HH0-350 test - HDS Certified Specialist - NAS Architect Updated: 2023

Hitachi Rail part of the development of Copenhagen Metro. What’s next?

Hitachi Rail has been a leading contractor of The Copenhagen Metro for over 20 years since the delivery of the first section of M1 and M2 lines In October 2002. Since then the development of the metro continued with the construction of a circular line around Copenhagen city centre, so called “Cityringen”. The new line of 15.5 km serving 17 underground stations was commissioned on September 29^th, 2019, with the CBTC (*) technology (the most advanced signalling system applied to metro). For this project, the scope of work of Hitachi Rail included the delivery of the power supply (third Rail), permanent way, passenger screens doors, signalling system (CBTC), SCADA, passengers’ information systems and the delivery of the Control and Maintenance Center for the 39 passenger vehicles.

The Copenhagen Metro runs with as little as 93 seconds between the driverless trains in rush hour and has a high reliability of more than 99%. More than 2 million journeys are made every week on The Copenhagen Metro, and in 2022, together with the operator Metro Service A/S, Hitachi Rail has contributed to a high NPS Score of 64 (customer satisfaction).

Following the Cityringen project, the extension of the line to Nordhavn and Sydhavn has been agreed and the first part of the extension to Nordhavn has been operational since March 2020. It is 1.2 km long and serves 2 new stations. The second part of the extension to Nordhavn is in discussion to be contracted in the next few years.

Once the M4 Sydhavn opens in 2024, 73% of the citizens in Copenhagen and Frederiksberg will be living less than 600 meters away from a Metro or a train station. The Metro is one of the most sustainable means of transport that the citizens can choose, second only to the bicycle. This is primarily due to the fact that the Metro is powered by electricity, many people use it every day, and it is designed with a minimum lifespan of 100 years. With its long lifespan, billions of travelers will use the Metro.

The Sydhavn Extension – M4 – Started In 2018.

The Sydhavn extension includes five new underground stations offering the citizens better connections between the city centre and its expanding suburbs.

This extension, and the overall Copenhagen Metro project is managed as a “TURNKEY Project”, which means it is ready to be immediately operational at the end of the construction, and test and commissioning phases. The civil work provided by one contractor, includes all the buildings and tunnel construction. The power supply and the permanent way are managed by a second contractor. The signalling system, passengers screen doors, rescue trolleys, telecommunication system, passengers’ information system and trains are provided and managed by Hitachi Rail as third contractor involved in the turnkey project.

The extensions to Nordhavn and Sydhavn are a continuation of the Cityringen Design.

The Design Phase

The design phase is crucial to integrate the specificities of the project and to agree on the interfaces with the other contractors through ICDD (Interface Control & Definition Document). In a turnkey project, the different contractors have the responsibility to proactively and jointly manage the constructive working methods to solve the interfaces identified.

The client also supervises the interface management process. The interface management process is performed carefully from the early stages of the project to avoid later clashes on site as much as possible. Increasing the number of contractors also increases the number of external interfaces, which may potentially increase design integration conflicts and delays.

The Construction Phase

The construction phase begins once the assessor has approved the design. It is based on access stages between contractors, which requires strong coordination and integration of contractors on site. At this stage, the best way to deliver visibility to all the contractors and facilitate the organisation of activities is for the customer to set up an integrated project schedule.
As system contractor, Hitachi Rail intervenes after the construction and power supply contractors, and its progress is highly based on the availabilities of the preconditions from the other contractors.

Therefore, an integrated schedule highlighting the deliveries of the interfaces is important to support and allow flexibilities, and to limit any overall delays, but this also requires transparency from all parties.

The installation works performed on a technological subsystem basis are planned in accordance with access availability. In general, subsystems are installed by area to optimise the use of the allocated resources and specialist supervisors experienced in each technology.

The sequence of the activities prioritises the installation of the critical subsystems, connected to the critical path. Once the installation test of a technology is completed in each area, the project is then handed over to the commissioning team for the subsequent testing and commissioning phases.

Test And Commissioning

The test and commissioning phase starts right after the handover of the Hitachi Rail’s subsystems from the construction team.

The first activity is the SAT (System Acceptance Test) of each subsystem (Automatic Train Control system (ATC), Platform Screen Doors (PSD), Telecommunication Systems (TLC), Security Control Systems (SCS), SCADA and Depot Equipment (DEPOT)), this is to ensure that the equipment arrived in Copenhagen from the factories in perfect condition, and that the installation by Hitachi Rail construction department was performed correctly.

