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Killexams : Lotus Applications study tips - BingNews Search results Killexams : Lotus Applications study tips - BingNews Killexams : Lotus Extract Market Size 2022 Demand Analysis, Future Strategies, Business Opportunities, Growth Statistics, Revenue and Forecast to 2028

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Jul 07, 2022 (The Expresswire) -- A new market study on Global Lotus Extract Market 2022 with data Tables, Pie Chart and Graphs is published to provide complete assessment of the Market highlighting evolving trends, current-to-future scenario analysis and growth factors validated with expert’s view. The study breaks market by revenue and volume and price history estimates for Lotus Extract. Lotus Extract Market analysis report helps in growing sales with new thinking, new skills, and innovative programs and tools. With the study of competitor analysis, Lotus Extract industry can get to know how of the strategies of key players in the market that includes but are not restricted to new product launches, developments, agreements, joint ventures, partnerships, and acquisitions.

Global Lotus Extract Market includes Broad company profiling of leading players of the Lotus Extract market. All of the segments studied in the report are analysed based on different factors such as market share, revenue, and CAGR. The analysts have also thoroughly analysed different regions such as North America, Europe, and the Asia Pacific on the basis of production, revenue, and sales in the Lotus Extract market. The researchers used advanced primary and secondary research methodologies and tools for preparing this report on the Lotus Extract market.

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Global Lotus Extract Market research report covers complete data of the various segments in the Lotus Extract market study. The assessment contains the descriptions of the market dynamics, environmental analysis, industry prospects, value chain, market volume, status, and technological upgrades. The report covers the market landscape and its growth prospects over the coming years. This Lotus Extract Market report analyses the comprehensive overview of the market comprising an executive summary that covers core trends evolving in the market.

Here is List of BEST Companies involved in Lotus Extract Market Report: -

● Naturex
● Manohar Botanical Extracts Pvt. Ltd.
● Veda Oils
● Texas Natural Supply LLC
● Carrubba
● Vivaan
● Mother Herbs Private Ltd.
● Omkar Herbals
● Herbadiet
● Hawaii Pharm LLC

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Lotus Extract Market is segmented on the basis of product, type. All of these segments have been studied individually. The detailed investigation allows assessment of the factors influencing the Lotus Extract Market. Analyst have analysed the nature of development, investments in research and development, changing consumption patterns, and growing number of applications. In addition, analysts have also evaluated the changing economics around the Lotus Extract Market that are likely affect its course.

Lotus Extract Market Types:

● Organic Extract
● Conventional Extract

Lotus Extract Market Application:

● Cosmetic and Personal Care
● Food and Beverage Industry
● Aromatherapy
● Others

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Market Dynamics: -

- Drivers

- Growing Demand for fitness devices

- Increasing spending’s on diagnostics, Restraints

- High costs of the systems

Lotus Extract Market Analysis Covered in this report

The Report Covers the Present Scenario and the Growth Prospects of the Global Lotus Extract Market for 2022-2028. To calculate the market size, the report considers new installations or sales and subscription payments of Lotus Extract.

The scope of the Report: This report centres around Lotus Extract in the worldwide market, particularly in Top countries. This report segments the market on the basis of manufacturers, types, and applications.

Regional Market Analysis:

The Lotus Extract Market report includes Global and Regional market status and outlook 2022-2028. Further, the report provides break down details about each region and countries covered in the report. Identifying its sales, sales volume and revenue forecast

Region Included are: North America, Europe, Asia Pacific, Oceania, South America, Middle East and Africa

Global Lotus Extract Market 2022-2028, has been prepared based on an in-depth market analysis with inputs from industry experts. The report covers the market landscape and its growth prospects over the coming years. The report also includes a discussion of the key vendors operating in this market.

Lotus Extract Market Trend: Growing research activities coupled with new product launches.

Lotus Extract Market Driver: High Opportunity in the Industry

Lotus Extract Market Challenge: Complications associated with Lotus Extract procedures.

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What are the Main Key Factors of this Report?

● Lotus Extract Market development trends with the exact trends and SWOT analysis Estimates 2022-2028 ● Lotus Extract Market dynamics scenario, along with growth opportunities of the market in the years to come. ● Lotus Extract Market segmentation analysis including qualitative and quantitative research incorporating the impact of economic and policy aspects. ● Regional and country-level analysis integrating the demand and supply forces that are influencing the growth of the market. ● Competitive landscape involving the market share of major players, along with the new projects and strategies adopted by players in the past five years. ● Comprehensive company profiles covering the product offerings, key financial information, exact developments, SWOT analysis, and strategies employed by the major market players.

Detailed TOC of Global Lotus Extract Market Growth 2022-2028

1 Scope of the Report

1.1 Market Introduction

1.2 Years Considered

1.3 Research Objectives

1.4 Market Research Methodology

1.5 Research Process and Data Source

1.6 Economic Indicators

1.7 Currency Considered

2 Executive Summary

2.1 World Market Overview

2.1.1 Global Lotus Extract Annual Sales 2017-2028

2.1.2 World Current and Future Analysis for Lotus Extract by Geographic Region, 2017, 2022 and 2028

2.1.3 World Current and Future Analysis for Lotus Extract by Country/Region, 2017, 2022 and 2028

2.2 Lotus Extract Segment by Type

2.3 Lotus Extract Sales by Type

2.3.1 Global Lotus Extract Sales Market Share by Type (2017-2022)

2.3.2 Global Lotus Extract Revenue and Market Share by Type (2017-2022)

2.3.3 Global Lotus Extract Sale Price by Type (2017-2022)

2.4 Lotus Extract Segment by Application

2.5 Lotus Extract Sales by Application

2.5.1 Global Lotus Extract Sale Market Share by Application (2017-2022)

2.5.2 Global Lotus Extract Revenue and Market Share by Application (2017-2022)

2.5.3 Global Lotus Extract Sale Price by Application (2017-2022)

3 Global Lotus Extract by Company

3.1 Global Lotus Extract Breakdown Data by Company

3.1.1 Global Lotus Extract Annual Sales by Company (2020-2022)

3.1.2 Global Lotus Extract Sales Market Share by Company (2020-2022)

3.2 Global Lotus Extract Annual Revenue by Company (2020-2022)

3.2.1 Global Lotus Extract Revenue by Company (2020-2022)

3.2.2 Global Lotus Extract Revenue Market Share by Company (2020-2022)

3.3 Global Lotus Extract Sale Price by Company

3.4 Key Manufacturers Lotus Extract Producing Area Distribution, Sales Area, Product Type

3.4.1 Key Manufacturers Lotus Extract Product Location Distribution

3.4.2 Players Lotus Extract Products Offered

3.5 Market Concentration Rate Analysis

3.5.1 Competition Landscape Analysis

3.5.2 Concentration Ratio (CR3, CR5 and CR10) and (2020-2022)

3.6 New Products and Potential Entrants

3.7 Mergers and Acquisitions, Expansion

4 World Historic Review for Lotus Extract by Geographic Region

5 Americas


7 Europe

8 Middle East and Africa

9 Market Drivers, Challenges and Trends

9.1 Market Drivers and Growth Opportunities

9.2 Market Challenges and Risks

9.3 Industry Trends

10 Manufacturing Cost Structure Analysis

10.1 Raw Material and Suppliers

10.2 Manufacturing Cost Structure Analysis of Lotus Extract

10.3 Manufacturing Process Analysis of Lotus Extract

10.4 Industry Chain Structure of Lotus Extract

11 Marketing, Distributors and Customer

11.1 Sales Channel

11.1.1 Direct Channels

11.1.2 Indirect Channels

11.2 Lotus Extract Distributors

11.3 Lotus Extract Customer

12 World Forecast Review for Lotus Extract by Geographic Region

12.1 Global Lotus Extract Market Size Forecast by Region

12.1.1 Global Lotus Extract Forecast by Region (2023-2028)

12.1.2 Global Lotus Extract Annual Revenue Forecast by Region (2023-2028)

13 Key Players Analysis

14 Research Findings and Conclusion

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Thu, 07 Jul 2022 00:07:00 -0500 en-US text/html
Killexams : Science has found the best position for female orgasm

Missionary is often written off as the most boring sex position, but it might just be the best way for women to achieve orgasm.

Researchers at a private gynaecology clinic, New H Medical in New York, found that missionary with a pillow placed underneath the woman's pelvis is the most effective position.

Doctors used an ultrasound scanner on a straight couple to examine the position most successfully stimulating clitoral blood flow.

