100% free Pass4sure C2010-595 braindumps and 100% valid test questions.

Basically memorizing our IBM Maximo Asset Management V7.5 Fundamentals Practice Questions together with success is secured for the C2010-595 test. You might pass the test with excessive marks or the money back. We certainly have fully tested together with verified, valid C2010-595 practice exam via actual test to have prepared and gone away C2010-595 test at typically the first attempt. Fundamentally download our VCE Exam Simulator together with practice. You are going to pass the C2010-595 test.

Exam Code: C2010-595 Practice test 2022 by Killexams.com team
C2010-595 IBM Maximo Asset Management V7.5 Fundamentals

Exam Title : IBM Certified Associate - Maximo Asset Management V7.5
Exam ID : C2010-595
Exam Duration : 75 mins
Questions in test : 46
Passing Score : 67%
Official Training : IBM Maximo Asset Management 7.5 Fundamentals
Exam Center : Pearson VUE
Real Questions : IBM Maximo Asset Management Fundamentals Real Questions
VCE practice test : IBM C2010-595 Certification VCE Practice Test

Asset Management
- Given a set of failure classes, create a failure hierarchy by defining the problems, causes, and remedies and associating a failure class with an asset so that asset failures can be tracked.
- Given a physical or virtual location within a site and organization, create a location record, assign it to a system of locations, and track location information such as assigned users, custodians, and meters so that a location's characteristics can be defined.
- Given physical or logical meters, meter type and any applicable attribute, describe the purpose of meters, meter groups, and the three different meter types, create meter definitions in the Meters application, and described the various applications that use meters so that meters are defined and their uses described.
- Given an asset in a non-inventory location and a shared item set between swap destinations, describe the limitations and options of where assets can be moved to and from, the requirements for swapping assets, execute a mass move of assets, and swap assets between locations so that asset moves and swaps are understood and performed.
- Given an item master, companies, locations, master preventive maintenance, meters, classifications, and data sheets, describe, create, use ,and apply an asset template so that a template is described, created, and new assets are created or the template is applied to an existing asset.
- Given that the maintenance of assets and parts frequently require the replacement of parts and subassemblies, define and describe asset subassemblies and spare parts so that they may be readily identified when needed for replacement during repair and maintenance actions.
- Given the need for attributes to be added to a new or existing classification; add attributes to a new or existing classification so that they can be used in other applications.

Work Management and Planning
- Given that an IBM Maximo Asset Management V 7.5 work order may exist in a multiple work order hierarchy, explain how these work orders are related so that the user will be able to utilize the operational benefit of this functionality.
- Given that a user has security access to the Work Order module, enter a work order and follow-up work order so that the relationship and functionality are demonstrated.
- Given that a Maximo has been installed and the initial configuration has been completed, describe how to assign a work order so that the work order has been assigned.
- Given the initial configuration is completed, and assets have been set up, define how to add labor, crafts, services, and tools to the work order so that they are added.
- Given the initial configuration has been completed, describe what and how sequence is used on a work order so that sequencing and flow control may be used.
- Given the initial configuration has been completed, labor has been entered and a shift calendar associated with each record, describe how to use the Assignment Manager to assign work orders so that work orders have been assigned based upon the configuration.
- Given a Job Plan requirement with task steps, create a new organization and site specific Job Plan, add Task steps to the Job Plan and save the record so that the organization and site specific Job Plan with Tasks status is changed to active.
- Given daily time entries exist in the Labor Reporting application, perform normal daily tasks such as Approving Labor and Creating Invoices so that new time entries utilize the various methods of entering labor transactions.

Purchasing and Receiving
- Given items, vendors, and terms and conditions, create a new purchase contract, approve the contact, revise the contract, add an end date, and approve the new revision so that the original contract shows revised.
- Given an item set, inventory items and storerooms, create an inventory usage record that transfers items so that a shipment is created and received.
- Given a purchase order, receive items or services so that items or services are received.
- Given a purchase order with status Approved or In Progress that is not an internal purchase order, revise the purchase order in the Purchase Orders application so that the purchase order is revised.
- Given that a purchase order has been entered and has receipts that need to be voided, void the receipts so that the receipts are voided.
- Given that a rotating asset or direct-issue item has been received, describe how to return rotating assets or direct-issue items to vendors so that the rotating asset or direct-issue item has been returned.

Inventory Management
- Given the initial configuration has been completed, add and manage inventory and inventory balances so that the inventory may now be added and managed.
- Given the real cost of item on receipt and applied whenever an inventory transaction occurs, describe how Last-In-First-Out (LIFO) and First-In-First-Out (FIFO) will function so that the differences can be identified.
- Given that an Item has been added to the Item Master, add it to the storeroom so that it is available for inventory management.
- Given the principles of asset management, identify the rotating items function and their lifecycle so they can be used and managed.
- Given an inventory item, issue, transfer, or ship using the Inventory Usage application so that an inventory usage transaction has been completed.
- Given items, inventory, storerooms ,and work orders, describe hard and soft reservations so that hard and soft reservations have been described.
- Given a consignment item, create, receive, issue, and generate an invoice for a consignment stock item so that consignment stock is created, used and paid
- Given existing inventory usage records of usage types and usage record statuses associated with charge entities, select records from the Inventory Usage application and expand Usage Lines to track the issue, transfer, and return of inventory items within and across organizations so that these records are tracked, transferred, or returned.

Service Management
- Given a new request from a user and information about the request, create a new service request record and input the request information, assign the service request to an owner and change the service request status to its current status so that a new service request is created.
- Given ticket template information for common, high volume requests, explain the benefits of ticket templates, describe the requirements for applying templates, create a ticket template, and apply a template to an service request so that a ticket templates are explained, created, and applied.
- Given a pre-defined classification hierarchy and a classifiable service request, describe the purpose and the process of applying a classification so that service request classification is explained and applied to a ticket.
- Given access to the Labor Reporting application, report labor hours by ticket, work order, contract, and labor so that the labor hours are reported.
- Given an SLA between the provider and customer, and a service request, explain the purpose of SLAs and the process of applying or disassociating a SLA from a service request so that SLAs are explained and managed against a service request.

