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PR000005 Data Quality 9.x Developer Specialist test format | http://babelouedstory.com/
Sun, 27 Dec 2015 21:39:00 -0600text/htmlhttps://www.theatlantic.com/past/docs/unbound/wordpolice/sample.htm Document Examination

Purpose

To determine authenticity and authorship.

Method

The specifics of an investigation will depend on the nature of the document being studied (e.g., historical or personal) and the goals of the inquiry. Generally speaking, a document will be examined from three different aspects: historical, scientific, and stylistic.

Video:
Authentication

Tips on how to authenticate a document by comparing handwriting.

Historical Analysis

It is virtually impossible to pinpoint the age of an undated document, but there may be clues to the era. If it is a printed piece - say a greeting card - the method of printing, address, and even the stamp may be important.

At the very least, materials and techniques must be consistent with place and time. Many forgeries are identified by the presence of materials that didn’t exist at the time alleged.

Scientific Analysis

A detailed paper analysis will detect every shred of physical evidence concealed in a document.

Stylistic Analysis

Comparisons of style are essential for authentication. Penmanship, cultural phrasing, and form of address can help to identify both the era and author. Handwriting comparisons can authenticate a signature or manuscript.

In some cases, all of it taken together can’t solve a historical puzzle. For example, there are five known manuscript copies of the Gettysburg Address. Testing has proved that all are authentic Lincoln documents. But it will never prove, definitively, which of the five Lincoln actually read from at Gettysburg.

Mon, 20 Mar 2023 10:19:00 -0500 text/html https://www.pbs.org/opb/historydetectives/technique/document-examination/
Is the CMA Designation Worth It?

The Certified Management Accountant (CMA) professional credential, offered by the Institute of Management Accountants (IMA), is the certification to get if you're in the management accounting profession. While you don't have to become a CMA to work as a management accountant, many do, and there are more than 40,000 active members. A lot of accountants have decided to pursue the CMA since the program's inception in 1972. In this article, we'll take a look at what four CMA holders have to say about the designation's benefits.

Key Takeaways

  • The CMA is not the CPA, although they complement each other, and a combination of the two generally results in a higher salary.
  • You need two years of full-time work experience before sitting for the exam.
  • The average pass rate is around 50%, so this is not an easy certification to get.
  • The test comes in two parts, and you can take up to three years to complete both.
  • You can take the test, either part one or part two, in any order you choose.

Why Become a CMA?

The professionals we interviewed all say they pursued the CMA credential for career advancement.

"I decided to go after my CMA because I felt that the CPA left some gap in the trade skills that I needed to have to continue my career in industry," says Ben Mulling, CEO of TENTE Casters, Inc., in Hebron, Ky. Mulling is a member of IMA's Global Board of Directors and also holds the Certified Public Accountant (CPA) and Certified Information Technology Professional (CITP) designations.

Lon Searle, CFO of YESCO Franchising LLC in Salt Lake City, Utah, says he decided to become a CMA because he knew he would be promoted to CFO someday and he wanted to be prepared to be a world-class financial leader.

Steve Kuchen, a member of the IMA's Small Business Financial and Regulatory Affairs Committee, says: "After leaving a job, I went to a search firm specializing in finance and accounting professionals, and the recruiter really impressed upon me how important it was to have some credentials after my name. He thought that the CMA would be just right based on my prior experiences and interests."

Financial Cost

Earning your CMA has the following financial costs:

  • Annual IMA membership fees are $49 to $295 depending on whether you are a student, academic, young professional, or professional. 
  • CMA program entrance costs $300, but students or academic members are eligible for a significant discount.
  • CMA test fees are $495 per part, but only $370 per part for students and academic members.

You may spend additional money on test-prep materials, such as an online self-study course, textbooks, and access to an online test bank. Finally, some continuing professional education (CPE) materials and activities cost money, but there are also options to earn CPE credits for free.

58%

Salary advantage for CMAs globally, according to IMA.

Time Commitment

Earning your CMA requires a significant time commitment. You have to meet requirements for education and work experience. You'll also need to study for and pass two exams, which you're allowed a maximum of three years from program entry to complete. Once you become a CMA, you must complete 30 hours of continuing professional education annually. But just how much time does the program actually take if you already have a bachelor's degree and the two years of required work experience?

Ben Mulling

Mulling says the CMA process took him about 12 months, including study time and exams. He earned his CMA in 2008.

Lon Searle

For Searle, who also became a CMA in 2008, it was a longer process. "For two years, I spent an average of four hours a week studying for the CMA exam," he says. "I listened to CDs during my commute and studied online using practice tests." The effort paid off: "I used skills and knowledge I acquired during my studies in my position at work almost immediately," he says.

Susan E. Bos

Susan E. Bos—tax and accounting manager for the Washtenaw County, Mich., treasurer's office and a member of the IMA's Global Board of Directors—says it took her about a year and a half to study for the CMA exam. "I already had the work experience and had already passed the CPA exam, which gave me credit for one of the four parts," she says. The test had a four-part program when she earned her designation in 1996. Bos is also a Certified Fraud Examiner (CFE).