During this phase, the scope of work includes testing the functionality of Hitachi Rail sub-systems standalone. In parallel of those site tests, the ATC software kit is tested in the lab, called V&V test, to simulate the functionalities and to validate it before the testing with trains (Dynamic test) starts on site.

Following the completion of this part, the SSIT phase starts (Subsystem Integration Test), with the testing the integration of the ATC system (IXL, ATS, CBTC) and its Interfaces with the SCADA, Information Control and communication System (ICCS) and TLC. The goal is to validate the functionalities of the overall system as a standalone test, meaning only for the 5 stations of the Sydhavn extension. This phase requires the availability of traction power and passenger vehicles to test the functionalities and the possible operational scenarios. One precondition to this activity is the validation that the gauge of the passenger and service vehicle is free of obstacles. A gauge test is performed to ensure all remaining temporary installations are outside of the gauge of the trains and the final civil works, track, power supply and traction power system installations in tunnels, stations and shafts are fulfilling the requirements.

The final test phase is the SIT (System Integration Test) which is the most complex and critical. Scope of test is to validate the integration of Sydhavn extension system with the lines already in revenue service (Cityringen M3-M4). It requires the closure of the M3 (Cityringen) and M4 (Nordhavn extension) lines for a short period of time, in order to test the integration between each subsystem of M3-M4 and Sydhavn extension (as the completion of M4) and all the operational and emergency scenarios before the start of revenue service with passengers. This is a no regression test, meaning that the hardware configuration will not be reverted after the integration tests, only the software configuration. Once the National Safety Authority authorises the Safety Case, the final Software configuration can be rolled out and the trial run can start. After the successful trial run, the full M3-M4 lines can start revenue services with passengers.

The results of those tests are then integrating the System safety cases, which will be finally approved by the assessor and the National Safety authority to deliver the authorization to start the operation.

Operation & Maintenance

The preparations for achieving operator readiness to take over the utilisation of the line has been engineered for a long period of time before the start of the operations. The operator has been involved from the test and commissioning phase in order to become familiar with the new assets, while official and certified training courses are provided from the original manufacturers to the operator. On the Copenhagen Metro project, the operator, alongside the operational and maintenance experts of Hitachi Rail, is reviewing and enhancing the operation and maintenance needs of all the new assets included in the systems. This information is then digitalized, creating an electronic database for tracking works activities, in order to ensure the safety, cleanliness and correct operability of these assets in the future.

In a way to tailor the detailed design of the operation and maintenance to the project needs (in accordance with the original manufacturer) the operator and safety experts are updating the operational procedures and the “rulebook” of the operation and maintenance teams. These procedures and rules are the reference for the training regime, ensuring that the operator is able to react correctly and quickly to the various scenarios (normal, degraded or emergency). These trainings allow the operator to fully-scale the knowledge to the whole company before the trial operations start. During this trial run period, the operator verifies and demonstrates, autonomously, that they have all the knowledge and material to operate the new part of the line safely, reliably and efficiently.

With the successful completion of the trial operations without passengers, the doors of the stations can be opened and the service operation with passengers can start. The operator can then start to ensure the service availability requirements align with the integration of the passenger’s behaviours.

It’s a double celebration at Core Resources as the company celebrates its 20th birthday and more than 40 years of innovation at its iconic testing laboratories.

If you are wondering how a 40-plus-year celebration came to be, Core Resources chief executive officer Dr. Rob Coleman explains.

“A group of Australian mining industry leaders established Core Resources in 2002 as a specialist process and resource consultancy business,” he said.

“Soon after, Core added metallurgical laboratories to its stable. The labs were previously known as hydrometallurgical research laboratories (HRL), and were established around 1982 under previous owner Mount Isa mines.

“Under Core, we have continued the long and proud history of innovation at the laboratories – continuing to produce and commercialise world-class processes and technology services.

“Some examples of the innovations to come out of these laboratories include the development of the Albion Process for treating precious and base metals, and the Toowong Process for copper concentrates. Both globally leading innovations were developed locally in Queensland and are exported around the world.”

Coleman said part of Core’s success in Australia and internationally was investing in new ideas. This has led to Core winning multiple Queensland and Australian export awards, including the 56th Australian Export Award in 2018.

“We have high quality metallurgical testing services and invest heavily into identifying and developing new technologies from our metallurgists and process engineers,” he said.

“Integrating a process engineering group and a specialist metallurgical test work laboratory really sets us apart, allowing us to provide a truly knowledge-based service to our customers, particularly important in developing Australia’s new critical minerals sector.

“It is a really proud moment in our history to reach these birthday milestones, and I congratulate all the people – past and present – who helped get us here and contribute so much to the resources sector.”

