6211 learn - ACIS Aura Contact Center Multimedia Implementation Updated: 2024
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Exam Code: 6211 ACIS Aura Contact Center Multimedia Implementation learn January 2024 by Killexams.com team
|ACIS Aura Contact Center Multimedia Implementation
Avaya Implementation learn
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In a Web Chat, for which purpose are Web on Hold and Web on Hold URLs created?
A. Treatments given to the customer while waiting for the agent to end the chat session
B. Treatments given to the customer while waiting for the agent to join the chat session
C. Treatments given to the customer while waiting for the agent to reply in an existing chat session
D. Treatments given to the agent while waiting for the customer to join the chat session
When analyzing life cycle of an outbound contact in Avaya Aura® Contact Center:
Step 1 shows outbound campaigns are created in the OCMT and loaded into the CCMM database
Step 2 states that each call in the outbound campaign triggers a 'contact arrived' message.
What is Step 3 in the life cycle of an outbound contact in Avaya Aura® Contact Center?
A. Customer details are retrieved for the agent using Web services.
B. The newly-arrived contact is created and directed to an application using the Open Queue.
C. The contact is presented to the agent using the Avaya Agent Desktop.
D. The Contact Center application (scripting) determines how to route the contact, orin this case, present to which agent.
During the design of the Outbound Campaign, the administrator chooses between two types of dialing.
Which two types of dialing options are available when designing the Outbound Campaign? (Choose two.)
A. Preview dialing
B. Progressive dialing
C. Predictive dialing
D. Predetermined dialing
Reference: https://downloads.avaya.com/css/P8/documents/100093170 (9)
When verifying the Communication Control Toolkit (CCT) server was added during installation to the configuration page of the Contact Center Manager Administration (CCMA),
which server is associated with the CCT server?
A. Contact Center Multimedia (CCMM)
B. License Manager
C. Contact Center Manager Administration (CCMA)
D. Contact Center Manager Server (CCMS)
Which Avaya Aura® Contact Center component is a core component that connects to a PBX to collect incoming voice contacts, provide intelligent queuing, and collect historical
A. Contact Center Manager Administration (CCMA)
B. Avaya Agent Desktop (AAD)
C. Contact Center Multimedia (CCMM)
D. Contact Center Manager Server (CCMS)
Reference: https://downloads.avaya.com/css/P8/documents/100167782 (111)
Multimedia skillsets must be defined in the Contact Center Manager Administration (CCMA) for multimedia routing to occur.
Which multimedia prefix is used for the Web Communications skillset?
Reference: https://downloads.avaya.com/css/P8/documents/101017434 (339)
A Contact Center Supervisor is creating an outbound campaign.
Where is the outbound campaign loaded?
A. It is loaded on external database.
B. It is loaded on the Communication Control Toolkit (CCT) database where it creates contacts and presents them to CCMS via Open Queue.
C. It is loaded on the Contact Center Manager Server (CCMS) database where it creates contacts and presents them to the CCMS via Open Queue.
D. It is loaded on the Contact Center Multimedia (CCMM) server database where it creates contacts and presents them to CCMS via Open Queue.
Where is the administration of outbound campaigns and management of dialing listsperformed?
A. Contact Center Multimedia Server
B. Avaya Aura® Contact Center
C. Avaya Proactive Outreach Manager
D. Avaya Aura® Media Server
Which Avaya Aura® Contact Center component expands the contact center to manage internet-based contacts such as email and Web communications?
A. Contact Center Manager Server (CCMS)
B. Avaya Agent Desktop (AAD)
C. Contact Center Multimedia (CCMM)
D. Contact Center Manager Administration (CCMA)
Reference: https://downloads.avaya.com/css/P8/documents/101059089 (36)
During contact handling, agents can create a callback to a customer.
Where are the Agent Desktop callback minimum and maximum timers configured?
A. Agent Desktop Configuration, Default Closed Reasons
B. Agent Desktop Configuration, General Settings
C. Agent Desktop Configuration, Resources
D. Agent Desktop Configuration, User Settings
Which component manages the states of contacts, agents, terminals, and addresses used for assigning contacts?
A. CCT Client Applications
B. Contact Management Framework (CMF)
C. CCT API
D. SIP Connector
Understanding Changes in IEC 61511 (EC51VID)
Length: 6 hours
This online, on demand course is a pre-recorded video format taught by a subject matter expert that explains the changes in safety systems standard IEC 61511.