Steve Kuchen

Kuchen also earned his CMA in 1996, when the four-part test was in place. It took him about 18 months to earn the credential because of other demands on his time and because he had been out of school for a few years when he began pursuing the designation.

Passing the Exam

Given the time and expense involved in preparing for the exams, you'll want to do your best to pass on the first try. A new test was introduced in 2020, which saw an increase in pass rates, but not more than 2% across both parts of the test. In 2023, pass rates for parts one and two are about 50%.

The test format is 100 multiple-choice questions and two essay questions for each part. You can take each part in whichever order you like, but to pass the exam, you need to score a 360 out of 500 possible points. You will have four hours to complete each part of the exam—three hours for multiple-choice and one hour for the essays.

Mulling

"My advice is to set a study schedule and stick to it religiously. Plan out your week and achievement markers and commit yourself to keep those goals," Mulling says.

He adds that repetition in your study time is a major key to success. "Keep reviewing previous-chapter and multiple-choice questions over and over. If you stay on track with your study schedule, you should do fine."

Kuchen

Kuchen says he initially took an in-person study class at a local college. The class helped him "immensely," he says. It got him back into the flow of studying and because it was taught by professionals who had experience grading the CMA exam, he learned what graders were looking for in the open-ended question parts of the test. "After that, I used a private company's self-guided software study program, which also helped me a great deal," he says.

Searle

"Apply the principles in your career and find opportunities to use new skills," says Searle. "This will make you comfortable with the principles and familiar with applying them in different situations." Searle also says he listened to the audio lessons several times until they were very familiar because he learns best from audio or classroom instruction.

Bos

Bos says she used the Gleim books. She did every multiple choice question and went over every essay question. She also took a one-day review class through her local IMA chapter. "If you prepare well, you will pass," she says.

Exam Format

The CMA test is broken up into two sections. Each part covers different topics. The IMA website clearly states the percentage of each subject the test covers.

Part One: Financial Planning, Performance, and Analytics

  • 15% External Financial Reporting Decisions
  • 20% Planning, Budgeting, and Forecasting
  • 20% Performance Management
  • 15% Cost Management
  • 15% Internal Controls
  • 15% Technology and Analytics

Part Two: Strategic Financial Management

  • 20% Financial Statement Analysis
  • 20% Corporate Finance
  • 25% Decision Analysis
  • 10% Risk Management
  • 10% Investment Decisions
  • 15% Professional Ethics

Remember that there are essays as well, and those require writing skills outside of the knowledge needed to answer the syllabus listed above.

Testing windows are offered in January/February, May/June, and September/October.

Job Opportunities and Earning Potential

Searle says the CMA certification provides a very large advantage in the job market. There are jobs that require either a CPA or CMA designation, he says. CMAs are exceptional when it comes to supervising teams, managing projects, and making high-level business decisions.

CMA is a worldwide designation, so salaries will vary substantially between regions. In the Americas, CMAs have an average base salary of $105,000. If you were an accountant without a CMA, you should expect to see your salary drop substantially, down to around $72,000.

Mulling

Mulling says the CMA credential has "tremendously" helped him in his career. "It provided me with critical decision-support skills that I have used to advance my career to CFO of my company," he says. Even with his CPA license, he says he could not have succeeded in guiding his company through the recession and back into growth mode without the skills he mastered as a CMA.

Bos

Bos says earning the CMA designation gave her credibility and confidence. "I was already working as an accountant for several years, but the CMA gave me more visibility," she says.

Searle

Like Mulling and Bos, Searle says the CMA has added value to his career. "I have used the knowledge gained during my studies for the test in all areas of my job as a CFO including strategic planning, coaching staff, marketing, financial analysis, decision making, and banking. It was a much more applicable educational experience than studying for and passing the CPA exam," he says.

Kuchen

Kuchen says attaining the CMA shows that you are serious about your career and interested in improving your skillset. He also says the CMA material is relevant to real-world situations you might encounter, not only in finance and accounting but also inx disciplines like information technology.

How Do You Renew Your CMA Certification?

Thankfully, getting your CMA is the difficult part, and maintaining it is rather easy. You only need to stay current on your IMA membership fees and make sure you fulfill your annual requirements. This is a requirement for continued education of 30 hours a year, with at least two hours of continuing education being devoted to ethics.

Is the CMA test Harder Than the CPA Exam?

The CPA has a slightly higher pass rate of an average of approximately 55% versus the CMA average of around 50%. This is interesting since those with a CPA tend to have higher average salaries, so it might be worth considering which test is right for you. The continuing education for CPAs is more demanding, but only by ten hours per year, or less than one hour of continuing education per month.

Where Can I Find Online Certified Management Accountant Classes?

There are many classes for those studying for the CMA exam. Since the pandemic, many have opted to follow online courses from learning centers like Udemy and Coursera. Some may find it more helpful to purchase a variety of test-prep books and study from those. How you go about it is personal preference, but in-depth understanding is an absolute must, regardless of study time or materials used.