Coleman said he also welcomed the Australian Government’s latest $2 billion critical minerals announcement, and the $100 million Queensland Critical Minerals and Battery Technology Fund, saying these are critical boosts needed for the growing sector.

“Core Resources is a key contributor in Australia’s and Queensland’s critical minerals processing industries, and we anticipate this funding will provide significant support for global efforts to a clean energy future.”

Core Resources celebrated its two anniversary milestones and contribution to Australia’s resources sector with an anniversary celebration at the luxurious W Hotel in Brisbane, Australia on November 9.

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Finding critical defects in manufacturing is becoming more difficult due to tighter design margins, new processes, and shorter process windows.

Process marginality and parametric outliers used to be problematic at each new node, but now they are persistent problems at several nodes and in advanced packaging, where there may be a mix of different technologies. In addition, there are more processes at each node, more customization at the behest of large chipmakers, and more differentiation from one foundry to the next even at the same node. As a result, one solution no longer solves all problems.

To compound these issues, a variety of other new processes, such as hybrid bonding, create both random and systematic defects early in the manufacturing and assembly flows, when new defect mechanisms are not fully understood.

To address these issues, engineers rely on an array of inspection methods, smart defect classification, and machine learning analytics to weed out killer defects during earliest stages of product ramps. But even then, there are so many options and customizations in designs that what works in one instance doesn’t necessarily work in another. In fact, what works in one design may not work in a derivative of that same design.

Yield improvements, which used to begin after GDSII code was delivered to the fab, now must begin at the design stage. And they must be accounted for early in the design flow, when fixing a potential problem is less expensive and more effective.

“Chipmakers are focused on ramping to yield entitlement in high-volume manufacturing sooner with faster process ramps,” said Vivek Jain, product management specialist at Synopsys, noting that fabs no longer segment process tool operations from defect inspection and testing results. “Bringing equipment, defectivity, and test results together does Improve the depth of understanding to potentially speed root cause analysis of failures.”

Another big change is an increased use of ML models, which can help pinpoint the cause and frequency of drift in equipment and processes. “We’re using modeling to predict failures that come from the malfunction of a piece of equipment, which can account for up to 50% of all failures,” said David Meyer, CEO and co-founder of Lynceus. “We analyze the data from FDC (fault detection and classification) and environmental conditions inside the chamber, and that ties into the next inspection step. By predicting the results, there are steps we can take to reduce inspection time by only sampling units that don’t pass ML predictions.”

Meyer added that initial ROI wins become the selling point for the next level of process control, which can involve feed-forward and feed-back analyses. “The market is really young, but anyone manufacturing automotive chips is facing increasing quality requirements. They want to know what we can do to Improve quality without impacting capacity.”

There is still more work to be done, particularly in the area of linking data from tools, manufacturing execution systems, and metrology to existing IT infrastructure. Today, this remains a bottleneck. But it’s a problem that will need to be solved, because defect inspection, localization, and classification lie at the heart of semiconductor yield improvement programs.

In general, as features shrink, so do defects of interest. Defect inspection and review continue to play critical roles in pinpointing process excursions during device manufacturing, but they are being stretched. This is why yield management systems are becoming even more critical for identifying the origin of problems. Potential issues need to be addressed early enough to avoid costly rework steps, or worse, failures in the field.

Not all defects cause failures, though. The challenge is identifying the killer or latent defects found in the device’s active area, while weeding out nuisance defects in field areas that do no harm. No device is perfect, even at mature nodes. But advanced nodes have more problems. Variability becomes more troublesome in new processes, where thin metal interconnects can become so thin that they lose connection (electrical opens). In addition, misaligned features may connect when they shouldn’t connect, causing shorts. Marginal defects must be closely analyzed to ensure the most robust process.

Machine learning and analytics also can identify better and worse tool combinations, arriving at routing options that can Improve yield. “In fabs, people tend to know when specific tools, like lithography and etch, work well together,” said Dieter Rathei, CEO of DR Yield. “But this is empirical information, so we developed an algorithm that can capture these relationships. This is computationally intense and runs about an hour, but when it’s done you know your good tool combinations and problem tool combinations and can route wafers through to deliver higher yield.”

Tools of the trade get better
Yield engineers typically rely on a combination of optical inspection and e-beam inspection tools. But they are adding new tools into the mix, as well. For example, X-ray inspection, which identifies imperfections in solder bumps, is becoming more popular in assembly operations. And recently, failure analysis tools have begun playing a more active role in root-cause analysis due to faster turnaround time, which in turn results in faster yield learning.