READ MORE: UK's sexiest farmer turned Only Fans star flooded with explicit requests after Countryfile

The couple tested five positions for 10 minutes each, including face-to-face with the female above (cowgirl), face-to-face and seated (lotus), face-to-face with the male above, with and without a pillow (missionary) and kneeling with the woman bent over (doggy-style).

The pillow under the pelvis during missionary was key to getting to the big O as it allowed for deeper penetration.

Dr Kimberley Lovie, a research physician in New York who led the study, wrote: the purported benefits of various coital positions are described in numerous magazines, books, and public forums.

'However, there is little scientific research that evaluates the association between different coital positions and their ability to produce female orgasm.'

The study's objective was to "compare clitoral blood flow before and after coitus in each of the five positions, after a standardised period of time."

It revealed that face-to-face positions generally enhanced clitoral blood flow, leading to better orgasms and that 'doggy style' was the least effective.

"The kneeling/rear entry position produces the least amount of direct clitoral contact, and resulted in a negligible increase in blood flow compared to the face-to-face positions," wrote Dr Lovie.

The researchers behind the study hope that their findings will help people achieve satisfaction.

"Clinicians can use these findings to counsel patients about which coital positions might help them achieve climax," they wrote.


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Sat, 09 Jul 2022 23:24:00 -0500 en text/html
Killexams : Dried Peas Market Analysis by Global Leading Players till 2030

Dried Peas Market: Introduction

A exact study published by Transparency Market Research on the dried peas market includes global industry analysis and opportunity assessment for 2020-2030. Revenue generated from the global dried peas market is estimated to value over US$ 4.5 Bn in 2020, which is projected to rise at a CAGR of 2.9%, to reach US$ 6 Bn by 2030.

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Dried Peas Market pr

Increasing Traction for Meat Analogues Fueling Demand for Dried Peas

Pea-based protein has been slowly gaining traction, and is expected to overcome the soy protein in the meat substitute market in a decade or so. This can be attributed to the high protein content and taste, which is suitable for incorporation with other ingredients in meat substitutes. Moreover, pea protein is one of the main ingredients in Beyond Meat products.

In the exact years, there has been an expansion in utilization of meat analogues, owing to awareness among consumers for vegetarian and vegan diets. These meat analogues have high nutritional and protein content, and have similar texture as of meat making them popular among vegetarians all over the globe. Meat alternatives and analogues are exceptionally differing and can be bought from outlets; for instance, hypermarkets/supermarkets and food cooperatives in developed and some developing countries over the globe. These meat analogues are prepared widely using dried peas, including yellow and green peas, thus, increasing the demand for dried peas in the near future.

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Alternative Channels Enable Consumers to Identify Personal Healthcare Needs

Presently, adults use the Internet to browse health information to help with purchase decisions with regard to products, pre-diagnosis, diagnosis, and treatment tips. A vast majority use the Internet for a second opinion before and after visits to a doctor or a physician in an attempt to validate medical advice given.

This tendency is becoming beneficial for supplement manufacturers, as many persons chose to self-diagnose, and then opt for a product they believe is a cure or offers appropriate benefits they require. Manufacturers are leveraging this trend and engaging in marketing efforts that promote self-directed purchase behavior.

Advancements in Product Offerings

Companies are more focused on offering organic dried peas to food and beverage manufacturers, owing to increasing demand for products with higher nutritional content, protein, and natural and organic ingredients. In addition, the demand for dried peas is increasing among dietary supplement manufacturers, as companies are especially targeting consumers seeking plant-based products. Currently, dried peas manufacturers are also offering their products to private label brands engaged in the business of offering sports nutrition, weight management supplements, infant nutrition, and flavored protein powders.

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Global Dried Peas Market: Segmentation

Dried Peas Market by Nature

Dried Peas Market by Product Type

Dried Peas Market by End Use

  • Food and Beverage Processing
  • Cosmetics and Personal Care
  • Pharmaceuticals & Supplements
  • Animal Feed
  • Foodservice/HoReCa
  • Household/Retail

Dried Peas Market by Sales Channel

  • Direct Sales
  •  Indirect Sales
    • Hypermarkets/Supermarkets
    • Convenience Stores
    • Specialty Stores
    • Independent Small Groceries
    • Online Retail
    • Other Retail Formats

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About Us Transparency Market Research

Transparency Market Research, a global market research company registered at Wilmington, Delaware, United States, provides custom research and consulting services. The firm scrutinizes factors shaping the dynamics of demand in various markets. The insights and perspectives on the markets evaluate opportunities in various segments. The opportunities in the segments based on source, application, demographics, sales channel, and end-use are analysed, which will determine growth in the markets over the next decade.

Our exclusive blend of quantitative forecasting and trends analysis provides forward-looking insights for thousands of decision-makers, made possible by experienced teams of Analysts, Researchers, and Consultants. The proprietary data sources and various tools & techniques we use always reflect the latest trends and information. With a broad research and analysis capability, Transparency Market Research employs rigorous primary and secondary research techniques in all of its business reports.


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Sun, 10 Jul 2022 19:10:00 -0500 Transparency Market Research en-US text/html
Killexams : AICPA finds risk management practices falling short

Even though more companies are implementing enterprise risk management processes, many of them are falling short, according to a new study from the American Institute of CPAs and North Carolina State University.

The report from the AICPA and NC State’s  Enterprise Risk Management (ERM) Initiative found that 65% of senior finance leaders believe the volume and complexity of corporate risks have changed “mostly” or “extensively” over the last five years. Fast-changing events, such as the war in Ukraine, ongoing talent crisis, soaring inflation, lingering supply-chain disruptions, ransomware threats and a host of other risk triggers are leading to significant disruptions impacting an organization’s business model. Despite these complexities of risks, only 33& of the respondents said their organizations have complete ERM processes in place, and just 29% rate their organization’s overall risk management oversight as “mature” or “robust.”

For the study, the researchers surveyed 560 U.S. CFOs and senior finance leaders this past winter, asking them to assess the level of maturity in their organization’s risk management processes. The results reflected a mostly negative perception.

“Our study finds that few executives perceive their risk management processes as providing important strategic value,” said Mark Beasley, KPMG professor of accounting and director of the ERM Initiative at NC State, in a statement. “This is despite the reality that risk and return are interrelated — organizations must take risks in the pursuit of strategic objectives. It is our hope that the ongoing uncertainties and rapidly changing business environment will convince more executives of the strategic importance of having rich insights about risks facing the organization as they make key strategic decisions.”

Despite the shortcomings of current ERM initiatives, the report nevertheless found that adoption of ERM processes in the U.S. is on the rise. Over the past 13 years, the percentage of organizations that claim to have complete ERM processes in place has increased 24 points, from 9% to 33%, but that still suggests a majority of entities don’t have such processes in place. Given all the risks facing companies right now, more organizations are likely to focus on risk management in the future.

“While predictable and unpredictable global disruptions continue to create new and exacerbate ongoing risk triggers, this research reinforces that enterprise risk management needs to be amplified in the list of priorities for CFOs,” said Ash Noah, vice president and managing director of learning education and development at the Association of International Certified Professional Accountants, in a statement. “Value in the business is much more than the balance sheet these days, and along with providing protection for the business, embracing ERM especially at a time when organizations must pay close attention to ESG risks, supports the creation of value and the long-term viability and sustainability of the business.”

The study also found that most executives don’t believe their organization’s risk management processes provide strategic advantage (63% saw no or only minimal advantage), with less than half (45%) of the respondents positioning risk management to pinpoint emerging strategic risks.

A majority of boards of directors would like to see greater senior executive involvement in risk oversight, with 74% indicating there will be significant changes to their existing continuity and crisis management planning.

Tue, 12 Jul 2022 13:00:00 -0500 en text/html
Killexams : Best Unified Communications Certifications

The need for today’s organizations to share information, along with proliferation of high-speed broadband, has driven the global unified communications (UC) market for the past decade, if not longer. UC streamlines communications so that geologically-dispersed employees can interact digitally as if they’re in the same office, even if they’re located thousands of miles apart.

Centralized administration also makes UC popular with IT managers because it reduces the time and effort needed to support and secure corporate communications of all kinds. Because of a need for specialized skills to make large-scale UC implementations run their best, top UC vendors offer certifications to buttress and boost workforce capability and quality.

Simply Hired lists $91,623 as the average salary for a UC engineer’s role, with highest salaries reported at $139,737. Glassdoor lists UC salaries as high as $166,000 for senior and UC engineer positions. UC engineer salaries declined slightly from previous years with the average down from $94,354 to $91,623 (a dip of just under three percent). While this dip could just represent normal market fluctuations, it is a trend worth watching because we also observed a slight salary decrease last year.

