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Killexams : CA-Technologies exam plan - BingNews Search results Killexams : CA-Technologies exam plan - BingNews Killexams : Dell Certification Guide: Overview and Career Paths

In the 1980s, a 19-year-old pre-med student at the University of Texas just happened to like computers – a lot. Michael Dell never made it to graduation and dropped out at the end of his first year to pursue a different dream, armed only with a $1,000 stake from his family and a love of PCs. No one could have predicted that Dell would turn his dorm room “business” into Dell Inc., a globally recognized leader in computing.

Dell merged with EMC Corporation in late 2016, and the new company was rebranded as Dell Technologies, which includes Dell, Dell EMC, Pivotal, RSA, Secureworks, Virtustream and VMware. According to Forbes, Dell Technologies (before completion of the merger with EMC) was the fourth largest privately held company in the United States and the world’s largest privately held technology company. With offices in more than 180 countries worldwide, Dell boasts more than 145,000 employees, with sales exceeding $74 billion in 2016. According to its investor relations website, a whopping 98% of all Fortune 500 companies use Dell Technologies products and services. Dell is also well represented in Gartner Magic Quadrant leader lists for products and services, including the Data Center Backup and Recovery Software, Managed Security Services, and Integrated Systems lists.

Computing products remain a staple in the Dell product portfolio. Consumers interested in laptops, workstations, tablets and desktops will find a variety of products available (along with peripherals such as monitors, printers and VDI appliances) to meet personal, SMB, enterprise or gaming requirements. Dell also offers solutions for networks, storage, servers, gateways and embedded computing, as well as a broad range of IT and business services.

Dell Technologies’ products and services currently fall under seven technology brands:

Within each brand, there are multiple products, services and solutions that cater to specific areas of interest for Dell customers.

VMware, Secureworks and Pivotal continue to strategically align with Dell Technologies’ core business areas. VMware continues to provide hybrid cloud, mobile computing and software-defined data center solutions. Pivotal offers analytic tools, next-generation software development methodology and modern cloud-native platforms, while Secureworks focuses on incident response and threat intelligence security. RSA helps companies manage and monitor their digital risk profiles and activities.

Dell certification program overview

In response to its merger with EMC, Dell and Dell EMC’s certification programs have merged into the unified Dell EMC Proven Professional certification portfolio. You’ll find that the website and certifications have a brand-new look and feel. Dell Education Services offers two CompTIA certs along with numerous Dell EMC certifications divided up by technology category or track, including Storage, Data Protection, Converged Infrastructure and Data Science. A recent search of the Dell certification website finds that Dell no longer offers Microsoft certification training courses.

If you’re not sure where to start on your certification journey, the new Dell EMC Proven Professional certification framework is a great starting point. Here, you’ll find certifications for four skill levels:

  • Dell EMC Certified Associate (DECA): Entry-level or foundational knowledge
  • Dell EMC Certified Specialist (DECS): Technology and role-specific skills
  • Dell EMC Certified Expert (DECE): Advanced experience and skills in multiple technologies
  • Dell EMC Certified Master (DECM): Subject matter expertise in complex scenarios and multiple technologies

The certification framework is hierarchical: The specialist certification takes the lower-level associate credential as a prerequisite, while the expert-level credentials take both the associate and specialist credentials as prerequisites. Associate and specialist certifications do not expire. Master and expert certifications expire after two years.

In Dell’s certification framework, you’ll find Dell EMC credentials across eight different tracks: Technology Architect (TA), Cloud Architect (CA), Enterprise Architect (EA), Implementation Engineer (IE), Systems Administrator (SA), Platform Engineer (PE), Technical Support Engineer (TSE) and Data Scientist (DS). The certification framework also maps credentials back to specific technology areas (cloud, storage, data protection, server, networking, converged infrastructure and data science).

There are also certification maps for role-based credentials:

  • Plan and Design Roadmap: This offers four credentials at the associate level, seven at the specialist level, three expert exams and a single master-level (architect) exam.
  • Deploy Roadmap: This certification path offers four associate-level credentials, 13 specialist exams and four expert exams. Currently, there are no exams at the master level. The roadmap also mentions CompTIA Server+, two product and technology exams, associate and professional exams in server and networking, VxRail Appliance, and PowerEdge.
  • Manage Roadmap: This path offers a single master exam, five expert exams, 15 specialist exams and four associate exams. It also includes CompTIA Server+, VMware VCP credentials, two product technology exams, and associate and professional exams in server and networking.
  • Support Roadmap: The Support Roadmap includes one associate exam, seven specialist exams and one expert exam. It mentions CompTIA Server+ along with associate and professional networking and PowerEdge exams.

Certification candidates should register with Dell EMC TechDirect. From the TechDirect portal, candidates can access free exam prep materials, schedule exams, view exam results and print their certification transcripts. Candidates may also view their company’s competency status through the TechDirect portal.

Dell Partners whose employees have earned the Certified Deployment Professional badge may be eligible to earn the Services Competency for Deployment (or simply Deployment Competency) designation. To earn this competency, Partners must be at least at the Gold tier level and have two or more employees who’ve passed the associated exam. A formal application must be submitted to Dell requesting Deployment Competency designation. Deployment Competency designations are available for Server, Storage, Networking and Client Systems.

Dell EMC certifications

Because Dell has updated its certification portfolio, it’s well worth your time to peruse the new Dell EMC Proven Professional Certification Framework to understand the new certification flow. All certification tracks begin with selecting a technology concentration: Cloud, Storage, Data Protection, Server, Networking, Converged Infrastructure or Data Science. Next, candidates earn the DECA (associate) credential recommended for their technology track. From there, candidates select the applicable role-based certification roadmap (Plan and Design, Deploy, Manage, or Support) and follow the certification recommendations to earn the specialist, expert and master credentials available in that certification path.

Below, we’ve listed some examples of the many certifications you’ll find in the new Dell EMC program. We’ve chosen to present these certification examples by the available technology tracks.


The Server technology roadmap is the only certification path where a third-party certification, the CompTIA Server+, serves as the associate-level credential.

  • Implementation Engineer, PowerEdge Specialist (DECS-IE): Certification is focused on IT professionals working with Dell EMC PowerEdge Server technology and products. To earn the credential, candidates must first obtain either the CompTIA Server+ or the Dell Certified Associate PowerEdge credential and pass the specialist exam. The exam targets PowerEdge rack and tower servers, installation, configuration (server storage, iDRAC and Lifecycle Controller), and maintenance and troubleshooting.


  • Information Storage and Management Associate (DCA-ISM): This credential validates a candidate’s knowledge of data center infrastructure, storage systems (file-based, object-based, software-defined, block-based and intelligent), security, replication management, backup, archive, replication, and storage networking technologies (Fibre Channel SAN, Internet Protocol SAN and Fibre Channel over Ethernet SAN).
  • Implementation Engineer, SC Series Specialist (DCS-IE): This certification targets professionals working with Dell EMC SC Series storage products. Skills covered include Dell Storage Manager installation and configuration, SC Series hardware and cabling (including Fibre Channel and iSCSI), SC Series configuration, administration (Storage Manager and SC Series), and SAN HBA and switch configuration. To earn the certification, candidates must possess the Associate Information Storage and Management Version 1.0, 2.0, or 3.0 credential and pass the specialist exam.
  • Expert – SC Series (DCE): To obtain this expert-level certification, candidates must possess the Specialist Implementation Engineer, SC Series certification and pass the expert exam. The exam focuses on SC Series Storage product-related technologies, including hardware installation, storage array initialization, array configuration, failover testing, host confirmation and front-end storage networking configuration.


  • Certified Associate – Networking: This credential targets professionals working with Dell EMC networking switches. Candidates should have at least one year of networking experience, with six months focused on installing and managing EMC networking switches, and be able to install, configure, and troubleshoot networking switches.
  • Certified Professional – Networking: This credential targets experienced Dell hardware professionals. Candidates should have one to three years of experience, plus at least one year of direct experience managing or deploying Dell hardware solutions. Successful candidates will also understand deployment, cutover and integration planning, Dell tools for deployment, network configuration, and troubleshooting.

Cloud and Infrastructure Services (Cloud Architect)

  • Cloud Infrastructure and Services Associate (DCA-CIS): This cert focuses on using cloud computing reference architectures to build cloud infrastructures, cloud technologies and processes, digital transformations, cloud services and applications, cloud security, business continuity, and cloud service management.
  • Cloud Infrastructure Specialist (DCS-CA): This credential is the specialist level of the Dell EMC Cloud Architect certification. Candidates must possess either the associate level of the Information Storage Management (version 2.0 or 3.0) or the Cloud Infrastructure and Services (version 1.0, 2.0 or 3.0) credential and pass the specialist exam. The exam focuses on cloud-related topics, including design, management, available resources (such as network, storage and computing), monitoring, hybrid cloud and disaster recovery.
  • Cloud Architect, Cloud Services Expert (DCE-CA): This certification is the expert level of the Dell EMC Cloud Architect certification. As with the DCS-CA, candidates need to possess either the associate-level Information Storage and Management (version 2.0 or 3.0) or the Cloud Infrastructure and Services (version 1.0 or 2.0) credential plus the DCS-CA and pass the expert exam. The credential validates a candidate’s skill in planning and designing cloud infrastructures, business transformation, ITaaS environments, cloud services, security, governance, and financial and organizational planning.

