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Exam Code: ISTQB-Advanced-Level-3 ISTQB Advanced LevelTechnical Test student November 2023 by Killexams.com team

ISTQB-Advanced-Level-3 ISTQB Advanced LevelTechnical Test

Test Detail:
The ASTQB ISTQB-Advanced-Level-3 (ISTQB Advanced Level Technical Test Analyst) is a certification test designed for experienced software testers who want to enhance their skills and knowledge in technical test analysis. Here is a detailed description of the test, including the number of questions and time allocation, course outline, test objectives, and test syllabus.

Number of Questions and Time:
The number of questions and time allocation for the ASTQB ISTQB-Advanced-Level-3 test may vary depending on the specific version or administration of the test. Generally, the test consists of multiple-choice questions, essay-type questions, and scenario-based questions. The number of questions can range from 60 to 80, and candidates are typically given a time limit of 180 minutes (3 hours) to complete the test.

Course Outline:
The course outline for the ASTQB ISTQB-Advanced-Level-3 test covers a wide range of syllabus related to technical test analysis. The outline may include the following key areas:

1. Testing Process:
- Test planning, estimation, and control
- Test progress monitoring and reporting
- Test metrics and measurements
- Incident management

2. Test Techniques:
- Specification-based techniques
- Defect-based techniques
- Experience-based techniques
- Exploratory testing

3. Test Tools and Automation:
- Test tool concepts and selection
- Test tool implementation and deployment
- Test automation design and development
- Test execution and maintenance

4. Test-related Measurements:
- Test-related metrics
- Test coverage analysis
- Test process improvement
- Risk-based testing

Exam Objectives:
The objectives of the ASTQB ISTQB-Advanced-Level-3 test are to assess candidates' knowledge, understanding, and practical application of technical test analysis. The test aims to evaluate the following key areas:

1. Test planning, estimation, and control skills to effectively manage technical test analysis activities.
2. Proficiency in using various test techniques to identify, design, and execute test cases.
3. Knowledge of test tools and automation to enhance testing efficiency and effectiveness.
4. Ability to measure and analyze test-related metrics for monitoring and improving the testing process.
5. Understanding of risk-based testing principles and their application in technical test analysis.

Exam Syllabus:
The test syllabus for the ASTQB ISTQB-Advanced-Level-3 test typically covers the following subjects:

1. Introduction to Technical Test Analysis
2. Testing Process
3. Test Techniques
4. Test Tools and Automation
5. Test-related Measurements

Candidates should refer to the official ASTQB ISTQB-Advanced-Level-3 study materials and resources provided by the test administrator for accurate and up-to-date information on the specific syllabus and content covered in the exam. It is recommended to allocate sufficient time for test preparation, including studying relevant subjects, reviewing key concepts, and practicing with demo questions.
ISTQB Advanced LevelTechnical Test
ASTQB LevelTechnical student

