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Exam Code: SK0-004 Practice exam 2022 by Killexams.com team SK0-004 CompTIA Server+ Install and upgrade server-class hardware.
Install and configure server NOS and applications software.
Configure RAID arrays.
Use management and monitoring tools.
Create disaster recovery plans.
Troubleshoot hardware, storage, networking, and software issues.
Exam Name CompTIA Server+
Exam Code SK0-004
Duration 90 mins
Number of Questions 100
Passing Score 750 / 900
Server Architecture 12%
1. Rack mount
1U, 2U, 4U
Cable management arms
3. Blade technology
Power supply sockets
Multiprocessor vs. multicore
Cache levels: L1, L2, L3
ECC vs. non-ECC
Number of pins
Static vs. dynamic
3. Bus types, bus channels and expansion slots
Height differences and bit rate differences
5. Hard drives
6. Riser cards
7. RAID controllers
10. USB interface/port
11. Hotswap vs. non-hotswap components
110v vs. 220v vs. -48v
208v vs. 440v/460v/480v
1-phase vs. 3-phase power
Server Administration 24%
1. Determine server role/purpose
2. Update firmware
3. BIOS/UEFI configuration
4. Disk preparation
File system type
Ext 2, 3, 4
5. Configure host name
6. Local account setup
7. Connect to network
8. Join domain/directory
9. Address security concerns
Compliance to company procedures/standards
10. Enable services
11. Install features/roles/applications/drivers
12. Performance baseline
Swap or pagefile optimization
13. Unattended/remote installations
Deploying images and cloning
1. Web server
2. Application server
3. Directory server
4. Database server
5. File server
6. Print server
7. Messaging server
8. Mail server
9. Routing and remote access server
10. Network services server
1. Local hardware administration
Virtual administration console
2. Network-based hardware administration
KVM over IP
3. Network-based operating system administration
1. Change management
2. Patch management
Operating system updates
Security software updates
Device drivers updates
Testing and validation
3. Outages and service level agreements
4. Performance monitoring
Comparison against performance baseline
Processes and services monitoring
5. Hardware maintenance
Check system health indicators
Replace failed components
Check proper air flow
Proper shut down procedures
6. Fault tolerance and high availability techniques
1. Asset management
Life cycle management
End of life
Change management policies
Service level agreement
3. Secure storage of sensitive documentation
1. Hosts and guests
2. Management interface for virtual machines
4. Hardware compatibility list
BIOS/UEFI compatibility and support
CPU compatibility support
5. Resource allocation between guest and host
Direct access (bridging) vs. NAT
1. Disk specifications
Seek time and latency
Hotswap vs. non-hotswap components
3. Hard drive vs. SSD
1. RAID levels and performance considerations
2. Software vs. hardware RAID
3. Configuration specifications
4. Hotswap support and ramifications
5. Hot spare vs. cold spare
6. Array controller
Battery backed cache
LUN and LUN masking
HBAs and fabric switches
6. Optical drive
7. Flash, compact flash and USB drive
1. Base10 vs. Base2 disk size calculation (1000 vs. 1024)
2. Disk quotas
4. Capacity planning considerations
Operating system growth
1. Multifactor authentication
Something you have
Something you know
Something you are
2. Security concepts
Keys and locks
1. OS hardening
Stopping unneeded services/ closing unneeded ports
Install only required software
Install latest operating system patches
2. Application hardening
Install latest patches
Disabling unneeded services/roles/features
3. Endpoint security
4. Remediate security issues based on a vulnerability scan
5. Hardware hardening
Disabling unneeded hardware and physical ports/devices
Disable WOL (Wake on LAN)
Setup boot order
Chassis locks/intrusion detection
2. Port security/802.1x/NAC
3. Router access list
5. Authentication protocols
10. Security zones
Public and private
Intranet and extranet
File vs. share
1. Storage encryption
File level encryption
2. Storage media
Zero out all sectors
1. Power concepts and best practices
Runtime vs. capacity
Automated graceful shutdown of attached devices
Periodic testing of batteries
Connect redundant rack
PDUs to separate circuits
Total potential power draw
Connect redundant power supplies to separate PDUs
Proper lifting techniques
Floor load limitations
Sharp edges and pinch points
Room and rack temperature and humidity
Monitoring and alert notifications
Rack filler/baffle/blanking panels
Hot aisle and cold aisle
1. IPv4 vs. IPv6
2. Default gateway
3. CIDR notation and subnetting
4. Public and private IP addressing
5. Static IP assignment vs. DHCP
Default domain suffix/search domain
10. MAC addresses
11. Network Interface Card configuration
1. TCP vs. UDP
2. SNMP 161
3. SMTP 25
4. FTP 20/21
5. SFTP 22
6. SSH 22
7. SCP 22
8. NTP 123
9. HTTP 80
10. HTTPS 443
11. TELNET 23
12. IMAP 143
13. POP3 110
14. RDP 3389
15. FTPS 989/990
16. LDAP 389/3268
17. DNS 53
18. DHCP 67/68
4. Cable placement and routing
Cable management trays
6. Bend radius
7. Plenum cables
8. Cable ties
Disaster Recovery 9%
1. Site types
2. Replication methods
3. Continuity of operations
Disaster recovery plan
Business continuity plan
Business impact analysis
Who is affected
What is affected
Severity of impact
Data vs. OS restore
2. Backup media
3. Media and restore best practices
Tape rotation and retention
4. Media storage location
1. Identify the problem and determine the scope
Question users/stakeholders and identify changes to the server/environment
Collect additional documentation/logs
If possible, replicate the problem as appropriate
If possible, perform backups before making changes
