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The values in a cell may not be up-to-date. For the screen reader to read the latest value, move to another cell and then return to the old cell. As a workaround, use the heading key instead. In the table summary, if you select the table, the screen reader reads the summary of the table, which is Keypad. During failover, the screen reader reads the statement from the red banner.

When the Failover is complete, the screen reader reads the statement from the green banner. Skip to content Skip to search Skip to footer. Book Contents Book Contents. Find Matches in This Book. PDF - Complete Book 3. Updated: January 31, Chapter: Cisco Finesse Desktop Interface. Cisco Finesse Desktop Interface When you sign in to Cisco Finesse, the appearance of the desktop depends on whether your role is that of an agent or a supervisor.

Figure 1. For example, the following buttons are available in the described situations: Situation Buttons Available When you are on a call Consult, Direct Transfer, Hold, Keypad, and End When there is a call on hold and you are on a consult call Conference, Transfer, Retrieve, and End When you are on a conference call Hold, Consult, Direct Transfer, Keypad, and End Note Finesse agent desktop controls should be preferred over the agent phone device for call control operations for a more robust and efficient experience for the agent.

The Finesse agent desktop provides the following out of the box functionality: Basic call control: Answer, hold, retrieve, end, and make calls. Desktop notifications: For incoming voice calls: Popover with configured customer details appears with the Answer button.

Single-step transfer: Transfer a call without first initiating a consultation call. Calls: Number of calls waiting in the queue. Max Time: Duration of the oldest call has been in the queue. Ready: Number of agents assigned to the queue who are in Ready state. Not Ready: Number of agents assigned to the queue who are in Not Ready state.

Active In: Number of agents assigned to the queue who are on inbound calls. Out: Number of agents assigned to the queue who are on outbound calls. Other: Number of agents assigned to the queue who are on internal consult calls. Figure 2. Finesse Supervisor Desktop provides call control functionality and the following: Team Performance gadget Queue Statistics gadget Team Message Note To ensure all features of the Finesse supervisor desktop work properly, you must disable pop-up blockers.

Team Performance Gadget On the Team Performance gadget, you can select a team from a list of teams assigned to you. Note For the logged out agent, the Time in State field shows the total duration since the agent has logged out. Team Performance gadget also provides the following functionality: Silent monitoring: Silently monitor an agent's call.

Force state change: Force an agent into Ready or Not Ready state or sign out an agent. Finesse Queue Statistics Gadget The Queue Statistics gadget displays a list of the queues for which you are responsible. The Queue Statistics gadget provides the following columns: Queue Name: Name of the queue Calls: Number of calls waiting in the queue Max Time: Duration of the oldest call has been in the queue Ready: Number of agents assigned to the queue who are in Ready state Not Ready: Number of agents assigned to the queue who are in Not Ready state Active In: Number of agents assigned to the queue who are on inbound calls Out: Number of agents assigned to the queue who are on outbound calls Other: Number of agents assigned to the queue who are on internal consult calls Wrap Up Ready Pending : Number of agents assigned to the queue who will transition to Ready state when wrap-up ends.

The following notes provide additional information about how the Queue Statistics gadget collects and displays statistics: Finesse does not compute the queue statistics, it receives the queue statistics from Unified CCE instead. Team Message Supervisors can broadcast messages to their teams. State and Call Timers The agent state timer appears next to the agent state drop-down when you are in Not Ready or Ready state.

The call timers provide the following information: Total Call Time: Indicates the duration of your current call.

Note If the Finesse server cannot accurately calculate the state time or the call time such as under certain failover conditions , the timer displays in the format "- -" Finesse Desktop Behavior If the Cisco Finesse desktop is not the active window and one of the following events occurs, the Finesse desktop either becomes the active window or flashes in the taskbar: You receive an incoming call on the desktop.

You are signed out due to failover or inactivity. Your Supervisor signs you out. Note This behavior is for voice contacts calls only and not applicable for chat or email contacts. Toaster Notification When there is an incoming call and the Cisco Finesse desktop window or tab is inactive, Finesse displays a notification with the call details.

Note Internet Explorer does not support toaster notification. Browser Settings for Chrome The toaster notifications may not pop up in the Chrome browser for Windows 10, but are displayed in the Notification Action Center. Press the Enter key on your keyboard. Click Relaunch Now. The notifications are displayed on your desktop in the native format.

