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PEGACPBA86V1 Pega Certified Business Architect (CPBA) 86V1
Exam Details for PEGACPBA86V1 Pega Certified Business Architect (CPBA) 86V1:
Number of Questions: The test typically consists of multiple-choice questions, with a total of approximately 60 questions.
Time Limit: The total time allocated for the test is usually 90 minutes.
Passing Score: The passing score for the test varies, but it is generally set around 70% or higher.
Exam Format: The test is usually conducted in a proctored environment, either in-person or online.
Course Outline:
The Pega Certified Business Architect (CPBA) 86V1 course covers the following key areas:
1. Pega Platform Overview:
- Introduction to Pega Platform and its capabilities
- Understanding the Pega Platform architecture
- Overview of Pega application development and deployment process
2. Pega Case Management:
- Understanding case types and their lifecycle
- Configuring case types and stages
- Implementing case data models and properties
- Defining case processes and workflows
3. Business Rules and Decision Management:
- Implementing decision tables and decision trees
- Configuring decision rules and rule resolution
- Applying rule inheritance and specialization
- Utilizing declarative rules and expressions
4. User Interface Design:
- Designing and customizing user interfaces
- Configuring dynamic layouts and sections
- Implementing validation and formatting rules
- Utilizing advanced UI features and components
5. Data Management:
- Defining data models and data types
- Configuring data pages and data transforms
- Implementing data integrations and connectors
- Utilizing data mapping and data validation
6. Application Security:
- Configuring access control and authentication
- Implementing data encryption and secure storage
- Defining security policies and roles
- Managing user and group permissions
Exam Objectives:
The objectives of the PEGACPBA86V1 test are to assess the candidate's understanding of the following:
1. Pega Platform and its key components.
2. Case management concepts and implementation.
3. Business rules and decision management.
4. User interface design and customization.
5. Data management and integration.
6. Application security and access control.
Exam Syllabus:
The test syllabus for PEGACPBA86V1 includes the following topics:
1. Pega Platform Overview
2. Pega Case Management
3. Business Rules and Decision Management
4. User Interface Design
5. Data Management
6. Application Security
Note: The above information provides a general outline for the PEGACPBA86V1 Pega Certified Business Architect (CPBA) 86V1 exam. Specific details, such as the number of questions, time limit, and passing score, may vary depending on the certification body or organization offering the exam. For the most accurate and up-to-date information, it is recommended to refer to the official test guide or documentation provided by the relevant certification provider.
Pega Certified Business Architect (CPBA) 86V1 Pegasystems Certified learning
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PEGACPBA86V1
Certified Pega Business Architect (PCBA) 86V1
https://killexams.com/pass4sure/exam-detail/PEGACPBA86V1 Question: 49
A Customer applies for a credit card. In order for the credit card to be approved, the credit card consultant must
receive the results of a credit check.
How do you configure the case types to reflect their relationship?
A. Make credit check a child case of credit card request.
B. Make both loan request and credit check top cases.
C. Make credit card request a child case of credit check.
D. Make credit check a spin-off case of credit card request. Answer: A Question: 50
A requirement states: When a business guest checks out of a hotel, the guest must complete a hotel review to receive a
corporate discount.
Select the case type relationship that satisfies the requirement.
A. Configure checkout request as a child case of hotel review.
B. Configure hotel review as a child case of the checkout request.
C. Configure hotel review as a parallel process to the checkout request.
D. Configure both checkout request and hotel review as top-level cases. Answer: C Question: 51
A loan application requires a borrower data type with fields to collect first/last name, address, employment, income,
credit score, etc. In certain situations data type of spouse/partner and/or cosigner are required.
Can all data types reuse the same properties? (Choose One)
A. Yes, if each data type references the same data class
B. No, each data type must reference a unique data class
C. Yes, if each field references the same data source
D. No, each data type must reference a unique data source Answer: A Question: 52
Consider the following user story: As an account owner, I want to be able to add a member to my account so I can
give the member temporary access.
