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Question: 15
A new case type for voiceover requests includes two tasks Edit Script and Record Script Your team has been asked to
route Edit Script tasks to editors and Record Script tasks to actors.
Which approach fulfills this requirement?
Available Choices (select all choices that are correct
A. Create one work group for both personas and route to the work group
B. Create one new work queue and spirt the tasks by type
C. Create two new work queues one for editors and one for actors
D. Create two new work groups in Dev Studio that reference one work queue
Answer: C
Explanation:
To fulfill this requirement, you can create two new work queues one for editors and one for actors.
Work queues are used to route tasks to groups of users who share similar skills or responsibilities.
You can then route Edit Script tasks to the editors work queue and Record Script tasks to the actors work queue.
Reference: https://community.pega.com/knowledgebase/articles/case-management/88/routing-work-queues
Question: 16
A travel authorization requires approvals from the requestors manager, division VP. and possibly an accountant based
on the total amount.
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Which configuration satisfies this use case? Available Choices (select all choices that are correct)
A. Cascading approval using an authority matrix
B. Cascading approval using the workgroup manager
C. Cascading approval using when rules to identify the assigned user
D. Cascading approval using the reporting manager
Answer: A,D
Explanation:
Option A is correct because an authority matrix is used to define a sequence of approvers based on certain attributes of
the case, such as the total amount.
Option D is correct because a reporting manager is typically used to determine the next approver in a cascading
approval process. In this scenario, the requester's manager, division VP, and potentially an accountant would need to
approve, and this is a common approval hierarchy in business environments.
Option B is incorrect because a workgroup manager wouldn't be involved in a cascading approval process. Workgroup
managers generally oversee the workload of a group of users and wouldn't typically be involved in specific case
approvals.
Option C is incorrect because although 'when' rules could be used to dynamically determine if an approval is
necessary, they would not identify the specific user (in this case, the assigned user) to approve the request.
Question: 17
The business process for an automobile insurance claim consists of the following phases
Submission The customer contacts a customer service representative (CSR) to file the claim
Review An adjuster reviews the claim, assesses the damages to each vehicle, and provides an estimate of the cost of
repairs
Repair A third party performs the repairs on each vehicle communicating with the adjuster and customer as
necessary
Verification After each vehicle repair, the adjuster closes the claim.
According to Pega best practices which phase can you implement as a child case?
A. Submission
B. Repair
C. Verification
D. Review
Answer: B
Explanation:
To implement this requirement, you can implement the Repair phase as a child case. A child case is a case that is
created and processed as part of another case, called the parent case. A child case can run independently of the parent
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case and can have its own life cycle, data, and service levels. By using a child case for the Repair phase, you can allow
the parent case to continue independently of the child case processes.
Reference: https://community.pega.com/knowledgebase/articles/case-management/88/creating-child-cases
Question: 18
A meal delivery service recommends a meal plan based on the number of people in the household and dietary
restrictions.
Which two configurations must be used together to determine the recommended meal plan? (Choose two).
Available Choices (select all choices that are correct)
A. Configure an assignment to gather customer information
B. Configure a decision table
C. Configure a decision tree
D. Configure a decision shape to add a conditional path
Answer: A,B
Explanation:
An assignment is used in a case type to collect information from a user. In this case, the assignment would be used to
gather the number of people in the household and their dietary restrictions.
A decision table is a rule type that you can use to define actions that your business process takes, based on multiple
conditions. In this case, it would be used to map the collected information (number of people and dietary restrictions)
to a recommended meal plan.
Question: 19
n a purchase request case type, you have the following requirement Purchase requests should automatically go to the
manager of an employee to meet this requirement, you design a case with a. Available Choices (select all choices that
are correct)
A. change stage step to allow the employee to route to the manager
B. step that routes to the manager
C. stage to route requests to the manager
D. process that routes to the manager
Answer: B
Explanation:
To meet this requirement, you can design a case with a step that routes to the manager. A step is an action that users or
systems perform to advance a case toward resolution. You can configure a step to route to a specific user or group of
users based on their role, skill, availability, or reporting structure.
Reference: https://community.pega.com/knowledgebase/articles/case-management/88/adding-steps-case-life-cycle
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Question: 20
In which two situations is it appropriate to use a decision table? (Choose two. Available Choices (select all choices that
are correct)
A. dance studio recommends a membership type based on the number and type of dance classes the customer wants to
attend every month
B. Order total is calculated based on the quantity and price of the items in the customer's shopping cart
C. A hair care company suggests a line of products to customers based on their hair type, scalp moisture, hair moisture,
and whether it is color-treated.
D. If customers decide to add insurance, checked bags or early boarding to their airtine tickets extra fees are added to
their order total
Answer: A,C
Explanation:
In these two situations, it is appropriate to use a decision table because they involve deriving values that have one of a
few possible outcomes based on multiple variables. For example, the dance studio can use a decision table to
recommend different membership types based on different combinations of number and type of dance classes. The hair
care company can use a decision table to suggest different product lines based on different combinations of hair
characteristics.
Reference: https://academy.pega.com/topic/decision-tables/v1
Question: 21
A business architect has developed a new process for a case type. To verify that the Ul elements collect the expected
results, you want to test the process and the fields.
Which two configurations, when used together, allow you to record a set of interactions and save the test results to
verify process functionality? (Choose two.)
Available Choices (select all choices that are correct!
A. Create a scenario test for the case type
B. Create a unit test for the case type
C. Add explicit assertions on the Ul elements.
D. Add explicit assertions on the Scenario testing landing page
Answer: A,C
Explanation:
To record a set of interactions and save the test results to verify process functionality, you can create a scenario test for
the case type and add explicit assertions on the UI elements. A scenario test is a test that simulates how users interact
with an application to complete a task or goal. An explicit assertion is a test condition that verifies whether an
expected value matches an actual value in the application.
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Reference: https://community.pega.com/knowledgebase/articles/testing-applications/86/creating-scenario-tests
Question: 22
You want to unit test a rule to ensure that the rule executes as intended, you need to populate a test page with valid
data Which two options allow you to populate a test page before testing the rule? (Choose two)
Available Choices (select all choices that are correct)
A. Configure an assertion to define the required data
B. Configure a validate rule to populate the page with the necessary data
C. Run a data transform to create the test page.
D. Copy data from an existing clipboard page
Answer: A,C,D
Explanation:
To populate a test page with valid data before testing the rule, you can run a data transform to create the test page or