We dug into various job boards to see how many UC jobs are available, specifically targeting jobs that called out one or more of our top five certifications: Avaya ACSS, CCIE Collaboration, CCNP Collaboration, IBM Sametime and MCSE: Productivity.




LinkedIn Jobs



Avaya ACSS






CCIE Collaboration






CCNP Collaboration






IBM Sametime






MCSE Productivity






Because new UC technologies continually come to market, UC offers interesting, high-demand job opportunities as companies seek to Excellerate communication and collaboration. However, UC is no easy career path. UC roles require knowledge of several IT areas and technical disciplines. As a result, earning UC certifications often requires multiple exams and credentials.

The following sections dig into the details for our top five certs, listed in order of sponsor name, not by any planned ranking.

ACSS: Avaya Certified Solution Specialist

For IT professionals supporting Avaya products, the ACSS is a must-have credential. The company updated its certification programs in late 2015 and currently offers two separate professional certification tracks:

Sales and Design – this track offers three credentials:

  • Avaya Professional Sales Specialist (APSS)
  • Avaya Certified Design Specialist (ACDS)
  • Avaya Professional Design Specialist (APDS)

Services – this track is aligned with Avaya engagement solutions and products, so you’ll see two flavors for some of the certifications depending on which solution track (product or engagement solution) is targeted. Avaya currently offers the following Services credentials:

  • Avaya Support Professional Specialist (ASPS)
  • Avaya Implementation Professional Specialist (AIPS)
  • ACSS: Avaya Certified Solution Specialist (ACSS) (engagement solution) and Avaya Certified Support Specialist (ACSS) (product)
  • ACIS: Avaya Certified Integration Specialist (ACIS) (engagement solutions) and Avaya Certified Implementation Specialist (ACIS) (product)

The advanced-level ACSS cert targets more experienced Avaya practitioners both in support specialist and product specialist roles, covering 19 individual credentials. Candidates should possess technical skills sufficient to configure, install and administer Avaya products. Also, they should be well-versed in Avaya product maintenance, and in testing product implementations and troubleshooting issues. Successful candidates typically possess at least two years’ direct experience supporting Avaya products and four years working with the chosen Avaya technology. Each certification is valid for two years.

Requirements to obtain the ACSS certification depend on which credential one chooses to pursue. For information on prerequisite skills, curriculum maps, required training and the number of exams for individual credentials, visit Avaya’s credential program webpage. (Click the Services Credentials tab, then click on the ACSS button to view the full Catalog. Additional program information appears in the Avaya Professional Credential Program Overview.)

ACSS Facts and Figures

Certification Name

Avaya Certified Solution Specialist (ACSS)

Prerequisites & Required Courses

Minimum of 4 years’ experience in the relevant technology plus 2 years’ experience supporting the Avaya product. Training is required and available in multiple formats (classroom, virtual classroom and on-demand); depending on solution track. Expect to pay between $3,500 and $4,500 per classroom course, or $1,400 per 16-hour course, and $2,100 per 24-hour course in the virtual classroom or on-demand.

Number of Exams

One test per credential

Cost of Exam


Exams administered by Pearson VUE


Self-Study Materials


CCCIE Collaboration: Cisco Certified Internetwork Expert Collaboration

Cisco offers its CCIE Collaboration certification, which identifies expert skills in unified communications, video and telecom. Only the cream of the crop earns the CCIE, and CCIE Collaboration is no exception.

The expert-level CCIE Collaboration credential recognizes seasoned collaboration and UC architects, as well as voice and video network managers, who design, deploy and troubleshoot enterprise collaboration solutions that are moderately to highly complex. Although the certification requires no prerequisites or specific training, Cisco designed the CCIE Collaboration for individuals with true expertise and lots of relevant experience (three to five years, minimum) with UC solution integration, configuration and troubleshooting.

Like other CCIE certs, the certification has a written qualification test and a hands-on lab exam, both of which are rigorous and often take multiple attempts to pass. Cisco includes emerging technologies in its assessments. A great value-add available through the Cisco 360 Learning Program for CCIE Collaboration is remote access to an online environment that contains equipment to practice hands-on for the lab exam.

CCIE credential holders must recertify every two years or it will be suspended. It’s the responsibility of the credential holder to keep track of their individual recertification deadline. You can apply for a one-year extension to complete re-cert requirements, but if you miss that deadline, your certification is lost forever.

Recertification involves passing a single exam. Currently, acceptable recertification exams include any current CCIE written or lab exam, or a current CCDE written or practical exam. Credential holders may also recertify by passing the Cisco Certified Architect (CCAr) interview and board review. Alternatively, credential holders may recertify through participation in the Cisco Continuing Education Program (CEP). To recertify through the CEP, credential holders must earn 100 continuing education credits, pay a $300 administrative fee, and agree to CEP terms and conditions.

CCIE Collaboration Facts and Figures

Certification Name

Cisco Certified Internetwork Expert (CCIE) Collaboration

Prerequisites & Required Courses

No course prerequisites. In-depth understanding of test syllabus plus three to five years of job experience recommended.

Number of Exams

Two exams: Written qualification test (Exam 400-051 version 2.0: CCIE Collaboration), 90 to 110 questions, 120 minutes.

Hands-on lab test (Version 2.0), 8 hours. 

Cost of Exam

Written exam: $450, test 400-051
Lab exam: $1,600 per attempt


Self-Study Materials

Written exam: The CCIE written exam website maintains a list of Cisco Press resources, reference and design guides, training, self-assessment tools, and more. Additional self-study resources are available from the Cisco Learning Network Store.
CCIE Lab Exam: The Cisco Learning Network maintains a list of self-study resources for the CCIE lab exam.

CCIE Practice Exam: Udemy offers a practice test with weekly-updated mock test as the final prep for the CCIE.

CCNP Collaboration: Cisco Certified Network Professional Collaboration

The intermediate-level CCNP Collaboration recognizes network engineers who are well versed in Cisco Voice and UC devices and applications in enterprise networks.

Four exams are required to qualify for the CCNP Collaboration credential. A certified candidate designs, implements, configures, manages and troubleshoots Cisco UC applications, networks and devices. Candidates should have in-depth knowledge of all facets of unified networking, including gateways, IP phones, quality of service (QoS), voice, video and presence applications, and utilities for configuring Cisco routers and switches, in addition to one to three years’ experience with these technologies.

Training is recommended but not required. Cisco offers in-depth training courses, both in the classroom and online, for each exam. Depending on the training provider, classroom live and virtual classroom live courses cost approximately $3,795, while online self-paced courses start at about $1,100. Training courses typically last five days.

The CCNP Collaboration, like all Cisco professional-level certifications, requires recertification every three years. To recertify, you must pass one Cisco test before your cert’s expiration date. Acceptable exams include any current 642-XXX professional-level exam, any 300-XXX professional-level exam, any CCIE written exam, any CCDE written or practical exam, or passing the Cisco Certified Architect (CCAr) interview and board review.

CCNP Collaboration Facts and Figures

IBM Certified System Administrator: Sametime V9.0

The intermediate-level IBM Sametime administrator credential aims at systems administrators with existing skills and hands-on experience in IBM Sametime 9.0. Candidates must understand architectural considerations when running IBM Sametime within an IBM WebSphere environment. They must also demonstrate their knowledge of Sametime deployment and audio/video configuration within Sametime, along with management, troubleshooting, performance monitoring and optimization techniques.

The certification requires candidates to pass a 78-question multiple-choice exam, to be completed in no more than 105 minutes. IBM emphasizes the need for hands-on experience before tackling this exam, stating that “direct application of the skills learned cannot be substituted” with any of the self-study materials. The test measures a candidate’s knowledge of task performance rather than memorization of features and functions.

In addition to the Certified System Administrator credential, IBM also offers two related certifications:

  • IBM Certified Associate – Sametime 9.0: This is an entry-level certification for professionals with knowledge regarding the use and administration of an IBM Sametime environment. Successful candidates should possess a basic understanding of UC concepts, databases, and IBM WebSphere and IBM Domino V9.0 environments.
  • IBM Certified Advanced System Administrator – Sametime 9.0: This is an advanced professional-level credential for system administrators, application, infrastructure and solution architects. It requires an understanding of the WebSphere Application Server Network Deployment and Liberty Profile environments. Candidates must first obtain the Certified System Administrator credential and then pass an additional exam.