Which two questions help you define the fields for the user view?
(Choose Two)
A. Will field information about the temporary member be stored in an external database?
B. What fields does the account owner need to see to be able to add a temporary member?
C. Do the fields about the temporary member need to be displayed in multiple languages?
D. How do the fields for the temporary member need to be displayed? Answer: B,D Question: 53
Which statement best represents the relationships between controls, formats, and mixins? (Choose One)
A. A mixin specifies a control which defines a format
B. A control specifies a mixin which defines a format
C. A format uses a mixin that defines a control
D. A control specifies a format which uses a mixin Answer: D Question: 54
Where is a When rule referenced when called from a flow? (Choose One)
A. Assignment
B. Decision
C. Service Level
D. Connector
E. Fork Answer: D Question: 55
You are configuring a declarative network that contains eleven declare expressions to calculate the interest rate for a
home mortgage. For example, the target value Property Tax Assessment is used as a source value when calculating the
Assessed Property Value. The declare expressions use target values from other expressions to calculate their target
values. The field that displays the interest rate appears on the approval form.
To Improve performance, how can you reduce the number of calculations?
A. Specify whenever used in the total interest rate declare expression
B. Specify Property Tax Assessment as trigger event in the declare expression that calculates the total interest rate
value
C. Apply the declare expression in the approval flow action
D. Calculate the total interest rate value by adding all the declare expression target property values Answer: A Question: 56
An insurance compagny offers personal property insurance. Jewelry is a special type of personal property. Jewelry
coverage requires that the user managing the request is trained to appraise jewelry. Assignments for jewelry appraisals
must go to skilled users .
Which routing approach whould you use?
A. Route requests to a reporting manager who assigns the request to a user to ensure fast processing
B. Route requests to a work group whose members have the skill rating parameters
C. Route directly to users who are members of a work group that uses skill rating parameters
D. Route requests to a decision table that routes the request to a work group in a location where there are users who
have appraisal skills Answer: B Question: 57
An accident claim case creates a vehicle claim case for each vehicle involved in an accident.
Which two configurations prevent the accident claim case from resolving before all vehicle claims are resolved?
(Choose Two)
A. Add a waitstep to the accident claim case to wait until all vehicle claims have a status of Resolved.
B. Add each vehicle claim as a child case of the accident claim.
C. Add an optional process to pause the accident case until the vehicle claims are paid.
D. Add a parallel process for vehicle claims in the accident claim resolution stage. Answer: A,C Question: 58
Direct Capture of Objectives (DCO) provides many benefits .
Which of the following are benefits of DCO? (Choose Two)
A. Provide real-time awareness of project development to all project participants.
B. Automatically define and store application requirements.
C. Easily convert legacy operations to automated business processes.
D. Use working models to better facilitate business and IT collaboration. Answer: B,D Question: 59
HOTSPOT
In the first design sprint, during the initial workshop with an airline, you obtain several deliverables and outcomes.
In the Answer area, identify the output type for each deliverable or outcome. Answer: Question: 60
How do you route an assignment so that any available member of the Finance department can perform the task?
A. Route the assignment to a work list.
B. Route the assignment to the admin user I
D. Route the assignment separately to all members.
E. Route the assignment to a work queue. Answer: A
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Wed, 06 Jul 2022 09:10:00 -0500entext/htmlhttps://www.risk.net/static/risk-learning-risk-certified-facultyECTL Certification & Badge Program
Overview
The ECTL Certification and Badge Program offers an opportunity for UW instructors to further develop as informed scholars, teachers, and effective educators. This self-directed certification and badge program is designed to provide opportunities to engage in teaching and learning activities and reflect on those experiences. The flexible nature of the program is designed to work with your goals, schedule, and interests. All UW teaching personnel including Faculty, Academic Professional Lecturers, Adjuncts/Temporary Lecturers, and Graduate Teaching Assistants are welcome to participate in this program.
