# Feedback

comment:
George should definitely start with something like...Hi Colin, I understand....


comment:
Building on HL's comment, lets discuss with HL and internally. I think we would be better describing the course as Genset Control Basics. Drop the word 'Panel' This then removes confusion about whether we are just talking about the HMI which many call the panel and it allows us to talk about ECM, AVR etc as well as the HMI. 
Colin's reply would then be something like:-
The Genset control manages the engine fuel system, the alternators excitation, identifies and manages faults and via the user interface panel allows the operator to control some aspects and check operating conditions'


comment:
Per my comment later on, lets change the title of the module to 'Genset Control Basics'


comment:
Change the objectives from Control panel to genset control in no 1,2 & 3.
for objective 4, change to Understand the  evolution of Genset controls


comment:
Change control panel to genset control in the header text and Georges speach


comment:
Change Georges first line to 'Hi Colin, my understanding is that a genset control is a user-interface for manual control and operation of the genset, but can you give me a more accurate description?


comment:
Change the text in Colin's statement to, 'Unlike many other manufacturers, Cummins designs genset controls as a single integrated self-monitoring.......'


comment:
Change Georges text to 'Okay, so what key features make up a Cummins genset control'


comment:
Sorry I called him Colin, and now see the green shirt is Eric.....ooops, but is he more of a Clever Colin who knows Controls or is he an Eric?


comment:
Georges response is being spoken by Eric, the speech bubble is wrongly configured


comment:
We haven't quite got these call out correct.
The emergency stop button is the large red push button, below and just to the right of the bargraph display.
The Customer connection panel is inside the green box and in this case is accessable inside the right hand side door/panel
For the tactile buttons, there are a number of thembelow the display screen and to the right of the screen. There will be different numbers of buttons and configurations depending on which control is selected. We need to generalise that description to something like 'Tactile buttons to provide manual start/stop, navigate the display screen and provide manual circuit breaker control where applicable'


comment:
We need to include some text to identify that not all these benefits are available on every genset control


comment:
I would re-order these as follows:-
Integrated Control
Battery Monitoring
AmpSentry
AMM
First Start Sensor
Masterless Load Demand
Remote Monitoring


comment:
I think we are missing one her and that is 'Interchangeable Controls'
The control boards and Front panels are fitted with common connections and are interchangeable in the field for easy replacement and upgrade.


comment:
It is ok to leave this first part of Eric / Colin's conversation as Control systems


comment:
Why is this section subtitled 'Colleague Conversation', there must be a better title for this section, I don't remember us using this title for any previous sections in any course where we have been looking a similar scenario


comment:
These components are an engine control..... not 'and engine control'


comment:
Can we change the image so that GEN becomes ALT. (ie alternator not generator)


comment:
Can we remove completely remove the red circle around the word Engine in the image. 
Can we have the red circles not visible until Eric/Colin says 'These components are......


comment:
I would be very nervous using the word unique in Eric's conversation 'PowerCommand controls are unique because they....'
I am not confident that we are the only ones doing this. Is there a better way to  say this that reflects us as being leaders but not unique anymore.


comment:
'...and power transfer systems used contactors or circuit breakers'

'Contactors' not 'contractors'


comment:
This would be better titled ' Genset Control Evolution'


comment:
Late 90's would be single sets up to 2000kW not 200kW
Also .....'PLC based and ATS's grew....' (change an to and)


comment:
The Present - we need to update the image the genset is the same as on the early 2000's and has an old control fitted, also the grey panel with the sloping touchscreen has been replaced with a new version with fully vertical screen.


comment:
Change title to 'Cummins Genset Controls'


comment:
Change main text to 'Cummins offers a range of genset controls including the HMI panels most suited to the customer needs. They are designed.......etc'


comment:
PowerStart 500
The PowerStart 500 offers manual and auto start/stop controls together with genset metering and protection. It offers more features than other entry level controls in the market including:-
Then list the features as already on the screen.
Please also add 'Weak battery monitoring' after 'Engine metering'


comment:
This brochure is North America only. Is there another one that is global or do we have one for each region?


comment:
Can we take away or cover up the submit button once we click it? My automatic response was to hit it after got the feedback.


comment:
I think we need to rework this activity so that there is not so much text. We could either list the feature from the boxes and then have the text popup or take the activity part away all together and just have it be clickable and listed next to the picture and have text pop up when clicked


comment:
The image says Europe, Middle East and Russia, but it links to North America Brochure


comment:
I am using Mozilla Firefox browser.  On the first 2 Welcome pages, all of the words are not visible beside the pictures.


comment:
When I clicked on this section, initially did not show all of the words.  It was cut off 50% vertically.  Once I clicked Provide Feedback, it was fully visible.  There were no content or questions in this section.


comment:
When I initially clicked 14.2, the words were cut off 50% vertically.  This is occurring on multiple pages.  After I click Provide Feedback, the entire statement becomes visible.


comment:
I cannot see the first statement above "I think I'm right." until I double click in a free area.


comment:
It was unclear that I should have dragged the statement in the official's hand to the appropriate box.


comment:
On Follow Up Question for PowerCommand 3.3, it shows wrong HMI and the question does not read right, what application? The answers dont tie with question for me


comment:
For all questions that end in "...of the following application." please change the sentence to "Which product best suits an application with the following requirements?"


comment:
The feedback portion of this is not working correctly. It told me to Try again while at the same time saying I got 5 out of 5 correct. Also, how can you get 4 out of 5 correct if there are 5 answers and 5 solutions?


comment:
Why is the next button in black on some pages like this and red on others?


comment:
I think we need to add the images of the PowerCommand products so as to distinguish from the wrap up page. I thought I was done when I got here and the wrap up page is exactly the same as this. We could also make it the same format as we do other recap pages in other courses.


comment:
The link to the Full Product Line says Europe, Middle East and Russia, but links to North America. We need to add the North America one here as well or somehow distinguish that there are two versions.


comment:
I am not sure how much in detail you want to go, but you could also talk about the features on the customer connections area which are the doors on the right and left. They provide interface with the customer to receive hard-wired alarms/signals. As well as additional inputs for the genset.


comment:
Types of powercommand:
There are standards/countries mentioned in a few of the controls, I dont think there relevant to be in, otherwise why arent we stating the same in each controller,


comment:
I like how we have explained the different nomenclature for alternators, but is there a way to fit in the simple explanation of why they are also called ac generators. We could put in a last little sentence at the end of the first paragraph.


comment:
In how electricity is generated portion, we need to label main rotor (armature) and main stator (electromagnetic field).


comment:
Can we add some continuity from the electricity page to this by having Penny say something like: "Thanks for showing me the basics of what happens in an alternator...." or "Okay, that makes sense about what an alternator does in the simplest terms....."


comment:
Is there any way to have outer shell and the internal components be the same size? Maybe when we get a new picture we could do this, so it more clearly shows the outer shell coming off.


comment:
I like that we have made it so we guide them through which components to click on in order, but I think we need to have unclickable markets indicating every component they will click on, but only the red one is clickable.


comment:
Since they look so similar, I wonder if we should point out on here with a yellow box or something showing the main difference.


comment:
I think we should have a recap page here showing all the components we just got quizzed on in order to put it all together.


comment:
On Main Rotor and Stator, we should call out in text next to picture what is the coil and what is the magnetic field (ie-Rotor (Magmentic Field); Stator Windings (coil))


comment:
We should somehow make consistent how we call Main Stator and Main Rotor. In picture on left we say rotor and stator windings and picture on left says Main Rotor and Main Stator


comment:
Maybe we should show the steps all together on one page before we go into explanation of them. I'm thinking have one page with basic steps laying out each phase of the process. It could say something like Main Stator and Main Rotor supply power to such and such, excitation supplies power to Main Stator and Main Rotor, and PMG provides power to AVR


comment:
The yellow boxes that point stuff out need to stick out more, it is hard to see on 3rd step


comment:
Could we jazz this up a bit? it looks a bit boring, maybe too much gray


comment:
This will have many changes based on the ppt I sent with updates after we received Beta edits.


comment:
The one that hasn't been clicked is blacked out after then first clicked item. It needs to be the other way around. If I click the one on the left first, it should go black when I exit out of the info and go to select the one on the right.


comment:
Part of line is showing behind the words global standards


comment:
Please check other words to ensure black line is not showing behind after it has been dragged to its location.


comment:
Not sure why, but next button did not seem to activate after I clicked on all boxes shown, I clicked through again and it finally appeared.


comment:
Do we need to add the word electricity after AC in the second bullet point


comment:
Am I supposed to be able to move forward from this slide? I am unable to


comment:
As for how we show the steps, I think it will be helpful to show them written out in order kind of how we explain in the wrap up section-
1. The PMG generates initial power for the A.V.R.
2. This power goes into the exciter field.
3. Power then moves into the rectifier, where it is converted from AC to DC.
4. Lastly, it is fed back into the A.V.R.. from the main stator.


comment:
Just selected the Bylaw rule.  Love the PDF pop-up.


comment:
This is an incorrect statement. There are never valves on the air inlet side on either diesel or gas. I would ask what point this question is trying to make?


comment:
Heat recovery can be viable in prime applications too.
Fuel variability - please specify from location to location. Diesel is made to a specification, natural gas is as it comes out of the earth. I just don't want this point to sound negative to gas.


comment:
100% load rejection without trip on over speed, is available on all three models.


comment:
Single turbo QSK60 is grid code compliant too, no just the QSV91. QSK19 is not grid code compliant.


comment:
The multi-turbo version of the QSK60 has wax stats, not just the QSK19.


comment:
Fuel system - please remove the comment about leaking fuel lines, this places negative thoughts in the participants mind of something that is not an issue to point out.


comment:
The turbo info icon hovers over the charge air cooler (CAC), so move this to the left. I would advise an info icon and information box for the CAC.


comment:
Cooling comments, as I stated in earlier slide comments the QSK60 single turbo comes with wax stats.


comment:
Coolant - What is the statement 'hybrid design with pipes and tubes' intended to mean - I can't see this brings any value to the training package.


comment:
The Murphy switch is also known as the Murphy Valve, please check the correct naming. It is also known as a REN valve I beleive to diesel engineers. Please determine best terminology to use.


comment:
The item being highlighted is the EcoVent, this forms part of the crankcase breather system.


comment:
Add word: ventilation to ventilation fans


comment:
Word change: exhaust (aka silencer) to silencer.


comment:
Next links no tworking yet, so had to navigate using drop down menu.


comment:
The final bubble needs working on. The third sentence is all jumbled up.


comment:
Exhaust and heat recovery items won't drag across and they are required.


comment:
Word change: Horizontal radiator should become remote radiator.


comment:
Couldn't get the exercise to finish. Three items remained, none of which would go in the box. Navigated out using drop down.


comment:
These possible options need working on. I struggled to pick the correct answer!


comment:
After checking the incorrect answer, am unable to go back.


comment:
For Objectives, use Cummins controls as a differentiator that will help to sell more generators, as in seamless integration of components.


comment:
&focus on selling gensets. -> focus on selling power generation products


comment:
Change definition of control panel to genset control and have it be the following:
A Genset Control is an electronic device used for monitoring, control, protection that also allow the user to operate the generator via user interface and communicate with external systems


comment:
In the text where we start with unlike manufacturers, add the following to the last part of the text as it is a differentiator between CMI and its competitors:
& larger system. As a result, Cummins solutions may have a better performance given the high level of integration between sub-systems and components.


comment:
In text portion that starts with Cummins control panels are designed, change to the following:
Cummins Genset Controls are designed to interface with the engine and aftertreatment system, control the alternator excitation system, provide an easy to use operator interface, and protect the engine and alternator.


comment:
Change order and add the fifth bullet:
1.Provide an easy-to-use operator interface
2.Interface with the engine and aftertreatment system
3.Directly control the alternator excitation system
4.Provide necessary protection for the engine and alternator
5.Seamless system integreation (from Power of One


comment:
Sorry, change the order from the first comment made to the following:
1.Seamless system integration

2.Provide an easy-to-use operator interface

3.Interface with engine

4.Directly control the alternator excitation system

5.Provide necessary protection for the engine and alternator


comment:
If the intent is to talk about user interface only, thats ok. 

I would include the main controller (PCB) that is installed inside the control box (green box). In addition, I/Os card can be mentioned here.

Try to find image of open door showing PCB
I have included text for I/O's and PCB below


comment:
Inputs and Outputs expansion modules
Inputs and Outputs expansion modules provide additional relay outputs and discrete/analog  inputs for auxiliary control and monitoring of the power system.
Analog / Discrete inputs can be used for system fault expansion and/or genset metering. Relay outputs can be used for controlling equipment such as motors, louvers, lamps, fans and pumps. 
It is located directly behind the HMI inside the box.


comment:
Main Control Board - PCB (Printed Circuit Board) 
Will have more text for this later. It is also located right behind the HMI inside the box


comment:
Not all of these features are available in all controls. Also, remote monitoring is an option (not standard), so we can mention this in text at top.

Also, for individual benefits mentioned, please add the following:

AmpSentry is not available for all products across the board. It is not available on PS0500 and PowerCommand 1.1

For all, Remote Monitoring is only an option, not standard

Change Master Load Command to: Masterless Load Command. Also, it is only available on PowerCommand 3.3 only

Integrated control is for all of them

AMM is for 2.2 and 3.3 only

Battery Monitoring probably not available on PS500 or 1.1, will confirm later.

First Start Sensor available on 3.3 only


comment:
For The Present section, picture is showing old controllers, pls replace it for something like the example included in ppt or use the image where we show the components as it is a current product.


comment:
Where it has the answer option that says It offers extended paralleling, change it to:  It offers paralleling capabilities


comment:
PowerCommand 1.1 - Support is spelt wrong in point - Multiple Language Support


comment:
PowerCommand 1.1
Change 'Better motor start.....' to 'Better motor starting capability with PMG excitation support'


comment:
PowerCommand 1.1
Remove 600V line and Canadian market line and add:-
- Electronic governing available
- Modbus network available for remote monitoring and BMS integration


comment:
Change text to:- All the Cummins genset controls offer lots of features to meet the customer needs. To see the entire product line with all their features detailed, click the icon of the PowerSystems 'Full Product Line' brochure and go to page 13.


comment:
When there is a wrong answer selected we get a continue button in the dialogue box, but when it is a correct answer we need to use the Next button in top right corner.
Can we use a continue button in the dialogue box for both scenario's


comment:
Follow up question for PC2.2 has the wrong HMI panel shown


comment:
I am concerned at some of the answers and associated text eg the answer that is 'built in protection capability' does not go with the one that says '.....and integrated built in protection capability'


comment:
Also concerned that there is lots of the answer text repeated in the statements which sometimes matches and sometimes it is not the correct answer


comment:
PowerStart 500 is the cheapest not PowerCommand 1.1
Change 'PowerCommand 3.3 is the first.....' to 'PowerCommand 3.3 offers paralleling....'


comment:
The PowerSuite application has been updated and has a new front screen, you can also get to the brochures from there now.


comment:
Needs rewording to take into account all the other changes in the course


comment:
The title for Simulation should match to the title of the Download Guide.
 
