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HPE0-P27 course outline - Configuring HPE GreenLake Solutions Updated: 2024

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Exam Code: HPE0-P27 Configuring HPE GreenLake Solutions course outline January 2024 by Killexams.com team
Configuring HPE GreenLake Solutions
HP Configuring course outline

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HPE6-A71 Aruba Certified Mobility Professional exam 2023
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HPE2-E72 Selling HPE Hybrid Cloud Solutions
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HPE2-W07 Selling Aruba Products and Solutions
HPE2-T37 Using HPE OneView
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HPE6-A80 Aruba Certified Design Expert Written
HPE2-N69 Using HPE AI and Machine Learning
HPE6-A44 Aruba Certified Mobility Professional (ACMP) V8
HPE0-J69 HPE Storage Solutions?
HPE0-S59 HPE Compute Solutions
HPE0-V25 HPE ATP Hybrid Cloud Solution
HPE6-A84 Aruba Certified Network Security Expert Written
HPE6-A69 Aruba Certified Switching Expert Written
HPE0-S60 HPE ASE - Compute Solutions
HPE6-A49 Aruba Certified Design Expert (ACDX) V8
HPE0-J58 Designing Multi-Site HPE Storage Solutions
HPE0-V17 Creating HPE Data Protection Solutions
HPE0-V15 HPE ATP ? Hybrid IT Solutions
HPE6-A66 Aruba Certified Design Associate (ACDA)
HPE6-A78 Aruba Certified Network Security Associate (HCNSA)
HPE7-A01 Aruba Certified Campus Access Professional
HPE6-A75 Aruba Certified Edge Professional (ACEP)
HPE6-A81 Aruba Certified ClearPass Expert (ACCX)
HPE6-A85 Aruba Certified Associate - Campus Access (ACA)
HPE3-U01 Aruba Certified Network Technician (ACNT)
HPE0-V26 HPE ATP ? Hybrid IT Solutions
HPE0-J68 HPE Storage Solutions
HPE0-P27 Configuring HPE GreenLake Solutions

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Question: 43
You are helping guide your customer through the HPE GreenLake delivery process. The customer wants to start using
their new GreenLake solution as quickly as possible
is this a factor that can increase the the amount of time before services will be up and running?
Solution: The customer did not agree to billing for a panel montn in the SOW.
A. Yes
B. No
Answer: A
Question: 44
You are discussing the financial benefits of an HPE GreenLake solution to a customer.
Is this a benefit that you should explain?
Solution: HPE GreenLake solutions run proprietary HPE software on HPE infrastructure, eliminating software
licensing costs.
A. Yes
B. No
Answer: B
Question: 45
is this an example of a unit of measure mal is metered by HPE for usage each month?
Solution: Core
A. Yes
B. No
Answer: A
Question: 46
is this a way mat you can use the GreenLake Quick Quote (GLQQ) tool?
Solution: To obtain binding pricing for a Swift sales program solution.
A. Yes
B. No
Answer: B
Question: 47
Is this a reason for partners to sell HPE GreenLake solutions rather than traditional HPE solutions?
Solution: to bypass the traditional channel and distributors.
A. Yes
B. No
Answer: B
Question: 48
is this a task mat the partner is responsible for during the change order process?
Solution: Identify growth need
A. Yes
B. No
Answer: A
Question: 49
You determined that your customer has a 90 percent asset utilization rate.
Is this an appropriate way to explain how HPE GreenLake can reduce time to value?
Solution: HPE Financial Services IT Asset LifeCycle Solutions allow companies to get value from their legacy
A. Yes
B. No
Answer: A
Reference: https://www.hpe.com/emea_europe/en/services/asset-lifecycle.html
Question: 50
Is this a reason to create a custom HPE GreenLake solution as opposed to using the HPE GreenLake Quick Quote
Solution: The customer is a mid-sized company
A. Yes
B. No
Answer: B
Question: 51
is this task the Partners responsibility when setting up metering for the customer?
Solution: Provide training and logins to the customer for HPE GreenLaKe Central and the HPE GreenLake Billing
A. Yes
B. No
Answer: A
Question: 52
is this a benefit of the GreenLake continuous Compliance?
Solution: The customer reduces the burden on IT staff by using GreenLake to check firmware and deploy required
A. Yes
B. No
Answer: A
Question: 53
is this a reason to position a Swift sales program solution for a customer?
Solution: The customer is looking rot a fast turnaround when acquiring several Nimble arrays.
A. Yes
B. No
Answer: A
Question: 54
is this a way mat customers benefit from HPE GreenLake for Storage solutions?
Solution: Customers get faster return on investment using software-defined storage (SDS) based on HPE Apollo.
A. Yes
B. No
Answer: B
Question: 55
You are designing a custom HPE GreenLake solution and have created solution BOMs.
Is this the next step in the process?
Solution: Submit the BOMs and other supporting material to the assigned HPE Deal Owner.
A. Yes
B. No
Answer: A
Question: 56
is this a customer who would be a better fit for another HPE solution instead of HPE GreenLake?
Solution: The customer needs to rapidly meet unforeseen changes in IT demand.
A. Yes
B. No
Answer: A
Question: 57
Can customers use HPE GreenLake to achieve this business goal?
Solution: Free IT resources to focus on innovation.
A. Yes
B. No
Answer: A
Reference: https://www.hpe.com/emea_europe/en/services/remote-infrastructure-monitoring.html
Question: 58
is this when to use the Solution Assessment Foundry (SAF)?
Solution: To create legal quotes
A. Yes
B. No
Answer: B
Question: 59
is this a way mat customers benefit from HPE GreenLake for Storage solutions?
Solution: Customers can Keep their data on-prem. but still enjoy cloud-like pay-per-use spending
A. Yes
B. No
Answer: A
Question: 60
Does this business goal align with the value of an HPE GreenLake solution?
Solution: preserve capital with a different consumption model.
A. Yes
B. No
Answer: A
Reference: https://cdw-prod.adobecqms.net/content/dam/cdw/on-domain-cdw/brands/hewlett-packard-enterprise/hpe-