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ISTQB-Advanced-Level-3
ISTQB Advanced LevelTechnical Test
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ISTQB-Advanced-Lev3
Question: 52
Select the correct answer;
I. Verifying "what" the product does is part of functional testing.
II. Usability Testing is a domain/functional testing technique.
III. Inspection, evaluation and reviews are usability test techniques.
IV. Understandability, learnability and attractiveness are attributes of usability
A. I, II, III true, IV false
B. II, III, IV true. I false
C. I, II true. III, IV false
D. All of the above true
Answer: D
Question: 53
According to the ISTQB syllabus, domain testing quality attributes are;
I. Accuracy, Suitability, Interoperability
II. Reliability, Maintainability, Portability
III. Performance, load, Adaptability
A. All of the above
B. None of the above
C. I and II true. III false
D. I true. II, III false
Answer: D
Question: 54
Select the correct statement(s). According to the ISTQB Syllabus;
I. Unauthorized access & copying, buffer overflow, logic bombs are part of Technical Security
Testing.
II. Fallback, backup and restore activities are part of recoverability testing.
III. Verifying whether a system can handle peak loads at or above maximum capacity is called
stress testing.
IV. Verifying whether a system can "meet future efficiency requirements" is called scalability
testing
26
ISTQB-Advanced-Lev3
A. I, II and III true. IV false
B. I, IV true. II, III false
C. II, III true. I, IV false
D. All of the above are true
Answer: D
Question: 55
A Software Test Analyst at ABC company. received a new software release and the installation
guide from Development. He followed the installation guide and successfully installed the
software. Then he followed the fallback instructions and performed a successful fallback. After
verifying that the software has completely fallen back as desired, he re-installed the software.
What type of testing activity did he do?
A. Portability testing
B. Efficiency testing
C. Reliability testing
D. Usability Testing
Answer: A
Question: 56
Which of the following statements are correct?
I. IEEE 1028 is an international standard on reviews.
II. Early reviews are very cost effective in finding defects.
III. Review is considered a static testing
IV. Most documents can be reviewed (source code, requirements document, test plan
document)
A. I, II and III true
B. I, III and IV true
C. I, II, III and IV true
D. II, III and IV true
Answer: C
Question: 57
You are a test analyst for XYZ Company. CEO of XYZ sent a meeting entry to you and your
27
manager for a past project evidence and test deliverables review. A person from an external
ISTQB-Advanced-Lev3
company would like to interview you regarding the previous project. This activity has a very
high visibility from upper management. What type of review is described above?
A. Management Review
B. Technical Review
C. Audit
D. Inspection
Answer: C
Question: 58
What type of a review meeting is described below?
"You were invited to attend a meeting next week. Meeting moderator included set of metrics
and a document to be reviewed along with the meeting agenda. One of the meeting agendas is
to find defects in the document sent. You and the other attendees were asked to review the
document prior to the meeting".
A. Informal Review
B. Inspection
C. Walkthrough
D. None of the above
Answer: B
Question: 59
Select the matching pair;
I. Contractual Review
II. Requirement Review
III. Design Review
a. Involve Managers, customers and technical staff. Review contract milestones.
b. Involve customers and technical staff. Review design solutions, test cases.
c. Involve auditor. Review compliance to processes and regulations.
d. Involve customers and technical staff. Reviewing functional and non functional
requirements, test conditions.
A. I-a,II-d,III-b
B. I-c,II-b,III-a
C. I-a,II-b,III-c
D. I-b,II-c,III-d 28
ISTQB-Advanced-Lev3
Answer: A
Question: 60
Select the correct pair;
I. "Unexpected occurrence that requires a further investigation"
II. "Recognition of failure caused by a defect"
III. Requires a change to the work item
a) Incident
b) Defect
c) Bug
d) Failure
A. I-a,II-a,III-b
B. I-a,II-d,III-b
C. I-b,II-c,III-d
D. I-c,II-d,III-b
Answer: A
Question: 61
Which of the following statements are correct?
I. A failure can be detected only by dynamic testing technique.
II. Defects can exist in test environment.
III. All incidents require a software change.
IV. Code and design reviews can reveal defects
A. I, II, III true
B. I, II, IV true
C. II, III, IV true
D. II, IV true
Answer: B
Question: 62
IEEE 10440-1993 specifies a standard for defect reporting. Which of the following attributes
should be in a defect report as per ISTQB Syllabus?
29
ISTQB-Advanced-Lev3
A. Complete, concise, accurate and objective report.
B. Compete and accurate. Does not have to be concise or objective.
C. Complete and objective. Does not have to be accurate.
D. Accurate. Does not have to be complete, concise or objective.
Answer: A
Question: 63
A Junior software tester at ABC Inc. found a defect while testing release 2 of the eForm
application. The eForm application does not accept more than 5 characters for its' "Last Name"
field. Tester created a defect report. The defect report contains following information;
"eForm application does not accept more than 5 characters for its' "Last Name" field" Select
the correct statement regarding the defect report;
A. Defect report is complete, accurate and concise.
B. Defect report is accurate but not complete.
C. Defect report is complete but not accurate.
D. Defect report is complete but not concise.
Answer: A
Question: 64
A major bank has recently outsourced all of its software development in an effort to reduce its
fixed costs. The new provider will be responsible for all new developments as well as
enhancements to existing ones. The bank has retained its own management team for its
projects. There will be an in-house project manager, development manager and test manager
for each project. Some staff may work on more than one project, depending on the overall size.
An enhancement is being made to allow existing customers to authorise their own loans online,
from 1k to 10k by answering a series of questions. You are a test manager with the bank and
you have written a test strategy for the outsourced team to follow. Unit testing has begun but
informal conversations with the developers have revealed that they have not received a signed-
off specification from the bank for the enhancement. They do know how loans work though
