the schizophrenia, the hysteria, the panic, the absence, the virtual speed and the anxiety.
Anglais
the schizophrenia, the hysteria, the panic, the absence, the virtual speed and the anxiety.
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* high normalisation: this lowers redundant information to increase the speed and improve concurrency, this also improves backups.
Anglais
* high normalization: this lowers redundant information to increase the speed and improve concurrency, this also improves backups.
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in "speed and politics", he argues that 'history progresses at the speed of its weapons systems'.
Anglais
in "speed and politics", he argues that 'history progresses at the speed of its weapons systems'.
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Espagnol
160
succeeding in numerical reasoning tests
to make basic mental calculations such as addition, subtraction, multiplication and
division (e.g. "how much is (15+65) / 2 ?").
• applied reasoning tests represent a higher level where the focus is not on the actual
ability to make calculations but rather the insight required to find out which calculations
need to be performed to arrive at the answer. in other words, applied reasoning is tested.
these tests are usually text-based in which a certain scenario involving numbers is
described - it is this situation that the test-taker is expected to interpret in mathematical
terms. to take an example of such a scenario: "there are 60 children at a camp site. each
child either wants to play hide and seek or go to the movies. twice as many children
want to play hide and seek. how many children want to go to the movies?"
• data interpretation tests are similar to the above but instead of using a text, a "scenario"
or story as the input, the basis of the exercise is a data set presented in the form of a table,
a chart, or any combination of these (e.g. "based on the data in the chart, by what per-
centage did the proportion of english-speaking people in cities change in france between
2000 and 2010?").
• estimation tests resemble computation tests in that the calculations to be made are
very similar, but the numbers with which you have to work may be greater. the point
of the test is not to measure ability to perform the actual calculation but rather the
speed and accuracy at which candidates can approximate the result of the calculation.
the aim is to select an answer option that will be close to what the result would be if
the actual calculation was performed (e.g. 3.98 times 997 is approximately 4000).
epso's numerical reasoning tests use elements of these four test types. yet it is easy to
see how each test type builds on skills and routines used in the other types. quick esti-
mations can only be made if we can make quick calculations as well. when you are faced
with text-based numerical reasoning tests and you need to find a way to arrive at the
answer, once you have done that, you must actually perform the required calculations
or estimations to end up with the correct figure. when it comes to data interpretation
based on tables and charts, the task is very similar to those in a text-based numerical rea-
soning test, with the added twist of having the data presented in a tabular or graphical
format.
let's now turn our attention to a real numerical reasoning test item and see how the
above skills come into play.
high-definition television sets in various countries (thousands)
belgium
slovakia
netherlands
spain
2000
345
230
702
810
2005
612
462
950
1230
2010
880
510
1002
1600
q. approximately what percentage oftotal high-definition television sets across the four countries
shown were in belgium in 2010?
a. 10%
b. 15%
c. 22%
d. 30%
e. 35%
using this sample test item, we can demonstrate how the above-described skills (data
interpretation, applied numerical reasoning, estimation and computation) can be used to
quickly and efficiently solve epso's numerical reasoning tests.
the first step is to interpret the data that we need to work with.
in the present case, the first step is to determine which figures from the table we actu-
ally need. the question concerns the number of high-definition television sets in 2010, so
Anglais
6. succeeding in numerical reasoning tests
introduction
it is often said that the difficulty in taking numerical reasoning tests lies not in finding
the actual answer to the question but doing it within the limited time available. this
observation is correct inasmuch as these tests do not require complex mathematical cal-
culations but rather the ability to:
• identify data relevant to answering the question from a larger set of information
• identify the quickest way to extract the answer from the relevant data
• discover one or several possible shortcuts that will allow us to arrive athe answer
quickly
• determine the level of accuracy required to select the correct answer, and
• make quick mental calculations
in order to be prepared for the above, there are certain aspects of numerical reasoning
tests that we must be aware of.
first of all, the "alternative reality" of a numerical reasoning test is different from what
we are used to in everyday life - relevant data is not provided in a clean format but is
rather hidden among other pieces of information that we may call "noise". our first task
is to always identify what we will need to work with from the information provided and
avoid getting bogged down in wondering why other data might also be present.
secondly, such tests have a surprising tendency to reach back to basic mathematical
skills that may in fact come naturally to a secondary school student but are often lost
during later academic stages and at the workplace. it is useful to refresh our basic cal-
culus (see for instance www.calculus.org or www.sosmath.com and the "math
refresher" webinar on online eu training).
also, many candidates dread the numerical reasoning test simply because it is based
on mathematics and they have always considered this discipline their weakness. what
we must realize here is that the "mathematical" aspect of numerical reasoning tests is
rather basic - addition, subtraction, multiplication, division, ratios and percentages and
simple equations will always be sufficient to perform the necessary calculations. as we
will see, in some cases even such calculations are unnecessary and arriving at the correct
answer is rather based on an intuitive insight or the realization of a relationship between
figures that is in fact right in front of our eyes - we just need to learn to see it.
it is also useful to note here that, just like in the case of verbal reasoning, the broad
term "numerical reasoning" may be used to designate various test types related to the
handling of numbers, calculations and data, such as:
• computation tests are basic tests that measure the speed at which the test-taker is able
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