The Bottom Line

Becoming a CMA involves a commitment of money and, most of all, time that shouldn't be taken lightly. But if you want to pursue a career as a management accountant, the extra effort can pay off.

Sun, 19 Oct 2014 19:15:00 -0500 en text/html https://www.investopedia.com/articles/professionals/052913/cma-designation-worth-it.asp
Microsoft Office Specialist Certification

Testing Process

These exams can be taken at Bethel or through an external authorized Certiport testing center.  Certiport.com/locator can help you find an external site.  If you would like to take the exams at Bethel, please email our testing coordinator at whiste@bethel.edu.

Study Resources

  • The MOS Exams are currently only supported in a Windows environment. The testing at Bethel will occur on Windows computers. If you are used to MS Office on a Mac you should spend time ensuring you are familiar with the objectives below on a Windows computer.
  • Bethel provides student access to Lynda.com through lynda.bethel.edu. This is a great resource on a wide variety of topics. There are Lynda courses for Microsoft Office Specialist test preparation including a Word 2016 course, PowerPoint 2016 course, and Excel 2016 course.
  • Microsoft Office Specialist Study materials can also be located at bookstores or some libraries.
  • You can also find material on:
  • For individual test Objectives:

Fees

  • The MOS Exams are currently only supported in a Windows environment. The testing at Bethel will occur on Windows computers. If you are used to MS Office on a Mac you should spend time ensuring you are familiar with the objectives below on a Windows computer.
  • Bethel provides student access to LinkedIn Learning. This is a great resource on a wide variety of topics. There are LinkedIn Learning courses for Microsoft Office Specialist test preparation including a Word 2019 coursePowerPoint 2019 course, and Excel 2019 course.
  • Microsoft Office Specialist Study materials can also be located at bookstores or some libraries.

Fees

The test fee is $25 per test ($75 required for all 3 tests). Payment of the test fee must be made when registering for the test. No test can be taken unless this fee is paid. Payment must be made with a credit card (VISA, MasterCard, or American Express only). Sorry, no personal checks or cash.

Test Requirements

Current & valid picture ID: driver's license, passport, or Bethel identification card. Confirmation email sent to your bethel.edu email address showing payment for the assessment(s). You must be a Bethel Student, Faculty or Staff to take this assessment.

Accommodations

Bethel University is committed to creating access to all students. For test accommodations see the procedure and submit your request.   

Cancellation Policy

Exam cancellations less than 48 hours before the test or lack of attendance at exams are considered non-refundable. To cancel or re-schedule prior to 48 hours please contact the testing coordinator at whiste@bethel.edu or 651.638.6573.

Questions?

Contact our testing coordinator at 651.638.6573.

Registration

Online registration is available for the technology placement exams.

Register Now

Wed, 21 Apr 2021 21:06:00 -0500 en-US text/html https://www.bethel.edu/undergrad/academics/business/technology-requirement/mos-certification
Office of the Registrar

General Final test Information

GeneralFinal exams will be generated by the Registrar’s Office according to an test matrix on or about the last day of the add/drop period for the term for any course that has 'Yes' indicated for a Final test in the catalog. The day and time of the first class meeting during the week determine the date and time for each exam. Courses that meet outside the normal university block scheduling will be scheduled within the time block that best fits the schedule without creating conflicts for students.

Exam times are as follows:

  • 8 – 11 a.m.
  • 11:30 a.m. – 2:30 p.m.
  • 3 – 6 p.m.
  • 6:30 - 9:30 p.m.

While test blocks are three hours long, the actual length of the test is determined by the instructor.

If examination days are postponed because of weather conditions, the first make-up day is documented on the academic calendar.

Faculty should review their test schedule just after the last day of add/drop. If an test was not generated or changes are needed, please email: scheduling@uml.edu. Requests for final exams, combined exams, etc. will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Common Exams

  • Faculty should plan to administer a separate test for each section of a course that they are teaching.
  • Requests for common exams must be approved by the Dean AND the course must have, at minimum, three (3) class sections to be considered for common test scheduling. 
  • Requests should be submitted by email to: scheduling@uml.edu no later than the mid-semester evaluation date for said term, and all requests are subject to classroom availability.
  • Common Finals will need to be applied to all sections of a course not to individual instructors.
  • Common test Finals will be assigned to a common test block. 
    • Students who are scheduled for two common exams at the same time should check with their instructors to see which test has priority.

Note: Requests for combined exams will not be accepted after the mid-semester evaluation date for the term in question. Please refer to the academic calendar for specific date information.

Examination Conflicts

If a student has three (or more) finals scheduled on the same test day, the student has the right to ask that a make up test (or exams) be scheduled to reduce the number of exams in each day to two. Under these circumstances, required courses1 take priority, so the student should make every effort to arrange the make-up test for a non-required course with the respective instructor. Likewise, if a student has two finals scheduled in the same test period, the required course takes priority; the student should schedule a make-up test for the non-required conflicting course with the respective instructor. If for any reason a mutually agreeable solution between the student and the instructor cannot be achieved, the student should see his or her college dean immediately.