Simulation: You Try it: Define controls and lot data


comment:
The title of the simulation should match the tile of the Download the guide. 
Simulation: You Try it : Define calibrator and lot data


comment:
Can the below bar that appears be removed? 
 For use in quality control/manufacturing process only.
This bar is making it difficult to access the open lock symbol.


comment:
Please remove the bar 
For use in quality control/manufacturing process only.
This bar is making it difficult to access the open lock symbol.


comment:
Title of the simulation should match the title of the Download guide. 

Simulation : You try it: Perform Calibrations.
Correction for the title needs to be done on the landing page of the simulation


comment:
Correction for the simulation title needs to be applied to the simulation landing page also.

Simulation: You Try it : Define calibrator and lot data.


comment:
Correction to the Simulation title needs to be applied to the simulation landing page.

Simulation: You Try it: Define controls and lot data


comment:
Simulation title should match to the Download the guide title. 
Simulation you try it: Perform Calibrations.


comment:
Dark gray bar thats part of header is missing here, so area with back/next buttons looks like it is down too far (but it's that the gray bar is missing)


comment:
The correction to the title of the Simulation should be applied ot the landing page of the simulation.

Simulation : You try it: Perform calibrations


comment:
The bar 
For use in quality control/manufacturing process only can be removed . It is blocking the access to the open lock symbol.


comment:
'Shopping centre customer' or 'shopping centre owner' or 'Shopping centre owner and potential customer'


comment:
Need to update this image as it has old air breathers on it, and we need something with the new Cummins branding on it without the Power Generation written on side. I sent images of QSV91 Robust 60hz to PL


comment:
change to ....throughout the year, one of our big challenges though is that the heat here in summer really drives our cooling costs up and we don't want to make things worse


comment:
change to ......lean burn products and whether our cooling requirements will be a problem


comment:
change to....thoroughly, in particular I need to check back on the cooling issue.


comment:
Change text to : Diesel gensets on the other hand are designed primarily for standby and prime applications but are sometimes derated for continuous operation


comment:
When activity complete, move text box to a place not covering the answers so learners can review


comment:
SAE & AE are the same so no need to duplicate. Please use SAE as this is the current preferred name.
SAE (Sales Application Engineer) Gas Specialist.


comment:
For the gas assessment we need to be more specific so the sales team can be immediately capable. Please state Gas Composition Assessment, and then explain that the customer should be able to obtain this from their gas suppler.


comment:
I think this should be a tablet not a clipboard as it seems more modern and fits better with the pictures and click icons


comment:
By having more text on the second point, it makes this look more important. In fact, all the sales person has to do is ask 'what pressure is your gas supplied at?'. The answer given will allow them to specify the appropriate gas train.


comment:
The red i's need to grey out after they have been clicked otherwise you end up clicking the same ones a few times


comment:
Should we re-iterate here that BoP stands for Balance of Plant. Additional equipment needed for project success.


comment:
Again I think a tablet is better than a clipboard, particularly as she is showing Dan some photos


comment:
Change last bit in brackets to say something like: 'by appropriately sizing heat recovery equipment'.


comment:
Sorry this statement is incorrect, the fuel system is the fuel system, it doesn't impact the maintenance contract per se. The gas type, level of contaminants in the gas, hours of operation (or duty) affect the maintenance contract. As well as the level of maintenance offered ie full or partial, repair only etc.


comment:
Since it is the only one not included, I think we should explain why the Buffer tanks aren't needed


comment:
Check marks are all covered up at the bottom


comment:
I don't believe all items are required. We need Mark to help us be more specific with the scenario and the list of items


comment:
Lets make the power required a bigger number than the other centre maybe 4MW


comment:
This is 'The Sales Process' that Cummins uses, it snot specific to Lean Burn, but yes with the Lean Burn Customer we should be looking at consulting with a gas specialist


comment:
We don't need the extra explanation that the draggers won't stick unless... as by this point we have done a few already


comment:
And also move the keys so they are next to the coffee cup or the clipboard so its more obvious, I also didn't instantly recognise them as car keys.....


comment:
Can we make up a trade show banner above the front door and click the door to go in - eg 
'10th Annual National Oil and Gas Show'


comment:
Need to amend this text, the QSK95 is a Diesel product


comment:
Theimage should be changed for
Clean ISE tower manually
Clean ISE tower off the analyzer 

I am sending a new image by email. That image can be used for both.


comment:
I think the second bullet should change to:
Be familiar with the alternator products Cummins offers and how Cummins alternator business has evolved.


comment:
OMG this is so much better, love the look. I think Pete is suggesting we should add the following:-All our alternators are AC synchronous generators and are also referred to as AC generators. However, the commonly used term is alternator.


comment:
Oops, ignore the last part of my previous comment


comment:
For the Main Stator text make the following change from:'..A moving magnetic field induces....' to '...A moving magnetic field (the main rotor) induces...'


comment:
Dot for the double bearing is in the wrong place


comment:
For the Single Bearing Coupling change title to 'Coupling Plate' and the description to 'The coupling plate is connected to the engine to transfer the rotation to the alternator drive shaft'


comment:
Change the answer from 'Single bearing coupling' to 'Coupling Plate'


comment:
the house looks much better, can we look at the legs though, to me it seems like her feet are really high, like she is holding them up in mid air,


comment:
Cummins 'C' must be black on white or white on red. Definitely cannot be red on white, this is against the brand standards


comment:
On the image for Exciter Generator, in the bottom right there is the word 'Rectifier' which is not pointing to anything and ideally needs removing


comment:
To Petes Comment I wonder if the red outlines on the boxes are not helping as the images behind have so much red


comment:
The AVK Alternator has to be bigger than the Stamford one


comment:
The background image is just visible below the alternator panel, it needs the alternator panel moving down the smallest amount


comment:
Dan's boss should not look happy after he gets the bad news on screen where boss says: "A gas specialist would have performed...."


comment:
To PL initial comment, change slightly to "....where the expert typically does not get involved until step 6."


comment:
Change title over Sales Process steps from Lean Burn Sales Process to Cummins Sales Process


comment:
As in LB2 course, change clipboard to tablet


comment:
Put banner above the canopy above front door


comment:
Can we have MTU guy look more professional and less like a Karate Sensei? Maybe add a tie


comment:
Wow!!! Nice clear precise introduction! I love it!!! Music is cool I do not have a suggestion so it works for me!


comment:
Wow. I love this set Up! Definition along with Challenge Yourself, Brilliant Idea! I love the fact that it reviews the questions, give you an opportunity to check the bylaw, allows you to finalize the question and then answer the questions with explanation. If you get the question incorrect, the wording is great for the explanation.


comment:
I love the fact that you could have multiple questions. I would suggest placing a "return to menu" button on each page. The reason I suggest that, is if for some reason you pass the first question and fail the second (like I did :)) you have to go through the entire challenge, specifically you would have to re-answer question 1 and then get to question two. If you can somehow go back to the main page or eliminate have to re-answer question 1 must be a bit more user friendly.


comment:
Ok so this is a cases where you have multiple questions. You get one wrong you have to start over. The MENU button gives you the ability to navigate through the pages, however, that return/back button would give you a opportunity to review your options for the answer.


comment:
Ability to click on a bylaw within the selected bylaw would be a good feature to use a a reference.


comment:
An additional question or two would be great.


comment:
Providing link for this bylaw would be a great.


comment:
I think one more binder with a recap of what was covered would be a great feature.


comment:
Need to decrease overall size of cummins C, so that there is a bit more space between the C and the border.


comment:
Since we are changing the name at top from Lean Burn Sales Process to Cummins Sales Process, change the red line text to "Expert pass-off point for Lean Burn Sale"


comment:
audio button needs to be updated globally to say "This screen contains audio. If you do not have audio capability, click this button to view the transcript." - change everywhere


comment:
transcript is missing the "right, I bet you've experienced" line - I think it has the text for Question 3 instead of Question 2


comment:
transcript missing his last line "Let me tell you about how the protection plan would help you."


comment:
change earphones to headphones in transcript


comment:
it doesn't show (turn dark blue) the answer I picked before I hit submit.


comment:
change transcript to say "sign here" vs initial here and here


comment:
also delete "Would you like to come this way" line


comment:
unbold course title and put in italics. Sorry, changed my mind. :)


comment:
Make sure transcript in resources gets updated with the changes I sent.


comment:
The last page said "return to main menu," but the module moved right into the 14.6 questions without showing how the participant did in 14.5


comment:
Letter "C" should read:  She can practice while she is not enrolled full time.


comment:
Change the "check" button on all such screens to "I'd like to check the bylaw."


comment:
Change the last part of the question to read: "Which of the following is true?"


comment:
add the iPad (or whatever it is in front of Dan) to the prev screen so it doesn't just appear on this screen.


comment:
change directions to click the tablet instead of clipboard


comment:
Again please be sure the first option is "I'd like to check the bylaw."


comment:
The key take away should read:  "An academic redshirt is a high school graduate who has completed 16 core courses as specified in Bylaw 14.3, but who meets a slightly different core-course GPA and standardized test score combination than a qualifier.  See Bylaw 14.3 for more information.


comment:
Change the key take aways to read: "Nonqualifers cannot practice, compete or travel with the team in their first year of enrollment, but they can access academic support services.  See Bylaw 14.3 for more information."


comment:
In the key take-aways, delete the sentence that reads "If grants, the SA needs nine credits in the fall term."  Then change the next sentence to start "The term that was not completed...."


comment:
Change the 3rd and 4th sentences in the question to read. "In her first two years, she passed 54 credit hours, including 26 in the last academic year (spring and fall semesters).  Fifteen of the 26 credits earned last year applied to marketing."  You will also need to make letter C read "26 credits in the last regular academic year."


comment:
In the answer again note that it was 26 credits not 24.


comment:
Sorry -- for the letter C response, let's go with "Yes.  During the first two years of enrollment, student-athletes can use credits toward any degree to meet credit-hour requirements (6-hours, 18-hours, etc.).  Kayla earned 26 credits in her second year of enrollment, applicable to any degree.


comment:
The notes will have to be updated on this question page as well as the last one.


comment:
Update the 3rd sentence in the key take-aways to read: "Courses taken that are not degree-applicable cannot be used toward the percentage-of-degree calculation, even those taken in the first two years."


comment:
Some additional directions may help here.


comment:
Change Letter B to read: "He must be enrolled as a full-time, degree-seeking graduate student to compete (as defined for all graduate students)."


comment:
Change Letter C to read:  "He must meet the one-time transfer exception in order to practice or compete as a graduate transfer."


comment:
We had one question about the back to class graphic.  Is it supposed to show progress?


comment:
Please reword the description:  "This section outlines the number of credits student-athletes must enroll in each term to be eligible for practice and competition."


comment:
General feedback -- can we just be sure that SAs that may be ineligible are diverse (not all male, not all African American, etc.)?


comment:
We like the CARE acronym, but could we change R to "Review - Review student-athletes' academic records to determine if progress is being made."


comment:
If we go with Review instead of Register, let's try "Review student-athlete records to be sure that those with a declared major are registered for fall classes that are degree-applicable."


comment:
Review instead of Register, but I think you can keep the first bullet.  The 2nd bullet can be "Review incoming student-athletes' spring registrations to be sure that those that have a declared major are in degree-applicable courses."


comment:
Register becomes Review, and bullet becomes "Review student-athletes' spring schedules to be sure that those who have declared a major are registered for degree-applicable classes."


comment:
Change "Register" to "Review" and then change bullet to "Review incoming student-athletes' to be sure they are registered for fall classes."  Can disregard the other comment.


comment:
That last comment is for "share information"


comment:
Under Share Rosters, it seems like the last bullet should really be in the Collect Materials section.


comment:
Under the Collect Materials sign, might want to start with the 3rd bullet under Share Rosters.  Then you can have "Compliance staff supplies the rosters."  I don't think you need "Advisors supply academic tracking materials if you use that other bullet as #1.  Add somewhere that the registrar's office should have complete enrollment information.


comment:
Under Check PTD Requirements, "They" does not need to be bold.


comment:
Can you capitalize the first word of the bullets in Check PTD Requirements.


comment:
Under Document Certification, please add to the second sentence of the fist bullet "and NCAA eligibility requirements."


comment:
Under Document Certification, the second bullet, first sentence - please change the parentheses to (the registrar or FAR, for example)


comment:
Under Share Information, delete the last bullet.


comment:
The forward arrow does not move you forward in the course.


comment:
Compliance:
Bullet #2 - Review instead of assemble
Bullet #3 - Delete "assemble the performance" but keep the rest 
Bullet #5 - Ensure the names of all incoming prospective student-athlete are on institution request list (IRL)
Bullet #6 - Ensure credits being transferred into the school are evaluated (including those that must be reviewed through the course substitution process) before fall enrollment or financial aid agreements are signed.


comment:
Bullet #1 - Certify all student-athletes competing in fall sports (including baseball), then those competing in winter and spring sports.
Bullet #3 - Track academic performance throughout term.
Bullet #4 - Review mid-term grades with academic support staff, looking for student-athletes not on pace ....
Bullet #5 - Confirm with academic support that student-athletes are preregistering for courses that apply to the degree of record in the school's database.
Bullet #6 - Confirm that incoming student-athletes are registered for spring classes and that the courses are degree-applicable if necessary.
Bullet #7 - delete
Bullet #8 - Review incoming prospective student-athletes' initial eligibility on the NCAA institution request list (IRL)


comment:
Bullet #3 - Review the record of student-athletes who were ineligible in the fall term to see if they have regained eligibility for the spring term (does not apply to baseball)
Bullet #4 - Ensure credits being transferred into the school are evaluated (including those that must be reviewed through the course substitution process) before spring enrollment or financial aid agreements are signed.


comment:
Bullet #5 - Confirm that incoming student-athletes are registered for spring classes and that the courses are degree-applicable if necessary.


comment:
Bullet #6 - Confirm that mid-year transfers who have declared a major are eligible in that major before the start of the spring term.


comment:
Bullet #7 - Review incoming prospective student-athletes' initial eligibility on the NCAA institution request list (IRL)


comment:
Bullet #2 -  Track academic performance throughout term.


comment:
Bullet #3 - Confirm with coaches the list of anticipated transfers for the next academic year.