Benefits of the Program
Define your personal philosophy of teaching and learning
Deepen your knowledge in a range of subjects and strategies related to teaching and learning
Specialization in focus areas in order to refine your foundational knowledge and skills
Analysis of your teaching practices through reflective techniques
Implementation of learning theory in the design and delivery of your courses
Encourage continual improvement of your teaching practices through sound methodologies, tools, and reflection
Better prepare future faculty for careers in academia
(Certification Earners)
Focus Areas and Mentors
There are seven focus areas for participants to earn points toward certifications and/or badges. Each area has a mentor who will evaluate reflections for points and assist as the contact person for that area.
In addition to the seven focus areas, there is a Core component that is required to complete the Certification in Teaching Learning. The mentor for the Core isJanel Seeley(jseeley1@uwyo.edu).
Program Options
Participants choose which certification program they want to pursue and/or if they want to earn badges in certain focus areas.Focus areasinclude: Active Learning, Assessment, Communication Pedagogies, Critical & Creative Thinking, Diversity Equity & Inclusion, Information & Digital Literacy, & Online Education.
Option 1:Certification in Teaching and Learning (100 points) Option 2:Certification in one focus area (100 points) Option 3:Badges (Bronze=25 points; Silver=50 points; Gold=75 points)
Note: If you start out with the intention to earn badges and later decide to apply badges toward certification, you can do that!
How to Earn Points
The certification and badge program is managed through a WyoLearn Course shell. Once participants register they will receive information about enrolling in the course shell.
Find and engage in teaching and learning activities that are of interest to you and write a short reflection about these activities (see ideas below).
Determine which focus area you feel most relates to an activity, and post and submit your reflection under that focus area.
Include in your post the number of points you are requesting for the activity. Generally, 1 hour of your time equals 1 point.
The Mentor for each focus area will review, comment, and award points for your reflection and post points in the Gradebook.
Participants keep track of their own points.
Ideas for Teaching & Learning Activities
The ECTL will post announcements in the WyoLearn course shell about possible activities for earning points across all focus areas. Reminder, this is a self-directed program so any teaching and learning activity that you would like to participate in is up to you!
In addition, mentors may post specific activities and resources in the WyoLearn home page for their focus area.
Questions
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Requirements for the CTL Global Awareness Certificate (Level I)
The Center for Teaching and Learning partners with the Office of the Vice President for Diversity, Equity and Inclusion (DEI) to offer the CTL Global Awareness Certificate. To qualify for the CTL Global Awareness Certificate, participants must complete a total of 100,000 points with at least 60,000 points required from CTL Global Awareness workshops, 20,000 points from DEI workshops, and 20,000 points from either the Global Awareness series and/or DEI.
CTL Global Awareness workshops are presented by the CTL’s International Teaching and Learning Specialist, Dr. Melissa Hawkins. The series currently includes 16 subjects related to the following areas: practices for teaching international students that reach all learners, international student backgrounds, developing intercultural awareness and cross-cultural skills, and curriculum internationalization.
DEI workshops are presented by the DEI Education office and include 2 required subjects (Unconscious Bias and Bystander Intervention) and 2 optional subjects (Cultural Awareness Building Blocks and SafeZone). Workshops are offered in the CTL, but if you have completed DEI sessions in your unit OR through the Campus HR LMS, you can simply send the CTL screen shots of completion from the Campus LMS for credit.
Each workshop or homework can only be used once towards the achievement of a specific certification.
UAB graduate and undergraduate students are not eligible to receive CTL certificates. UAB graduate students may earn certificates with prior approval from the CTL only if they are currently the teacher of record for academic courses at UAB.
Wed, 12 Aug 2020 15:56:00 -0500en-UStext/htmlhttps://www.uab.edu/faculty/ctl/programsStaying relevant in tech requires continual learning
The constantly shifting economy is a reminder to technical professionals seeking new roles that change is the only constant. The Linux Foundation’s 2023 State of Tech Talent Report, viewablehere, highlights what some 400 IT hiring managers and staffing professionals view as must-haves for new hires. Here are three insights and the takeaways technical professionals should know, as they seek their next challenge.