The IBM Certified System Administrator – IBM Lotus Sametime 8.5 credential is still available for those working in Lotus Sametime 8.5 environments.

While IBM certifications are evergreen and don’t expire, the same cannot be said for technology. Credential holders should plan to move up and recertify on new technology as it becomes available.

IBM Certified System Administrator – Sametime V9.0 Facts and Figures

Certification Name

IBM Certified System Administrator – Sametime V9.0


Basic IBM Sametime administration knowledge plus hands-on experience with IBM Sametime V9.0

Number of Exams

One exam: Exam C2040-413: IBM Sametime 9.0 Administration (78 questions, 105 minutes, 52 questions required to pass)

Cost of Exam

$200. Exams administered by Pearson VUE.


Self-Study Materials

IBM maintains a list of test objectives, Technotes, product documentation and web resources for the exam.  Also, candidates can purchase a web-based sample/practice test (number A2040-413 Assessment: IBM Sametime 9.0 Administration) from Pearson VUE for $30.

MCSE (Microsoft Certified Solutions Expert): Productivity

The MCSE: Productivity certification targets professionals supporting enterprise-grade hybrid and cloud solutions for Microsoft Office. Key technologies include Microsoft Office 365, Microsoft Office, Exchange, Skype for Business and SharePoint.

To obtain the MCSE: Productivity credential, candidates must first obtain the Microsoft Certified Solutions Associate (MCSA): Office 365, MCSA: Windows Server 2012 or MCSA Windows Server 2016 certification. Then, they must pass one additional test from an approved list. Currently, there are eight different exams to choose from. In addition, Microsoft recommends three to four years of experience.

The Microsoft Certification Program underwent extensive changes in September 2016. Once you earn one of the latest MCSE credentials, you do not have to recertify within three years as was the case in the past. However, by passing an elective test each calendar year, you add an entry to your transcript that indicates your commitment to staying current on technologies and expanding your skillset.

MCSE: Productivity Facts and Figures

Certification Name

Microsoft Certified Solutions Expert (MCSE): Productivity

Prerequisites & Required Courses

MCSA: Office 365, MCSA: Windows Server 2012 or MCSA Windows Server 2016 certification
Three or more years of experience recommended.

Number of Exams

Candidates must pass one of the following exams:
Exam 70-345: Designing and Deploying Microsoft Exchange Server 2016
Exam 70-339: Managing Microsoft SharePoint Server 2016
Exam 70-333: Deploying Enterprise Voice with Skype for Business 2015
Exam 70-334: Core Solutions of Microsoft Skype for Business 2015
Exam 70-331: Core Solutions of Microsoft SharePoint Server 2013
Exam 70-332: Advanced Solutions of Microsoft SharePoint Server 2013
Exam 70-341: Core Solutions of Microsoft Exchange Server 2013
Exam 70-342: Advanced Solutions of Microsoft Exchange Server 2013

Cost of Exam

$165 per exam. Exams administered by Pearson VUE.


Self-Study Materials

Microsoft provides links to training, practice exams by third-party vendors such as Mindhub and MeasureUp, case studies, test study groups and more. Links to community support forums and other resources are listed on each test web page. Microsoft also offers various training options through its Microsoft Official Courses On-Demand (MOC On-Demand) program.

Beyond the top 5: more UC certifications

The UC certification landscape is not as crowded as the pool of general networking certs or the increasingly popular cloud and mobile credentials, but UC is on the rise nonetheless. In fact, traditional UC is increasingly offered through the cloud, forcing certifications to take on a new flavor to accommodate the latest technologies and techniques.

In addition to the top five certs covered in this article, many colleges and universities offer courses in unified communications or certificate programs aimed at workforce training. Note that most of those programs incorporate Cisco equipment and applications. Other programs are available, though. We conducted a simple Google search that revealed several interesting choices, including the Information Technology: Network Specialist Concentration at the Pennsylvania College of Technology.

Another consideration is Mitel Networks. Although the company doesn’t offer its own IT career certifications as of this writing, Gartner considers Mitel one of the leaders in the UC market, and the company name appears in job board searches for “unified communications” with great frequency. That means there’s an abundance of open positions that call for Mitel experience and/or knowledge. When evaluating UC certifications, and especially certificate programs through colleges or universities, consider if the required skills and knowledge might transfer to a job working with Mitel technology.

Tue, 28 Jun 2022 12:00:00 -0500 en text/html
Killexams : Welcome to Our Schools Killexams : Welcome to Our Schools
Mission StatementMessage from the Superintendent1. The BESST Reform Agenda2. General Information3. Choices for Learning4. Rights and Responsibilities

Editor's Note:
This information has been provided by the local school system. It is displayed here without editing.

To provide a quality student-centered environment that fosters maximum learning by each student, enabling each to enjoy continuous learning while becoming a productive, global citizen.Message from the Superintendent
Welcome to D.C. Public Schools. As we work to provide a quality-centered environment for all students, we are undertaking serious educational reforms. However, it is our belief that true reform cannot occur in schools until people representing all aspects of the community work together to solve the problems we face today in education.

To encourage community involvement, we support school-based management. This means allowing those individuals closest to the students -- the principals, teachers, parents, and community members -- to decide the best educational approach for students in their neighborhood schools.

In March 1994, the D.C. Board of Education officially endorsed this philosophy by approving the school system’s educational reform agenda, Bringing Educational Services to Students (BESST). In doing so, the school system embarked upon a comprehensive, systemic reform agenda designed to respond to the community’s demand for quantifiable, sustained improvement by our students and in our schools.

BESST recognizes that, internally, the school system must change the way it operates by converting from a centrally to a locally directed organization. It also reflects the idea that, externally, DCPS must form partnerships with public and private agencies and organizations to address student needs. These alliances will provide not only technical assistance and expertise in the development of educational systems, but also increased opportunities for all students.

In approving the BESST plan, the Board demonstrated its understanding that the problems facing DCPS cannot be resolved by making piecemeal changes. They must be overcome through bold, innovative steps which lead to lasting systemic reform.

Let me reinforce the point that our ability to effect positive change will be successful only with your help. "Welcome to Our Schools" is published to provide you with pertinent information. We encourage you to use it and to contact DCPS with questions, comments, or concerns about our schools. Your interest in and support for education are invaluable to us and, most importantly, to our students.

Dr. Franklin L. Smith
Superintendent of Schools
Chief State School Officer

Back to top1. The BESST Reform Agenda

Students in the District of Columbia need the skills and knowledge to compete with graduates not only from the metropolitan area, but also from around the world. They need to become quality producers, informed decision-makers, and self-directed learners. To help students achieve these outcomes, the school system has undertaken a systemic reform agenda, known as BESST (Bringing Educational Services to Students). It has five main elements:

Curriculum Revision

Technology Integration
Competency-Based Curriculum, the teaching and learning system used in DCPS since the mid-1970s, is being replaced by Performance-Based Education (PBE). PBE requires that students demonstrate what they have learned, not just through paper and pencil testing, but through more hands-on, authentic forms of assessment, such as projects, performances, products, and portfolios. With PBE, instruction becomes more rigorous and inquiry-based: Learning is connected to the real world through use of technology, community service learning, and experiences in the workplace.

Professional Development
To bring about Performance-Based Education, staff must be engaged in professional development in three critical areas:

  • using the new curriculum and focusing on content standards and foundation skills;
  • providing instruction that will engage students: cooperative learning, problem-based learning, and effective questioning strategies; and
  • applying new assessment methods with criteria that measure the level of student success.
Additionally, training focuses on creating a context for learning that emphasizes valuing the learner, understanding how children learn, and providing a caring learning environment.

Choice, Consolidation, Collaboration
Students, along with their parents and guardians, need to be able to make choices about where they attend school based upon their interests, talents, needs, and long-term goals. D.C. Public Schools is encouraging schools to design thematic programs that integrate subject areas and involve partnerships with the community. These programs may be magnets; they may serve neighborhood children; they may do both. At the high school level, these thematic programs with specialized curriculum represent pathways for students to careers.

Student Efficacy
In order to perform effectively in school, students need to be healthy; they need to feel safe and secure; and they must set goals. In collaboration with local government agencies and others, the school system is implementing a Comprehensive School Health Program; it supports conflict resolution and peer mediation training; and it is reviewing its guidance systems.

Shared Decision-Making and Accountability
Local School Restructuring Teams have been established in each school to give teachers, parents and other members of the local community a greater say in the decisions affecting their school. In addition, schools that apply for and receive the new "Enterprise School" status and teacher-designed School-Within-a-School Charters are given additional autonomy in making both budgeting and staffing decisions. Accordingly, these schools are more accountable for the success of their students and operations.

