Test Your Knowledge Listed below are some strategies you could take if you are unsure or undecided about your major. Select the most effective strategy from the list below: A. Visit Career Services B. Visit the Counseling Center to make an appointment to see a Counselor C. Take an introductory course in a potential major area of interest D. Use Career Cruising, username: ivcc, password: oglesby E. All the above are effective strategies if you are still deciding
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Connections Between AER Strategy and BOR Equity Grids AER Strategy Grid Acquisition Acquisition Strategy Strategy Expansion Expansion Strategy Strategy Retention Retention Strategy Strategy Persona Persona #1 #1 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 1 1 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 1 1 Most Most effective effective retention retention strategies strategies for for Persona Persona 1 1 Persona Persona #2 #2 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 2 2 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 2 2 Most Most effective effective retention retention strategies strategies for for Persona Persona 2 2 Persona Persona #3 #3 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 3 3 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 3 3 Most Most effective effective retention retention strategies strategies for for Persona Persona 3 3 Personas account for customer heterogeneity AER stages account for customer dynamics BOR Equity Grid Marketing Marketing Objectives Objectives Relative Relative Advantages Advantages Sources Sources of of Sustainability Sustainability Brand Brand Strategy Strategy (Chapter (Chapter 5) 5) Brand Brand marketing marketing objectives objectives Relative Relative advantages advantages of of the the firm’s firm’s brand brand vs. vs. competitors’ competitors’ brands brands Brand’s Brand’s sources sources of of sustainability sustainability Offering Offering Strategy Strategy (Chapter (Chapter 6) 6) Offering Offering and and innovation innovation objectives objectives Relative Relative advantages advantages of of the the firm’s firm’s offering offering vs. vs. competitors’ competitors’ offerings offerings Offering’s Offering’s sources sources of of sustainability sustainability Relationship Relationship marketing marketing objectives objectives Relative Relative advantages advantages of of the the firm’s firm’s relationships relationships vs. vs. competitors’ competitors’ relationships relationships Relationship Relationship marketing’s marketing’s sources sources of of sustainability sustainability Environmental Trends Technology Technology trends trends Regulatory Regulatory trends trends Relationship Relationship Strategy Strategy (Chapter (Chapter 7) 7) Socioeconomic Socioeconomic trends trends © Palmatier 38
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AER Strategy Grid: Micro-Analysis of Customer Heterogeneity and Dynamics  Output of MP#2 is a microanalysis of customer heterogeneity and dynamics in the firm’s customer portfolio  The insights from MP#2 then can be inserted into the AER strategy grid to reveal highimpact strategies  Each box in this grid describes the most effective strategy for a unique persona at a single point in time AER Strategy Grid Acquisition Acquisition Strategy Strategy Expansion Expansion Strategy Strategy Retention Retention Strategy Strategy Persona Persona #1 #1 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 1 1 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 1 1 Most Most effective effective retention retention strategies strategies for for Persona Persona 1 1 Persona Persona #2 #2 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 2 2 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 2 2 Most Most effective effective retention retention strategies strategies for for Persona Persona 2 2 Persona Persona #3 #3 Most Most effective effective acquisition acquisition strategies strategies for for Persona Persona 3 3 Most Most effective effective expansion expansion strategies strategies for for Persona Persona 3 3 Most Most effective effective retention retention strategies strategies for for Persona Persona 3 3 © Palmatier 39
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Odds of a human user given a clue in the address Mean odds 0.001 1.301 0.0688 Standarddevi ation 0.00001 0.0158 0.0094 0.8910 0.0102 1.0669 0.4563 0.1518 0.0056 0.3741 1.2228 0.3406 5.0111 0.0128 0.0228 0.0115 0.0002 0.0145 0.0156 0.0105 0.0948 0.2586 0.0085 0.3251 0.0293 0.0383 0.0.182 0.0019 0.0268 0.0032 0.0087 0.8898 0.0103 1.0246 0.3844 0.0141 0.0120 3.6160 0.3756 0.1447 0.0165 Description Mean odds Standard deviation Description Address in stoplist Address not in stoplist Software-suggesting preceding characters No software-suggesting preceding characters Occurs only on one drive Two drives 3-10 drives >10 drives Domains length < 8 Domains length 8-15 Domains length > 15 Server name in domains 0.2453 1.3546 0.8023 3.5833 0.8858 0.0057 0.0209 0.0263 0.169 0.0354 Username < 8 characters Username 8-15 characters Username 16-29 characters Username > 29 characters First username character is digit 0.8874 