Assesment centers :: essays research papers

Assessment Centers An Assessment Center can be defined as "a variety of testing techniques designed to allow candidates to demonstrate, under standardized conditions, the skills and abilities that are most essential for success in a given job" (Coleman, 1987), it consists of a standardized evaluation of behavior based on multiple evaluations including oral exercises, counseling simulations, problem analysis exercises, interview simulations, role play exercises, written report/analysis exercises, and leaderless group exercises. These centers allow the candidates to make proofs of their knowledge through a number of job and special situations (Joiner, 1984). Assessment centers are varying concerning the number and type of exercises which are included. The most common exercises are the in-basket and the oral exercise. In the in-basket exercise, the candidates are given time to review the material and initiate in writing whatever actions they believe to be most appropriate in relation to each in-basket item. When time is called for the exercise, the in-basket materials and any notes, letters, memos, or other correspondence written by the candidate are collected for review by one or more assessors. Often the candidates are then interviewed to ensure that the assessor(s) understand actions taken by the candidate. If an interview is not possible, it is also quite common to have the candidate complete a summary sheet. Recently, the in-basket has become a focus of interest because of it's usefulness in selection across a wide variety of jobs (Schippmann, Prien, & Katz, 1990). A variety of techniques have been used to develop in-baskets. Quite often information on an in-basket's development is not available for review because the reports do not contain the critical information. A recent review indicated that nearly 50% of the studies do not describe how the in-basket was constructed (Schippmann, et al., 1990). There is also a great deal of variation among the ways in which the in-basket is scored. There is a range of objectivity in scoring with some scoring systems utilize almost entirely human judgment, while others utilize a purely objective approach. The in-basket exercise may be thought of as an approach which assesses a candidate's "practical thinking" ability by having a candidate engage in implicit problem solving for a job-relevant task. It is now well recognized that a content valid approach to constructing an in-basket is one which is professionally accepted as a technique which has passed legal examination. However, despite the acceptance by the courts and practitioners, the reporting basis for content validity is often deficient.

Coffee in World History

Coffee in World History Coffee in world history has changed many things from its first appearance in 1635 up until today. Its effects were seen in the people, on the economy, and on the social aspect of life. These effects were mainly beneficial with some exceptions. Documents 1,3,5,7,8, and 10 show positive social effects on the people. While documents 1,3,4, and 9 show how the effects of coffee were seen positively on a worldwide scale.Whether looking close up in social communities, or looking at it as a global impact, coffee proved to have a very large and beneficial influence on how people lived their lives throughout history. Socially, coffee has changed history in very positive ways. In the Ottoman dynasty, people flock to these coffee shops and basically live on coffee as it has become a new daily routine for them as it has appeared in towns (Document 3). People gather at these shops, talk, conduct business, and to be social, thus spreading new ideas and news faster through th e city.Coffee has also brought many jobs to the people (Documents 5, 7, and 8). Document 5 shows all the people that coffee must go to, to get to their drinkers and shops, all the people who are involved in this process were given jobs because of coffee. The details of the jobs were shown through how the people were effected by them (Documents 7 and 8). The did effect the people in positive ways because the workers were able to all get fair and equal pay for the job without any social discrimination.Finally, the social bonuses of coffee are shown, while being biast, stating that coffee is a ready and east source of money, showing that you could benefit from it because of the high value of coffee (Document 10). A document that would help better prove the point to show that coffee changed the society in a positive way would be a document by a ruler stating all the positive effects and all the accomplishments the dynasty has made because of coffee. Coffee proved to be a very beneficial factor in society through popularity, jobs, and money made from it and would help you if you were involved with it.Coffee also showed up in worldly affairs, positively changing things such as relationships and trading between countries. Document 1 can not only be used as a social plus, but can also be seen as a worldly plus. This Document shows us the world’s views and first reactions to coffee, which turned out to be very good. Everyone loved it and it’s popularity exploded worldwide. Document 3 can also be used in both situations because it shows how people still reacted to coffee 145 years after it first appeared and people still seemed to be addicted.This Document could be seen as biast in one way such as it says that without contradiction, the drink has formed the workers’ breakfast, some workers still may not be able to reach shops that sell coffee or may not be able to afford it. Different country’s views on the actual total consumption and export s were also shown in Document 4 and Document 9. Annual consumption (Document 4), was shown in 50 different countries ranging from 0. 1 kilograms per person in Kenya, to 9. 2 kilograms per person in the Netherlands. The countries total exports (Document 9), had 19 countries included, ranging from Brazil with 7. % coffee exports to Uganda with 94. 5% coffee exports. Another Document that could be added to help support the positive effect that coffee had on the world would be a document written by different Kings scattered across the world about how much their kingdom has improved by the invention of coffee and how economy, and jobs, and the social aspect of life has gone up. These documents were important to the world’s benefit from coffee because it showed that since the trade of coffee went up, economy went up, helping money fluxgate throughout the world.Although document 1 could be seen as a positive for both social and worldly benefits, it has yet another side, a negative f or the communities. As more and more people began to become attracted to these coffee shops, they began to attend work and the temples less and less, creating the beginning of a problem for some people. Other than the problem of some people avoiding jobs in exchange for time spent drinking coffee, its impact was mainly positive.This document could also be biast because of if the people in that particular place actually have time and money for coffee, or if they enjoy their jobs, they wouldn’t be flocking to this tiny shop to socialize and to drink. If another document were to be added to this picket, it would need to be a document written by people in different jobs such as a priest, a coffee shop owner, a merchant, or a trader of coffee. The point of this document would be to better understand coffee’s effect on different jobs and really determine if the effect on the job changed the job holder’s take on coffee.This document would help really tell if the effect s on the social aspect were beneficial according to the people, not just the overseers. From the beginning of when coffee first appeared, until now, there has been many coffee influences on history. Through society, coffee has changed the way we live, and how coffee has changed our jobs. In worldlier views, coffee has changed our economy, trade, and relationships with other countries. Coffee proved to have a very large and beneficial influence on how people lived their lives throughout history.