Goals 2000
Through BESST, the school system will realize both national and local education goals by ensuring that all DCPS students:

    Enter school ready to learn;
  • Graduate from high school;
  • Leave grades 4, 8 and 12 having demonstrated competency in challenging subject matter and having learned to use their minds well, so that they are prepared for responsible citizenship;
  • Have teachers who continuously Excellerate their professional skills;
  • Are first in the world in mathematics and science;
  • Become literate adults who have continuing education opportunities;
  • Learn in schools that are free of drugs and violence and that offer a disciplined environment conducive to learning;
  • Have parents who are actively involved in their children’s education; and
  • Demonstrate an appreciation for the cultural arts.
Underlying Principles
Our work is guided by certain underlying principles:
  • All students are capable of learning and there are no limits to learning.
  • The dignity of the student and respect for his/her personal circumstances, cultural and language diversity should always be affirmed. Each student learns in his/her way and at an individual pace.
  • Caring, sensitive and responsible adults heighten the student’s desire for learning and create conditions for success.
  • The school community and family must act together to support the student’s learning.
Back to top2. General Information

Entrance Requirements
Students new to the school system should register at the school they plan to attend. For further information on which school a child will attend, parents should contact the Student Services Division. Call 724-2066.

Please bring the following documents at the time of registration:

  • Proof of birth date: preferably the child’s birth certificate
  • Record of immunization: measles, mumps, rubella, polio, diphtheria, tetanus, and tuberculosis (The Department of Human Services can provide detailed information on immunizations. Call 576-7127. For health examinations and vision and hearing screening, call 576-7141.)
  • Legal proof of residence, including, but not necessarily limited to: rent receipt, proof of payment of D.C. personal income tax, unexpired lease agreement and/or all of the following bills: phone, gas, and electric
  • Record of prior school attendance: student transcript or last report card from the previous school
  • Proof of physical and dental examinations: students in grades pre-kindergarten, kindergarten, first, third, fifth, seventh, ninth, and eleventh
The Compulsory School Attendance Law of the District of Columbia requires children from age 5 up to the 18th birthday to enroll in and attend school regularly. Parents have the responsibility to comply with this legal mandate. Children entering a Montessori program, pre-kindergarten, kindergarten, or first grade must be three, four, five, or six years old respectively on or before December 31 of the year they begin school.

Excused Absences
The following are valid reasons for absence from school:

  • Illness of the student;
  • Emergency which requires the presence of the student in the home;
  • Death in the immediate family;
  • Necessity for a student to attend any judicial proceedings as a plaintiff, defendant, witness, or juror;
  • Observance of religious holy days by the members of a religious group;
  • Suspension or exclusion from school by school authorities;
  • Temporary closing of facilities or suspension of classes due to severe weather, official activities, holidays, malfunctioning equipment, unsafe, or unsanitary conditions, or other conditions requiring closing or suspension of classes;
  • Other absence(s) approved in advance by the principal upon the written request of a parent, guardian, or adult student.
  • Exclusion, by direction of the authorities of the District of Columbia, due to quarantine, contagious disease, infection, infestation, or other condition requiring separation from other students for medical or health reasons.
Written Excuses
A student is required to bring a written note from his or her parent or guardian upon returning to school from an absence. The note must state the reason for the absence and include documentation where appropriate.

Students generally attend their neighborhood school. If there is a reason why this would pose a hardship or there are other valid reasons for transferring (such as enrollment in a magnet school or academy), a request to attend another school should be made by calling 724-2066. Program application deadlines may vary from school to school.

Reporting to Parents
The schools have a responsibility to keep parents informed of the educational progress of their children. This is accomplished through a variety of ways: letters or telephone calls from teachers, parent conferences, and report cards issued every nine weeks in grades K-12. Students have the responsibility for delivering papers and other reports to their parents.

Resolving Problems
If you or your child encounter a specific problem or concern during the school year, the following steps should be taken:

  1. Contact your child’s teacher or other person with whom the problem was encountered.
  2. If the problem was not resolved in step 1, call or make an appointment with the principal.
  3. If, after talking with the principal, you feel you need further assistance, contact the Lead Principal designated for your school’s cluster.
  4. If the Lead Principal’s response is unsatisfactory, call the Ombudsman at the number below.
The Office of the Ombudsman handles problems, concerns, suggestions, and inquiries from students, parents, and the community regarding the education of students. Call 645-3620.

Pupil Services
Students having difficulty in school may receive individualized assistance provided by a pupil services team at their school. Either the student’s parents or a member of the school staff may request such services. An Individual Student Assistance Plan is developed for each of these students and implemented by the team, which may include a counselor, teacher, nurse, parent, social worker, psychologist, and speech and language pathologist. Contact your local school.

Student Government
Student government gives students a voice in the decision-making process of their education through the Student Advisory Council (SAC). The SAC includes an Upper House for secondary schools and a Lower House for elementary schools. There are thirteen citywide SAC officers. Each local school has one SAC representative and a student council/government chapter.

Students under 19 years of age needing transportation to and from school can obtain an application for reduced-fare Metrobus tokens or Metrorail farecards from their local school.

Daily bus transportation for some special needs students is provided.

Safety and Security
The school system provides safeguards for students so that they can learn and study in a hazard-free environment. To report an accident, hazardous condition, and illegal or irregular activities on the grounds of any D.C. public school building, call 645-3260 (day) or 645-3113 (evening).

Food Services
Most D.C. schools serve hot breakfasts and lunches. Many students may qualify for free or reduced-price meals, based on the size and income of the family. Contact your local school.

Visiting Instruction Service
The Visiting Instruction Service (VIS) is designed for students who are not in school due to an illness or disability which prevents regular classroom attendance. VIS services are free of charge. Call 724-6660.

Scholarships and Grants
Each year, scholarships and financial assistance are awarded to D.C. seniors who want to pursue their education or technical training beyond high school. These awards include scholarships from national sources, private and social foundations, community organizations, fraternal societies, and colleges and universities. Call 724-4934.

Title I Program
The Title 1 program provides concentrated supplementary instructional services to eligible students (eligibility based on income) in public and non-public schools in the District of Columbia. The program also emphasizes student self-esteem, professional development, and parental involvement=2E Over 15,000 students participate in the Title I program in accordance with a plan developed by a team at each eligible school. Call 541-3865.

Homeless Children and Youth
The mission of the Homeless Children and Youth Unit is to ensure free, appropriate educational opportunities for homeless children and youth and to provide technical assistance to schools, shelters, and communities. It also provides homeless parents with information and procedures necessary for enrollment in school (e.g., boundary information and educational support services). Call 727-5559.

Parents as well as community residents are encouraged to participate in the D.C. Public Schools volunteer program. Working directly with students or in a non-instructional capacity, volunteers provide services in pre-kindergarten through twelfth grade and also in the area of adult education. Contact your local school.

Corporate Involvement/ Community Resources
D.C. Public Schools seeks to involve businesses and community groups in enriching the education of District students. These groups are encouraged to play a more significant role in preparing youth for the workplace through a variety of partnership activities with individual schools. Call 724-4400.

Parent Involvement
The active participation of parents in their children’s education improves the performance of both their children and their children’s schools. D.C. Public Schools encourages such parental involvement through workshops, technical assistance to schools with parent/family resource centers, school/family partnerships, and other activities. Call 541-5929.

Each school has a parent-teacher association (PTA) or a home and school association that advises the principal on family and community concerns affecting the school. The PTA’s have a citywide organization, the D.C. Congress of Parents and Teachers, which is located in the Hamilton School. Call 543-0333.

Use of DCPS Facilities
Private groups may use facilities owned by D.C. Public Schools upon approval of an application submitted to the principal of the school sought for use. Applications are available at the school. School-related organizations may generally use facilities without charge. Other organizations must pay rental fees, provide liability insurance, and pay any overtime costs associated with use of the facilities. Call 576-8961.

Sumner School
Sumner School, originally built in 1872, reopened in 1986 to rave reviews because of the attention paid to historical authenticity and detail during its renovation. The building, which is listed on the National Register of Historic Places, was also the site of the first, black graduating class in 1877. Sumner houses an archives and museum on public education and provides the school system and community groups with meeting rooms, reception halls and a small theater. To make an appointment for students or the public to tour the facility, call 727-3419.