Data Protection

  • Data Protection and Management – Associate (DCA-DPM): This credential validates a candidate’s understanding of the data protection technologies, components and processes.
  • Converged InfrastructureConverged Infrastructure targets professionals who maintain, back up, configure, upgrade, troubleshoot, monitor and administer VxBlock Systems. Two credentials are available:
    • Converged Systems and Hybrid Cloud Version 1.0 – Associate (DCA-CSHC): This is a foundation-level certification that focuses on a candidate’s understanding of how to effect transformation using Dell EMC Converged Systems and Digital and IT Transformation.
    • Systems Administrator, Converged Infrastructure Version 2.0 – Specialist (DCS-SA): This credential validates a candidate’s knowledge of VxBlock Systems concepts, administration, security, resource management, maintenance and troubleshooting.

Data Science

  • Data Science Associate (DECA-DS): A foundation-level credential for those just entering the realm of data science and big data analytics, this certification focuses on the tools and techniques commonly used in data analytics.
  • Advanced Analytics Specialist (DECS-DS): This certification focuses on using advanced analytic methods to identify and recommend solutions for business problems. Methods include visualization, Hadoop (including Hive, HBase and Pig), natural language processing and social network analysis.

Dell third-party certifications

On top of its Certified Deployment Professional certifications, Dell Education Services has partnered with several third-party organizations in the past to provide certifications for CompTIA and Microsoft certifications. However, Dell has reduced the number of CompTIA cert courses that it offers and totally eliminated its Microsoft cert courses.

CompTIA certifications

CompTIA is a well-known, vendor-neutral certification provider. Dell has reduced its CompTIA certification training courses to just two online offerings: A+ and Linux+ certs. The cost for CompTIA training courses ranges from $550 to $650 for these topics.

According to Dell, 78% of all companies use IT deployment services. With such a widespread need, IT professionals specializing in deployment find a demand for their skills across multiple industry sectors. Some of the sectors that Dell serves are education, energy, financial services, government (federal, state and local), healthcare, manufacturing, retail, telecommunications, media and entertainment, and web development.

Popular job boards such as TechCareers, SimplyHired and Glassdoor reveal numerous jobs available for Dell-certified deployment professionals. Most of the listed positions focus on engineering roles for server, virtualization, networking, systems, integration, data security and the like. Other available roles include consultants, account executives, system administrators, IT managers and deployment managers.

Dell recommends and offers core training courses for each of its Dell EMC credentials. Interested candidates who register on the DirectTech website can also access free exam study guides. In addition, Dell offers many free e-learning courses at the foundation level on various Dell products and technologies, including networking, storage, data protection, big data and converged infrastructure.

Core recommended training for each solution track includes a basic, intermediate and advanced course. Prices vary, but candidates can expect to pay $2,500 to $5,000. Most training is a combination of e-learning activities that you complete prior to attending instructor-led training.

Dell also provides training for other certifications and training opportunities for end users and IT professionals in various disciplines, including these:

Fundamental or introductory courses typically cost $100 to $200, while advanced training courses may cost thousands of dollars (we found one course with a price tag of $10,000). Dell also offers onsite training courses, with most prices running at least double that of public courses. The most expensive onsite course we found topped $42,000.

Check out everything Dell has to offer on its Education Services webpage. 

Ed Tittel

Ed is a 30-year-plus veteran of the computing industry who has worked as a programmer, a technical manager, a classroom instructor, a network consultant, and a technical evangelist for companies that include Burroughs, Schlumberger, Novell, IBM/Tivoli and NetQoS. He has written for numerous publications, including Tom’s IT Pro, and is the author of more than 140 computing books on information security, web markup languages and development tools, and Windows operating systems.

Earl Follis

Earl is also a 30-year veteran of the computer industry who has worked in IT training, marketing, technical evangelism, and market analysis in the areas of networking and systems technology and management. Ed and Earl met in the late 1980s when Ed hired Earl as a trainer at an Austin-area networking company that’s now part of HP. The two of them have written numerous books together on NetWare, Windows Server and other topics. Earl is also a regular writer for the computer trade press, with many e-books, whitepapers and articles to his credit.

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Killexams : Time to Pull the Plug on Traditional Grading?

The practice of grading student work has mostly been an afterthought in teacher training and professional development. Grading remains idiosyncratic in most places—largely dependent on rubrics devised by individual teachers and usually rooted in century-old practices, even if they are calibrated using new technologies and software.

Letter-based grading became universal in U.S. public schools by the 1940s. Today, protocols for handing out grades of A–F on a 100-point scale vary from district to district and classroom to classroom. Generally, grading attempts to distill students’ performance on what education researcher Thomas R. Guskey calls a “hodgepodge” of measures—quizzes, tests, homework, conduct, participation, extra credit, and more—rather than gauging real student learning.

The process is inconsistent at best, inequitable at worst, critics argue. Reform efforts made over the past two generations—such as the push for portfolio grading that gained traction in the 1980s—largely foundered, as they were viewed as too cumbersome to scale up to large districts and schools.

Now the consequences of the Covid-19 pandemic—remote learning and more failing students—twinned with renewed concerns over equity have many educators taking another look at grading. Several models exist, but so-called equitable grading is gaining momentum.

“Inherited grading practices have always hurt underserved students,” said Joe Feldman, a former teacher and author of Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms. “As schools reopen, there is a desire for normalcy, but we shouldn’t rubber-band back” to outdated practices, Feldman argues.

Equitable grading involves eliminating the 100-point grade scale and not penalizing students for late work and missed assignments if they can demonstrate subject mastery and even if they must retake tests or redo other assessments along the way.

Feldman says these assessment practices can help address stubborn achievement gaps and streamline the grading hodgepodge. But moves toward equitable grading seem to be rolling out in a patchwork fashion, and not without pushback and confusion.

“Because of the way it was implemented, nothing has been standard about it at all. Much has been left open to interpretation,” said Samuel Hwang, a junior at Ed W. Clark High School in Las Vegas, a school that has introduced equitable grading. “In a lot of ways, things have gotten worse.”

The 360,000-student Clark County, Nevada, district, which encompasses Las Vegas, began implementing the policy in the 2021–22 school year, on the heels of the pandemic learning disruptions. “They rushed out the new policy just when we got back to school,” said Hwang, who serves as a peer tutor. Many students, he said, are habitually late on assignments. “If your expectations are lower in terms of behavior and grading, that’s probably what you’re going to get.”

Education researcher Thomas R. Guskey
Education researcher Thomas R. Guskey refers to the current grading system as a “hodgepodge” of measures.

Equitable Grading

Feldman’s plan in Grading for Equity is a recent iteration of so-called mastery-based or standards-based assessment. With this approach, teachers base grades on a student’s end-of-course command of material, without consideration of attendant factors such as homework, extra credit, or “soft-skill” behaviors such as punctuality, attendance, handing in assignments on time, and class participation. Learners are afforded extra time and can retake tests or other assessments to demonstrate mastery or raise a grade.

“The grade is only reflective of content mastery,” said Feldman. “People mistakenly assume that grading for equity lowers standards or rigor, but it increases them. You can’t get an A jumping through hoops, so it reduces grade inflation, makes it more rigorous. There’s no more of that haggling (‘Can I get extra credit for bringing cupcakes to the end-of-year party?’). There’s no more bartering and bargaining to get points. Students become less consumed with point accumulation. We can now talk about their understanding.”

Feldman essentially frames mastery-based grading as a way of correcting historical imbalances and eliminating biases in traditional grading that he says have posed barriers to success for students of color and those from lower-income families. In his view, grading should no longer reflect factors that students may not have control over, such as whether their after-school life is conducive to finishing homework.

Joe Feldman
Joe Feldman wrote Grading for Equity and suggests eliminating the 100-point grade scale.

After getting a master’s in teaching and curriculum from Harvard University’s Graduate School of Education in 1993, Feldman served for three years as a teacher and for another 17 years in a variety of administrative jobs at four public school districts around the country. He spent just under two years as a vice president at a nonprofit focused on health education before starting Crescendo Education Group in 2013, according to his LinkedIn page.

The group is a paid consultant to schools and districts of varying sizes. In one recent contract, Crescendo was paid $114,300 to introduce 60 teachers and 30 administrators in California’s Santa Clara Unified District to grading for equity by providing coaching, support, and webinars during the 2021–2022 school year.

Feldman says he has seen firsthand the “nagging discomfort” many teachers feel toward the existing grading system, which uses points to reward students for behaviors. While some of those behaviors, such as doing homework, may Excellerate learning, they are not “point-worthy” in and of themselves, he notes.

Stressors ease once grading is motivational rather than punitive, he says, arguing for a “coherent” 0–4 grading scale to replace the 100-point scale that remains the standard in K–12 classrooms. The latter essentially measures 60 gradations of failure, Feldman points out, and that “may not be the message we want to send to students.”

