing a project

DOMAIN SIX: OPERATIONAL FUNCTIONS
PO 1: Demonstrate knowledge in the duties and processes of human resources.
• Identify different forms of harassment in the workplace
• Describe the ways to address employee situations professionally and legally
• Identify approaches to and the importance of following organizational policies and procedures
• Demonstrate knowledge of and purpose for performance evaluations
PO 2: Describe the various methods of recruitment, staffing, and hiring practices.
• Define different interview types and processes
• Demonstrate the ability to determine the staffing requirements of an organization
| 8 | Effective Fall 2018 CAP Body of Knowledge
PO 3: Recognize why cultural and generational diversity is important for organizations.
• Describe how differing cultural and generational perspectives can benefit an organization
• Identify what should be included in diversity training within an organization
PO 4: Demonstrate a basic knowledge of the procedures involved in onboarding and offboarding employees
within organizations.
• Describe the process of scheduling orientation and completing required paperwork
PO 5: Identify basic terminology associated with the financial functions of the organization.
• Distinguish between terms such as assets, liabilities, overhead, and balance sheet
• Describe the key differences between a budget, a profit and loss statement, and a statement of cash flow
PO 6: Demonstrate a knowledge of budgets and financial statements.
• Describe how to track electronic credits and debits on bank statements
• Demonstrate a proficiency in how to read a financial statement
• Describe the process of creating, tracking, and balancing a budget
• Identify the procedures and management of handling petty cash
PO 7: Identify important elements of the banking process and transactions.
• Identify the appropriate forms for depositing, withdrawing, and transferring cash
• Describe how to record, report, and document cash and checks
• Describe safe and secure money-handling procedures

Certified Administrative Professional (CAP)
IAAP Administrative test Questions
Killexams : IAAP Administrative test Questions - BingNews https://killexams.com/pass4sure/exam-detail/IAAP-CAP Search results Killexams : IAAP Administrative test Questions - BingNews https://killexams.com/pass4sure/exam-detail/IAAP-CAP https://killexams.com/exam_list/IAAP Killexams : How to prepare for your medical examination

The best preparation for your medical examination is to ensure all your vaccinations and medical treatments are up to date (Photo: Pexels)

ALL immigrant visa applicants, regardless of age, require a medical examination by an approved panel physician prior to the issuance of a visa.

In Jamaica there is only one facility accredited by the US Embassy to perform this test — Andrews Memorial Hospital. Medical examination results from other physicians will not be accepted. It is your responsibility to schedule a medical test once you have been scheduled for your visa appointment. We strongly urge you to call the hospital to make your medical appointment immediately after you register your appointment for your visa interview online, to allow the results of the test to be transmitted to the embassy in time for your interview. If you are unable to complete your test prior to your visa interview, please come to your interview but understand we cannot issue your visa without the results of the panel physician exam.

Q: Can I go to my interview if my medical is not complete?

Yes. If your medical is incomplete or you have been unable to schedule an appointment, you can still attend your interview appointment and complete the rest of your medical requirements after the scheduled interview. Upon completion of your visa interview, please be sure to schedule your appointment with Andrews Memorial Hospital and complete all required exams as soon as possible.

Q: What can I do to prepare for my medical?

The best preparation for your medical examination is to ensure all your vaccinations and medical treatments are up to date. If there are vaccines you are missing, please try to obtain them prior to your panel physician exam, if possible. If you are still awaiting the opportunity to schedule a visa appointment, you should take advantage of that time to update your vaccinations to prevent potential delays in the visa issuance process. Although we cannot accept medical examination results from other physicians, you can receive vaccines or treatments for illnesses from other institutions anywhere on the island and send the results to Andrews Memorial Hospital for their review.

Q: What are the latest CDC requirements for immigrant visa (IV) applicants entering the United States?

Effective October 1, 2021, the Centers for Disease Control and Prevention (CDC) requires all age-appropriate applicants for US immigrant visas worldwide to be vaccinated against COVID-19 prior to the panel physician examination, which is a prerequisite for immigrant visa consideration. Applicants will need to complete the full series of the COVID-19 vaccine regardless of whether they have had COVID-19. However, applicants do not need to wait the two weeks for full vaccine efficacy prior to their medical exams. If applicants have completed the full series of COVID-19 vaccine shots, they can proceed with their medical exam. Applicants will have to provide documentation of their vaccination to the panel physician.