Back to top3. Choices for Learning

This section lists the various educational options that are available to D.C. public school students. Entrance requirements vary among the different programs, with some programs requiring a minimum grade point average for admission. Call the number listed with each program to receive detailed information on the program and the requirements for admission.

High School Graduation Requirements
Regardless of the academic program in which a student is enrolled, each student must successfully complete 23.5 Carnegie units in order to graduate. One Carnegie unit equals two semesters of study in a particular subject. The distribution of course requirements is listed below:

Table of Contents

D.C. Public Schools
July 1996
The Mission of D.C. Public Schools
Course Carnegie Units
Art 0.5
Career/vocational education 1.0
D.C. government and history 0.5
English 4.0
Foreign language 2.0
Health and physical education 1.5*
Mathematics (including Algebra I
or its equivalent)
Music 0.5
Science (including one year of
laboratory science)
U.S. government 0.5
U.S. history 1.0
World geography 0.5
World history 1.0
Electives 4.5
100 hours of community service 0.0
Total 23.5**

* The health and physical education requirement (1.5 Carnegie units) is waived for students receiving an evening high school diploma.

** Banneker Senior High School and Duke Ellington School of the Arts students must earn 26.0 Carnegie units.

Magnet Schools

Magnet schools offer specialized curricula designed to provide students an opportunity to explore and enhance their skills, talents, and interests in various academic areas. For more information, call 724-4099 or the magnet school of choice.

Montessori Programs: D.C. Public Schools offers Montessori programs at six elementary schools for children ages three through nine. The Montessori method uses a variety of hands-on activities and stresses the learning process over specific content. Children are encouraged to function independently and form bonds among themselves.

Montessori classes are offered at the following schools:
Woodridge Elementary School
Marshall Elementary School
Merritt Elementary School
Kimball Elementary School
Nalle Elementary School
Richardson Elementary School
Watkins Elementary School

Bilingual Programs: Bilingual programs at three sites employ two languages as a medium for instruction. Children will reach content and language proficiency in both languages. The bilingual programs are offered at:

Adams Elementary School
Oyster Elementary School
International/Bilingual School-Within-a-School Charter

Brent Museum Magnet Program: Brent Elementary School collaborates with the Smithsonian Institution to enable students to explore the vast resources of the museums of the nation’s capital. In addition, students go behind the scenes to learn how to create their own museum exhibits. Call 724-4735.

Mathematics, Science, and Technology Programs: Under a grant from the National Science Foundation, D.C. Public Schools has created three prototype mathematics, science, and technology middle schools. Students with special interest or talent in these areas will be challenged to reach their potential at one of these three sites:

Backus Middle School
Lincoln Multicultural Middle School
Roper Middle School

Stuart-Hobson Museum Magnet Program: Stuart-Hobson Middle School collaborates with the Smithsonian Institution to enable students to explore the vast resources of the museums of the nation’s capital. In addition, students go behind the scenes to learn how to create their own museum exhibits. Call 724-4758.

Banneker Academic High School: Banneker offers a rigorous academic curriculum for students pursuing post-secondary education. To graduate, students must earn 26 Carnegie units and participate in the school’s Community Laboratory Project, which requires 270 hours of community service. Call 673-7322.

Ellington School of the Arts: Ellington is a college preparatory high school offering specialized pre-professional training in music, theater, dance, visual and literary media, and museum studies. Enrollment is through audition only. Call 282-0123.

School Without Walls: School Without Walls is a demanding, alternative college preparatory program that seeks to foster independence and creativity. Academic opportunities include internships, apprenticeships, and independent study, often in conjunction with the adjacent George Washington University. Call 724-4889.

Magnet Programs Within Schools

Fillmore Arts Center - Visual and Performing Arts Program: A nationally recognized model program for delivering arts education, the Fillmore Arts Center provides child-centered, in-depth arts and physical education to students from the Six School Complex (Fillmore ES, Hardy MS, Hyde ES, Key ES, Mann ES, Stoddert ES). Classes, taught by artist-teachers, are available in dance, drama, music, film, photography, visual arts and writing. Call 282-0167.

Visual and Performing Arts Program at Houston: This program develops and broadens students’ interests in the arts, strengthens and builds upon their talents, and fosters student creativity through specialized training in art, dance, drama, vocal music, and piano and other instrumental music. Call 724-4622.

Senior High Thematic Programs
Humanities at Coolidge: This is a four-year, interdisciplinary course of study in language and literature, art, music and social studies, theater, speech, journalism, and debate. The resources of area institutions, such as the Kennedy Center, Arena Stage, and the Folger Shakespeare Theater, are utilized. Call 576-6143.

Mathematics, Science, and Technology Program at Coolidge: Students who enroll in this program participate in intensive, accelerated academic study concentrating on mathematics, science, and technology with a goal of post-secondary education in those fields. The program integrates the arts so that students have well-rounded preparation and background. Call 576-6143.

Senior High Academies

The academy concept is based on the premise that students will perform better academically when the educational program relates to real world experiences. The curriculum is tailored to career fields, an approach designed to further motivate students. For more information, call 576-6308 or the school of choice.

Culinary Arts at M.M. Washington: This is a three-year program for students interested in a professional cooking career. The program focuses on culinary skills training with hands-on experiences. Call 673-2371.

Communications at McKinley: This program begins to prepare students for careers in public relations, marketing, advertising, graphic design, photography, print journalism and video production. It focuses on the development of essential communications skills as well as skills in keyboarding, word processing and computer languages. Call 576-6011.

Integrated Design and Electronics (IDEA) at Phelps: IDEA combines academic courses, leadership development, and vocational training in a program specifically designed to prepare students for post-secondary training at the University of the District of Columbia. The program is open to students enrolled in the school’s Junior Reserve Office Training Cadet (JROTC) program. Call 724-4516.

International Studies at Wilson: The international studies program offers intensive training in social studies and foreign language courses. In addition, the program provides work-study internships and possibilities for foreign exchange language study: Call 282-0120.

Law, Justice & Security at Anacostia: This academy is a consolidation of two former programs: Public Safety at McKinley Senior High School and the Academy of Justice and Security at Spingarn Senior High School. It was established to Excellerate police-community relations and recruit D.C. high school students for area law enforcement and legal positions. The Law Academy at Eastern High School operates as a satellite program. Call 645-3000.

Pre-Architecture, Interior Design, and Landscape Architecture at Spingarn: This program includes computer-assisted design and a strong business component to prepare students for careers in architecture, interior design and landscape architecture. It includes internships, field trips, and design-focused workshops. Call 724-4525.

Public Service at Anacostia: The emphasis at this academy is on local, state and national government, community and environmental awareness, and career opportunities within the government and non-profit organizations. Students develop skills that are required for entrance into a post-secondary institution and the work sector. Call 645-3000.

Teaching Professions at Coolidge: The teaching professions program is a four-year college preparatory program for students interested in careers in education. Students gain experience working with teachers in child development centers at local elementary schools. Call 576-6143.

Transportation Technology at Cardozo: The focus of this academy is pre-career training for students interested in the field of transportation technology. Oral and written communication and employability skills are emphasized. Students learn about, visit, and work in various segments of the transportation industry. Call 673-7385.

Travel and Tourism at Roosevelt: This program prepares students for advanced post-secondary studies and careers in travel and tourism, including hotel management and food and beverage management. Students receive hands-on experience through participation in conferences, industry shows, and seminars. Call 576-6130.

Specialized Training Programs

Vocational education combines skills training, knowledge and the development of appropriate traits and attitudes to prepare students to meet employer expectations and requirements.

The career-focused senior high schools in this section provide students with training programs that lead to a wide variety of careers. Students attending these senior high schools receive both vocational and academic instruction. Call 576-6308 or the school of choice.

Manufacturing and Service Industries at Bell Multicultural: Training is offered in business, home economics, manufacturing services, marketing, personal services, and entrepreneurial training (below) in a multicultural environment. Call 673-7314.

Entrepreneurial Training at Bell Multicultural: The Inter-High Connection Gift Shop at the Frank D. Reeves Center for Municipal Affairs, 14th and U Streets, N.W., is managed and operated by students who develop marketing, merchandising, entrepreneurial, and management skills. The shop specializes in floral designs, jewelry, fashions, souvenirs, and gifts. Call 328-7722.

2+2 Tech-Prep Program at Bell Multicultural and Phelps: Tech Prep is a course of study, and a joint venture between DCPS and the University of the District of Columbia, that combines technical education and college preparatory academics. It is designed to lead to an associate degree, with the option of pursuing employment or further education upon completion of the program. Programs are operational at Bell Multicultural Senior High School in computer science and electronics and at the Integrated Design and Electronics Academy at Phelps Career Senior High School. Call Bell at 673-7314 or Phelps at 724-4516.