comment:
Bullet #5 - Review mid-term with academic support staff, looking for student-athletes not on pace ....


comment:
Bullet #6 - Confirm that all student-athletes required to declare a major....


comment:
Bullet #7 - Verify that student-athletes scheduled to graduate....


comment:
Bullet #7 - Confirm that summer school courses student-athletes plan to take at other schools will transfer back (may include the course substitution process).


comment:
That last one was supposed to be Bullet 8


comment:
Bullet #9 - Confirm that student-athletes with a declared degree are preregistering for courses that are degree-applicable.


comment:
Bullet #10 - Confirm that incoming student-athletes are being registered for fall classes.


comment:
Sometimes the menu button is stuck and you cannot move around in the course.


comment:
Bullet #1 - 1.Ensures student-athletes meet with their campus advisers as they preregister for courses for the fall term.


comment:
Bullet #2 - Confirm that fall schedules for those student-athletes with a declared degree include degree-applicable courses.


comment:
Bullet #3 - Confirm that transfer evaluations for incoming student-athletes have been completed (including the course substitution process, if necessary).


comment:
Bullet #1 - Assemble any risk factors to be tracked for incoming freshmen and transfer student-athletes.


comment:
Bullet #2 - Track academic performance of student-athletes throughout the term.


comment:
Bullet #3 - Review midterm grades, looking for student-athletes ....


comment:
Bullet #5 - Ensures student-athletes meet with their campus advisers as they preregister for courses for the spring term.


comment:
Bullet #6 - Confirm that spring schedules for those student-athletes with a declared degree include degree-applicable courses.


comment:
Bullet #7 - Ensures student-athletes meet with their campus advisers as they preregister for courses for the spring term.


comment:
Bullet #1 - Track academic performance of student-athletes throughout the term.


comment:
Bullet #4 - Ensures student-athletes meet with their campus advisers as they preregister for courses for the fall term.


comment:
Bullet #5 - Confirm that fall schedules for those student-athletes with a declared degree include degree-applicable courses.


comment:
Bullet #6 - Ensures student-athletes meet with their campus advisers as they preregister for courses for the fall term.


comment:
Let's use Academic Adviser for the heading


comment:
Bullet #2 - Review summer school transcripts for student-athletes enrolled in other schools for summer.


comment:
Bullet #5 - Review the qualifier status of all incoming prospective student-athlete on institution request list (IRL)


comment:
Bullet #5 - Let's change it to "Review summer school transcripts for student-athletes enrolled in other schools for summer."


comment:
That last change should have been on Bullet #4


comment:
Bullet #6 - Confirm that student-athletes are registered for fall classes and that those that have declared a major are registered for courses that are degree applicable.


comment:
Bullet #3 - Review the record of student-athletes who were ineligible in the fall term to see if they have regained eligibility for the spring term (does not apply to baseball)


comment:
Bullet #4 - Confirm that incoming student-athletes are registered for spring classes and that the courses are degree-applicable if necessary.


comment:
Bullet #3 - Confirm that fall schedules for those student-athletes with a declared degree include degree-applicable courses.


comment:
Bullet #5 - Confirm that summer school courses student-athletes plan to take at other schools will transfer back (may include the course substitution process).


comment:
Bullet #6 - Confirm that student-athletes with a declared degree are preregistering for courses that are degree-applicable.


comment:
Bullet #7 - Confirm that incoming student-athletes are being registered for fall classes.


comment:
Bullet #3 - Confirm that summer school transcripts for student-athletes enrolled in other schools for  summer have been requested for evaluation.


comment:
Bullet #5 - Ensure credits being transferred into the school are evaluated (including those that must be reviewed through the course substitution process) before fall enrollment or financial aid agreements are signed.


comment:
Bullet #3 - Confirm that student-athletes are preregistering for courses that apply to the major of record.


comment:
Bullet #5 - Have transfer evaluations, including the course substitution process, competed before a student-athlete enrolls for the spring term or signs a financial aid agreement.


comment:
Bullet #4 - Have transfer evaluations, including the course substitution process, competed before a student-athlete enrolls for the spring term or signs a financial aid agreement.


comment:
Bullet #4 - Confirm that student-athletes required to declare a major by the start of the next academic year have begun that process.


comment:
Bullet #4 - Confirm that summer school courses student-athletes plan to take at other schools will transfer back (may include course substitution process).


comment:
Bullet #2 - Review incoming freshmen and transfer student-athletes' risk factors.


comment:
Bullet #5 - Review incoming freshmen and transfer student-athletes' risk factors.


comment:
Bullet #3 - Review student-athlete academic performance (including support plans) throughout the term.


comment:
The header should read "Now let's see what tasks you may be responsible for." to allow some local flexibility.


comment:
Bullet #3 - Review the record of student-athletes who were ineligible in the fall term to see if they have regained eligibility for the spring term (does not apply to baseball).


comment:
Bullet #2 - Review student-athlete academic performance (including support plans) throughout the term.


comment:
Bullet #3 - Review midterm grades to determine if any student-athlete is not on pace to successfully complete a course.


comment:
Sorry, looks like Bullets 4 and 6 are the same.  We just need that point once.


comment:
It seems like the first and last bullets can be combined.  I would make the last one the first one and add to the list "term of initial enrollment, transfer status, designated degree, etc."


comment:
I cannot remember where we plan to put the "next steps," but next steps for transfers include: 1. 
 Complete the transfer evaluation to determine what credits will count toward the student-athlete's degree.  This may include the course substitution process. 2. Determine if the student-athlete will have to serve an academic year in residence as a transfer student.  3. If you plan to request a waiver for this student-athlete, collect all necessary documentation before entering the case in the NCAA RSRO system.


comment:
Next Steps for Fail/Withdraw - 1. Confirm the impact of the failed or withdrawn course on the student-athlete's academic progress.  2. If you plan to request a waiver, collect the any documentation to supper the mitigation for the failed or dropped class.


comment:
Next steps for mid-year enrollees/transfers:  1. Confirm how this student-athlete will be tracked on an alternative schedule for meeting PTD requirements.  @. If you plan to request a waiver, collect all documentation needed to support the mitigation for not meeting the requirements.


comment:
Next steps for remedial courses:  1. Review the student-athlete's graduation plan to confirm how the remedial courses are  impacting it.  2. If you plan to request a waiver, collect all documentation needed to support the mitigation for the waiver.


comment:
Next steps for Repeated Courses:  1. Determine if the repeated course is impacting the student-athlete's graduation plan. 2.  If you plan to request a waiver, collect all documentation to support the mitigation for the waiver.


comment:
Next Steps for Changes of Major (we should change the title to Major Changes):  1.  Confirm that the student-athlete's selected courses are applicable to the new major. 2. Adjust the student-athlete's graduation plan as needed based on the major change. 3. If you plan to request a waiver, collect all documentation to support the mitigation for the waiver.


comment:
Change wording to:
As IPMs, we know how important proper preparation is for a successful business review. For software, it is best to begin your preparations at least 4 weeks before the business review meeting.  A sample timeline and glossary of term can be found on the Resources button.

For additional guidance, click on the Help icon (x) when it appears at the bottom of the slide.  Also, throughout the training make note the instruction bar at the top of each slide.


comment:
Change Finance:
Hi, Im Jane from Finance.  For those software projects that require business case assumptions be captured, I will review with you the assumptions for the assays that will benefit from the software and the total R&D Cost of the project.


comment:
Change to:
Hi, Im Rob from Research and Development (R&D). I am responsible for product concept and will provide resource planning based on skill set requirements.


comment:
Change to:
I am Diane, your International Business Leader (IBL).  I will assist you with project risk assessments in several commercial areas, including Reimbursement, R&D, Manufacturing, and Legal.


comment:
We provide input on the software deployment strategy at DO and updates (if needed) at LD.


comment:
Change 
"As we learned in the prior Assay and Instrument training" ..


comment:
In this slide and the prior slide, the text box blends into the background slide - is there a way to move it or change the border?


comment:
Change to:
At proposal, your total project cost was 4mCHF with an anticipated launch in 2016. 

Since Proposal you have learned your project will likely launch in 2018.  This will increase cost of 2mCHF in 2017 and 1mCHF in 2018. 

Please reflect these changes in the graphs by updating think-cell.


comment:
Changes
Regions Statement: As we participate in deployment strategy, when should we plan to attend the Business Review meeting?


comment:
Change to:
Regions Statement: We would like to review the deployment strategy to ensure we are prepared to support the software launch  when should we do this? 

Ex 1: Lets talk offline about the deployment strategy before the pre-LD Business Review meeting. (correct)

Ex 2: We could check the deployment strategy during the pre-LD Business Review meeting.


comment:
Correct response, change to:
Well done! You should align the deployment strategy with the Regions before the business review meeting.


comment:
Change to:
Regions Statement: We can join the meeting from the beginning, and you can tell us when we need to participate actively.

Ex1: Theres no need for you to sit in from the beginning. I will invite you when I introduce the deployment strategy and when regional input is needed. (correct)

Ex2: That would be good. You will get a better sense of the project parameters that way.


comment:
Correct response:
Great work! We dont want to share profit margin or R&D investments with the regions, so only invite them to join when you start to discuss deployment and when regional input is needed.


comment:
I know bullet 3 was changed as their edit said to, but is this correct english? seems like it should be "Fuel composition varies, unlike diesel..." or something like that - but i'll take your word on it however is correct


comment:
comparing this to screenshot in edit ppt - there's some things missing here, like the intro text, directions, and gray box fade out between bkgd image and boxes


comment:
The 9th item "16-cylinder, V-block..." appears in a different spot than the rest before you drag it


comment:
when i placed the last dragger, it just jumped me right to this next screen really quickly


comment:
change clipboard to tablet in blue directions


comment:
should Turbos be "Robust Turbocharger" based on slide 13 of ppt?


comment:
There's no popups on this screen for Lubrication when comparing to slide 13; also there are many other popups on this screen that aren't on their slide


comment:
i clicked all the icons and the next button hasn't appeared


comment:
no popup appears for the local cable gland plate icon


comment:
where is the info from slide 14 represented?


comment:
re: my previous edit on this page - just remove the icon for local cable gland plate


comment:
this is not the image that is on slide 14 that they wanted to replace with - is it something they sent later?


comment:
The text for coolant connection points is on slide 20 of ppt


comment:
where's the info about Murphy switch re: slide 22


comment:
The image in this graphic is barely legal, even when zooming. We might need to recreate this.


comment:
make lower right image be on top in layering


comment:
did we blur the guy's face at all? doesn't look like it.


comment:
did we not get any text for this screen?


comment:
In menu dropdown, hospital is first. but in course order, it should be after shopping centre


comment:
"DNA molecule" sounds oversimplified. I would suggest we say more like:
"DNA molecule containing the gene for luciferase"


comment:
does it "degrade " the DNA?  Not sure this is the correct word


comment:
"elegantly designed" seems a bit too much


comment:
Do we call out the spoecific assays at this point or keep it more general (at least in the text)?


comment:
Are we talking about susceptability options at this point???


comment:
The video about the smarticles technology don´t work


comment:
Spelling: "Bacteria continue" (no "s" at the end of continue)


comment:
I would suggest changing the phrase "to grow bacteria" to "for bacteria to be multiplying"


comment:
Two things:
1. We have not introduced multiplexing yet so it seems premature to test them on this possibility
2. Since there is no product name or firm launch date, I think we should not start talking about this future system already


comment:
The number one competitor is Cepheid so none of these answers are correct. I suggest you make the correct answer something like:
"Because the cobas vivoDx system uses Smarticles technology, it provides phenotypic results which are not susceptible to genetic mutations like nucleic acid based testing technologies."


comment:
Similar to previous comment - we should not be talking about multiplexing possibilities in this training


comment:
Should it be "diagnostic" assay vs. "diagnosis" assay under detection?


comment:
Also unable to play videos or proceed in the training


comment:
In Review, "student-athletes" should not have an apostrophe


comment:
Second bullet: "Use team rosters" or "Use a team roster" ?


comment:
Align these with the fill-ins on previous page


comment:
Collect materials, last bullet - apostrophe should be before the s (a student-athlete's)


comment:
Is there a way to make the objectives that aren't in focus disappear temporarily or appear in a much lighter color? It is slightly distracting when you click on "screening" for example and it looks like some information listed is branching off the other two options.


comment:
Can we add information to explain what scenarios are most appropriate for each technology? For example, under what circumstances would a customer prefer to use Smarticles for screening vs. PCR?


comment:
Might be nice to add visuals to this question as well.


comment:
Should we clarify how the reagents are released inside of the packets?


comment:
Seem like current answer is also detrimental to our strategy to place Liat Cdiff and MRSA for urgent cases. I agree with making the answer more about the phenotypic results vs. workflow.


comment:
Wording should remain consistent throughout. Once you click under Fail/Withdraw the wording is off for #2.