We strongly recommend all immigrant visa applicants obtain the full COVID-19 vaccine series as soon as possible to avoid any possible delay in the processing of their visa applications. The US Embassy's panel physician provider, Andrew's Memorial Hospital, can provide more information. The Ministry of Health offers information on vaccination sites at the following online address: https://vaccination.moh.gov.jm/.

Q: What if I fail my medical?

If a panel physician identifies a substance abuse issue, you may be found temporarily ineligible for visa consideration. At the time of your refusal, you will receive a letter that will instruct you to contact the panel physician directly to initiate your medical reporting and will provide the date after which you can resume your visa application process.

Vaccines required for a complete medical:

• COVID-19

• Hepatitis A

• Hepatitis B

• Influenza

• Influenza type b (Hib)

• Measles

• Meningococcal

• Mumps

• Pneumococcal

• Pertussis

• Polio

• Rotavirus

• Rubella

• Tetanus and diphtheria toxoids

• Varicella

To assist the panel physician, and to avoid delays in the processing of an immigrant visa, all immigrant visa applicants should have their vaccination records available for the panel physician's review at the time of the medical examination.

The latest information on our operating status can be found on our website at www.jm.usembassy.gov or by visiting www.travel.state.gov. Keep on top of embassy news on our Facebook page, www.facebook.com/USEmbassyJamaica/ and by following @USEmbassyJA on Twitter. We also answer general consular questions on our Facebook and Twitter pages.

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Tue, 20 Sep 2022 17:56:00 -0500 en-US text/html https://www.jamaicaobserver.com/news/how-to-prepare-for-your-medical-examination/
Killexams : Best CFA test Prep Courses

A newer option for CFA test prep, Salt Solutions launched its Beta platform for CFA Level I test prep in late 2020. The company is now officially out of Beta, and the full CFA learning experience is available for Levels I and II (Level III will be available in 2022).

Salt Solutions knows it’s tough to stay focused on a large volume of material with limited study time, so it breaks it into small chunks to complete in 10 to 30 minutes. Salt Solutions also improves the study process by showing you which steps are most important. While the platform offers flexibility, the scheduler also sets weekly goals to keep you on track. 

The platform has a user-friendly interface with a light or dark mode, making it easier on your eyes after long hours of studying. The platform currently includes assignment questions, downloadable videos, and a scheduler with weekly goals to stay on track.

Although Salt Solutions doesn’t have a proven track record yet, the user-friendly and thoughtfully designed software looks promising, particularly for those tired of staring at textbooks. Passing all three CFA exams isn’t easy, and Salt Solutions may be a good option for those struggling to buckle down and focus.

Mon, 10 Aug 2020 16:51:00 -0500 en text/html https://www.investopedia.com/best-cfa-exam-prep-courses-4797121
Killexams : Could you answer last year's NCEA test questions?

RNZ

A new mandatory NCEA literacy and numeracy test could be too tough for some pupils. Secondary school students will have to pass the new requirement to get any level of NCEA from 2023. (Video first published in December 2020)

NCEA examinations are just weeks away, with thousands of secondary school students expected to sit the tests when they kick off on November 7.

Recent changes to our national qualification framework have sparked controversy. New literacy and numeracy standards set to be introduced in 2024 have been criticised for being too difficult, and moves to digitise exams and assessments have received mixed reviews from students and educators.

Mathematics exams have proven particularly curly in the past – tricky questions have been the subject of a string of complaints since 2017.

Would you be able to ace last year’s exams? Test your knowledge on these 2021 NCEA test questions.

READ MORE:
* 14 NCEA subjects to offer digital exams in 2019
* How hard was that NCEA Level 1 Maths exam?
* NZQA to discuss maths test that left students in tears after teachers' open letter
* Parents 'frustrated as hell' after tough NCEA maths test jolts kids' confidence

Level 1 Mathematics and Statistics – Apply algebraic procedures in solving problems

Ben has been painting some straight lines on the field for his rugby team to do some training exercises.

The total length of all the painted lines shown in the diagram below is 20 metres.

