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Exam Code: 6211 ACIS Aura Contact Center Multimedia Implementation learn January 2024 by Killexams.com team
ACIS Aura Contact Center Multimedia Implementation
Avaya Implementation learn

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Question: 10
In a Web Chat, for which purpose are Web on Hold and Web on Hold URLs created?
A. Treatments given to the customer while waiting for the agent to end the chat session
B. Treatments given to the customer while waiting for the agent to join the chat session
C. Treatments given to the customer while waiting for the agent to reply in an existing chat session
D. Treatments given to the agent while waiting for the customer to join the chat session
Answer: B
Question: 11
When analyzing life cycle of an outbound contact in Avaya Aura® Contact Center:
Step 1 shows outbound campaigns are created in the OCMT and loaded into the CCMM database
Step 2 states that each call in the outbound campaign triggers a 'contact arrived' message.
What is Step 3 in the life cycle of an outbound contact in Avaya Aura® Contact Center?
A. Customer details are retrieved for the agent using Web services.
B. The newly-arrived contact is created and directed to an application using the Open Queue.
C. The contact is presented to the agent using the Avaya Agent Desktop.
D. The Contact Center application (scripting) determines how to route the contact, orin this case, present to which agent.
Answer: B
Reference: https://downloads.avaya.com/css/P8/documents/101059089
Question: 12
During the design of the Outbound Campaign, the administrator chooses between two types of dialing.
Which two types of dialing options are available when designing the Outbound Campaign? (Choose two.)
A. Preview dialing
B. Progressive dialing
C. Predictive dialing
D. Predetermined dialing
Answer: A,C
Reference: https://downloads.avaya.com/css/P8/documents/100093170 (9)
Question: 13
When verifying the Communication Control Toolkit (CCT) server was added during installation to the configuration page of the Contact Center Manager Administration (CCMA),
which server is associated with the CCT server?
A. Contact Center Multimedia (CCMM)
B. License Manager
C. Contact Center Manager Administration (CCMA)
D. Contact Center Manager Server (CCMS)
Answer: A
Reference: https://downloads.avaya.com/css/P8/documents/100178607
Question: 14
Which Avaya Aura® Contact Center component is a core component that connects to a PBX to collect incoming voice contacts, provide intelligent queuing, and collect historical
A. Contact Center Manager Administration (CCMA)
B. Avaya Agent Desktop (AAD)
C. Contact Center Multimedia (CCMM)
D. Contact Center Manager Server (CCMS)
Answer: D
Reference: https://downloads.avaya.com/css/P8/documents/100167782 (111)
Question: 15
Multimedia skillsets must be defined in the Contact Center Manager Administration (CCMA) for multimedia routing to occur.
Which multimedia prefix is used for the Web Communications skillset?
A. WC_
B. VI_
C. PO_
D. SM_
Answer: D
Reference: https://downloads.avaya.com/css/P8/documents/101017434 (339)
Question: 16
A Contact Center Supervisor is creating an outbound campaign.
Where is the outbound campaign loaded?
A. It is loaded on external database.
B. It is loaded on the Communication Control Toolkit (CCT) database where it creates contacts and presents them to CCMS via Open Queue.
C. It is loaded on the Contact Center Manager Server (CCMS) database where it creates contacts and presents them to the CCMS via Open Queue.
D. It is loaded on the Contact Center Multimedia (CCMM) server database where it creates contacts and presents them to CCMS via Open Queue.
Answer: D
Reference: https://downloads.avaya.com/css/P8/documents/100093170
Question: 17
Where is the administration of outbound campaigns and management of dialing listsperformed?
A. Contact Center Multimedia Server
B. Avaya Aura® Contact Center
C. Avaya Proactive Outreach Manager
D. Avaya Aura® Media Server
Answer: B
Reference: https://downloads.avaya.com/css/P8/documents/100172957
Question: 18
Which Avaya Aura® Contact Center component expands the contact center to manage internet-based contacts such as email and Web communications?
A. Contact Center Manager Server (CCMS)
B. Avaya Agent Desktop (AAD)
C. Contact Center Multimedia (CCMM)
D. Contact Center Manager Administration (CCMA)
Answer: C
Reference: https://downloads.avaya.com/css/P8/documents/101059089 (36)
Question: 19
During contact handling, agents can create a callback to a customer.
Where are the Agent Desktop callback minimum and maximum timers configured?
A. Agent Desktop Configuration, Default Closed Reasons
B. Agent Desktop Configuration, General Settings
C. Agent Desktop Configuration, Resources
D. Agent Desktop Configuration, User Settings
Answer: D
Reference: https://downloads.avaya.com/css/P8/documents/101017384
Question: 20
Which component manages the states of contacts, agents, terminals, and addresses used for assigning contacts?
A. CCT Client Applications
B. Contact Management Framework (CMF)
D. SIP Connector
Answer: B
Reference: https://downloads.avaya.com/css/P8/documents/100093163