Navigating and Reporting
- Given an integration object and Application Designer, run and save query-based report from the Work Order application so that a query-based report has been executed.
- Given a valid SMTP configuration and email recipient(s), describe the available report delivery formats and send an email with a URL to a report file so that report delivery formats are explained and an email is sent with a URL to a report file.
- Given an awareness of different file types, describe the file type options for both emailed and exported reports so that an understanding of various file types is demonstrated and a report is exported to a file.
- Given group specific requirements and administrator rights, create or modify a Start Center template, list the available formatting options, describe the different portlets, set a Start Center as default and assign to a security group so that a Start Center template is created/modified and configured per group requirements.
- Given the active record includes the functionality to have multiple statuses, use the application status change function to change its status to a valid new status so that the status of the record is changed.

Preventative Maintenance
- Given preventive maintenance (PM) needs, create and manage PM records so that assets may be properly managed and ROI is optimized.
- Given PM needs, create master PM records so that they may be associated to multiple assets or locations so that they enhance and simplify the management of multiple assets or locations for large numbers of similar assets.
- Given a set of PM's, update the PM records so that work orders are or will be generated either automatically or manually.
- Given assets, locations, and job plans, create routes, and associate the routes with a PM and work order so that the routes are created an applied.
- Given that PM records and scheduling information is selected, generate a PM forecast for a new or existing PM record so that the forecast is generated.
- Given an active PM, location, asset and route, apply a forecast so that it can be used in Scheduler or a reforecast as necessary.

IBM Maximo Asset Management V7.5 Fundamentals
IBM syllabus
Killexams : IBM syllabus - BingNews http://www.bing.com:80/news/search?q=IBM+syllabus&cc=us&format=RSS Search results Killexams : IBM syllabus - BingNews http://www.bing.com:80/news/search?q=IBM+syllabus&cc=us&format=RSS https://killexams.com/exam_list/IBM Killexams : Business Analytics

Co-Concentration in Business Analytics

Business Analytics is the emergent capability for organizations in the twenty-first century. All organizations, regardless of industry, size, or operating environment generate and manage large volumes of data and information that, used well, inform the decision making and competitive capabilities of the enterprise. The emerging area of analytics is focused on using business data to examine what already happened, to determine or predict what will happen, and to explore or model what should happen. Successful managers across functional areas, whether finance, marketing, operations, human resources, or information systems, need to be able to understand and utilize business analytics in order to manage and lead effectively.

Business Analytics draws upon a portfolio of methods and tools including statistics, forecasting, experimental design, data mining, and modeling to turn data into information and insights. The business analytics field includes descriptive, predictive, and prescriptive analytics. Descriptive analytics help organizations describe what has happened in their operating environment and includes gathering, organizing, tabulating, and communicating historical information, e.g., how many online subscribers do we have? Predictive analytics helps organizations understand what to do by uncovering relationships and associations in the available data and uses techniques such as probability and forecasting to reveal the likelihood of outcomes. For example, the number of online subscribers increases when we have banner advertising on search sites. Prescriptive analytics is focused on understanding the causal effects that can be discerned from data sets and strives to predict what will happen, given a particular course of action. For example, if we increase our banner advertising and provide one-click subscribing, how will the number of subscribers change?

The Business Analytics co-concentration builds upon the Carroll School of Management core. The co-concentration is designed to align with a variety of functional disciplines making Business Analytics an excellent complement to other concentrations including Accounting, Operations Management, Finance, Marketing, Information Systems, or Management and Leadership.

Objectives of the Undergraduate Co-Concentration in Business Analytics

The objectives of the undergraduate co-concentration are to develop managers who:

  • possess a broad and deep understanding of theories and concepts in business analytics
  • are adept at data management and analysis
  • understand and utilize quantitative techniques for historical analysis, predictive analysis, modeling, and simulation
  • are capable of applying analytical skills and knowledge to address management problems across disciplines and industries

Careers in Business Analytics

Rather than simply answering questions about what, how, when, and where things have happened, today’s business analysts are able to push the use of data further, find out why things are happening and what will happen if identified trends continue, and model how an organization can use this information to optimize outcomes. Careers that utilize the skills and knowledge of business analytics continue to emerge and grow in all fields and business disciplines. Students with this co-concentration may pursue careers in consulting, financial services, healthcare services, accountancy, technology management, government, manufacturing, and not-for-profit organizations. The demand for managers with these skills is strong and will increase as firms continue to recognize that they compete not only with new products and services, but also with a high degree of competence in managing their data, information, and business intelligence.

Business Analytics Co-Concentration Requirements

Business Analytics Co-Concentration Class of 2023

The following three courses are required for students co-concentrating in Business Analytics who belong to the class of 2023:

  • ISYS3340 Data Analytics in Practice (fall and spring)
  • BZAN3384 Predictive Analytics (fall and spring)
  • BZAN6604 Management Science (fall and spring)

Select two additional courses, excluding any courses taken from above list:

  • BZAN3304/BZAN6614 Quality Management (fall)
  • BZAN3307 Machine Learning for Business Intelligence (fall and spring)
  • BZAN3310 Sports Analytics (fall and spring)
  • BZAN3385 Advanced Statistical Modeling (spring)
  • BZAN6605 Risk Analysis and Simulation (offered periodically)
  • BZAN6606/MFIN6606 Forecasting Techniques (fall, online, and spring)
  • BZAN6608 Pricing and Revenue Optimization (offered periodically)
  • ISYS2157 Programming for Management and Analytics (fall and spring) (or CSCI1101)
  • ISYS3257 Database Systems and Applications (fall and spring)
  • ISYS3360 Machine Learning and Artificial Intelligence (fall)
  • ISYS6621 Social Media, Emerging Technologies, and Digital Business (fall)
  • ISYS6625 Geographic Information Systems (fall and spring)
  • ISYS6645 Data Visualization (fall and spring)
  • MKTG2153 Customer Research and Insights for Marketing Decisions (fall and spring)
  • MKTG3114 Pricing and Demand Analytics (offered periodically)
  • MKTG3161 Customer Relationship Management (fall and spring)
  • MKTG3258 Marketing Analytics for Customer Insights (spring)
  • ACCT6640 Dive, Dissect, and Decide with Big Business Data (spring)
  • MFIN2270 Data Analytics in Finance (fall and spring)

Business Analytics Co-Concentration Classes of 2024 and Beyond

The following three courses are required for students co-concentrating in Business Analytics who belong to the class of 2024 and beyond:

  • ISYS3340 Data Analytics in Practice (fall, spring)
  • BZAN3385 Advanced Statistical Modeling (spring)

Students must choose one of the following courses:

  • BZAN3307 Machine Learning for Business Intelligence (spring)
  • ISYS3360 Machine Learning and Artificial Intelligence (fall)

Students must choose two electives from the list below, where each elective comes from a different area of focus (Modeling, Data, or Applications).

