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Pegasystems PEGAPCSA85V1 : Pega Certified System Architect (PCSA) version 8.5 test Dumps

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Exam Number : PEGAPCSA85V1
Exam Name : Pega Certified System Architect (PCSA) version 8.5
Vendor Name : Pegasystems
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PEGAPCSA85V1 test Format | PEGAPCSA85V1 Course Contents | PEGAPCSA85V1 Course Outline | PEGAPCSA85V1 test Syllabus | PEGAPCSA85V1 test Objectives


Exam Detail:
The PEGAPCSA85V1 exam, also known as "Pega Certified System Architect (PCSA) version 8.5," is a certification test that validates the knowledge and skills of individuals in designing and building Pega applications. Here are the details of the PEGAPCSA85V1 exam:

- Number of Questions: The PEGAPCSA85V1 test typically consists of multiple-choice questions (MCQs) and may include scenario-based questions. The exact number of questions may vary, but it generally ranges from 60 to 80 questions.

- Time Limit: The time allocated to complete the PEGAPCSA85V1 test is usually around 90 minutes. However, the duration may vary depending on the specific test requirements and the test delivery platform.

Course Outline:
The PEGAPCSA85V1 test covers a wide range of syllabus related to designing and building Pega applications using Pega Platform version 8.5. The test assesses the candidate's knowledge in the following areas:

1. Pega Platform Architecture and Application Design:
- Understanding the Pega Platform architecture, including rules, data, and UI layers.
- Exploring the key components of Pega applications, such as case types, data models, and user interfaces.
- Understanding the design principles and best practices for building scalable and maintainable Pega applications.

2. Case Design and Implementation:
- Designing case types and defining case lifecycles.
- Configuring case stages, steps, processes, and flows.
- Implementing case routing, assignment, and SLA (Service Level Agreement) management.

3. Data Model and Integration:
- Designing and implementing data models using Pega Data Types and Data Pages.
- Configuring integrations with external systems using connectors, services, and data mapping.
- Implementing data validation, transformation, and synchronization.

4. User Interface Design and User Experience:
- Designing user interfaces using Pega UI components, layouts, and styles.
- Configuring dynamic UI behaviors, such as visibility conditions and field validations.
- Implementing user experience (UX) features, such as responsive design and localization.

5. Decision Management and Business Rules:
- Designing and configuring decision strategies using Pega Decisioning capabilities.
- Defining business rules using Pega Expressions and Decision Tables.
- Implementing decision logic and decision rules in Pega applications.

Exam Objectives:
The objectives of the PEGAPCSA85V1 test are as follows:

- Evaluating the candidate's knowledge and understanding of Pega Platform architecture and application design concepts.
- Assessing the candidate's ability to design and implement case types, stages, and processes.
- Testing the candidate's skills in configuring data models and integrations within Pega applications.
- Verifying the candidate's ability to design user interfaces and deliver a seamless user experience.
- Assessing the candidate's understanding of decision management and business rules in Pega applications.

Exam Syllabus:
The PEGAPCSA85V1 test covers the following topics:

1. Pega Platform Architecture and Application Design
2. Case Design and Implementation
3. Data Model and Integration
4. User Interface Design and User Experience
5. Decision Management and Business Rules



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Education Doesn’t Solve The Pay Gap. Experts Say They’re Not Surprised

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Education does not solve the pay gap between men and women, data from the U.S. Census Bureau found, and the higher-paying the field, the greater the difference. That disparity is unsurprising to experts and advocates, who point to societal norms, policy shortcomings and inflexible working schedules as big parts of the problem.

The gender wage gap is the difference in median annual earnings of women compared to men, and, according to a report published by the Pew Research Center earlier this year, it has not changed much in the past 20 years. Pew found that in 2022, women earned 82 cents for every dollar a man earned, compared to 2002, when women earned 80 cents for every dollar a man earned.

The census data shows the gender wage gap persisting in every occupation, even if women make up the majority of workers. Although women make up the majority of social work, elementary education and family and consumer science degree holders, the small portion of men who do hold these degrees typically earn more than the women.

Women with degrees in higher-paying fields saw a larger difference in pay than those in lower-paying fields. For example, women with a social work degree earned $5,710 less than their male counterparts while women with an economics degree earned $22,550 less than a man with the same degree.

And the gap only widens when race and ethnicity are taken into account. Last year, Black and Hispanic women only earned 67.4% and 61.4% respectively of what white men earned, according to the Institute for Women’s Policy Research.

The idea that education is not enough to close the gender wage gap was echoed earlier this year by the U.S. Department of Labor, which found that the gap persisted at every level of educational attainment and remains even with women having more years of education than men. In fact, the gap worsens as women attain higher education. Data shows the median weekly earnings difference between men and women with less than a high school diploma is around $150, while the median weekly earnings among women with advanced degrees is around $450 less than their male counterparts.