Avaya Implementation learn - BingNews https://killexams.com/pass4sure/exam-detail/6211 Search results Avaya Implementation learn - BingNews https://killexams.com/pass4sure/exam-detail/6211 https://killexams.com/exam_list/Avaya Learn the Safety standard Changes for Design and Implementation of Safety Instrumented Systems (SIS)!


Understanding Changes in IEC 61511 (EC51VID)



Length: 6 hours
CEUs:  .6 
Course Hours: On demand Video Course
Certification of Completion: A Certificate of Completion indicating the total number of CEUs earned will be provided upon successful completion of the course.


This online, on demand course is a pre-recorded video format taught by a subject matter expert that explains the changes in safety systems standard IEC 61511.

The course discusses what the changes in the standard are and how they will impact SIS design and implementation work practices moving forward. It will bring an SIS practitioner that is familiar with the 2003 version of the standard up-to-date with the current standard in the most efficient way possible.

A variety of online learning activities including flashcards, knowledge checks, pre- and post- quizzes, and a workbook/study guide are in the course.


Key Benefits include:

  • Rapid and efficient ramp up to the current version of a standard that many people are already working with.
  • Quick reference for changes between the new version of the standard and the older version.

You will cover:

  • Overview, Scope and References
  • Terms, Definitions, and Abbreviations
  • Management of Functional Safety
  • Safety Lifecycle and Verification
  • And much more…

Who Should Attend:

  • Participants in EC50 prior to August of 2018
  • SIS Engineers
  • Instrumentation and Control Engineers
  • Instrumentation and Control Maintenance
  • Engineering Management
  • Maintenance Management

Course Prerequisites:

Understanding and Experience with SIS design using the 2003 version of IEC 61511 or the 2004 version of ISA 84.00.01.

Classroom/Laboratory Exercises:

  • Pre-Instructional Survey
  • Quizzes at the end of all eleven sections
  • Interactive Activity
  • Post-Instructional Survey

For more information:
Contact us at +1 919-549-8411 or info@isa.org to start your company on the path to well-trained employees.

Fri, 12 Aug 2022 02:28:00 -0500 en text/html https://www.isa.org/training/course-description/ec51vid
7 principles for AI in education

Key points:

A new framework intends to guide the edtech industry’s implementation of AI in education in a purpose-driven, transparent, and equitable manner that enables critical tools for personalized and enhanced learning experiences and improved assistive technologies.

Released at an October event on Capitol Hill, the Software & Information Industry Association (SIIA), the leading trade association for the business of information, released Principles for the Future of AI in Education, which will help the edtech industry as it works alongside educators during AI-infused learning.

The seven principles are:

  1. AI technologies in education should address the needs of learners, educators, and families.
  2. AI technologies used in education should account for educational equity, inclusion and civil rights as key elements of successful learning environments.
  3. AI technologies used in education must protect student privacy and data.
  4. AI technologies used in education should strive for transparency to enable the school community to effectively understand and engage with the AI tools.
  5. Companies building AI tools for education should engage with education institutions and stakeholders to explain and demystify the opportunities and risks of new AI technologies.
  6. Education technology companies and AI developers should adopt best practices for accountability, assurance, and ethics, calibrated to mitigate risks and achieve the goals of these principles.
  7. The education technology industry should work with the greater education community to identify ways to support AI literacy for students and educators.

“With AI being used by many teachers and educational institutions, we determined it was critical to work with the education technology industry to develop a set of principles to guide the future development and deployment of these innovative technologies,” said Chris Mohr, President, SIIA. “Partnering with teachers, parents, and students will be critical to improving educational outcomes, protecting privacy and civil rights, and understanding of these technologies. I commend our member companies who embraced this initiative to collaborate and for their commitment to support our children and teachers.”