Nevertheless, optical systems remain the workhorses, providing inputs to in-line statistical process control and process monitoring. The key for defect inspection is signal-to-noise ratio (SNR) and contrast, not resolution. “These inspection tools are often connected to the factory host through which process engineers review spec charts and Cpk data to identify trends that might indicate abnormal deviations,” explained Burham Ali, inspection product marketing manager at Onto Innovation. “Additionally, the deployment of advanced process control techniques — to continuously feed data forward or back from the inspection to process tools — allows for the ability to make micro adjustments every time the data falls out of control limits, and helps Improve Cpk in real-time without outside intervention. This also reduces the amount of rework required, which results in cost savings.”

Companies offering defect inspection systems include KLA, Onto Innovation, Applied Materials, Hitachi High-Tech, JEOL and ASML. Those systems are either amplitude-based or intensity-based, employing brightfield illumination, darkfield illumination, or a combination of both. Brightfield inspection is best at detecting flat defects or in-trench defects between structures, while darkfield excels at detecting scattering defects on top of structures. SEM suppliers include KLA, Applied Materials and ASML, with ASML offering a multi-beam e-beam inspection system for achieving higher throughput than single-beam systems. Defects on wafer maps are detected by comparing die-to-die images, so the subtracted information fills in the defect wafer map. Die-to-database comparisons also are used.

Machine learning is beginning to infiltrate these processes. Defect classification is one area where ML algorithms already provide faster and more accurate classification of defects over manual characterization by humans. “ML- and AI-based tools are used to identify unique patterns on the wafer, even in the presence of other defects on the wafer,” said Onto’s Ali. “And they can classify patterns into bins based on an extracted signature. The patterns can include systematic defects like a CMP scratch or chuck markings. This proactive approach not only Improve inline monitoring, but also provide better lot and wafer disposition strategies.”

Getting electrical results
In general, electrical results are not widely available until wafer probe (ATE), when each device is electrically tested for functional defects by applying specific test patterns.

“We get a lot of requests to add particular features to our ‘quality module,’ as we call it,” said DR Yield’s Rathei.”And it’s a very sophisticated tool, with a lot of configuration options with classic algorithms, and then some algorithms that we have improved on. For instance, the classic AEC (Automotive Electronics Council) algorithms require normal distributed data. Electrical test data are rarely Gaussian-distributed. That’s why we also made variants that do not require a Gaussian distribution for the test data, and other robust variants in the software.”

Even before wafer probe, there are some opportunities to examine defects after transistors have been contacted to the first levels of interconnect. For instance, PDF Solutions provides a custom e-beam prober that can detect electrically relevant defects at the middle-of-line. The DFI system uses test vehicles (IP cells) inserted in the device with contact pads. That allows an e-beam system to read the electrical responses from the characterization cells to detect failures, including marginal failures due to systematic defects.

ML and analytics
Machine learning is just beginning to influence fab operations on a large scale. The challenge is that most analyses are not “one and done.” And algorithms, no matter how efficient, still require modification, especially when it suits the particular needs of semiconductor operations.

Outlier detection algorithms have been in use for some time to flag devices performing differently than other chips on the same wafer based on a single parametric test (univariate) or two (bivariate) or more tests simultaneously. Companies use part average testing (PAT) that works on statistical control limits during manufacturing to catch potential long-term reliability failures. They were first developed for high reliability markets including automotive, medical, and aerospace. The most common are Z-PAT (z-axis PAT), cluster analysis and good die bad neighborhood (GDBN) that surround failing die.

Depending on the device’s quality requirements, bivariate and trivariate testing is performed. Bivariate refers to correlating two tests simultaneously, while multivariate refers to three or more tests being cross-correlated simultaneously. The downside to these methods is the computing resources needed to run them.

Inspection during assembly and packaging
Though the defects engineers are concerned with during assembly and packaging are generally larger than in front-end processes, there is still a need to detect critical defects in solder bumps, underfill, and packaged devices (such as cracks and voids). The same is true for laminate substrates within substrates, which today can be very large with advanced packaging where chiplets are being integrated. Defect detection tools for back-end processes are offered by Onto Innovation, Bruker, Nordson Test & Inspection, and others.

One of the challenges for optical inspection and X-ray inspection methods is adequate defect detection over large surfaces that often exhibit warpage and tilt. Warpage causes slight differences in co-planarity between chip and substrate, causing some micro-bumps to insufficiently connect with pads below, a failure called non-wet.