Variations of this simplified scale are widely used in standards-based grading, with some schools choosing a 1–5 or 1–4 range. The points reflect levels of skill mastery, with the lowest numbers indicating little or no understanding on the part of the student and the highest representing advanced understanding. Sometimes these figures are still translated into letter grades, but the grades are based on the four or five levels rather than a scale of 100 points.

Critics of grading for equity say there is not enough empirical data or experience to suggest that the purported successes of the approach could work at scale. In many districts that have adopted equitable grading, the process is too new—and still too inconsistent—to yield reliable research data. The complications of the pandemic also thwarted the collection of empirical data, and many educators remain unconvinced of the program’s merit.

But Feldman says his book is replete with research citations, and he produced a 2018 report, School Grading Policies Are Failing Children: A Call to Action for Equitable Grading, with data from external evaluators culled from a survey of grading in two districts before and after they adopted equitable grading practices. The first district, comprising four suburban or rural high schools, surveyed 3,700 grades issued by 24 teachers. The second was an urban district with two middle schools and one high school where 10,000 grades issued by 37 teachers were charted. In both cases the number of Ds and Fs declined, as did the number of As. The report’s data also show a narrowing of achievement gaps between white and nonwhite students and between students of varying socioeconomic backgrounds.

Feldman’s report also provides an analysis of grading from 12 secondary schools that says equitable grading by more than 60 teachers produced grades that more closely correlated with students’ scores on external standardized exams.

Pragmatic and Pedagogic Concerns

Grading for equity can involve more work for teachers, since students can progress at their individual paces and take reassessments. The teachers union in San Diego, anticipating an increased workload, filed a grievance in 2021 after that district announced plans to implement equitable grading.

Teachers at the 2,500-student Wakefield High School in Arlington, Virginia, questioned efforts last year to bring Feldman’s regimen to their district, saying the plan would lead to a decline in expectations, rigor, and accountability. In a letter to the county superintendent and district school board, they argued that grading for equity could hurt the very students it purports to help—those who may not have the advantage of academic support outside of school and who could fall behind if deadlines are relaxed.

The teachers said in the letter that the experience of remote learning during the Covid shutdowns illustrated that more students ignore homework assignments if they aren’t being graded on them. They also contended that there are skills that are more important than content mastery for students to learn, such as “the habits of mind (acquiring and synthesizing information) and work habits (timely attendance, work completion, positive participation in group activities) [that] make for successful careers.”

Other teachers have raised concerns that flexible deadlines would create pragmatic as well as pedagogic problems because earlier work is a building block for what comes later and because it would be difficult for teachers to have students on different learning trajectories.

Jody Stallings, a middle school English teacher and head of the 1,000-member Charleston Teacher Alliance in South Carolina, notes that it is imperative that his students do homework. practicing assignments must be done before class discussion. “It’s all about accountability,” he said.

He and others have questioned whether getting rid of Ds and Fs actually promotes mastery or the “reforms” just make it easier to pass. And some teachers say that the program’s reliance on “intrinsic motivation” to promote learning ignores the realities
of teaching adolescents.

In an essay in the Moultrie News of Mount Pleasant, South Carolina, Stallings said grading for equity looked like a “race to the bottom.”

“Lots of people have pushed for changes in grading policy. Feldman’s shtick is to inject a lucrative dose of race and class into the mix,” he wrote. At least one other commentator latched onto the issue to bash “woke-ism” in education.

Wakefield High School in Arlington, Virginia
Teachers at Wakefield High School in Arlington, Virginia, argued that grading for equity could hurt, rather than help.

A California District Embraces Grading for Equity

Proponents of equitable grading say that shoehorning learning into strict blocks of time is a leftover from the 19th- and 20th-century factory model that is best left behind. “It’s just this false concept that learning is a race. In the professional world you get to retake tests all the time,” said Feldman.

“Why wouldn’t we provide students hope that they can pass the class?” asked Jeffrey Tooker, deputy superintendent for education of the Placer Union High School district in California. “The football team could lose its first two games but still win the championship. It’s about growth, and each game is a formative assessment.”

Tooker’s district is 30 miles east of Sacramento and enrolls about 4,000 students at four high schools. Situated in the foothills of the Sierra Nevada mountains, Placer Union is mostly suburban and middle-class, but nearly a third of students do qualify for free and reduced-price lunches.

In 2018, with Feldman’s guidance, the district started shifting to equitable grading, beginning with training for teachers who volunteered as part of a “pioneer group.”

“We realized that everything in education has changed, but the one thing that hasn’t changed was grading practices. A lot of grades weren’t an accurate measure of the true learning that was going on in class,” Tooker said, using the example of a student getting extra credit because her parents went to back-to-school night. “That’s not accurate or equitable.”

The new system at Placer Union eliminates points for extra credit and places more weight on end-of-term assessments, which can assume a variety of formats, from tests to projects or presentations. Students can retake assessments until they show mastery of the subject, even if it means going beyond the semester into so-called intervention periods. Grades no longer reflect punctuality or behavior.

Allysa Trimble, a senior at the district’s Foresthill High School, said the extra time “saved” her after she got an incomplete for an online world history class last year. She used the in-person intervention period to make up the work and ultimately get a B-minus.

“I don’t know if I would have been on track to graduate before,” said Trimble, who graduated in May 2022.

Trimble said she always struggled in school and had trouble focusing, and the extra time afforded by equitable grading was a gamechanger. “I understand the need to meet deadlines in the real world,” she said, “but these grades are what allow students to move on to college or the real world. . . They shouldn’t be stopping a lot of good people being able to do great things.”

Ryan Jacobson teaches English at the school. “Equitable grading really supports building relationships. There are revisions and feedback. You have conversations, which is an opportunity to develop those soft skills. The students trust you more. They own their own work,” Jacobson said.

Jacobson said he has found that many students who have traditionally done well in school are skeptical of the shift in grading. Others embrace it, and some “see it as a way to procrastinate.’’

Equitable grading has not involved more work on his part, Jacobon said. In fact, he said it eliminates counting extraneous points and largely obviates the need to review students’ Individualized Education Plans, since he is more in tune with their needs and progress.

The district still uses letter grades, but they are based on a 1–4 rubric, not a 100-point scale. Trimble said the streamlined scale “makes it very obvious what is going on and what you need to clean up. It’s more transparent. It tells you where you’re going wrong.”

Tooker said equitable grading has made a positive impact. “Our teachers who committed to this saw a reduction in Ds and Fs and a narrowing of achievement gaps for students of color,” he said, asserting that the shift also reduced the number of As in some classes, thus tamping down grade inflation.

The reduction in Ds and Fs is particularly important when it comes to admission to California’s public university system, and that’s one reason districts in that state began adopting equitable grading—and dropping “sub-C” grades—in the throes of the pandemic. (Districts elsewhere, such as Minneapolis, also eschewed failing grades during the pandemic, switching to a credit/no credit system to protect GPAs, as many students struggled with remote learning.)

In Los Angeles, as elsewhere, the pandemic-related closures took their toll on student learning. In fall 2020, so many students were at risk of failing that the L.A. Unified School District gave them extra time over the winter break to boost their grades; almost 15,000 grades went up, according to the Los Angeles Times.

But grades in the district, the largest in California, continued to decline. A Times analysis in late 2021 found the plummeting grades led to a widening of racial and ethnic achievement gaps. The newspaper also reported that far fewer L.A. Unified students were meeting the eligibility requirements for admission to the University of California and California State University systems. Before the pandemic, about 58 percent of students completed the requisite “A-G” college-prep courses with a grade of C or better, while in the class of 2022 only 46 percent were on pace to do so. A gap of 17 percentage points or more separated Black and Latino students from white and Asian students.

The Times analysis appeared on the heels of new school-district guidelines that embraced principles of equitable grading. Teachers were directed to grade students based on their mastery of course material, to provide them a chance to retake tests, and not to count factors such as homework completion. The San Diego Unified District issued similar directives.

Going Forward

At its heart, the debate over grading centers on whether grading accurately measures a student’s knowledge or mastery or is, in fact, a motivational tool. “Mastery is fundamental, and when you start turning over the rocks in looking at grading practices and policy, you see how inequitable the system is on a fundamental level,” said Susan Patrick, president and CEO of the Aurora Institute and co-founder of CompetencyWorks, an advocacy and research group.

Susan Patrick
Susan Patrick of CompetencyWorks argues in favor of promoting subject mastery, not grades.

In the United States, grading systems often feature curves and cutoffs and rankings, designed to measure achievement within the constraints of artificial time blocks rather than real-time learning, noted Patrick. The system was designed to sort students rather than “getting all kids to success,” she said.

It’s an open question whether equitable grading can scale up to larger schools and districts in the long term. Foresthill High School, where Jacobson teaches, has fewer than 200 students, and getting teachers on board in a district of 4,000 students, like Placer Union, is less of a logistical lift than it might be in other districts.

In Los Angeles, for instance, the changes implemented during the pandemic have not yet become policy in the district, which enrolls 640,000 students. Spokeswoman Shannon Haber said more than 4,000 educators have participated in a series of workshops on equitable grading since 2016, and training is continuing. But the protocols are not yet required. The school board has created a task force to consider further recommendations on the issue, she said in a written statement. The district in Arlington County, Virginia, with more than 28,000 students enrolled in 41 schools, is taking a step back from grading for equity to assess concerns—like those from the Wakefield High School teachers—that arose after the initial rollout last year.