Industry leaders applauded the move:

“We commend SIIA’s AI principles as they underscore the importance of purposeful, transparent and equitable implementation of AI technologies in education. At Renaissance, we believe in harnessing the power of technology to accelerate learning for all students, and these principles resonate deeply with our mission,” said Jonathan Medin, Vice President of Psychometrics, Research, Learning Sciences and Innovation at Renaissance. “The guidelines align with our approach to integrating AI to enhance education and provide a framework for a future where AI technologies drive positive educational outcomes in a manner that is understandable and accessible to all. We recognize these principles’ significance in shaping AI’s trajectory in education and are committed to upholding them in our work to accelerate learning for all.”

“As educators, we understand AI technologies’ transformative potential in enhancing educational experiences. We wholeheartedly support the principles of transparency and equity that SIIA’s guidelines emphasize. Sibme AI operates with transparency at its core, ensuring that educators comprehend the methodology behind the insights they receive. By aligning our efforts with SIIA’s principles, we aim to amplify the positive impact of AI in education while fostering an effective, inclusive, and ethically sound learning environment,” said Dave Wakefield, Founder and Chief Executive Officer of Sibme.

“At Alongside, we embrace and applaud SIIA’s new principles that pave the way for the future of AI in education. As pioneers in scalable mental health solutions for students, we recognize the transformative potential at the intersection of technology and education and the risks involved,” said Jay Goyal, Chief Executive Officer of Alongside. “These principles resonate deeply with Alongside as we have witnessed how technology can act as a bridge, connecting students with the guidance they need to flourish emotionally and academically. We believe that every student, regardless of their background or circumstances, should benefit from low cost, personalized care, which AI can enable. With the new principles as a guiding beacon, we are inspired to continue refining and enhancing our solutions to create an even more impactful and equitable educational experience for students.”

The principles were developed by the SIIA AI in Education Steering Committee, which includes AllHere, ClassDojo, Cengage, D2L, EdWeb.net, GoGuardian, InnovateEDU, Instructure, MIND Education, McGraw Hill and Pearson.

“AI and kids’ privacy have dominated the conversation in Congress and in the states this year,” said Sara Kloek, Vice President, Education and Children’s Policy, SIIA. “As the trade organization representing the leading companies in ed tech, it is our mission to advance the responsible use of AI to enhance a learner’s educational experience while at the same time protecting their privacy, promoting educational equity, upholding civil rights, and developing important skills for the future.”

At the event, Sen. Mike Rounds (R-SD) and Kristina Ishmael, Deputy Director, Office of Education Technology, U.S. Department of Education and Alberto M. Carvalho, Superintendent of Los Angeles Unified School District presented remarks. Two panel discussions were also conducted.

The panel AI in the Classroom: What is it? How is it Made? featured Joanna Smith-Griffin, CEO & Founder, AllHere; Teddy Hartman, Senior Director of Privacy & Data Policy, GoGuardian; Brigid Evans, Director of Government Relations, Pearson and Jonathan Medin, Vice President, Psychometrics, Research, Learning Sciences & Innovation, Renaissance Learning.

The panel Perspectives from the Education Community featured Pat Yongpradit, Chief Academic Officer, Code.org and Lead of TeachAI; Joseph South, Chief Innovation Officer, ISTE; and Erin Mote, Co-Founder and Executive Director, InnovateEDU and EdSafe AI, Alliance Leader.

This press release originally appeared online.

Latest posts by Laura Ascione (see all)
Thu, 09 Nov 2023 10:01:00 -0600 Laura Ascione en-US text/html https://www.eschoolnews.com/digital-learning/2023/11/10/7-principles-for-ai-in-education/
Faculty Learning Communities

A faculty learning community (FLC) is a specifically structured learning community of faculty and staff in higher education that includes the goals of building community, engaging in scholarly practice, and developing the scholarship of teaching and learning (SoTL).

The FLC model was initiated at Miami University in 1979 and is now used in colleges and universities across the U.S. and the world.

An FLC is not a committee, task force, or book club. These structures lack community or SoTL. An FLC is a small-group learning community with a process that enables participants to investigate and provide solutions for just about any significant problem or opportunity in higher education. It is a specifically structured community of practice.

FLCs can be cohort or topic based. Cohort-based FLCs address the teaching, learning, and developmental needs of an important cohort of faculty, for example, at Miami, the Alumni Teaching Scholars Community for early-career faculty or the department chairs learning community. Topic-based FLCs have a curriculum designed to address a special faculty or campus teaching and learning issue, for example, diversity, technology, or team-based learning. Topic-based FLCs offer membership to and provide opportunities for learning across all faculty ranks and cohorts, but with a focus on a particular theme.