If the shaded area is 14m², find the possible values of x.

Level 1 Physics – Demonstrate understanding of aspects of wave behaviour

Water is poured into a cup, and a coin appears, as shown below.

NZQA/Supplied

An image from a Level 1 physics exam.

Explain why you cannot see the coin in the cup with no water, but when water is poured into the cup, the coin suddenly appears.

Use a ray diagram to help explain your answer.

Level 2 Biology – Demonstrate understanding of life processes at the cellular level

A) Photosynthesis occurs in the leaves of plants. Describe the process of photosynthesis.

B) Water is an important requirement for the process of photosynthesis. Explain how water enters a plant AND how it is used in the light-dependent reaction.

Level 2 Economics – Analyse inflation using economic concepts and models

In 2020, New Zealand’s inflation rate was 1.4%. Despite this relatively low inflation rate, the price of some goods and services increased significantly. For example, the overall price of fresh fruit and vegetables increased by 8.9%.

A) Explain why not all households will be equally affected by an 8.9% increase in the overall price of fresh fruit and vegetables.

B) Explain one reason why the 2020 inflation rate of 1.4% was less than the 8.9% increase in the overall price of fresh fruit and vegetables.

Level 3 Chemistry – Demonstrate understanding of thermochemical principles and the properties of particles and substances

Explain the difference in the atomic radii of calcium and selenium.

Level 3 Calculus – Apply integration methods in solving problems

A water tank developed a leak.

6 hours after the tank started to leak, the volume of water in the tank was 400 litres.

10 hours after the tank started to leak, the volume of water in the tank was 256 litres.

The rate at which the water leaks out of the tank at any instant is proportional to the square root of the volume of the water in the tank at that instant.

How much water was in the tank at the instant it started to leak?

You must use calculus and show the results of any integration needed to solve the problem.

Tue, 11 Oct 2022 12:00:00 -0500 en text/html https://www.stuff.co.nz/national/300709031/could-you-answer-last-years-ncea-exam-questions
Killexams : Princeton should adopt oral exams

As September concludes and October commences, the ebb and flow of Princeton’s academic calendar pulls students along to their next destination: midterms week. Princeton students are already busy preparing for written, in-class midterm exams, which dominate the University’s examination structure. 

Yet, it doesn’t have to be this way. By “it,” I mean that the current structure of midterm and final assignments — the old combination of papers and multiple choice or short answer tests — isn’t the only, or even the superior, method of evaluating student learning. And it’s for this reason that I propose something new: an oral examination system in which students verbally respond to questions from course instructors.

To be clear, I’m not calling for the elimination of papers or written tests. They remain valuable pedagogical tools. But it is problematic that we rely on this combination alone when other effective assessments exist, as well. Princeton should offer oral exams, an evaluation system with a particularly strong track record

Oral exams, long-used and common in countries like Germany, are beneficial for students — not just because they mirror the type of tasks required in academic settings, but also because they apply to a multitude of career fields and have functional implications beyond graduation. You might not draft a 20-page research paper or take a three-hour test in your life again, but regardless of your profession, you’ll definitely interview for jobs, hold presentations, host meetings, or simply talk to people — aspects the oral test imitates and addresses.

Thus, the oral exam, by virtue of its configuration, allows students to hone their communication skills in a manner that papers or written tests cannot, while still testing what they would cover in terms of content. Speaking in an oral test is quite similar, after all, to preparing an essay or short answer — except now, you need to say it aloud. The ability to speak lucidly and persuasively while engaging with diverse sources is just as important as the ability to write in such fashion, and oral exams enable sufficient practice of the former.

Another major benefit of oral exams is that they make it harder to cheat: You walk into the room, and you either comprehend the material or you don’t. This feature also makes it difficult for students to slack off on readings — anything listed on the syllabus could be fair game on an oral exam, letting students demonstrate how they’d relate their broad conceptual knowledge to distinct posed scenarios. As a result, implementing oral exams may serve as a motivator for students to study carefully and avoid embarrassing themselves, while reducing instances of academic dishonesty.