The district will review feedback over the next academic year and allow staff to “try those practices from the ground up rather than the top down,” said Sarah Putnam, director of curriculum and instruction for the Arlington schools. Putnam said it was likely that tenets of equitable grading would be introduced incrementally so that staff would be comfortable with the changes.

That was the case at Placer Union, where the process was a “slow evolution with teachers, [and] there are varying degrees of equitable grading on each campus,” said Danise Hitchcock, the principal of Foresthill High School, who was among the first group of educators in the district who trained with Feldman.

The training “opened our eyes to the fact that grading practices that we had around for 100 years were not accurate and equitable,” she said. “From teachers’ perspectives, there’s some growing pains.”

As with most things in education, change takes time and can be stymied by bureaucratic hurdles. The individualized nature of equitable grading can run afoul of computerized grading programs, for instance. Those programs, used by virtually all schools, reinforce the practice of point counting rather than measuring real learning, proponents of equitable grading say.

Change to something as fundamental as grading is difficult in a system as diffuse and diverse as K–12 in the United States, where there are more than 13,000 school districts and where every state sets its own curriculum and learning standards.

And grading is a fraught course for many teachers, who view it as an effective tool for classroom management and one of the last areas where they have autonomy in systems laden with mandates and requirements. Many educators and parents are unconvinced that traditional grading systems need wholesale reform.

Feldman’s equity model will likely continue to get pushback. There are other models, however, that seek to measure mastery while accounting for behavioral factors. Guskey, a senior research scholar at the University of Louisville and professor emeritus at the University of Kentucky, has spent a fair amount of time studying grading here and abroad.

Just as a doctor couldn’t adequately express the state of a patient’s health with a single number—one that, say, synthesized diverse measures such as blood pressure, weight, and cholesterol levels—so too are “hodgepodge” academic grades insufficient, Guskey argues. He advocates for grades that, at a minimum, would separately measure the “Three Ps”: product (mastery), process (behaviors such as homework and class participation), and progress (improvement).

“This changes the whole nature of how we report on students and also adds to increased equity,” said Guskey, who noted that college-admissions officers are used to seeing these more nuanced grades on the transcripts of students from abroad.

Patrick, from the Aurora Institute, agrees. “Other countries, like Canada, do a better job of measuring individual mastery. We rely on standardized testing because we haven’t built in accountability in grading practices,” she said, likening those tests to an autopsy rather than a real-time measure of learning. “The grading piece feels like a technical element, but it is a linchpin holding in place an old system.”

Patricia Alex is a freelance writer and former education reporter and editor at The Record newspaper in northern New Jersey.

Mon, 04 Jul 2022 17:00:00 -0500 en-US text/html
Killexams : Checking In With Chancellor May: Reminders

To the UC Davis Community:

I hope you are enjoying the summer and some downtime following the busier days of the academic year. Let me begin with some COVID-19 reminders:

Vaccine compliance for new and returning students — Now is the time to ensure you are up to date on COVID-19 vaccine and booster requirements. All Davis campus students must be in compliance with the UC Vaccine Policy by September 21 or they will receive a registration hold on their account. For more information on how to comply, visit the Students and Families page on the Campus Ready website.

Voluntary testing on the Davis campus — As previously announced, we ended the COVID-19 testing requirement in June, but please know you have the option to continue testing. Asymptomatic testing is available on a voluntary basis at our new testing kiosk in the Human Resources Administration Building. It’s just a short walk across La Rue Road from our previous location in the Activities and Recreation Center. This testing will be provided to UC Davis employees and students through December 2022 (and possibly longer if public health conditions dictate). This includes matriculated students and faculty/staff who are paid through UCPath. The kiosk is open from 8:30 a.m. to 4:30 p.m. Sunday through Thursday. Schedule appointments via the Health-e-Messaging portal as walk-in testing is not available.

Davis campus employees and students can also go to the asymptomatic testing kiosk on the Sacramento campus, open from 6 to 10:30 a.m. and 11:30 a.m. to 2 p.m. Monday through Thursday, and from 6 to 11 a.m. Friday. Schedule appointments in Health-e-Messaging. The kiosk is in the Administrative Services Building at 2450 48th St.

Community testing —Healthy Davis Together and Healthy Yolo Together ended testing in June, but testing is still available in Yolo County at the OptumServe test-and-treatment site in Woodland. Free, at-home antigen test kits are available in limited supplies at county libraries. See “Where Can I Get Tested?” on Yolo County’s COVID-19 website for more information.

The city of Davis received 8,000 antigen test kits from Healthy Davis Together and added some of them to the county supply at the Mary L. Stephens Branch Library, 314 E. 14th St., while making others available to children enrolled in the city’s summer camps. See more information here.

Free test kits also are available by mail from the federal government.

In addition, Yolo County has a plan to distribute free testing kits from vending machines, to be installed in locations accessible at all hours in West Sacramento, Woodland, Esparto, Winters and Davis.

Daily Symptom Survey — Employees (including student employees) are still required to complete the Daily Symptom Survey, or DSS, before arriving to work at a university-controlled facility. This helps us meet a Cal-OSHA requirement that employees self-check their symptoms prior to arriving at work each day. In addition, employees who fill out the DSS will receive the daily potential exposure report when applicable. Students are no longer required to complete the DSS. However, it’s a useful tool for students who want to continue monitoring their symptoms or verify that they cannot access campus facilities.

Continued vigilance — We are monitoring new subvariants, positivity rates, and other factors such as the seriousness of COVID-19 illnesses and the presence of the virus in wastewater. As the pandemic continues to evolve, we will update our protocols accordingly. For more information, refer to the Summer Guidance page on Campus Ready.

AI Center at Aggie Square: What do you get when you combine two optical imaging technologies developed at UC Davis with an AI-deep learning platform? Real-time guidance of decision-making during medical and surgical procedures. Developing that technology will be the focus of the new National Center for Interventional Biophotonic Technologies, which will be located at Aggie Square.
Our Amazon Storefront: Amazon shoppers around the country can now add another essential to their shopping carts: merchandise to show off their Aggie Pride. A new UC Davis-branded online storefront features a wide variety of apparel for infants, kids and adults, with various logos, athletic teams, alumni and parent marks and more. The catalog will eventually grow to 100 different items.

Commencement follow-up

We’re in the process of conducting a comprehensive review of spring 2022 commencement events with a variety of campus stakeholders. We’ll use this information to ensure that we do better in the future. I can’t make up for the disappointment that many of our students and their families felt on what should have been one of the most exciting and rewarding days of their academic journeys. But I am committed to making amends. We sent a survey to all of those students who were impacted and unable to walk during commencement, to get their suggestions about the timing for a makeup commencement ceremony. We’ll share information on both of these efforts in a future communication. 

Good news

There’s much good news to report, even in these quieter summer months. Case in point: Earlier this week we shared exciting news about a new National Center for Interventional Biophotonic Technologies we are creating thanks to a $6.3 million grant from federal government’s National Institute of Biomedical Imaging and Bioengineering. The center will use two optical imaging technologies developed at UC Davis, along with artificial intelligence-informed technologies to Excellerate the quality of surgical procedures and brain monitoring. I’m thrilled that the new center will be located at Aggie Square and will leverage UC Davis discoveries.

Last week, one of our UC Davis alumni received the Presidential Medal of Freedom, our nation’s highest civilian honor, at the White House. Sister Simone Campbell ’77 received the award in recognition of her decades-long commitment to social justice activism.

Finally, if you missed the story about the Chancellor’s Innovation Awards for 2022, we honored Professors Ermias Kebreab, Delmar Larsen and Jan Nolta, and our community partner, AgStart. I encourage you to learn more about our honorees and how they’re moving UC Davis — and the world — forward.


Gary S. May

Fri, 15 Jul 2022 09:49:00 -0500 en text/html
Killexams : Google Cloud Certifications and Career Guide 2019

Alphabet Inc. is the holding company that owns Google, along with a portfolio of other companies and assets. Among these many entities – including Calico, Sidewalk Labs, Chronicle, Dandelion, DeepMind, Google Fiber, Waymo and numerous others – Google is certainly first and foremost. By itself, even Google is no simple beast, though. It acts as the umbrella company for all of Alphabet’s business with an internet focus or connection, including the Android mobile OS, YouTube and Google Search, among many other elements.

Given Google’s enormous market recognition and mindshare, it may come as something of a surprise to learn that it is not the market leader in cloud services and delivery. In fact, Google didn’t make Forbes’ 2017 list of The Top 5 Cloud Computing Vendors. That said, the Google Cloud Platform (GCP) is a member of the top five such platforms, along with Microsoft Azure and Amazon Web Services, which routinely swap between first and second place. Oracle and IBM also place in the top five as well, often ahead of the Google Cloud Platform, depending on the metrics used to rank them.

Given all this, Google has powerful incentives to create and get behind a potent and well-regarded certification program for the Google Cloud Platform. Its efforts over the past two or three years are starting to pay some dividends, as an upcoming chart of job board search results will illustrate. But first, let’s take a look at the Google Cloud Platform certification portfolio as it currently stands.