HP Configuring course outline - BingNews https://killexams.com/pass4sure/exam-detail/HPE0-P27 Search results HP Configuring course outline - BingNews https://killexams.com/pass4sure/exam-detail/HPE0-P27 https://killexams.com/exam_list/HP Working in hybrid setup? Experts outline workplace etiquette

January 5, 2024 | 11:27am

“With BPO (business process outsourcing) firms now allowed to implement 100 percent work-from-home setup without any adverse impact on their tax incentives, many registered business enterprises (RBEs) are now seen to expand their office footprint outside Metro Manila and fasttrack the setup of their operations in the provinces, long been seen as an untapped resource for BPO players talent wise,” said Tricia Pacete, Colliers Philippines market analyst for office services-landlord.


MANILA, Philippines — Since the COVID-19 pandemic, nothing has ever been the same again.

Even the way we work and play has been altered for life. Before the pandemic happened, people worked in a traditional workplace — an office, a physical one, where the bosses and the staff come to work every day, sit down for meetings, submit hard copies of project studies and other documents (sometimes in tandem with flash drives), and bond over lunch.

While some employees work remotely from home depending on their personal circumstances, Work From Home (WFH) was not the usual arrangement. But now, after the pandemic has officially ended, a big percentage of the work force has remained a WFH squad, thus creating a new work reality called hybrid workplace.

Half of the work force working physically in an office and half virtually present. An ideal situation to keep a basic work force on hand almost all the time. Unfortunately, being relatively new, this hybrid work force does not know yet how to fully conduct itself. There have been no guidelines in place prior to its application during the pandemic. And so, Poly, which is part of HP’s portfolio of hybrid work solutions, has partnered with Debrett’s, the renowned authority on modern etiquette, to ceate a guide for global etiquette in the hybrid workplace. It offers updated advice for the hybrid work era at a time when etiquette in the office—whether at home or at work—has never been more important simply because the hybrid working lifestyle looks like it is here to stay.

“The shift to hybrid work was so abrupt, we’ve not really considered how our behaviour should change to accommodate this new way of working. Should we be amending our behavior to make hybrid work and hybrid meetings feel more normal? Thinking about how to make hybrid meetings feel more natural will create an equal meeting experience, whether people are in the room or dialling-in from home, which can come down to employers providing staff with the right technology and training,” said Samir Sayed, managing director for ASEAN, Korea, Emerging Markets & Pakistan, for Hybrid Work Solutions at HP.

