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Servicenow-CIS-ITSM course outline - Certified Implementation Specialist IT Service Management Updated: 2024

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Exam Code: Servicenow-CIS-ITSM Certified Implementation Specialist IT Service Management course outline January 2024 by Killexams.com team

Servicenow-CIS-ITSM Certified Implementation Specialist IT Service Management

Test Detail:
The ServiceNow Certified Implementation Specialist - IT Service Management (CIS-ITSM) examination is designed to assess the knowledge and skills of professionals working with ServiceNow in the field of IT Service Management. Below is a detailed description of the test, including the number of questions and time allocation, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The exact number of questions and time allocation for the ServiceNow CIS-ITSM exam may vary, as the exam is periodically updated by ServiceNow. Typically, the exam consists of multiple-choice questions, and candidates are given a specific time limit to complete the test. The duration of the exam is generally around 90 to 120 minutes.

Course Outline:
The ServiceNow CIS-ITSM certification covers a comprehensive set of subjects related to IT Service Management and the implementation of ServiceNow ITSM solutions. The course outline typically includes the following areas:

1. IT Service Management Overview:
- Introduction to IT Service Management (ITSM) concepts and best practices.
- Understanding IT service lifecycle stages (Service Strategy, Service Design, Service Transition, Service Operation, and Continual Service Improvement).
- ServiceNow's role in supporting ITSM processes.

2. ServiceNow ITSM Implementation:
- ServiceNow platform overview and architecture.
- Key ITSM modules and their functionalities.
- ServiceNow ITSM implementation lifecycle and methodologies.
- ServiceNow configuration and customization options.

3. ITSM Process Configuration:
- Incident Management: Handling and resolving incidents.
- Problem Management: Identifying and resolving underlying problems.
- Change Management: Managing changes to the IT environment.
- Service Catalog Management: Defining and managing service offerings.
- Request Fulfillment: Handling service requests.
- Knowledge Management: Capturing and sharing knowledge within the organization.
- Service Level Management: Monitoring and managing service levels and agreements.
- Service Portfolio Management: Defining and maintaining the service portfolio.

4. Integration and Reporting:
- Integration of ServiceNow with other IT systems and tools.
- Configuration of dashboards and reports for ITSM metrics and performance monitoring.

Exam Objectives:
The objectives of the ServiceNow CIS-ITSM exam are to assess the candidate's knowledge and skills in the following areas:

1. Understanding ITSM concepts, frameworks, and best practices.
2. Knowledge of the ServiceNow platform and its ITSM modules.
3. Ability to configure and customize ServiceNow ITSM processes.
4. Proficiency in implementing ITSM processes, including Incident Management, Problem Management, Change Management, and Service Catalog Management.
5. Understanding of integration options and reporting capabilities in ServiceNow ITSM.

Exam Syllabus:
The ServiceNow CIS-ITSM exam syllabus outlines the specific subjects and competencies covered in the exam. The syllabus typically includes the following areas:

- IT Service Management Overview
- ServiceNow Platform and Architecture
- Incident Management
- Problem Management
- Change Management
- Service Catalog Management
- Request Fulfillment
- Knowledge Management
- Service Level Management
- Service Portfolio Management
- Integration and Reporting
Certified Implementation Specialist IT Service Management
ServiceNow Implementation course outline

Other ServiceNow exams

ServiceNow-CSA ServiceNow Certified System Administrator 2023
Servicenow-CAD ServiceNow Certified Application Developer
Servicenow-CIS-CSM Certified Implementation Specialist - Customer Service Management
Servicenow-CIS-EM Certified Implementation Specialist - Event Mangement
Servicenow-CIS-HR Certified Implementation Specialist - Human Resources
Servicenow-CIS-RC Certified Implementation Specialist - Risk and Compliance
Servicenow-CIS-SAM Certified Implementation Specialist - Software Asset Management
Servicenow-CIS-VR Certified Implementation Specialist - Vulnerability Response
Servicenow-PR000370 Certified System Administrator
Servicenow-CIS-ITSM Certified Implementation Specialist IT Service Management
ServiceNow-CIS-HAM Certified Implementation Specialist - Hardware Asset Management
CIS-RCI ServiceNow Certified Implementation Specialist ? Risk and Compliance (CIS-RCI)
CAS-PA ServiceNow Certified Application Specialist ? Performance Analytics
CIS-FSM ServiceNow Certified Implementation Specialist ? Field Service Management
CIS-VRM ServiceNow Vendor Risk Management
CIS-CPG ServiceNow Certified Implementation Specialist ? Cloud Provisioning and Governance (CIS-CPG)