0.0110 First username character is not a digit 2.1489 0.0560 Last username character is digit 0.6931 0.0088 Last username character is not a digit 0.0377 0.0744 0.2754 0.2171 0.6291 0.7464 0.6352 1.5080 1.4634 1.7459 5.6721 16.400 1.1881 0.0053 0.0084 0.0316 0.0272 0.0235 0.0587 0.0167 0.1253 0.0530 0.0978 0.6841 1.6673 0.0208 Username weight -6 Username weight -5 Username weight -4 Username weight -3 Username weight -2 Username weight -1 Username weight 0 Username weight 1 Username weight 2 Username weight 3 Username weight 4 Username weight 5 Username weight 6 .edu domain .org domain .net domain Other domain Username word matches domain words Username word does not match domain words U.S. domain Developed non-U.S. world domain Developing world domain Rest of the world domain
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SA Strategic Plan reporting example – Counseling Center • The Counseling Center completed a CAS Review and developed a scorecard for implementing recommendations. (1.2) • The Counseling Center partnered with various programs across campus in order to enhance student success. These presentations and program partnerships include but are not limited to: Residence Life; SOAR; Taylor Health and Wellness; Study Away; General Education Program; Student Affairs, and many others. (1.4) • The Counseling Center provided learning opportunities for 4 GAs who apply their counseling and presentation knowledge gained in the classroom to their work in the Counseling Center. (2.1) • The Counseling Center provided a presentation to the Student Affairs Council to demonstrate the learning that occurs by graduate students as they work in the Counseling Center. (2.4) • The Counseling Center staff regularly refer students to many Student Affairs and other University resources. (3.2) • The Counseling Center hired a new counselor who bring a rich experience of diversity. (4.3) • The Counseling Center identified needs for the hiring of a part-time therapist and a full-time therapist, due to increased demands for services, and both positions were filled. (5.1) • The Counseling Center improved the efficiency and effectiveness of serving students and in student file management by implementing Titanium software and by in updating office processes and procedures. (5.3) 4
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Introduction to the new mainframe Storage areas in an address space z/OS V1R13 BAR Problem (user) programs Run here LINE CVT (offset 16 (hex10) within PSA) All storage above 2 GB This area is called high virtual storage and is addressable only by programs running in 64-bit mode. It is divided by the high virtual shared area, which is an area of installation-defined size that can be used to establish cross-address space viewable connections to obtained areas within this area. Extended areas above 16 MB This range of areas, which lies above the line (16 MB) but below the bar (2 GB), is a kind of “mirror image” of the common area below 16 MB. They have the same attributes as their equivalent areas below the line, but because of the additional storage above the line, their sizes are much larger. Nucleus This is a key 0, read-only area of common storage that contains operating system control programs. System queue area (SQA) (2048 MBs)This area contains system level (key 0) data accessed by multiple address spaces. The SQA area is not pageable (fixed), which means that it resides in central storage until it is freed by the requesting program. The size of the SQA area is predefined by the installation and cannot change while the operating system is active. Yet it has the unique ability to “overflow” into the CSA area as long as there is unused CSA storage that can be converted to SQA. Pageable link pack area (PLPA), fixed link pack area (FLPA), and modified link pack area (MLPA) This area contains the link pack areas (the pageable link pack area, fixed link pack area, and modified link pack area), which contain system level programs that are often run by multiple address spaces. For this reason, the link pack areas reside in the common area that is addressable by every address space, therefore eliminating the need for each address space to have its own copy of the program. This storage area is below the line and is therefore addressable by programs running in 24-bit mode. CSA This portion of common area storage (addressable by all address spaces) is available to all applications. The CSA is often used to contain data frequently accessed by multiple address spaces. The size of the CSA area is established at system initialization time (IPL) and cannot change while the operating system is active. LSQA/SWA/subpool 228/subpool 230 This assortment of subpools, each with specific attributes, is used primarily by system functions when the functions require address space level storage isolation. Being below the line, these areas are addressable by programs running in 24-bit mode. User Region This area is obtainable by any program running in the user’s address space, including user key programs. It resides below the line and is therefore addressable by programs running in 24-bit mode. System Region This small area (usually only