and have created code from conversations with bank staff alongside their own knowledge.
How could a strategy have helped to avoid this situation?
A. The test strategy would have identified bank staff with the right knowledge for consultation
on the loan requirements.
B. The test strategy would have laid out the process for capturing how the loan process would
work which the outsourced team would have followed.
C. The test strategy would have specified that a signed-off specification would be made
30
available to the coding team prior to the start of development.
ISTQB-Advanced-Lev3
D. The test strategy would have requested that the outsourced team take part in specifying the
requirements, to make use of their knowledge.
Answer: C
Explanation:
Option A is about requirements capture, not testing. It may appear in a test plan, which may
show how reviews of specifications may be carried out, but would not appear in the test
strategy (it will say that reviews will be carried out, but would not name specific individuals).
Answer B is again about requirements capture, it would not appear in the test strategy.
Question: 65
The aircrew of a national air defence force has requested changes to the existing aviation
software that provides on-board information about the combat environment. The air force is
currently engaged in a peace-keeping mission in another country and has come under
unexpected threats. The development life cycle is the V model. The software house needs to
change their test management process to ensure delivery at the right time and quality. The
software changes are coming in as the aircrew request them, as a result of their engagements
with hostile forces. The aircrew have requested that the changes are made as quickly as
possible. The project manager has decided to revisit the test management process. The changes
will come as small change requests. The team have worked on the project for over 25 years,
with little staff turnover. Which of the following test measures should be emphasised during
the crisis?
I. Readiness of the test environment for each run.
II. Number of high-priority defects being found.
III. Number of defects being found per tester.
IV. Number of hours overtime being worked by staff.
V. Number of change requests tested versus number passed.
A. I, II and V
B. II, III and IV
C. II, III and V
D. I, II and III
Answer: A
Explanation:
Option I, readiness of the test environment, while it may be a given, should always be
monitored.
Option II, number of high-priority defects found is a good indicator of product quality and
should be included.
31
ISTQB-Advanced-Lev3
Option III, number of defects found per tester may be useful, but it would need to be
combined with other data, such as requirements tested to be of any real value.
Option IV, number of overtime hours worked by testers is unlikely to be of much concern
here.
Option V, number of change requests passing should be monitored.
Question: 66
Which of the following is NOT a true statement?
A. Cost benefit analysis should be done before purchasing test tools and analysis should show
a good potential return on investment.
B. Bid bang approach is the best way to rollout test tools to an organization.
C. Maintenance fees, support fees, licensing fees and learning curve should be considered
before introducing test tools to an organization.
D. Scripted / automated tests can be executed faster during test execution phase.
Answer: B
Question: 67
Which of the following statements are true about risks of introducing test automation tools?
I. Poorly designed test cases automated "as is" results in execution errors.
II. Reduce defect detection due to limited manual testing by a tester.
III. Too many dependencies to integrate test tools and test tool limitations.
IV. Unrealistic expectations from management.
A. I, III true
B. II, IV true
C. All of them are true
D. None of them are true
Answer: C
Question: 68
Which of the following statements are true?
I. Test automation tools can be used only for one project.
II. Test data comparison tool can be used to avoid human data comparison mistakes.
III. A company can utilize multiple test tools to efficiently perform their test activities.
IV. Purchasing suite of test tools from the same vendor guarantees that the tools will work
together. 32
ISTQB-Advanced-Lev3
A. II, III true. I, IV false
B. I, II true. III, IV false
C. II, III, IV true. I false
D. I, II, IV true. III false
Answer: A
Question: 69
Select the correct pair from the following Test Tool Categories?
Test Tools Category:
I. Test Management Tool
II. Web Tools
III. Keyword-Driven Test Automation Tools Features of Test Tools Categories:
a. Supports organization of test artifacts
b. Less likely to modify
c. Help to monitor SLA (service Level Agreements) compliance
A. I-a,II-c,III-b
B. I-b,II-a,III-c
C. I-b,II-c,III-a
D. I-c,II-b,III-a
Answer: A
Question: 70
What is NOT an objective of using a Test Execution Tool?
A. Reduce effort or time related costs
B. Run more tests
C. Repeat tests easily
D. Automate all new features that are going to be delivered in next release.
Answer: D
Question: 71
33
ISTQB-Advanced-Lev3
XYZ Company develops websites for individual users / companies. The testing team tests each
build of the software once development releases it. Once testers complete the testing, they also
work on coding the next build of the software. All testers and developers report to project
manager. What type of independency is achieved above as per ISTQB syllabus?
A. "No independent testers"
B. Testing is done by a tester who is part of the development team
C. "External Test certified perform testing"
D. "Testing is done by an organization external to the company"
Answer: B
Question: 72
Which of the following is NOT a challenge with outsourcing?
A. Cultural differences
B. Quality
C. Employee turnover
D. Low cost
Answer: D
34
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ASTQB LevelTechnical student - BingNews https://killexams.com/pass4sure/exam-detail/ISTQB-Advanced-Level-3 Search results ASTQB LevelTechnical student - BingNews https://killexams.com/pass4sure/exam-detail/ISTQB-Advanced-Level-3 https://killexams.com/exam_list/ASTQB Student Outcomes No result found, try new keyword!This table shows the percentage of bachelor’s and two-year-degree seeking students graduating, transferring, still enrolled or no longer enrolled at more than 2,000 colleges as of the 2021-22 ... Thu, 19 Oct 2023 12:00:00 -0500 en-US text/html https://www.chronicle.com/article/student-outcomes Teachers sound alarm on students failing to meet grade level standards: ‘Never seen anything like it’