The course discusses what the changes in the standard are and how they will impact SIS design and implementation work practices moving forward. It will bring an SIS practitioner that is familiar with the 2003 version of the standard up-to-date with the current standard in the most efficient way possible.
A variety of online learning activities including flashcards, knowledge checks, pre- and post- quizzes, and a workbook/study guide are in the course.
Key Benefits include:
You will cover:
Who Should Attend:
Understanding and Experience with SIS design using the 2003 version of IEC 61511 or the 2004 version of ISA 84.00.01.
For more information:
A new framework intends to guide the edtech industry’s implementation of AI in education in a purpose-driven, transparent, and equitable manner that enables critical tools for personalized and enhanced learning experiences and improved assistive technologies.
Released at an October event on Capitol Hill, the Software & Information Industry Association (SIIA), the leading trade association for the business of information, released Principles for the Future of AI in Education, which will help the edtech industry as it works alongside educators during AI-infused learning.
The seven principles are:
“With AI being used by many teachers and educational institutions, we determined it was critical to work with the education technology industry to develop a set of principles to guide the future development and deployment of these innovative technologies,” said Chris Mohr, President, SIIA. “Partnering with teachers, parents, and students will be critical to improving educational outcomes, protecting privacy and civil rights, and understanding of these technologies. I commend our member companies who embraced this initiative to collaborate and for their commitment to support our children and teachers.”
Industry leaders applauded the move:
“We commend SIIA’s AI principles as they underscore the importance of purposeful, transparent and equitable implementation of AI technologies in education. At Renaissance, we believe in harnessing the power of technology to accelerate learning for all students, and these principles resonate deeply with our mission,” said Jonathan Medin, Vice President of Psychometrics, Research, Learning Sciences and Innovation at Renaissance. “The guidelines align with our approach to integrating AI to enhance education and provide a framework for a future where AI technologies drive positive educational outcomes in a manner that is understandable and accessible to all. We recognize these principles’ significance in shaping AI’s trajectory in education and are committed to upholding them in our work to accelerate learning for all.”
“As educators, we understand AI technologies’ transformative potential in enhancing educational experiences. We wholeheartedly support the principles of transparency and equity that SIIA’s guidelines emphasize. Sibme AI operates with transparency at its core, ensuring that educators comprehend the methodology behind the insights they receive. By aligning our efforts with SIIA’s principles, we aim to amplify the positive impact of AI in education while fostering an effective, inclusive, and ethically sound learning environment,” said Dave Wakefield, Founder and Chief Executive Officer of Sibme.
“At Alongside, we embrace and applaud SIIA’s new principles that pave the way for the future of AI in education. As pioneers in scalable mental health solutions for students, we recognize the transformative potential at the intersection of technology and education and the risks involved,” said Jay Goyal, Chief Executive Officer of Alongside. “These principles resonate deeply with Alongside as we have witnessed how technology can act as a bridge, connecting students with the guidance they need to flourish emotionally and academically. We believe that every student, regardless of their background or circumstances, should benefit from low cost, personalized care, which AI can enable. With the new principles as a guiding beacon, we are inspired to continue refining and enhancing our solutions to create an even more impactful and equitable educational experience for students.”
The principles were developed by the SIIA AI in Education Steering Committee, which includes AllHere, ClassDojo, Cengage, D2L, EdWeb.net, GoGuardian, InnovateEDU, Instructure, MIND Education, McGraw Hill and Pearson.
“AI and kids’ privacy have dominated the conversation in Congress and in the states this year,” said Sara Kloek, Vice President, Education and Children’s Policy, SIIA. “As the trade organization representing the leading companies in ed tech, it is our mission to advance the responsible use of AI to enhance a learner’s educational experience while at the same time protecting their privacy, promoting educational equity, upholding civil rights, and developing important skills for the future.”
At the event, Sen. Mike Rounds (R-SD) and Kristina Ishmael, Deputy Director, Office of Education Technology, U.S. Department of Education and Alberto M. Carvalho, Superintendent of Los Angeles Unified School District presented remarks. Two panel discussions were also conducted.