Liz Wyse, etiquette advisor at Debrett’s, added: “With people increasingly splitting their time between the office and home, how we conduct ourselves at work has changed drastically. It is clear that hybrid working offers many benefits, including greater flexibility and a better work-life balance. However, that’s not an excuse to let etiquette slip, and standards should stay the same regardless of where you’re working from. What’s the dress code when working from home? How do you eliminate distractions and present a professional façade online? This guide seeks to answer these questions so that both staff and employers can get the most out of a hybrid working arrangement."

The comprehensive guide offers insight into everything that has to do with working in a hybrid environment — from how to behave on video calls and how to dress yourself and check your background, to body language tips and the importance of eliminating distractions.

Key takeaways from the etiquette guide include:

  • Give a "roya"  wave: Ending a video call can sometimes feel a bit awkward. To make calls feel more friendly and inclusive, you can soften the abrupt finality of pressing ‘End call’ by giving colleagues a goodbye wave.
  • Avoid video motion sickness: Stay in a fixed position during video calls. Carrying your device around while you answer the door or wander around the office during video calls risks giving your colleagues a bad dose of motion sickness.
  • No meeting munchies: You should try to avoid eating when you’re doing a video call. You don’t want people to focus on the contents of your lunch rather than what you’re saying. It’s preferable to eat before you join a meeting.
  • Beware of the danger of diversions: Your home is full of diversions. Be it domestic chores, the garden or visits to the fridge – it’s all too easy to wander around doing jobs or making snacks, which ultimately distracts you from your job and impacts your productivity.
  • Eliminate virtual background clutter: Indulge in a little set-dressing before your call. Evaluate your video background. Try to eliminate chaotic bookshelves, discarded clothing, empty take-away containers and distracting artwork. You want your colleagues to focus on you, not your background.
  • Say no to stoic sickness syndrome: Do not struggle into the office if you are suffering from a cough or cold or anything contagious. Nobody will applaud your stoicism.
  • No meeting multitasking: It’s inappropriate to multitask during meetings. An example is looking at your phone. It is also very bad form to carry on working while answering a call. Everybody will realize that your mind is elsewhere and hear the incriminating clatter of your keyboard.
  • Mute your work mates: Noise in the office can be distracting when joining calls. It’s quite acceptable to politely ask your colleagues—or the people in your house—to keep their voices down and to turn down their radio or music.
  • Dress for success: People will choose to wear more relaxed, comfortable clothing when working from home, but it’s important to be aware of the psychological impact of truly letting yourself go. Aim to dress as if you are in the room with other meeting attendees.
  • Embrace long pauses: Don’t be alarmed by long pauses during meetings and scramble to fill such pauses with chatter. They are an invaluable way of giving people space to interject or expound.

On the part of the company, instead of giving everyone the same equipment, admin should understand how people like to work and collaborate, and also check out the spaces that they use when working at home —most importantly, their home office setup. This can be used to tailor the equipment provided, allowing employees to look their best, be heard, feel included and avoid distraction, regardless of whether they’re working from home or in the office.

Thu, 04 Jan 2024 13:27:00 -0600 text/html https://www.philstar.com/lifestyle/business-life/2024/01/05/2293530/working-hybrid-setup-experts-outline-workplace-etiquette
Course Outline Spanish 5A Course Outline

Course Outline

Spanish 5A, Intermediate Oral Proficiency, 3 units

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

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

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

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

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

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

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

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

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

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

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

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

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

When should it be used?

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


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

In-Component Editing Options

Course Outline List Tab

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

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

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

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


Click the Options toggle to reveal additional display options:

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

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

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

Filters Tab

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

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

Columns Tab

Columns - Allows you to choose which columns to display. Please enable the “Note” column, if the “Short Note” field was filled in within the Course Outlines Application.

Examples of the Course Outline Component

Example #1

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

Sun, 06 Dec 2015 07:41:00 -0600 text/html https://www.sfu.ca/cms/howto/components/sfu-course-outline-list.html
HP Outlines Strategy For Personal Systems Group

The PC market is clearly the priority for HP. PSG officials touted the forthcoming new version of the HP Media Center PC, which integrates live television along with digital music, video and photographs. The popular model was released last fall and demand quickly outpaced supply during the holiday season.