Teachers across the United States are sounding the alarm over the current state of American education and claiming that students are being pushed to the next grade level without meeting academic standards.

In a now-viral TikTok, Marquis Bryant said he has been teaching for three years in Atlanta, Georgia, and questioned why nobody around him was worried about kids falling behind in school.

"We all know that the world is behind, like you know, globally, like because of the pandemic and stuff, but I don't know why they're not stressing to ya'll how bad it is," Bryant said. "I teach seventh grade—they are still performing on a fourth-grade level."

Many of the students in Bryant's class, he said, are "well behind where they should be." They cannot do basic computations such as adding, subtracting, multiplying and dividing.

13-YEAR-OLDS LACK 'BASIC SKILLS' IN READING, MATH AS STANDARDIZED TEST SCORES REACH LOWEST IN YEARS: US DATA

Nation's report card 2022. (Fox News)

"They don't know that ascend means go up, descend means go down. They don't know that quotient means divide. They don't know evaluate the expression because I solved just the problem," he added.

Following the COVID-19 pandemic, math scores saw their largest decreases ever, while reading scores dropped to levels not seen since 1992 for fourth and eighth graders across the country, according to the Nation's Report Card. 

The average mathematics score for fourth-grade students fell five points from 2019 to 2022. The score for eighth-graders dropped eight points. reading for both grades fell three points since 2019.

Math scores were worst among eighth graders, with 38% earning scores deemed "below basic" — a cutoff that measures, for example, whether students can find the third angle of a triangle if they're given the other two.

TEST SCORES IN CIVICS, HISTORY DECLINE FOR STUDENTS ACROSS THE UNITED STATES FOLLOWING THE PANDEMIC

A Fox News poll on gender and citizenship in education. (Fox News)

After Bryant made his concerns known online, teachers nationwide began to respond.

"It felt like a relief that a teacher was actually speaking about it in a public forum," Enfield, Connecticut teacher Angelique Schoorens told CNN.

Schoorens, who teaches seventh grade, said the skills deficits among children are so significant that educators are unable to function in terms of teaching to the standards for the grade level.

One teacher on TikTok said her students frequently fail to properly read, decode, have no vocabulary and no background knowledge.  

TEACHERS' UNION HEAD SILENT OVER LATEST US TEST SCORES SHOWING TROUBLING DECLINE IN MATH, READING 

The average mathematics score for fourth-grade students fell five points from 2019 to 2022. (iStock)

"I've never seen anything like it," she added.

San Diego, California, middle school teacher Sarah Shemirani suggested that some issues with students' educations stem from parents' indifference when kids get poor grades.

"The want to do well has been dwindling and then COVID happened and it was like—now there is zero care or like the idea of—failing is just an option and if you fail, it's going to be okay," she said.

Bryant said one of the most significant issues is how kids are promoted to new grade levels that they need more time to be ready for and many should have been held back if it is obvious they are performing at a lower educational plane.

CLICK HERE TO GET THE FOX NEWS APP 

For more Culture, Media, Education, Opinion and channel coverage, visit foxnews.com/media.

Fox News' Joshua Q. Nelson contributed to this report. 

Sun, 29 Oct 2023 01:00:00 -0500 Fox News en text/html https://www.foxnews.com/media/teachers-sound-alarm-students-failing-grade-level-standards
NFL Jobs and Careers | NFL.com

Our early career programs serve as a pipeline for entry level and future leadership talent. We are continuously focused on identifying, developing and retaining top performers through our internship programs and rotational program. Through our offerings, students will gain exposure across our businesses while making meaningful connections and be introduced to exciting career opportunities.

The NFL Summer Internship Program is a paid opportunity for current undergraduate juniors, Master's degree students and law school students that allows participants to contribute to the organization's success while receiving an unmatched, behind-the-scenes learning experience. Interns work within specific departments across three League Offices (NY, NJ and CA) and gain exposure to the business of professional football through speaker presentations, hands-on assignments and networking opportunities. Applications are posted in early December of each year.

The Rotational Program is a highly selective, high-potential program in which participants complete up to four rotations over a two-year period across a variety of departments and office locations within the U.S. If you are an undergraduate senior (including students completing their 5th consecutive year) looking to enhance your business exposure and management skills, this program will offer you an unparalleled opportunity to immerse yourself into the world of professional football through a series of challenging work assignments, League events, and networking opportunities. Applications are posted in September of each year.

The NFL Films Internship Program please reference this link https://www.nflfilms.com/careers/

Sun, 12 Nov 2023 04:32:00 -0600 en-US text/html https://www.nfl.com/careers/early-career-programs
Documents: Parents of teen involved in shooting outside Carver Vo Tech helped assault another student

BALTIMORE -- Carver Vocational Technical High School students returned to class on a staggered schedule Monday after a shooting outside of the school last week left three teens injured.

Counseling was available for students and staff. Carver Vo Tech officials said all students were going to have a grade-level community meeting before heading to class.   

Police said five people are facing charges in connection to the violence.

"It's a little unsettling sending my daughter back," said Christen, a parent. "I brought her to school but I didn't want to."

Of those charged, three are minors and two are the parents of one of those minors.

Police said that William Dredden III and Tiffany Harrison took their 15-year-old son to Carver Vo Tech to assault another teenager, and according to charging documents obtained by WJZ, both Dredden and Harrison participated in the assault themselves. 

"The parents are acting like the kids," a neighbor said.

Dredden and Harrison are both facing a number of charges, including first-degree assault and reckless endangerment.

Baltimore Mayor Brandon Scott reacted to the arrests on social media, saying, "This is a despicable example of parents facilitating the escalation of everyday conflict between young people into reckless gun violence endangering innocent lives."

Scott went on to say he hopes "all responsible for this incident, including the parents, will be brought to justice." 

According to charging documents, police said the 15-year-old son of Dredden and Harrison used a semi-automatic handgun during the Friday morning assault and pistol whipped the unidentified teen.

That same semi-automatic handgun, police said, was later used in the shooting that happened following the assault. 