“Consider an advanced processor that’s 50 to 60mm, as an example,” said Frank Chen, director of applications and product management at Bruker. “Because of its large size, it’s challenging to process without any warpage. Nevertheless, if the die-attach tool is tuned to the center of its process window, it can pass inspection and be manufactured with high yields. The issue is that the tolerance can be very narrow. As soon as you have a bit of die tilt on top of the warpage, you have non-wet issues.” X-ray metrology can provide high contrast when it comes to metals, including solder bumps and microbumps (see figure 1).

Fig. 1: Large packages require fine control on die-tilt to avoid non-wet issues due to its high warpage. Source: Bruker

“X-ray is useful for identifying process excursions because it can be inserted earlier in the line,” said Chen. “It’s essentially a technique that you can insert right after you attach the dies, even before reflow and molding. You can really capture what’s happening on the wafer with respect to die placement accuracy and tilt, and these variations all relate to the bond quality.”

As with front-end inspections, these techniques do a good job of catching outright failures. The problem is they don’t catch all the marginal defects, which can find their way into the field.

“As SPC reporting gets more sophisticated and you’re looking at tighter control limits that are inside of spec limits, then you’re able to start identifying process drift, and that’s where the real value of the tools is coming in today,” said Brad Perkins, product line director at Nordson Test & Inspection. “It’s not letting escapes get out to the field, which is of course monumentally important when you look at devices used in autonomous driving.”

Perkins sees a trend toward 100% inspection using the company’s MRS tool, but with the caveat that it does not lead to a bottleneck in operations.

Conclusion
Process marginality and parametric outliers are now persistent problems at most technology nodes. Engineers are finding a combination of inspection techniques, along with integration of design, inspection, and testing areas helps identify random and systematic defects early in the process flow. But advanced packaging will require greater investment in inspection and analysis to cope with the multiple challenges of integrating more and more devices on a substrate and in a package. And across all of these process steps, machine learning and AI algorithms are poised to play an increasingly larger role in fab, assembly, and testing operations to ensure final device quality.

Related Reading
Journey From Cell-Aware To Device-Aware Testing Begins
Better test quality is required as devices become more heterogeneous and denser and use cases become more critical; tradeoffs are cost and time.
Streamlining Failure Analysis Of Chips
Identifying nm-sized defects in a substrate, mixing FA with metrology, and the role of ML in production.

In order to attract people from abroad to nursing professions in Germany, the first thing you need is adequate proficiency in the language. There are currently two exams that can be used to prove specialist language skills in the healthcare field: “Goethe-Test PRO Pflege” and “telc Deutsch B1·B2 Pflege”.

By Nikoloz Lomtadze

While telc Deutsch B1·B2 Pflege has been offered since 2013 as a specialist German language test for nursing staff, an innovative and interesting alternative was added in 2019 at level B2 in the shape of Goethe-Test PRO Pflege.
 
This article is concerned firstly with providing some insight into the examination format of the Goethe-Test PRO Pflege, which is still very new and therefore little known, and secondly to assist people who are trying to find which test is right for them.
 
Both tests are aimed at individuals who hold a recognised qualification in a medical profession and need to show evidence of skills in the German language to enable them to practise this profession. Goethe-Test PRO Pflege is also geared towards people who are preparing for vocational training in a nursing profession in Germany.

Receptive components – performance and evaluation

With both the Goethe-Test PRO Pflege and telc Deutsch B1·B2 Pflege, the four skills of listening, reading, writing and speaking are tested.
The receptive components include familiar tasks such as multiple choice exercises, gap-filling, matching tasks and true/false exercises. The tasks are oriented to the specialist and work-related language.
The writing part is paper-based and the speaking part is conducted as an oral test in pairs for each of the exams.
The main differences are in the performance and evaluation of the receptive components.

With telc Deutsch B1·B2 Pflege, these components (listening, practicing + language elements) are performed on paper, taking a total of 85 minutes. Telc uses the typical and familiar structure of the telc examinations.
 
Goethe-Test PRO Pflege provides an opportunity to complete the receptive components listening and practicing digitally. They are tested online, including vocabulary and grammar.

Furthermore the test is conducted adaptively, which means task difficulty is automatically adjusted to the language level of the examination candidates. All entrants start at the same level. The program selects the next task based on the previous level, thereby adapting individually to the language level of individual candidates. This enables scaling of results from A1 to C2. The receptive component can therefore last between 60 and 90 minutes.
Medical staff in the hospital | © Adobe Stock

roductive components – approaches involving the scenario model

With telc Deutsch B1·B2 Pflege, there are two tasks to choose from in the writing component, either an admission report or biographical data report has to be written on the basis of an excerpt from a completed medical history form or biographical data form. Test entrants are given 30 minutes for this task.
 