copy data from an existing clipboard page. A data transform is a rule that defines how to convert data that is in one
format and class (the source) into data of another format and class (the target). The clipboard is a temporary memory
area on the server that stores property values for your application.
Reference: https://community.pega.com/knowledgebase/articles/data- management-and-integration/86/data-transforms
https://community.pega.com/knowledgebase/articles/application-development/86/clipboard-tool
Question: 23
You configure a service level to adjust assignment urgency to 100 when the goal interval lapses How does the
assignment urgency impact the deadline and passed deadline intervals? Available Choices (select all choices that are
correct
A. Urgency value continues to increment as configured.
B. Urgency value remains at 100 but other service level processing continues
C. Service level processing is halted until the assignment is completed
D. The user is notified that the maximum urgency has been reached
Answer: B
Explanation:
When a goal is not met, the urgency of the assignment is incremented based on the configurations set in the service
level rule. This means the urgency value continues to increment as configured if the deadline and passed deadline
intervals are not met.
The urgency value itself doesn't halt the other service level processing. The service level agreement continues to
monitor the assignment against the configured deadline and passed deadline intervals, even if the urgency has reached
100 when the goal interval lapsed.
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Question: 24
Which option follows best practices for naming a ruleset in Pega Platform?
Available Choices (select all choices that are correct)
A. Expense 01-02-05
B. Pega-Prod 01-04-01
C. Credit Check:03-01-02
D. Grand-Corporation-Human-Resources-Department 01-01-03
Answer: D
Explanation:
In Pega, it is recommended to follow certain best practices for naming a ruleset. These best practices include:
Using alphanumeric characters, including spaces.
Not using special characters like colon(:), dashes(-) or underscores(_).
The ruleset name should not be excessively long.
In this context, A. "Expense 01-02-05" and B. "Pega-Prod 01-04-01" are correct. They adhere to the best practices of
ruleset naming conventions. They use alphanumeric characters and are not excessively long.
Question: 25
Which of the following statements about responsive breakpoints is true? Available Choices (select all choices that are
correct)
A. Responsive breakpoints rely on fixed widths
B. Responsive breakpoint behavior changes based on the device brand
C. By default tables have two responsive breakpoints
D. Custom responsive breakpoints are configured in App Studio
Answer: C
Explanation:
This statement about responsive breakpoints is true. Responsive breakpoints are points at which the layout of a UI
element changes based on the screen size or orientation of the device. By default, tables have two responsive
breakpoints: one for tablet devices and one for phone devices. You can configure custom responsive breakpoints for
other UI elements in App Studio.
Reference: https://community.pega.com/knowledgebase/articles/user-experience/88/configuring-responsive-breakpoints
Question: 26
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ABC BankCorp wants to create a mobile app experience for users and CSRs for its Transaction Dispute application.
Of the following requirements, which option requires you to configure distinct mobile app channels?
Available Choices (select all choices that are correct)
A. CSRs can create other case type instances on the mobile app
B. The mobile app supports all mobile phone operating systems
C. Mobile app color palettes are different for users and CSRs
D. The mobile app customizes currency units and date/time format according to the location of the users
Answer: C
Explanation:
This option requires you to configure distinct mobile app channels because it involves customizing the look and feel of
the mobile app for different user groups. A mobile app channel is a configuration layer that defines how users interact
with your application on mobile devices. You can create multiple mobile app channels for different user groups or
personas and apply different branding, security, or functionality settings to each channel.
Reference: https://community.pega.com/knowledgebase/articles/mobile/86/configuring-mobile-app-channels
Question: 27
Which two requirements can you support by configuring a mobile channel in App Studio? (Choose two.)
Available Choices (select all choices that are correct)
A. Lock the application after 20 minutes of inactivity
B. Set the dimensions of an application icon to 180x180 pixels
C. Grant access to the mobile app for a specific user
D. Configure a left swipe behavior to open a message
Answer: A,D
Explanation:
These two requirements can be supported by configuring a mobile channel in App Studio. A mobile channel allows
you to define various settings and features for your mobile app, such as security, branding, navigation, gestures, push
notifications, offline support, and so on.
Reference: https://community.pega.com/knowledgebase/articles/mobile/86/configuring-mobile-app-channels
Question: 28
You are asked to create a visualization that allows managers in the Customer Service division to track the number and
status of Customer Support Request cases submitted over the last 30 days.
What is the process that you follow to create this visualization? Available Choices (select all choices that are correct)
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A. Open the Channels landing page and then add a new portal
B. Open the Explore data landing page, and then create a new insight
C. Open the Explore data landing page and then add a Reporting widget
D. Open the Data landing page and then create a new insight
Answer: B
Explanation:
To create a visualization that allows managers in the Customer Service division to track the number and status of
Customer Support Request cases submitted over the last 30 days, you can open the Explore data landing page, and
then create a new insight. An insight is a visualization of data that you can use to monitor key performance indicators,
identify trends, and discover opportunities for improvement. You can create insights from the Explore data landing
page in App Studio.
Reference: https://community.pega.com/knowledgebase/articles/reporting/86/creating-insights
Question: 29
Which two statements are true about insights? (Choose two.)
Available Choices (select all choices that are correct)
A. You can transform data queries into sharable visualizations.
B. You can edit application data directly in an insight.
C. You can transform sharable visualizations into data queries.
D. You can search for and select the fields that you want to include in an insight.
Answer: A,D
Explanation:
These two statements are true about insights. Insights are rules that Pega Platform uses to transform data queries into
tables or visualizations that you can then share between users and embed in landing pages of your applications.
Insights can include multiple data items that you can filter, sort, and group according to your business requirements.
You can search for and select the fields that you want to include in an insight from the data objects that are available
in your application.
Reference: https://docs-previous.pega.com/reporting/87/visualizing-data-insights
Question: 30
Which two requirements ensure that valid data is used in a case? (Choose two.)
Available Choices (select all choices that are correct)
A. The data is organized in a data type
B. The data fits the business logic
C. The data is locally sourced
D. The data is the correct field type
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Answer: A,B,D
Explanation:
These two requirements ensure that valid data is used in a case. The data fits the business logic means that the data
values are consistent with the rules and conditions that define the case behavior and outcome. The data is the correct
field type means that the data values match the expected format and structure of the field properties, such as text,
number, date, or email.
Reference:
https://community.pega.com/knowledgebase/articles/data-management-and-integration/86/data-types
https://community.pega.com/knowledgebase/articles/data-management-and-integration/86/field-values
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  • The correct answer is D, A/D converter. A digital controller requires a digital signal as its input. A 4-20 mA transmitter outputs an analog signal. Therefore, a device to convert an analog (A) signal to a digital (D) is required. This class of device is referred to as an A/D converter.