"Violence is everywhere," Christen said. "Guns are everywhere. It starts with trying to get these guns from these teenagers and children. People just need to grow up and it's hard because children are having children."

Two 15-year-olds who police believe to be shooters in Friday's incident remain stable in the hospital, police said.

Police say that both of those 15-year-olds will be charged as adults with various charges, including attempted murder.

Mon, 30 Oct 2023 09:47:00 -0500 en-US text/html https://www.cbsnews.com/baltimore/news/carver-vocational-technical-high-school-students-return-to-class-following-shooting-ne/
Student Attendance Rates Show Signs of Rebounding

As schools work to reverse spiking rates of student absences, the most exact data from states suggest that they made some progress in the most exact school year—but not enough to return attendance to pre-pandemic levels.

The uphill climb to learning recovery is made steeper when students consistently fail to show up.

Fifteen states have reported data on chronic absenteeism for the 2022-23 school year, according to a tracker maintained by FutureEd , a think tank at Georgetown University. States use varying metrics to measure chronic absenteeism, though most define it as the amount of students who missed 10 percent or more of school days, even for excused reasons like illness.

A majority of those 15 states saw rates of chronic absenteeism drop five percentage points or fewer between the 2021-22 and 2022-23 school years. Even Michigan—the state with the most dramatic decline, from 38.5 percent to 30.8 percent—did not see its rates return to the pre-pandemic levels measured in the 2018-19 school year, when 19.7 percent of students in that state were chronically absent.

One state, Louisiana, saw its chronic absenteeism rate grow—from 19.4 percent in 2021-22 to 23.3 percent in 2022-23.

As researchers await updated national data on absences, preliminary state totals confirm that much more work is needed to help schools turn the tide on the crisis, said Hedy Chang, the executive director of Attendance Works, an organization that promotes tracking and responding to data about student attendance .

“This challenge has deepened and affected more schools” since the pandemic, she said. “We need systemic approaches to address it that are built into how schools operate.”

In a related analysis released this month, Attendance Works found 11 states had a combined 2022-23 absenteeism rate of 27.8 percent, down from 30 percent the previous year.

Nationwide, 29.7 percent of students, or nearly 14.7 million, were chronically absent in the 2021-22 school year, the latest federal data show. Attendance Works’ analysis also found that more elementary schools and middle schools were affected by high rates of absenteeism than before the pandemic, suggesting the need for new interventions.

In exact years, schools have built up their strategies to encourage attendance through programs like home visiting, on-site counseling, mentoring, and better communications with families and caregivers.

“Chronic absenteeism often signals that students are experiencing untreated health needs, transportation problems, mental health issues, or other grave challenges,” FutureEd says in its analysis.

The organization also published a “playbook” in May that compiles research on the effectiveness of attendance strategies, including installing laundry machines in schools, sending “nudge” texts to parents that remind them of their children’s attendance patterns, and using telehealth programs to treat common health issues and offer counseling on-site.

Tue, 17 Oct 2023 12:00:00 -0500 en text/html https://www.edweek.org/leadership/student-absenteeism-remains-at-a-crisis-level-but-shows-signs-of-rebounding/2023/10
Higher pay leads to surge in STEM graduates. Science, tech majors are 'the most lucrative,' says expert

Highest-paying majors are mostly STEM

Payscale's recent college salary report found that petroleum engineering is currently the highest-paying major overall. Graduates in the field earn nearly six figures just starting out and more than $200,000 with 10 or more years of experience.

After petroleum engineering, operations research and industrial engineering majors are the next highest paid, followed by interaction design, applied economics and management and building science. 

Why  exact grads should seek out jobs based on skills not salary

watch now

Technology jobs also claimed most spots in the top 10 list of highest-paying jobs currently available, according to a separate report by job search site Ladders.

"Even though tech hiring has slowed, there's still demand for software engineers and project managers. I suspect the rise of AI is a big factor here," Ladders founder Marc Cenedella said.

Down the road, students who pursue a degree specifically in computer science, electrical engineering, mechanical engineering or economics — still mostly STEM disciplines — earn the most overall, according to another exact analysis of bachelor's degrees and median earnings by the U.S. Census Bureau.

Higher pay has led to a surge in STEM graduates

"Up until 10 years ago, the focus was almost entirely on the umbrella name of the institution. Now people are looking closer at pre-professional programs from a financial point of view," Greenberg said.

"The acceleration of college tuition prices is making people look much more closely at the value," he said.

People are looking closer at pre-professional programs from a financial point of view.

Eric Greenberg

president of Greenberg Educational Group

In the past decade, college got a lot more expensive. Tuition and fees at four-year private colleges jumped roughly 36%, according to the College Board, which tracks trends in college pricing and student aid.

During that same time, there has been a surge in the number of STEM graduates from U.S. colleges and universities at all degree levels, according to a Pew Research Center analysis of federal employment and education data.

Going forward, that's likely to continue, the research shows. The growth in STEM jobs is expected to outpace that of non-STEM jobs in the coming years, Pew also found. 

'You don't always need a degree'

Between boot camps, specialized programs and online certifications, there are more options available at a lower cost, according to Mullinix. 