In the case of Goethe-Test PRO Pflege, two tasks must be completed: in Task 1 they have to write a report, for example an admission report for a patient, and Task 2 they compose a formal email relating to an everyday nursing situation. test candidates are given 75 minutes and have the opportunity to demonstrate their language skills through two different types of text.
 
The oral test for both Goethe-Test PRO Pflege and telc Deutsch B1·B2 Pflege consists of three parts.
 
With telc the tasks are as follows:
Part 1 – speaking about experiences and opinions (including describing a picture), followed by answering questions asked by the examiners,
Part 2 – a brief presentation followed by questions from the examiner,
Part 3 – discussion with a partner.
 
With Goethe-Test PRO Pflege the tasks are as follows:
Part 1 – an interview with a patient or family member (partner discussion)
Part 2 – discussion as a patient or family member with a nurse (partner discussion)
Part 3 – the test candidate and their discussion partner each present the case of a patient. Afterwards there is a question-answer dialogue.
 
The format of the oral test for Goethe-Test PRO Pflege includes aspects of the scenario model. The situations are in line with everyday scenarios in nursing, because nurses are expected to hold conversations at the patient’s level as well as using specialist language. As such, the test reflects authentic communication situations. Dialogue with a partner makes the test situation less stressful for the candidate, and reciprocal inspiration keeps the conversation going. Tasks in the writing and speaking components are very precise and deliver participants a theme and structure.

Preparing for an exam

Both Goethe-Institut and telc offer a demo set of questions on their websites, which can be downloaded for the exam. The demo questions are a good orientation, in terms of both tasks and evaluation.
 
At telc there are supplementary materials for test preparation that can be downloaded free, including test specifications, test preparation tips and lesson plans. There are additional resources, such as training modules, course leader handbooks, writing tasks and a learning box with dialogue situations for the oral test, and these are available for a charge.
 
On the Goethe-Institut website the practice materials include a demo version of Goethe-Test PRO Pflege. It provides eight tasks to deliver candidates an idea of the digital element of the exam. A short video “Introduction to Goethe-Test PRO” explains the structure of the test and how to approach the tasks. A comprehensive set of test rules is also available to download.
 
Furthermore the course book Linie 1 Pflege B2 - Deutsch für Pflegeberufe – which incorporates specific exercises based on the test formats of telc Deutsch B1·B2 Pflege and Goethe-Test PRO Pflege – can be used to help prepare for exams.
 
Course participants receive a certificate on passing the exam. Telc offers a differentiated evaluation of language competence for levels B1 or B2 in line with CEFR. In the digital certificate for Goethe-Test PRO Pflege, evaluation for the listening and practicing components is scaled from A1 to C1, in the writing and speaking components level B2 is confirmed. A test pass at B2 is awarded if a minimum B2 level is achieved in all four test components. 
© Adobe Stock

An attractive alternative

This brief comparison has shown that both exams are oriented to the nursing environment on a day-to-day basis – although the themes in Goethe-Test PRO Pflege are work-related but not as highly specialised, so that individuals who don’t currently have nursing qualifications but are interested in applying for vocational training in Germany can do the test. This means that the target group is a broad one.
 
“I took the Goethe-Test PRO Pflege because I’m preparing to train as a geriatric carer in Germany. Goethe-Test PRO Pflege is close to reality and I really like it. Situations typical of the nursing and geriatric care profession are addressed particularly in the speaking component and the tasks in the writing component are also based on realistic day-to-day nursing scenarios”, says a test candidate from Hanoi.
 
Another feature is that the certificate can be issued faster and downloaded easily from the verification page because the receptive components are performed digitally, which represents a benefit not only for the examination entrants, but also for the official recognition authorities so that they can check the certificate’s authenticity. A further advantage of digital performance is that the digital element of the test adapts to the candidate’s proficiency thanks to the modern adaptive concept, and this is reflected on the certificate – for example if a test candidate is below or above level B2 in their practicing and listening skills.

Therefore Goethe-Test PRO Pflege constitutes an alternative that’s certainly worth considering in addition to telc Deutsch B1·B2 Pflege if you are looking for a suitable exam.

For further Information about the Goethe-Test-PRO-Pflege please contact: pflege@goethe.de

What Is A practicing Specialist?

