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6210 Avaya Aura Contact Center Implementation course outline |

6210 course outline - Avaya Aura Contact Center Implementation Updated: 2024

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Exam Code: 6210 Avaya Aura Contact Center Implementation course outline January 2024 by team

6210 Avaya Aura Contact Center Implementation

Test Detail:
The Avaya 6210 exam, also known as Avaya Aura Contact Center Implementation, is designed to assess the knowledge and skills of professionals involved in implementing Avaya Aura Contact Center solutions. The exam evaluates the candidate's understanding of contact center architecture, deployment models, configuration, and troubleshooting. Here is a detailed overview of the test, including the number of questions and time, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The Avaya 6210 exam consists of multiple-choice questions. The exact number of questions may vary, but on average, there are around 60 questions. Candidates are provided with a specified amount of time to complete the exam, typically around 90 minutes.

Course Outline:
The Avaya 6210 exam covers various subjects related to Avaya Aura Contact Center implementation. The course outline may include the following key areas:

1. Architecture Overview:
- Understanding the Avaya Aura Contact Center architecture, components, and their functions.
- Familiarity with different deployment models and their benefits.

2. Solution Design and Planning:
- Gathering customer requirements and translating them into an Avaya Aura Contact Center solution design.
- Identifying the necessary hardware, software, and network infrastructure components for implementation.
- Planning for scalability, high availability, and disaster recovery.

3. Installation and Configuration:
- Installing and configuring Avaya Aura Contact Center software and hardware components.
- Configuring telephony integration, routing strategies, agent desktops, and other contact center features.
- Understanding the configuration options and best practices for optimal performance.

4. Testing and Troubleshooting:
- Performing system tests to validate the implementation and ensure proper functionality.
- Troubleshooting common issues related to installation, configuration, and integration.
- Understanding diagnostic tools and techniques for identifying and resolving problems.

Exam Objectives:
The objectives of the Avaya 6210 exam include evaluating the candidate's ability to:

1. Understand Avaya Aura Contact Center architecture and deployment models.
2. Design and plan an Avaya Aura Contact Center solution based on customer requirements.
3. Install and configure Avaya Aura Contact Center components.
4. Integrate Avaya Aura Contact Center with telephony systems and other contact center applications.
5. Perform testing and troubleshooting of Avaya Aura Contact Center implementations.
6. Follow best practices for secure and reliable Avaya Aura Contact Center deployments.

Exam Syllabus:
The exam syllabus provides a detailed breakdown of the subjects and subtopics that candidates need to study. It may include:

1. Avaya Aura Contact Center Overview
2. Architecture and Deployment Models
3. Solution Design and Planning
4. Installation and Configuration
5. Telephony Integration
6. Routing and Scripting
7. Agent Desktops and Features
8. Reporting and Analytics
9. System Testing and Troubleshooting

Candidates should refer to the official Avaya documentation and study materials specific to the Avaya 6210 exam for the most accurate and up-to-date information on the test details, course outline, exam objectives, and exam syllabus.
Avaya Aura Contact Center Implementation
Avaya Implementation course outline