The information in regards to requesting a waiver should say the same thing for every Red Flag.


comment:
Unable to watch the video. I opened the link on FireFox.


comment:
Under Academic Support tab - instead of advisors it is currently spelled as asvisers


comment:
Under the Registrar tab - Advisor is spelled as asvisers


comment:
Is CA going change to reflect this screen. Currently when I log into CA; I do not have the top portion that is shown on this slide.


comment:
looks like a phrase is missing in first sentence. It says, " lab tests to screen for.." - doesn't make sense


comment:
Under the screening/culture option, it feels like the Culture - including automation needs something else in the description to distinguish it from direct or selective media culture (and note that the direct media can also be automated if automation in the first option was referring to the WASP)


comment:
should either say, "when a bacterium infects a bacterium or " when a bacterium injects its DNA into the bacterium"


comment:
Now I am confused. Shouldn't this answer be true? No light if an abx is present equals dead bacteria = susceptbility


comment:
OK. Never mind. the True False was a trick question.


comment:
Customers do care about the presence of Staph aureus for preop testing....


comment:
Why do we have the note about Cepheid? And are we saying the vivoDx is random access so it is comparable?


comment:
Did we mention turnaround time in the previous section?


comment:
CN - I understand your point but there has been a lot of confusion among customers and sales people because the application of Smarticles for susceptibility using a multiplex approach was discussed in public outlets during the acquisition and before. It would be helpful to address that application although I would take out the work multiplexing and keep it focused on the application vs a platform.


comment:
Given that we might find other non infection prevention screening assays for use in the vivoDx in the future, I don't think we should say it is designed for infection prevention. That narrows its future possibilities. We could just say. " However the design of the cobas vivoDx is better suited for infection prevention screening which requires testing at one concentration of drug.


comment:
But we are testing response to antibiotic even in a screening assay so this slide will make things very confusing for people.


comment:
Anybody else think music  is distracting in the training?  Can we remove?


comment:
can we get a replay video option and ability to pause and replay parts of video?


comment:
Need to reexamine false answers because they could be correct


comment:
Not sure we need the roche logo at the end


comment:
can we bold and underline in the presence of an antibiotic?


comment:
I think it would be useful to give a couple examples of the antigen tests too, such as what is done with "Vitek", etc. Just so there is some name recognition by the sales folks if they are asking questions and this comes up in an answer.


comment:
I don't agree that nucleic acid testing doesn't guide therapy.
Take the Nanosphere Gram negative panel for example. There are many genotypic markers of resistance. Hospital systems have implemented some therapy guidance based on whether a patient is IMP or NDM, etc., positive. Is it direct like using Vitek or Etest? Absolutely not. Does it help to rule in/rule out certain antibiotics or classes of antibiotics? Absolutely.


comment:
I LOVE the bacteriophage video and diagrams. Well done!!


comment:
I don't remember from earlier... it was mentioned that bacteriophages are viruses, right? I can definitely see some confusion around that concept.


comment:
Great video!
And I 100% agree with the comment LS made. I can see demand to play this video multiple times. There are many new concepts for the sales folks in that one video.


comment:
I think the wording will be confusing. All along it's been said that the Smarticle DNA will cause the bacteria to produce luciferase, and then when a substrate is added, light is produced. Here in the answer it's stating that the Smarticle DNA produces light.


comment:
Is GeneWEAVE really going to be on the tube?


comment:
Agree with the comments below.
This seems to come out of left field, so to speak.


comment:
Agree with all the comments made thus far.


comment:
I don't like the "infection prevention" terminology/pigeon-holing here.


comment:
We should black out the picture where it has the label and the GeneWEAVE mark.  And also put in a small white circle where it says antibiotic bead.


comment:
pictures for pre-analytical too small... font is small also


comment:
For continuous loading, I would put the graphic that plays (really cool, btw!) on top and then the additional information on bottom.  We need to work on making this part more concise.


comment:
Seems like it would be useful for the us to get into a room and discuss a couple of these quickly.


comment:
Should we have a more formal or flashy ending?  The leanrers went through a lot to get to this point!


comment:
"Your LifeCycle team will need to lead a software development project to support *the* Purple Fever assay."


comment:
Finance speech bubble: "...I will work with you to review the assumptions for *those* assays that will benefit from the software and I will review the total R&D Cost of the project."


comment:
Regions speech bubble: Add the following sentence before the existing one--"We're the Regions."


comment:
"What products/assays are impacted that will require validation and/or *that* new ASAP be developed?"


comment:
..."that should be answered at *this* phase gate."


comment:
"...and you will adjust the graphs to show the difference since proposal." This is a shot in the dark, but the text that we have here currently (no doubt from RMS) doesn't seem to make sense.


comment:
"...about in the graph by updating think-cell."


comment:
Regarding my previous edit for this screen, use the text I have provided, but replace "show" with "reflect".


comment:
"Another critical slide for DG /DI is Project Impact..."


comment:
Incorrect feedback speech bubble. First paragraph. Adjust final sentence to read "This is the slide where you would provide..."


comment:
Correct feedback layer speech bubble: "These are the questions that should be answered at *this* phase gate."


comment:
Check indentation of first line in Regions' speech bubble.


comment:
Check alignment of first line of text in correct dragger.


comment:
When a bacteriophage injects its DNA into a bacterium, what does the bacterium do?

Answer:  Use the bacterial metabolic machinery to synthesize viral proteins & nucleic acid


comment:
Agree that 3 could be addressed / better


comment:
If the target bacteria is present in a clinical sample, AND ....


comment:
Agree but say "It's not necessary for bacteria to multiply"


comment:
"All reagents necessary for the assay are contained in the single-use cap and assay tube ("cartridge") in a closed system.  This eliminates..."


comment:
"take out "continue to " under continuous loading


comment:
Genericize the tests  - take out MRSA and CRE.


comment:
Change the first one - 4 hours to "a few hours"


comment:
Change last sentence " I will lead you through" to:
"I will walk you through"


comment:
disregard first comment, please change entire last sentence to:
"I will walk you through the business review templates that are available to you and prepare you for a successful business review"


comment:
On the RESOURCES button, add Example to the first bullet. 
* Example of a Business Review Timeline.....


comment:
PMO should be consistent with assay:
"I'm Linda from the Project Management Office (PMO). Once your project is approved, I will help you with overseeing project resources and spending. I will ensure alignment and consolidation of functional headcount requirements, calculate project variable costs (PVCs), and manage total project spend as well as launch timing."


comment:
'Costs' in the last sentence to 'cost' of service.


comment:
Change to:
"The next slides focus on project cost. In the Proposal Phase you provided an estimate on the project cost; as you prepare your slides for DG/DI you will need to break these costs out by year and by phase.".....


comment:
Change to:
"This delay will increase your total project cost by 3mCHF; 2mCHF in 2017 and 1mCHF in 2018."......


comment:
Change to:
"Please reflect the increase by updating think-cell. Remember, at proposal your total project cost was 4mCHF. Now with a 2 year launch delay, your project costs will increase by 2mCHF in 2017 and 1mCHF in 2018"


comment:
After the incorrect response, please add a comment below the paragraph to say:

"To learn more about creating a waterfall in think-cell and how to use 'e', click on the Resource button"


comment:
Can you please make the outlines for the selected answers thick and bold like the assay course


comment:
Can we spell out PM (Project Manager), it's more formal.


comment:
Can we remove the 'incorrect' answers, it's confusing and nothing on the slide tells me why design transfer would be in July 2017 versus 2018. 
Just keep the two correct for drag/drop


comment:
After a lot of discussion, the feeling is the video should stand alone, outside the 101 module.  There were several comments that the module was long, and we feel like the video will add to that.  We like the idea of the video just standing alone instead.


comment:
Please remove Purple Fever business case from RESOURCES tab. This is relevant for assay training but we don't mention it or explain it here.


comment:
On the Correct response, the number 3 should not be italicized.


comment:
Just a general point -- please use the "or" spelling of "advisors" throughout the program.


comment:
Compliance bullet #3 - Please add "from coaches."


comment:
Academic Support bullet #2 - Please add "class" in front of "schedules."


comment:
Academic Support bullet #4 - Please add "Coordinates student-athlete access to tutors."


comment:
Registrar bullet #4 - Please change this to read, "Serves as a resource in the certification process and shares in the school's responsibility to ensure that student-athletes are eligible to compete."


comment:
Athletic Director -- would it help to flip the order of these bullets?  To star with the need to collaborate with those across campus followed by the responsibility for the process?


comment:
FAR bullets #3 and 4 -- I think it should be "ensures" rather than "ensure."


comment:
Compliance bullet #6 - Communicates student-athletes' eligibility status with coaches and others.


comment:
Menu options:  There is still a reference to the "Certify Team."  Can that be changed to "Certification Team."


comment:
Compliance bullet #4 - Please delete "academic."


comment:
Can we please make the role descriptors on this screen line up a bit more with what was learned on the roles breakout screen?  So compliance can drop the "declare playing/practice season" and "update degree progress" and instead read "Interpret NCAA rules" and "pivot person in the certification process."


comment:
Also for compliance, replace "enter financial aid awards" with "collect rosters from coaches."  Delete "certify PTD."


comment:
Please add "academic" to "advisor" for AA.


comment:
The descriptors for the AA role should be "Review schedule for conflicts with practice.  Arrange for access to tutoring."


comment:
The descriptors for the R role should be "Assists with the transfer credit evaluation.  Ensures degree-mapping tools are up-to-date. Certifies progress-toward-degree requirements are met."


comment:
June - August C:  "Certify student-athletes for fall competition (including baseball)."

Sept. - Nov. C: "Certify any remaining student-athletes for fall competition and begin certifying those competing in winter sports."


comment:
June - Aug A:  The last part of bullet #3 seems to be the same as bullet #2.  Please keep the 3rd bullet and delete the last part of #2.  Add a 4th bullet (from the Sept-Nov column) "Assemble the incoming freshmen and transfers' risk factors."


comment:
Sept. - Nov. A:  Delete the 2nd bullet.  Modify the 1st bullet as follows:  "Assemble next year's list of prospective student-athletes (PSA) on the institution request list (IRL) to begin tracking their initial eligibility.


comment:
Dec - Feb A:  Modify this bullet to read "Ensure the eligibility of any incoming PSAs enrolling in January by checking them on the LRI."


comment:
Mar - May A:  Adjust bullet #2:  "Assemble the list of incoming transfers for the next academic year."


comment:
Dec-Feb A:  Can we change the previously offered language to read "Assemble the list of incoming PSAs enrolling in January by checking them on the LRI"?  I like keeping the "assemble" theme.


comment:
Mar - May A:  Edit the 1st bullet to read "Assemble student-athlete academic performance (including support plans) throughout term."


comment:
Dec - Feb A:  Add a 2nd bullet:  "Assemble list of student-athletes scheduled to graduate at the end of the spring term to verify that they are on track."


comment:
Sept - Nov R:  Edit 2nd bullet to read "Review incoming mid-year transfer records before spring term enrollment/signing financial aid agreement (including the course substitution process)."


comment:
Sept - Nov R:  Add a bullet "Review list of next year's prospective student-athletes (PSA) on the institution request list (IRL) to begin tracking their initial eligibility."


comment:
Mar-May R:  Add a bullet "Review changes to degree-mapping tools for the next academic year to become familiar those that impact student-athlete eligibility."


comment:
Mar-May R:  Add bullet "Review records of student-athletes who changed majors during academic year to track impact on summer and fall course selections."


comment:
Jun-Aug E:  Edit 3rd bullet "Ensure that all continuing and incoming transfer student-athletes ..."


comment:
Dec - Feb E:  Edit bullet #2 "Ensure incoming transfer evaluations are ...."


comment:
Dec-Feb E:  Edit bullet #3 " Ensure that incoming transfers who have...."


comment:
Edit bullet #1 C:  "certify any student-athletes for fall competition if possible."


comment:
Edit bullet #2 C:  "Review changes to degree requirements effective in the upcoming academic year with appropriate campus staff."


comment:
Edit bullet #3 C:  "Collect transcripts for student-athletes' enrolled in other schools for summer."


comment:
Edit bullet #5 C:  "Ensure initial eligibility of incoming PSAs using the institution's IRL."


comment:
Edit bullet #6 C:  "Review transferability of courses from other schools; have transfer evaluations completed ...."


comment:
Edit bullet #7 C:  "Ensure all continuing and incoming transfer student-athletes required to declare a degree by the start of the fall term are eligible and preregistered for courses in that declared degree."


comment:
Add bullet #4 AS:  "Assemble incoming freshmen and transfer student-athletes' risk factors and prepare any academic support programs accordingly."


comment:
Edit bullet #1 AA: "certify any student-athletes for fall competition if possible."


comment:
Add bullet #2 AA: "Review changes to degree requirements effective in the upcoming academic year with appropriate campus staff."


comment:
Edit bullet #5 AA: "Ensure all continuing and incoming transfer student-athletes required to declare a degree by the start of the fall term are eligible and preregistered for courses in that declared degree."


comment:
Edit bullet #1 R: "Certify any student-athletes for fall competition if possible."


comment:
Edit bullet #2 R:  "Assemble changes to degree requirements effective in the upcoming academic year with appropriate campus staff."


comment:
Edit bullet #3 R:  "Confirm that summer school transcripts for student-athletes enrolled in other schools for summer have be requested and received for evaluation."


comment:
Edit last bullet AA:  "Confirm that student-athletes are registered for fall classes and that those with a declared degree are registered for degree-applicable classes."


comment:
Edit last bullet R:  "Review student-athlete records to ensure that they are registered for fall classes and that those with a declared degree are registered for degree-applicable classes."


comment:
Let's please reword bullet #1 again to read:  "Certify student-athletes for fall competition as soon as possible."


comment:
Edit bullet #1 FAR:  "Certify student-athletes for fall competition as soon as possible."


comment:
Edit bullet #2 FAR: "Review changes to degree requirements effective in the upcoming academic year with appropriate campus staff."


comment:
Edit bullet #3 FAR: "Ensure all continuing and incoming transfer student-athletes required to declare a degree by the start of the fall term are eligible and preregistered for courses in that declared degree."


comment:
Edit bullet #1 C:  Complete all fall sport certifications (including baseball) followed by winter sports."


comment:
Edit bullet #2 C:  "Assemble incoming January enrollees' (freshmen and transfers) risk factors."


comment:
Edit  bullet #3 C:  "Review academic performance throughout term."


comment:
Edit bullet #5 C:  "Confirm with academic support/academic advisors that student-athletes are preregistering for courses that apply to school database's degree of record (if applicable)."


comment:
Edit bullet #7 C" "Review incoming prospective student-athletes' initial eligibility using the institution request list (IRL)


comment:
Edit bullet #1 AS: "Assemble incoming freshmen and transfer student-athletes' risk factors and prepare any academic support programs accordingly."


comment:
Edit bullet #1 AA: "Complete all fall sport certifications (including baseball) followed by winter sports."


comment:
Edit bullet #1 R: "Complete all fall sport certifications (including baseball) followed by winter sports."


comment:
Edit bullet #6 R:  "Ensure that incoming transfer student-athletes who must designate a degree are eligible in that degree before the start of the spring term."


comment:
Edit bullet #1 FAR: "Complete all fall sport certifications (including baseball) followed by winter sports."


comment:
Edit bullet #2 C: Complete all spring sport certifications."


comment:
Edit bullet #3 C:  "Review the records of student-athletes who were ineligible in the fall term to determine if they can regain eligibility for the spring (except baseball)."


comment:
Edit bullet #2 AA: "Complete all spring sport certifications."


comment:
Disregard above change.  Instead please edit bullet #1 AA:  "Complete all winter and spring sport certifications."


comment:
Disregard above #2 change.  Instead please edit bullet #2 C:  "Complete all winter and spring sport certifications."


comment:
Sorry -- that last change is to bullet #2


comment:
Edit bullet #3 AA: "Review the records of student-athletes who were ineligible in the fall term to determine if they can regain eligibility for the spring (except baseball)."


comment:
Edit bullet #2 R: "Complete all winter and spring sport certifications."


comment:
Edit bullet #3 R: "Review the records of student-athletes who were ineligible in the fall term to determine if they can regain eligibility for the spring (except baseball)."


comment:
Edit bullet #2 C:  "Assemble the list of incoming transfers enrolling next fall."


comment:
Edit bullet #4 C: "Review academic performance throughout term."