A practicing specialist is an educational professional who works with individuals that struggle to gain or Improve literacy skills. Working primarily with children at the grade school level, practicing certified use a variety of diagnostic tools to identify literacy challenges and to determine the types of instruction that will be needed to help young students become confident readers and writers. These professionals work with teachers and school systems to develop literacy curricula and tools for teaching practicing in the classroom setting. practicing certified may also work with older children and adolescents, as well as students learning English as a second language (ESL) or those with learning disabilities. Becoming a practicing specialist requires a specialized advanced degree or certificate and the development of specific skills to help students at all levels become proficient in practicing and provide other literacy interventions.

What Does a practicing Specialist Do?

Reading certified are responsible for several tasks that support student success in practicing and writing. Responsibilities include working one-on-one with students on phonetics, word identification, and practicing comprehension, with small groups of students who experience similar needs, and with those experiencing practicing challenges, like dyslexia. practicing certified also collaborate with classroom teachers to develop literacy curricula, partner in the creation of Individualized Education Plans (IEPs) and conduct ongoing assessments of students’ progress.

There are five common roles practicing certified play within educational systems:

• Specialist – A practicing specialist will evaluate students who are having difficulty practicing and writing and will plan and implement targeted strategies for improving those skills.
• Interventionist – Many practicing certified work one-on-one with specific students who require more support than can be offered in a classroom setting. They develop tailored literacy strategies for individual students and provide a learning environment for students who may feel lost in group instruction.
• Coach – practicing certified often coach teachers on effective tools for teaching practicing and writing, along with strategies for supporting students who struggle in those areas.
• Professional Development Lead – practicing certified may conduct professional development sessions designed to enhance school- or district-wide literacy programs and Improve literacy outcomes at all grade levels.
• Curriculum Reviewer – As schools adopt new curricula or update existing curricula, practicing certified often participate in curriculum committees to ensure that curricula meet the literacy needs and goals of the school.

What Is the Difference Between a practicing Teacher and practicing Specialist?

Reading teachers and practicing certified have many of the same responsibilities. Both types of professionals work with students to Improve practicing fluency and comprehension and assist students with grammar, spelling, and phonetics. practicing teachers work with students at all grade and skill levels. In contrast, certified practicing certified usually work with students in grade schools and are specially trained to work with students with learning disabilities and those struggling with practicing at their grade level.

What Skills Do You Need to Be a practicing Specialist?

To become a successful practicing specialist, individuals must possess and be able to demonstrate a passion for practicing and teaching, and other key skills that lead to effective strategies for improving students’ practicing and writing. Beyond direct service to students, practicing certified must also have the skills to work with parents, schools, and school districts to develop and sustain meaningful literacy programs.

• Critical Thinking – it’s important for practicing certified to have a deep understanding of literacy theories and practices and be able to think critically about what theories and practices might be relevant to an individual student’s intervention strategy.
• Assessment – Successful practicing certified should have an intricate knowledge of evaluation methodologies in order to assess literacy programs and to implement program improvements.
• Instruction – Many practicing certified have teaching experience, and strong instructional skills are critical in providing seamless support as students transition between the regular classroom and a specialized literacy program.
• Leadership – practicing certified must be able to lead literacy programs and professional development activities for schools and districts and serve as lead resources for parents and school communities.
• Communication – practicing certified must be able to effectively communicate intervention strategies to the students with whom they work and be able to clearly articulate challenges and successes with parents, teachers, and other members of the learning community.
• Patience and compassion – When working with students with learning disabilities and those struggling with practicing and writing, patience and compassion are critical qualities, as the journey to improving literacy skills may take time.

How Long Does It Take to Become a practicing Specialist?

If an individual does not have a state teaching certificate already then an aspiring practicing certified should expect to devote several years earning the required degrees and certification. For example, the first four years are spent earning a bachelor’s degree in education, literacy, reading, or another relevant field to become certified as a classroom teacher. Once an individual is a certified teacher, a practicing specialist certification can be accomplished within 1-2 years. The length of certification programs varies; Drexel’s 31-credit reading specialist certification program can be completed in about 15 months.

How to Become a practicing Specialist in 7 Steps

In most cases, practicing certified need a bachelor’s degree in education, teaching experience (is often preferable), and a practicing specialist certificate. Considering all levels of required education, training, and field experience, individuals can expect to become certified practicing certified in six or seven steps.