Insight 1:New hiring continues to focus on developers and newer technologies, especially: cloud/containers (50%); cyber security (50%); and Artificial Intelligence (AI) and Machine Learning (ML) (46%).
As technology development continues to accelerate, hiring managers are seeking technical staff who have existing strong skill sets in high-demand areas. Not surprisingly, evolving technologies such as cloud and cyber security remain in high demand. The fact that respondents said they have cloud native professionals (59%) and cyber security (59%) already on staff, indicates that organizations need to expand teams and expertise.
But there is more to this. Organizations report having a range of hiring priorities to grow existing teams and capabilities. These include:
Augmented/Virtual Reality
AI/ML
Blockchain
CI/CD
DevOps
Kubernetes
As you consider these factors against your own professional development path, it is important to remember that while AI is dominating hiring trends today, the “hot” technologies could be very different a year or two from now. This is just another reason technical professionals excel when they continuously learn.
Insight 2:53% of respondents feel upskilling is extremely important to acquire the skills and knowledge their organization needs.
Whether you are looking for a new role at a new organization or trying to shore up your current employment prospects, training and certifications are key. Many organizations are currently pursuing the approach of upskilling existing team members to close skill gaps. Look for these opportunities and raise your hand. Seeking out and participating in in-house training opportunities helps set you up for success whether you’re looking for your next promotion, a lateral transfer or an opportunity elsewhere.
If your current employer isn’t offering a training program to close critical skill gaps, that doesn’t mean you’re stuck. As an insider, you are in an excellent position to identify where the gaps are for your organization and seek suitable training programs on your own. This will heighten your stature, Improve job security and potentially get you promoted. Pursuing in-demand skills also gives you an opportunity to make a case for your employer to pick up the tab.
If necessary, seeking your own certification on personal time gives you more freedom to acquire new skills that interest you and best fit your intended career path.
Insight 3:The majority of respondents agree that certification (73%) and pre-employment testing (81%) are necessary to verify skills.
As candidates navigate this unusual and uncertain job market, one thing is for sure: employers want candidates who have proven and verifiable skills.
This means seeking out certifications that aren’t based on multiple choice exams, but rather ensuring participants have well-developed coding skills along with the critical thinking needed to solve real-world IT problems. When assessing potential certifications, look for those that include the use of lab environments and that test real coding capabilities from the command prompt.
Similarly look for expertise when assessing training courses, especially ones related to emerging technologies. A good check is the background of the instructors. Are they professional instructors or are they technical professionals themselves, working with new technologies? Instructors who are working with – as well as teaching about – emerging technology are much more likely to bring real life experiences that will help you learn.
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Guidelines for Documentation of a Specific Learning Disability
Students who are seeking support services from Boston College on the basis of a diagnosed specific learning disability are required to submit documentation to verify eligibility under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The following guidelines are provided to ensure that documentation is appropriate to verify eligibility and support requests for reasonable accommodations.
Testing must be current Specifically this means that the testing must be conducted within the last four years. Because the provision of all reasonable accommodations and services is based upon assessment of the current impact of the student's disabilities on his/her academic performance, it is in the student's best interest to provide recent and appropriate documentation.
Testing must be comprehensive Testing must reflect the student's present levels of aptitude, achievement and information processing. Tests used must be technically sound (i.e. statistically reliable and valid) and standardized for use with an adult population. actual test scores must be provided. Standard scores and/or percentiles are acceptable. It is not acceptable to administer only one test for the purpose of diagnosis.
Qualifications of Evaluator Trained and certified learning disability specialists and/or licensed psychologists may conduct the assessment. Diagnostic reports must include the names, title, and professional credentials of the evaluators, as well as the date(s) of the testing.
Specific LD must be diagnosed There must be clear and specific evidence of a learning disability. "Individual learning styles" and "learning differences" in and of themselves do not constitute a learning disability.
Educational Recommendations Educational recommendations regarding the impact of the disability and accommodations recommended at the post-secondary level must be included.