Students – If you have questions regarding any of your final exams, please contact your instructor directly. Instructors should reach out by email to: scheduling@uml.edu if an test update is needed in SiS.

1'Required courses' refers to whichever course is required toward that specific student’s degree pathway.

Final Exams for Hybrid and Virtual Class Sections

Exams (including final exams) for fully virtual classes should be administered virtually, as that is the modality which students selected. Exceptions to hold on-campus exams require deans' approval. An email (noting the approval) should be sent by email to: scheduling@uml.edu so that the test location may be updated – exceptions are subject to room availability. If approved, faculty must indicate the alternate test format in their course syllabus and accommodate students who are unable to attend in-person exams.

If a class section is hybrid (includes both an in-person meeting and either an online or virtual meeting pattern), then the final test will be assigned as in-person, but the instructor may request the final test to be virtual/online depending on the modes of instruction of the hybrid section. Hybrid courses also include courses that have more than one component with different modes of instruction (i.e., the lecture portion is virtual, but the recitation is in-person) and the instructor may decide whether or not the final test is in-person in this scenario as well. Any requests for final test updates should be sent by email to: scheduling@uml.edu.

Undergraduate and Graduate Final Exams (Day-school Sections)

  • Faculty are not required to administer cumulative final examinations and should assess their students as appropriate to their discipline and course content. If an test is assigned and will not be taking place, please email: scheduling@uml.edu.
  • Faculty who opts to administer final examinations must do so at the time and place specified by the Registrar's Office and listed in SiS. All day-school sections that are noted in the catalog with 'Yes' for final exam, will have a final test block generated.
  • Final take-home examinations or final papers must not be due earlier than the time that the Registrar's Office has scheduled the final examination for the course in question (although instructors may opt to allow such examinations or papers to be submitted early).
    • Note: If an academic program requires that students take final examinations for accreditation purposes, faculty are expected to adhere to the requirements of their accrediting organization.
  • Graduate class sections may opt to administer their final exams on the last day of regular class meetings (week prior to the final test period) but should contact scheduling if this is what they decide and need to remove a final test block that was generated for their class section.
  • For any course with a final test during the test period, no hour-examination (or major paper or project) shall be administered or due during the last five academic days of the semester unless the college dean has allowed an exemption.

Graduate, Online and Professional Studies Final Exams (GPS Sections)

Graduate, Online and Professional Studies sections (section number typically begins with '0') take place on the final on-campus meeting day for that section (usually the week prior to the final test period) – please see the on-campus course dates on Graduate, Online and Professional Studies website for the final meeting date (not to be confused with the course session dates).

If a GPS section is 'matched' (combined) with a day-school section (example ACCT 2010 201 and ACCT 2010 001), the final test will follow day-school guidelines and an test block will be assigned for both sections in SIS.

Classroom Reservations During the Final test Period

Classroom reservations for ad hoc needs during the final test period (review sessions, test accommodations, makeup exams, etc.) will be accepted one week prior to the final test period. Please email scheduling for these requests.

Makeup Examinations

Individual makeup exams should be coordinated between the student and instructor as needed and should take place through the UMass Lowell Testing Centers or in a department location (please do not use academic classrooms for individual makeup exams without a confirmed reservation).

If an entire class needs to makeup an test due to an unforeseen circumstance or emergency, the test should be rescheduled by emailing: scheduling@uml.edu. Makeup exams for classes should take place during the regular examination period. 

The university final test makeup dates listed on the university calendar are only to be used for inclement weather or other unanticipated university closure and should not be used as final test dates for individual student or class makeup exams.

Disability Services Support & Resources

Students who are registered with the Disability Services Office and have been approved for an extended time accommodation: if you have two exams scheduled on the same day, you may reschedule one of the exams if it has been confirmed that both exams are scheduled to use the entire 3-hour block. Please refer to the instructions under Examination Conflicts listed above to do so. For any other accommodation or disability-related question or concern, please contact by email: disability@uml.edu or visit Disability Services website for faculty and student resources.

Thu, 26 Feb 2015 17:42:00 -0600 en text/html https://www.uml.edu/Registrar/Schedules/final-exam-guidelines.aspx
Nursing test Pass Rates Appear to Be Rising. Why?

In January 2023, we reported on the reasons why nursing test pass rates fell in 2020 and 2021. In this report, we follow up on what has happened since.

During the first 2 years of the COVID-19 pandemic, the share of candidates who passed the national licensure test to work as a registered nurse fell sharply, from 88.2% to 82.5%, for first-time U.S.-educated candidates, with a smaller decline -- from 72.8% to 68.9% -- for all candidates, including internationally educated and repeat test-takers.