Modeling
  • BZAN2235 Modeling for Business Analytics
  • BZAN6604 Management Science
Data
  • ISYS3257 Database Systems and Applications
  • ISYS6645 Data Visualization
  • ISYS2160 IOS/Swift Programming
Applications
  • ACCT6640 Dive, Dissect, and Decide with Big Business Data
  • MFIN2270 Data Analytics in Finance
  • BZAN3310 Sports Analytics
  • ISYS6625 Geographic Info Systems
  • MKTG2153 Customer Research and Marketing Decisions 
Wed, 26 Aug 2020 04:39:00 -0500 en text/html https://www.bc.edu/bc-web/academics/sites/university-catalog/undergraduate/csom/business-analytics.html
Killexams : How will COVID reshape our jobs? </head> <body id="readabilityBody" readability="27.959183673469"> <h3>Newscorp Australia are trialling new security software on our mastheads. If you receive "Potential automated action detected!" please try these steps first:</h3> <ol type="1"> <li>Temporarily disable any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Add this site in to the allowed list for any AdBlockers / pop-up blockers / script blockers you have enabled</li> <li>Ensure your browser supports JavaScript (this can be done via accessing <a href="https://www.whatismybrowser.com/detect/is-javascript-enabled" target="_blank">https://www.whatismybrowser.com/detect/is-javascript-enabled</a> in your browser)</li> <li>Ensure you are using the latest version of your web browser</li> </ol> <p>If you need to be unblocked please e-mail us at accessissues@news.com.au and provide the IP address and reference number shown here along with why you require access. News Corp Australia.</p><p>Your IP address is: 108.167.164.204 | Your reference number is: 0.2c64cd17.1659874599.17c33506</p> </body> </description> <pubDate>Fri, 31 Jul 2020 04:01:00 -0500</pubDate> <dc:format>text/html</dc:format> <dc:identifier>https://www.theaustralian.com.au/sponsored/rYyCSbWBHAJQZZVBRny8/how-will-covid-reshape-our-jobs/</dc:identifier> </item> <item> <title>Killexams : Only 24% of Nigerians Have Access to Internet, Says Minister

Onyebuchi Ezigbo in Abuja

The Minister of Communication, Adebayo Shittu, has said the size of the country’s population with full access to internet connectivity is just about 20 per cent.

Speaking on a national television thursday, Shittu explained that internet connectivity in the country at present is restricted to only areas that has mobile telephone network service.

“We need to have sufficiency in satellite communication, for now we are still deficient in it in the sense that accessibility to internet throughout the country is about 20 per cent and until we have sufficiency in the laying of cables to connect every part of this country, that deficiency will still be there.

He said at present, network subscribers cannot only get access to the internet only where there are mobile telephone network.
The minister, who also spoke yesterday during the inauguration of 18-member committee on the establishment of an ICT University in Nigeria, said the drive was in realisation of the critical role of Information Communication Technology (ICT) could play in the sustainable growth and development of the nation.

The former Executive Secretary National Universities Commission, Prof. Julius Okojie, is heading the committee whose mandate it is to develop a robust curriculum of the proposed ICT University of Nigeria, among other recommendations.

While giving the rationale for the venture, Shittu said one of the obvious ways to re-strategise our ICT skills requisition and R&amp;D to focus more on solutions to current and anticipated challenges in the sector.

“In response to the foregoing, the Ministry of Communications has identified the establishment of an ICT University as one of the ways to move to the next phase of the nation’s ICT growth by the enhancement of ICT learning environment that is geared towards the stimulation of creative thinking.

“To ensure that Nigeria keeps pace with the rapidly changing technological development in the global ICT industry, deliberate policy strategies must therefore be put in place within a nationally and globally defined agenda for sustainable ICT development,” he said..

The minister further explained that the Digital Bridge Institute (DBI), which had served as ICT training facility with campuses in each of the six geo-political zones would be converted to serve as the ICT University with specialisation in various ICT fields and expertise.

He said the ministry has secured necessary endorsements from relevant stakeholders both within and outside of government including global leaders in the ICT industry such as Cisco, Facebook, Huawei, MTN, D-Links, Globacom, Lenovo, Samsung, Apple, Siemns, Nortel, Intel, Motorola, Ericsson, Dell, HP, ZTE and IBM.

These industry giants according to the minister have expressed their unequivocal support for this project with pledges in the provision of faculty, library content, syllabus, logistics, including funds towards the realization of the ICT University of Nigeria

Shittu also said the appointments would soon be made for the positions of acting vice chancellor and acting Registrar in preparation for the take off of the institution.

Wed, 27 Jul 2022 12:00:00 -0500 en-US text/html https://www.thisdaylive.com/index.php/2017/06/02/only-24-of-nigerians-have-access-to-internet-says-minister/
Killexams : Success Stories

Strategy: A History. By LAWRENCE FREEDMAN. Oxford University Press, 2013, 768 pp. $34.95

Lawrence Freedman’s monumental new book is one the most significant works in the fields of international relations, strategic studies, and history to appear in accurate years, so readers should know what it is and what it is not. Despite its size and ambition, this magnum opus is not comprehensive. Strategy is instead a deliberately selective look at an important term that gets bandied about so much as to become almost meaningless. Scholars now have a work that arrests that slackness.