Information Processing, Cosmetology and Computer Repair at Roosevelt: Training is offered in business, home economics, and personal services toward careers as barbers, computer repair persons, and cosmetologists. This program was formerly located at Burdick Career Development Center, which is now closed. Call 576-6130.

Business and Office Education at Spingarn: Training is offered in business-related services, manufacturing services, marketing, and personal services toward careers as cosmetologists, barbers, secretaries, entrepreneurs, and watch, shoe, and office machine repair persons. This program was formerly located at Chamberlain Senior High School, which is now closed. Call 724-4525.

Agribusiness, Construction and Transportation at Phelps: Training is offered in floriculture, agri-business, construction, and transportation for careers as greenhouse operators, landscapers, carpenters, brick masons, electricians, plumbers, draftpersons, electronic technicians, welders, and automotive repair persons. Call 724-4516.

Health Careers at M.M. Washington: Training is offered in health care, business-medical fields, and the culinary arts for careers as licensed practical nurses, dental laboratory technicians, dental assistants, nursing assistants, physical therapy aides, medical records technicians, medical clerks and secretaries, and food service workers. Applied academic courses compliment the career training courses. Call 673-7224.

Emergency Medical Services Cadet Program at M.M. Washington: This program provides training by the District’s Emergency Medical Services Unit toward becoming an emergency medical technician (EMT). Entry is limited to seniors. Following high school graduation, participants enroll full-time in the EMT training program. Call 673-7224.

School-Within-a-School Charters

School-Within-a-School Charters (SWSCs) are small, teacher-led programs utilizing a variety of innovative and thematic educational strategies. Although housed in pre-existing comprehensive schools, SWSCs are largely self-contained. These programs are a direct outgrowth of the B.E.S.S.T. educational initiative.

African-Centered SWSC: This program, housed at Webb Elementary School, offers a K - 8 program that teaches traditional curriculum content through East African classroom practices and educational principles. Call 724-3824.

International Bilingual SWSC: Learning takes on an international focus in this program that includes the study of different cultures. Central to this program is the mastery of a second language through a two-way, bilingual approach in multi-level student groupings. Call 724-2406 for the new location of this program.

Lotus Center SWSC: The program, housed at Hendley Elementary School, for grades K - 3 is based on the Soka Educational System in Japan, emphasizing hands-on methods of learning and the ability to apply lessons to real world problems. Call 645-3457.

Montessori SWSC: This program, housed at Merritt Elementary School, for primary students stresses the process of learning through individual initiative and exploration rather than a given product. Hands-on activities using specially designed materials are encouraged. Call 724-4618.

Nongraded SWSC: This PreK - 3 program, housed at Truesdell Elementary School, offers individualized and hands-on learning in multi-aged classes in which students remain for two years. Students are permitted to progress at their own pace, and parental involvement is encouraged. Call 541-3808.

PEACE Academy SWSC: This program, housed at Birney Elementary School, is for intermediate, non-graded students who have not been performing near their academic potential. Hands-on learning, critical thinking, and problem solving are encouraged. Students also maintain journals to Excellerate communication and writing skills. Call 645-3680.

Reggio Emilia Preschool SWSC: This program, housed at Peabody Elementary School, for pre-K and kindergarten students is modeled after the Reggio Emilia preschools in Italy. Each child’s time and rhythms are considered in the development of their individual identity and capabilities. Verbal skills, artistic expression, and problem solving are stressed. Call 724-4683.

Junior High
Media Technology and Social Research Academy SWSC: The curriculum for this program, housed at Kelly Miller Junior High School, promotes research and problem solving skills through collaborative projects. Students are taught how to use various types of media technology and are taught through team teaching and parental involvement. Call 724-4611.

Senior High
Business and Finance Academy SWSC: This program, housed at Woodson Senior High School, is designed to prepare students for careers in business, finance and management. Students are introduced to the field through a variety of experiences, including internships, field trips, special lectures and workshops conducted by industry personnel. Call 724-4512.

Health and Human Services Academy SWSC: This academy, housed at Eastern Senior High School, focuses on the areas of health, science, medical and human services. Students are prepared, through seminars, career fairs, job skills training, expanded curriculum and other experiences, to enter these fields immediately upon graduation from high school or to pursue post-secondary education. Participants are required to have 200 hours of community service. Call 724-8737.

Mathematics, Science and Technology Academy SWSC: This program, housed at Ballou Senior High School, provides innovative courses and an academically rigorous curriculum in mathematics, science, computer science, foreign languages and communications skills to prepare students for post-secondary education or employment upon graduation. Students participate in local and national programs and special pre-college summer programs related to coursework. Call 645-3365.

Pre-Engineering SWSC: This pre-engineering program, housed at Dunbar Senior High School, prepares students for careers in engineering, technology, and applied science by providing them with hands-on activities, technical labs and career mentors from business partners. Students participate in career-focused internships, college courses and field trips. Call 673-7233.

Alternative Instruction

D.C. Street Academy
The academy provides a second chance in an alternative academic setting for students 16 to 23 years old. Courses leading to both a high school diploma and a General Educational Development (GED) certificate are offered. Students may transfer into the academy from other schools or enroll after having previously dropped out of school. The academy also offers strong mentoring, internship, and counseling programs.

Spingarn STAY
Spingarn STAY is an alternative career and academic program offering classes between 4:00 and 10:00 p.m. It is designed for students between 16 and 21 years of age who are returning to school. In addition to regular classroom work, students receive individualized computer-assisted instruction in basic and career preparatory skills. Child care services are available. Call 724-4538.

Ballou STAY
Ballou STAY is designed for students 18 years and older who have dropped out of school. Classes toward either a high school diploma or a General Educational Development (GED) certificate are offered from 10:00 a.m. to 10:00 p.m. on a schedule that enables students to complete their degree in half the normal time. In addition, developmental studying and basic mathematics, as well as a variety of vocational classes, are offered. Call 645-3390.

Hamilton Midlevel Alternative School
Hamilton provides an alternative education model for non-court involved students who are 13-15 years old and over-age for their grade level. It addresses the individual needs of each student by providing techniques for social, intellectual and personal success. Students develop behavioral and academic skills that enable them to move to the next level of education and function as responsible and useful citizens. Call 724-4562.

Programs for students under court supervision or long-term suspension D.C. Public Schools has several programs, including the career diversion programs and the Educational Learning Center, that provide instruction to students under court supervision or long-term suspension from a regular DCPS academic program.

Special Programs

Special Education
Public Law 101-478, the Individuals with Disabilities Act, guarantees a "free and appropriate public education" for all children and youth with disabilities. The District of Columbia ensures that all residents with disabilities, from birth through age 21, are located, identified, and evaluated, and have available a free and appropriate public education. It is the responsibility of the D.C. Department of Human Services to provide services to children from birth to three years of age. The D.C. Public Schools provides services to individuals from ages 3 through 21.

The Special Education Branch provides assessment and evaluation of students suspected of being disabled, instructional programming and related services for special education students, and technical support and professional development for staff.

In addition to local schools, two special education centers, located at MacFarland MS and Moten ES, offer assessment and testing. These sites also house parent centers to assist parents in becoming more involved in the educational planning for children with special needs. Call 724-4800.

Language Minority Students
In compliance with Federal mandates, the Language Minority Affairs Branch provides bilingual and English as a Second Language (ESL) programs to students whose primary language is other than English. These programs, offered in over 80 elementary and secondary schools throughout the city, are designed to facilitate the transfer of concepts from one language to another while sustaining academic growth.

Staff at the Language Minority Intake Center assess and evaluate the English language proficiency of all culturally and linguistically diverse students and make appropriate recommendations. Call 576-8850.

Adult, Continuing and Community Education
A variety of programs are offered throughout the city for adults seeking to complete their education or to gain skills in a specific area. Classes and skills training programs are offered through the adult education centers, adult education evening centers, skills training programs, community schools, and community-based organizations. Community education courses vary from after-school programs for youth to adult basic education, General Educational Development (GED) certificate preparation, English as a Second Language instruction, and continuing education. Call 576-6308.

General Educational Development (GED) Certificate
The test to obtain a GED, or high school equivalency, certificate is scheduled monthly. For an application and information, call 576-6308.