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Question: 422
An administrator notices that there are two account records in the system with the same name. A contact record with the same name is associated with each account.
Which set of steps should be taken to merge these accounts using the Salesforce merge feature?
A. Merge the duplicate contacts and then merge the duplicate accounts.
B. Merge the duplicate accounts and the duplicate contacts will be merged automatically.
C. Merge the duplicate accounts and check the box that optionally merges the duplicate contacts.
D. Merge the duplicate accounts and then merge the duplicate contacts.
Answer: D
Question: 423
Which two values roll up the hierarchy to the manager for Collaborative forecasting? (Choose two.)
A. Product quantity
B. Quota amount
C. Opportunity amount
D. Expected revenue
Answer: BC
Question: 424
An administrator has been asked to grant read, create and edit access to the product object for users who currently have the standard marketing user profile.
Which two approaches could be used to meet this request? (Choose two.)
A. Create a new profile for the marketing users and change the access levels to read, create and edit for the product object.
B. Change the access levels in the marketing user standard profile to read, create and edit for the product object.
C. Create a permission set with read and write access for the product object and assign it to the marketing users.
D. Create a permission set with read, create and edit access for the product object and assign it to the marketing users.
Answer: AD
Question: 425
The sales team has requested that a new field called Current Customer be added to the Accounts object. The default value will be "No" and will change to "Yes" if any
related opportunity is successfully closed as won.
What can an administrator do to meet this requirement?
A. Configure Current Customer as a roll-up summary field that will recalculate whenever an opportunity is won.
B. Use an Apex trigger on the Account object that sets the Current Customer field when an opportunity is won.
C. Use a workflow rule on the Opportunity object that sets the Current Customer field when an opportunity is won.
D. Configure Current Customer as a text field and use an approval process to recalculate its value.
Answer: C
Question: 426
Sales management wants a small subset of users with different profiles and roles to be able to view all data for compliance purposes.
How can an administrator meet this requirement?
A. Create a new profile and role for the subset of users with the View All Data permission.
B. Create a permission set with the View All Data permission for the subset of users.
C. Enable the View All Data permission for the roles of the subset of users.
D. Assign delegated administration to the subset of users to View All Data.
Answer: B
Question: 427
How can an administrator ensure article managers use specified values for custom article fields?
A. Create a formula field on the article.
B. Require a field on the page layout.
C. Use field dependencies on article types.
D. Create different article types for different requirements.
Answer: C
Question: 428
A user has a profile with read-only permissions for the case object.
How can the user be granted edit permission for cases?
A. Create a permission set with edit permissions for the case object.
B. Create a sharing rule on the case object with read/write level of access.
C. Create a public group with edit permissions for the case object.
D. Add the user in a role hierarchy above users with edit permissions on the case object.
Answer: A
Question: 429
Which three actions can occur when an administrator clicks "Save" after making a number of modifications to Knowledge data categories in a category group and changing
their positions in the hierarchy? (Choose three.)
A. Users are temporarily locked out of their ability to access articles.
B. Users may temporarily experience performance issues when searching for articles.
C. The contents of the category drop-down menu change.
D. The articles and questions visible to users change.
E. The history of article usage is reset to zero utilization.
Answer: ADE
Question: 430
What are three capabilities of Collaborative forecasting? (Choose three.)
A. Rename categories
B. forecast using opportunity splits
C. Overlay quota
D. Add categories
E. Select a default forecast currency setting
Answer: ABE
Question: 431
Universal Containers wants customers who buy the freight Container product to be billed in monthly installments.
How should an administrator meet this requirement?
A. Create a default quantity schedule on the product.
B. Create a default revenue schedule on the product.
C. Create a workflow rule on the product.
D. Create custom fields on the product.
Answer: B
Question: 432
Which two deployment tools can be used to deploy metadata from a Developer Edition organization to another organization? (Choose two.)
A. Data Loader
B. Salesforce Extensions for Visual Studio Code
C. Change sets
D. Ant Migration Tool
Answer: BC
Question: 433
An administrator wants to allow users who are creating leads to have access to the find Duplicates button.
Which lead object-level permission will the administrator need to provide to these users?
A. Merge
B. Read and Edit
C. View All
D. Delete
Answer: C
Question: 434
An administrator has been asked to create a replica of the production organization. The requirement states that existing fields, page layouts, record types, objects, and data
contained in the fields and objects need to be available in the replica organization.
How can the administrator meet this requirement?
A. Create a developer sandbox.
B. Create a configuration-only sandbox.
C. Create a metadata sandbox.
D. Create a full sandbox.
Answer: D
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ServiceNow Implementation course outline - BingNews https://killexams.com/pass4sure/exam-detail/Servicenow-CIS-ITSM Search results ServiceNow Implementation course outline - BingNews https://killexams.com/pass4sure/exam-detail/Servicenow-CIS-ITSM https://killexams.com/exam_list/ServiceNow Course Outline Spanish 5A Course Outline