four pages) is reserved for use by the region control task of each address space. Prefixed Save Area (PSA) This area is often referred to as “Low Core.” The PSA is a common area of virtual storage from address zero through 8191 in every address space. There is one unique PSA for every processor installed in a system. The PSA maps architecturally fixed hardware and software storage locations for the processor. Because there is a unique PSA for each processor, from the view of a program running on z/OS, the contents of the PSA can change any time the program is dispatched on a different processor. This feature is unique to the PSA area and is accomplished through a unique DAT manipulation technique called prefixing. © Copyright IBM Corp., 2010. All rights reserved. Page 42 of 85
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EAB Campaign #2 GOALS/RESULTS Read my first original starfish message to schedule appointment: 15/22 achieved Those who have read first appointment email schedule an appointment with me within two week after reading: 2/15 achieved The ones who made appointment with me within two weeks after email were successful in coming off probation: 0/2 achieved The ones who made appointment with me within two week after email were successful in avoiding suspension: ½ achieved Read majority of my messages: 19/22 achieved Made an advising appointment with me (12/22) and total that made advising appointment including alternate advisor include additional 3 = 15/22 achieved Those that had advising appointment avoided suspension: 8/15 achieved Made an appointment with me at least by the end of registration week. (11/12 that did make appointment): 11/22 achieved Made an appointment with me at least prior to last day of Withdrawal (5/12 that did make appointment): 5/22 achieved Made an appointment with me at least two week prior to pre-registration week (5/12 that did make appointment): 5/22 achieved 10 Avoided Academic Suspension: 11/22 achieved Back in Good Academic Standing: 6/22 achieved  
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From Idea to Solution for (int i = 0; i < list.length; i++) { select the smallest element in list[i..listSize-1]; swap the smallest with list[i], if necessary; // list[i] is in its correct position. // The next iteration apply on list[i..listSize-1] } list[0] list[1] list[2] list[3] ... list[10] list[0] list[1] list[2] list[3] ... list[10] list[0] list[1] list[2] list[3] ... list[10] list[0] list[1] list[2] list[3] ... list[10] list[0] list[1] list[2] list[3] ... list[10] ... list[0] list[1] list[2] list[3] ... list[10]
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Closed Area Checklist - Idea Closed Areas Interview Guide ___Is the media in the area marked properly? (classified, unclassified, and system software) ___Are both classified and unclassified computer equipment affixed with a label indicating their level of processing? ___ Review the visitor log. Pay close attention to the visitor’s company name. Did someone visit from an HVAC service? If so, ask the area custodian what they did. Did they put a hole in the wall or make a change affecting the area integrity or the 147? If so, is it greater than 96 square inches? Did someone visit from Xerox? If so, what did they do while they were there? Did they install a new copy machine with a hard drive? Did this get connected to the classified AIS? Did someone visit from a computer service vendor? If so, what did they do? Did they bring diagnostic equipment with them? If so, did they connect it to the AIS? Did any visitors have “keyboard” access? If so, was that authorized? Dispose of visitor logs from before the last DSS audit ____ Does the 147 note “open storage” of AIS? ____ AIS TEAM MEMBER: Dispose of system paperwork from before the last DSS audit (unless it is still relevant) ___ AIS TEAM MEMBER: Look around. Is there any new hardware connected to the AIS? If so, what is it? Does it have memory? ___ AIS TEAM MEMBER: Check the AIS system access list. Are all individuals still active employees? Balance the list against an active employee listing. Bring a list of recently terminated employees with you, too. Are all individuals on the system access list also on the Closed Area access list? If not, why not? Review the Closed Area access list. Do you see anyone who recently terminated? If so, request that they be taken off the Closed Area access list. Were they on the system access list? If so, has their account been disabled? Balance all the lists against each other. Has everyone on the system access list taken the required CBEs? (Verify.) ___ Are there Security posters in the area? ____ Are the FAX machines in the area marked to indicate “for unclassified use only”? ____ Are the shredders marked “for unclassified use only”? ___ AIS TEAM MEMBER: Do the classified printers have a sign “Output must be treated as classified until reviewed ….?” ___ Are the recycle bins labeled “for unclassified use only”? ____ Are the supplies in the area sufficient? (CD labels, classification labels, coversheets, etc.). ___ Does the area have a “marking guide” poster? ____ Does the area have an updated Security points of contact poster? __ AIS TEAM MEMBER: Before going to audit the system, read about what the system is used for and what it does. This will generate questions and help you understand what goes on in the area ___ AIS TEAM MEMBER: Have a user walk you through the steps they follow when they create classified data. What do they print out? Is it classified? If it’s not classified, do they verify that? How do they know what’s classified? (Do they refer to the program security classification guide? Do they know where the guide is located?) Where do they put the classified when it’s completed? Go look at their safe. Are things marked properly? Ask if the data in the safe is for a current contract. If not, explain the requirements for retention approval. (See NISPOM 5-701) Where does the data or hardware go from there? Is it sent to a customer? What is our relationship with the organization they send it to? Do we have DD Forms 254 in place to/from that organization? What is the classification of what they are working on? Is the system approved up to that level? ___ Do they support IR&D activities? If so, explain how IR&D documents must be marked “IR&D Document,” etc. in accordance with the NISPOM (11-304) ____ Are the above-the-ceiling checks being conducted on the required schedule? Look at the records. Dispose of records from before the last DSS audit __ AIS TEAM MEMBER: Review Trusted Download logs, ask people where the removed media is currently located (stored on a computer, CD, printout), and which method they used for the transfer. DSS is focusing on interviews with employees and may very well ask them to actually demonstrate a trusted download. Ask the employee to walk through the steps with you to prepare them for the audit.
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Tips For Success See Your Counselor Often Once again, you will want to visit with your Counselor often to discuss your educational plan, your progress, and any problems you encounter. Planning for the next semester should begin midway through the current semester. That way you will be able to take advantage of early enrollment and get the best choice of classes and schedules. Don’t wait until you are in academic high water to see your Counselor! Make an appointment to see your Counselor often before you start having problems. The moment you recognize that the water is rising, call 815-224-0346 to ask about the Early Alert System (EAS). EAS can help you get back on track before falling into academic distress!Your Counselor can help you plan your coursework, your career, and even your academic life. Take advantage of his/her wisdom and expertise!! Your Counselor can prevent you from making unwise academic moves! back | home | next
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Common Knowledge? • IVCC is a community college located in Oglesby, Illinois. • IVCC began in 1924 as LaSalle-Peru-Oglesby Junior College and became Illinois Valley Community College in 1966. • The IVCC district includes all or part of eight different counties in Northern Illinois.
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Transferring Step 1-Choose a major Some students know exactly what career path they would like to pursue. Others are still undecided. Choosing a major is critical because it will ensure that the courses you take while at Lone Star will not only transfer, but will count towards your degree at the university level as well. If you HAVE decided on a major you should meet with an advisor to discuss your degree plan at LSC and how exactly to match the courses you take at LSC to your university’s degree plan. If you are UNDECIDED on a major, consider using Career Counseling here at LSC Tomball. Contact the Advising and Counseling office to schedule an appointment with our Career Counselor so that you can match your interests with your abilities to determine suitable career choices.
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Frequently Asked Questions Q: Are there tutors available if I have trouble with any of my classes, especially math? A: Yes, the Peer Tutoring Center, located in CRC-D, offers free tutoring to all IVCC students in almost all subject areas. Call 815-2240479 to arrange your tutoring session. Q: How can I be certain my classes will transfer to a four-year college or university? A: Our Counselors can assist you with selecting the right courses. The Counseling Center, located in E-201, also has transfer guide sheets from most Illinois four-year colleges. Q: Do I buy or rent my textbooks? A: You can buy textbooks from the IVCC bookstore located in the Main Building C, to the right of the Lobby. Some textbooks may be available for rental. Q: I have a disability. Where can I receive reasonable accommodations? A: The Disability Services Office at IVCC assists students in achieving success in their college classes. At IVCC, professional staff and faculty, along with many academic and adaptive support services, are available to help students meet their individual special needs. For more information, contact Special Needs Coordinators: Tina Hardy 815-224-0284 or Judy Mika 815-224-0350. back | home | next
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