1. Bachelor’s degree – Aspiring practicing certified must earn a bachelor’s degree in education, literacy, reading, or a related field that prepares individuals for certification in teaching.
2. Student teaching experience – While pursuing a bachelor’s degree, individuals can complete a student teaching field placement and gain critical real-world experience in the classroom. Standards and requirements for student teaching positions vary by state and school district.
3. Certification test and teaching license – Each state conducts its own teacher certification examination and has its own requirements for obtaining a teaching license. Individuals should consult with their state’s board of education for specific requirements. Generally, individuals must meet minimum grade point average (GPA) requirements and complete a series of background checks.
4. Classroom teaching experience – Aspiring practicing certified may pursue a postgraduate certificate or advanced graduate degree while gaining important teaching experience at the same time.
5. Master’s degree (state by state) – Some states require a master’s degree for practicing specialist certification, so individuals should consult with their state’s board of education. Master’s degree programs offer additional, in-depth instruction on literacy theories, application of theories in the classroom, student assessment, and evaluation of curricula.
6. Complete reading specialist certification program and exam – Each state conducts its own practicing specialist certification examination. In Pennsylvania, to become a certified practicing specialist, individuals must complete a certification program and complete the PA Praxis test practicing Specialist (Test Code #5301/0301) with passing score of 164. In many instances, credit hours accrued through a practicing specialist certification program can be counted towards a master’s degree.
7. Apply for practicing specialist jobs – Open positions may also be listed as Literacy Coach, practicing Coach, practicing Intervention Teacher/Specialist, or practicing Instructor/Teacher. Individuals may also choose to remain in their teaching positions but use their training as practicing certified to enhance their classroom instruction.

Are practicing certified in Demand?

Reading certified are in demand within the overall job market, because literacy is a critical component of academic success, and most K-12 schools will need the support of practicing certified to meet specific literacy benchmarks. The job outlook for practicing certified is positive. For instructional coordinators and special education teachers, roles similar to practicing specialists, the Bureau of Labor Statistics estimates 4-7% job growth between 2021-2031.

How Much Does a practicing Specialist Make?

The average annual salary for a practicing specialist is $55,248 according to Payscale.com. practicing certified typically have a salary similar to that of special education teachers and instructional coordinators, and according to the Bureau of Labor Statistics, the average salary is $61,820 for special education teachers and $63,740 for instructional coordinators. Annual salaries for this profession will vary based on location, educational level, and years of experience. And because practicing certified can pursue a range of careers – from working in schools and with school districts to develop curricula to consulting for the private sector and textbook publishing companies – salaries will be as equally varied.

Become A practicing Specialist with Drexel University’s School of Education

The School of Education’s Reading Specialist Certification program at Drexel prepares students to work with individuals with a range of practicing abilities and needs. The program’s coursework enables students to meet Pennsylvania’s requirements for professional competencies for practicing specialists, and it’s one of the few select programs in the region that offers courses from the Wilson practicing System®, a pioneer and leader in the science of practicing and literacy education. Students will learn effective practicing strategies, and become exceptionally skilled and qualified to support students with practicing needs and provide literacy leadership and coaching to teachers and schools.

Drexel’s practicing Specialist Certification program is offered 100% online. Get started by requesting more information or by completing the Drexel Online application.

Location: online

The Learning Behavior Specialist 1 (LBS1) endorsement qualifies already licensed teachers to teach in a special education setting for students in kindergarten through age 22.

This endorsement is offered through the WIU School of Education for undergraduate students, graduate students, and non-degree seeking graduate students.

The LBS1 endorsement at WIU, approved by ISBE, consists of four courses (13 semester hours).

• SPED 510 The Exceptional Individual (3 s.h.). Most applicants have already taken such a course at the undergraduate level, which could transfer. A review of your transcripts will determine if you need to take WIU's introductory course in exceptional learners.
• SPED 551 Characteristics of Learners with Disabilities (3 credit hours)
• SPED 515 Diagnostic Assessment for Individuals with Exceptionalities (4 credit hours)
• SPED 552 Instructional Methods for K-6 Learners with Disabilities (3 credit hours), or  SPED 553 Instructional Methods for Secondary Learners with Disabilities (3 credit hours).

An LBS1 endorsement can be added to any Professional Educator License. Further questions on any endorsements and grade levels should be directed to Tammy Wilson, WIU's Licensure Officer, TS-Wilson@wiu.edu.

After taking the courses, you must pass the state content exam, Learning Behavior Specialist Test # 290. http://www.il.nesinc.com/Home.aspx

Admission Requirements

• Admission to the School of Graduate Studies
• The transcript from your highest degree granting institution, submitted to the School of Graduate Studies. This can be uploaded this during the only application process, emailed to Grad-Office@wiu.edu, or mailed to the School of Graduate Studies, 1 University Circle, Macomb, IL 61455
• A valid U.S. teaching certificate

Quick Facts

• All classes are online
• Designed to meet individual educational needs and goals
• Addresses Illinois and Iowa special education endorsement requirements. Other states will need approval from a local state education agency.
• Can be completed in 2-3 semesters