In 2022, pass rates continued to drop, averaging 79.9% (8 percentage points lower than in 2019) for first-time U.S.-educated candidates, and 63.4% for all candidates, the lowest point in the last decade.

In 2023, to most experts' surprise, that spiral appears to be turning around.

Things Are Looking Up

The reason for this reversal depends on whom you ask. Test developers have argued that rates improved due to radical transparency and massive outreach to stakeholders, while some online critics have suggested the test simply got easier. Other nurse educators agreed that the increased transparency and outreach impacted rates, but worry those same measures exacerbated a culture of "teaching to the test."

Understanding trends in test pass rates also requires context.

image
Year-to-Date NCLEX Pass rates for 2023

The National Council of State Boards of Nursing (NCSBN) produces the test that aspiring nurses take to gain licensure: the National Council Licensure Examination (NCLEX). This test uses computerized adaptive testing, which means each test-taker gets virtually a different exam, the difficulty of which changes based on the response given.

Every 3 years, the NCSBN assesses the pass rates for the test and determines whether the current passing standard is appropriate. If the NCSBN's board of directors decides that the level of clinical judgment required of nurses in practice has increased, it can vote to raise the passing standard.

In December 2022, the NCSBN's board voted to keep the current passing standard on the NCLEX through March 31, 2026. Months later, on April 1, the NCSBN launched the Next Generation NCLEX (NGN), a new version of the NCLEX that aims to more effectively measure test-takers' clinical judgment.

Anytime a new test is introduced, pass rates tend to dip by a few percentage points in the first two to three quarters, explained Philip Dickison, PhD, RN, CEO of the NCSBN. He said he was naturally a bit concerned about a new test compounding the "drastic drop in the ability curve" seen during the pandemic, "but it was still the right thing to do."

Keith Rischer, PhD, RN, a nurse educator and owner of KeithRN, a nursing education company, recalled that the last major change to the NCLEX occurred when the passing standard was raised by 0.16 percentage points in 2012. Pass rates fell more than 7 percentage points -- from 90.34% for first-time candidates to 83.04% -- in a single year.

While the NCSBN kept the same passing standard in 2022, the stronger emphasis on clinical judgment and the "unique six-question case studies" in the NGN was predicted to increase the difficulty of the test in some respects.

"There was an anticipation that this was going to be another precipitous decline in NCLEX pass rates," Rischer said.

Post-Pandemic Rebound

However, that wasn't what happened. Instead, preliminary data showed a jump in pass rates, from 79.9% in 2022 to 88.6% in 2023, for all first-time U.S.-educated candidates. Importantly, the 2023 data exclude the fourth quarter of the calendar year, which typically has the lowest pass rate, experts noted.

Still, Dickison said he was "pretty amazed" at the speed of the recovery. Some viewed the change as a "huge increase," but he stressed that rates were starting from a low baseline following a 3-year period when other variables, namely pandemic-related disruptions, impacted pass rates.

"What I think you're seeing ... is that we have rebounded to pre-pandemic ability levels in our measurements," he said.

Dickison credits the rebound to NCSBN's decision to let educators, regulators, and -- controversially -- preparatory groups "under the hood" of the new test for several years before the NGN actually launched.

"The idea was to be as transparent as possible to all stakeholders," Dickison said. This meant leveraging opportunities at conferences and during webinars, and sharing what to expect of the new test -- from case studies and measurement models -- in newsletters. Dickison also credited educators for the big role they played in helping prepare students.

Rayna Letourneau, PhD, RN, executive director of the Florida Center for Nursing, said that while some nurse educators have noted the test has gotten "too easy," she suggested that perhaps the NGN is simply "a more logical way to measure what nursing students are being taught."

Similarly, she attributes the rise in pass rates to the focus on increased resources and preparation of candidates, including the implementation of "student success" coaching programs.

Teaching to the Test?

Rischer seemed to have a different view, pointing out that the NGN offers partial credit for certain "select-all-that-apply" multiple-choice questions. He said that he believes the real reason for improved pass rates is a shift in nursing education, though he added that his hypothesis is, at this point, "conjecture."

"What we have in the nursing literature for over almost 50 years ... is this widening gap between how nursing is taught in the university and college settings and how it's actually practiced at the bedside," he said. "We're not preparing our graduates for real-world practice realities."

Rischer said he grew even more concerned when he learned from online discussions that some professors were using NGN trial items to teach first-semester students.

"That's called teaching to the test," he argued. Instead of teaching students "alternative multiple-choice items, we need to be teaching our students the open-ended thinking of clinical practice."

For example, for a patient who had an appendectomy, Rischer said the appropriate steps are to take vital signs and conduct a head-to-toe assessment.

"There is not a 'select-all-that apply' multiple-choice item on your forehead that I could say, 'You know what? This is the correct answer,'" he added, noting that the NCSBN "is part of the problem." Currently, the primary mechanism that state nursing boards use to measure a program's performance is their first-time pass rate on the NCLEX, which only "reinforc[es] this unhealthy culture of teaching to the test."