The Google Cloud Platform certification portfolio

The Google certification program has experienced significant growth since our last update. At our last update, Google offered three certifications, one at the associate level and two at the professional level. Today, Google offers one associate-level credential, five professional level certifications, plus a certification aimed at G Suite productivity and collaboration tools. Current certifications include:

  • Associate Cloud Engineer
  • Professional Cloud Architect
  • Professional Data Engineer
  • Professional Cloud Developer
  • Professional Cloud Network Engineer
  • Professional Cloud Security Engineer
  • G Suite certification

To earn a Google certification, candidates must pass a single exam. All exams are reasonably priced with professional-level exams costing $200, $125 for associate-level exams, and $75 for the G Suite exam.

Associate- and professional- exams must be taken at a Kryterion testing center. At present, the G Suite exam is remote. While there are no mandatory prerequisites for any certification, training is highly recommended, and Google maintains links to various training resources on the respective exam web page.

Google is also affiliated with Coursera, and candidates will find formal training available through Coursera as well. At least six months of experience working with Google Cloud Platform is recommended for associate-level credentials, and a minimum of three years of industry experience for professional-level certifications with at least one year in designing and managing GCP solutions.

Google Cloud Platform: Associate Cloud Engineer

The Associate Cloud Engineer (ACE) deploys applications, monitors operations and manages enterprise solutions. He or she can use Google Cloud Console and the command line to complete common platform-based tasks. An ACE also maintains one or more deployed solutions that use either Google- or self-managed services in the Google Cloud environment.

To qualify candidates, the ACE exams seek to assess these specific abilities regarding Google Cloud solutions:

  • Set up a Google Cloud Platform environment
  • Plan and configure a Google Cloud Platform environment
  • Deploy and implement a Google Cloud Platform environment
  • Ensure successful operation of a Google Cloud Platform environment
  • Configure access and security controls for a Google Cloud Platform environment

Google recommends two training courses: Google Cloud Platform Fundamentals: Core Infrastructure and Architecting with Google Cloud Platform: Infrastructure and are available in ILT and online formats. Both courses are also offered in affiliation with Coursera. Qwiklabs also offers Google Platform Essentials labs and a Cloud Architect Quest to support hands-on learning and experience.

It’s absolutely correct to treat the ACE as the entry-level credential for the Google Cloud Platform. It’s most likely to appeal to early-stage or mid-career IT professionals interested in cloud computing, who work with (or want a job with an organization that uses) the Google Cloud Platform. The ACE represents a great way for such people to learn and acquire the skills and knowledge needed to set up, deploy and manage a runtime environment that incorporates the Google Cloud Platform.

Google Cloud Platform: Professional Cloud Architect

The Professional Cloud Architect (PCA) enables organizations to make effective and efficient use of Google Cloud technologies. PCAs must develop a thorough understanding of cloud architecture in general, and the Google Cloud Platform in particular. Those who hold this credential can design, develop and manage dynamic Google Cloud Platform solutions to meet business objectives that are robust, secure, scalable and highly available.

To qualify for the PCA, the exams seek to assess these specific abilities regarding Google Cloud Platform solutions:

  • Design and plan a cloud solution architecture
  • Manage and provision a cloud solution architecture
  • Build cloud solutions that are secure and compliant
  • Perform technical and business analyses to optimize processes, procedures and policies
  • Manage cloud architecture implementations
  • Ensure that cloud solutions and operations are reliable and remain available

A slate of related curriculum elements for the PCA is available online through Coursera, or in the classroom, as candidates’ needs and budgets may dictate. The same labs and quests offered for the ACE also apply to the PCA as well.

The PCA represents a more senior credential that’s most likely to appeal to mid- to late-career professionals interested in filling a cloud architect role in an organization of some size. Thus, the ACE makes a pretty good precursor to the PDE (even though it’s not formally required as a pre-requisite).

Google Cloud Platform: Professional Data Engineer

The Professional Data Engineer (PDE) focuses more on analyzing and using data stored in the Google Cloud Platform, rather than in designing, deploying or maintaining such environments as with the ACE and the PCA. As such, a PDE supports and facilitates data-driven decision-making based on collecting, transforming and visualizing data. Such professionals design, build, maintain and troubleshoot data processing systems. The PDE curriculum and exam puts particular emphasis on ensuring that such data processing systems are secure, reliable and fault-tolerant, as well as scalable, accurate, and efficient.

To qualify for the PDE, the exams seek to assess these specific abilities regarding Google Cloud Platform solutions:

  • Build and maintain data structures and databases within the Google Cloud Platform
  • Design data processing systems based on the Google Cloud Platform
  • Analyze data to support machine learning within the Google Cloud Platform
  • Model business processes for analysis and optimization within the Google Cloud Platform
  • Design for reliability and robustness, security and compliance within the Google Cloud Platform
  • Visualize data and advocate policy within the Google Cloud Platform

A different slate of courses is offered for the PDE, covered on the Data and Machine Learning page at Google Training. Candidates may choose among courses for three tracks for this credential: a data analyst track, a data engineering track and a data scientist track. In addition to a data engineering quest for hands-on PDE training, Google also offers an advanced, four-week machine learning advanced solutions lab at the main Google campus in Mountain View, California. A set of five practice exams may be purchased from for $24.99.

IT professionals interested in big data, data analysis, and/or machine learning are most likely to be attracted to the PDE. It’s a great credential for those with strong data interests and proclivities anywhere in their IT careers, though a strong background and interest in mathematics and data modeling/analysis is strongly recommended.

Professional Cloud Developer

The Professional Cloud Developer (PCD) is ideal for candidates who use Google services, tools and recommended practices to design, build, test, and deploy highly available and scalable applications. Candidates should possess the skills necessary to successfully integrate GCP services and conduct application performance monitoring. While not covered on the exam, candidates need to be able to successfully use Stackdriver to debug, trace code, and produce metrics. Proficiency in at least one general programming language is also recommended.

The exam is focused on validating a candidate’s ability and skill to use GCP services and practices in five key areas:

  • Designing cloud-native applications
  • Building and testing applications
  • Deploying applications
  • Integrating Google Cloud Platform Services
  • Managing application performance testing

On the certification web page, candidates will find links to an exam outline and demo case studies to help prepare for the exam. Recommended training includes the Google Cloud Platform Fundamentals: Core Infrastructure course and the Developing Applications with Google’s Cloud Platform. Quests on application development for Java or Python and core technologies, such as Stackdriver, Google Cloud Solutions: Scaling Your Infrastructure, and Kubernetes solutions, are also recommended.

Professional Cloud Network Engineer

A Google Professional Cloud Network Engineer (CNE) manages and implements network architectures using GCP. In addition to GCP, successful candidates should be skilled in working with technologies such as hybrid connectivity, network architecture security, VPCs, network services, and the GCP Console command line interface.

The exam is comprehensive and covers related topics:

  • Designing, planning and prototyping a GCP network
  • Implementing a GCP Virtual Private Cloud (VPC)
  • Configuring network services
  • Implementing hybrid connectivity
  • Implementing network security
  • Managing and monitoring network operations
  • Optimizing network resources

Recommended training includes the Core Infrastructure course and Networking in Google Cloud Platform. If you’re looking for hands-on practice, Qwiklabs offers labs for networking in the Google cloud and network performance and optimization.

Professional Cloud Security Engineer

Another newcomer to the Google certification portfolio is the Professional Cloud Security Engineer (CSE). An expert-level credential, CSEs are well-versed in industry security requirements, regulations, best practices, and security-related courses and technologies, such as identity and access management, data protection using GCP, configuring security at the network level, analyzing logs, managing incidents, and recommending organization-wide security policies. CSEs also possess the skills necessary to design, implement and manage secure infrastructures on GCP.

The exam validates a candidate’s ability to:

  • Configure access within a cloud solution environment
  • Configure network security
  • Ensure data protection
  • Manage operations within a cloud solution environment
  • Ensure regulatory compliance

As with other certifications, Google provides a free exam outline and overviews plus in-depth discussions. In addition to the Core Infrastructure course, Google recommends taking the Security in Google Cloud Platform training and the Security and Identity Fundamentals Qwiklabs.

G Suite Credential

The G Suite cert aims at end users of Google’s productivity suite. As such, it’s likely to have only limited appeal for IT professionals, most of whom learn a productivity suite (MS Office, most typically) before they graduate from high school. The exam targets a candidate’s ability to communicate, work with, and manage tasks using the G Suite productivity and collaboration tools, including Drive (cloud-based storage), Gmail (cloud-based email and messaging), Hangouts Meet (online meetings), Docs (cloud-based document creation and editing), Sheets (cloud-based spreadsheets), Forms, and Slides (cloud-based presentation software).

The certification web page contains links to a number of training options including Qwiklabs, self-paced G Suite lessons, applied digital skills, and the G Suite Learning Center.

Google Cloud Platform Certifications

For those who work around or with the Google Cloud Platform, the current certifications seem like a very safe bet for career and personal development. Given high demand, relatively low cost and a single exam for these certifications, the risk-reward ratio looks quite favorable. Be sure to check them out, if you work (or would like to work) in an organization that uses this cloud platform.