The outcomes of implementation science confirm that FLCs provide the most effective educational development programming for implementing evidence-based interventions and innovations in teaching and learning in higher education.

The initiator, the person at an institution who has an idea for a particular FLC, determines the FLC name and goals, applies to have the FLC offered, and advertises and recruits FLC membership. The initiator is usually a faculty or staff member who wants to investigate a problem or opportunity with colleagues. At Miami University, the call for FLC initiators takes place in January for the following year. Once the FLC is approved and moves to the meeting stage, the initiator transforms from leader to facilitator, assuming a support position and assisting the FLC in meeting its objectives.

The FLC Program Director or Coordinator organizes, advises, energizes, champions, supports, and helps sustain the FLCs in place at the institution. This person is usually in a teaching and learning center. At Miami, this is the Center for Teaching Excellence (CTE).

Whether FLC members generate individual and personalized deliverables or a single group deliverable, members are responsible for disseminating what the FLC has learned to enhance teaching and learning in broader local, national, and/or international communities. As FLC work progresses, the scope and features of the deliverable(s) may change. However, a substantive deliverable requires planning, time, and effort invested by the FLC members. Select deliverable dates far in advance. Examples of deliverables include a manuscript that is submitted to a peer-reviewed journal, a proposal for a presentation or poster that is submitted to a major teaching and learning conference like the Original Lilly Conference on College Teaching, a grant proposal that is submitted to a private or federal funding agency, new or revised curricula, a seminar or panel proposal that is submitted to the institution's teaching and learning center for presentation, or digital resources such as these:

  • Resource page (at Miami, these are published on the CTE website)
  • Whitepaper for the institutions's Scholarly Commons
  • Canvas Commons module
  • Blog (multiple posts to an existing blog or a new blog for a professional audience)
  • Podcast

Here are the recommendations for designing, implementing, facilitating, and sustaining FLCs and FLC programs.

  1. Limit your FLC to a workable size of 8 to 10 members (6-12 perhaps, if your facilitator is experienced). Members may be faculty, staff, and administrators.
  2. Make FLC membership voluntary; use an application and selection process; include department chair/supervisor sign off. Have a "What Is and FLC?" seminar before the call for applications.
  3. Consider having affiliate members: mentors for early-career faculty nd student associates to provide student perspectives on FLC projects. Affiliates may include librarians, technologists, and consultants who can attend meetings at the group's invite.
  4. Select applicants for diverse FLC membership: multidisciplinary, campus role, rank, experience; 3 reasons: participant curiosity, robust innovations, broadened perspectives.
  5. Meet for one or two semesters depending on FLC outcomes desired. Meet every 3 weeks for 2 hours. Decide meeting times before the first meeting; 3 options: (1) State when the FLC will meet in your call for applications; (2) Have the FLC applicants include their schedules for the first item in their applications; then select members who have a joint open time; (3) Find a common time after members have been selected; this may require two rounds as members reschedule office hours or arrange child care for 5 or 6 times during the term.
  6. Provide social moments and food at meetings to foster community and commitment. An FLC is not a committee, task force, or course. Provide opportunities for colleagues to enjoy each other's company.
  7. Train FLC leaders/facilitators. In planning, an FLC initiator is a leader. Once the FLC starts meeting, the leader transitions to facilitator as a participating FLC member who models behavior and assists the group in planning and process.
  8. Let members, with the facilitator, determine objectives, meeting topics, procedures.
  9. Focus on obtaining and maintaining FLC member commitment. Plan productive meetings. Note progress made, outcomes to be achieved, and deliverable dates.
  10. Assess 3 areas of the FLC's impact: member development, student learning and/or effectiveness of the FLC's innovation, and value of FLC approaches engaged.
  11. Employ evidence-based, scholarly approaches leading to SoTL. Do learning and planning in the first term with project implementation and assessment in the second.
  12. Present FLC deliverables to the institution near the FLC's end. Examples include outcomes of teaching innovations attempted or new or revised curricula. Share results at sessions on campus and presentations at conferences.
  13. Blend online/distance FLCs with initial and closing F2F meetings, for example, a conference. Challenge: Find a platform to build community and commitment.
  14. Include enables and thank yours such as member professional expenses (not stipends), recognition, and a celebratory ending. Small budgets can work.
  15. Imbed and FLC Program in a teaching and learning center, and have an FLC Program Director who assists FLC facilitators in planning and process.
  16. Adapt the FLC model for your institution's readiness, interest, and culture.