comment:
Combine bullets #8 & 9 C:  "Ensure that student-athletes are preregistering for courses that are degree-applicable toward the degree of record."


comment:
Add a bullet C: "Review incoming prospective student-athletes' initial eligibility using the institution request list (IRL)."


comment:
Edit bullet #3 AS:  "Review midterm grades looking for student-athletes who may not pass a course with a grade that makes the course degree-applicable.  Determine if spring term schedule changes are needed."


comment:
Edit bullet #2 AS:  "Review midterm grades looking for student-athletes who may not pass a course with a grade that makes the course degree-applicable.  Determine if summer or fall term schedule changes are needed."


comment:
Edit bullet #2 AA:  "Review transfer evaluations and note any shortfalls that can be addressed in summer school."


comment:
Edit bullet #2 R: "Review transfer evaluations and note any shortfalls that can be addressed in summer school."


comment:
Edit bullet #4 R:  "competed" should be "completed"


comment:
New edit for bullet #6 R: "Ensure that incoming transfer student-athletes who must designate a degree have done so before the start of the spring term."


comment:
Edit bullet #3 FAR: "Review midterm grades looking for student-athletes who may not pass a course with a grade that makes the course degree-applicable."


comment:
Everything on this screen should match the earlier version.


comment:
Collect materials needed to certify:
Bullet #1 -- The team collects all materials needed to certify a student-athlete's eligibility (transcripts, degree audits or curriculum plans, course catalogs, campus policies, NCAA rules, etc.).


comment:
Collect materials needed to certify: Bullet #2 -- Compliance provides the rosters, basic student-athlete information and knowledge of NCAA rules.


comment:
Collect materials needed to certify: Bullet #3 -- delete


comment:
Collect materials needed to certify: Bullet #4 -- A representative from the registrar's office and the FAR typically provide complete student-athlete academic information and institutional policies.


comment:
Collect materials needed to certify: Bullet #5 -- Tdelete


comment:
Document certification:
Edit bullet #2:  "An academic official signs the form...."


comment:
Share Information:
Edit bullet #2: "The conference office may require the list of eligible and ineligible student-athletes."


comment:
The arrows to advance or go back sometimes disappear in this section.


comment:
Edit into section, second sentence:  "It's also helpful to keep contemporaneous documentation to support any notes in the records (transfer evaluation forms, course substitution forms, etc.)."


comment:
List of records:
Edit 3rd bullet:  "Degree information (degree audit, curriculum plan, course catalog, etc.)"


comment:
List of records:
Edit bullet #4:  add "etc." to the end of the list of examples.


comment:
Credits/GPA:

Edit description:  "This table shows a student-athlete's term and cumulative GPAs as well as credits attempted and earned."  This table can be used year-round to assess a student-athlete's progress toward a degree."


comment:
Summer school screen:
Edit description: "Summer school information can be entered on this screen to reflect hours attempted, hours passed, remedial hours, degree-applicable hours as well as term and cumulative GPA."


comment:
Degree Progress Tab:
Edit description:  "Use the 'Degree Progress' tab to enter a student-athlete's term-by-term academic record.  You can also enter Advanced Placement credit, CLEP test credit, part-time and summer school credit."


comment:
Ineligible due to violation:
Edit description, second sentence:  "Use the notes section to explain what bylaw was violated."


comment:
Date degree declared:
Edit description: "Use  the date degree declared table to enter information about a student-athlete's desired degree. Check that the student-athlete's designated degree in CA matches what is listed in the university database."


comment:
Fail/Withdraw: 
Edit intro - "Student-athletes who drop or fail a course may need extra attention in the certification process:"


comment:
Fail/Withdraw: Edit #5 - "Are you thinking of requesting an NCAA waiver for this student-athlete? If so, what is the mitigation for failing or dropping the course?"


comment:
Mid-year Enrollees/Transfers: Edit intro - "Student-athletes who enroll or transfer at mid-year may need extra attention in the certification process:"


comment:
Mid-year Enrollees/Transfers:  Edit #3 - "Student-athletes who start college at mid-year will be on a different track for meeting percentage of degree and GPA requirements.  How is this noted in their records?"


comment:
Remedial Courses:  Edit intro- "Student-athletes who enroll ...."


comment:
Repeated Courses: Edit intro - "Student-athletes who are repeating...."


comment:
Major Changes should be edited to be Degree or Major Changes.  Then edit intro - "Student-athletes who have changed their designated degree or major ...."


comment:
Edit last bullet: "Degree/Major Changes"


comment:
Main page - edit last cleat "Degree/Major Changes"


comment:
Main page:  edit last flag - "Degree/Major Change"


comment:
Transfers - delete #3 switch numbers 1 and 2 so the one about serving the academic year in residence is first.


comment:
Transfers - add a new #3 - Confirm that the student-athlete meets all eligibility requirements.


comment:
Fail/Withdraw - Edit #2:  "Adjust the student-athlete's course schedule for the next term, if necessary."


comment:
Fail/Withdraw:
Add #3:  "Adjust the student-athlete's graduation plan, if necessary."


comment:
Mid-year Enrollees/Transfers Edit #1 - "Student-athletes who start college at mid-year will be on a different track for meeting percentage of degree and GPA requirements. Determine how this will be noted in their records."


comment:
Remedial - Add a new #1:  "Confirm if the remedial credits can be used to meet  NCAA credit-hour requirements."


comment:
Repeated Courses: 
New #2 - "Determine if the repeated course can be used to meet NCAA eligibility requirements."


comment:
Change title to "Degree/Major Changes...."


comment:
Degree/Major Changes:
Edit #3 - "Determine if the major change impacted the student-athlete's eligibility."


comment:
The items in the list of best practices are not live links.


comment:
Consider having the right and left arrows available for navigation all the time.


comment:
Audio doesn't match screen. Audio states "Certified Eligible" and the course title "Eligibility 101" is on the screen.


comment:
Second bullet point - add a comma in the series "...for designating, changing, and awarding degrees."


comment:
Last comment was regarding "The Registrar Role"


comment:
The Athletic Director Role", 1st bullet - unsure of meaning "participation from both athletics and academics" - should academics be followed by another work? Maybe department or roles? Faculty Athletic Rep or Academic Support?


comment:
Consider editing Section 1 of course (with roles listed) to have all bullet points end with a period. Every bullet point in Section 2 ends with a period.


comment:
Registrar, June-August, 3rd check mark:
replace "be" with "been"


comment:
FAR - last check mark point, made global edit in case this point is in other places.
Can you double check this sentence? Doesn't seem to make sense. "...who may not pass a course with a grade that makes the course degree-applicable." If the student is not passing the course, it's not going to apply to the degree.


comment:
Roles review - part of global edit suggestion to include periods at the end of each bullet. Also, make the same edits noted on Section 1 of the course.


comment:
Under Collect Materials - the 1st bullet point has a different size font than all of the rest of the pop-ups.


comment:
Collect Materials - 2nd bullet point. Add comma after "information, and knowledge..."


comment:
Is there a "close the window to exit this course" direction needed here?


comment:
Button says Athletics and popup just says Athletic... check for how we use it in other places and make consistent one way or the other here


comment:
The AS role should go with the middle spot on the board -- review schedule for conflicts with practice and arrange for access to tutoring.  It is sticking on the far right circle right now.


comment:
The AA role should be on the far right circle.


comment:
Can we use language for the AA role (far left) that more matches what we had on the earlier page? 
 - Maps student-athlete degree progress using school's advising tools.
- Confirms courses' degree-applicability.
- Advises and tracks student-athletes toward graduation.


comment:
Is there room in the yellow box to add (at the beginning): "Keep a copy of each student-athlete's eligibility certification form each term."?


# Modules

moduleName:
Build Your Implantable System for Remodulin Team


moduleName:
Enlist" Duo Herbicide With Colex-D" Technology


moduleName:
Chapter 3: The Human Resources Organization


moduleName:
Chapter 4: Human Resources Functional Excellence


moduleName:
Regulatory Considerations in Design Control


moduleName:
Software & European Conformity Marketing


moduleName:
Weed control and weed resistance management with Enlist Duo


moduleName:
Enlist Duo" herbicide with Colex-D" Technology


moduleName:
Stewardship guidelines for application of Enlist Duo" herbicide


moduleName:
Common Challenges with Grossing and Processing


moduleName:
Market Forces and the Customer Landscape


moduleName:
Transitioning Middleware to Downtime Mode


moduleName:
Admin Only - Adding a Test to Downtime Ordering Configuration


moduleName:
Admin Only - Adding a Profile to Downtime Ordering Configuration


moduleName:
Module 1: Getting Started with Requirements


moduleName:
Module 5: Developing Great Customer & Business Requirements


moduleName:
Scenario 1: Scenario 1: US Fault Code Error


moduleName:
Scenario 2: Scenario 2: QSK60 2MW Commercial Generator Issue


moduleName:
Follow the Sample - Control Unit and cobas Link


moduleName:
Get to Know the Analyzer: What Does it Do?


moduleName:
Get to Know the Analyzer: How Does it Do it?


moduleName:
Explore the Analyzer: Sample Probes, Containers, Controls, and Calibrators


moduleName:
Explore the Analyzer: Racks and Sample Containers Review


moduleName:
Medtronic: Get Ready for RIS - New Section


moduleName:
Module 1: The Develop, Finalize & Deliver Training Process


moduleName:
Lilly NGD: Dev. Site Act. and Enrollment Plans


moduleName:
Lilly NGD: Recruit Study Participants and Manage Enrollment


moduleName:
Module 3: The Protocol-Specific Training Content Design Tool


moduleName:
Scenario 4: Scenario 4: Commercial Marine Situation in Singapore


moduleName:
1A - 24 hour lab with cobas e 601 module(s) only


moduleName:
1B - Non­-24 hour lab with cobas e 601 module(s) only


moduleName:
2A - Non­-24 hour lab with cobas c 501 and cobas e 601 module(s)


moduleName:
2B - Non­-24 hour lab with cobas c 501 module(s) only


moduleName:
3A - 24 hour lab with cobas c 501 and cobas e 601 module(s)


moduleName:
3B - 24 hour lab with cobas c 501 module(s) only


moduleName:
6A - cobas c 501 and cobas e 601 module(s) connected to Pre-Analytics


moduleName:
6B - cobas c 501 module(s) connected to Pre­Analytics


moduleName:
Coach to Identify Where Account Plans are Needed


moduleName:
Module 2: The Value of Effective Training


moduleName:
What alternator products does Cummins offer?


moduleName:
What are the components of a control panel?


moduleName:
What Control Panel products does Cummins offer?


moduleName:
Diesel vs. Lean Burn Sales Process Review


# Pages

pageName:
12:Your Role: ISO/SC Settlements Analyst


pageName:
5 Introduction to Customer Support Excellence


pageName:
9 How will we achieve Customer Support Excellence?


pageName:
4 What Is the Impact of Customer Support Excellenc


pageName:
11 Applying the standards: physical space


pageName:
9a Applying the standards: written communication i


pageName:
9b Applying the standards: written communication -


pageName:
9c Applying the standards: written communication -


pageName:
9d Applying the standards: written communication -


pageName:
9e Applying the standards: written communication -


pageName:
9f Applying the standards: written communication -


pageName:
9g Applying the standards: written communication -


pageName:
9h Applying the standards: written communication -


pageName:
9i Applying the standards: written communication -


pageName:
9j Applying the standards: written communication -


pageName:
9k Applying the standards: written communication -


pageName:
10a Applying the standards: nonverbal communicatio


pageName:
10b Applying the standards: nonverbal communicatio


pageName:
10c Applying the standards: nonverbal communicatio


pageName:
10d Applying the standards: nonverbal communicatio


pageName:
12 Applying the standards: work deliverables


pageName:
1 What can you do to enable customer success?


pageName:
2.3 What can it do? (distractor 1 incorrect)


pageName:
2.4 Here's what I've learned (Steven's thoughts)


pageName:
09: Activity-Communicating in Transition (screen 1


pageName:
10: Activity-Communicating in Transition (screen 2


pageName:
11: Activity-Communicating in Transition (screen 3


pageName:
6: Activity-Working the Model (screen 1)


pageName:
7: Activity-Working the Model (screen 2)


pageName:
08: Communicating Customer Success Animation


pageName:
01: What Does Coaching Customer Success Look Like?


pageName:
Cummins Recreational Marine Market Share


pageName:
002: Discussion with the PI and Site Staff


pageName:
04 How Source Documentation is Like Taxes


pageName:
6: post video text-clip 1 AM (beta update)


pageName:
6: Decontamination and Infection Control


pageName:
9: Perms, Activators, Neutralizers, etc.