Tue, 28 Jun 2022 12:00:00 -0500 en text/html
Killexams : Aurses Healthcare aims to Revolutionize Vascular Treatments with Latest Technologies

Long Beach, CA, USA – Aurses Healthcare, located at Long Beach California, is on a mission to transform surgical care by utilizing the latest technology in vascular and general surgery with extensive experience and expertise. This surgical clinic company is known for its reputation for a caring, patient-friendly approach and affordable services.

Aurses Healthcare boasts impeccable services combined with a state-of-the-art vascular imaging center, equipment, and surgical procedures to provide an outstanding experience for the patients.

“Vascular imaging centers help physicians to diagnose abnormalities within the blood vessels, both arteries and veins,” explains Dr. Hamed Taheri from Aurses Healthcare. “The Vascular duplex ultrasound study is a non-invasive, radiation-free, method of imaging, using pulsed sound waves to generate images of each organ (ultrasound images) with simultaneous measurement of blood velocity and associated physiologic parameters (Doppler sonography). These images provide useful information regarding the heath of a given organ such as blood vessels.”

The imaging process is not painful at all, and the patients are very comfortable, usually resting on the examination table. Some of the most common vascular duplex ultrasound examinations are carotid, upper extremities, and lower extremities studies for arterial and venous insufficiencies before and after dialysis shunt creation.

Some symptoms such as lower leg(s) or feet swelling, painful cramps, skin irritation, varicose veins formation, or skin ulceration can be related to the underlying venous disease. The duplex ultrasound study will help to detect any abnormalities within the walls and valves of the peripheral veins. This information then allows physicians to devise the best treatment plan to treat the venous insufficiencies.

The lower extremities arterial duplex ultrasound studies are considered the first choice for non-invasive imaging. Patients with symptoms, such as lower leg(s) pain, thigh or calf muscle cramps, or nonhealing foot wounds will benefit the most.

The arterial duplex ultrasound studies help physicians with diagnosing peripheral arterial disease. Aurses Healthcare has helped hundreds of patients with routine and accurate arterial duplex ultrasound studies.

Carotid duplex ultrasound study is an extremely important diagnostic tool helping patients to reduce their risks of stroke. Some of the significant risk factors for Carotid artery disease are age, race, history of smoking, gender, diabetes or a recent history of temporary ischemic attacks (TIA). In addition, carotid duplex ultrasound studies help physicians to evaluate the degree of luminal narrowing within the carotid arteries and formulate the appropriate medical or surgical treatment plans.

Aurses Healthcare imaging center is proud to have played an active role in the evaluation of patients with end-stage renal failure. Dr. Hamed Taheri has designed a comprehensive study to minimize access failure and avoid multiple visits to the operating room. This study provides important information regarding the upper extremities arteries (inflow) and the veins (outflow).

This particular study, which is exclusive to the Aurses healthcare imaging center, provides patients and physicians with easy-to-read ultrasound results. Aurses healthcare imaging center also provides a free copy of the ultrasound reports directly to the patients.

At Aurses Healthcare we take pride in educating our patients in particular with their duplex ultrasound reports. Our physician goes over the ultrasound reports with the patients, one-on-one to explain the results.

After creating successful dialysis shunts, patients are routinely followed by duplex ultrasound studies of their dialysis access shunt. Our patients are usually, healthier than their cohorts, simply for having fewer problems with their dialysis access during their lifetime.

This comprehensive study also includes blood volume within the dialysis shunt, and we make sure it is within normal limits. We also look at the entire dialysis shunt from the arterial anastomosis (the connection between the artery and vein or graft) to the venous outflow (where blood is leaving the dialysis shunt).

Routine use of the duplex ultrasound not only plays a major role in maintaining a functional dialysis access shunt, but also has kept many patients away from the emergency room and hospitals.

Pic: Dr. Hamed Taheri, M.D, RPVI, FSVS.

“Thanks to advanced sonography equipment, our patients have the lowest rate of dialysis shunt failure. These studies also monitor the blood flow into the patient’s hand after the creation of the dialysis shunt. We are able to diagnose steal syndrome with duplex ultrasound study. Patients suffering from steal syndrome are at risk of having temporary or permanent damage to their hands or finger(s).

At Aurses healthcare, we are proud to say our goal is to provide the best quality of life after hemodialysis access creation for our patients. Please, call our office today for further information about our vascular imaging center and book an appointment to get your study as soon as possible,” adds Dr. Taheri.

Media Contact
Company Name: Aurses Healthcare
Email: Send Email
Phone: +1 (562) 435-0862
City: Long Beach
State: CA
Country: United States

Mon, 06 Jun 2022 12:00:00 -0500 GetNews en-US text/html
Killexams : How USPTO pharma reform could lower counsel spend

Counsel at Blaze Bioscience, a generics drug company and three firms debate the effects of more examination time and attacks on incremental and obvious patents

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Rani reports on all aspects of IP in the US and the Americas, particularly trademarks and copyright. Based in New York, she covers in-house and private practice lawyers' concerns and insights into the market.

Fri, 15 Jul 2022 01:31:00 -0500 en text/html
Killexams : NIH Grant Creates National Center at UC Davis

A new center that stands to transform surgical procedures and brain monitoring on a national scale using light-based, artificial intelligence-informed technologies will soon be part of Aggie Square at the University of California, Davis, thanks to a recent $6.3 million P41 grant from NIH’s National Institute of Biomedical Imaging and Bioengineering

The National Center for Interventional Biophotonic Technologies, or NCIBT, will advance two optical imaging technologies developed at UC Davis — interventional fluorescence lifetime imaging, or iFLIM, and interferometric diffuse optical spectroscopy, or iDOS — and combine them with an AI-deep learning platform to provide real-time guidance of decision-making during medical and surgical procedures. The center will support research and development, clinical application, and training and education of the new technologies and promote their adoption to Excellerate the quality of interventional health care. 

“We are developing a new technological paradigm for surgical and interventional medical decision-making,” said Laura Marcu, founding director of NCIBT and professor in the UC Davis College of Engineering’s Department of Biomedical Engineering. “This technology will help surgeons and other physicians make decisions in real time by assessing the local tissue’s constituents, physiology and pathology, and integrating this imaging data with preoperative and other intraoperative imaging data and information from a patient’s history, to optimize the procedure.”

The grant will also support the establishment of a physical center at UC Davis’ Aggie Square. This will include state-of-the-art laboratories, teaching space, learning centers and the organizational headquarters of the center’s training and education programs. 

“Aggie Square supports advancements of biomedical technologies and close collaborations among engineers, clinician-scientists and industry. These promote development of clinically useful tools and dissemination of these discoveries and tools through teaching, training and commercialization,” said Griff Harsh, professor and chair of neurological surgery at UC Davis Health, and deputy director and training leader of NCIBT. “We believe that the NCIBT embodies the mission and vision of Aggie Square.”

NCIBT adds to the growing number of AI-based centers at UC Davis, including the AI Institute for Next Generation Food Systems, or AIFS, and Center for Data Science and Artificial Intelligence Research, or CeDAR. 

Recognizes engineer leaders, clinical collaborators 

The highly competitive P41 grant is one of the NIH-NIBIB’s primary means for supporting the development and clinical application of very promising technologies in optical imaging and engineering. It recognizes the efforts and potential of highly productive teams of scientists who are leaders in their fields, and promotes clinical collaborations for developing, testing and disseminating imaging technologies that will positively impact human health. 

“Decision-making about how extensive surgery must be to completely remove tumors relies heavily on the surgeon’s experience, and sometimes requires repetitive and time-consuming lab analysis of tissue around the cancer to make sure all the tumor is gone,” said David Lubarsky, CEO of UC Davis Health and a fellow of the American Society of Anesthesiologists. “This new national center will build on strengths unique to UC Davis’ School of Medicine and College of Engineering, developing new optical tools to help surgeons everywhere more often provide complete cures for their patients.”

The scale and collaborative nature of the proposal led the team to enlist help from the Interdisciplinary Research and Strategic Initiatives division in the UC Davis Office of Research in organizing the team and preparing a successful proposal. That support included hosting multiple workshops, coordinating collaborations with partner institutions, developing the proposal and preparing for the sponsor’s site visit. 

In being selected, UC Davis joins an elite cohort of two dozen institutions in the country with a P41 center, which are supported by the National Institute of Biomedical Imaging and Bioengineering, or NIBIB. Other universities include Stanford University, Johns Hopkins University, Massachusetts Institute of Technology and New York University School of Medicine. The P41 grant has an initial five-year term and is potentially renewable for a total of 15 years. These P41 grants historically have engendered numerous other NIH grants for further development and applications of a center’s technologies.

According to NIBIB Director Bruce J. Tromberg, the UC Davis P41 center has the potential to rapidly advance optical imaging technologies that use AI-informed instruments. Such technologies could have a significant impact on the management of common afflictions, including cancer, stroke, heart disease, trauma, infection and degenerative diseases. Tromberg also noted the center’s opportunity to both collaborate on a wide range of research projects and eventually translate its discoveries into clinical applications. 