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6210 Avaya Aura Contact Center Implementation
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Avaya Aura Contact Center Implementation
Question: 58
A customer has purchased Avaya Auraģ Contact Center (AACC) with the correct
licensing to provide Open Queue session licenses, and to provide agent licenses for the
required multimedia contact types. Where is Open Queue initially enabled in AACC?
A. Contact Center Manager Administration (CCMA) > Configuration, Applications >
LM Service Configuration Setuptab
B. Contact Center License Manager > Configuration > Contact Center Licensing tab
C. CCMS > Multimedia Commissioning > Multimedia Licensing tab
D. Ignition Wizard configuration > Licensing tab
Answer: B
Question: 59
Which three statements about Avaya Auraģ Contact Center (AACC) Licensing are true?
(Choose three.)
A. Agent licenses are availablefor both Nodal and Corporate Licensing.
B. A Corporate Enterprise license type is for a network ofAvaya Auraģ Contact Center
C. The Nodal Enterprise license type controls the licensing for a singleAvaya Auraģ
Contact Center node.
D. The licensing grace period duration is 15 days.
E. Nodal Enterprise licensing supports a Standby License Manager.
Answer: B, C, E
Question: 60
The installation of the Contact Center Manager Administration (CCMA) component
adds default users to the Windows operating system. Which CCMA user accounts are
created during the Avaya Auraģ Contact Center (AACC) installation?
A. iceAdminIUSR_SWCBkup_SWC
B. AAD_UserAAAC_Adminwebadmin
C. AAAC_AdminIUSR_SWCwebadmin
D. iceAdminIUSR_SWCwebadmin
Answer: C
Question: 61
You have created a new application (script) in Orchestration Designer (OD).
Which configuration steps in OD will allow you to place a test call to the new
A. Select Application Routes > CDNs > Configured Routes > Select Application > Save
B. Select Application > Routes > Add Application > Save
C. Select Call Router > Application Routes> CDNs > Configured Routes > Add > Select
Application > Save
D. Select CDNs > Add Application > Save
Answer: B
Question: 62
Which tool is used to verify the Communication Control Toolkit (CCT) configuration
and to ensure that all resources are available and accessible to route contacts for the
Contact Center Manager Server (CCMS)?
A. Multimedia Dashboard
B. Reference Client
C. Server Utility
D. Server Manager
Answer: B
Question: 63
A systems engineer has just completed a database maintenance backup. The engineer
would like to verify the success of the backup. In which default location should the
engineer look to determine the success of the backup?
A. C:\Contact Center\Logs\Common Components\DBMaintenance.log
B. D:\Logs\Common Components\DBMaintenance.log
C. D:\Avaya Aura\Contact Center\Logs\CommonComponents\CC_DBMaintenance.log
D. D:\Avaya\Logs\Common Components\CC_DBMaintenance
Answer: B
Question: 64
The Avaya Auraģ Media Server High Availability (HA) feature ensures the
uninterrupted availability of media processing and reduces the loss of processing data
when an AAMS fails. Which three statements regarding the AAMS High Availability
(HA) feature are true? (Choose three.)
A. You can perform a manual failover on the Active AAMS.
B. You cannot a manual failover on the Active AAMS.
C. High Availability (HA) is available only if the AAMS servers are installed on the Red
Hat Enterprise Linux (RHEL) operating system.
D. One AAMS HA pair supports up to 1000 agents, without SIP Call Recording.
Answer: A, C, D
Question: 65
Avaya Auraģ Contact Center (AACC) uses the media processing capabilities of the
Avaya Auraģ Media Server (AAMS) to perform functions such as conference customer
and agent speech paths with media treatments. Which three statements regarding AACC
and the AAMS are true? (Choose three.)
A. AAMS is supported on the Windows Server 2012 R2 operating system when
installed co-resident with AACC.
B. AACC does not require a license for each AAMS instance in the solution.
C. AACC integrates withAAMS using Media Server Markup Language (MSML) based
D. AAMS provides a MSML-based service type named ACC_APP_ID.
Answer: A, C, D
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Avaya Implementation course outline - BingNews Search results Avaya Implementation course outline - BingNews Course Outline Spanish 5A Course Outline

Course Outline

Spanish 5A, Intermediate Oral Proficiency, 3 units

Dr. Jorge A. Santana
Office: Mariposa Hall, Room 2041
Phone: 278-6408/278-6333

Prerequisites: 1 year college level Spanish (2 or more years of high school Spanish) or by permission of instructor. This will be checked!

Catalog Description: At the intermediate-mid level in listening comprehension and speaking, students will be able to handle general questions requiring concrete information, such as personal background, interests and needs, family, work, travel and limited social conventions; can describe in simple terms visual situations; also to participate in short face-to-face and telephone conversations and understand simple announcements and reports over the media. Note: meets the Foreign Language Proficiency Graduation Requirement.

Required Text: Schaum’s Communicating in Spanish (Intermediate Level)
Conrad J. Schmitt and Protase E. Woodford (McGraw Hill, 1991)

Expanded Description: The purpose of this course is to provide students with the opportunity to develop and put into practice the language and vocabulary needed to survive in daily life situations in which Spanish must be used. Our text contains many practical situations and vocabulary often not found in elementary texts. The objective of the course is to help students overcome the frustration of being at a loss for words in a given situation where they have to communicate in Spanish. Certain aspects of Spanish grammar and usage will be highlighted and practiced as needed in order to further enhance communication skills at the intermediate level.