The panel AI in the Classroom: What is it? How is it Made? featured Joanna Smith-Griffin, CEO & Founder, AllHere; Teddy Hartman, Senior Director of Privacy & Data Policy, GoGuardian; Brigid Evans, Director of Government Relations, Pearson and Jonathan Medin, Vice President, Psychometrics, Research, Learning Sciences & Innovation, Renaissance Learning.
The panel Perspectives from the Education Community featured Pat Yongpradit, Chief Academic Officer, Code.org and Lead of TeachAI; Joseph South, Chief Innovation Officer, ISTE; and Erin Mote, Co-Founder and Executive Director, InnovateEDU and EdSafe AI, Alliance Leader.
This press release originally appeared online.
A faculty learning community (FLC) is a specifically structured learning community of faculty and staff in higher education that includes the goals of building community, engaging in scholarly practice, and developing the scholarship of teaching and learning (SoTL).
The FLC model was initiated at Miami University in 1979 and is now used in colleges and universities across the U.S. and the world.
An FLC is not a committee, task force, or book club. These structures lack community or SoTL. An FLC is a small-group learning community with a process that enables participants to investigate and provide solutions for just about any significant problem or opportunity in higher education. It is a specifically structured community of practice.
FLCs can be cohort or course based. Cohort-based FLCs address the teaching, learning, and developmental needs of an important cohort of faculty, for example, at Miami, the Alumni Teaching Scholars Community for early-career faculty or the department chairs learning community. Topic-based FLCs have a curriculum designed to address a special faculty or campus teaching and learning issue, for example, diversity, technology, or team-based learning. Topic-based FLCs offer membership to and provide opportunities for learning across all faculty ranks and cohorts, but with a focus on a particular theme.
The outcomes of implementation science confirm that FLCs provide the most effective educational development programming for implementing evidence-based interventions and innovations in teaching and learning in higher education.
The initiator, the person at an institution who has an idea for a particular FLC, determines the FLC name and goals, applies to have the FLC offered, and advertises and recruits FLC membership. The initiator is usually a faculty or staff member who wants to investigate a problem or opportunity with colleagues. At Miami University, the call for FLC initiators takes place in January for the following year. Once the FLC is approved and moves to the meeting stage, the initiator transforms from leader to facilitator, assuming a support position and assisting the FLC in meeting its objectives.
The FLC Program Director or Coordinator organizes, advises, energizes, champions, supports, and helps sustain the FLCs in place at the institution. This person is usually in a teaching and learning center. At Miami, this is the Center for Teaching Excellence (CTE).
Whether FLC members generate individual and personalized deliverables or a single group deliverable, members are responsible for disseminating what the FLC has learned to enhance teaching and learning in broader local, national, and/or international communities. As FLC work progresses, the scope and features of the deliverable(s) may change. However, a substantive deliverable requires planning, time, and effort invested by the FLC members. Select deliverable dates far in advance. Examples of deliverables include a manuscript that is submitted to a peer-reviewed journal, a proposal for a presentation or poster that is submitted to a major teaching and learning conference like the Original Lilly Conference on College Teaching, a grant proposal that is submitted to a private or federal funding agency, new or revised curricula, a seminar or panel proposal that is submitted to the institution's teaching and learning center for presentation, or digital resources such as these:
Here are the recommendations for designing, implementing, facilitating, and sustaining FLCs and FLC programs.
The long-term goals of a faculty learning communities program for the University are to
Each faculty learning community has its own specific goals and objectives, which the facilitator and members determine.
Each year the activities for these communities vary somewhat but are likely to include the following:
Each FLC participant agrees to prepare initial, midyear, and final reports and program assessment about achievement of objectives, outcomes, deliverables, and interaction with FLC members and student associates. This also includes SoTL that involves assessment of student learning as a result of a course intervention connected with the FLC topic.
About the course
Explore the impact and implementation of FRTB within financial institutions from the perspectives of model risk management, capital requirements and data management.
This virtual event offers participants a technical and detailed understanding of the continuing journey of FRTB implementation, including practical examples for value-at-risk and expected shortfall calculations. Led by subject matter expert and faculty member Thomas Obitz, participants will discuss the progress of implementation globally and analyse concepts such as capital requirements and managing data under FRTB.
Dedicated sessions will explore key components and considerations of the SA and the sensitivities-based approach, emerging risk factors from the interbank offered rates transition impact, and the IMA and the trading book/ banking book boundary under FRTB, and will support delegates in applying FRTB principles at their own institutions.