“The NCIBT provides a unique opportunity, with its outstanding team of lead investigators at UC Davis and national network of engineers and clinician-scientists, to develop and validate a series of game-changing technologies, while expanding their use and impact through collaborative research, training and commercialization,” Tromberg said. “This effort could bring about significant improvements in patient outcomes, as well as improved access to life-saving surgical procedures.”

How it works

The center’s scientific focus is to integrate UC Davis’ expertise in iFLIM, iDOS and AI to create state-of-the-art optical imaging instruments for tissue characterization during surgical procedures and monitoring of blood flow in a variety of medical conditions. 

“We are bringing these three technologies together to develop a new generation of fiber-based, scalable and easily deployable optical devices. They will interface with an analytical platform that will provide a surgeon or physician with instant information and analysis to guide clinical decision-making during the real process,” Marcu said.

Both imaging technologies are noninvasive and measure fluctuations in light emanating from tissues — meaning how light is diffused or absorbed or emitted by the tissue or cells. IFLIM, developed by Marcu’s lab, uses light measurements through a hand-held, penlike diagnostic probe in an open or endoscopic procedure to determine the tissues’ molecular constituents. This information helps determine the prevalence of healthy versus altered tissue. IDOS, developed by Adjunct Professor of Biomedical Engineering at UC Davis Vivek Srinivasan, uses similar, light-based optical imaging that is able to penetrate the scalp and skull to determine brain blood flow.

This raw imaging data is then analyzed by deep learning algorithms, developed in Professor Jinyi Qi’s lab in biomedical engineering in collaboration with other experts in AI from CeDAR, to instantaneously provide information regarding tissue constituents, blood flow and metabolism.

The goal is to provide clinicians with imaging information, data analysis, easily interpretable image presentations and decision-making support in real time during an operation or patient monitoring. This information will then help guide the clinician toward choices that will Excellerate patient outcomes. Clinical applications of this technology include identification of tissue types during open or intravascular surgery and the measurement of brain blood flow in the intensive care unit or clinic.

“It is rewarding to see technologies developed in engineering labs go from bench to patient and, eventually through this center, from patient to population,” Marcu said, “and how engineering principles can provide pathways to create technologies and tools that can impact public health by improving patient outcomes.”  

In addition to using machine-learning analysis to promote real-time decision-making, Marcu and the team are partnering with Professor Adyogan Ozcan of UCLA’s Department of Electrical and Computer Engineering to use AI to inform the holistic design of the optical instruments. AI will inform choices regarding the size, fidelity and sensitivity of the instrument to a tissue’s molecular features to optimize data collection and analysis.

Network of innovative, collaborative projects

Support of collaborative clinical projects that could benefit from NCIBT’s technology and expertise is an important aspect of NCIBT’s mission. To implement these projects, NCIBT’s leaders, with support from the UC Davis Office of Research, assembled a consortium of more than 60 research teams from throughout the country.

Initially, 12 clinical projects, led by principal investigators from 10 academic research institutions and two companies, will be conducted under the auspices of the center. Research projects include: definition of surgical margins of brain, breast, head and neck tumors; identification of tissue types during fetal repair of spina bifida or breast reconstruction after mastectomy; classification of types of retinal disease; guidance of intravascular procedures for coronary artery atherosclerosis; and measurement of brain blood flow during learning of new tasks, in Alzheimer’s disease, or after trauma or stroke. NCIBT will also disseminate technologies throughout the University of California’s network of medical schools.

Training and dissemination of education

Educating others in these technologies and providing training in the use of the tools that incorporate the center’s technological advancements are important components of the NCIBT’s mission, according to Harsh, who will lead the NCIBT’s training and dissemination efforts with Randy Carney, an assistant professor in biomedical engineering. The center will host education and training programs, a biophotonic-focused weeklong workshop at UC Davis, and lectures and demonstrations at national scientific and medical meetings for engineers and clinicians who want to learn to use this new technology.   

“Operating at the interface of engineering and medicine, we will train engineers — whether graduate students, postdoctoral fellows, or faculty investigators — to use these technologies in their own tool development, and we will train physicians — whether medical residents, clinician-scientists, or physicians in practice — in the clinical use of the tools developed,” Harsh said. “We are optimistic that, ultimately, patients will benefit.”

Tue, 12 Jul 2022 21:16:00 -0500 en text/html
Killexams : Sustainability & Energy Management Software Market Size, Share, Trend, COVID-19 Impact And Growth Analysis Report

(MENAFN- EIN Presswire)

Sustainability And Energy Management Software

SAN FRANCISCO, CALIFORNIA, UNITED STATES, July 7, 2022 / / -- 𝗧𝗵𝗲 𝗴𝗹𝗼𝗯𝗮𝗹 𝗦𝘂𝘀𝘁𝗮𝗶𝗻𝗮𝗯𝗶𝗹𝗶𝘁𝘆 & 𝗘𝗻𝗲𝗿𝗴𝘆 𝗠𝗮𝗻𝗮𝗴𝗲𝗺𝗲𝗻𝘁 𝗦𝗼𝗳𝘁𝘄 𝗮𝗿𝗲 𝗺𝗮𝗿𝗸𝗲𝘁 𝗶𝘀 𝗲𝘀𝘁𝗶𝗺𝗮𝘁𝗲𝗱 𝘁𝗼 𝗮𝗰𝗰𝗼𝘂𝗻𝘁 𝗳𝗼𝗿 𝗨𝗦$ 𝟮,𝟯𝟮𝟲.𝟮 𝗺𝗶𝗹𝗹𝗶𝗼𝗻 𝗯𝘆 𝟮𝟬𝟮𝟳

𝗦𝘆𝗻𝗼𝗽𝘀𝗶𝘀 𝗼𝗳 𝗧𝗵𝗲 𝗥𝗲𝗽𝗼𝗿𝘁 - A new study titled Sustainability & Energy Management Software Market 2022, published by The Coherent Market Insights, provides information on regional and global markets that is anticipated to increase in value between 2022 and 2028. The extensive research on the global Sustainability & Energy Management Software Market offers important insights into the market's shifting dynamics, value chain analysis, well-known investment hotspots, competitive scenarios, regional landscape, and major segments. It also offers a complete analysis of the controls and restraints for the global market. Also provides excellent information on the strategies and opportunities used in the worldwide industry. This will help those working in the industry, policymakers, stakeholders, investors, and newcomers to the global Sustainability & Energy Management Software Market industry seize opportunities, pinpoint crucial tactics, and gain an edge over rivals.

𝗠𝗮𝗿𝗸𝗲𝘁 𝗢𝘃𝗲𝗿𝘃𝗶𝗲𝘄:

This study provides detailed information on market drivers, emerging trends, development opportunities, and market restraints that could have an impact on the dynamics of the Sustainability & Energy Management Software Market. The study evaluates the size of the worldwide Sustainability & Energy Management Software Market market and looks at the strategy trends of the major international competitors. The study estimates the market's size in terms of sales over the anticipated time frame. Every data point, including percentage share splits and breakdowns, is derived from secondary sources and Verified with primary sources twice. The Porter's Five Forces analysis, SWOT analysis, regulatory environment, and important buyers were all performed for the report in order to assess the key influencing factors and entry barriers in the sector.

𝗧𝗼𝗽 𝗖𝗼𝗺𝗽𝗮𝗻𝗶𝗲𝘀 𝗜𝗻𝗰𝗹𝘂𝗱𝗲: IBM Corp. (TRIRIGA), Figbytes Inc., Schneider Electric, Gensuite LLC, SAP SE, Envizi, ICONICS, Inc., Ecova, Inc. Urjanet, Verisae, Inc., Thinkstep, UL EHS Sustainability, Enablon, Sphera, CA Technologies, and Accuvio.

𝗥𝗲𝗾𝘂𝗲𝘀𝘁 𝗮 𝘀𝗮𝗺𝗽𝗹𝗲 𝘁𝗼 𝗼𝗯𝘁𝗮𝗶𝗻 𝗮𝘂𝘁𝗵𝗲𝗻𝘁𝗶𝗰 𝗮𝗻𝗮𝗹𝘆𝘀𝗶𝘀 𝗮𝗻𝗱 𝗰𝗼𝗺𝗽𝗿𝗲𝗵𝗲𝗻𝘀𝗶𝘃𝗲 𝗺𝗮𝗿𝗸𝗲𝘁 𝗶𝗻𝘀𝗶𝗴𝗵𝘁𝘀 𝗮𝘁 -

𝗦𝗰𝗼𝗽𝗲 𝗼𝗳 𝘁𝗵𝗲 𝗿𝗲𝗽𝗼𝗿𝘁:

The Sustainability & Energy Management Software Market is segmented according to product range, application scope, and geographic location. The market share, growth rate, and valuation of each sector, region, and nation are also included. The publication also includes driving elements, restraining factors, and future trends that are expected to aid revenue inflow in the coming years per segment and location.

𝗥𝗲𝗴𝗶𝗼𝗻𝗮𝗹 𝗔𝗻𝗮𝗹𝘆𝘀𝗶𝘀:

➤ North America: United States, Mexico and Canada

➤ South & Central America: Argentina, Chile, Brazil and Others

➤ Middle East & Africa: Saudi Arabia, UAE, Israel, Turkey, Egypt, South Africa & Rest of MEA.