A third advantage of the oral test is its versatility: It can be applied to a range of disciplines without much trouble. Initially, the oral test seems most favorable for the humanities or social sciences — areas like politics, history, or foreign languages. But oral exams can be easily applied to STEM fields with slight modifications, e.g., providing for a chalkboard or necessary software, so that, besides merely answering questions, students can draw or show their processes when solving problems, as when proving a math theorem.

Oral exams even have some precedent at Princeton. As is the case with most American universities, they are administered at the graduate level for everything from computer science to philosophy, and even exist in some form on the undergraduate level with senior thesis defenses in departments like SPIA and History. So if anyone wanted confirmation of oral exams’ feasibility, the University has already provided it by putting them into effect.

Granted, oral exams aren’t perfect. They’re often criticized as subjective; different students are asked different questions. That’s a valid concern — would graders fairly administer the exam? The good news, however, is that the issue of subjectivity can be mitigated through a committee system, with panels composed of two or three course instructors, both professors and preceptors. This design minimizes the risk that a student’s grade depends on a single grader’s opinion, and it ensures a more representative faculty sample. 

Another objection to oral exams is that they potentially disadvantage students who are nervous when speaking. I recognize that fear personally — I’m hesitant, on occasion, to contribute to class discussions, because I imagine I have nothing valuable to say. But oral exams would not be a wholly new burden, on this count. Most Princeton courses already have significant “participation” components that encourage students’ engagement. 

Though imperfect, oral exams have merits that papers and written tests don’t, from promoting greater academic integrity to fostering greater scholarly conversation. We shouldn’t be locked into believing that papers and written tests are the only — indeed, preferred — way to conduct midterms and finals. Rather, we should expand our view of academic assessment. Implementing oral exams as an option opens up another avenue for Princeton students to demonstrate their critical analysis and communication skills, without sacrificing rigor.

It’s time, then, for Princeton to give undergraduate oral exams the chance they deserve.

Henry Hsiao is a first-year contributing columnist from Princeton, N.J. He can be reached at henry.hsiao@princeton.edu.

Sun, 02 Oct 2022 13:56:00 -0500 text/html https://www.dailyprincetonian.com/article/2022/10/princeton-university-oral-exams-midterms-benefits
Killexams : Are you smarter than a Year 12 student? Try these HSC test questions </head> <body id="readabilityBody" readability="27.956867196368"> <h3>Newscorp Australia are trialling new security software on our mastheads. If you receive "Potential automated action detected!" please try these steps first:</h3> <ol type="1"> <li>Temporarily disable any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Add this site in to the allowed list for any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Ensure your browser supports JavaScript (this can be done via accessing <a href="https://www.whatismybrowser.com/detect/is-javascript-enabled" target="_blank">https://www.whatismybrowser.com/detect/is-javascript-enabled</a> in your browser)</li> <li>Ensure you are using the latest version of your web browser</li> </ol> <p>If you need to be unblocked please e-mail us at accessissues@news.com.au and provide the IP address and reference number shown here along with why you require access. News Corp Australia.</p><p>Your IP address is: 108.167.164.204 | Your reference number is: 0.87382f17.1666036464.1f1e9c6</p> </body> </description> <pubDate>Mon, 10 Oct 2022 15:44:00 -0500</pubDate> <dc:format>text/html</dc:format> <dc:identifier>https://www.news.com.au/lifestyle/parenting/school-life/are-you-smarter-than-a-year-12-student-try-these-hsc-exam-questions/news-story/165c426d4278f5e2abce91389fdec082</dc:identifier> </item> <item> <title>Killexams : Supreme Court's embrace of 'major questions' could rein in administrative state The Supreme Court is visible as a boy sits across the street in Washington on July 1, 2022. © Provided by Washington Examiner The Supreme Court is visible as a boy sits across the street in Washington on July 1, 2022.

In deciding West Virginia v. EPA last term, the Supreme Court invoked a rarely used concept called the “major questions doctrine.” This holds that when an administrative agency claims authority to issue a far-reaching or unprecedented new rule, it must be able to show that Congress specifically authorized what the agency is proposing. At this time, with this court, we are likely to see many more cases in which this agency-restricting doctrine is invoked.