    An I/P transducer is used to convert an analog current (I) signal to a pneumatic (P) signal, as for actuation of final control elements. A P/I transducer is used to convert a pneumatic signal (P) to an analog current (I) signal, as for a pneumatic transmitter in a programmable logic controller loop. A DP transmitter is a differential pressure transmitter, which can output a pneumatic, an analog, or a digital signal, depending on the model of transmitter used.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is C, "sample conditioning system." Answers A and C are items not generally associated with extractive field analyzers. Capillary tubes are used for collecting small samples (water, for instance) from a larger container. There are special capillary tubes that can be used in the analyzer chamber of a gas chromatograph, but they are not constructed from glass. Smooth-walled pipe is important for reducing friction losses in piping systems.

    A demo probe calibration system is important to the overall function and maintenance of an extractive field analyzer. However, these systems are not used to prepare the demo for analysis, but rather to provide a mechanism to verify and maintain analyzer performance.

    A demo conditioning system can contain devices, such as filters, demisters, flow regulators, and heaters. demo conditioning systems are used to bring the demo to the ideal process conditions for accurate measurement in the analyzer itself. The demo conditioning system can be a key maintenance item in an analyzer system, since each device needs to be calibrated, cleaned, etc.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, "equal to." In order for air to be discharged from the end of a bubbler purge tube, the air pressure in the tube must be equal to (or higher than) the pressure exerted by the liquid head in the tank.

    As the tank level is decreased, the liquid head pressure at the tip of the purge tube decreases, and more bubbles per unit of time can escape. The corresponding reduction in pressure in the purge tube is proportional to the level in the tank. Therefore, the point at which the liquid head pressure and the purge tube pressure are equal is the highest level (URV = 100%) that the device will measure.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is A, "51 K ohms ± 5%."

    The four-color band coding is:
    Color    Value    Multiplier
    Black    0    1
    Brown    1    10
    Red    2    100
    Orange    3    1000
    Yellow    4    10 K
    Green    5    100K
    Blue    6    1 M
    Violet    7    10 M
    Gray    8     
    White    9     
    Gold    ± 5%    0.1
    Silver    ± 10%    0.01

    So a resistor with four bands, green-brown-orange-gold, has a value of: 5 1 x 1000 ± 5% or 51 KΩ.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is D, series and energized. To measure current, you must connect the two leads of the ammeter in the circuit so that the current flows through the ammeter. In other words, the ammeter must become a part of the circuit itself. The only way to measure the current flowing through a simple circuit is to insert your ammeter into the circuit (in series) with the circuit energized.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is A; it prevents the formation of a second temperature measurement junction.

    A thermocouple measurement junction is formed wherever two dissimilar metals are joined. KX-type thermocouple extension wire is made of the same metals as the K-type thermocouple (chromel and alumel). When extending the thermocouple leads with an extension wire back to the control system input card, KX thermocouple extension wire must be used, and the chromel wire and the alumel wire must be joined to the wire of the same metal in the extension cable. If JX or another type of extension wire is used, another measurement junction is formed. For instance, if JX extension cable is used in the example in this problem, the point where the iron and chromel wires are joined would form another thermocouple. This will negatively affect the intended measurement signal. Proper installation of thermocouple extension wires also requires special terminal blocks to prevent additional junctions from being formed.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, "hydraulic actuation." Although many pneumatic actuators can provide a large force, they require either a large diaphragm area (in the case of a diaphragm actuator) or a large cylinder (in the case of a rack and pinion actuator).

    Hydraulic actuators are driven by a high-pressure fluid (up to 4,000 psig) that can be delivered to the actuator by a pump that is remote from the actuator itself. Hydraulic cylinders can deliver up to 25 times more force than a pneumatic cylinder of the same size.

    Manual actuation is accomplished by turning a valve handle, and is limited to the amount of force that an operator can exert on the lever or hand wheel.

    Electric actuation delivers high torques for rotary-style valves, but electric actuators tend to be large and heavy compared to hydraulic actuators.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is D; they measure pressure by sensing the deflection of the diaphragm. For most pressure applications, changes in pressure are detected by the change in deflection of a measuring diaphragm.

    The deflection is converted into an electrical signal (voltage) by a piezoelectric or capacitance device. The small electrical current is converted to a standard signal (e.g., 4-20 mA or a digital signal) by a transmitter. Therefore, answer B is not correct.

    Answer A is not correct, because pressure sensors can measure very small pressure changes (inches of water) and in some cases, millimeters of water.

    Pressure measurement devices are not affected by volume, since they are measuring force over an area only. Many pressure sensors are sensitive to temperature (capillary tubes are filled with fluids that can expand with temperature). Therefore, answer C is not correct.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is C, "Gather information about the problem." Once a problem is identified, data must be gathered and analyzed to determine a viable set of potential actions and solutions.