Note When the desktop tries to connect to the alternate server, you may see the following pop-up message: Following certificates should be accepted before using Cisco Finesse Desktop Note The Cisco Finesse desktop can only preserve Ready states that were selected on the same desktop.

The following exceptions apply: If you are in Wrap-Up state when the desktop recovers, Cisco Finesse does not send a request because that would automatically end your wrap-up session. Multiline Support If multiline is configured, you can have one or more secondary lines on your phone.

Accessibility The Finesse desktop supports features that improve accessibility for low-vision and vision-impaired users. Note If you are using Mac keyboard, then press Option instead of Alt.

Table 1. Enter Close the gadget options drop-down. Esc Navigating options in drop-down. Up and Down Arrows Select an option in drop-down. Page or gadget Element Notes Sign-in Page Mobile agent help icon The screen reader reads descriptive text for the help icon. Invalid Sign in error When a sign-in error occurs due to invalid password or username, the screen reader reads the error.

Note In Internet Explorer, the message is read 1 to 3 times. Table The screen reader reads each table header and each cell in the table. Note The values in a cell may not be up-to-date. The screen reader does not read the heading of each column in Internet Explorer Note In the table summary, if you select the table, the screen reader reads the summary of the table, which is Keypad. Determine a the mass tire of air escaping eer lr l. ArrH a 0. An automobile tire contains cu in.

If the tire is inflexible, what is the resulting percentage increase in gage pressure? A spherical balloon is 40 f,t in diameter and surrou Constant Volume process by zrir at 60"F and Does it have half the lifting force? R for hydrogen is What is the volume of 'l tank? R for CO is '. Isometric Process by Determine a AU, b cn, c R. R'; c There are 1. During the proc tlie gas is internally stirred and there are also added '5 of heat.

Solution :t. A group of 50 persons attended a secret meeting irr rr ,,u,rrr which is 12 meters wide by 10 meters long and a ce ilirrll ill ,l rneters. The room has an initial presstrrc ol' 2 lo t tt hPa and temperature of 16"c.

A closed constant-vorum,e system receives r0. I of lrrrddle work. The system. Find the t eat gain or loss e nnat f k. A l-hp stirring motor is applied to a tank contai t lt Calculate the rise in I V R" and R Isothermal process -,!

The initial pressure is kPa. Find the workperkilogram ifthe exitpressure i,',, r' l. Arrarrrro that the kinetic and potential energy variation is 'plrplible.

Nonflow work. Relation among P, V, and T' 'l'lrr: change of entropy. C pk dp AL. The initial kinetlc energy i" For an isentropic expansion, compute the spcr:if i. Assumingideal gas tction, frld pr, ry, e;lS a g. B psig and a volume of 0. R, b pr, c AH'and d W. X expands isentropically from lbt? For glsof this gas determine, a W", s AH. A polytropic process ofair from lbO psia, Determir 3. B Btu nrlrrrn the fluid to its initial state.

Detennine A 3"d Q if the gas is a air, b methane. K'- Ans. Unavailable energy is the remainder of the heat that had A cylinder C contains m mass of a substance.

The cylindor be rejected into the receiver sink. Heat flows from the hot body into the substance in the cylinCler isothermally, AII energy receiued as heat by a heat-engine cycle cannot l rocess l-2, and the piston moves from tr' to 2'. Next, the conuerted into mechanical work. Agilent Technologies. You will probably end up having to rewrite the label manually if you truly need it in IPL -- there's no easy way to translate between them automatically, per se. Support has been added for uploading and converting images from PDF source files.

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The papers are organized in topical sections on conceptual, formal, and theoretical frameworks, immunoinformatics, theoretical and experimental studies on artificial immune systems, and applications of artificial immune systems. Markov chains make it possible to predict the future state of a system from its present state ignoring its past history. Surprisingly, despite the widespread use of Markov chains in many areas of science and technology, their applications in chemical engineering have been relatively meager.

A possible reason for this phenomenon might be that books containing material on this subject have been written in such a way that the simplicity of Markov chains has been shadowed by the tedious mathematical derivations.

Thus, the major objective of writing this book has been to try to change this situation. There are many advantages, detailed in Chapter 1, of using the discrete Markov-chain model in chemical engineering. Probably, the most important advantage is that physical models can be presented in a unified description via state vector and a one-step transition probability matrix.