Method of Evaluation:
1) 4 Vocab Quizzes on 1st four chapters--------------------25pts. X 4 = 100 pts.
2) 3 Vocabulary Exams (Approx. 4 Chapters per Exam)----33pts. X 3.33 = 100 pts.
3) 2 Group Activities (Skits) #2 can be individual------------50pts. X 2 = 100 pts.
4) 1 Individual Oral Final Presentation-----------------------100pts. X 1 = 100 pts.
5) Attendance---------------------------------------------- 100pts = 100 pts

Total points: -------------------------------------------------500pts

There will be one vocabulary quiz per chapter, through chapter 4. Each vocabulary exam will cover the essential content of every four chapters. Both quizzes and exams will require students to deliver either the Spanish or the English equivalent of the lesson words and expressions, as indicated. While the vocabulary quiz will be made up of a mere list of words and expressions, the vocabulary exam material will appear in meaningful contexts, either sentences or paragraphs.

In both the group and individual oral presentations each individual student’s oral communication skill will be evaluated. A passing grade (C-) on an oral is defined as communicating in Spanish and being reasonably understood, although the student may have poor pronunciation and a minimal working knowledge of the appropriate grammar and vocabulary. Students are encouraged to come prepared in advance of their oral presentations and may use 3X5 note cards, graphics, etc. Students should see the tutors for their presentation.

Attendance: Regular class attendance is required of all students who wish to excel in this course. Each student begins with 100 pts. and 3 pts. will be deducted per class missed. If you are not in class you are not practicing your Spanish. There will be NO make-up exams or oral presentations. Please DO NOT call to let me know that you will not be attending class. I will be taking roll.

Tue, 07 Aug 2018 10:25:00 -0500 text/html
Course Outline List Component

The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.

Note: If a course outline is not available at, it will not appear in the Course Outline List component.

When should it be used?

Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.


Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.

In-Component Editing Options

Course Outline List Tab

Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)

Year - Filters outlines by year. If left blank, it will use the current year.

Term - Filters outlines by term. If left blank, it will use the current registration term.

Dept - Filter outlines by department. This is option is required.


Click the Options toggle to reveal additional display options:

Split list - Adds a header above each course. See example 2 for a preview.

Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.

CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.

Filters Tab

Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.

Sections - Filter outlines by sections. By default, the component will list all sections.

Columns Tab

Columns - Allows you to choose which columns to display. Please enable the ‚ÄúNote‚ÄĚ column, if the ‚ÄúShort Note‚ÄĚ field was filled in within the Course Outlines Application.

Examples of the Course Outline Component

Example #1

This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.

Sun, 06 Dec 2015 07:41:00 -0600 text/html
AAC Training


Augmentative and Alternative Communication (AAC) - Implementation Online Training / AAC-5959

Course Dates: October 16 to December 26, 2023

Instructor: Terri Wofford, Speech-Language Pathologist, Wyoming Institute for Disabilities

Location: This is an asynchronous, 9-week, no-cost, online course, and therefore there are no set weeklymeeting times for class. Participants will be required to attend one virtual class meeting using ZOOM, during week 9, as part of a required assignment.

This free online course provides information regarding the implementation of Augmentative Alternative Communication (AAC) and Speech Generating Devices (SGD’s) and is designed for:

  • Speech-Language Pathologists
  • Speech-Language Pathologist Assistants
  • Educators

Content covered includes:

  • Review of AAC terminology
  • Introduces a three-step approach to intervention
  • Frameworks for implementation
  • User communication competencies
  • Partner skills using the AAC system/SGD
  • Population-specific considerations for implementation

Continuing Education: Course participants are eligible for:

Cost: The course and materials are free.

Capacity: Minimum 5, maximum 20 participants

Link to Enroll

AAC Implementation Course Flier

Congratulations to the Winners of the AAC Awareness Month Drawing - October 2023

Wyoming Assistive Technology Resources would like to congratulate the winners of our AAC Awareness Month drawing for three Amazon gift cards. The winners participated in AAC device demonstrations by Terri Wofford, SLP, and entered into the drawing. 

The Amazon gift card winners are: Lilly McGever/$50, Charlotte Fraley/$20, Trinity Nesser/$20.

For specific AAC training requests please contact Terri Wofford or (307) 766-2932

Mon, 25 Dec 2023 10:00:00 -0600 en text/html Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

1.    Log in to
2.    Select semester, course and section.  Click the round icon.
3.    Input data to the fields.  (This can be done by free-format typing or cutting & pasting)
4.    Save.
5.    Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box)
6.¬†¬†¬†¬†Once the outline is finalized, click ‚ÄúContinue‚ÄĚ, go to the next page, and click ‚ÄúSubmit‚ÄĚ.
7.    The system will automatically advise the program assistant that the outline is ready to be activated.