C2 Paper

Paper Reference(s) 6664 Edexcel GCE Core Mathematics C2 Advanced Subsidiary Tuesday 10 January 2006 ? Afternoon Time: 1 hour 30 minutes Materials required for examination Mathematical Formulae (Green) Items included with question papers Nil Candidates may use any calculator EXCEPT those with the facility for symbolic algebra, differentiation and/or integration. Thus candidates may NOT use calculators such as the Texas Instruments TI 89, TI 92, Casio CFX 9970G, Hewlett Packard HP 48G. Instructions to Candidates In the boxes on the answer book, write the name of the examining body (Edexcel), your centre number, candidate number, the unit title (Core Mathematics C2), the paper reference (6664), your surname, other name and signature. When a calculator is used, the answer should be given to an appropriate degree of accuracy. Information for Candidates A booklet ‘Mathematical Formulae and Statistical Tables’ is provided. Full marks may be obtained for answers to ALL questions. The marks for individual questions and the parts of questions are shown in round brackets: e. g. (2). There are 9 questions on this paper. The total mark for this paper is 75. Advice to Candidates You must ensure that your answers to parts of questions are clearly labelled. You must show sufficient working to make your methods clear to the Examiner. Answers without working may gain no credit. N23552A This publication may only be reproduced in accordance with Edexcel Limited copyright policy.  ©2006 Edexcel Limited. 1. Given that f(1) = 0, (x) = 2Ãâ€"3 + x2 – 5x + c, where c is a constant. (a) find the value of c, (2) (b) factorise f(x) completely, (4) (c) find the remainder when f(x) is divided by (2x – 3). (2) 2. (a) Find the first 3 terms, in ascending powers of x, of the binomial expansion of (1 + px)9, where p is a constant. (2) The first 3 terms are 1, 36x and qx2, where q is a constant. (b) Find the value of p and the value of q. (4) N23552A 2 3. y B Figure 1 C P O A x In Figure 1, A(4, 0) and B(3, 5) are the end points of a diameter of the circle C. Find (a) the exact length of AB, (2) (b) the coordinates of the midpoint P of AB, (2) (c) an equation for the circle C. (3) 4. The first term of a geometric series is 120. The sum to infinity of the series is 480. (a) Show that the common ration, r, is 3 . 4 (3) (b) Find, to 2 decimal places, the difference between the 5th and 6th terms. (2) (c) Calculate the sum of the first 7 terms. (2) The sum of the first n terms of the series is greater than 300. (d) Calculate the smallest possible value of n. (4) N23552A 3 5. Figure 2 A 6m 5m 5m B O In Figure 2 OAB is a sector of a circle, radius 5 m. The chord AB is 6 m long. 7 ? . (a) Show that cos AOB = 25 (2) ? (b) Hence find the angle AOB in radians, giving your answer to 3 decimal places. (1) (c) Calculate the area of the sector OAB. (2) (d) Hence calculate the shaded area. (3) 6. The speed, v m s–1, of a train at time t seconds is given by v = ? (1. 2t – 1), 0 ? t ? 30. The following table shows the speed of the train at 5 second intervals. t v 0 0 5 1. 22 10 2. 28 15 20 6. 11 25 30 (a) Complete the table, giving the values of v to 2 decimal places. 3) The distance, s metres, travelled by the train in 30 seconds is given by ? s = ? ? (1. 2 t ? 1) dt . ?0 (b) Use the trapezium rule, with all the values from your table, to estimate the value of s. (3) 30 N23552A 4 7. The curve C has equation y = 2Ãâ€"3 – 5Ãâ€"2 – 4x + 2. (a) Find dy . dx (2) (b) Using the result from part (a), find the coordinates of the turning points of C. (4) d2 y (c) Find . dx 2 (2) (d) Hence, or otherwise, determine the nature of the turning points of C. (2) 8. (a) Find all the values of ? to 1 decimal place, in the interval 0? ? ? < 360? for which 5 sin (? + 30? ) = 3. (4) (b) Find all the values of ? , to 1 decimal place, in the interval 0? ? ? < 360? for which tan2 ? = 4. (5) N23552A 5 9. y Figure 3 3 2 A R B O x Figure 3 shows the shaded region R which is bounded by the curve y = –2Ãâ€"2 + 4x and the 3 line y = . The points A and B are the points of intersection of the line and the curve. 2 Find (a) the x-coordinates of the points A and B, (4) (b) the exact area of R. (6) TOTAL FOR PAPER: 75 MARKS END N23552A 6