Consequently, a process is demonstrated solely by the probability of a system to occupy or not occupy a state. The book has been written in an easy and understandable form, where complex mathematical derivations are abandoned. The fundamentals of Markov chains are presented in Chapter 2 with examples from the bible, art and real life problems.

An extremely wide collection is given of examples viz. Membrane systems are a new class of distributed and parallel model of computation inspired by the subdivision of living cells into compartments delimited by membranes. Their hierarchical internal structure, their locality of interactions, their inherent parallelism and also their capacity to create new compartments, represent the distinguishing hallmarks of membrane systems. Membrane computing, the study of membrane systems, is a fascinating and fast growing area of research.

The main streams of current investigations in Membrane Computing concern theoretical computer science and the modelling of complex systems. In this monograph Pierluigi Frisco considers the former trend: he presents an in-depth study of the formal language and computational complexity aspects of the most widely investigated models of membrane systems.

This study gives a comprehensive understanding of the computational power of the models considered, shows different proof techniques used for such study, and introduces links highlighting the similarities and differences between the their computational power. These models cover a broad range of features, giving a grasp of the enormous flexibility of the framework offered by membrane systems.

Aimed at graduates and researchers in the field, who can use it as a reference text, and to people with an initial interest in Membrane Computing, who can use it as a clear and up to date starting point for Membrane Computing. OK, this is, this is different ad S2: OK, all right. T: So, which one did you decide? T: Personality. S2: Personality, yeah. S1: Er, utilize, uncover, reveal, disclose. Yeah, this is utilize.

Uncover, reveal, disclose—all of them the same meaning. Uncover, reveal, disclose. S2: Uncover? S1: You know, cover and uncover gestures. S2: Oh. S3: Good. T: But how would you define What is S3: You mean the uncover and reveal?

T: Reveal and disclose. What is the S2: To find something and to S1: Uncover, revealed. The other one means the opposite of doing something. Com m entary The sequence is taken from a pretask designed to present and review som e key vocabulary that the students would encounter in the task proper—a selective listening task. Put a circle around the odd word out and say why it is the odd word. The teacher also does a g ood jo b o f keeping the students on track and pushing them to describe what the words have in com m on.

In the extract, the two participants have heard two different interviewing committees discussing the relative merits o f three applicants for a jo b. Their task is to share their information and decide which o f the three would be the best person for the jo b. Extract 2 A : Are you talking about Alan or Geoffrey? Just the first name. B: Well, I understood I was talking about Geoffrey, yeah?

Is that correct? A: Not at all. B: Not at all. So I have confused the man, have I? What notes do you have on Richards? See if we can get this sorted out first. A: Were talking about Geoffrey, right? A : How about Alan? I mean I A: Yes, but I mean, er, I agree, they are all, erm, foremen. Supervisor, by the way, is the same to me. Reflection In Extract 2, the learners seem confused about the identities of the individuals.

In what ways does this help their language development? In what ways does it hurt it? There is considerable confusion over the identity o f the individuals being interviewed. However, this was exactly the purpose o f the task. Both students had different, and slightly conflicting, information on the three participants, and this led to considerable negotiation between the two students.

Reflection Extract 3 is a feedback session following a task. What do you think the task was? What do you notice about the way the teacher conducts the session?

What is the purpose of the follow-up? At school? Ss: Yes, yes. T: At a party? S: Yes. S: No. T: Never been to a party? Oh, you poor thing, laughter, At the movies? Ss: No, no. T: No? Why not? Ss: Inaudible comments and laughter.

Ss: No. T: Sports event? Ss: Yes. T: Why? S: Not at sports event. S: What sports event? S: Baseball game. S: Stadium. T: You mean watching? S: Watching, yeah. There is some confused discussion among the students. What about at a concert? Laughter, T: No as well. T: New people. What other, what other places can you meet? S: Part-time job.

T: Part-time job. Excited murmuring T: Yeah! Good one. Any more? S: Church. T: Church. Scattered Laughter S; Travel, travel, traveling.

T: Traveling. S: Some people meet new people at beach or, er, swimming pool. T: OK. Laughter and teasing of student making this remark. T: Is this where you meet new people? Laughter S: Huh? S: Yeah. Laughter T: Any others? S: Er T: Organizations? What kind? S: Oh, like, er, environmental group or Pair work. In your country, where can you meet new people?

A comprehensive text on language teaching m ethodology would be hundreds o f pages in length. I hope, however, that it provides a platform you can build on when you read the rest o f the chapters in this volume.