pageName:
3.14 Types of settlements files (bill determinants


pageName:
3.14 Types of settlements files (invoice)


pageName:
3.14 Types of settlements files (settlements state


pageName:
3 - Working Together: Internal and External Recrui


pageName:
4 - Working Together: Hiring Manager and Line HR


pageName:
7: How antibodies are created - cartoon base


pageName:
8: How antibodies are created - cartoon 1


pageName:
9  How antibodies are created - cartoon 2


pageName:
10  How antibodies are created - cartoon 3


pageName:
11  How antibodies are created - cartoon 4


pageName:
12  How antibodies are created - cartoon 5


pageName:
13  How antibodies are created - cartoon 6


pageName:
14  How antibodies are created - cartoon 7


pageName:
15  How antibodies are created - cartoon 8


pageName:
16  How antibodies are created - cartoon 9


pageName:
17  How antibodies are created - cartoon 10


pageName:
4 Direct Fluorescence - 2 attaching to protein


pageName:
5 Direct Fluorescence - 3 visible with microscope


pageName:
11 Indirect Fluorescence - 1 adding label


pageName:
12 Indirect Fluorescence - 2 attaching to antibody


pageName:
15  Direct enzyme detection - 1 adding label


pageName:
16  Direct enzyme detection - 2 attaching to prote


pageName:
17  Direct enzyme detection - 3 chromogen and subs


pageName:
18  Direct enzyme detection - visualize with micro


pageName:
20 Indirect enzyme detection - 1 overview


pageName:
21 Indirect enzyme detection - 2 adding label


pageName:
22 Indirect enzyme detection - 3 chromogen and sub


pageName:
24  Endogenous biotin staining - 1 endogenous stai


pageName:
29 Indirect non-biotin multimer (OptiView) - base


pageName:
30 Indirect non-biotin multimer (OptiView) -  1 mu


pageName:
31 Indirect non-biotin multimer (OptiView) - 2 HQ


pageName:
32 Indirect non-biotin multimer (OptiView) - 3 HRP


pageName:
33 Indirect non-biotin multimer (OptiView) - 4 chr


pageName:
2 Before you begin - 1 no perfect fixative


pageName:
3 Before you begin -  2 no perfect marker


pageName:
6 Before you begin - 5 everything positive


pageName:
9 staining patterns - nuclear and cytoplasmic


pageName:
12 staining patterns - membraneous and golgi


pageName:
15 - Use Your Resources; Other Colleagues


pageName:
08 - Submit a miscellaneous bid component (GHG)


pageName:
09 - Submit a miscellaneous bid component (GHG) (c


pageName:
10 - Entering real-time daily bid components


pageName:
11 - Entering real-time daily bid components (capt


pageName:
13 - Using the real-time bid summary (captivate)


pageName:
04 -  Submitting a self-schedule (captivate)


pageName:
06 - Submitting a supply bid (captivate)


pageName:
07 - Submitting a miscellaneous bid component (GHG


pageName:
08 - Submitting a miscellaneous bid component (GHG


pageName:
09 -  Submitting real-time daily bid components


pageName:
10 -  Submitting real-time daily bid components (c


pageName:
12 - Using the real-time bid summary S1Q1


pageName:
13 - Using the real-time bid summary S1Q2


pageName:
14 - Using the real-time bid summary S2Q1


pageName:
15 - Using the real-time bid summary S2Q2


pageName:
05 - Working in SIBR (simultion 1) (captivate)


pageName:
07 - Working in SIBR (simultion 2) (captivate)


pageName:
09 - Working in SIBR (simulation 3) (captivate)


pageName:
2: What Should Jane Do? (submit iHCP request)


pageName:
2: What Should Jane Do? (purchase the items)


pageName:
5: Answer Julie's questions 1 (incorrect)


pageName:
6: Answer Julie's Questions 2 (notebook)


pageName:
6: Answer Julie's Questions 2 (incorrect)


pageName:
7: Answer Julie's Questions 3 (notebook)


pageName:
7: Answer Julie's Questions 3 (incorrect)


pageName:
6: Your Role: SC bid/base schedule submitter


pageName:
01 Introduction to the Pump and Other Components


pageName:
13 Pump Refill and Longevity Estimation Table


pageName:
2 Prevent a market dispatch (transcript)


pageName:
3 Cycling a resource through its FOR (correct)


pageName:
3 Cycling a resource through its FOR (incorrect)


pageName:
4 Fixed output below desired point (correct)


pageName:
4 Fixed output below desired point (incorrect)


pageName:
4 Derrick's decision (scenario 1 correct)


pageName:
4 Derrick's decision (scenario 1 incorrect)


pageName:
6 Marissa's decision (scenario 2 - correct)


pageName:
6 Marissa's decision (scenario 2 - incorrect)


pageName:
8 Nick's decision (scenario 3 - correct)


pageName:
8 Nick's decision (scenario 3 - incorrect)


pageName:
2 adjusting for a load forecast error (base)


pageName:
2 adjusting for a load forecast error (transcript)


pageName:
2 adjusting for a load forecast error (scenario)


pageName:
4 adjusting for a new N-1 value (transcript)


pageName:
5 Return ACE to pre-disturbance (transcript)


pageName:
2 adjusting for a load forecast error (edwin's tho


pageName:
9 adjust load forecast STUC only (show it 4)


pageName:
05 Reports: All Results (By Location and Instrumen


pageName:
08 QC Summary (By Location and Instrument)


pageName:
09 QC Summary (By Instrument Type and Location)


pageName:
19 Test/Sample Count (By Location and Instrument T


pageName:
28 Generate, Save, and Mark as Favorite Demo


pageName:
2: When do I submit: - RDT startup (base)


pageName:
7: Intro to completing the RDT (transcript)


pageName:
7: Intro to completing the RDT (scenario setup)


pageName:
8: Completing the Resource tab (simulation)


pageName:
2: You try it: Introduction (transcript)


pageName:
5: Uploading the RDT (feedback-incorrect)


pageName:
04 Catheter Complications during Implant


pageName:
9: Completing the Ramprate,Heatrate,and Startup ta


pageName:
10: Completing the Ramprate, Heatrate, and Startup


pageName:
16 - Try It: Load HBV Adj, Cont, Samples


pageName:
17 - Try It: Load HCV Adj, Cont, Samples


pageName:
034: Try It: Load Controls and Calibrators (1)


pageName:
035 -Try It: Load Controls and Calibrators (2)


pageName:
036: Try It: Load Controls and Calibrators (3)


pageName:
2 Why the CTP Communication Protocols Matter


pageName:
10 Correct the Misperception: Question One


pageName:
11 Correct the Misperception: Question Two


pageName:
12 Correct the Misperception: Question 3


pageName:
10 Identify market infeasibility (transcript)


pageName:
13 confirm long-term balance (transcript)


pageName:
14 See it in action summary (transcript)


pageName:
14 See it in action summary (edwin's thoughts)


pageName:
4 first things first (incorrect 1, correct 2)


pageName:
4 first things first (incorrect 2, correct 1)


pageName:
12 confirm long-term balance (transcript)


pageName:
13 You try it summary (edwin's thoughts)


pageName:
3: RDT and its impact on market applications


pageName:
18 - Try It: Handling an Emergency Sample


pageName:
12: Multi Stage Generators - CONFIG RAMP


pageName:
12: Multi Stage Generators - CONFIG_STRT


pageName:
1: Energy Transfer System Resources (menu)


pageName:
3: Energy Transfer System Resource limits


pageName:
6: Energy profiles and transmission profiles


pageName:
3 what can it do (distractor 1 incorrect)


pageName:
3 what can it do (distractor 2 incorrect)


pageName:
7 understanding dynamic tabs (availability)


pageName:
7 understanding dynamic tabs (as availability)


pageName:
7 understanding dynamic tabs (max/min energy)


pageName:
7 understanding dynamic tabs (max/min load)


pageName:
7 understanding dynamic tabs (use limited)


pageName:
11 fixing an inconsistent outage (setup)


pageName:
13 modifying an outage without overlaps (setup)


pageName:
14 modifying an outage without overlaps (sim)


pageName:
15 modifying an outage with overlaps (setup)


pageName:
16 modifying an outage with overlaps (sim)


pageName:
12 modify an outage with overlaps (setup)


pageName:
8 fix an inconsistent outage (transcript)


pageName:
6: Map - Hospital full med facilities (layer)


pageName:
03 Review the Edits: Flyer (correct feedback)


pageName:
03a Review the Edits: Flyer (incorrect feedback)


pageName:
05 Review the Edits: Radio (correct feedback)


pageName:
05a Review the Edits: Radio (incorrect feedback)


pageName:
03 Why Reviewing Site Generated Content Matters


pageName:
07 Review the Edits: Web Banner (correct feedback)


pageName:
07a Review the Edits: Web Banner (incorrect feedba


pageName:
2.05a: Explore the Blueprint Sample Supply


pageName:
2.05d: Explore the Blueprint Reagent Cassette Draw


pageName:
2.05e: Explore the Blueprint Consumable Drawer


pageName:
2.12: Try It: Monday's Reagent Cassettes


pageName:
2.21: Try It: Loading Monday's Samples part 2


pageName:
2.22: Try It: Loading Monday's Samples part 3


pageName:
2.25: Try It: Finish Monday's Testing part 2


pageName:
2.26: Try It: Finish Monday's Testing part 3


pageName:
2.27: Try It: Finish Monday's Testing part 4


pageName:
2.28: Try It: Finish Monday's Testing part 5


pageName:
2.29: Try It: Finish Monday's Testing part 6


pageName:
2.30: Try It: Finish Monday's Testing part 7


pageName:
2.33: Try It: Tuesday's Processing Plates


pageName:
2.53d: An Emergency Sample follow up question


pageName:
2.53e: An Emergency Sample correct answer


pageName:
2.53f: An Emergency Sample incorrect answer


pageName:
2.59: Completing the Field Report cont'd


pageName:
2.60: Question Conqueror: Getting Started


pageName:
3.05a: Explore the Blueprint Plate Carrier popup


pageName:
3.05b Explore the Blueprint tip carrier popup


pageName:
3.05c: Explore the Blueprint stationary popup


pageName:
25- An Emergency Sample follow-up question


pageName:
3.05d: Explore the Blueprint sample popup


pageName:
3.05e: Explore the Blueprint reagent popup


pageName:
3.05f: Explore the Blueprint continue popup


pageName:
3.05g: Explore the Blueprint plate loading drawer


pageName:
04 The Reviewing Site Generated Content Process


pageName:
07 Content Reviewed, Finalize, and Distributed


pageName:
03 Recruitment and Retention Review Guide


pageName:
7a: No sourcing or sinking? (Sonee layer)


pageName:
7b: No sourcing or sinking? (Ariel layer)


pageName:
2 Your Role: PAH and Implanting Physician


pageName:
3.4 FMM Scheduling Point/Tie Combo LMP (2)


pageName:
3.4 Scheduling Constraint Shadow Prices (3)


pageName:
3.4 MPM Intertie Constraint Shadow Prices  (5)


pageName:
3.4 MPM Intertie Constraint Competitive Paths (6)


pageName:
3.6 System Load and Resource Schedules (1)


pageName:
3.6 Flexible Ramp Surplus Demand Curves (9)


pageName:
3.6 Uncertainty Movement by Category (10)


pageName:
4 The Budget and Contract Development Process


pageName:
08 Knowledge Check: Clinical Trial Materials


pageName:
10 Knowledge Check: Patient Reimbursement


pageName:
03 Review the Exception Request - Site One


pageName:
05 Review the Exception Request - Site Two


pageName:
16 Additional Information: Exception Three


pageName:
08 Review the Exception Request - Site Three


pageName:
12 Explain Your Reasoning: Exception One


pageName:
14 Explain Your Reasoning: Exception Two


pageName:
15 Maximizing Approvals: Exception Three


pageName:
01 Identify, Evaluate, and Select Sites Process


pageName:
02 Preparation for Site Evaluation Completed


pageName:
03 Identify, Evaluate, and Select Sites Process


pageName:
06 Judgement-Based Decision Making - Introduction


pageName:
08 Judgement-Based Decision Making Cont'd


pageName:
Validate outages going to the market intro


pageName:
Validate outages going to the market sim


pageName:
Operate outside standard market timelines intro


pageName:
Operate outside standard market timelines sim


pageName:
Operate outside standard market timelines


pageName:
Operate outside standard market timelines Q2


pageName:
Identifying and correcting topology errors intro


pageName:
Identifying and correcting topology errors sim


pageName:
03: Getting started with AIM (base layer)


pageName:
05:  Create a user and grant access (intro)


pageName:
06:  Create a user and grant access (Captivate)


pageName:
09:  Request and manage endorsed users (Intro)


pageName:
10:  Request and manage endorsed users (Captivate)


pageName:
12: Manage ACL groups (layer 1 - ACLform)


pageName:
12: Manage ACL groups (layer 2 - AddAsset)


pageName:
12: Manage ACL groups (layer 3 - ViewAsset)


pageName:
13: Manage email notifications (base layer)


pageName:
3: Create and manage user access (intro)


pageName:
4: Create and manage user access (Captivate)


pageName:
7: Request and manage endorsed users (Intro)


pageName:
8: Request and manage endorsed users (Captivate)


pageName:
003B: Trial Level Informed Consent Created


pageName:
3.5 Sufficiency Evaluation Demand Forecast (4)


pageName:
09 The Synflorix Incident: The Aftermath


pageName:
11 The Sponsor, the Study Participant, and the Sit


pageName:
1 - A closer look at your applications (menu)


pageName:
2 - A closer look at your applications: Your appli


pageName:
Expected energy allocation details report


pageName:
Show what you know - Uninstructed Imbalance energy


pageName:
show what you know - Instructed Imbalance energy


pageName:
Show what you know - Locational Marginal Price


pageName:
show what you know - Settlements Business Practice


pageName:
show what you know - Expected energy allocation de


pageName:
show what you know - Marginal Cost of Congestion


pageName:
show what you know - Marginal Cost of losses


pageName:
show what you know - Greenhouse gas component


pageName:
results: Instructed Imbalance energy def


pageName:
results: Uninstructed Imbalance energy def


pageName:
03 - Why Preparing for Site Evaluation Matters


pageName:
4 Safety Information and Product Handling


pageName:
2 Find the Screen- Alarm Volume and Tone


pageName:
3 Find the Screen- Drug and Dosing Information


pageName:
1 New System Implant Programming Timeline


pageName:
12 New System Implant Programming Review


pageName:
04 - Ask the Site - Existing Site Question


pageName:
06 - Ask the Site - Existing Site Question


pageName:
10 - Ask the Site - Existing Site Question


pageName:
13 - Ask the Site - Existing Site Debrief


pageName:
04 How Site Qualification is Like Choosing a Physi


pageName:
23 - Review Site Information - Robust Feasibility


pageName:
03 - Gather Information - Your Resources


pageName:
05 - Use your Resources: External Resources


pageName:
09 - Use Your Resources; Debartment Lists


pageName:
10 - Use Your Resources; Internal Resources


pageName:
11 - Use Your Resources; Internal Resources


pageName:
06: Resource-specific versus global issues


pageName:
09: Knowledge check (resource-specific) - 1


pageName:
10: Knowledge check (resource-specific) - 2


pageName:
11: Knowledge check (resource-specific) - 3


pageName:
12: Knowledge check (resource-specific) - 4


pageName:
13: Global resources troubleshooting guidelines


pageName:
02: Introduction to resource-specific scenario


pageName:
24: Introduction to global outage scenario


pageName:
5: Trial-Specific Topics in other sections


pageName:
4.12 View/export settlements (q 2 of 2) main


pageName:
4.12 View/export settlements (q 2 of 2) correct


pageName:
4.12 View/export settlements (q 2 of 2) incorrect


pageName:
4.12 View/export settlements (q 2 of 2) correct 1,


pageName:
4.12 View/export settlements (q 2 of 2) scenario


pageName:
4 How Documenting Site Selection is like School


pageName:
2-Change Trial-Specific Contact Information in Tri


pageName:
1-Trialforce - Investigator Site Change Form


pageName:
03: EIM market timing and charge codes - main scre


pageName:
03a: EIM market timeline and charge codes-T+75 (la


pageName:
03b: EIM market timeline and charge codes-T+40 (la


pageName:
03c :EIM market timeline and charge codes-T+37.5 (


pageName:
03d: EIM market timeline and charge codes-T+7.5 (l


pageName:
03e: EIM market timeline and charge codes-Flexible


pageName:
03f: EIM market timeline and charge codes- UFE


pageName:
03g: EIM market timeline and charge codes-Flexible


pageName:
03h: EIM market timeline and charge codes-Grid Man


pageName:
03i: EIM market timeline and charge codes - Foreca


pageName:
04: Pre-market validation charge codes overview


pageName:
06: Market results charge codes overview


pageName:
07: Market results charge codes (FMM IIE)