    The logical analysis troubleshooting method consists of (in order):
    1. Identify and define the problem.
    2. Gather information about the problem.
    3. Evaluate the information/data.
    4. Propose a solution or develop a test.
    5. Implement the solution or conduct the test.
    6. Evaluate the results of the solution or test.
    7. If the problem is not resolved, reiterate until the problem is found and resolved.
    8. If the problem is resolved: document, store/file, and send to the appropriate department for follow up if required.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • The correct answer is B, “location, elevation, and tag number.” Instrument location plans are most often used to support new plant installations and give the installer information about the actual physical location of the installation of an instrument, the elevation of installation (at grade, on a platform, at what height on a process line, etc.), and the tag number of the instrument to be installed.

    Specification numbers (part of answers C and D) are usually indicated on instrument lists and instrument installation details. Wiring plans (part of answer A) are typically shown on conduit and wiring schedules or cabling diagrams. Although these details are useful in the installation of a plant, they are not part of the instrument installation plans.

    Reference: Goettsche, L.D. (Editor), Maintenance of Instruments and Systems, Second Edition, ISA, 2005.

  • Thu, 02 Dec 2021 09:44:00 -0600 en text/html https://www.isa.org/certification/ccst/prepare-for-the-ccst-exam
    Study guide

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    Assuming no prior knowledge of the subject, Yule presents information in bite-sized sections, clearly explaining the major concepts in linguistics – from how children learn language to why men and women speak differently, through all the key elements of language. This fifth edition has been revised and updated with new figures and tables, additional topics, and numerous new examples using languages from across the world.To increase student engagement and to foster problem-solving and critical thinking skills, the book includes thirty new tasks. An expanded and revised online study guide provides students with further resources, including answers and tutorials for all tasks, while encouraging lively and proactive learning. This is the most fundamental and easy-to-use introduction to the study of language.

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    A Study Guide to Humanae Vitae

    Written by the Priests and Pastoral Associates of Priests for Life

     

    This study guide is based on the Vatican Translation of Humanae Vitae

     

    Table of Contents:

     

    Forward

    Introduction to the Study Guide

    Summary of the Introduction to the Encyclical and Section I: New Aspects of the Problem and Competency of the Magisterium

    A Summary of Section II. Doctrinal Principles

    Summary of Section III. Pastoral Directives 

    Essay: Finding Our Way Back Home

    Essay: Life, Purity and Humanae Vitae

    Essay: The Transmission of Life -- On Whose Terms?

    The Contraception of Grief: A Personal Testimony

    Glossary of Terms

     

    Foreword

     

    A Study Guide to Humanae Vitae


    Fr. Frank Pavone, National Director, Priests for Life

     

    Forty years is not a long time in Church history. Indeed, we are still living in the moment of Humanae Vitae (issued on July 25, 1968), and of the challenge it presents to the world.

    Humanae Vitae does not identify the key problem of our day in the realm of sex or birth or "the pill," but rather in the myth that we can be God. Pope Paul writes at the beginning of the document, "But the most remarkable development of all is to be seen in man's stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life -- over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life” (n.2).

     

    The Pope here is painting a wider vision of the problem. We think everything belongs to us, but the reality is that we belong to God. "Humanae Vitae" means "Of human life." Human life came from God, belongs to God, and goes back to God. "You are not your own," St. Paul declares. "You have been bought, and at a price" (1 Cor. 6:19-20). Sex and having children are aspects of a whole cluster of realities that make up our lives and activities. We suffer from the illusion that all of these activities belong to us. “This is my life, my body, my choice.

     

    The problem we face is not that our society is obsessed with sex. Rather, it is afraid of it-- afraid of the total reality and power of what it represents, where it comes from, and where it leads. Sex properly understood requires that we acknowledge God who made it. More than that, sex can never be separated from its purpose: to insert us into this immense, powerful movement of life and love that started when God said "Let there be light" (Genesis 1:3) and culminates when the Spirit and the Bride say "Come, Lord Jesus!" (Revelation 22:17).

     

    Sexual activity means so much that it is wrong to diminish its message or deny its full reality: it belongs in the context of committed love (sealed by marriage) and openness to life precisely because this is the only context great enough to hold its message and reflect the greater reality to which the gift of sexuality points us and to which it commits us.

     

    This is a reality that is bigger than all of us. It is the self-giving which starts in the Trinity, and is revealed in a startling way on the Cross, and then challenges each of us in our daily interaction with others, with God, and with our own eternal destiny. It is so real and so big that it is scary. That's why so many today are afraid of the full reality and meaning of sex. That's why Pope Paul VI wrote Humanae Vitae.

     

    That is also why our Priests for Life pastoral team wrote this Study Guide. We have also established a special website, www.HumanaeVitae40.com, to promote the teachings of this document. It is our daily prayer that this effort will lead many believers to understand, embrace, and proclaim the beautiful truth of human life. 

     

    INTRODUCTION TO THE STUDY GUIDE

     

    James J. Pinto, Jr., M.E.V.
    Editor: A Study Guide to Humanae Vitae 

     

    This Study Guide will be most effective if one first thoroughly familiarizes himself with its content and layout. Review the table of contents and the location of each section listed. The Study Guide is to be used by an individual or group as a side by side companion with the text  of Humanae Vitae included in this booklet. The three Essays offer unique insight with questions for further discussion. The Contraception of Grief: A Personal Testimony presents a riveting and practical witness to why Humanae Vitae is the wholesome truth.

     

    The Glossary assists the reader in clarifying some key terms contained in the Encyclical. Glossary terms are listed by the number/paragraph in which they first appear. The terms will be marked with an *asterisk in the Humanae Vitae text as a note to the reader that the term is contained in the Glossary. 