2. Establish a theory of probable cause (question the obvious)
Determine whether there is a common element of symptom causing multiple problems
3. Test the theory to determine cause
Once theory is confirmed, determine next steps to resolve problem
If theory is not confirmed, establish new theory or escalate
4. Establish a plan of action to resolve the problem and notify impacted users
5. Implement the solution or escalate as appropriate
Make one change at a time and test/ confirm the change has resolved the problem
If the problem is not resolved, reverse the change if appropriate and implement new change
6. Verify full system functionality and if applicable implement preventative measures
7. Perform a root cause analysis
8. Document findings, actions and outcomes throughout the process
1. Common problems
Onboard component failure
Incorrect boot sequence
Expansion card failure
Operating system not found
Power supply failure
2. Causes of common problems
Third-party components or incompatible components
Incompatible or incorrect BIOS
3. Environmental issues
4. Hardware tools
Power supply tester (multimeter)
1. Common problems
User unable to log on
User cannot access resources
OS boot failure
Cannot mount drive
Cannot write to system log
Slow OS performance
Patch update failure
Hangs no shut down
Users cannot print
2. Cause of common problems
User Account Control (UAC/SUDO)
Lack of hard drive space
Lack of system resources
Virtual memory (misconfigured, corrupt)
Print server drivers/services
3. Software tools
Monitoring tools (resource monitor, performance monitor)
Disk property tools (usage, free space, volume or drive mapping)
1. Common problems
Internet connectivity failure
DHCP server misconfigured
Non-functional or unreachable
Destination host unreachable
Default gateway misconfigured
Failure of service provider
Cannot reach by host name/FQDN
2. Causes of common problems
Improper IP configuration
Incorrect OS route tables
Firewall (misconfiguration, hardware failure, software failure)
Misconfigured NIC, routing/switch issues
DNS and/or DHCP failure
Misconfigured hosts file
IPv4 vs. IPv6 misconfigurations
3. Networking tools
1. Common problems
Slow file access
OS not found
Data not available
Unable to mount the device
Drive not available
Cannot access logical drive
Slow I/O performance
Multiple drive failure
2. Causes of common problems
Corrupt boot sector
Corrupt file system table
Improper disk partition
Cache battery failure
Cache turned off
Improper RAID configuration
3. Storage tools
RAID array management
Net use/mount command
1. Common problems
File integrity issue
Applications will not load
Cannot access network file/shares
Unable to open files
Excessive memory utilization
2. Causes of common problems
Intrusion detection configurations
3. Security tools
Anti-malware CompTIA Server+ CompTIA CompTIA learner Killexams : CompTIA CompTIA learner - BingNews
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https://killexams.com/exam_list/CompTIAKillexams : 5 Ways Teachers Can Collaborate to Support English Learners
When it comes to providing English learners with an equitable education, some researchers point to the need for more-strategic collaboration between general classroom and content teachers and multilingual specialists.
About 10 percent of all public school students were classified as English learners in 2019. While only 2 percent of all public school teachers teach English as a Second Language as their main assignment, 64 percent of all public school teachers have at least one English learner in their class, according to the latest federal data available, which is from the 2017-18 school year.
At the Sept. 28 to 30 conference of the WIDA consortium—which offers language assessments for English learners in 36 states, several U.S. territories, and federal agencies such as the Bureau of Indian Education—tips and tricks were shared on how to best meet the needs of this growing student population, including the call for collaboration among educators.
Andrea Honigsfeld, a professor of teacher education for teachers of English to speakers of other languages, or TESOL, at Molloy University in New York, and Valentina Gonzalez, an educational consultant and author for Seidlitz Education, a consulting group for those working with multilingual learners, presented actionable practices that teachers can use when working with English learners and multilingual certified in their districts.
The hope is that if all educators in a district view multilingual learners as their students, rather than just the responsibility of certified or an add-on to their already packed workload, it prevents marginalization of these students and benefits teachers as well.
“When we collaborate with one another, we’re reducing the workload we have,” Gonzalez said.
The co-presenters shared the following five key strategies to bring about effective collaboration.
Collaboration starts at planning meetings. Schools should create opportunities for at least a weekly common planning time where grade-level teams at the elementary level, or content-area certified at the secondary level, can work together with the English language development team or specialists. They would examine the curriculum and plan out how they will scaffold and differentiate instruction for multilingual learners and others who need the extra support, Honigsfeld said.
In an ideal world, she added, administrators would set up two of these weekly planning periods so that one could be a larger group or team meeting to focus on questions such as what are the curricular goals and grade-level standards. The second meeting would dive deeper into students’ individual and group needs.