Course Outline

Spanish 5A, Intermediate Oral Proficiency, 3 units

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

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

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

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

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

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

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

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

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

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

Tue, 07 Aug 2018 10:25:00 -0500 text/html https://www.csus.edu/indiv/s/santanaj/files/spanish5a.htm
Course Outline List Component

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

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

When should it be used?

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

Terminology:

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

In-Component Editing Options

Course Outline List Tab

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

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

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

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

Options

Click the Options toggle to reveal additional display options:

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

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

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

Filters Tab

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

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

Columns Tab

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

Examples of the Course Outline Component

Example #1

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

Sun, 06 Dec 2015 07:41:00 -0600 text/html https://www.sfu.ca/cms/howto/components/sfu-course-outline-list.html
AAC Training

AAC_Graf_Family_Pic

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

Course Dates: October 16 to December 26, 2023

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

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

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

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

Content covered includes:

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

Continuing Education: Course participants are eligible for:

Cost: The course and materials are free.

Capacity: Minimum 5, maximum 20 participants

Link to Enroll

AAC Implementation Course Flier


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

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

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

For specific AAC training requests please contact Terri Wofford twofford@uwyo.edu or (307) 766-2932

Mon, 25 Dec 2023 10:00:00 -0600 en text/html https://www.uwyo.edu/wind/aac/training.html Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

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

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

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

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

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

Refer to this link to search for the archived course outlines: http://www.sfu.ca/outlines.html. The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

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

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

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

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

Deadlines

Fall Semester

(September ‚Äď December)

Spring Semester

(January ‚Äď April)

Summer Intersession

(May ‚Äď June)

Summer Semester

(May ‚Äď August)


New, revised courses, new instructors

August 15

December 15

April 1

April 15


Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

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

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

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

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

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html https://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.html
Human Resources Professional Training