Readers should also know that Freedman’s book does not focus on “grand strategy,” a course widely studied and a term often used to judge policymaking, since it concerns historical actors pursuing big ends. The index therefore contains no entry for the Roman Empire, and Freedman never discusses the grand strategies of such lasting players as the Ming dynasty, the Ottomans, King Philip II of Spain, the British Empire, or the Catholic Church. He does, however, tackle Satan’s strategy, in a dissection of Paradise Lost. There are diversions into literature, ancient myth, political theory, and the classics, and to the extent that they serve Freedman’s grander purpose of showing what strategy can sometimes be, the detours may be justified. But Freedman certainly likes to pick and choose, a tendency that can sometimes make it difficult for readers to follow the thread of his arguments even as readers move into the central sections.

Those sections are threefold -- “Strategies of Force,” “Strategy From Below,” and “Strategy From Above” -- and Strategy is best read as three separate books in one. As he has with everything else in this elaborate study, Freedman has chosen these titles carefully. Still, his idiosyncratic and even peremptory claim on meanings and the logical chain of his chapters remind one of Alice’s encounter with the arbitrary Red Queen: things are as the author says they are, whatever one may happen to think about whether a “from below” strategy is included in his “Strategies of Force” section. Yet the book still stands tall compared to the many lesser works on strategy and policy out there, which is why it will still stand out in ten or 20 years’ time.

WAR ON THE MIND

“Strategies of Force,” the largest of Freedman’s sections, comes the closest to a classic discussion of wars, campaigns, generals, and admirals. Yet rather than analyzing strategic campaigning on the battlefield, it mostly covers strategic theory about war. The book’s striking front cover, which shows a model of the Trojan horse, may trick bookstore browsers, but they will not find much about tactics, logistics, or the warrior ethos in the pages that follow. 

“Strategies of Force,” moreover, begins only in 1815, after the Napoleonic era, when full-blown theories of war emerged in the Western world. In one crisp chapter, Freedman introduces the military theorists Carl von Clausewitz and Henri de Jomini, making the case that the two contrasting authors -- the former Prussian, the latter Swiss -- should be regarded as the founding fathers of modern strategic thought, as they both reflected on the larger meanings of the epic struggle for Europe that they witnessed. Whereas Jomini gave planners somewhat more mechanistic rules regarding battlefield leadership, distance, timing, and logistics, Clausewitz taught them to appreciate other, less measurable elements, such as passion, unpredictability, chance, and friction. It was Clausewitz, too, who taught that politics does not stop when the fighting begins and that statesmen had to gear that fighting toward a desired peace. No wonder generals and professors in the nineteenth-century railway age generally preferred Jomini, whereas their successors, shocked by the chaos of World War I, came to favor Clausewitz. Both authors made sense in their time, Freedman argues, and they both have their limits. But he himself prefers the nuance that runs through Clausewitz’s works.

None of the later strategic theorists would surpass this duo, although they would add newer data and experiences. Freedman takes readers through the succeeding schools of thought, offering fine descriptions of such figures as the German military thinkers Hans Delbrück and Helmuth von Moltke the Elder, the analysts of land and naval power Halford Mackinder and Alfred Thayer Mahan, the British strategists of armored warfare Basil Liddell Hart and J. F. C. Fuller, the theorists of the nuclear age Bernard Brodie and Herman Kahn, and, finally, the students of guerrilla conflicts Che Guevara and David Galula.

This list may sound obvious, like the contents of a standard introductory syllabus on strategic theory, but Freedman turns it into something much more valuable through his acute judgments and summaries. For example, although the section on Mahan does explain that author’s belief that the nation with the greatest fleet would control the seas, Freedman gives more space to a lesser-known naval strategist, Julian Corbett, because he prefers the latter’s emphasis on geographic position, communications, and trade to the former’s more simplistic study of great fleets and the Trafalgar-like encounters they engaged in. Generally, Freedman approves of theorists with a Corbettian approach, since no single strategist can comprehend all aspects of war and get it right; once a conflict erupts, calm judgment and careful reasoning will prove more useful than fixed mindsets. Appropriately, this section of Strategy ends with al Qaeda, an adversary that has demonstrated the importance of surprise, confusion, luck, and passion -- and the futility of trying to use a fixed strategy against it. 

THE UNDERDOGS

In “Strategy From Below,” Freedman shifts his attention to what he calls a “strategy for underdogs” -- although he focuses on only the post-1789 ones. Like so many other scholars before him, he accepts that the most important changes in modern history in the West came with the European Enlightenment and the French Revolution. Scholars of early modern history may find this cutoff irritating: surely, Martin Luther’s nailing of his theses to the door of a Wittenberg church in 1517 was nothing if not a strategy from below. The same can be said of the social and political revolutions that convulsed Europe around 1648, many of which took their most extreme forms in such bodies as the Levellers, that radical political movement in England.

Karl Marx, Freedman’s key author here, knew all about these earlier revolutionary movements, of course, but as Freedman explains, Marx saw his own movement as different. In addition to having a scientific precision, it would also have a clear destiny: the destruction of capitalism followed by the uniting of the world’s workers. It is precisely because Marx and his co-writer, Friedrich Engels, worked out a full-blown theory of revolution that Freedman can commence his second section in the early nineteenth century. After all, unlike the Marxists, the Levellers were archaic radicals who claimed no predictive powers. They wanted to smash church rood screens and extend popular sovereignty; the Marxists wanted to abolish class structures altogether. Once true international socialism was established, the thinking went, there would be no more underdogs.

Moreover, no later revolutionary movement would lose its way getting to that harmonious endpoint, because Marx and Engels had provided a road map throughout their writings, if only they were studied carefully and properly followed. But in the early nineteenth century, other socialist writers were providing different road maps, and even some of Marx’s own followers would deviate from his. Freedman displays his impressive acuteness and erudition in describing the various leaders of these movements -- just look at his impressive portrait of the nineteenth-century French libertarian Pierre-Joseph Proudhon. Yet the story is a complicated one, and this part of the book flails around a lot.