     

    After reading Fr. Pavone’s Foreword one should read the Summary of the Introduction and Section I, followed by the reading of the Introduction and Section I. of Humanae Vitae itself. After completing the Introduction and Section I. of Humanae Vitae; the reader answers the series of questions below the Summary of the Introduction and Section I.  The sequence followed for the Introduction and Section I is repeated for each following section: reading the Study Guide Section Summary, reading of the corresponding Encyclical section itself and returning to the Study Guide questions for that particular section. The questions are meant to refer the reader back to particular paragraphs/numbers (n.or n.n.) of that section where he/she will find the answers. One may work on the answers to these questions while reading the paragraph/number, or, wait until he/she has read the entire section and then complete the answers. Continual returning to the text of the encyclical helps emphasize that the document itself is the primary source of instruction and the basis for individual and group applications. 

     

    The three Essays have several questions at their conclusion to help foster reflection and discussion. A personal witness to the truth and wisdom of Humanae Vitae is presented in The Contraception of Grief: A Personal Testimony. 

     

    This Study Guide is meant to be a “springboard” to delve more deeply into Humanae Vitae and its themes, in order to stimulate reflection, and a lifestyle of holiness. 

     

    For those considering the possibility of facilitating a study group, this study guide lends itself to a discussion study group method of learning. While a leader/facilitator encourages the group and keeps it “on track”, it is the individual sharing and group dynamic that contribute most to the learning process. The facilitator is not a lecturer, neither is he there to give all the answers. The facilitator seeks to shepherd the group learning process and does everything possible to solicit their contributions. Members interact and learn from everyone, including the facilitator. A Facilitator’s Guide is available through Priests for Life at www.HumanaeVitae40.com. The Facilitator’s Guide seeks to assist you in leading a group and lays out suggested study sessions.

     

    It is our hope, that on the fortieth anniversary of Humanae Vitae, this study guide will assist in promoting the Church’s clear and authoritative word on transmitting human life. May all who hear this true, prophetic and lovely word be assured that: the Church has always issued appropriate documents on the nature of marriage, the correct use of conjugal rights, and the duties of spouses. These documents have been more copious in recent times. (n.4)

     

    Mon, 25 Dec 2023 10:00:00 -0600 en text/html https://www.catholicnewsagency.com/resource/55671/a-study-guide-to-humanae-vitae
    How Much Does Scrum Master Certification Cost?

    Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

    If you’ve been looking at scrum master certification programs, you may have noticed a wealth of information online—but not that many details about cost. Earning Scrum Master certification often entails course fees, test fees and renewal fees, though not every certification involves all of these.

    In this article, we give you a breakdown of scrum master certification costs.

    What Are Scrum Master Certifications?

    A scrum master certification shows that you understand the principles of the scrum framework and are qualified to lead scrum teams within that framework. Below are several options for earning scrum master certification. Some of these credentials are entry-level, and others are geared toward experienced scrum professionals.

    Certified ScrumMaster (CSM®)

    The CSM designation is an entry-level certification administered by Scrum Alliance. This credential covers the foundational elements of the scrum framework and signifies that you have a solid understanding of scrum and agile methodologies and can lead scrum teams to achieve their goals effectively.

    Advanced Certified ScrumMaster (A-CSM®)

    Also administered by the Scrum Alliance, the A-CSM certification serves those who have already completed their CSM and want to continue advancing their careers. This course provides in-depth training on increasing team accountability and scaling scrum and agile to multiple teams.

    Certified Scrum Professional – ScrumMaster (CSP®-SM)

    This course is administered by Scrum Alliance as well. It’s designed for experienced practitioners who want to build on their previous training and learn more about motivating their teams to Excellerate on scrum and agile methodologies. You must have A-CSM certification to be eligible for CSP-SM.

    The Disciplined Agile® Scrum Master (DASM)

    The DASM certification is administered by the Project Management Institute (PMI). This designation focuses on reaching organizational goals by combining fundamental principles of the agile methodology with the strategies of frameworks like scrum and kanban.

    Disciplined Agile® Senior Scrum Master (DASSM) Certification

    PMI also administers the DASSM certification. This certification serves those who are experienced in agile methodology by developing their skills so they can manage multiple agile teams and initiatives.

    Professional Scrum Master™ (PSM)

    There are multiple levels of this certification, all administered by Scrum.org.

    • PSM I. There are no course requirements for this certification, so it best serves those who already know the scrum framework. Scrum.org suggests that candidates study the Scrum Guide or take an optional course before sitting for the exam.
    • PSM II. This course picks up where Scrum.org’s PSM I course left off. There are no course requirements. An in-depth test involves real-world scenarios, so candidates should have a strong knowledge of scrum principles before they take the exam.
    • PSM III. Scrum.org offers this certification to seasoned scrum professionals who want to continue to build their careers. This is a good option for those who want to mentor and coach individuals or teams working within the scrum framework. There are no course requirements.

    Registered Scrum Master™ (RSM)

    Scrum Inc. administers this entry-level certification, which covers the basics of scrum. Candidates learn to create a product backlog, prioritize tasks and manage a burndown chart.

    How Long Do Scrum Master Certifications Take?

    For each certification, you can expect to spend around two days on coursework and one day on the exam. This timeline doesn’t include preparation time, so your time commitment may vary depending on how much you need to study. All up, you could spend anywhere from a few days to a few weeks working toward your certification.

    How Much Does Scrum Master Certification Training Cost?

    Costs vary depending on which training partner you choose for your certification. Some certification providers require candidates to complete their courses through specific training partners, so make sure to check before signing up for scrum master certification training.

    Below, we provide a general idea of what training costs for each Scrum Master certification.

    • CSM. Course fees are typically between $350 and $1,300.
    • A-CSM. Course fees are typically between $700 and $1,500 but may be lower or higher depending on who is teaching the course.
    • CSP-SM. Course fees are typically between $850 and $1,800.
    • DASM. PMI’s online, two-day course costs $399 for PMI members or $499 for nonmembers. Alternatively, a two-day course through one of PMI’s authorized training partners may cost between $700 and $1,700.
    • DASSM. PMI’s online, two-day course costs $399 for PMI members and $499 for nonmembers. You may also take a two-day course through one of PMI’s authorized training partners, which typically costs between $695 and $1,700.
    • RSM. The training for this certification is a two-day course that costs $1,995 and includes the cost of the exam.