"There's a huge opportunity there," he said.

Still, occupations as a whole are steadily requiring more education, according to a separate report by Georgetown University's Center on Education and the Workforce.

The fastest-growing industries, such as computer and data processing, still require workers with disproportionately high education levels compared with industries that have not grown as quickly.

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Fri, 20 Oct 2023 01:53:00 -0500 en text/html https://www.cnbc.com/2023/10/20/more-students-pursue-stem-degrees-because-of-high-paying-careers.html
Two charged in shooting that injured three students outside Carver Vocational Technical Friday morning

Three teenagers were injured in a shooting Friday morning outside Carver Vocational Technical High School in West Baltimore, around the time students were entering the building.

Two of the teenagers, both 15-year-olds, were charged in the incident and remained in police custody at the hospital Friday night, police said in an update released late Friday.

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Parents of one of the 15-year-olds were also facing charges after a police investigation found the incident began when the parents were present when their child allegedly assaulted a different teenager at about 7:50 a.m.

When the 15-year-old left the scene of the assault, police said he encountered another 15-year-old student at the front of the school, where a verbal altercation led to both of them shooting. Both 15-year-olds and a 16-year-old who was not involved were struck, police said.

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All three of the wounded teens are Carver students, according to Baltimore City Schools spokeswoman Sherry Christian. Two of the students were treated by police outside the school until medics arrived and took them to the hospital.

One of the other students was treated after walking into an area hospital, according to Detective Niki Fennoy, a police spokeswoman.

By Friday night, both of the 15-year-olds who were charged remained in stable condition Friday night and the 16-year-old had been released from the hospital.

Deputy Police Commissioner Kevin Jones offered few details about shooting at a Friday morning news conference aside from saying it took place at 7:50 a.m. at the corner of Presstman and North Bentalou streets, which border the school’s campus.

Jones said there was a “possible fray” before the shooting took place and that a suspect had fled east on Presstman.

In the update later Friday, police said after the altercation and shooting between the two 15-year-olds, another Carver student retrieved one of the weapons used and fled. After an investigation, that student was also taken into custody along with the two other students and the one’s mother and father.

Police said the teenagers who were injured will face charges including attempted murder and handgun violations. The teens will be charged as adults, and the charges for the parents were pending Friday night, police said.

Students at the school were dismissed around 10:30 or 11 a.m., slowly trickling out of the school to buses gathered in the back parking lot or out of a door near the school’s track and football field.

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Before that, several worried parents gathered in front of the building trying to pick up their sons or daughters. Further west along Presstman Street, toward North Bentalou Street, parts of the road and sidewalk were blocked by long strands of caution tape.

Waiting to meet her son outside Carver, Rochelle Cole prepared for the conversation they’d have in the car ride home: How are you feeling? Are you frightened? Do you want to come back?

Cole said she knew her son was not hurt in the shooting, but what was still unknown was how he might be affected in less visible ways.

”We don’t know how traumatic this is for students,” she said. “No one should have to worry about being shot.”

Tymeka Washington, too, worried about her son’s “traumatic experience” Friday morning.

“Even though he may not have witnessed anything, this is trauma,” Washington said. “To know that you came to school this morning, and something like this occurred, while you’re here in school.”

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Washington rushed to Carver from work, still in pink patterned scrubs. Her son just started high school, excited for his freshman year, she said. Then, this.

Cole said she’d received an automated call Friday morning notifying her of an “incident” at Carver. Other parents, however, said they didn’t receive notice about the “Code Red” lockdown directly from the school, instead learning of the shooting from family or friends or social media.

Lashonda Williams said she’d heard about the shooting at her daughter’s school from another daughter, from a sibling and from her cousin. She called her daughter at Carver, but she didn’t answer right away. That made Williams nervous, and she questioned why she wasn’t contacted more swiftly by school or district officials.

“If y’all can alert the parents about children not coming to school, why can’t you alert when things of this nature happen?” Williams asked.

Ultimately Williams was able to reach her daughter, an 11th grader, who told her mom that she’d heard the shooting as she walked into a different school entrance.

“She said, ‘I’m OK, but, Ma, can I tell you something?’ I said, ‘You can always tell me something,’” Williams recalled. “She said, ‘Ma, I heard gunshots when I came through the door.’”

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Christian, the school district spokeswoman, said the first Robocall to parents and guardians about the shooting went out at 9:05 a.m., more than an hour after the shooting. That’s the call that reported an “incident” had occurred. The message also went on social media and the district’s website, Christian said.

“We’re working with the Baltimore Police Department and will share further details when we can,” it said. “Parents/guardians and families are advised not to go to the school at this time. ... All students are inside and the campus is secure.”

The second Robocall went out 50 minutes later, alerting families that students would be dismissed at 10:30 a.m. and relaying transportation information about buses and parent pickups. Christian said around that time calls going into Carver’s switchboard were rerouted to the District Office Call Center so that the “school would not be overwhelmed with phone calls.”