The entry of Vladimir Lenin into this story, beginning with his return to Russia from exile in April 1917 to kick off the Bolshevik Revolution, returns purpose to the text. When Lenin dismounted his train at Petrograd’s Finland Station that month, he already had his own strategy: he would work with a small but strong Bolshevik core to quicken the Russian people’s revolution, employing the gun as well as the pulpit. The result was breathtaking. Lenin, Leon Trotsky, and their cadre toppled the moderate regime that had already gotten rid of the tsar, and they created a Bolshevik state that managed to stay alive despite massive counterassaults from the West. Previous thinkers had written about change; these ones actually accomplished it. Here at last, the theory of overthrow from below was being turned into practice.

But if Lenin could both alter and accelerate the course of revolution, then so could his many admirers in later ages and foreign lands -- or so they hoped. Provided the end goal was the same, the means could be altered. Even in Lenin’s experience, the socialist cause often experienced setbacks followed by renewal, and sometimes, well-meaning comrades who failed to understand the urgency of things or who were too eager to compromise had to be smashed as thoroughly as the old order. This happened again when Joseph Stalin steadily took control of the Soviet state, exiled Trotsky (and then had him killed), and survived successive threats from the West, Poland, Japan, and even the Nazis. Exigency and flexibility were the name of the game. As early as 1925 (when some Western powers were beginning to recognize the Soviet Union), one could say that a strategy from below had actually worked. As a strategic success story, it ranks as one of the great narratives of the past 200 years.

But Freedman’s jerkiness again intrudes. Just when one expects his revolutionary tale to move on to Mao Zedong in China and Vo Nguyen Giap in Vietnam, Freedman turns instead to the German sociologist Max Weber, the Russian writer Leo Tolstoy, the American social worker Jane Addams, and the American educational reformer John Dewey -- hardly firebrands. (For Mao and Giap, readers must go back to a chapter in the first section on guerrilla warfare.)

The post-Lenin part of “Strategy From Below” thus becomes an overwhelmingly American story, although with many other pieces added in. It mixes an account of the struggles of the United Automobile Workers in the United States with further discussions of revolutionary thinkers; invaluable vignettes of the Black Power crusade, civil rights, and feminism; a nifty chapter on Mohandas Gandhi and the strategy of nonviolence; summaries of the teachings of the philosophers Antonio Gramsci, Thomas Kuhn, and Michel Foucault; and a recounting of the opposition to the Vietnam War. Then, Freedman takes another remarkable turn, to analyze the successful political strategies of such Republicans as Ronald Reagan and his adviser Lee Atwater and the successful campaigns of Barack Obama.

This section of Freedman’s book does start strong -- how could it not, with Marx as its hero? -- but the many meanderings cost it strength and purpose. Moreover, the story of Marxism as a major historical phenomenon fits uneasily with the other, smaller crusades covered. It is easy to agree that the efforts of, say, the Black Power movement involved a strategy that was rooted in specific circumstances and strove toward specific ends that, once realized, meant success. It was indeed a strategy from below, as were Lenin’s grasp for power in 1917 and many of the revolutionary acts of later radicals. Yet Marxism itself was something larger, a total grand strategy that would never be realized until it had taken hold everywhere.

STRATEGY AT WORK

Freedman’s third book within a book bears the promising title “Strategy From Above,” although anyone looking for a quick survey of how great leaders carried out strategy will not find it here. Instead, this section concerns the rise and evolution of management, in theory and practice, from World War II to the present. “The focus is largely on business,” Freedman admits, and the players are modern managers, entrepreneurs, and theorists. In another example of Red Queen–like arbitrariness, Freedman focuses only on American business and the gurus who have provided it with new ideas. One can almost hear the Sorbonne intellectuals grinding their teeth at this hijacking. Aren’t their very different views of European state capitalism, the social welfare state, and the responsibilities of the firm of any interest? Yes, but only when they appear in an article in the Harvard Business Review.

That said, “Strategy From Above” is very good at what it does. So far as I know, there exists no equally succinct account and critique of American business strategy over the last seven decades. But the narrative goes back even further, to Taylorism -- the scientific approach to manual labor developed by Frederick Taylor in the 1880s -- and the innovations of Henry Ford at the turn of the century. As Freedman shows, Ford’s factories offered proof not only of a model for vastly enhanced production, thanks to the assembly line and the outsourced fabrication of many parts, but also of two larger things: the necessity of maintaining discipline within an organization and the vital role played by managers, who captain the ships on which ordinary workers toil.

The American business model of planned mass production would prove its value most dramatically with the advent of World War II. The U.S. system allowed Rosie the Riveter and her male counterparts to crank out ships, tanks, and airplanes far faster than the United States’ foes could destroy them. Having followed the new industrial model so wholeheartedly, the country emerged from the war as the greatest economic power of all time. All that was needed to keep growing after the war were better ways of explaining the model and newer ideas for improving it. And no book does a better job of describing the way in which management experts such as Alfred Chandler and Peter Drucker thought about companies and people, sometimes brushing aside or co-opting trade unions.

Freedman highlights two trends that changed American business in the postwar years. The first involves companies’ drive to find better and better methods of management in order to enhance their competitiveness -- a seductive idea, given all the evidence suggesting that the best-run firms, such as IBM, are usually the ones to survive and conquer. The high prophets of competitiveness have been extremely influential, and they have been rewarded with astonishing book sales. For example, Competitive Strategy, by the Harvard Business School professor Michael Porter, has now been in print for 34 years.

The second trend is the arrival of rational choice theory at business schools and other parts of the American university. According to this remorselessly logical way of thought, all actors maximize their utility. Its early advocates contended that it could apply to all forms of managing, from running a business to fighting the Cold War, and this simple way of looking at things proved immensely popular, perhaps nowhere more so than in political science departments. In most of Strategy, Freedman sticks to neutral description, but in this particular debate, he seems to enjoy dissecting rational choice. After pointing out how real behavior deviates so frequently from what these models assume, he gently suggests, “The fact that they might be discussed mathematically did not put these theories on the same level as those in the natural sciences.”