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:


Fall Semester

(September ‚Äď December)

Spring Semester

(January ‚Äď April)

Summer Intersession

(May ‚Äď June)

Summer Semester

(May ‚Äď August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of subjects may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html
Best Cryptocurrency Trading Courses

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The Complete Cryptocurrency Investment Course is led by Mohsen Hassan, a programmer, trader, and financial risk manager who has taught investing to more than 300,000 Udemy students. The course consists of over 12.5 hours of on-demand video, one article, and two downloadable resources and can be accessed on the Udemy mobile app.

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The Complete Cryptocurrency Investment Course costs just $99.99 and includes full lifetime access, a certificate of completion at the end of the course, and a 30-day money-back guarantee. Udemy runs specials all the time, so you may be able to purchase the course for a much lower price.

Tue, 16 Feb 2021 04:28:00 -0600 en text/html
ENTR.4960 Entrepreneurship Strategy Implementation (Formerly ENTR /64.496)
Id: 038814 Credits Min: 3 Credits Max: 3


The Course focuses on innovation and entrepreneurship utilizing experiential learning and venturing projects. It will deal with ideation methods and tools, technology commercialization, business planning and potential initial incubation of an early-stage business by project teams, and the development of an investment proposal to launch a new business. Students will be exploring, identifying and analyzing the path from Idea to Market for technology projects.


FINA.3010, MKTG.2010, POMS.3010, MGMT.3010, and Senior Level.

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Certified Pharmaceutical Sales Representative Training Course

Industry experts have found that an aging population, emerging treatment methods and technology advances mean strong career prospects for well-qualified sales reps.

Potential Earnings sets the average compensation package for entry-level representatives at $51,297 but also notes a significant upside for bonus compensation and long term growth.According to MedReps, total compensation for an experienced pharmaceutical sales reps can be up to $149,544 per year, with an average base of $92,698 and bonus.

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PSYC.5890 Implementation and Supervision Practices in Behavior Analysis
Id: 041587 Credits Min: 3 Credits Max: 3


This course covers implementation of simpler to more complex behavior change procedures and the management and supervision of the staff who implement those procedures. We will review the importance of ethical and safety considerations, data analysis to monitor progress and problem-solve any lack of progress, and initial staff training and ongoing supervision of staff. Specific subjects to be covered include reinforcement procedures to impact behavior, positive and negative punishment, group contingencies and programming for maintenance and generalization of behavior changes, staff training and supervision effectiveness. Emphasis will be placed on procedures used for behavior reduction and socially-valid replacement behaviors as well as best practices in personnel management and supervision.


PSYC.5810 Concepts and Principles of Behavior Analysis, and PSYC.5820 Measurement and Experimental Design, and PSYC.5840 Behavioral Assessment.

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Thu, 06 Feb 2020 11:22:00 -0600 en text/html
Activity Director Training Course

Understand all the things that must be considered when designing a compensation and benefits package.
Learn the ins and outs of complying with OSHA, protecting against workplace hazards, and investigating, recording, and preventing accidents and employee illnesses.
Gain knowledge of employment law as well as an understanding of equal employment opportunity, avoiding discrimination, and what happens when an employee files an EEOC claim.
Learn how to make decisions based on various company growth strategies and how to use HRIS Software as well as job analysis as a tool for decision-making.
Learn the full spectrum of affirmative action, how to create an affirmative action plan, and information on the AAP you will need to know.
Understand what diversity is and why it is a good thing in an organization as you learn to manage it and handle conflict.
Learn the laws that protect employee rights and privacy and how to properly monitor and document behavior and discipline employees.
Understand the alternatives to firing as well as how to prepare for termination including proper separation agreements as well as what to do in the event of wrongful discharge.
Learn why it is so important to investigate problems as well as the steps of an effective investigation including preparing, conducting, and wrapping it up.
Get a quick overview of the history of unions as you learn how they work and why employees join them.
Learn how to ask employees for input and act on it, delegate authority, keep communication open, and continuously ask for feedback as you strive to develop a high-performance workplace.
Understand the basics of staffing strategy, cultural differences, HR in other countries, choosing global employees, and issues faced by expatriates.
Learn the top reasons employees leave a company and how you can encourage them to stay as well as the importance of succession planning.
Find out fun ways to motivate workers and gain nine strategies for creating a great rewards program.
Gain information on externships and internships as you review the basics of the PHR exam and begin to study.

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Randomised evaluations of health programmes: from design to implementation

This information is for the 2020/21 session.