“We understand that during times of crisis, fear can overcome rational thinking,” Christian said. “That’s why having a crisis response plan in place is necessary. That plan worked today at Carver. The Baltimore Police Department, MTA, [and] City Schools, including our police force and transportation department, should be commended on the response to this incident.”

“More importantly,” Christian said, “our thoughts and focus are still on the victims and their families and our Carver school community.”

Shelly White also waited Friday morning outside Carver, hoping to pick up her godson.

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White said she and his mother rushed to the school after getting off work. This, she said, was the first time in her life she’d known someone in a school when a shooting occurred.

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Students “should be getting an education,” not worrying about violence, White said. “I wouldn’t have never thought I’d be here.”

Police initially said the injured teens were two 16-year-olds and one 17-year-old, but later corrected the information in a news release.

Jones said in the initial news conference that the first police officer arrived at the shooting scene by 7:52 a.m. Within two minutes, he said, “an officer had already applied a chest press, as well as a tourniquet, to one of the victims.”

Carver is located in West Baltimore’s Coppin Heights/Ash-Co-East neighborhood, and has about 1,000 students. The district describes it as a career technology center and a college preparatory high school.

So far in 2023, there have been 537 nonfatal shootings in Baltimore. That’s fewer than there were during the same time period last year, when the city had seen 592 through Oct. 27. There also have been fewer homicides 224 so far in 2023, compared to 274 this time last year.

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Baltimore Sun reporters Alex Mann, Lilly Price and Sam Janesch contributed to this article.

School buses line up along Bentalou Street on their way to pick up students at Carver Vocational School. Three teens were injured earlier in a shooting outside the school, which was dismissed early as a result. October 27, 2023

Fri, 27 Oct 2023 10:38:00 -0500 en-US text/html https://www.baltimoresun.com/maryland/baltimore-city/bs-md-ci-carver-high-student-injury-20231027-hsn6rppqp5aabkqvippqylf6a4-story.html
Local HBCU students just gained access to a ‘Duolingo for quantum’

Thanks to an international quantum company, local HBCU students now have the chance to get to know the quantum industry a little better than before.

Australia’s Q-CTRL, a quantum company specializing in infrastructure software, has partnered with the Quad Investors Network to increase accessibility in quantum. One way it’s done that is by offering Q-CTRL’s Black Opal educational training product to students around the country. Through the partnership, the tool will be available to students in Australia as well as HBCUs in the US.

Q-CTRL wanted to bring this to HBCU students, CEO and founder Michael Biercuk said, to introduce young students to quantum — potentially inspiring them to pursue a Ph.D. in the sector later on.

“In quantum physics, we have a bad habit of assuming that people have much more background [in quantum] than they likely do,” Biercuk told Technical.ly.

Students will be granted access to the tool through the IBM-HBCU Quantum Center, which locally includes Bowie State University, Coppin State University, Hampton University, Morgan State University, Norfolk State University, University of the District of Columbia and Virginia Union University. DC’s Howard University is the leader of the center.

Q-CTRL first released Black Opal a few years ago, Biercuk said. He described it as “Duolingo for quantum computing” through which students can easily begin learning on a computer or mobile phone, with no prior knowledge of quantum, for about 15 minutes per day. Q-CTRL plans to make the tool available starting at the beginning of the spring semester.

The tool has over 400 lessons, and teachers and coordinators can incorporate it into the curriculum because it includes tracking information to see how well people are doing. Students can also pursue it on their own in their free time.

One of the challenges in quantum, Biercuk said, is that it’s not a particularly diverse field since most work requires a Ph.D. Simultaneously, not very many students have much of a background in quantum anyway.

“We have an opportunity right now to begin shaping the workforce that we want to employ in the next few years,” Biercuk said. “So in the US, the HBCUs were a great starting point. They have already engaged with IBM, so there’s already a thirst for engagement in the quantum sector, which we’re very happy about.”

Q-CTRL expects that Black Opal will be picked up primarily by young students who aren’t yet ready for advanced physics courses. But the company also hopes it will appeal to students in fields beyond undergrad science and engineering, like politics, business development or marketing, that might overlap with quantum.

So far, Biercuk said a lot of the focus on diversifying the quantum industry has been on making Ph.D. programs more accessible. But Q-CTRL wanted to expand on that at a different level.

“For us, the different level was coming down to the base undergraduate level and trying to rope in more students who we think can be fantastic contributors to our sector, but maybe have not been exposed to it in the past,” Biercuk said. “We want to offer an easy pathway for them to enter and we’re very hopeful that Black Opal will be a part of that story.”

Thu, 26 Oct 2023 04:24:00 -0500 en text/html https://technical.ly/professional-development/q-ctrl-black-opal-hbcu-students/
More students attending Utah technical colleges, boosting overall higher ed count

Adult enrollment grew, while high school dual enrollment dipped slightly.

(Davis Technical College) Emergency Medical Technician (EMT) student Brenda Silva, in the Davis Technical College EMT lab. Davis Tech saw a significant increase in students, with an 8.2% boost, or 313 students, the Utah System of Higher Education announced this week.