This narrative of evolving ideas about management demonstrates once again Freedman’s hunch that no single comprehensive strategy can ever serve all purposes. In his view, it is futile to even search for such a theory, although that’s unlikely to stop social scientists from looking for one. It is equally likely that historians -- along with others who have witnessed what happens when theoretical strategies get mugged by reality, whether in business or in war -- will continue to prefer messier explanations of how things work. As Freedman argues, no strategy, however well it may work against a particular enemy or sell a particular product, is ever final, with a definite endpoint. Strategy is about how to get there; it is not about there.

TAKING STOCK

Freedman’s book should prove useful to students, fellow scholars, denizens of think tanks, and those working in the strategy departments of large organizations and top-rank investment companies. (It is already required practicing in the grand strategy class I co-teach at Yale.) Yet Strategy has two main defects.

First, its contents are unbalanced. The three-legged structure simply cannot stand on its own, because the third part lacks the historical importance of the other two. After all, in the first section, readers learn about Moltke the Elder’s profound thoughts on victory, and in the second section, they read of Stokely Carmichael’s wrenching calls for black power, yet in the third section, they get the Boston Consulting Group. The comedown is great.

Second, despite the universalistic claim of its title, Strategy gets more and more American as it goes on. The third book is simply all about the United States. Freedman justifies his focus by noting that “the United States has been not only the most powerful but also the most intellectually innovative country in accurate times.” Perhaps this emphasis reflects the author’s own life and times. Born in England just after World War II, Freedman could hardly have avoided being influenced by the increasing Americanization of his world.

Like me, many readers may wonder where to place Strategy in their libraries. It obviously should not go next to my various encyclopedias, given its selectiveness. Nor does it belong beside my small collection of books on management and business. It could go near my section of works on Marxism, socialism, and revolutionaries, but Strategy covers a far larger territory. By process of elimination, I have had to place it with my books on war. Although it differs from them all, it will stand close to books by Clausewitz, Jomini, and Mahan and not far from the many writings of the British military historian Michael Howard, Freedman’s longtime mentor and predecessor in his chair at King’s College London. That is not a bad place in which to be found.

Fri, 14 Aug 2020 00:50:00 -0500 en text/html https://www.foreignaffairs.com/reviews/success-stories
Killexams : Search Duke University Courses No result found, try new keyword!Course Syllabus Week 1: What is advertising and where ... supply chain management (Walmart, Maersk, IBM), secure voting, distributed exchanges, decentralized finance, property transfers, central ... Tue, 29 Jun 2021 00:02:00 -0500 text/html https://www.usnews.com/education/skillbuilder/provider-search/duke-university Killexams : CPT Profiles: Industry Members

Meet CPT Members: Bill Carroll, Matt Grandbois, Laura Kosbar, and Maureen Ngoh 

By Sarah Derouin for the American Chemical Society

 

Preparing students for their future careers in academia, research or industry all starts with a solid foundation. Members of Committee on Professional Training (CPT) make sure that students have exposure to quality curriculum, lab skills and professional experiences.

CPT has members who are professors at universities and colleges around the country, and it also has members from industry. Those chemists are on the cutting edge of new research and products, giving them a unique perspective on where the field is going and what sorts of skills will be most helpful for future work. This also includes skills that aren’t usually defined in a syllabus: effective and clear communication, collegial collaboration, and the ability to problem solve. 

Today’s chemistry graduates will be tomorrow’s professional colleagues, industry professionals on CPT have a vested interest in the preparation of students—including ensuring academic rigor of programs, exposing students to the breadth of career possibilities, and the need to create well-rounded team members.

Industry is a Big Pathway for Graduates

While some chemistry graduates dream of going on to graduate school and landing an academic job, the vast majority of graduates will enter industry or research labs for their professional careers.

“Industry still represents the largest employer of chemists,” noted Matt Grandbois, Ph.D., a strategic partnership manager at DuPont. “ There's a finite number of academic jobs that are out there. There are many more opportunities for chemists to develop into the scientists that they want to become in industry.” Grandbois said that the sheer size of industry and the growth potential are important reasons to have industry professionals on CPT.

Having industry professionals on CPT also gives the committee insights into what life is like outside of academia. Laura Kosbar Ph.D., a retired chemist who was previously with IBM T.J. Watson Research Center, said industry representatives “help inform the guidelines with respect to what the demands and expectations are for the students who go to work for industry—which is a large portion of the students.”

Kosbar added that industry can in some ways shape the kinds of classes that are offered at universities and colleges. “We've talked about things like green chemistry and newer fields of chemistry that would be useful for students to be exposed to", she said.

Be What You See

Seeing the diversity of specialties is another way industry can inform the trajectory of chemistry programs. Maureen Ngoh Ph.D., a principle scientist at Merck Animal Health, noted that she and her colleagues can show the breadth of professional tracts. Through her connection with CPT, she coordinated with Sunghee Lee Ph.D., a professor at Iona College and CPT member, to give a talk to students about her work in the animal health industry.

“I did give a seminar to her students to tell them about my background as an analytical chemist,” said Ngoh. “It was an eye opener for them to know that you can have a career in this field."

“I tell the students, you could be a hardcore scientist or you could be on the business side. Or you could be a communication specialist,” explained Ngoh. “There are a lot of opportunities and different careers in the animal health industry.”

One thing she encourages is for students to look for internships. “All pharmaceutical companies have internships,” said Ngoh, adding that company websites tend to post openings in the fall. An internship “is a way for you to get into industry, learn what they do, and see if it’s something you’re interested in doing.”

Chemistry graduates who go into industry can have a career filled with many broad opportunities, students can follow different trends in science and their interests may change over time. Kosbar said she is a perfect example of someone who gravitated toward new challenges and interesting projects rather than discipline.

“My background is in polymer chemistry, but I worked more in material science,” she said. “I was involved with fabrication of things like computer chips, or printed circuit boards, or a solar cell project.” Kosbar noted that “the thing with research is, you don’t tend to be as narrowly defined, it's sort of whatever projects need someone with your skill set or that you find interesting.”