The end result of that, as studies have shown, is that "currently less than 10% [of new nurses] have what practice partners would say is entry-level clinical judgment competency," Rischer said, citing a 2021 study. "Complications develop when a nurse doesn't notice or recognize what's most important until it's too late. So ... clinical judgment competency is a big deal. And teaching to the test ... isn't going to solve that."

He said one solution is to move away from first-time test-taker metrics and potentially allow students to take the test twice and then average their score.

Another, more dramatic, change would be to include a skills test or what Rischer calls "demonstrable competencies" for essential skills involved in clinical decision making, which could be evaluated by an "objective observer."

"It will take more time. It will take more money, but this is something that we can and should be doing," he said.

'Not the Only Measurement'

For his part, Dickison noted that the NGN, like any exam, has limitations.

While it "measures your cognitive and your thinking ability, our test does not measure the affective domain, doesn't measure character," he said. For example, the test cannot assess a "less-than-acceptable social interaction" a student has with a professor, nor does the test know which student is always late to class.

"If they don't show up to class on time every day, that might be a [sign] that they're not going to show up to a patient when they need to," Dickison explained. "That's why you have a regulatory system. That's why we have an education [system] ... these all have to work together. If you don't pass the NCLEX, you don't go to work, but it is not the only measurement that tells us we have a good nurse."

  • Shannon Firth has been reporting on health policy as MedPage Today's Washington correspondent since 2014. She is also a member of the site's Enterprise & Investigative Reporting team. Follow

Sun, 31 Dec 2023 10:00:00 -0600 en text/html https://www.medpagetoday.com/nursing/nursing/108055
Certified Paralegal test Preparation

This course is tailored for paralegals, legal assistants, aspiring legal professionals, and anyone seeking to enhance their understanding of federal law. Whether you're preparing for the Certified Paralegal test or simply aiming to bolster your legal expertise, this course can assist you towards successfully completing your goal.

Tue, 29 Aug 2023 11:39:00 -0500 en text/html https://www.utsa.edu/pace/paralegal/certified-paralegal-exam-preparation.html
The 4 Best Strength and Conditioning Certifications, According to an Expert No result found, try new keyword!If you decide to take the proctored NCCPT Strength Training Specialist ... The test consists of 100 multiple-choice questions and you will have 90 minutes to complete the test. The format is ... Tue, 26 Dec 2023 10:00:00 -0600 text/html https://www.si.com/showcase/fitness/best-strength-and-conditioning-certification

PR000005 test format - Data Quality 9.x Developer Specialist Updated: 2024

Get High Score in PR000005 test with these dumps
Exam Code: PR000005 Data Quality 9.x Developer Specialist test format January 2024 by Killexams.com team

PR000005 Data Quality 9.x Developer Specialist

You may select from one or more response offerings to answer a question.

You will score the question correctly if your response accurately completes the statement or answers the question. Incorrect
distractors are given as possible correct answers so that those without the required skills and experience may wrongly select that choice.

A passing grade of 70% is needed to achieve recognition as an Informatica Certified Specialist (ICS) Data Quality Developer v9.x.

You are given 90 minutes to complete the exam. Test formats used in this test are:

• Multiple Choice: Select one option that best answers the question or completes the statement

• Multiple Response: Select all that apply to best answer the question or complete the statement

• True/False: After memorizing the statement or questions select the best answer



Data Quality Developer 9.x, Specialist Certification

About the ICS Data Quality Developer test and the Skill Set Inventory

This test measures your competency as a member of a project implementation team. This involves having an in-depth knowledge of
each of the Data Quality processes from Profiling to Standardization, Matching and Consolidation. You need to be able to select and configure the appropriate Data Quality transformation for your requirements and build, debug and execute Data Quality mappings as well as integrate mappings into Power Center.

The skill set inventory is used to guide your preparation before taking the exam. It is an outline of the technical syllabus and subject areas that are covered in each exam. The skill set inventory includes test domain weighting, test objectives and topical content. The syllabus and concepts are included to clarify the test objectives.

Test takers will be tested on:

• Their ability to navigate through the Developer Tool

• Use of Project Collaboration techniques; shared Tags, Comments, Profiles, reference tables to share information with Analysts

• Using a variety of profiling methods to profile data

• The use of Analyst built profiles to develop mappings

• Build mappings and mapplets to cleanse and standardize data

• Perform Address Validation

• Identifying duplicate records in a dataset

• Automatically and manually consolidating duplicate records to create a master record

• Execution of mappings/mapplets in PowerCenter

• Deployment of Data Quality Mappings in an Excel spreadsheet (connect to Web Services)



Title % of Test

Informatica Overview 10%

Analyst Collaboration 10%

Profiling 15%

Standardization/Mapplets 10%

Address Validation 5%

Matching 10%

Consolidation and the DQA 10%

Integration with PowerCenter 5%

Object Import and Export 5%

DQ for Excel 5%

Parameters 5%

Content 10%



Test Topics

The test will contain 70 questions comprised of syllabus that span across the sections listed below. In order to ensure that you are prepared for the test, review the subtopics with each section.