Duane Zitzner, executive vice president of PSG, says the PC market was essentially down to two major players: HP and Dell. Zitzner said that HP's PC business grew faster than Dell's in the last quarter. "We're extremely pleased coming off Q1. The last three quarters, we've continued to show improvement in the business," Zitzner says. "We've realized tremendous cost savings by bringing these two great companies together in this space."

HP's PSG saw 2 percent sequential growth in the last quarter with $5.1 billion and a $33 million profit. The unit had been suffering losses for a number of years, according to PSG officials. One of the keys for PSG's recent performance, Zitzner said, was aggressive pricing to match Dell and other competitors. "We plan to continue to price aggressively. We priced aggressively [last quarter] and our margins went up," Zitzner says.

PSG officials also promoted a soon-to-be-unveiled new line of mobile workstations, as well as recently released iPaq Pocket PCs and tablet PC model, emphasizing HP's growing commitment to wireless and mobile technology. Jim McDonnell, senior vice president of marketing for PSG, says the company expects the tablet PC model to be a winner in Europe, where it was recently released, after getting good traction in the U.S. market. McDonnell also highlighted the tablet PC as key differentiator between HP and Dell. "We're driving innovation in this industry," he says. "We're not Dell, and we don't plan to be Dell."

In addition to new technology, Zitzner says the channel was going to be an important asset for the PSG business. "The channel is very important for us and we're doing much work in this space to help re-engineer the channel through PartnerOne [HP's new partner program]," Zitzner says. "This program rewards channel partners for demand generation and it's working extremely well."

HP executives didn't say how much PartnerOne and channel partners had contributed to the PSG's performance, but they did stress that the company was happy with the progress PartnerOne is making. "Overall commercial business [which includes channel sales] helped boost the PSG's 2 percent growth," McDonnell says. "It's early but we're beginning to get good uptake and good reaction."

Sun, 10 Dec 2023 22:35:00 -0600 text/html https://www.crn.com/news/applications-os/18838929/hp-outlines-strategy-for-personal-systems-group
Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

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

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

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

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

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

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

Course Syllabi and Syllabus Policies

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

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

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

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


Fall Semester

(September – December)

Spring Semester

(January – April)

Summer Intersession

(May – June)

Summer Semester

(May – August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

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

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

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

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

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

Mon, 26 Oct 2020 12:54:00 -0500 text/html https://www.sfu.ca/fhs/faculty-staff-resources/teaching/instructor-resources/course-outlines-and-syllabi.html HP Talks Up Information Life-Cycle Management, Outlines Road Map

The company is in the process of bringing its various storage technologies, servers and professional services together to tackle customer issues such as how to store data for the long term while dealing with technological issues that occur before the data expires, said Rusty Smith, director of HP's Information Lifecycle Management (ILM) division.

The company is also addressing other issues, such as the increase in capacity required to handle data that, due to new regulations, must be stored for a longer period than in the past, as well as how to extract information from that stored data, said Smith.

While storage-centric vendors such as EMC, Veritas Software and StorageTek have already discussed ILM strategies, HP is the first systems company to do so, Smith said. "When you create data to be archived, it is not created by storage," he said. "It is created on servers and on applications running on the servers. Instead, it's a business-process issue."

HP's ILM strategy makes full use of the vendor's range of storage products, including high-performance and low-performance disk, tape and optical technologies. For the parts it does not develop internally, HP will partner, said Smith. "We know how to partner to go to market. We don't need to buy a Legato," he said, referring EMC's acquisition of Legato Systems earlier this year.

HP is already partnering with a number of other vendors, including developers of software for financial services, e-mail archiving and hierarchical storage management, Smith said.

Tools to manage data manually as part of ILM are available, said Smith. However, over the next six to nine months, HP will gradually introduce tools to automate many of the processes necessary to manage data over the long term, he said. At the same time, the company plans to unveil new software partners. The next two to three years will see enhanced automation, he said.

A key part of the ILM process is consulting services for processes such as deciding what data to keep and what not to keep, and when to move it from high-performance storage to lower-cost low-performance storage and then on to optical or tape storage, Smith said.

As a result, HP will depend on its professional-services arm to play a big role in ILM, said Smith. However, the company will also look to partner with both large and small channel partners, he said.

"For large hospitals with huge issues related to retaining data, we will bring in large service providers," Smith said. "But a lot of community hospitals face similar challenges. We will work with VARs, and are now looking at developing bundled services for VARs to offer such customers in the long term."