    How Much Do the Scrum Master Certification Exams Cost?

    • CSM. Up to two test attempts are included with the cost of the course. Additional retakes cost $25.
    • A-CSM. Up to two test attempts are included with the cost of the course. Additional retakes cost $25.
    • CSP-SM. Up to two test attempts are included with the cost of the course. Additional retakes cost $25.
    • DASM. One test attempt is included with the cost of the course. You must take the test within 60 days after completing the course. You may have two additional retakes for $150 per attempt within that same period.
    • DASSM. One attempt is included with the cost of the course. You must take the test within 60 days after completing the course. You may have two additional retakes for $150 per attempt within that same period.
    • PSM I. The test is $200 per attempt. Unlimited retakes are available for $200 per attempt.
    • PSM II. The test costs $250 per attempt. Unlimited retakes are available for $250 per attempt.
    • PSM III. The test cost is $500 per attempt. Unlimited retakes are available for $500 per attempt.
    • RSM. Up to two attempts are included with the cost of the course. Additional retakes cost $25. All exams must be taken within 30 days of completing the course.

    How Much Are Scrum Master Renewal Fees?

    • CSM: $100 every two years
    • A-CSM: $175 every two years
    • CSP-SM: $250 every two years
    • DASM: $20 for PMI members, $50 for nonmembers, annually
    • DASSM: $50 annually
    • PSM I: No renewal fee
    • PSM II: No renewal fee
    • PSM III: No renewal fee
    • RSM: $50 annually

    The Bottom Line

    When all is said and done, expect to pay between $200 and $1,995 for your certification course and test combined. You might then pay $25 to $500 for each retake, depending on the certification.

    While a few certifications (namely the PSM credentials) are valid for a lifetime, most require a renewal fee annually or every two years. Renewal fees can range from $20 to $250.

    Sun, 31 Dec 2023 23:38:00 -0600 Sheryl Grey en-US text/html https://www.forbes.com/advisor/education/scrum-master-certification-cost/
    AALAS certification test study guidance

    Recently certified technicians reveal the test preparation techniques that helped them ace the test

    For more than 30 years, the American Association for Laboratory Animal Science (AALAS) has been administering a nationwide voluntary certification program for laboratory animal technicians. Depending on educational background and work experience, a technician may sit for an test to become a certified Assistant Laboratory Animal Technician (ALAT), Laboratory Animal Technician (LAT), or Laboratory Animal Technologist (LATG).

    Each of the multiple-choice exams is designed to measure the test-takers' competency in animal husbandry, facility management, and animal health and welfare. Nowadays, many laboratory animal care positions require AALAS certification.

    Here we asked several technicians who recently passed the ALAT, LAT, or LATG certification test what advice they would give to someone preparing to take the test themselves.

    “The best study aid I had was a set of AALAS in a FLASH cards. They helped all the way until my test date. Also, we have a training coordinator here at Penn who gives us study sessions once a week.”

    Deborah A. Whitehouse, RALAT

    University of Pennsylvania

    “Have a designated place to study and study a little every day. The designated study area helps you to focus on your task and you can let others know not to disturb you while you are there. Studying a little every day helps you to make steady progress toward your goal and keeps you from cramming right before your test.”

    Julia B. Drake, MS, CMAR, RLATG

    National Institute of Mental Health, National Institutes of Health

    Priority One Services Contractor

    “Get as much hands-on training as possible. I could read the information and remember most of it but getting to work with the equipment or performing a procedure is what really helped me understand the subject. I would even suggest getting in contact with other facilities to access some equipment/procedures that you may not have the opportunity to be exposed to at your current job site.”

    National Institutes of Health

    Priority One Services Contractor

    “We highly recommend taking a review course—it was a great review of the information in all three AALAS books and provided additional information that was not in the books. Definitely review the Animal Welfare Act, PHS Policy, and the Guide, and pay close attention to the GLPs. Also during the test be familiar with real lab animal facility situations to answer questions, as the test focused less on straight knowledge and more on situational knowledge.”

    Karen Keeran, LATG Gayle Zywicke, LATG

    National Heart, Lung, and Blood Institute, National Institutes of Health

    “When I received my confirmation letter to take the test I made sure to schedule my test a month before the actual deadline so that I would push myself to study harder. A few days before test date I felt I was not ready and I decided to push back the test date. The new test date was the last chance I had to take the testand I knew that it was all or nothing.”

    “Study for the AALAS exams by working in small groups—it is easier to brainstorm, and fosters a team spirit.”

    “While reading the books I would take notes on what I read, but instead of writing down what was in the book I would write it down how I understood it or how I could remember it (mnemonic devices).”

    Jose D. Chinchilla, LVT, ALAT

    National Institutes of Health

    Priority One Services Contractor

    “Making flash cards while studying from the AALAS Training Manual really aided me in remembering the information that I found to be difficult to understand or remember. I would test myself by randomly picking a card and answering them correctly, which helped me to retain the information. I found this especially helpful with the 'Species Characteristics and Breeding Data' appendix.”

    National Institutes of Health

    Priority One Services Contractor

    “To prepare for any AALAS certification test, you should purchase the study bundle, which will include a manual, workbook, and CD. After each chapter you read, do the related worksheet and if you have any questions ask your supervisor. Next, go to the CD and take the quiz for that chapter. If any of your coworkers are taking the same test as you, consider forming a study group to help answer confusing questions.”

    Thu, 23 Dec 2021 07:31:00 -0600 en text/html https://www.nature.com/articles/laban0506-45
    Study Abroad Study Abroad

    Skip to main contentSkip to main navigationSkip to footer content

    ESF Education Abroad is devoted to making transformational international experiences accessible to all ESF students regardless of major, cost, identity, or other defining factors. We do this by working with students on an individual basis to find the opportunities that best fit their personal needs and goals.