The long-term goals of a faculty learning communities program for the University are to

  • build University-wide community through teaching and learning: Create a learning organization
  • increase faculty interest in undergraduate teaching and learning
  • investigate and incorporate ways that difference can enhance teaching and learning
  • nourish scholarly teaching and the scholarship of teaching and its application to student learning
  • broaden the evaluation of teaching and the assessment of learning
  • increase faculty collaboration across disciplines
  • encourage reflection about liberal education and coherence of learning across disciplines
  • increase the rewards for and prestige of excellent teaching
  • increase financial support for teaching and learning initiatives
  • create an awareness of the complexity of teaching and learning

Each faculty learning community has its own specific goals and objectives, which the facilitator and members determine.

Each year the activities for these communities vary somewhat but are likely to include the following:

  • Seminars on teaching and learning. Recent topics include assessment of student learning, enhancing the teaching/learning experience through awareness of students' intellectual development, sharing student and faculty views of teaching and learning, and topics selected from articles or books that participants of the communities select to read. Some seminars are led by guest faculty; others are conducted by the participants themselves. In the second semester, the group presents a seminar for the entire campus.
  • Retreats. An opening/closing retreat may be held in May, with the "graduating" community sharing information with the new participants on various aspects of the program, such as seminar topics, student associate selection, and teaching projects. In the early fall, another campus or national teaching conference is the setting for seminars with faculty from other universities.
  • Teaching projects. Community members pursue self-designed learning programs, including an individual teaching project, for which they receive financial support. Past projects have included developing expertise and courseware for computer-assisted instruction; redesigning an ongoing course; and investigating, learning, and trying a new teaching method. These projects are shared with the faculty at a campus-wide seminar.
  • National conferences. In November, each community is invited to participate in the annual Miami Lilly Conference on College Teaching, where nationally known teacher-scholars interact with Miami faculty and guests from other campuses.
  • Faculty partner. Each community member selects a colleague to work with during the year. In the case of junior faculty, the person is an experienced faculty member who serves as a mentor. Senior faculty community members pair up as in the New Jersey Partners in Learning model.
  • Student associates. Each participant selects one or two students who provide student perspectives on teaching, learning, projects, and topics encountered in the community.
  • Course mini-portfolio. Each participant selects a focus course in which to try innovations and prepares a course mini-portfolio that analyzes and provides evidence of student learning.

Each FLC participant agrees to prepare initial, midyear, and final reports and program assessment about achievement of objectives, outcomes, deliverables, and interaction with FLC members and student associates. This also includes SoTL that involves assessment of student learning as a result of a course intervention connected with the FLC topic.

Mon, 12 Jun 2017 17:03:00 -0500 en-US text/html https://miamioh.edu/cte/faculty-staff/flcs/index.html
Top challenges threatening the implementation of competency based learning No result found, try new keyword!Even as the Ministry of Education pushes for the second phase of implementation of the new curriculum, the learning environment in Kenya will not be about to change dramatically for the better ... Sun, 19 Sep 2021 18:34:00 -0500 en text/html https://www.standardmedia.co.ke/sso/?content=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 Impact and implementation of FRTB

About the course

Explore the impact and implementation of FRTB within financial institutions from the perspectives of model risk management, capital requirements and data management. 

This virtual event offers participants a technical and detailed understanding of the continuing journey of FRTB implementation, including practical examples for value-at-risk and expected shortfall calculations. Led by subject matter expert and faculty member Thomas Obitz, participants will discuss the progress of implementation globally and analyse concepts such as capital requirements and managing data under FRTB.

Dedicated sessions will explore key components and considerations of the SA and the sensitivities-based approach, emerging risk factors from the interbank offered rates transition impact, and the IMA and the trading book/ banking book boundary under FRTB, and will support delegates in applying FRTB principles at their own institutions.