Grandbois agrees, adding that his career evolved as he found new interests and opportunities. An organic chemist by training, Grandbois noted that “I actually started in R&amp;D (research and development), and through some very deliberate choices, chose this career path.”

“Soft Skills” are anything but soft

“The kinds of things that industry is looking for changes over time,” said Bill Carroll Ph.D. Carroll retired from Occidental Chemical in 2015, and since then has run his own consulting business (Carroll Applied Science) while adjuncting at Indiana University. He said those in industry know that technical skills are one thing, but that non-technical skills are crucial.

“I'm not going to call them ‘soft skills,” he emphasized. “But these are extraordinarily important in terms of leadership, management, communications, and being able to work in a team.” Carroll noted that CPT is looking at how to build in these professional or non-technical skills into the approval process.

“Those professional skills are equally as important, even though they are not a core requirement for a chemistry graduate,” said Ngoh. “Our voice brings in the other useful skills, team building, collaboration, communication— the things you would need to really succeed as an individual working in industry,” she said. “Not only do you need your technical side, but these professional skills are really what will carry you forward in industry.

“The skills [are] important for any chemist, but they're extremely important going into industry,” added Kosbar. “Things like teamwork, literature searching… practicing and writing, and oral presentations are hugely important for someone's success.” She adds that industry CPT members tend to be strong proponents of strengthening professional skills because “we see how it affects new employees.”

The Value of Approval

“The work of CPT goes two different directions,” said Carroll. “One is to, to approve the department. So in essence, you say you have a department that has adequate journals, adequate numbers of professors, adequate equipment, and all of the infrastructure, wherein you could deliver a 21st century chemistry education.”

The other side, said Carroll, is the student. He explained that when students complete the approved curriculum, the department chairperson certifies that the degree meets the guidelines for the approved program. But the question that some industry members of CPT are asking is: what is the value of completing the curriculum and receiving a degree from an approved institution?

If schools are going to go through the effort, and the students are going to put in the work to get through an approved curriculum,  Ngoh added that “there has to be value added to it.”

“If I get a resume where one student has a degree from an ACS approved institution and one that does not, I would hope that the student from the ACS approved institution has a slight heads up, but I don't know if that's true,” said Grandbois. “Is ACS approval a differentiating advantage for students who are interested in entering chemical workforce?”

Ngoh said that the ACS is defining the value of a degree from an ACS approved institution. “That marketing ... and education for the public, are a few of the things that we’re working on to try and help people understand the value of the degree,” Ngoh said.

Thu, 09 Sep 2021 05:12:00 -0500 en text/html https://www.acs.org/content/acs/en/education/policies/acs-approval-program/news/cpt-profiles-industry-members.html
Killexams : Improve Online Learning and More with Artificial Intelligence

In 2015, Ashok Goel and his colleagues at the Georgia Institute of Technology informed a class of students that a new teaching assistant named Jill Watson would be joining their course on artificial intelligence.

They left out an important detail, however: Jill Watson is, herself, an artificial intelligence agent. It wasn’t until late in the term that students started to suspect that the answers to their online queries were not coming from a flesh-and-blood TA. Since then, Jill Watson has participated in 17 classes held both online and in person, at both undergraduate and graduate levels, in subjects ranging from biology to engineering and computer science. Meanwhile, Georgia Tech continues to explore the potential of AI in higher education.

The academic landscape was already being transformed by economics and technology before the massive disruption of COVID-19. AI can play a key part in this new educational reality, says Goel, a professor of computer science and human-centered computing, and director of Georgia Tech’s Design &amp; Intelligence Laboratory.

“The old normal is gone forever,” Goel says. “Even when students return to campus, they’ll be going back to more online and blended courses, and we’ll be looking for ways that AI can enhance those classes.”

Personalizing Online Classes: The Potential of AI

The impact of COVID-19 on AI in higher education is hard to predict, says Kathe Pelletier, director of Student Success Community Programs at EDUCAUSE. The economic impact of the pandemic may cut spending in research and development, but institutions could look to AI agents for efficiencies as they operate with fewer staff, she says.

The forced move to online teaching did crack some cultural barriers that have slowed adoption of AI tools and the adaptive learning strategies they support, says Pelletier. “Some faculty members who have historically resisted change began to recognize the value of all sorts of technologies during lockdown.”

Enabling adaptive learning, which personalizes learning for individual students, is one of the most promising aspects of AI, she says. Realizing that (and the rest of the technology’s potential) will take time, however.

“AI can process a tremendous amount of data and give students what they need when they need it,” Pelletier says. “It extends the human capacity to access information, to optimize research and make it more efficient. It can also be the basis for more personalized learning pathways. But humans have to develop algorithms for those pathways, and development time is significant.”

MORE FROM EDTECH: Learn how to prepare your IT department for an AI skills gap. 

Using AI to Maximize Efficiency, Improve Quality of Classes

Goel acknowledges the arduous development process that produces AI applications. The original teaching assistant application initially took more than 1,500 hours to program, even using IBM Watson technology. However, a sibling application, dubbed Agent Smith (a nod to The Matrix), can clone a Jill Watson for a specific course with about 10 hours of human input, Goel says.

“We want to use AI to build AI,” he says. “We’re working to take Jill Watson to the Georgia Tech level, where it can be used for any class here. Eventually, we want to share the technology with other universities and with high schools.
Agent Smith means I could go to a busy middle school teacher and offer her the support of a Jill Watson with the investment of just 10 hours of work.”

One variation on Jill Watson can independently read documents and answer questions about, for example, a syllabus or a reference manual. Another, named VERA (Virtual Ecological Research Assistant), enables users to construct conceptual ecological models and run interactive simulations.

Yet another assistant, named SAMI (Social Agent Mediated Interaction), in development, is designed to address a lack of social contact and emotional engagement for online students by alerting them to interests and backgrounds they share with classmates.

“Can AI build better, stronger human interaction? We hope so,” Goel says. “But the application also raises questions of data privacy and security, bias and trust, which we’ll have to answer as we continue with AI.”

MORE FROM EDTECH: Learn how emotionally intelligent AI advances personalization on campus.