Dr Mylene Lagarde COW 3.02

This course is available on the MSc in Global Health Policy, MSc in Health Policy, Planning and Financing, MSc in International Health Policy and MSc in International Health Policy (Health Economics). This course is available with permission as an outside option to students on other programmes where regulations permit.

Randomized trials have long been used in the clinical world to test the efficacy of medical treatments. Increasingly, social scientists have used the same approach, randomly assigning groups to different interventions, in order to determine which policies are most likely to address the key behavioural problems faced by health systems, from inadequate provider performance to low adherence to treatment or risky health behaviours. 

This course proposes a hands-on and intuitive approach to designing and conducting a randomised evaluation of a behavioural health programme. The aim of the course is to provide students will the skills required to design and implement a successful randomised evaluation. By the end of the course, students should be able to:

  • Explain the reasons for undertaking randomised evaluations;
  • Design and plan a randomised experiment to ensure it answers relevant questions, informed by a conceptual framework;
  • Understand the technical aspects of the randomised evaluation, including be able to perform and understand simple demo size calculation;
  • Explore potential threats to randomisation, and implement strategies to mitigate them;
  • Determine how to best measure the outcomes of interest, including reflecting on the accuracy of survey instruments;
  • Understand the best practices in how to conduct and manage fieldwork, and follow ethical principles to conducting research.
  • Understand the best practices to analyse data from different types of randomised evaluations.

Seminars will be designed to encourage students to critically engage with the subjects and apply the technical skills taught in lectures. Each seminar will be closely aligned with the lecture content to deliver students the opportunity to apply the new knowledge. Case studies will be chosen from various cultural backgrounds, to allow the presentation of a diverse range of settings and issues. Throughout the courses, but more extensively in the second half of the term, seminars will be dedicated to discussing issues and problems raised in lectures in relation to the project chosen by students in their group for the research protocol.

This course will be delivered through a combination of lectures and seminars totalling a minimum of 20 hours during Lent Term. Students will have access to lecture material delivered either in person or as short online videos. Seminars will take place in small groups and consist of a mix of case studies  and discussions/presentations of the students’ own work. Ahead of the seminars students will work in small groups on structured learning activities set by the course lead. Each seminar will also be a forum for discussing, presenting and receiving feedback on students’ research protocols.

There will be a departmental reading week in week 6 of term.

A draft protocol. Students will be asked to submit a short 1,500 word draft protocol by week 5. While some aspects of their work may still be work in progress (e.g. using bullet points), students will be expected to write up the start of their protocol in a detailed way. Detailed feedback will be given to each student. 

The main textbook that will be used throughout the course is:

  • Glennerster, R., & Takavarasha, K. (2013). Running Randomized Evaluations: a Practical Guide. Princeton University Press.

Other useful resources include:

  • Gerber, A. S., & Green, D. P. (2012). Field Experiments: Design, Analysis and Interpretation. New York, NY: Norton.
  • Duflo, Esther, et al. (2006) Using Randomization in Development Economics Research: A Toolkit.
  • White, Howard (2009) ‚ÄėTheory-based impact evaluation: principles and practice‚Äô, Journal of Development Effectiveness 1(3)
  • Drost, E.A. (2011) Validity and Reliability in Social Science Research. Education Research and Perspectives, 38, 105- 123
  • Olken, B. A. (2015). "Promises and Perils of Pre-analysis Plans." Journal of Economic Perspectives 29(3): 61--80.
  • Rachel Glennerster and Shawn Powers Balancing Risk and Benefit: Ethical Tradeoffs in Running Randomized Evaluations
  • Dupas, P., & Miguel, E. (2017). Impacts and Determinants of Health Levels in Low-Income Countries. In E. Duflo & A. Banerjee (Eds.), Handbook of Field Experiments: North Holland.

Other general interest books that discuss randomised evaluations (applications, challenges) include:

  • Halpern, D. (2016). Inside the Nudge Unit. London, Penguin Press.
  • Leigh, A. (2018). Randomistas: How Radical Researchers Are Changing Our World, Yale University Press.

Research proposal (100%) in the LT.

The objective of the research protocol (4,000 words max) will be to plan the randomised evaluation of a particular health programme. Students will be asked to choose an intervention to address a particular behavioural problem from a proposed list (e.g. increasing health insurance uptake, improving doctor performance or quality of care; reducing risky health behaviours; increasing patient adherence to treatment etc.). Students will also be given the option to choose their own Topic (pending agreement by their seminar leader).

Fri, 23 Oct 2020 08:57:00 -0500 text/html

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