pageName:
08: Market results charge code  (Real-time IIE)


pageName:
08: Market results charge codes (Flex ramp)


pageName:
10: Meter results charge codes (Offsets)


pageName:
12: Administrative charge codes (Admin fees)


pageName:
03q: EIM Market timeline and charge codes - BCR


pageName:
4: Choosing the Right Tool - sale in process


pageName:
31: Which market conditions (drap and drop)


pageName:
54: Which market conditions (drag and drop)


pageName:
10: Which market conditions (drag and drop)


pageName:
007: Introduction to Reagent Preparation


pageName:
008: Introduction to Reagent Preparation (2)


pageName:
011: See the Components Temperature Controlled


pageName:
018: Try it: Match Barcodes_Refrigerated


pageName:
Scenario 1: Other charge codes that apply (1.2)


pageName:
Scenario 2: Other charge codes that apply (1.5)


pageName:
Scenario 4: Other charge codes that apply


pageName:
Scenario 5: What other charge codes apply? (1.10)


pageName:
03a: Explore Product Specifications Sheet - sectio


pageName:
03b: Explore Product Specifications Sheet - sectio


pageName:
03c: Explore Product Specifications Sheet - sectio


pageName:
03d: Explore Product Specifications Sheet - sectio


pageName:
02a: Warehouse tour 1- Product 1 (layer)


pageName:
02b: Warehouse tour 1- Product 2 (layer)


pageName:
02c: Warehouse tour 1- Product 3 (layer)


pageName:
03a: Warehouse tour 2 - Product 1 (layer)


pageName:
03b: Warehouse tour 2 - Product 2 (layer)


pageName:
03c: Warehouse tour 2 - Product 3 (layer)


pageName:
05a: The Decision - scenario (choice 1 layer)


pageName:
05b: The Decision - scenario (choice 2 layer)


pageName:
07a: What's the plan? (assessment layer)


pageName:
07b: What's the plan (implementation layer)


pageName:
02a: Trial Change Mgt Process (identify layer)


pageName:
02b: Trial Change Mgt Process (investigate layer)


pageName:
02c: Trial Change Mgt Process (approve layer)


pageName:
02d: Trial Change Mgt Process (revise layer)


pageName:
04: What does it mean to me? (case study 1)


pageName:
07: What does it mean to me? (case study 2)


pageName:
10: What does it mean to me? (case study 3)


pageName:
13: A Clarification to Protocol - Best practices


pageName:
01: A Change to Collect Times Introduction


pageName:
13: A Change to Collect Times - Best practices


pageName:
2.1 An Overview of the Clinical Trial Systems


pageName:
2.5 Who's Responsible for IMPACT Information?


pageName:
2.6 Using the Trial-Specific Collaboration Site


pageName:
2.8 The Trial-Specific Collaboration Site Process


pageName:
3.3 Managing a Trial: IMPACT (2) Feedback


pageName:
3.4 Managing a Trial: IMPACT (3) Feedback


pageName:
3.6 Managing a Trial: IMPACT (5) Feedback


pageName:
3.7 Managing a Trial: Collaboration Site (1)


pageName:
3.8 Managing a Trial: Collaboration Site (2)


pageName:
3.8 Managing a Trial: Collaboration Site (2) Feedb


pageName:
3.9 Managing a Trial: Collaboration Site (3)


pageName:
3.9 Managing a Trial: Collaboration Site (3) Feedb


pageName:
3.10 Managing a Trial: Collaboration Site (4)


pageName:
2.7 The TMF and Trial Collaboration Sites


pageName:
5 - Title Placeholder - Top Competitors Introducti


pageName:
9- Title Placeholder - Top Competitors Introducti


pageName:
10 - Title Placeholder - Top Competitors


pageName:
02: Verify Member Information screenshot


pageName:
Get to know the customers - single owner


pageName:
Get to know the customers - Senior Living Facility


pageName:
Get to know the Markets - Small Business


pageName:
3.14 (pi!) Decision drivers (restaurant)


pageName:
02: When Do Clinical Trial Mgt Process Apply?


pageName:
03: Who is Responsible for Clinical Trial Mgt?


pageName:
04: What is Included in Clinical Trial Management?


pageName:
1 - What components make up an alternator?


pageName:
1 - what alternator products does Cummins offer?


pageName:
06: Requirements for Clinical Trial Management


pageName:
09: Requirements for Set Up Trial Meetings


pageName:
12: Requirements for Notify Required Personnel


pageName:
14: Manage Trial Level Communications Scenario


pageName:
15: Requirements for Manage Trial Level Communicat


pageName:
16: Manage Trial Level Communications Review


pageName:
08: Purpose of Notify of Approved Records


pageName:
09: Purpose of Communications and Templates


pageName:
2.1b Complete & Distribute Trial-Level Templates


pageName:
2.1c Manage Trial Communications & Documentation


pageName:
2.1g Develop & Manage Consulting Agreements


pageName:
2.1h Notify Personnel of Availability of Approved


pageName:
2.1 An Overview of the Clinical Trial Activities


pageName:
2.5 The Build is Almost Complete...part 1-1


pageName:
2.8 The Build is Almost Complete...part 1-2


pageName:
2.19 The Build is Almost Complete...part 1-3


pageName:
2.20 The Build is Almost Complete...part 1-4


pageName:
2.6 The Build is Almost Complete...part 2-1


pageName:
2.7 The Build is Almost Complete...part 2-2


pageName:
2.18 The Build is Almost Complete...part 2-3


pageName:
7 Location of ICF Templates, Checklists and Resour


pageName:
7 Reviewing and Approving Site Level ICFs


pageName:
4.2a: How does paralleling work? (loadshare1)


pageName:
4.2b: How does paralleling work? (loadshare2)


pageName:
4.2c: How does paralleling work? (penny2)


pageName:
4.2d: How does paralleling work? (loadgov1)


pageName:
4.2e: How does paralleling work? (loadgov2)


pageName:
4.3: Paralleling Configuration Review - q1


pageName:
4.4: Paralleling Configuration Review - q2


pageName:
4.5: Paralleling Configuration Review - q3


pageName:
4.6: Paralleling Configuration Review - q4


pageName:
5.2: Key Milestone in Paralleling (main)


pageName:
5.2a: Key Milestone in Paralleling- traditional


pageName:
5.2b: Key Milestone in Paralleling - digital proce


pageName:
5.2c: Key Milestone in Paralleling - modern


pageName:
6.1: Products that do not support paralleling


pageName:
7.3: Where can I get more information -1


pageName:
7.4: Where can I get more information? -2


pageName:
Finalize and Manage Informed Consent Content


pageName:
Finalize and Manage Informed Consent Content mls 1


pageName:
Finalize and Manage Informed Consent Content mls 2


pageName:
3.6a: Paralleling Conditions Review -penny1


pageName:
3.6b: Paralleling Conditions Review - penny2


pageName:
3.6c: Paralleling Conditions Review - penny3


pageName:
3.6d: Paralleling Conditions Review - penny4


pageName:
3: Performance Monitoring Tools True False Activit


pageName:
3: Implementation Results Scenario Options


pageName:
2.2 The BenchMark Ultra Plus: Key Features


pageName:
1 - What is Professional Appearance & Behavior


pageName:
2 - Sorting Professional Appearance & Behavior


pageName:
4 - Apply the Standard: Professional Appearance an


pageName:
5 - Apply the Standard: Professional Appearance an


pageName:
6 - Apply the Standard: Professional Appearance an


pageName:
6 - Apply the Standard: Empathetic Listening


# Releases

releaseNo:
NCAA Developing Leaders for Life Client Alpha


releaseNo:
Cummins: Leadership Essentials - Internal Alpha


releaseNo:
Cummins: Leadership Essentials - External Alpha


releaseNo:
Cobas 4800Virology - Infiltrate The Competition IA


releaseNo:
Roche Middleware Module 8 SEL - Internal Alpha


releaseNo:
Middleware 3b - SM Workspace Intermediate - IA


releaseNo:
Cummins- Program Orientation Internal GM Review 2


releaseNo:
6000 reTool - Customer Connections - EDP


releaseNo:
cobas IT 1000 competencies IB no captivates


releaseNo:
Harlan Learning Checkpoints - Internal Alpha


releaseNo:
Cummins OneSource Navigation - Internal Beta2


releaseNo:
Roche - HE600 Learning Checks - IA_edits


releaseNo:
cobas IT 1000 App Overview internal GM no cap


releaseNo:
VENTANA HE 600 Troubleshooting Library ALPHA


releaseNo:
Cummins: Leadership Essentials - Internal Beta


releaseNo:
Cummins: Leadership Essentials - External Beta


releaseNo:
Cummins: QuickServe - Portuguese Internal


releaseNo:
Cobas 4800Virology - Infiltrate The Competition EA


releaseNo:
VENTANA HE 600 - Story Pillars: Internal Alpha2


releaseNo:
VENTANA HE 600 - Story Pillars: Externall Alpha


releaseNo:
Cummins OneSource Navigation - Internal Beta


releaseNo:
Middleware 3B - System Maintenance - IA 2


releaseNo:
Cummins OneSource Navigation - Internal Beta3


releaseNo:
Middleware 3b - SM Workspace Intermediate - EA


releaseNo:
Cummins CSO Communication External Prototype


releaseNo:
Harlan Learning Checkpoints - Internal Beta


releaseNo:
Cummins: QuickServe - Portuguese External


releaseNo:
Roche - IVD Regulations Overview: External Alpha


releaseNo:
IAP - Data Classification Alpha - Internal


releaseNo:
IAP-Data Classification - External Alpha


releaseNo:
IAP - Data Classification Beta - Internal


releaseNo:
IAP - Data Classification Beta - External


releaseNo:
IR Rebrand: Wave 1 - Electrified Hardware: Externa


releaseNo:
IR Rebrand: Wave 1 - Exit Device Workout: External


releaseNo:
cobas 6888 - final challenge design proof


releaseNo:
cobas 6888 - intro design proof (external)


releaseNo:
cobas 6888 - workflow design proof (external)


releaseNo:
cobas 6888 - final challenge design proof (externa


releaseNo:
cobas 6888 - Lab of Tomorrow (internal beta)


releaseNo:
cobas 6888 - Lab of Tomorrow (external beta)


releaseNo:
cobas 6888 - Finalizing the Grid Alpha (internal)


releaseNo:
cobas 6888 Finalizing the Grid (External Alpha)


releaseNo:
Cummins OneSource Navigation External Beta


releaseNo:
Cummins OneSource Navigation Internal GM


releaseNo:
B3 - Boost the Connection: Internal Alpha


releaseNo:
B3 - Boost the Connection: External Alpha


releaseNo:
Roche - RegAffairs IT Emag - Internal Alpha


releaseNo:
Roche - RegAffairs IT Emag - Internal Alpha2


releaseNo:
Roche - RegAffairs IT Emag - External Alpha


releaseNo:
Cummins - Finance for HR: Internal Alpha


releaseNo:
Cummins - Finance for HR: External Alpha


releaseNo:
Cummins - Fuel Economy 101: internal alpha


releaseNo:
Cummins - Fuel Economy 101: external alpha


releaseNo:
Supercuts Mobile App Training - Client Alpha


releaseNo:
Roche Middleware Module 10 - Internal Alpha


releaseNo:
Roche Cobas 4800 - GRFT Design Proof Internal Alph


releaseNo:
Roche Cobas 4800 - GRFT Design Proof External Alph


releaseNo:
Roche Cobas 4800 - GRFT - Internal Alpha


releaseNo:
Roche Cobas 4800 - GRFT - External Alpha


releaseNo:
VENTANA HE 600 Troubleshooting Library design proo


releaseNo:
Roche Middleware Module 10 - Internal GM


releaseNo:
Middleware 3b - SM Workspace Intermediate - IGM


releaseNo:
cobas 6000 Learning Checkpoints Days 1-4


releaseNo:
cobas 6000 Learning Checkpoints-Beta (Internal)


releaseNo:
cobas 6000 Learning Checkpoints-Beta (External)


releaseNo:
Hybrid Online Orientation External Alpha


releaseNo:
Roche Cobas 6000 Onsite App - External Alpha


releaseNo:
Cummins Intro to HR - Spanish Translation


releaseNo:
Roche Cobas 6000 Onsite App - External Beta


releaseNo:
VENTANA - HE 600 Cave of needs: External Alpha


releaseNo:
cobas4800 - Infiltrate The Competition - IDP


releaseNo:
cobas4800 - Infiltrate The Competition - ExternalD


releaseNo:
Cobas 4800Virology - Workflow Module - IDP


releaseNo:
Cobas 4800Virology - Workflow Module - IA


releaseNo:
cobas4800 - The Power of Planning - External DP


releaseNo:
Cobas 4800Virology - Workflow Module - IDP2


releaseNo:
Cobas 4800Virology - Workflow Module - EDP


releaseNo:
Patient Experience Survey Internal Alpha


releaseNo:
Patient Experience Survey - Internal Alpha 2


releaseNo:
Cobas 4800Virology - Workflow Module - EA


releaseNo:
Cobas 4800Virology - Infiltrate The Competition IG


releaseNo:
Cobas 4800Virology - Workflow Module - EGM


releaseNo:
Introduction to Allegion in the U.S. Market - Inte


releaseNo:
Introduction to Allegion in the U.S. Market - Exte


releaseNo:
Roche - Path to Slide Success Internal Alpha


releaseNo:
Roche - Path to Slide Success Internal Beta


releaseNo:
cobas 6888 - Lab of Tomorrow (new project)