Still, women have persisted in obtaining higher education and breaking into male-dominated fields. A report from Pew published last month found women occupy 35% of the top 10 highest paying jobs compared to 1980, when they only made up 13 percent of these occupations. The percentage of dentists who are women increased from 7% to 33%; 38% of physicians are women compared to 13% in 1980; the percentage of lawyers who are women jumped from 14% in 1980 to 40%.

The inroads women make in these fields start with the selection of an undergraduate major. For this first big step, Jessamyn Schaller, an associate professor of economics at Claremont McKenna College, says having women professors can make a huge difference.

“There’s studies that show women who have a female professor in their intro-level class in sort of STEM fields or in economics are more likely to choose that class as a major,” Schaller said. It’s something that she takes into consideration as an introductory economics professor. “It’s important to me that, when I teach intro, I teach it in a way that kind of shows my students how interesting it can be and try to be a role model for it,” she said. “And I definitely have had students who said, ‘Oh, I didn’t think I wanted to do this, but I took your class, and now I’m choosing it as a major,’ or ‘I’m going to double major.’ And that really means a lot to me.”

According to Rose Khattar, the director of economic analysis at the Center for American Progress, the gender wage gap is a systemic issue. The census data shows fields dominated by men are higher-paying than fields dominated by women, and Khattar points to societal biases of where men and women should work for causing this occupational segregation and impacting policy choices.

“Caregiving roles tend to be disproportionately performed by women in the home, historically, and so there’s this idea that then follows through into the paid labor market. So, you see more women are working in teaching, and more women are working in childcare or home health care or different aspects of the care economy. But those societal biases, to me, aren’t really the way that we should be allocating where people work,” Khattar explained.

Both Khattar and Schaller believe the right policies can be put in place to help tighten the gender wage gap. Khattar mentioned the lack of federal paid family and medical leave in the United States, noting that “means that there’s penalties associated financially with taking time off,” which impact women more than men. She also pointed to the Paycheck Fairness Act, which seeks to limit sex-based wage discrimination; developing pathways for women to enter high-paying jobs; and the Raise the Wage Act, which would set the federal minimum wage at $17 an hour.

“One of the biggest things that could be done is to increase the minimum wage — and that’s something that could be done at a state level and a federal level — because we know that women, particularly Black women and Latinas, are overrepresented in low-wage work,” she said. “That would really make inroads in listing off the quality of low wage occupations, which would, given the disproportionate amount of women who work in those jobs, that would be a huge step to closing the gender pay gap.”

Schaller is hopeful that the flexible working policies that were implemented to limit the spread of COVID-19 can still be practiced to better support working women. Her research observed that, during the height of the pandemic, college-educated women in careers were opting to work remotely, adjusting their working hours or leaving their jobs altogether to care for their children who were learning from home. But fewer dads were doing so.

“There’s still really a gap in the amount of housework and child care that people are doing. So, even in dual-earner households, women are doing a larger share of the housework and child care,” Schaller said.

Working during the pandemic proved flexible work could Strengthen professional and financial outcomes for women.

“I’m hopeful that COVID may have changed things a little bit. We saw that COVID opened the door to more zoom calls and remote work possibilities, and a larger chunk of the labor force, including men, are now hoping to have more flexible work schedules to be able to work from home a few days a week,” she said. “I’m hopeful that that may have spurred some positive change on that front.”

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PREFACE TO THE ORIGINAL VERSION

EDUCATIONAL STANDARDS IN JAPAN 1965[PREFACE TO THE ORIGINAL VERSION]

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PREFACE TO THE ORIGINAL VERSION

The importance of education as a basic factor contributing to social development has never attracted as much attention as it has today.

In Japan much effort has been made for the expansion and improvement of education. It is widely believed that education in this country is of a relatively high level. It is, however, essential to ascertain objectively the present status of education in this country in comparison with some other major countries, and thus to help re-examine and Strengthen it.

That is the reason why this report has been prepared in commemoration of the Education and Culture Week. It is sincerely hoped that the publication will be of use and value to the people in increasing their knowledge of education in their own country and in promoting their concern for its further development.

November 1, 1964 Kiichi AichiMinister of Education

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(C)COPYRIGHT Ministry of Education, Culture, Sports, Science and Technology


College Board unveils third and final version of AP African American studies course

The College Board released its final version of its AP African American studies course Wednesday, adding another chapter to its nearly yearlong feud with the Florida Department of Education and Gov. Ron DeSantis (R-FL).