Teaching English as a Second or Foreign Language. Third Edition. This ed ited volum e is one of the standard w orks in the field. It covers all aspects of language tea chin g m ethodology, and m any cha pters w ould be excellent follow -up reading to the cha pters in this volum e. Nunan, D. Second Language Teaching and Learning.

Richards J. Renandya eds. Methodology in Language Teaching. Cambridge: Cambridge University Press. An ed ited collectio n of reprints on all a sp e cts of m ethodology, this volum e provides an overview of current ap pro ache s, issues, and pra ctice s in tea chin g English to speakers of other languages.

References Brown, H. In Richards, J. Krashen, S. Oxford: Pergamon. Principles and Practice in Second Language Acquisition. Terrell The Natural Approach. M oulton, W. N unan, D. The Learner-Centered Curriculum. Richards, J. Platt, and H. W eber The Longman Dictionary of Applied Linguistics. London: Longman.

Stevick, E. Memory, Meaning and Method Second Edition. Swaffar, J. Arens, and M. M organ Teacher Classroom Practices: Redefining method as task hierarchy. Modern LanguageJournal, What is listening? Every day we listen to many different things in many different ways. W hether it is conversation with a colleague, the T V news, or a new music C D , we listen. In this chapter, we will explore how listening works and ways to help learners becom e m ore effective listeners.

Listening is an active, purposeful process o f making sense o f what we hear. Language skills are often categorized as receptive or productive. Speaking and writing are the productive skills. That is, it requires a person to receive and understand incoming information input. For this reason, people sometimes think o f it as a passive skill. Nothing could be farther from the truth.

Listening is very active. As people listen, they process not only what they hear but also connect it to other information they already know. Listening is meaning based. W hen we listen, we are normally doing so for a purpose. Listening is often com pared to reading, the other receptive skill. W hile the two do share som e similarities, two major differences should be noted from the start.

Firstly, listening usually happens in real time. That is, people listen and have to com prehend what they hear immediately. There is no time to go back and review, look up unknown words, etc. To understand how listening works and how to teach it more effectively, start by thinking about your own listening. What have you listened to today? Write at least eight things.

Try to think of different types of things you have listened to. Background to the teaching of listening Historically, learning a foreign language meant learning to read and write.

Listening was virtually ignored. I draw near to the door. I draw nearer to the door. I walk. I draw near. I draw nearer. I get to the door. I get to. I stop at the door. I stop. Still later, the direct method, often associated with Charles Berlitz, prom oted the teaching o f listening com prehension and the idea that new teaching points should be introduced orally.

In the years follow ing W orld War II, the audiolingual m ethod came to dominate foreign language teaching. As in the direct method, these were presented orally, before the learner saw the written form.

Listening was seen as a major source o f comprehensible input. Language learning textbooks began including listening activities that were not simply presentation o f language to be produced.

They were listening activities for input, the beginning o f the kinds o f listening tasks com m on in books today. Think of your experience studying languages. Which of the ideas do you believe in?

Principles for teaching listening 1. Expose students to different ways of processing information: bottom-up vs. To understand h ow people make sense o f the stream o f sound we all hear, it is helpful to think about how we process the input. The distinction is based on the way learners attempt to understand what they read or hear.

Top-down processing is the opposite. Imagine a brick wall. If you are standing at the bottom studying the wall brick by brick, you can easily see the details. It is difficult, however, to get an overall view o f the wall. However, because o f distance, you will miss some details. And, o f course, the view is very different. It is not surprising, therefore, that these learners try to process English from the bottom up.

It can be difficult to experience what beginning-level learners go through. However, a reading task can be used to understand the nature o f bottom-up processing. Try reading the follow ing from right to left. However, word. Brown gives this example from a personal experience o f buying postcards at an Austrian museum: I speak no German, but walked up to the counter after having calculated that the postcards would cost sixteen schillings.

I gave the clerk a twenty-schilling note, she opened the till, looked in it, and said something in German. As a reflex, I dug in my pocket and produced a one-schilling coin and gave it to her.

I just needed my life experience. Schema are abstract notions we possess based on experiences. We need to help learners integrate the two. The following is m y own real life example o f how top-down and bottom-up processing can integrate: Visiting R om e, I was in the courtyard in front o f St.

I looked at her with a puzzled expression. W hat happened in this short interaction was a combination o f bottom-up and top-down processing. We were standing in front o f buildings.