releaseNo:
Roche - Path to Slide Success Internal GM


releaseNo:
RMS - Transplant Academy - Course 1 - EDP


releaseNo:
Lilly NGD: Creating Country and Site ICFs IGM


releaseNo:
Lilly NGD: Creating Country and Site ICFs GM


releaseNo:
VENTANA HE 600 Onsite App Internal Alpha


releaseNo:
Salesforce - Social Studio: Course 2 - Internal Al


releaseNo:
MISO Access Managment Design Proof internal alpha


releaseNo:
Salesforce - Social Studio: Course 2 - Alpha


releaseNo:
Cummins- Program Orientation Internal Review


releaseNo:
Roche Middleware Mod 6 - Internal review


releaseNo:
Cummins- Program Orientation External Review


releaseNo:
Salesforce - Social Studio: Course 2 - External


releaseNo:
Roche Middleware Mod 6 - External review


releaseNo:
Roche Middleware SM Workspace-Users Alpha Internal


releaseNo:
Roche Middleware SM Workspace-Users Alpha External


releaseNo:
Salesforce - Social Studio: Course 2 - GM


releaseNo:
Roche Middleware SM Workspace Users - IA2


releaseNo:
Salesforce - Social Studio: Course 3 internal alph


releaseNo:
Salesforce - Social Studio: Course 3 alpha


releaseNo:
Cummins- Program Orientation Internal GM Review


releaseNo:
Cummins OneSource Navigation - Internal Alpha


releaseNo:
Cummins OneSource Navigation - External Alpha


releaseNo:
Middleware 5 - Rules Interface Overview - IA


releaseNo:
Roche Middleware Module 17 -Internal Alpha


releaseNo:
Middleware 5 - Rules Interface Overview - EA


releaseNo:
cobas IT 1000 User Management design proof interna


releaseNo:
Middleware 5 - Rules Interface Overview - IGM


releaseNo:
cobas IT 1000 Application Overview design proof


releaseNo:
Roche Middleware Module 17 - internal GM


releaseNo:
cobas IT 1000 User Management design proof


releaseNo:
cobas IT 1000 Application Overview External Design


releaseNo:
Roche Middleware Module 18 - Internal Alpha


releaseNo:
Middleware 6 - Rules Writing Intermediate - IA


releaseNo:
Middleware 6 - Rules Writing Intermediate - EA


releaseNo:
Middleware 6 - Rules Writing Intermediate - IGM


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - IDP


releaseNo:
Cobas 6000 - Get Ready for Install - IDP


releaseNo:
cobas IT 1000 Certification Next - Alpha


releaseNo:
cobas IT 1000 competencies Alpha 04/27/2016


releaseNo:
6000 reTool - Customer Connections - IDP


releaseNo:
Roche HE 600 Troubleshooting Library Internal Alph


releaseNo:
MEDRONIC Implant Practice Internal Design Proof


releaseNo:
6000 reTool - Customer Connections - EGM


releaseNo:
Medtronic: Get Ready for RIS - Design Proof


releaseNo:
6000 reTool - Customer Connections - IGM


releaseNo:
cobas IT 1000 Certification Basics Internal Beta 2


releaseNo:
cobas IT 1000 Competencies Internal Beta 2.0


releaseNo:
cobas IT 1000 Certification Basics Beta 2.0


releaseNo:
cobas IT 1000 Certification Next Steps Beta 2.0


releaseNo:
MDT: New Implant Programming Design Proof


releaseNo:
Cobas 6000 - Get Ready for Install - EDP


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - DP


releaseNo:
RMS 6888 Ready to Compete - Internal ALPHA


releaseNo:
cobas IT 1000 Server Administration Alpha


releaseNo:
RMS 6888 Ready to Compete - Internal ALPHA 2


releaseNo:
cobas IT 1000 Certification Basics Internal GM


releaseNo:
Healthy Families America: Know Your Personal Belie


releaseNo:
Medtronic: Get Ready for RIS - New Section iDP


releaseNo:
HFA: Infant and Childhood Development Prototype


releaseNo:
HFA: Infant and Childhood Development Prototype 2


releaseNo:
CAISO - 8 - Metering foundational concepts - IA


releaseNo:
cobas IT 1000 Server Administration Internal Beta


releaseNo:
RMS - Ready to Compete - internal Beta 1


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - IA


releaseNo:
cobas IT 1000 Server Administration Beta


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - EA


releaseNo:
Lilly NGD: Vendor Budgets and Contracts IB


releaseNo:
cobas IT 1000 Drivers Clinitek Internal Alpha


releaseNo:
Lilly NGD: Managing Site Information Comic Activit


releaseNo:
Lilly NGD Select Sites Activity Sample 0907


releaseNo:
Medtronic: Implant in Practice Int. Alpha 2


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - IB


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - EB


releaseNo:
Medtronic: Get Ready for RIS - iAlpha_2.1


releaseNo:
Lilly NGD: Managing Site Overview Comic Activity


releaseNo:
Lilly NGD: Managing Sites Overview Alpha


releaseNo:
Lilly NGD: Managing Sites Overview Alpha New


releaseNo:
Lilly NGD Creating a ClinPharm ICF animation test


releaseNo:
Lilly NGD: Closing Out Sites Incomplete IA


releaseNo:
Lilly NGD Review Site generated content IA2


releaseNo:
Lilly NGD Creating a ClinPharm ICF Alpha


releaseNo:
Cobas 6000 - Get Ready for Install - iGM


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - iGM


releaseNo:
MISO Deep Dive: CTP Communication Alpha2


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - GM


releaseNo:
Lilly NGD: Qualifying Sites with HP-SEC -IA 1


releaseNo:
Lilly NGD:Dev Site Activation Enrollment Alpha


releaseNo:
Lilly NGD: Qualifying Sites with HP-SEC -IA 2


releaseNo:
Lilly NGD: Qualifying Sites with HP-SEC - Alpha


releaseNo:
Cobas 6000 - Get Ready for Install - GM2


releaseNo:
Cobas 6000 - Get Ready for Install - GM3


releaseNo:
Cobas 6000 - Get Ready for Install - GMfinal


releaseNo:
Cobas 6000 Get Ready for Troubleshooting - GM/Audi


releaseNo:
Roche - Becoming an FES Coach - Internal Alpha


releaseNo:
Lilly NGD: Vendor Budgets and Contracts IA


releaseNo:
Roche - Becoming an FES Coach - Internal Alpha (AG


releaseNo:
Lilly NGD: Selecting Sites Overview Alpha


releaseNo:
Lilly NGD: Vendor Budgets and Contracts IA2


releaseNo:
Lilly NGD: Selecting Sites Overview Alpha 2


releaseNo:
Lilly NGD: Vendor Budgets and Contracts Alpha


releaseNo:
Roche - Becoming an FES Coach - Internal Alpha Fin


releaseNo:
Roche - Becoming an FES Coach - External Alpha


releaseNo:
Lilly NGD: Dev Site Act and Enrollment Beta


releaseNo:
Lilly NGD: Recruit Part and Manage Enrollment IB


releaseNo:
Lilly NGD: Qualifying Sites with HP-SEC - iBeta


releaseNo:
Lilly NGD: Selecting Sites Overview iBeta


releaseNo:
Lilly NGD: Recruit Part and Manage Enrollment Beta


releaseNo:
Lilly NGD: Selecting Sites Overview Beta


releaseNo:
Lilly NGD: Qualifying Sites with HP-SEC - Beta


releaseNo:
Lilly NGD: Vendor Budgets and Contracts Beta


releaseNo:
RMS - Microbiology Course 2 - Alpha - Part2


releaseNo:
Lilly NGD Developing Effective PS Training iA


releaseNo:
RMS - Microbiology Course 2 - Alpha - Part3


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Lilly NGD: Creating Country and Site ICFs IA2


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Lilly NGD: Manage Site Information Overview IGM


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Roche - Becoming an FES Coach - Int_Beta


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Lilly NGD: Qualifying Sites with HP-SEC - iGM


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Lilly NGD: Manage Site Information Overview GM


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Lilly NGD: Dev Site Act and Enrollment GM


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Lilly NGD: Rec Part and Manage Enrollment GM1


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Lilly NGD: Dev Effective PS Training Alpha


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Lilly NGD: Qualifying Sites with HP-SEC - GM


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Lilly NGD: Writing An Accurate TCED External Alpha


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Roche - FES Coach Course - External Beta


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Lilly Negotiating Exceptions Audio Edits


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Lilly NGD: Write Accurate TCED Alpha 1 INT


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Lilly NGD: Rec Part and Manage Enrollment GM2


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Lilly NGD: Dev Site Act and Enrollment Final GM


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Lilly NGD: Vendor Budgets and Contracts IGM


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Lilly Negotiating Exceptions igm (no audio)


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Lilly NGD: Vendor Budgets and Contracts GM


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Lilly NGD: Dev Effective PS Training iA2


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Lilly NGD: Creating Country and Site ICFs IA


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Cummins Information Fuels the Business - External


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Lilly NGD: Creating Country and Site ICFs Alpha


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CAISO - 21 - Settlements alpha - Int Alpha


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Lilly siteSelection: Site Evaluation ERB DesignPro


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RMS - Microbiology Course 2 - Beta - Proofer


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Lilly NGD: Creating Country and Site ICFs A2


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Lilly NGD: Creating Country and Site ICFs IB


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Lilly NGD: Dev Effective PS Training IGM


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Lilly NGD: Creating Country and Site ICFs Beta


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RMS - Transplant Academy - Course 1 - IA


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RMS - Transplant Academy - Course 1 - EA


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RMS - Transplant Academy - Course 1 - EA - New


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Cummins CSO Careful Communication Vignettes - iDP


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Cummins CSO Careful Communication Vignettes - DP


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Lilly NGD: Creating Country and Site ICFs Final IG


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Cummins CSO Careful Communication Vignettes - Alph


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RMS - Transplant Academy - Course 1 - IB


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Lilly NGD Qualify and Select Sites - ipAlpha


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RMS - Transplant Academy - Course 1 - EB


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Lilly NGD Qualify and Select Sites - Prealpha


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Lilly NGD Qualify and Select Sites - ialpha


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Lilly NGD Qualify and Select Sites - Alpha


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Lilly NGD Managing Satellites - prealpha


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RMS - Transplant Academy - Intro Animation - EB


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******Workflow App - Popup Text Final Edits


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RMS - Transplant Academy - Intro Animation - EGM


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RMS - Transplant Academy - Course 1 - IGM


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RMS - Transplant Academy - Course 1 - EGM


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RMS - Transplant Academy - Course 4 - IA


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RMS - Transplant Academy - Course 4 - IA2


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RMS - Transplant Academy - Course 4 - EA


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RMS - Transplant Academy - Course 4 - IB


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RMS - Transplant Academy - Course 4 - EB


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Lilly Trial - Consulting Agreements- iAlpha


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RMS - Transplant Academy - Course 4 - EGM


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Lilly Trial - Consulting Agreements- Alpha


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*******************Roche cobas 8000 Learning Check


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Mosaic - Visual Inspection Proceedures_IDP1


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Cummins - SalesForce - RLC Understanding Customer


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Mosaic - Visual Inspection Proceedures - EDP


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Lilly Trial - Consulting Agreements- iBeta


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Lilly - CTAS Financial Disclosure External Beta


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Lilly Trial - Consulting Agreements- Beta


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Lilly Trial - Consulting Agreements- iGM


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RMS TV/MG: Casting Call Alpha Internal 20170628


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RMS TV/MG: Casting Call Alpha External 20170705


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Ventana Converting From Competitors - IDP


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Ventana Converting From Competitors - EDP


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Cummins - SF - Course9_Paralleling_intDP


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Ventana Understanding Our Customers - EDP


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Cummins - SF - Course9_Paralleling_internalAlpha


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Cummins - SF - Course 6 - QSK95 internal alpha 2


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Ventana Course 1 - Why Digital Pathology - IA


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Ventana Course 1 - Why Digital Pathology - IA1


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Ventana Course 1 - Why Digital Pathology - EA


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Cummins - SF - Course9_Paralleling_Alpha


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Ventana Course 4 - Differentiating from the Compet


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Citizens: Becoming a CEG Ambassador iAlpha


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Citizens: Becoming a CEG Ambassador eAlpha


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Lilly ESSP Rec SP and Mng Enrollment iGM


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Cummins - SF - Course3_SalesSupportTools_Beta


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Ventana DP200 - Course 3 - Why Roche - IA


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Ventana DP200 - Course 3 - Why Roche - EA


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Cummins Marketing Function Onboarding - EDP


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Ventana DP200 - Course 3 - Why Roche - IGM


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Cummins Marketing Function Onboarding - IA


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Cummins Marketing Function Onboarding - EA


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Cummins Marketing Function Onboarding - IB


# Sections

sectionName:
Choose Your Division or Conference Office


sectionName:
Cred Case Studes: Update An Aging Facility


sectionName:
What Makes Smart Cards: Syst Compatibility


sectionName:
What Makes Smart Cards: Assess Your Need


sectionName:
Making A Smart Choice: Talking to Others


sectionName:
Making A Smart Choice: Compatibility Concerns


sectionName:
Making A Smart Choice: Migration Concerns


sectionName:
510(k) Submissions and Predicate Devices


sectionName:
Process Green Rack and Daily Hands On Maintenance


sectionName:
Prepare and Load Calibrators and Controls


sectionName:
Verify and Record Photometer Check Values


sectionName:
Initiate a Run of Calibrators and Controls


sectionName:
Every 2 Months and Quarterly Maintenance


sectionName:
Use MyLabOnline, cobas link, and cobas e-Library


sectionName:
Follow Your Learning Path - Key Operator


sectionName:
Common Challenges with Grossing and Processing


sectionName:
Tasks completed during Operation or Stand By


sectionName:
cobas 8000 with ref. 2 - continue button


sectionName:
cobas 8000 without ref. 2 - continue button


sectionName:
cobas 6000 with ref. 2 - continue button


sectionName:
cobas 6000 without ref. 2 - continue button


sectionName:
Collecting Information & Researching Resources


sectionName:
Importance of Early Stage Requirements Gathering


sectionName:
Turning Good Requirements into Great Requirements


sectionName:
Roche Middleware Solutions and Out of Service


sectionName:
Demo: Twitter Use Case - Service Console


sectionName:
Processing Plates, Cassettes, and Amplification Plates


sectionName:
Behavioral, Cognitive, and Socio-emotional Struggles


sectionName:
Build Your Implantable System for Remodulin Team


sectionName:
Asking Probing Questions - Customer Convo


sectionName:
Tasks Performed During Operation or Stand By


sectionName:
Scenarios - 03 Bid/base schedule submitter


sectionName:
Scenarios - 09 User access administrator


sectionName:
Whats the right application? (Questions)


sectionName:
PI Recruiting Study Participants From Other Offices


sectionName:
PI and Sub-Investigator in Two Locations


sectionName:
Medical Research Agreement Versus Other Agreements


sectionName:
Competitive Landscape Key Market Drivers


sectionName:
How Does the Product Match the Customer Needs?


sectionName:
Roche Digital Pathology Suite of Solutions


sectionName:
Explore the Certification Timeline: Your Role


sectionName:
Perform Measurements and Validate Results


sectionName:
Digital pathology is key to advanced staining assay innovation


sectionName:
Barriers to overcome on the way to full digitization


sectionName:
Strategy Surge L1 + Presentation Practice


sectionName:
Social Media Newsfeed from Product Planning


sectionName:
A Blog Post from Market Strategy & Planning


sectionName:
Diesel vs. Lean Burn Sales Process Review


