Cpa Exam

In the film, eight candidates for a highly desirable corporate job are locked together in an exam room and given a final test with just one seemingly simple question. However, it doesn't take long for confusion to ensue and tensions to unravel.

Eight candidates dress for an employment assessment exam at the company DATAPREV. The group enters a room and sits at individual desks. Each desk has a paper printed with the word "candidate" and a number from one to eight. The Invigilator explains that they have 80 minutes to answer one question, but there are three rules: the candidates must not spoil their paper, leave the room, or talk to him or the armed guard at the door. If they do, they will be disqualified. The Invigilator asks them if they have any questions, then leaves.

Cpa Exam

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As the exam starts, it turns out that the papers are otherwise blank. Within minutes, a candidate is disqualified for spoiling her paper by writing on it. The seven remaining candidates realize it is permissible to talk to each other and collaborate. One candidate, "White", assigns nicknames to each candidate based on hair color and skin color: Black, Blonde, Brown, Brunette, Dark, and Deaf (for one candidate who does not speak or respond to the group).

In the hour that follows, the candidates use lights, bodily fluids, and fire sprinklers in attempts to reveal hidden text on their papers, to no avail. They speculate on the exam's purpose and the nature of the company. Dark claims that the CEO is highly secretive and has not been seen since the initial public offering. It is gradually revealed that the company is responsible for a miracle drug designed to treat a condition afflicting a large part of the population due to a viral pandemic. In the chaos, White takes control of the group and engineers the disqualifications of Brunette and Deaf for spoiled papers.

The lights come back on after Black is hit by a gunshot. Blonde hides in the hallway, still holding one foot inside the room. Before White can kill her, the exam timer runs to zero. White addresses the Invigilator, sure of his success, but is disqualified. It is revealed that Deaf had earlier removed a few minutes from the countdown clock. Blonde remembers that Deaf had been using glasses and a piece of broken glass with an exam paper earlier. Taking the abandoned glasses, she finds the phrase "Question 1." on the exam paper in minuscule writing. Blonde realizes that Question 1 refers to the only question asked of the group by the Invigilator at the beginning of the test ("Any questions?"). Blonde answers "No."

The Invigilator enters and reveals that Deaf is the CEO of the company. He found the virus cure but also discovered a method of rapid cell regeneration capable of providing "the gift of life". The bullet that hit Black contained this cure, reviving him. With high demand for the drug and a limited supply, the company needed an administrator capable of making tough decisions with attention to detail while showing compassion, all traits that Blonde displayed during the exam. Blonde accepts the job.

After seeing some of his friends' films fail due to studio interference, Stuart Hazeldine decided that he wanted full control over his feature debut.[6] The original story involved an exam at a school, but Stuart Hazeldine changed it to be a job interview. The ending is also Hazeldine's creation, as the original story didn't have one. Hazeldine wanted to separate the characters by race, culture, gender, and, especially, worldview.[7] The film's pandemic was influenced by contemporary fears of bird flu and distrust of pharmaceutical companies. Originally, the script had more science fiction elements, but Hazeldine stripped them out to keep the film grounded. About the twist ending, Hazeldine said he wanted the film to be about more than just the twist, and he tried to appeal to audiences who seek a story about human nature.[6]

An examination (exam or evaluation) or test is an educational assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs).[1] A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.

A test may be administered formally or informally. An example of an informal test is a reading test administered by a parent to a child. A formal test might be a final examination administered by a teacher in a classroom or an IQ test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[2] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.

A test may be developed and administered by an instructor, a clinician, a governing body, or a test provider. In some instances, the developer of the test may not be directly responsible for its administration. For example, in the United States, Educational Testing Service (ETS), a nonprofit educational testing and assessment organization, develops standardized tests such as the SAT but may not directly be involved in the administration or proctoring of these tests.

Informal, unofficial, and non-standardized tests and testing systems have existed throughout history. For example, tests of skill such as archery contests have existed in China since the Zhou dynasty (or, more mythologically, Yao).[3] Oral exams were administered in various parts of the world including ancient China and Europe. A precursor to the later Chinese imperial examinations was in place since the Han dynasty, during which the Confucian characteristic of the examinations was determined. However these examinations did not offer an official avenue to government appointment, the majority of which were filled through recommendations based on qualities such as social status, morals, and ability.