Mon, 11 Dec 2023 04:25:00 -0600 text/html https://www.crn.com/news/storage/18823800/hp-talks-up-information-life-cycle-management-outlines-road-map
Best Cryptocurrency Trading Courses

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

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

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

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

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

Tue, 16 Feb 2021 04:28:00 -0600 en text/html https://www.investopedia.com/best-cryptocurrency-trading-courses-5111984
Introduction to Management in Health Care

This information is for the 2021/22 session.

Dr Brittany Jones NAB 4.04

This course is compulsory on the Executive MSc in Health Economics, Policy and Management. This course is available on the Executive MSc in Health Economics, Outcomes and Management in Cardiovascular Sciences. This course is not available as an outside option.

The course aims to introduce students to the main principles of management and strategy and related issues that impact on organisational change, group decision making, innovation and leadership. Key models and academic tools will be presented and their application to real world situations discussed. The course aims to give students a strong academic understanding and also enable them to apply this knowledge to their practice. 

The course outline is below

1. Strategy and Managerial Work

In this session, we will explore the development of the modern practice of ‘strategy’ and what it means today. Along the way, we will show how organisational practices like planning met emerging ideas in academia, especially in economics, to develop new tools and ways of thinking that transformed the practice of management in the late 20th century. The development of strategic management and planning tools and the competitive environment in which they emerged will be discussed and the application of these tools will be examined in competitive markets.

2. Innovation Management

This part of the course will introduce the syllabu of innovation management. In particular, it introduces participants to the conceptualization of innovation as a means to affect the competitive process. Participants will be introduced to the basics of the competitive process and the effect of innovation on the competitive process. Participants will be active in analysing the competitive process surrounding their organization and the competitive position their organization occupies within it and activities will be used to promote thinking about how innovations, small or large, can defend and/or Strengthen their competitive position.

3. How Individuals and Groups Organise and Make Decisions and Take Risk

This part of the course will introduce issues related to working as individuals within an organisation and as a group. It will look at the “benefits” and “harms” of group decision making processes – especially with reference to health care where collaborative multi-disciplinary teams are commonplace – and also discuss how group decisions making can be undermined by systematic biases.

4. Behaviour Change and Social Marketing

This part of the course will introduce the drivers and mechanisms of behaviour change in organisations. In particular, we will discuss how different organizational-level factors may influence behaviour change, including resistance to change from various levels and sustainability of changes across time, and how organizational behaviour change can be measured. Models of organisational behaviour change will be introduced and the principles of managing and leading change in established systems will be discussed with a focus on the stages of planning and implementation of change. Alongside this appropriate tools and resources will be introduced to aid future organisational changes. The coverage of social marketing will deal with the formulation and execution of strategies designed to influence behaviour change amongst groups at risk of cardiovascular disease.

5. Culture and Leadership

This part of the course will explore the definition of culture within organisations and leaders’ role in creating and supporting successful teams. Key components of leadership, like the ability to establish direction and motivate and inspire a workforce as well as handle relationships with external stakeholders, will then be introduced with a consideration of how they affect culture and working practices.

This course will be delivered as a combination lectures and seminars, totalling a minimum of 25 hours. During the course students will also undertake a writing seminar series covering critical practicing and writing skills for effective management communication. 

Students will be expected to produce 1 essay.

The formative assessment is a 500 word outline of the summative assessment essay question. 

Mintzberg, H., Ahlstrand, B. and Lampel, J. (2008). Strategy Safari: The Complete Guide Through the Wilds of Strategic Management (Second Edition). Prentice-Hall. Chapters 1 and 4

Whittington, R. (2000).  What is Strategy—and Does it Matter? (Second Edition) Thomson International. Chapters 1, 2 and 4

Barney, J. 1995. Looking Inside for Competitive Advantage. The Academy of Management Executive. 9(4): 49-61.

Christensen, C.M., Raynor, M.E., McDonald, R. 2015. What Is Disruptive Innovation? Harvard Business Review. December Issue (available online athttps://hbr.org/2015/12/what-is-disruptive-innovation)

Essay (100%, 3000 words).