The underlying policy of the major questions doctrine is as clear as the Constitution itself: Under the Constitution’s separation of powers, Congress must make the laws, not an administrative agency. Administrative agencies cannot use a generally stated authority from Congress, such as the EPA’s authority to address air pollution or climate change, to create rules that the agency cannot show were intended or even contemplated by Congress. If the conservative majority of the court stays with this position — and there is every indication that it will — the result will be a narrowing of the powers of administrative agencies.

The facts of the case provide some guidance for how far agencies can stray from the authority they receive from Congress. Over time, the EPA has been authorized to limit air pollution as well as the release of carbon dioxide and other so-called greenhouse gases that some scientists believe can create unwanted climate change. However, the EPA used this authority to issue regulations that would completely change the structure of the private power industry.

Under existing EPA rules, electricity-generating power plants must use the “best system of emission reduction” consistent with their means of power production, whether they burn coal or gas. Coal, even under this standard, will always emit more greenhouse gases than natural gas emits per unit of energy. But as long as coal plants use the best technology available, the law says they can continue to operate.

Also — and this is a unique element of the interrelated electric power industry — when one power generator reduces its production, the others can automatically increase theirs.

So in the EPA’s “Clean Power Plan” rule, as the Supreme Court’s decision described it, the operator of a coal plant could choose one of two options: either to reduce its own production and sell a credit to others whose production has increased as a result or to “build a new natural gas plant, wind farm, or solar installation, or invest in someone else’s existing facility, and then increase generation there.”

According to the EPA, this change in industry structure, called “generation-shifting,” would reduce greenhouse emissions by reducing the production of existing coal plants. But in effect, it completely changed the coal-fired generating industry, forcing it to reduce its production and invest “outside the fence” in non-coal generating sources. Whether or not this is good climate policy, it was a major change in the way the power industry had previously been regulated. It probably threatened the viability and profitability of generating power from coal.

But did Congress authorize (or would it authorize) such a major change in the way power generation from coal was regulated? This question put the issue front and center. How far can a regulatory agency go, beyond the words Congress used to establish the agency’s authority, before it has begun to make laws instead of merely implementing them? This is one of the most fundamental questions that the Supreme Court has faced in the past and will confront in the future.

As the world and the U.S. economy become increasingly complex, can Congress be expected to anticipate these changes? On the other hand, if we are going to have a system in which administrative agencies (and not Congress) are making all the rules, aren’t we then really governed by a faceless and unelected bureaucracy, instead of the people we elect to represent us?

Political scientists and other observers have noted that, over many years, Congress has been able to avoid tough decisions by sending ambiguous authority to administrative agencies. Then, when constituents complain about the breadth of regulations, members of Congress blame the agencies rather than their own failure to use clear and precise statutory language. Indeed, one of the principal reasons the Supreme Court has probably used the major questions doctrine in this case is to force Congress to authorize rules that would reduce emissions of greenhouse gases if it is serious about the issue.

Finally, one other important element in this case deserves notice. The word Chevron appears nowhere in the court’s decision — only in the dissent. This is significant. In 1984, the Supreme Court unanimously held in Chevron v. Natural Resources Defense Council that lower courts should defer to administrative agencies' views about their regulatory authority when those views are “reasonable.” The decision became one of the most cited and important in administrative law and clearly added significant heft to agency powers.

West Virginia v. EPA could have been a classic Chevron case, with the EPA arguing that its decision on the elements of the Clean Power Plan deserved what was called Chevron deference. The fact that Chevron appears nowhere in the majority’s decision (written by Chief Justice John Roberts) suggests that the court will no longer employ the Chevron doctrine — another blow to the administrative state.

Peter J. Wallison is a senior fellow emeritus at the American Enterprise Institute. His most accurate book is Judicial Fortitude: The Last Chance to Rein in the Administrative State (Encounter, 2018).

 

Washington Examiner Videos

Tags: Opinion, Op-Eds, EPA, Supreme Court, Climate Change, Law

Original Author: Peter Wallison

Original Location: Supreme Court's embrace of 'major questions' could rein in administrative state

Sun, 18 Sep 2022 16:47:00 -0500 en-US text/html https://www.msn.com/en-us/money/markets/supreme-court-s-embrace-of-major-questions-could-rein-in-administrative-state/ar-AA11Z1Ca
Killexams : NTA UGC NET 2022 test Important Topics: Questions have come from these Subjects!