The course framework is the third iteration, coming more than a year after the College Board launched an initial pilot of the course in fall 2022. That version was subsequently banned in Florida because it included such syllabus as "black queer studies," which violated the state's ban on critical race theory in schools.

HOUSE VOTES TO REPEAL BIDEN'S INCOME-DRIVEN REPAYMENT REGULATION

“This course is a vibrant introduction to a dynamic field that offers a broader perspective. It invites students to develop analytical skills while examining African Americans’ wide-ranging experiences, contributions, and creativity, and the impact of the broader African diaspora on the world we live in,” Brandi Waters, the College Board's lead author on the course, said in a press statement. “This is the course I wish I had in high school. I hope every interested student has the opportunity to take it.”

The course, which is eligible for college credit consideration, first entered a pilot phase in the 2022-23 school, with 60 high schools across the country testing out the curriculum. The number of pilot schools expanded for the 2023-24 school year, and the course will be generally available next year.

After the initial row with the Florida government in January, the College Board released an updated framework in February that was widely panned by liberal groups as a capitulation to DeSantis because it did not contain many of the syllabus that the Florida government had highlighted as problematic. Two months later, the organization announced it would update the course again.

"AP African American Studies is an interdisciplinary course that draws from a variety of fields — history, literature, the arts, geography, science — to explore the vital contributions and experiences of African Americans, from ancient African societies to the present," the College Board said in a press release. "As with all AP courses in the history and social sciences, students will apply analysis and research skills as they review primary sources and original artifacts."

CLICK HERE TO READ MORE FROM THE WASHINGTON EXAMINER

The revised course framework also includes discussion on contemporary syllabus such as Black Lives Matter and slavery reparations, but it consigned those syllabus to a "further explorations" section that will not be part of the course's final exam, CNN reported.

The Florida Department of Education did not respond to a request for comment.


 


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© ARM Seguros- 2017                                                                                                                                                                 Planificando el presente, aseguramos el futuro.

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Educación

¿Qué es un Seguro Educativo? La Comisión Nacional para la Protección y Defensa de los Usuarios de Servicios Financieros (Condusef) define al seguro educativo como un instrumento financiero, de supervivencia del menor, en el que durante determinado tiempo el padre, madre o tutor paga una prima (cantidad mensual, trimestral, semestral o anual) y el beneficiario recibirá al cumplir 15, 18 o 22 años, una suma asegurada para continuar sus estudios.

Seguro Educativo

Es un plan a través del cual garantiza un capital que ayudará a pagar la educación universitaria o de posgrado de sus hijos además de brindarle protección por Fallecimiento o Invalidez. Puede asegurar a otra persona que tenga como interés común la educación del menor asegurado mediante la opción mancomunada. Tiene la opción de elegir la edad en la que el menor recibir el beneficio, ya sea a los 18 - 22 años además del tipo de moneda a contratar: nacional, dólares americanos o udis, entre otros beneficios. Contiene básicamente tres componentes: Ahorro. Son las aportaciones periódicas denominadas primas para alcanzar la suma asegurada. Seguro. Cubre el riesgo contra invalidez o fallecimiento de los padres o tutores, el cual podría afectar el cumplimiento de la meta. Inversión. El ahorro acumulado crece con el tiempo para que no

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Tel (222) 888.4665, (222) 888-4560, 01 (800) 286-8192   Cel.  (222)  128-6689

© ARM Seguros 2017

Educación

¿Qué es un Seguro Educativo? La Comisión Nacional para la Protección y Defensa de los Usuarios de Servicios Financieros (Condusef) define al seguro educativo como un instrumento financiero, de supervivencia del menor, en el que durante determinado tiempo el padre, madre o tutor paga una prima (cantidad mensual, trimestral, semestral o anual) y el beneficiario recibirá al cumplir 15, 18 o 22 años, una suma asegurada para continuar sus estudios.

Seguro Educativo

Es un plan a través del cual garantiza un capital que ayudará a pagar la educación universitaria o de posgrado de sus hijos además de brindarle protección por Fallecimiento o Invalidez. Puede asegurar a otra persona que tenga como interés común la educación del menor asegurado mediante la opción mancomunada. Tiene la opción de elegir la edad en la que el menor recibir el beneficio, ya sea a los 18 - 22 años además del tipo de moneda a contratar: nacional, dólares americanos o udis, entre otros beneficios. Contiene básicamente tres componentes: Ahorro. Son las aportaciones periódicas denominadas primas para alcanzar la suma asegurada. Seguro. Cubre el riesgo contra invalidez o fallecimiento de los padres o tutores, el cual podría afectar el cumplimiento de la meta. Inversión. El ahorro acumulado crece con el tiempo para que no pierda su poder adquisitivo