Utah technical colleges saw an almost 5% increase in overall student enrollment in the first quarter of the 2024 fiscal year, with some schools seeing significant jumps, the Utah System of Higher Education announced this week.

Most gains came from adult enrollment, at an increase of 8.6%, while high school dual enrollment saw a slight decrease of 2.2%, a news release states.

Technical colleges currently sit at 20,455 students compared to 19,515 the same time last year — a boost of more than 900.

Add that to the 198,432 students enrolled at public degree-granting institutions announced last month, and total Utah higher education enrollment currently sits at 218,887 students systemwide.

“We are excited,” USHE interim commissioner Geoffrey Landward said of the tally, adding in a statement that each enrolled student “has taken a major step to invest in their future.”

Dixie Technical College

Dixie Technical College in St. George saw the biggest percent change of all Utah technical colleges, with a 21.7% increase, or around 262 students.

Dixie Tech president Jordan Rushton applauded the bump in students.

“As each student commits to the learning and growth that comes through a hands-on technical education, we are here to grow with them,” Rushton said in a statement. “Our mission is to train students to master essential skills they will take directly to the workforce, and our growth over the past year shows that students recognize the value of the many technical professions available right here in Washington County.”

Davis Technical College

Davis Technical College also saw a significant increase in students, with an 8.2% boost, or 313 students.

The uptick marked the largest bump in new students out of all Utah technical colleges, which the school noted in a news release Tuesday. At the end of the 2023 fiscal year (June), the school had 6,645 students enrolled. The first quarter numbers indicate the school is “on track” to exceed 7,000 students in the 2024 fiscal year, the release adds.

“It is very exciting to see our enrollment continue to grow,” Davis Tech President Darin Brush said in a statement. “This is a testament to the hard work and quality of our faculty and staff, who make Davis Technical College a magnet institution.”

In addition to USHE’s numbers, the school noted that 128 students were enrolled in nine programs at the Utah Department of Corrections.

Southwest Technical College

The only college that saw a dip over 10% was Southwest Technical College in Cedar City, losing 180 students — or around 13%.

Of those students, 112 were dually enrolled high schoolers. Southwest Tech president Brennan Wood attributed the dip to a restructuring of a few programs, like auto-welding and automation technology.

Previously, dually enrolled high schoolers would attend one class period a day at the college throughout their entire school year. This year, high schoolers in some programs now spend two class periods a day at the college, but only for one semester.

That limits the number of high school students who can sign up for a class per semester, Wood said, though there will be a new crop of students coming in next semester.

“We expected this year, because we made that change, to have a headcount decrease at the beginning of the year,” he said. “But we will make up for the vast majority of that, if not all of it, when January hits.”

Other technical colleges

The following enrollment changes were also documented:

  • Bridgerland Technical College: 4% increase (+113 students)

  • Mountainland Technical College: 8.4% increase (+304 students)

  • Ogden-Weber Technical College: 1.71% increase (+69 students)

  • Tooele Technical College: 3.4% decrease (-28 students)

  • Uintah Basin Technical College: 4.9% increase (+87 students)

In May, Gov. Spencer Cox nominated 10 business and tech executives to lead USHE’s new board, aiming to set goals for and evaluate the performances of not just Utah’s public colleges and universities, but also its technical colleges.

“From merging technical colleges and degree-granting schools into the same governance structure to keeping tuition low, members of the board have served Utahns well and helped create a path for all future post-secondary students in Utah,” Cox said in a news release at the time.

Wed, 01 Nov 2023 17:00:00 -0500 en text/html https://www.sltrib.com/news/education/2023/11/02/more-students-attending-utah/
Level 2(b) Immunization Requirements

Please submit your proof of immunization and forms to the Medical Clearance Department via the Patient Portal.

UAB students who matriculated prior to Summer 2016 utilized a web-based medical clearance process. The service was provided by CertifiedBackground.com, a secure, confidential web-based company that is HIPPA/FERPA compliant. They provided an Immunization Tracker and Certified Record Review.

Students who used CertifiedBackground.com are encouraged to transfer their records to UAB Student Health Services. At Student Health Services, we offer Immunization Tracking and Medical Clearance consultations as needed. To transfer your records, please log in to CertifiedBackground.com to retrieve your records and then submit them to Student Health Services via the Patient Portal under Immunizations. If you have difficulty or need assistance transferring these records, please message the Medical Clearance department through the Patient Portal or call 205-975-7751 or 205-975-7753 for assistance.

Please submit the form using the web-based medical clearance service.

General

The UAB Student Health Services will provide such immunizations and titer testing on a fee-for-service basis for any student who needs to meet the UAB immunization or titer requirements. Students may choose to fulfil these requirements at your local health department or a private physician.

Exceptions

Exceptions to this policy may be made in limited circumstances for students who can document medical and/or other contraindications to the vaccine. Requests for exceptions must be submitted to UAB Student Health Services for consideration and approval.

Students enrolled in online classes only, with no on-campus classes, are exempted from these requirements.

Wed, 18 Oct 2023 05:18:00 -0500 en-US text/html https://www.uab.edu/students/health/immunizations/level-2b




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