NTA UGC NET 2022 test Important Topics: Get an idea of the questions and topic-wise weightage of the UGC NET phase 2 exam. Know about the subject-wise good attempts and questions asked in UGC NET paper 1.

UGC NET 2022 test Important Topics

NTA UGC NET 2022 test Important Topics: The National Testing Agency has concluded the UGC NET 2022 paper 1 examination today. The paper 1 test was conducted in the first shift from 9 am to 12 pm. The UGC NET paper 1 test was compulsory for all the candidates who have filled the application form.

Whereas, paper 2 is going to be an optional paper and shall be held in the second shift from 3 pm to 6 pm. Paper 2 is going to be having around 12 subjects and candidates have the right to choose the same at the time of filling out the application form. 

Talking about the UGC NET examination held today, the level of the examination was easy to moderate. The written test had 100 questions from different subjects. The questions asked were objective in nature. Candidates have to simply mark the correct answer among the available option. As per the student’s review, the overall good attempt for today’s test can lie anywhere between 60 to 65 questions. 

The NTA shall be conducting the third phase of the UGC NET 2022 examination from 29-Sep-2022 to 14-Oct-2022. Candidates going to appear in phase 3 can check out this article till the end for more insights. 

UGC NET Important Dates

The candidates can check out the UGC NET 2022 important dates for the different events in the table below. 

UGC NET Events

Exam Dates

Notification

30-Apr-2022

Application process

30-Apr-2022 to 30-May-2022 (

UGC NET Application correction window

21-May-2022 to 01-Jun-2022 

UGC NET Phase 1 Admit card

07-Jul-2022 - 08-Jul-2022

UGC NET Phase 2 Admit card

16-Sep-2022

Phase 3 Admit card

To be Announced soon

UGC NET test date for Phase 1

09-Jul-2022

11-Jul-2022

12-Jul-2022

UGC NET test date for Phase 2

12-Aug-2022 to 14-Aug-2022

20-Sep-2022 to 23-Sep-2022

UGC NET test date for Phase 3

29-Sep-2022 to 14-Oct-2022

UGC NET Provisional answer key

To be announced

UGC NET Submission of challenges against answer key

To be announced

UGC NET Final answer key and cut off

To be announced

UGC NET Result

To be announced

UGC NET 2022 test Pattern 

  • The examination is being conducted in CBT mode. 
  • The questions asked in the examination are objective in nature.
  • The maximum marks for paper 1 are going to be 100 marks and the second paper will account for 200 marks. 
  • Each question asked in today’s examination is going to account for 2 marks. There is no mention of negative marking for questions that are marked wrongly. 
  • Paper 1 was compulsory for all the students whereas paper 2 is going to be based on the subject chosen by the candidates. 

Sections

Maximum questions

Maximum marks

Duration

Teaching Aptitude

5

10

1 hour

Research Aptitude

5

10

Reading Comprehension

5

10

Communication

5

10

Reasoning (including Maths)

5

10

Logical Reasoning

5

10

Data Interpretation

5

10

Information &amp; Communication Technology (ICT)

5

10

People &amp; Environment

5

10

Higher Education System: Governance, Polity &amp; Administration

5

10

Total

50

100

Paper II

100

200

2 hours

UGC NET 2022 Phase-2 Important Topics

As per the experts, the UGC NET examination held today was of easy to moderate level. The subject-wise syllabus and questions asked in today’s test were at par with the ones asked in all the shifts asked earlier. Go through the table below to know about the subject-wise difficulty level and good attempts; 

Subject Name

Difficulty Level

Good Attempts

Teaching Aptitude

Moderate to Difficult

6-7

-Environment

Moderate

6-7

Higher Education

Moderate to Difficult

2-3

Research Aptitude

Easy to Moderate

4-5

Data Interpretation

Moderate

3-4

Maths/Reasoning

Moderate

2-3

Communication

Moderate

3-4

Information Technology

Moderate

1-2

Comprehension

Easy to Moderate

1-2

Logical Reasoning

Moderate

2-3

UGC NET 2022 Questions Asked

UGC NET paper 1 examination today was conducted in the first shift from 9 am to 12 am. The following section consists of the basic highlights related to the same. The UGC NET test was conducted in the computer-based test format. The questions asked were from the syllabus prescribed by the UGC earlier. All of the questions asked in the paper were compulsory in nature. Candidates have to attempt the same on their own likings. 