Pricing options:

  • Early-bird rate: save up to $800 per person by booking in advance (refer to the booking section for the deadline)
  • 3-for-2 rate: save over $2,000 by booking a group of three attendees (applicable to this course)
  • Subscriber reward: save 30% off the standard rate if you are a Risk.net subscriber (use code SUB30)
  • Season tickets: save over $1,000 per person by booking 10 or more tickets (available on selection of courses)
Tue, 25 Jan 2022 06:13:00 -0600 en text/html https://www.risk.net/training/fundamental-review-of-the-trading-book-frtb
Lean Six Sigma

Today’s workplace is becoming more and more collaborative—and in return, businesses are looking for individuals who can manage complex projects that involve multiple teams. By learning Lean and Six Sigma methodologies, you can pinpoint areas of waste or redundancy across units, improve your team’s efficiency and step up as a leader in your career.

Technical Skills courses are offered in-person, or in some cases, a hybrid of in-person and online. Essential Skills courses are self-paced and offered entirely online. The Continuing Professional Education team is available to help you select the courses and tracks that best fit your professional development goals.

In response to COVID-19, all Continuing Professional Education face-to-face courses and certifications will be offered online via live remote delivery for the fall term (September - December). Winter course delivery will be determined on the recommendations of the Centers for Disease Control and Prevention (CDC), Pennsylvania Department of Health and Philadelphia Department of Public Health. If you have any questions or concerns about your course enrollment, please e-mail goodwin.ce@drexel.edu.

  • Prospective job titles: Process Improvement Engineers, Manufacturing Engineer
  • Average process improvement salary*: $85,880

*Source: Bureau of Labor Statistics 2017 wage data

Thu, 17 Oct 2019 02:26:00 -0500 en text/html https://drexel.edu/goodwin/academics/continuing-professional-education/skills-hub/professional-skill-tracks/lean-six-sigma/
Engineering vs Engineering Technology

While both engineering and engineering technology fields offer exciting study and career opportunities, one approach may be more appealing to you. Find what suits your interests and learn how you can prepare for what tomorrow needs at Michigan Technological University.

What are the differences between engineering and engineering technology?

Engineering graduates apply scientific, theoretic, and economic knowledge to research, invent, design, and build structures, devices, and systems, making for a broad discipline that encompasses specialized fields of engineering.

Engineering technology graduates develop, design, and implement engineering and technology solutions, typically pursuing engineering careers in manufacturing firms on design, construction, and product improvement.

Key Differences: Engineering and Engineering Technology

From academics, to careers, to degree options, there are several key differences between engineering and engineering technology fields.


  • Theoretical and conceptual design learning style
  • Emphasis on developing new methods and designs for complex problems
  • Coursework includes multiple semesters of calculus, statistics, linear algebra, and calculus-based physics courses
Engineering Technology
  • Application and implementation learning style
  • Emphasis on applying and implementing current practices to solve specific technical problems
  • Coursework includes multiple semesters of calculus, statistics, and algebra-based physics courses


  • Engineers
  • Innovators
  • Research, development, and design
  • Management or entrepreneurs
Engineering Technology
  • Engineers
  • Implementers
  • Testing, construction, or manufacturing
  • Management or entrepreneurs

Degrees at Michigan Tech

What are the differences between engineering and engineering technology graduates?

Engineering graduates are creative problem solvers. They use their creativity and imagination to find new solutions while working within various limitations, such as the laws of nature, the desires of clients and consumers, available materials, public safety, and more. Much more conceptual and theoretical, engineers typically use more math and spend more time on design than they do working with their hands. Learn more about what engineers do.

Engineering technology graduates are masters of technology, gaining a broad and deep understanding of the processes, systems, tools, and techniques necessary to construct, modify, operate, and maintain an engineering design. They act as technological integrators, bridging the gap between the skilled trades and engineering fundamentals. This is a great career path for those who enjoy engineering concepts but would rather spend time working with their hands solving specific technical issues than tackling broader, more complex design challenges. The degree is engineering technology, the career is engineering. Learn more about engineering technology.

Tue, 13 Jul 2021 01:46:00 -0500 en text/html https://www.mtu.edu/admissions/academics/majors/differences/
Implementation of a multidisciplinary rehabilitation prescription

Shared learning database


St Georges University Hospitals NHS Foundation Trust

Published date:

December 2017

In 2015 staff on St George’s General Intensive Care Unit (GICU) attempted to implement a rehabilitation prescription (RP) which identified patient’s physical and non-physical impairments and the treatment and goals to overcome these. NICE guidance CG83 recommends that as early as clinically possible critically unwell patients should be assessed to determine their physical and non-physical impairments. Patients short-term and medium-term goals should also be reviewed and updated throughout their rehabilitation pathway (Recommendations 1.1 and 1.2).