Informatica Overview

• Describe the Informatica 9 architecture and set up
including the repositories required for installation

• Provide information on the Data Quality process and
dimensions of data quality

Analyst Collaboration

• Use and describe the functionality of the Analyst Tool including Scorecarding, Reference Table Management, Tags, Filters, Profiles and Comments

• Describe how Analysts and Developers can
collaborate on projects

• Describe the benefits of project collaboration to a
team

Profiling

• Perform and interpret column, rule, comparative and
mid-stream profiling

Standardization/Mapplets

• Be aware of where data standardization fits in the
DQ process

• Apply, configure and troubleshoot data
standardization transformations

• Differentiate between the various parsing techniques
available

• Recognize how reference tables are used in the
standardization process

Address Validation

• Verify the importance of Address Validation

• Configure the Address Validation transformation
including explaining each mode that is available and
what custom templates can be used for

• Interpret the AV outputs generated
Matching

• Develop and build match plans to identify duplicate
or related data

• Differentiate between the matching algorithms
available and explain how matching scores are

• Configure Identity Matching option for the match
transformation

• Explain populations, the identity match strategies that
are available and how they are used in Identity
Matching

Consolidation and the DQA

• Explain Automatic and Manual consolidation
techniques and configure the Transformations used
for automatic consolidation

• Use the Exception Transformation to generate and
populate the Bad Records and Duplicate Records
tables

• Troubleshoot any problems that may occur

• Generate a survivor record in the DQA

• Remove duplicates using DQA
Integration with Power Center

• Explain how to integrate IDQ mappings and
mapplets into PowerCenter Workflows including how
content is handled

Object Import and Export

• Define the difference between the Basic and
Advanced Import options available

• Explain Dependency conflict resolution and how it is
handled

• Describe how to Export a Project
DQ for Excel

• Describe the requirements for integration for Excel

• Define the techniques for creating mappings for DQ
for Excel

• Explain the Web service capabilities required for DQ
for Excel

• Provide an explanation on how to use the Informatica
ribbon in Excel

Parameters

• Explain what parameters are and why they are used
including what parameter functions are supported

• Identify which Transformations can use parameters

• Describe the process of exporting mappings with
parameters built in Content

• Explain what Content is, what is contained in the
Core Accelerator and why it is used.

Data Quality 9.x Developer Specialist
Informatica Specialist test format

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Data Quality 9.x Developer Specialist
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Question: 61
When matching, is it always necessary to group data?
A. Only if the customer thinks it's a good idea
B. Only if the quality of the data is poor
C. Not always. If the dataset is small enough, grouping is not required
D. Yes, it's always necessary
Answer: C
Question: 62
What statement best describes IDQ's Web service capabilities?
A. Mappings can only be created as a web service through PC integration
B. DQ has both native web service functionality and allows integration through PC C.
DQ mappings can only be made accessible through native means
D. DQ has not web service support
Answer: C
Question: 63
How much data can DQA handle?
A. 2000 rows and 20 columns
B. Million rows and 100 columns
C. There are no built-in restrictions. Large deployments will require more hardware and
database tuning
D. Maximum 1 million rows and up to 10,000 columns
Answer: B
Question: 64
Which parameter function is supported in IDQ 9.1?
A. Set parameter for RTM Location/ Path
B. Set parameter for RTM Name
C. Ability to parameterise relational and flat-file connections
D. All of the above
Answer: D
Question: 65
A customer has provided a number of delimited flat files that require profiling, but not
filedefinition. What should you do first?
A. Allow the wizard in Developer to automatically select the data types when creating
the data objects.
B. Set all of the data types to text and length longer than those specified. The profiler
will tell you what they should be.
C. Import the fileinto a database table before profiling. D. Change the code page of the
file to UTF-8.
Answer: A
Question: 66
What is required for customers to access and use IDQ Accelerator content?
A. Customers must license each Accelerator pack individually to get and use the
content.
B. No additional steps are required. All Accelerator content is provided with the basic
IDQ license.
C. IDQ customers simply need to request an IPS resource to get and install the
content.
D. Accelerator content is available only with a PowerCenter license.
Answer: B
Question: 67
What is the primary purpose of grouping data?
A. standardize data in preparation for matching
B. normalize data in preparation for matching
C. Excellerate match performance
D. Excellerate match results
Answer: C
Question: 68
Which of the following cannot be executed in BOTH the Analyst and the Developer
Tool?
A. A rule created in the Analyst Tool
B. A mapplet created in the Developer Tool and validated as a rule
C. A mapplet created in the Developer Tool and validated as a mapplet
D. A reusable rule created in the Analyst Tool
Answer: B
Question: 69
Which phrase best describes how organizations should view their approach to data
quality?
A. As a one-off project addressing the issues in their data warehouse in batch
B. As an ongoing process addressing issues over time with a combination of fit-for-
purpose approaches
C. As a real-time process addressing issues as they are introduced
D. As a batch process to be implemented to run on a monthly basis
Answer: A
Question: 70
What Data Quality Transformation utilizes Identity populations?
A. Key Generator Transformation
B. Match Transformation
C. Edit Distance Transformation
D. Comparison Transformation
Answer: C
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Final test solution

The Final test will be Monday, December 12 from 3:30-5:30 pm.