Today’s workplace is becoming more and more collaborative—and in return, businesses are looking for individuals who can manage complex projects that involve multiple teams. By learning Lean and Six Sigma methodologies, you can pinpoint areas of waste or redundancy across units, Improve your team’s efficiency and step up as a leader in your career.
Technical Skills courses are offered in-person, or in some cases, a hybrid of in-person and online. Essential Skills courses are self-paced and offered entirely online. The Continuing Professional Education team is available to help you select the courses and tracks that best fit your professional development goals.
In response to COVID-19, all Continuing Professional Education face-to-face courses and certifications will be offered online via live remote delivery for the fall term (September - December). Winter course delivery will be determined on the recommendations of the Centers for Disease Control and Prevention (CDC), Pennsylvania Department of Health and Philadelphia Department of Public Health. If you have any questions or concerns about your course enrollment, please e-mail firstname.lastname@example.org.
*Source: Bureau of Labor Statistics 2017 wage data
While both engineering and engineering technology fields offer exciting study and career opportunities, one approach may be more appealing to you. Find what suits your interests and learn how you can prepare for what tomorrow needs at Michigan Technological University.
What are the differences between engineering and engineering technology?
Engineering graduates apply scientific, theoretic, and economic knowledge to research, invent, design, and build structures, devices, and systems, making for a broad discipline that encompasses specialized fields of engineering.
Key Differences: Engineering and Engineering Technology
From academics, to careers, to degree options, there are several key differences between engineering and engineering technology fields.
Degrees at Michigan Tech
What are the differences between engineering and engineering technology graduates?
Engineering graduates are creative problem solvers. They use their creativity and imagination to find new solutions while working within various limitations, such as the laws of nature, the desires of clients and consumers, available materials, public safety, and more. Much more conceptual and theoretical, engineers typically use more math and spend more time on design than they do working with their hands. Learn more about what engineers do.
Engineering technology graduates are masters of technology, gaining a broad and deep understanding of the processes, systems, tools, and techniques necessary to construct, modify, operate, and maintain an engineering design. They act as technological integrators, bridging the gap between the skilled trades and engineering fundamentals. This is a great career path for those who enjoy engineering concepts but would rather spend time working with their hands solving specific technical issues than tackling broader, more complex design challenges. The degree is engineering technology, the career is engineering. Learn more about engineering technology.
St Georges University Hospitals NHS Foundation Trust
In 2015 staff on St George’s General Intensive Care Unit (GICU) attempted to implement a rehabilitation prescription (RP) which identified patient’s physical and non-physical impairments and the treatment and goals to overcome these. NICE guidance CG83 recommends that as early as clinically possible critically unwell patients should be assessed to determine their physical and non-physical impairments. Patients short-term and medium-term goals should also be reviewed and updated throughout their rehabilitation pathway (Recommendations 1.1 and 1.2).
A lengthy document was produced with poor compliance and practical application. In June 2017 senior respiratory physiotherapists began work to re-explore the implementation of a RP on GICU. Whilst undertaking this work NICE produced Quality Standard (QS158) defining the optimum rehabilitation pathway for the management of patients following critical illness. By utilising the RP we have been working towards compliance of Quality statements 1 and 2, with aims to work towards statements 3 and 4 once established.
Guidance the shared learning relates to:
Does the example relate to a general implementation of all NICE guidance?
Does the example relate to a specific implementation of a specific piece of NICE guidance?
Aims and objectives
NICE guidance post critical illness (CG83) states as early as clinically possible patients should be assessed to determine their physical and non-physical impairments. Patients short-term and medium-term goals should also be reviewed and updated throughout their rehabilitation pathway.
The team aimed to design and implement a rehabilitation pathway for patients using the NICE guideline and Quality Standard which specifically draws upon Quality Standard statements:
Reasons for implementing your project
In 2015, staff on St George’s General Intensive Care Unit (GICU) attempted to implement a rehabilitation prescription (RP) which identified patient’s physical and non-physical impairments and the treatment and goals to overcome these. A lengthy guidance document was produced with poor compliance and practical application.