LESSON 5: COMPENSATION AND BENEFITS
Understand all the things that must be considered when designing a compensation and benefits package.
LESSON 6: EMPLOYEE HEALTH AND SAFETY
Learn the ins and outs of complying with OSHA, protecting against workplace hazards, and investigating, recording, and preventing accidents and employee illnesses.
LESSON 7: THE LEGAL ENVIRONMENT
Gain knowledge of employment law as well as an understanding of equal employment opportunity, avoiding discrimination, and what happens when an employee files an EEOC claim.
LESSON 8: MAKING HR DECISIONS
Learn how to make decisions based on various company growth strategies and how to use HRIS Software as well as job analysis as a tool for decision-making.
LESSON 9: AFFIRMATIVE ACTION
Learn the full spectrum of affirmative action, how to create an affirmative action plan, and information on the AAP you will need to know.
LESSON 10: DIVERSITY
Understand what diversity is and why it is a good thing in an organization as you learn to manage it and handle conflict.
LESSON 11: EMPLOYEE RIGHTS AND DISCIPLINE
Learn the laws that protect employee rights and privacy and how to properly monitor and document behavior and discipline employees.
LESSON 12: TERMINATION
Understand the alternatives to firing as well as how to prepare for termination including proper separation agreements as well as what to do in the event of wrongful discharge.
LESSON 13: INVESTIGATIONS
Learn why it is so important to investigate problems as well as the steps of an effective investigation including preparing, conducting, and wrapping it up.
LESSON 14: MANAGING LABOR RELATIONS
Get a quick overview of the history of unions as you learn how they work and why employees join them.
LESSON 15: CREATING A HIGH-PERFORMANCE WORKPLACE
Learn how to ask employees for input and act on it, delegate authority, keep communication open, and continuously ask for feedback as you strive to develop a high-performance workplace.
LESSON 16: GLOBAL HUMAN RESOURCES
Understand the basics of staffing strategy, cultural differences, HR in other countries, choosing global employees, and issues faced by expatriates.
LESSON 17: RETENTION
Learn the top reasons employees leave a company and how you can encourage them to stay as well as the importance of succession planning.
LESSON 18: MOTIVATION, REWARDS, AND RECOGNITION
Find out fun ways to motivate workers and gain nine strategies for creating a great rewards program.
LESSON 19: PREPARING FOR THE PHR EXAM
Gain information on externships and internships as you review the basics of the PHR exam and begin to study.

Tue, 01 Feb 2022 14:34:00 -0600 en text/html https://www.utsa.edu/pace/online/human-resources-professional-certification-training.html
Best Cryptocurrency Trading Courses

Udemy’s Complete Cryptocurrency Investment Course covers all of the fundamentals of cryptocurrency investing in an affordable, self-paced, mobile-friendly format, making it the best overall cryptocurrency trading course on our list.

Founded in 2009, Udemy has since grown to become one of the largest online learning platforms offering over 210,000 courses taught by more than 75,000 instructors in 75 languages. Its Complete Cryptocurrency Investment Course introduces students to the basics of cryptocurrencies and advances them quickly into investing techniques featuring live examples. As a result, it’s our clear choice as the best course overall.  

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

The Complete Cryptocurrency Investment Course walks beginners through the fundamentals of cryptocurrency and quickly moves to live examples of buying, transferring, and using wallets as well as portfolio management techniques for both passive and active investing. Through this course, Hassan buys, transfers, secures, and builds a portfolio with real money so students can see exactly how it’s done.

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

Tue, 16 Feb 2021 04:28:00 -0600 en text/html https://www.investopedia.com/best-cryptocurrency-trading-courses-5111984
PSYC.5890 Implementation and Supervision Practices in Behavior Analysis
Id: 041587 Credits Min: 3 Credits Max: 3

Description

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

Prerequisites

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

View Current Offerings
Thu, 06 Feb 2020 11:22:00 -0600 en text/html https://www.uml.edu/catalog/courses/PSYC/5890
ENTR.4960 Entrepreneurship Strategy Implementation (Formerly ENTR /64.496)
Id: 038814 Credits Min: 3 Credits Max: 3

Description

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

Prerequisites

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

View Current Offerings
Tue, 22 Mar 2016 17:35:00 -0500 en text/html https://www.uml.edu/catalog/courses/ENTR/4960
Certified Pharmaceutical Sales Representative Training Course
Background

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

Potential Earnings

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

Sun, 27 Mar 2022 19:13:00 -0500 en text/html https://www.utsa.edu/pace/online/certified-pharmaceutical-sales-representative-certification-training.html
Randomised evaluations of health programmes: from design to implementation

This information is for the 2020/21 session.

Dr Mylene Lagarde COW 3.02

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

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

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

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

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

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

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

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

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

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

Other useful resources include:

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

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

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

Research proposal (100%) in the LT.

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

Fri, 23 Oct 2020 08:57:00 -0500 text/html https://www.lse.ac.uk/resources/calendar2020-2021/courseGuides/HP/2020_HP428.htm




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