The bureaucratic imperial examinations as a concept has its origins in the year 605 during the short lived Sui dynasty. Its successor, the Tang dynasty, implemented imperial examinations on a relatively small scale until the examination system was extensively expanded during the reign of Wu Zetian.[4] Included in the expanded examination system was a military exam that tested physical ability, but the military exam never had a significant impact on the Chinese officer corps and military degrees were seen as inferior to their civil counterpart. The exact nature of Wu's influence on the examination system is still a matter of scholarly debate.

During the Song dynasty the emperors expanded both examinations and the government school system, in part to counter the influence of hereditary nobility, increasing the number of degree holders to more than four to five times that of the Tang. From the Song dynasty onward, the examinations played the primary role in selecting scholar-officials, who formed the literati elite of society. However the examinations co-existed with other forms of recruitment such as direct appointments for the ruling family, nominations, quotas, clerical promotions, sale of official titles, and special procedures for eunuchs. The regular higher level degree examination cycle was decreed in 1067 to be 3 years but this triennial cycle only existed in nominal terms. In practice both before and after this, the examinations were irregularly implemented for significant periods of time: thus, the calculated statistical averages for the number of degrees conferred annually should be understood in this context. The jinshi exams were not a yearly event and should not be considered so; the annual average figures are a necessary artifact of quantitative analysis.[5] The operations of the examination system were part of the imperial record keeping system, and the date of receiving the jinshi degree is often a key biographical datum: sometimes the date of achieving jinshi is the only firm date known for even some of the most historically prominent persons in Chinese history.

A brief interruption to the examinations occurred at the beginning of the Mongol Yuan dynasty in the 13th century, but was later brought back with regional quotas which favored the Mongols and disadvantaged Southern Chinese. During the Ming and Qing dynasties, the system contributed to the narrow and focused nature of intellectual life and enhanced the autocratic power of the emperor. The system continued with some modifications until its abolition in 1905 during the last years of the Qing dynasty. The modern examination system for selecting civil servants also indirectly evolved from the imperial one.[6]

Japan implemented the examination system for 200 years during the Heian period (794-1185). Like the Chinese examinations, the curriculum revolved around the Confucian canon. However, unlike in China, it was only ever applied to the minor nobility and so gradually faded away under the hereditary system during the Samurai era.[7]

The examination system was established in Korea in 958 under the reign of Gwangjong of Goryeo. Any free man (not Nobi) was able to take the examinations. By the Joseon period, high offices were closed to aristocrats who had not passed the exams. The examination system continued until 1894 when it was abolished by the Gabo Reform. As in China, the content of the examinations focused on the Confucian canon and ensured a loyal scholar bureaucrat class which upheld the throne.[8]

The Confucian examination system in Vietnam was established in 1075 under the L dynasty Emperor L Nhn Tng and lasted until the Nguyn dynasty Emperor Khi nh (1919). There were only three levels of examinations in Vietnam: interprovincial, pre-court, and court.[8]

The earliest evidence of examinations in Europe date to 1215 or 1219 in Bologna. These were chiefly oral in the form of a question or answer, disputation, determination, defense, or public lecture. The candidate gave a public lecture of two prepared passages assigned to him from the civil or canon law, and then doctors asked him questions, or expressed objections to answers. Evidence of written examinations do not appear until 1702 at Trinity College, Cambridge. According to Sir Michael Sadler, Europe may have had written examinations since 1518 but he admits the "evidence is not very clear." In Prussia, medication examinations began in 1725. The Mathematical Tripos, founded in 1747, is commonly believed to be the first honor examination, but James Bass Mullinger considered "the candidates not having really undergone any examination whatsoever" because the qualification for a degree was merely four years of residence. France adopted the examination system in 1791 as a result of the French Revolution but it collapsed after only ten years. Germany implemented the examination system around 1800.[12] 2351a5e196