➤ Europe: UK, France, Italy, Germany, Spain, BeNeLux, Russia, NORDIC Nations and Rest of Europe.

➤ Asia-Pacific: India, China, Japan, South Korea, Indonesia, Thailand, Singapore, Australia and Rest of APAC.

𝗚𝗲𝘁 𝗣𝗗𝗙 𝗕𝗿𝗼𝗰𝗵𝘂𝗿𝗲 𝗗𝗶𝘀𝗰𝗼𝘃𝗲𝗿 𝗺𝗼𝗿𝗲 𝗮𝗯𝗼𝘂𝘁 𝗿𝗲𝗽𝗼𝗿𝘁 𝗮𝗻𝗮𝗹𝘆𝘀𝗶𝘀 𝘄𝗶𝘁𝗵 𝗳𝗶𝗴𝘂𝗿𝗲𝘀 𝗮𝗻𝗱 𝗱𝗮𝘁𝗮 𝘁𝗮𝗯𝗹𝗲𝘀, 𝗮𝗹𝗼𝗻𝗴 𝘄𝗶𝘁𝗵 𝘁𝗵𝗲 𝘁𝗮𝗯𝗹𝗲 𝗼𝗳 𝗰𝗼𝗻𝘁𝗲𝗻𝘁𝘀 -

𝗖𝗼𝗺𝗽𝗲𝘁𝗶𝘁𝗶𝘃𝗲 𝗟𝗮𝗻𝗱𝘀𝗰𝗮𝗽𝗲:

In order to respond to diverse requests from clients and readers, the study contains a succinct summary of the important industry participants and contributions. Customers will also find in this report significant variables that have a large impact on the Sustainability & Energy Management Software Market's growth, such as the supplier environment and recent competition intensity.

By conducting an exhaustive examination of manufacturers, producers, distributors, and dealers, the research aims to assist key players in a variety of strategic decisions and vital investment goals. Secondary and validated primary sources are used to evaluate key enterprises and their production data, percentage splits, market shares, product industry breakdowns, and growth rates.

𝗢𝗯𝗷𝗲𝗰𝘁𝗶𝘃𝗲𝘀 𝗼𝗳 𝘁𝗵𝗲 𝗥𝗲𝗽𝗼𝗿𝘁:

• Conduct research on and make predictions on the amount and value of the Sustainability & Energy Management Software Market.

• Determining market shares for the Sustainability & Energy Management Software Market's significant segments.

• To show how different regions of the world's markets for Sustainability & Energy Management Software Market are evolving.

• To research and analyze micromarkets with regard to their potential and unique growth patterns, as well as their contributions to the Sustainability & Energy Management Software Market.

• To provide accurate and practical information on the factors impacting the development of Sustainability & Energy Management Software Market.

• To provide a detailed analysis of the various business tactics used by the Sustainability & Energy Management Software Market, including R&D, partnerships, agreements, collaborations, acquisitions, mergers, new product launches, and acquisitions, mergers, and acquisitions.

𝗞𝗲𝘆 𝗘𝗹𝗲𝗺𝗲𝗻𝘁𝘀 𝘁𝗵𝗮𝘁 𝘁𝗵𝗲 𝗿𝗲𝗽𝗼𝗿𝘁 𝗮𝗰𝗸𝗻𝗼𝘄𝗹𝗲𝗱𝗴𝗲𝘀:

• Market size and growth rate during the study period

• Important factors that help and hinder market growth.

• The market's top suppliers and providers.

• Each organization goes through a full SWOT analysis.

• PEST study segmented by region

• Opportunities and challenges in the Sustainability & Energy Management Software Market business for existing vendors.

• Strategic initiatives have been implemented by key players.


➤ What is the estimated growth rate of the market for the forecast period of 2022-2028?

➤ What will the market size be in the anticipated time frame?

➤ What are the primary aspects that will determine the Sustainability & Energy Management Software Market's fate over the forecast period?

➤ What are the major market players' winning strategies for building a strong presence in the Sustainability & Energy Management Software Market industry?

➤ What are the primary market trends influencing the Sustainability & Energy Management Software Market's growth in various regions?

➤ What are the biggest dangers and difficulties that are likely to stymie the Sustainability & Energy Management Software Market's growth?

➤ What are the most critical opportunities for market leaders to succeed and profit?

𝗧𝗮𝗯𝗹𝗲 𝗢𝗳 𝗖𝗼𝗻𝘁𝗲𝗻𝘁:

1. Market Overview

▪ Research Objective and Assumption

▪ Research Objectives

▪ Assumptions

▪ Abbreviations

2. Market Preview

▪ Report Description

▪ Market Definition and Scope

▪ Executive Summary

▪ Market Snippet, By Function

▪ Market Snippet, By Application

▪ Market Snippet, By Region

▪ Coherent Opportunity Map (COM)

3.Market Dynamics, Regulations, and Trends Analysis

▪ Market Dynamics

▪ Drivers

▪ Restraints

▪ Market Opportunities

▪ Regulatory Scenario

▪ Industry Trend

▪ Merger and Acquisitions

▪ New system Launch/Approvals

▪ Value Chain Analysis

▪ Porter's Analysis

▪ PEST Analysis


𝗖𝗹𝗶𝗰𝗸 𝗛𝗲𝗿𝗲 𝗧𝗼 𝗚𝗲𝘁 𝗙𝗹𝗮𝘁 𝟮𝟬𝟬𝟬$ 𝗗𝗶𝘀𝗰𝗼𝘂𝗻𝘁 -

Thank you for taking the time to read the research report. Kindly inform us for additional information about the customized report and customization plan, and we will provide you the most appropriate customized report.

𝗔𝗯𝗼𝘂𝘁 𝗖𝗼𝗵𝗲𝗿𝗲𝗻𝘁 𝗠𝗮𝗿𝗸𝗲𝘁 𝗜𝗻𝘀𝗶𝗴𝗵𝘁𝘀

Coherent Market Insights is a global market intelligence and consulting organization that provides syndicated research reports, customized research reports, and consulting services. We are known for our actionable insights and authentic reports in various domains including aerospace and defense, agriculture, food and beverages, automotive, chemicals and materials, and virtually all domains and an exhaustive list of sub-domains under the sun. We create value for clients through our highly reliable and accurate reports. We are also committed in playing a leading role in offering insights in various sectors post-COVID-19 and continue to deliver measurable, sustainable results for our clients.

𝗖𝗼𝗻𝘁𝗮𝗰𝘁 𝗨𝘀

Mr. Shah
Coherent Market Insights
1001 4th Ave, #3200 Seattle, WA 98154, U.S.
United States of America: +1-206-701-6702
United Kingdom: +44-020-8133-4027
Japan: +050-5539-1737
India: +91-848-285-0837

Mr. Shah
Coherent Market Insights
+1 2067016702
email us here
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Thu, 07 Jul 2022 00:36:00 -0500 Date text/html
Killexams : Certified Control Systems Technician® (CCST®) Level 1 Review Course (TS00M) Online


The course utilizes self-paced modules to review the knowledge and practical skills necessary to install and maintain standard measurement and control instrumentation. It is intended for practicing technicians preparing for the ISA Certified Control Systems Technician® (CCST®) Level I exam. Practice certification-type exams and an explanation of the examination process are provided.

You will be able to:

  • Cite principles and theory that explain measurement and control instrument functions
  • Describe procedures required to properly maintain the function of measurement and control instrumentation
  • Identify the procedures and safety requirements for loop checking and its purpose
  • Perform calculations and other analysis of information related to the calibration and troubleshooting of measurement and control instruments and systems
  • Describe procedures required to safely start-up and shut-down a new or existing process
  • Review normal tasks of process control technicians as outlined by the current CCST job task analysis.
  • Define the education, experience, and examination requirements for becoming a CCST
  • Identify important knowledge and skill requirements of a practicing CCST
  • Describe the procedures involved in taking the CCST Level I exam
  • Identify any need for further study or training in specific knowledge areas
  • Complete a simulated CCST Level I Practice exam at the end of each day

You will cover:

  • Concepts of Process Control 
  • Calibration: Maintenance | Repair | Troubleshooting
  • Piping and Instrumentation Diagram (P&ID) Basics
  • Project Start-Up, Commissioning, Loop Checking, Project Organization, Planning
  • Evaluation of Loop Performance 
  • P&IDs and ISA Standards 
  • Documentation 
  • Installation Practices 
  • Hazardous Area Classification
  • Intrinsic Safety
  • Logical Analysis 
  • Common Problems 
  • Types and Uses of Loop Diagrams 
  • Basics of Smart Devices and Digital Controllers
  • Calculating and Configuring Smart Transmitters
  • Process Variables: Pressure | Level | Flow | Temperature | Analytical
  • Final Control Elements
  • Unit conversion calculations
  • Calibration documentation and analysis

Course Materials:

13 on-demand modules
ISA Text Included: CCST® Study Guide Level I

Modules may also be purchased separately.

Thu, 17 Mar 2022 13:44:00 -0500 en text/html
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