Gifted and Talented Programs
Over 100 elementary, junior, and senior high schools provide specialized programs and services to students identified as gifted and talented using multiple criteria, including standardized tests of achievement, grades, nominations, and creativity. These programs recognize the multi-dimensional nature of gifted behaviors and seek to enhance intellectual ability, academic achievement, leadership skills, creative thinking, and talent in the visual and performing arts. Call 645-3200.

Junior Reserve Officer Training Corps
The Junior Reserve Officer Training Corps (JROTC) is active in 11 senior high schools. It seeks to motivate participants to become good citizens by developing leadership skills, scholarship, and a desire to strive for personal excellence. JROTC operates in cooperation with selected branches of the armed services. Call 645-4771.

Substance Abuse Prevention Education
The Substance Abuse Prevention Education program offers information and training in self-esteem building, violence reduction, conflict resolution, decision-making, refusal skills building, peer counseling, and related topics. The office works with students, staff, and the community. Call 724-3610.

Comprehensive School Health Program
The Comprehensive School Health Program offers information, training and classroom support for Pre-K-12 comprehensive health education with a special focus on HIV/STD and teen pregnancy prevention, nutrition education, tobacco, and reducing sedentary lifestyles. This program coordinates health services in partnership with the Commission of Public Health and works with students, families, staff, community-based organizations, and universities. Call 628-1657.

High School/College Internship Program (HI/SCIP)
HI/SCIP is an accelerated academic program in which qualified high school seniors can earn college credit while taking courses at area colleges and universities. Call 724-4185.

Advanced Placement
Advanced placement courses enable students to earn college credit while still in high school. These courses are offered at senior high schools and some career high schools. The number and type of courses vary from school to school.

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4. Rights and Responsibilities

Code of Student Responsibilities and Conduct

Each student shall be responsible for providing a positive and healthy environment for others by maintaining order, self-discipline, and having consideration for the rights and property of others.

Each student shall bear the responsibility for his or her own conduct.

Each student shall be responsible for neatness and cleanliness of personal attire and hygiene.

A student shall respect other students, teachers, administrators, and other school personnel and visitors as human beings and fellow citizens of the school community.

A student shall respect the personal property of others and refrain from causing intentional damage or unnecessary wear and tear to books, facilities, school materials, school buildings and furnishings, and the personal property of others.

A student shall refrain from fighting, creating disturbances, denying others the use of school facilities or buildings, using or carrying any weapon on school grounds, intentionally injuring another person, or acting in such a manner as to expose others to risk or danger of harm or injury.

A student shall not use threats or intimidation against any other person.

A student shall respect the health and safety of others and shall refrain from using tobacco; or using, possessing, transmitting, or being under the influence of any alcoholic beverage, narcotic substances, illegal or prohibited drug or substance; or by engaging in gambling, extortion, theft, assault, excessive noise, or any other unlawful activity.

A student shall respect the educational process and learning environment of others by refraining from intentional or habitual tardiness, unexcused absences, or other activities which diminish the rights of others and the opportunity for other students to receive an education and obtain the maximum benefit from a public education.

Corporal Punishment
The use of corporal punishment in any form is strictly prohibited in the public schools. No student shall undergo corporal punishment by any teacher, other student, administrator, or other school personnel.

Grievances may be used to address or seek redress in any of the following instances:

  • If a student or group of students is being denied access to an adequate educational opportunity;
  • If the rights of students, or any individual student, are being denied or abridged;
  • If any student or group of students is being subjected to an arbitrary and unreasonable regulation, procedure, or standard of conduct;
  • If any student is being denied participation in any school activity for which the student is eligible.

Parents may attempt to resolve grievances informally or formally. Call the Hearing Office at 724-4553.

If a student faces the possibility of a major suspension from school, the parent may suggest a hearing by contacting the Hearing Office. For a complete listing of information on minor and major suspensions, see "Chapter 25: Student Discipline" in the Rules of the Board of Education. You may receive a copy from your school or by calling 724-4276.

Access to Student Records
Each parent or guardian, student, or adult student shall have the right to inspect and review all official records, files, and data maintained by the D.C. Public Schools which relate directly to a particular student.

The right to inspect and review shall include the right to obtain copies of the information at a reasonable cost.

The school system may not charge for the cost of copying if there is no significant cost to the system or if the person wanting a copy of the records shows an inability to pay. For more information on student records, see "Chapter 26: Student Records" in the Rules of the Board of Education.

Mon, 16 May 2022 08:15:00 -0500 text/html
Killexams : Robots found to be harmful to mental health

The good news is that the use of robots decreases the number of workplace accidents. The bad news is that robots also harm the mental health of their human co-workers, according to a recent study from the University of Pittsburgh.

The study looked at both workplace data on injuries as well as longitudinal data from areas with heavily automated industries. What they found was that, overall, for every one standard deviation increase of robot exposure in a given regional labor market there is a 1.2% decrease in work-related injuries. At the same time, however, in areas where there are many people working alongside robots, there were also significant increases in drug- and alcohol-related deaths, 37.8 more cases per 100,000. Further, they also found a slight increase in suicide and other mental health issues.

The researchers, however, found this negative impact is a largely U.S. phenomena. Looking at similar data from Germany, the study found that, unlike U.S. workers, German workers suffered no adverse mental health effects from robot exposure. The researchers suggested this might have something to do with differing labor law standards between the two nations.

“Robot exposure did not cause disruptive job losses in Germany; Germany has a much higher employment protection legislation,” Osea Giuntella, one of the study's authors, said. “Our evidence finds that, in both contexts, robots have a positive impact on the physical health of workers by reducing injuries and work- related disabilities. However, our findings suggests that, in contexts where workers were less protected, competition with robots was associated with a rise in mental health problems.”

Technology Editor, Accounting Today

Thu, 30 Jun 2022 04:16:00 -0500 en text/html
Killexams : How social media is taking the Maharashtra political crisis Jun 24, 2022, 07:50PM ISTSource: TIMESOFINDIA.COM

Operation Lotus, a term that used to indicate the Bhartiya Janta Party's efforts to topple an elected government – is in full swing in Maharashtra. Indians, having seen this game before, have found some humour in the situation. The state's rebel MLAs have taken shelter in a luxury hotel in Guwahati, Assam where more than 100 people have died in devastating floods and social media users are commenting on how the money used for the MLAs, could be put to better use for flood relief.

Fri, 24 Jun 2022 07:50:00 -0500 en text/html
Killexams : Connie Britton, Chandler Kinney, Reign Edwards and Sofia Carson Join Women in Entertainment Summit 2022 (EXCLUSIVE)

The 2022 Women in Entertainment Summit has added several notable speakers to its lineup, including Connie Britton (“The White Lotus”), Sofia Carson (“Feel the Beat,” “Descendants”), Chandler Kinney (“Pretty Little Liars: Original Sin”) and Reign Edwards (“The Wilds”), Variety has learned exclusively.

The actresses will all participate in fireside chats at the June 22 event, which marks WIE’s first summit since 2019 and its sixth overall.

More from Variety

As Variety first reported earlier this week, the 2022 WIE summit’s panel syllabus include “how creatives keep a beloved story relevant to up and coming audiences, how media companies are expanding their offerings to meet the needs of today’s consumers, how to negotiate deals within the IP and talent rights space, and much more.”

Previously announced speakers for Women in Entertainment Summit 2022 include Paul Feig, Karen Pittman and Alexandra Shipp, among dozens of other executive producers, writers, executives and stars from within the entertainment and media industries.

This edition of WIE will be held at the Skirball Cultural Center in Los Angeles, California on June 22.

Founded by Renee Rossi (Relativity Ventures) and Gretchen McCourt, WIE aims to bring together women and men who are “dedicated to celebrating the empowerment of women in all areas of the entertainment industry.”

“Our mission is and always has been to share knowledge from incredible women who have built successful businesses in the world of entertainment and media,” Rossi said when the return of WIE Summit was revealed. “We are back stronger than ever this year – combining a group of vastly dynamic speakers and panel syllabus to curate an event that I’m confident will help aspiring professionals grow and evolve their careers.”

Best of Variety

Sign up for Variety’s Newsletter. For the latest news, follow us on Facebook, Twitter, and Instagram.

Click here to read the full article.

Wed, 13 Jul 2022 06:57:00 -0500 en-US text/html
Killexams : SCIL Assistant Manager Recruitment 2022: Apply for 46 posts on No result found, try new keyword!Shipping Corporation of India Limited has invited applications from candidates to apply for Assistant Manager posts. Eligible candidates can apply online through the official site of SCIL on ... Fri, 15 Jul 2022 20:19:00 -0500 en-in text/html
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