Subject Name

UGC NET Question Asked

Teaching Aptitude

MOOC

Swayam

CBCS

Bloom

Taxanomy

Learner Characteristics

Environment

Protocols

SDGs and MDGs

Niti Aayog

Protocols

CITES

Earthquake

Solar Energy

Higher Education

Swayam

Credits

NEP 2020

Establishment Years

E-governance

Ranking

Research Aptitude

Collective Communication

Barriers of Communication

Mass media

Data Interpretation

Easy Ratio

Ratio &amp; Average Related

Maths/Reasoning

Percentage 

Profit and Loss

Communication

Scales

Sampling

Information Technology

Search Engine

Odd one out on

Conceptual 

Memory related questions

ROM

EPROM

Full forms

Types of Extension

Comprehension

Question based on studying Comprehension

Passages

Precise Writing

Logical Reasoning

Pramana

Structure

Logic

Sushrut

Samhita

Astra

Creative Knowledge

Fallacies

Square of Opposition

The UGC NET (National Eligibility Test) is conducted annually for those who wish to work as a JRF (Junior Research Fellow) and Assistant Professors in different universities. Based on the marks secured in the examination, the candidates get an appointment as an Assistant Professor in any of the public or private universities of India.

Thu, 22 Sep 2022 08:00:00 -0500 text/html https://www.jagranjosh.com/articles/nta-ugc-net-2022-exam-important-topics-questions-have-come-from-these-subjects-1663852363-1
Killexams : What the GRE Test Is and How to Prepare No result found, try new keyword!Biology. It focuses on three aspects of biology, each of which provides the basis for roughly a third of the questions on the exam: cellular and molecular biology; evolution and ecology ... Mon, 25 Jun 2018 03:17:00 -0500 text/html https://www.usnews.com/education/best-graduate-schools/articles/what-the-gre-test-is-and-how-to-prepare Killexams : An INK-redible way to cheat! Spanish law student etched answers to test questions onto his pens

An INK-redible way to cheat! Spanish law student etched answers to test questions onto his pens

  • University of Malaga revealed the pens confiscated during a law exam
  • The student had etched answers to the Criminal Procedural Law test on biros 
  • The ruse was exposed and the pens were seized but many praised the audacity 

A mischievous Spanish law student went to extreme lengths to cheat on his exams by etching answers on to his pens, his teacher has revealed.

Yolanda de Lucchi, a professor at the University of Malaga, showed the pens she and her colleagues confiscated during the test.

She displayed the 11 pens, each with tiny writing etched across the plastic body of the blue biros, in a post on Twitter.

A mischievous Spanish law student went to extreme lengths to cheat on his exams by etching answers on to his pens, his teacher has revealed

Ms De Lucchi said the pens were confiscated during an test on Criminal Procedural Law.

The crafty student was exposed a number of years back but the teacher rediscovered the offending items while cleaning out her drawer.

She posted on Twitter: 'The criminal procedural law in BIC pens. What art!

'Cheat sheets aren't like they used to be.' 

A close-up of the pens shows the incredible detail of the ruse, with tiny letters filling every available space.

One Twitter user who replied to the teacher claimed to be a friend of the cheating student.

The crafty student was exposed a number of years back but the teacher rediscovered the offending items while cleaning out her drawer

Gonzo said: 'Hello Yolanda. I know the author of that wonderful work perfectly. In fact, he has authorized me, ignoring his name, logically, to show you some more that he still keeps at home. 

'The technique used by the artist, as he himself tells me, was to replace the graphite lead of a mechanical pencil with a needle, which made it super easy for him to etch the pen.'

Gonzo then showed off a number of photos of the biros modified over the years.

De Lucchi said: 'That could not happen today.

'Now students would not make an effort to have such a detailed cheat sheet for an exam. 

'They live at the click of a button, by what happens instantly; that is impossible to see today.'

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Thu, 13 Oct 2022 00:05:00 -0500 text/html https://www.dailymail.co.uk/news/article-11310991/Cheating-Spanish-law-student-etched-answers-exam-questions-pens.html
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