A lengthy document was produced with poor compliance and practical application. In June 2017 senior respiratory physiotherapists began work to re-explore the implementation of a RP on GICU. Whilst undertaking this work NICE produced Quality Standard (QS158) defining the optimum rehabilitation pathway for the management of patients following critical illness. By utilising the RP we have been working towards compliance of Quality statements 1 and 2, with aims to work towards statements 3 and 4 once established.

Guidance the shared learning relates to:

Does the example relate to a general implementation of all NICE guidance?


Does the example relate to a specific implementation of a specific piece of NICE guidance?



Aims and objectives

NICE guidance post critical illness (CG83) states as early as clinically possible patients should be assessed to determine their physical and non-physical impairments. Patients short-term and medium-term goals should also be reviewed and updated throughout their rehabilitation pathway.

The team aimed to design and implement a rehabilitation pathway for patients using the NICE guideline and Quality Standard which specifically draws upon Quality Standard statements:

  • Adults in critical care at risk of morbidity have their rehabilitation goals agreed within 4 days of admission to critical care or before discharge from critical care, whichever is sooner.
  • Adults at risk of morbidity have a formal handover of care, including their agreed individualised structured rehabilitation programme, when they transfer from critical care to a general ward.

Reasons for implementing your project

In 2015, staff on St George’s General Intensive Care Unit (GICU) attempted to implement a rehabilitation prescription (RP) which identified patient’s physical and non-physical impairments and the treatment and goals to overcome these. A lengthy guidance document was produced with poor compliance and practical application.

In June 2017, senior respiratory physiotherapists began work to re-explore the implementation of a RP on GICU. Whilst undertaking this work, NICE produced Quality Standard (QS158) defining the optimum rehabilitation pathway for the management of patients following critical illness. By utilising the RP we would be working towards compliance of Quality Statements 1 and 2, with aims to work towards quality statement 3 and 4 once established across the full pathway.

How did you implement the project

The first draft of the RP was produced in June 2017 by the physiotherapy team. Stakeholder review was undertaken in July, ensuring consultant, dietetics, speech and language therapy (SLT), physiotherapy and nursing by-in and the RP was modified. RP's were then implemented on the intensive care unit in August 2017.

The physiotherapy team on GICU have utilised multiple promotion methods within the implementation stage of the change process. Ensuring staff are aware of the RP document, understand its purpose and feel supported with using it. A mix of group teaching sessions to multi-disciplinary team (MDT) staff, utilising governance meetings to promote, highlighting the RP's through daily dissemination as part of the units 'Big 4' hot topics, MDT discussions at the long stay patient group (weekly), promotion through professional social media platforms such as 'Yammer', 1-1 bespoke teaching sessions and discussions with bedside nurses.

Key findings

Analysis of the number of patients who qualified for RP to be initiated in August and September 2017 was performed using 4D Ward watcher software, thus allowing us to calculate the compliance with its completion. August showed a 41% compliance of the RP for those patients that qualified for its completion (n=54). Of these 41% had multi-professional input.

By September, compliance had risen to 51% and multi-professional input had risen to 80%. We expect both of these figures to continue to rise with the ongoing rolling training programme.

The key benefits of the project are that it has greatly enhances MDT working with a renewed focus on goal-orientated patient care. There has been improved documentation of rehabilitation goals and a stronger sense of a rehabilitation focus within critical care, as well as improved communication with the MDT regarding the rehabilitation needs of the critical care patients.

Key learning points

Creating and completing the RP was time consuming and in the next round of promotion, we will gather more feedback from the MDT in order to streamline the document which is hoped will further improve compliance.

An electronic copy will be created for staff to be able to update it without physically needing access to the medical notes and to prevent loss of the document on transfer of care between clinical areas.

Contact details


Principal Physiotherapist


St Georges University Hospitals NHS Foundation Trust



Is the example industry-sponsored in any way?


Mon, 29 May 2023 02:57:00 -0500 en-GB text/html https://www.nice.org.uk/sharedlearning/implementation-of-a-multidisciplinary-rehabilitation-prescription
Emergency Information

Emergencies such as an armed intruder, active shooter, severe weather and an outdoor hazardous material release trigger the get in or stay in response.