Additional Documentations for Undergraduate Students (if applicable):
Proof of high school accommodation(s): 504 / IEP / Other
Proof of standardized testing accommodation (s): College Board / ACT
For transfer students: proof of accommodation(s) from previous institution.
Additional Documentations for Graduate Students (if applicable):
Along with documentation, we will need a letter of verification of accommodations from your previous institution.
Guidelines for Documentation of Attention Deficit Hyperactivity Disorder (ADHD)
Documentation from the psychiatrist, psychologist or clinician who made the diagnosis must be no older than four years and provide information regarding the onset, longevity, and severity of the symptoms, as well as the specifics of describing how it has interfered with educational achievement.
To receive accommodations on the basis of ADHD, an assessment that measures the student’s current functional impact of ADHD on learning and/or testing is required. The assessment might include measures in the areas of attention, learning, intellect, achievement, processing speed, fluency, executive functioning, language and memory. Some formal measures are required.
A complete psycho-educational or neuropsychological assessment is often recommended for determining the degree to which the ADHD currently impacts functioning relative to taking standardized tests.
Additional Documentations for Undergraduate Students (if applicable):
Proof of high school accommodation(s): 504 / IEP / Other
Proof of standardized testing accommodation (s): College Board / ACT
For transfer students: proof of accommodation(s) from previous institution.
Additional Documentations for Graduate Students (if applicable):
Along with documentation, we will need a letter of verification of accommodations from your previous institution.
Thu, 14 Jan 2021 03:00:00 -0600entext/htmlhttps://www.bc.edu/bc-web/academics/sites/connors-family-learning-center/policies---accomodations/documentation-guidelines.htmlQuality Matters (QM) Certified Courses and Reviewers
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Date Recognized: February 7, 2022
Public Health Demography
Course Number: HCO 631
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Tue, 13 Dec 2022 10:00:00 -0600en-UStext/htmlhttps://www.uab.edu/elearning/quality-matters/courses-and-reviewersMaster’s Degree in Teaching, Learning, and Curriculum - Pennsylvania Teaching Certification Program
Drexel University School of Education
Drexel University’s School of Education offers a number of post-baccalaureate and graduate teaching certification programs that prepare students to obtain their teacher certification in Pennsylvania. Students in the MS in Teaching Learning and Curriculum: Teacher Certification program can earn PA Instructional I certification in elementary (prek-4), middle level (4-8) secondary (7-12), and secondary and special education dual certification.
The Praxis examinations are required for all Middle Level Certification candidates. Students must pass the PA Grades 4-8 Core Assessment subtests in Pedagogy, English Language Arts/Social Studies and Mathematics/Science as well as the subject area concentration test(s) for the area of certification they wish to obtain.
For more information about examination and registration, please visit the Praxis website.
While other programs require students to complete one certification at a time, Drexel offers students the ability to earn PA instructional I secondary certification and Instructional II special education (grades 7-12) with enough credits to complete a master's degree. This track saves students time and makes them more attractive in the job market. Students gain an edge in experience by completing 270 hours of field experiences and 12-weeks of student teaching. The School of Education's Field Placement Office works closely with students to secure placements all across the country.
Students have multiple options to apply to the Master of Science in Teaching, Learning, and Curriculum: Teacher Certification program:
Wed, 12 Aug 2020 14:33:00 -0500entext/htmlhttps://drexel.edu/soe/academics/graduate/teaching-learning-curriculum-cert/Graduate Studies and Extended Education
Graduate and extended education students are people just like you, with lives revolving around home, career, and community. Our programs are flexible to accommodate busy schedules, and we offer courses and academic programs in an array of subjects for learners of all ages. Search courses in the below form or browse our current offerings of daytime, night, graduate, or non-credit courses.
Graduate Studies and Extended Education Announcements:
Sun, 19 Dec 2021 14:55:00 -0600entext/htmlhttps://www.keene.edu/academics/conted/
Requirements for the CTL Global Awareness Certificate (Level I)