Prof. Hess will be available for last-minute questions on Monday in ME 3003B.

  • 9:30-10:30 am
  • 11:30 am - 1 pm
  • 1:30-3 pm

All students will take the test in CL50.

Some additional notes regarding the Final Exam:

  • The test will cover material from Lecture 30 (Gear Geometry) to Lecture 43 (GD&T) on the course schedule.
  • The test format will be similar to Exams 1 and 2 and to the exams posted on the course website: 25% short-answer questions and 75% work-out problems.
  • The test is closed-book and closed-note
    • Final test equation sheet (will be provided with the exam)
    • You may also bring an 8.5" x 11" crib sheet to the exam.  The crib sheet must be turned in with the exam.
  • The test will follow ME's calculator policy.

Final test from previous semesters

Fri, 01 Jul 2022 22:25:00 -0500 en-US text/html https://www.purdue.edu/freeform/me354/exams/final-exam-2/
Sample Entrance Exam
Atlantic Unbound Sidebar

When you are ready, proceed to the current exam.

Read about the new Word Police training manual, Word Court, by Word Police Commissioner Barbara Wallraff.

Join a conversation on Word Police and Word Court in Atlantic Unbound's reader forum, Post & Riposte.

Read recent Word Court columns from The Atlantic Monthly, and browse the Word Fugitives archive, in The Court Record.

Sample Entrance Exam

Word Police exams consist of questions similar to the ones below. Here beneath each question we've told you which answer is correct, and explained why.

When you are taking an actual exam, once you've answered all five questions, press the "Submit answers" button to have your responses scored. If you're not sure of the answer to any question, why not take your best guess? (No points are deducted for wrong answers.) You'll need to get at least four answers right to be allowed to proceed. On the next page, you will be asked a final question that you must answer correctly in order to pass the exam.

The actual exams provide a clue about the intent of the questions that isn't available here -- namely, that each of them is the test for a particular squad or division. The questions on the entrance test for any given squad will have to do with that squad's specialty. So, for example, on the entrance test for the Number Unit, the focus of the questions will tend to be grammatical number (say, "the Word Police is ..." or "the Word Police are ..."?).

1. When Word Police officers perform their duties properly, fewer/less crimes against the language occur.

Fewer
Less
Whatever

Fewer is for things that can be counted ("one crime, two crimes ..."; "The fewer crimes the better"). Less is for things that pile up as amounts, not numbers of items, and aren't countable ("There hasn't been much criminal activity lately"; "There's been less criminal activity than usual"). Because crimes falls into the former class of things, fewer is the only correct choice here. (See pages 191-192 in Word Court.)

2. While on duty, you see your neighbor Mr. Smith discarding a candy wrapper on the sidewalk. You pick it up, say in your most cheerful tone, "You dropped something. Here you are!" and hand it back to him. Afterward, should you keep the matter between you and him, between he and the Word Police Force, or between you and he?

Between you and him
Between he and the Word Police Force
Between you and he

Any pronoun that comes after between ought to be one that can be used as a grammatical object (as in "The Word Police want us"), not one that is used as a subject (for example, "We want to join the Word Police"). He is a subjective pronoun, so neither the second nor the third answer can be correct. You can be either kind of pronoun, and him is objective, so "between you and him" is the right answer. (See pages 130-134 in Word Court.)

3. Which is correct?

"It's a dull officer who spends all their time shining their badge."
"It's a dull officer who spends all her time shining her badge."
"It's a dull officer that spends all its time shining its badge."

An officer can't be plural. Nor is an officer neuter (its). An officer certainly can be female, though, so "... spends all her time ..." is fine. The second answer is the correct one. (See pages 28-32 in Word Court.)

4. With which statement do you agree?

"A Word Police officer must see that poetic justice is done everyday."
"A Word Police officer can't concern himself with poetic justice on an every day basis."
"A Word Police officer must at least try to see that poetic justice is done every day."

Once again, the real issue here is which of these statements is worded correctly. See those variations of everyday? Everyday, one word, is an adjective, and so when that's the form used, it's supposed to be modifying a noun. Every day is an adverb or a noun phrase. In the first answer, the adjective everyday is being used as if it were an adverb, modifying a verb; and in the second one, the adverb every day is being used as if it were an adjective, modifying a noun. Only in the third answer does the adverbial form match an adverbial function; this answer is correct. (See pages 190-191 in Word Court.)

5. Is this alright?

Yes
No

Alright is a very informal spelling. Standard English calls for all right. So no, it's not all right, thank you very much. No, indeed. (See page 153 in Word Court.)


Proceed to the entrance exam
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