Hazardous material release/severe weather

  • Stay inside in a safe location. Do not exit the building.
  • If you are outside, enter the closest building.
  • Close doors and stay away from windows.
  • Wait for further instructions from authorities.

Armed intruder/active shooter

RUN: If there is a safe way out of the area, then take it. Don't wait if others won’t leave.

  • Don't delay to get your belongings.
  • Encourage others to evacuate as you leave.
  • Contact 9-1-1 or Public Safety when you are safe.
  • Follow instructions of law enforcement officers.

HIDE: Your hiding place should be out of the armed intruder's view and provide protection if shots are fired in your direction.

  • Lock the door if possible.  If not, block the door with heavy furniture
  • Hide behind large items (cabinets, desks)
  • Silence cell phones and/or pager and turn off sources of noise (radio, television)
  • Stay quiet

FIGHT: Only if your life is in imminent danger and there is no other alternative, attempt to disrupt or incapacitate the intruder by:

  • Acting as aggressively as possible toward him/her
  • Throwing items or improvising weapons
  • Yelling at the intruder
  • Committing to your actions
Wed, 15 Jul 2020 11:13:00 -0500 en text/html https://www.rit.edu/emergency-information
Driving quality through the implementation of NICE guidance in a local authority

Setting up the group:

  • The group was set up by the principal social worker, who is also the Head of Practice Development & Safeguarding for the council. Given these roles he has working relationships with staff across the council. He felt it was important that the group had representatives from the council’s operational staff, commissioning staff, residential and provider staff and children’s social care staff. The principal social worker approached staff directly to ask if they would like to take part in the group.
  • Currently the group doesn’t have any members who are service users or carers. However, the group liaises with Coventry’s stakeholder reference group, which has service user and carer members. From assessing the recommendations in the NICE guideline NG86 ‘People’s experience of adult social care services’, it has been identified that Coventry need to consider how to implement co-production. This may lead to a change in the membership of the NICE implementation group.

How the group functions:

Process stage 1 – deciding whether NICE guidance is relevant; 4 week timescale (virtual work):

  1. Every month the local health Trust circulates information about guidelines which have been published. The principal social worker likes the Trust to circulate the information as it promotes integrated work between health and social care practitioners.
  2. Andrew shares the information from the Trust with members of the implementation group on a monthly basis.
  3. Members of the implementation group work read the title and scope of guidelines to decide which topics are relevant to their service area. Members nominate a person to lead on a baseline assessment for guidelines which apply to their service areas. Members email their advice to each other.
  4. The responses from members are collated. Decisions about which guidance is relevant and who will lead on baseline assessments is communicated to members.
  5. Guidance which will be reviewed is recorded on the group’s master spreadsheet.

Process stage 2: completion of baseline assessment of NICE guidance; 8 week timescale (virtual work):

 6. The lead officer for each guideline completes a base line assessment and a ‘sensor check’ to assess if Coventry social care services have been compliant with NICE recommendations. The lead officer involves others as needed. The baseline assessment identifies actions which are needed to implement unmet recommendations, with a deadline and the name of the person leading each action. The baseline assessment may also propose not to take action to meet a recommendation by considering the level of risk and the cost of implementing actions.

7. The completed baseline assessment is circulated by the lead officer to members of the group for information and comments. The lead officer prepares for the final assessment.

8. The final baseline assessment is submitted by the lead officer to the project support officer. The lead informs all relevant staff and interested parties how to document the spreadsheet. The spreadsheet for the group is saved.

9. The NICE guidance master spreadsheet is updated to record that the baseline assessment for the particular national guidance has been completed.

Process stage 3: monitoring implementation of actions to meet unmet recommendations; ongoing working on a quarterly cycle (virtual work):

 10. Recommendations are implemented by nominated leads being made responsible for completing actions and meeting the agreed deadline. The nominated lead advises when actions they have been responsible for have been completed and when Coventry meets the NICE guidance recommendation.

11. The project support officer updates the master spreadsheet. The completion of actions, the number of recommendations met and the percentage of recommendations met for the guideline is updated on the master spreadsheet.

Face to face discussion:

 12. The group meets to review progress with implementation of all NICE guidance and considers what should be included in the quarterly quality report brief.

A diagram summarising this process can be found under the supporting information. 

Sat, 15 Aug 2020 06:39:00 -0500 en-GB text/html https://www.nice.org.uk/sharedlearning/driving-quality-through-the-implementation-of-nice-guidance-in-a-local-authority

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