The course will be assessed on the basis of a 3000 word essay on a specific topic. In writing this essay, students will be able to demonstrate and synthesise what they have learned from the lectures, practicing material, group discussions and their own independent research and thinking. The content of the assessments will lead on from the simulation exercises that have been used in the seminars and students will be encouraged to use subjects they have identified during reflections on their own work.

Formative assessment will be based on a 500 word outline of the essay. This will give students an opportunity to develop their thoughts ahead of the summative assessment and will allow feedback from course teachers that will guide students when they work on their longer answers.

Some departments have produced short videos to introduce their courses. Please refer to the course selection videos index page for further information.

Sun, 15 Aug 2021 22:51:00 -0500 text/html https://www.lse.ac.uk/resources/calendar2021-2022/courseGuides/HP/2021_HP4D1E.htm
Mental health policy

This information is for the 2020/21 session.

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

The proposed course should appeal to students interested in the challenges of, and policy responses to mental illness across a wide range of societies and economies. 

Priority will be given to students from the Health Policy Department.

Students are required to have some knowledge of health systems or mental health issues. 

The course will consider how public policy can be shaped to address the personal, social and economic challenges posed by mental illnesses, across the life-course. Mental health will be considered in various contexts: high-, medium- and low-income settings. An important emphasis will be on the global nature of the challenges, and the need to find responses that have relevance across different societies.

The strong associations with disadvantage will be a theme running through the course, linked to social determinants of health. Key areas of policy-making will be covered: e.g. evaluating effectiveness, cost-effectiveness and viability of treatments, and social impacts of prevention and interventions in different contexts and life-stages.

Students will discuss issues and strategies on how public policy (not just health policy) can play crucial roles in prevention and risk-reduction, access to and funding of treatments, recovery and re-integration, social and economic inclusion. In addition to coursework, students will have the opportunity, if they wish, to link with an ongoing mental health-related research project in the Department of Health Policy. (This will not be compulsory, and students who do not make such links will not be disadvantaged.) Students may wish to use this as a platform for their group-based summative assessment (see below).

Course outline (by week)

1. What is mental illness? Cultural, clinical and other interpretations and definitions; prevalence; incidence; disability; consequences across the life-course for individuals, families, societies (including subgroups with different risks, such as migrants, LGBTQ+, those experiencing natural or other disasters) and economies (broad introduction); links to broader concepts of wellbeing.

2. Responses? History of responses to mental illness (across a range of sectors); stigma; discrimination; help-seeking and treatment; institutionalisation; bi-directional implications (e.g. links to economic disadvantage, social marginalisation, crime, physical health, mental health comorbidities). The survival movement; interpretations of recovery.

3. Mental health in low- and middle-income settings: particular challenges in those contexts, although these issues will feature in all later subjects too.

4. Perinatal mental health: meaning; risk and protective factors; interventions; policy challenges and responses.

5. Child and adolescent mental wellbeing: meaning; risk and protective factors; interventions; policy challenges and responses.

6. Adult mental health (including addictions and workplace issues): meaning; risk and protective factors; interventions; policy challenges and responses.

7. Old age mental health (especially dementia): meaning; risk and protective factors; interventions; policy challenges and responses.

8. Financing responses to mental illness, including issues of parity

9. Making mental health policy and legislation: contributions from a policy-maker and someone with lived experience of mental illness. 

10. Enduring lessons for mental health policy: bringing the strands together.

10 hours of lectures, 10 hours of seminars and 2 hours of help sessions in the LT.

Students will be expected to produce 1 essay in the LT (of up to 1500 words) during the course, which could be linked to the syllabu of their group-based project.

Project (100%, 3000 words) in the ST.

Department: Health Policy

Total students 2019/20: 39

Average class size 2019/20: 13

Controlled access 2019/20: Yes

Value: Half Unit

Please note that during 2020/21 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the situation of students in attendance on campus and those studying online during the early part of the academic year. For assessment, this may involve changes to mode of delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.

Wed, 28 Apr 2021 17:26:00 -0500 text/html https://www.lse.ac.uk/resources/calendar2021-2022/courseGuides/HP/2020_HP432.htm
Certified Pharmaceutical Sales Representative Training Course

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

Potential Earnings

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

Sun, 27 Mar 2022 19:13:00 -0500 en text/html https://www.utsa.edu/pace/online/certified-pharmaceutical-sales-representative-certification-training.html

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