A Better Way to Learn a Foreign Language

Students of Chinese language at Rensselaer Polytechnic Institute (RPI) can be encircled by a panoramic screen and find themselves surrounded by human-sized images in what could be a Beijing marketplace. One student’s unscripted negotiation with a vendor might be interrupted by another shopkeeper negotiating the price. Both merchants are AI agents developed as part of the Mandarin Project.

RPI was the first university in the U.S. given access to IBM’s Watson AI technology, which led to the creation of the Mandarin Project in 2012. From there, RPI and IBM established the Cognitive and Immersive Systems Lab (CISL) to explore the use of AI to stimulate “embodied learning,” says CISL Associate Director Jonas Braasch.

“We want students to learn how to translate what they’ve learned from textbooks into the real world,” he says. “Because AI has a long history in gaming, we use similar techniques like interactive engagement with synthetic characters, along with the aspect of rewarding success, rather than marking off for mistakes.”

At present, the Mandarin Project and CISL are only available onsite, but COVID-19 has prompted researchers to explore adapting the technology for ­different delivery modes.

At CISL, the use of AI in higher education aims to support human instructors, not replace them with bots, Braasch says. “Our systems can increase engagement, and that increases learning. AI can increase the fun of learning.”

MORE FROM EDTECH: Here are 3 ways that AI can Improve campus cybersecurity.

Smart Facilities: How Artificial Intelligence Reduces Costs

AI-based technologies are taking a central role in building operations at the University of Iowa. Leveraging IoT data from sensors embedded in heating, cooling, electrical and security systems, the university relies on AI to manage energy use, maintenance expenses and user comfort in 70 percent of its academic buildings, says Don Guckert, who retired in July as Iowa’s associate vice president for facilities management.

“We’re taking advantage of what’s already in place with our building and mechanical systems and using artificial intelligence to optimize energy consumption and maintenance costs, reduce risk to business continuity and increase the comfort of our buildings,” Guckert says.

In the past three years, the university has expanded a fault detection and diagnostics project to cover more than 55 buildings. The initial investment paid for itself through reduced energy and maintenance costs in approximately a year, Guckert says.

When Iowa shut down its campus in March and moved to online classes, some staff remained. Should one of them test positive for COVID-19, access card data can trace the person’s movements, thus simplifying contact tracing and identifying areas for decontamination, Guckert says.

Using AI, he continues, is an effort to move beyond the traditional reactive maintenance model. “As an industry, facilities management has always been complaint-based. We wanted to use technology to get ahead of problems before they happen.”

Sun, 26 Jun 2022 12:00:00 -0500 Tommy Peterson en text/html https://edtechmagazine.com/higher/higher/higher/k12/article/2020/08/improve-online-learning-and-more-artificial-intelligence Killexams : AngelList Backs Noida-Based Edtech Startup Konfinity

Konfinity will be using the funds to expand its services to over 100 colleges

In the next six years, the company will plan to have its presence across 12 cities

It claims to train students to become software developers in six months

A US-based curated closed marketplace for startups and investors, AngelList, on Wednesday (January 23), announced that it has invested an undisclosed amount of fund in Noida-based edtech startup Konfinity which offers an artificial intelligence (AI) powered platform for software programming courses.

The funding round also witnessed participation from FirstCheque, mCarbon CEO Rajesh Razdan, Jugnoo ClickLabs CEO Samar Singla, founders of healthtech startup Curofy and Amit Kapoor, faculty at Harvard Business School among others.

With this freshly infused capital, Konfinity will expand its services to over 100 colleges across 12 cities in the next six months.

Konfinity was founded by Navratn Singh, along with Kamal Pandey in 2018. The company through its AI-powered platform trains students to become software developers in just six months from the comfort of their home. It also prepares them to get placed in a next-generation tech company without any upfront cost. Currently, it has partnered with over 12 colleges in India and catering to over 2K students.

The company currently offers courses in web development, data science and UI/UX. In the coming days, it is looking to add animation, graphics, IoT and DevOps and others.

Bridging Job-Skill Gap In India 

In a press statement, Singh said, “Over 150 Mn jobs created last year that needed candidates to have coding skills, the IT industry witnessed a slump in terms of hiring the right talent.”

Adding to this, he said that engineering students across the country are still struggling to find the right career. “The accurate funding validates our concept to help bolster partnerships with key universities in the coming months,” he added.

Utsav Somani, partner at AngelList said that more than 60% of Indian engineers are unemployed at this moment and most schools and colleges lack coding frameworks as required by new-age tech companies. Somani believes that Konfinity is bridging the gap existing in the industry and is poised to scale the business, sustainably.

In India, the AI in edtech market is still in a nascent stage as educational institutions and colleges are succumbing to outdated syllabus, courses and methods that don’t meet the present-day job market requirement. Noticing the gap, a lot of players, including IBM, Google, and Microsoft, along with edtech startups like Emotix, BYJU’s, Smartivity and Konfinity are changing the education landscape in India.

According to Market Study Report, the AI in edtech market is expected to surpass $6 Bn by 2024. The growth is expected to be fueled by the growing demand for intelligent tutoring system (ITS) by educational institutions and colleges.

Thu, 23 Jan 2020 16:23:00 -0600 Amit Raja Naik en text/html https://inc42.com/buzz/angellist-leads-seed-funding-round-for-konfinity/
Killexams : College Admissions: How to select which entrance exams to take? No result found, try new keyword!Though the syllabus of the entrance exams remains mostly the same for a particular course the degree of emphasis on a particular section may vary. For example, the most popular exams for law are ... Sun, 03 Jul 2022 21:06:00 -0500 en-in text/html https://www.msn.com/en-in/news/other/college-admissions-how-to-select-which-entrance-exams-to-take/ar-AAZ9Jxn Killexams : Climate and Environment No result found, try new keyword!The region, one of the poorest in the country, is full of modest, unprotected homes and decaying infrastructure. Some residents say they won’t return. By Rick Rojas, Christopher Flavelle and ... Wed, 03 Aug 2022 21:36:00 -0500 en text/html https://www.nytimes.com/section/climate
C2010-595 exam dump and training guide direct download
Training Exams List