    ESF students have hundreds of education abroad programs to choose from! Programs vary in length from one week up to a full academic year and are located all over the world, so there is something for everyone! Start to browse programs below, and please reach out to oie@esf.edu with any questions or to start planning your experience abroad.

    Programs

    Program Details
    ESF Short-Term Programs Travel abroad with an ESF faculty member and your classmates! Most short-term courses are between one to three weeks in length and take place over spring or summer break.
    ESF Exchange Programs Spend a semester or summer abroad with one of ESF's university partners.
    ESF Partner Study Abroad Study abroad for a winter, summer, or semester with one of ESF's recommended study abroad providers, any other SUNY institution or through another study abroad program provider. Many of these programs are immersive or field-based opportunities. Short-term, summer, and semester programs are all available!

     

    Quick Tips

    Before researching programs, think about your goals for education abroad. What type of experience are you hoping to have and what are you most interested in learning? What type of opportunities do you have limited access to in Syracuse and how might you gain those abroad? Use these questions to help guide you to better understand what it is you want out of your international experience and how you might be able to find a program that fits those criteria.

    In addition to thinking about what is important to you, take some time to recognize what is not important to you. When choosing a education abroad program, it can be easier to find a "perfect" match if you understand what you are willing to compromise. Are financials the most the important piece to you? Specific classes for your major? Perhaps a research syllabu in a specific field? Rank the things that are most important to you so we can help you find that "perfect" opportunity.

    You never know where you might find recommendations, advice or input. Ask your classmates, professors, advisors, parents, guardians, coaches, etc. You never know what you might discover. Don't forget to visit OIE as well – we serve as the repository for all of the different opportunities in front of you and can help guide you when you're not sure where to even start.

    Fri, 14 Aug 2020 12:08:00 -0500 en text/html https://www.esf.edu/studyabroad/index.php
    History study guide 2023/24

    History at Bristol

    When you become part of the Department of History, you will be on the way to becoming an historian, rather than just a student of history. This means that you will actively engage in exploring and interpreting the past, rather than just storing up historical knowledge. All of our staff regularly publish and since our teaching focuses heavily on research, our interests are reflected in the exceptionally wide range of course units we offer in all years. We also strive to ensure that students get to take the units they are interested in so that, as our students develop and mature as historians, they are able to specialise in the areas that interest them most. Real historians are united by their passion to explore the past, through the writings of other historians (secondary sources) and the material produced by those we study (primary sources). As historians, we know that communicating findings to others is the key to our work, helping us refine our ideas and advance historical debates.

    Unit structure

    The department offers many classes that are based in a single semester, and can therefore accept unit requests from Study Abroad students who want to join Bristol for just the autumn or spring semester.

    Unit levels

    The department offers units across all undergraduate levels of study: year 1 (level C/4), year 2 (level I/5), and year 3 (level H/6) units. Postgraduate units are not available.

    Unit codes

    Unit codes in the Department of History begin with 'HIST'. This is followed by a number indicating the year (1, 2, 3). For example:

    • HIST10000 = year 1 unit
    • HIST20000 = year 2 unit
    • HIST30000 = year 3 unit.

    For more information about each unit, check the University's unit catalogue for 2023/24. Applicants on all study abroad programmes must review the unit details on the catalogue before listing unit choices on their application form. This includes checking the format of assessment for each unit. The unit catalogue for 2023/22 is updated by April 2023.

    Your unit choices cannot be guaranteed. Some units may not have capacity to accommodate all of the unit requests we receive. Registration on a unit also depends on whether you meet the pre-requisite conditions through prior study at your home university.

    Study Abroad (Subject pathway)

    If you have been nominated to Bristol on the Study Abroad (Subject pathway), you must take the majority of your credits in this department.

    Units available on the study abroad programme in 2023/24

    The following units from the Department of History are open to inbound Study Abroad students.

    Year 1 (level C/4)

    TB1

    • Approaching the Past (TB1) - HIST13015
    • Modern Revolutions (TB1) - HIST10067
    • The American Century (TB1) - HIST10044
    • The Early Modern World: Europe and the Wider World (TB1) - HIST10065
    • The Early Modern World: The British Isles (TB1) - HIST10063
    • War and Society (TB1) - HIST10045

    TB2

    • Decolonise the Future! (TB2) - UNIV10009
    • Fight the Power': Democracy and Protest (TB2) - HIST10068
    • Gender and the Modern World (TB2) - HIST10069
    • Slavery (TB2) - HIST10046
    • The Medieval World: Europe and the Wider World (TB2) - HIST10066
    • The Medieval World: The British Isles (TB2) - HIST10064

    Year 2 (level I/5)

    Special Field units are high intensity research specialist units. These units are held in the spring semester (TB2). Students are strongly advised to only take one per semester due to the workload involved.

    Special Field TB2 units:

    • Aztecs, Incas and Evangelisers (TB2) - HIST20036
    • Building Modern Ireland, 1850-Present (TB2) – HIST20139
    • Health and Medicine in African History: Actors, Institutions, Ideas (TB2) – HIST20147
    • Hong Kong and the World (TB2) - HIST20135
    • Modern Girls and Women (TB2) – HIST20146
    • Race, Migration and Diaspora in 19th and 20th Century Britain (TB2) - HIST20136
    • Rebels, Runaways and Revolts: Agency, Resistance and Slavery in the United States (TB2) - HIST20129
    • The Age of Revolutions 1776-1848 in Global Context (TB2) - HIST20128
    • The F Word: Understanding European Fascism Then and Now (TB2) - HIST20137
    • Under the Covers: Sex and Modern British Print Culture (TB2) - HIST20138

    Non-Special Field units:

    TB1

    • Africa in Global Context (TB1) – HIST20141
    • Asia in Global Context (TB1) – HIST20143
    • Crusading Cultures (TB1) - HIST20133
    • Fear and Loathing (TB1) - HIST20117
    • Outlaws (TB1) - HIST20120
    • Rethinking History (TB1) - HIST23101
    • The Americas in Global Context (TB1) – HIST20142

    TB2

    • Decolonisation (TB2) - HIST20116
    • Disease, Deviance and Disability in Modern Medicine (TB2) - HIST20134
    • The Making of Contemporary Britain (TB2) - HIST20114
    • The Politics of the Past (TB2) – HIST20144
    • The Public Role of the Historian (TB2) – HIST20145

    Year 3 (level H/6)

    Special Subject units are high intensity research specialist units. These units are held in the autumn semester (TB1). Students are strongly advised to only take one per semester due to the workload involved.