In June 2017, senior respiratory physiotherapists began work to re-explore the implementation of a RP on GICU. Whilst undertaking this work, NICE produced Quality Standard (QS158) defining the optimum rehabilitation pathway for the management of patients following critical illness. By utilising the RP we would be working towards compliance of Quality Statements 1 and 2, with aims to work towards quality statement 3 and 4 once established across the full pathway.
How did you implement the project
The first draft of the RP was produced in June 2017 by the physiotherapy team. Stakeholder review was undertaken in July, ensuring consultant, dietetics, speech and language therapy (SLT), physiotherapy and nursing by-in and the RP was modified. RP's were then implemented on the intensive care unit in August 2017.
The physiotherapy team on GICU have utilised multiple promotion methods within the implementation stage of the change process. Ensuring staff are aware of the RP document, understand its purpose and feel supported with using it. A mix of group teaching sessions to multi-disciplinary team (MDT) staff, utilising governance meetings to promote, highlighting the RP's through daily dissemination as part of the units 'Big 4' hot topics, MDT discussions at the long stay patient group (weekly), promotion through professional social media platforms such as 'Yammer', 1-1 bespoke teaching sessions and discussions with bedside nurses.
Analysis of the number of patients who qualified for RP to be initiated in August and September 2017 was performed using 4D Ward watcher software, thus allowing us to calculate the compliance with its completion. August showed a 41% compliance of the RP for those patients that qualified for its completion (n=54). Of these 41% had multi-professional input.
By September, compliance had risen to 51% and multi-professional input had risen to 80%. We expect both of these figures to continue to rise with the ongoing rolling training programme.
The key benefits of the project are that it has greatly enhances MDT working with a renewed focus on goal-orientated patient care. There has been improved documentation of rehabilitation goals and a stronger sense of a rehabilitation focus within critical care, as well as improved communication with the MDT regarding the rehabilitation needs of the critical care patients.
Key learning points
Creating and completing the RP was time consuming and in the next round of promotion, we will gather more feedback from the MDT in order to streamline the document which is hoped will further Improve compliance.
An electronic copy will be created for staff to be able to update it without physically needing access to the medical notes and to prevent loss of the document on transfer of care between clinical areas.
St Georges University Hospitals NHS Foundation Trust
Is the example industry-sponsored in any way?
Emergencies such as an armed intruder, active shooter, severe weather and an outdoor hazardous material release trigger the get in or stay in response.
Hazardous material release/severe weather
Armed intruder/active shooter
RUN: If there is a safe way out of the area, then take it. Don't wait if others won’t leave.
HIDE: Your hiding place should be out of the armed intruder's view and provide protection if shots are fired in your direction.
FIGHT: Only if your life is in imminent danger and there is no other alternative, attempt to disrupt or incapacitate the intruder by:
Setting up the group:
How the group functions:
Process stage 1 – deciding whether NICE guidance is relevant; 4 week timescale (virtual work):
Process stage 2: completion of baseline assessment of NICE guidance; 8 week timescale (virtual work):
6. The lead officer for each guideline completes a base line assessment and a ‘sensor check’ to assess if Coventry social care services have been compliant with NICE recommendations. The lead officer involves others as needed. The baseline assessment identifies actions which are needed to implement unmet recommendations, with a deadline and the name of the person leading each action. The baseline assessment may also propose not to take action to meet a recommendation by considering the level of risk and the cost of implementing actions.
7. The completed baseline assessment is circulated by the lead officer to members of the group for information and comments. The lead officer prepares for the final assessment.
8. The final baseline assessment is submitted by the lead officer to the project support officer. The lead informs all relevant staff and interested parties how to document the spreadsheet. The spreadsheet for the group is saved.
9. The NICE guidance master spreadsheet is updated to record that the baseline assessment for the particular national guidance has been completed.
Process stage 3: monitoring implementation of actions to meet unmet recommendations; ongoing working on a quarterly cycle (virtual work):
10. Recommendations are implemented by nominated leads being made responsible for completing actions and meeting the agreed deadline. The nominated lead advises when actions they have been responsible for have been completed and when Coventry meets the NICE guidance recommendation.
11. The project support officer updates the master spreadsheet. The completion of actions, the number of recommendations met and the percentage of recommendations met for the guideline is updated on the master spreadsheet.
Face to face discussion:
12. The group meets to review progress with implementation of all NICE guidance and considers what should be included in the quarterly quality report brief.
A diagram summarising this process can be found under the supporting information.
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