    Special Subject TB1 units:

    • Aftermath: The Wake of War, 1945-1949 (TB1) – HIST30106
    • Bristol and Slavery (TB1) - HIST30078
    • Constructing the Other (TB1) – HIST30107
    • Dark Pasts: Modern Histories of Night in Britain and North America (TB1) - HIST30132
    • Gender, Race and Colonialism in Early English America (TB1) – HIST30136
    • Kingship and Crisis during the Wars of the Roses (TB1) - HIST37011
    • Once Upon a Crime: Law and Popular Cultures in the Age of Empire (TB1) – HIST30137
    • Race and Resistance in South Africa (TB1) – HIST37010
    • Rage Against the Machine: Technology and Anti-Technology in Modern Britain (TB1) – HIST30138
    • Red Power and Beyond: American Indian Activism since 1944 (TB1) - HIST30128
    • The Age of the Human (TB1) - HIST30103
    • The Mass Media in Modern Britain (TB1) - HIST30133

    Non-Special Subject units:

    TB1

    • Britain's Long Nineteenth Century, 1789-1914 (TB1) - HIST30120
    • Memory (TB1) - HIST30113
    • Picturing the Twentieth Century (TB1) - HIST30114

    TB2

    • Capitalism (TB2) - HIST30115
    • Global Empires (TB2) - HIST30122
    • Horrible Histories and all That (TB2) - HIST30119
    • Millennial Britain (TB2) - HIST30125
    • Race (TB2) - HIST30117
    • Sexualities (TB2) - HIST30118

    Year 4 (level M/7)

    None available

    Unit combinations

    We advise that students take no more than 1 'Special Field' or 'Special Subject' unit per semester. These are high intensity research specialist units which involve a heavy workload. Students interested in taking one of these units may wish to combine them with one of the Department's core outline units:

    • Africa in Global Context (TB1) – HIST20141
    • Approaching the Past (TB1) - HIST13015
    • Asia in Global Context (TB1) – HIST20143
    • The Americas in Global Context (TB1) – HIST20142
    • The Politics of the Past (TB2) – HIST20144
    • The Public Role of the Historian (TB2) – HIST20145
    • Rethinking History (TB1) - HIST23101

    Auditing

    Students cannot audit units. Study abroad students are fully registered on units for credit purposes and must attend teaching only for classes that they are registered on.

    Application queries

    Contact the Centre for Study Abroad inbound team if you have any queries about the application process for the study abroad programmes:

    Phone: +44 117 39 40207
    Email: cfsa-inbound@bristol.ac.uk

    Fri, 13 May 2022 18:58:00 -0500 en text/html https://www.bristol.ac.uk/centre-for-study-abroad/inbound/study-abroad-programmes-at-bristol/subjects-and-study-guides/history-study-guide/
    NCR's Amoris Laetitia Study Guide

    Joy-of-the-Family-Guide.jpgExplore Pope Francis’ message about marriage and family with our complimentary study guide!

    Moral theologian Jana Bennett and lay ecclesial minister Peg Ekerdt offer reflections on each chapter of Amoris Laetitia (The Joy of Love) and thoughtful discussion questions to help you delve deeper into these important topics. Used in conjunction with the full text of the document, the guide can easily be used for an adult education class or a college or high school classroom.

    Complete this form to receive access to our free study guide.
     

    Wed, 21 Sep 2016 09:20:00 -0500 en text/html https://www.ncronline.org/ncrs-amoris-laetitia-study-guide
    Selecting Your Program

    Our programs vary in length from a week to a full academic year.  We offer short-term programs that take place during the summer, spring break, or winter break, as well as long-term programs that cover one or two semesters. 

    If you are looking for a semester program, consider whether you would prefer to go abroad in the spring or fall.  Due to differences in academic calendars around the world, some programs work best for Purdue students in one semester or the other, so the search allows you to specify.  If you are open to spring and fall programs, selecting the “Semester” option will bring up results for both.

    For adventurous students, we also offer programs that cover two semesters!  Many returning students say they wish they had studied abroad longer, and the cultural immersion and cost effectiveness of a year-long program can be hard to beat. 

    Students interested in summer opportunities often ask if they can search for Maymester programs.  We don’t categorize these separately from other summer programs, but it’s possible to search for programs beginning in May.  See “Program Start Month” below.

    Wed, 03 Jun 2020 05:36:00 -0500 en-US text/html https://www.purdue.edu/IPPU/SA/Programs/SearchGuide.html
    New study finds intermittent fasting could help weight loss, hypertension and mood New study finds intermittent fasting could help weight loss, hypertension and mood - CBS News

    Watch CBS News

    A new study published in the JAMA Internal Medicine found eating only between the hours of 7 a.m. and 3 p.m. could help people lose weight and treat hypertension. Good Housekeeping's deputy nutrition director and registered dietician Stefani Sassos joins "CBS Mornings" to discuss the study's findings and limitations.

    Be the first to know

    Get browser notifications for breaking news, live events, and exclusive reporting.

    Wed, 06 Jul 2022 09:10:00 -0500 en-US text/html https://www.cbsnews.com/video/new-study-finds-intermittent-fasting-could-help-weight-loss-hypertension-and-mood/




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