Questions in these collaborative planning meetings should also consider: what type of academic language and literacy opportunities are embedded in the lesson; how can teachers ensure all students can be successful and participate fully; and how to use scaffolding to ensure students understand the content while being appropriately challenged.
Intentional partnership building
At some point during the school week there may be teachers who are doing exemplary work when it comes to supporting multilingual learners alongside their peers and others who are still learning what strategies work best. This is where educators can intentionally build bridges by, for example, inviting colleagues to visit during certain class periods to either observe or offer feedback, Honigsfeld said.
“Many seasoned teachers might have started out their careers with the notion of ‘my classroom, my kids, I close the door and behind the door it’s my way of reaching these students,’ ” Honigsfeld said. “And with the best of intentions, we’re creating silos or pockets of excellence.”
In cases of resistance to such partnerships or to partnerships with a specialist within the classroom, finding ways to build trust among colleagues is key, Gonzalez said.
“Sometimes just talking less and listening more offers the other partner space to contribute, aiming for parity in the lesson, aiming for parity in the classroom, or in planning, and sharing the spotlight with one another,” she added.
Content and language integration
The ability to incorporate academic language lessons into a multitude of subjects is key for supporting multilingual learners and their peers.
For instance, in math class, teachers can think about typical sentence structures that the students use in a math lesson, such as the comparative forms of “less than” or “greater than.” Within the math lesson, teachers can explore these language forms and other nuances of academic language (such as using “than” rather than “then”) as part of the content area, Honigsfeld said.
Integrating content and language also means coming up with creative opportunities for class participation like a talking activity where students articulate the thinking that goes beyond solving a math problem.
And teachers must remember that “every student, even your highly gifted monolingual, English-speaking student will be an academic language learner,” Honigsfeld added. “It’s not an add on, it is not something that now we’re taking away time from all the other students. Instead, we’re supporting all students in their academic language development.”
Honigsfeld and Gonzalez advocate for teachers to use technology as a tool both for collaborating with fellow colleagues (such as sharing resources on Padlet), and for better engaging all students, and particularly English learners.
Multilingual learners, for instance, can benefit from watching prerecorded lectures they can pause and rewind and then dig deeper into with the teacher in class. This is something that can benefit their monolingual peers as well, Honigsfeld said.
Tools like Flipgrid can also allow students to record themselves, so they respond orally rather than in writing and practice that aspect of language acquisition.
Coaching and consultation
Recognizing that there are school districts that struggle to recruit and retain enough certified to support their English learners and the heavy workloads teachers already have, coaching and consultation among educators in a school is helpful, Honigsfeld said.
This can look like teachers across class periods sharing materials and strategies to support multilingual learners since they each only get about 15 or 30 minutes to work directly with these students, she added.
It goes back to the importance of all educators thinking of themselves as the teachers of multilingual learners even when that student population isn’t as sizable in their school as other groups. And district and school administrators play their own role by giving teachers the time and resources needed to make all five of these strategies work, Honigsfeld said.
Fri, 07 Oct 2022 10:59:00 -0500entext/htmlhttps://www.edweek.org/teaching-learning/5-ways-teachers-can-collaborate-to-support-english-learners/2022/10Killexams : District LCAPs lack detailed goals for English learners, report saysKillexams : District LCAPs lack detailed goals for English learners, report says | EdSource
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School districts continue to lack detailed plans for how they will Excellerate education for English learners, according to a new report from Californians Together and the Center for Equity for English Learners at Loyola Marymount University.
The report is based on an analysis of the Local Control Accountability Plans for 2021-24 from 26 public school districts that serve either high percentages or high numbers of English learners. The analysis was conducted by a team of educators, researchers and advocates from across the state, and is the fourth published by Californians Together. The group also analyzed LCAPS in 2015, 2017 and 2018.
“These findings reveal that nine years into Local Control Funding Formula, seven years of LCAP implementation, and two years after the exacerbation of systemic inequities by the devastating effects of the pandemic, the search for equity continues to mirror the search for “a needle in a haystack,” stated Magaly Lavadenz, one of the authors of the report, in a news release.
The report finds that many districts did not go into detail about how they would serve English learners. Many did mention subgroups of English learners, such as long-term English learners and newcomer students, but did not describe in detail how they would serve these subgroups differently.
In addition, the analysis found that most districts did not set goals to close achievement gaps for English learners. For example, districts set out goals to decrease the high school dropout rate by the same percentage for all students, despite the fact that English learners drop out at a much higher rate than all students.
The lack of a systematic approach to professional development for teachers of English learners was also a key finding of the report.
The authors recommend that the state begin to require districts to identify differentiated goals for English learners and other groups, to close achievement gaps. In addition, they recommend that county offices of education make sure staff with expertise in English learners review district LCAPs and closely monitor districts’ goals.
Thu, 13 Oct 2022 04:05:00 -0500entext/htmlhttps://edsource.org/updates/district-lcaps-lack-detailed-goals-for-english-learners-report-saysKillexams : How MNPS Is Investing in Its English Learners, and How It Could Do Better
According to Metro Nashville Public Schools’ open data portal, of Nashville’s roughly 82,600 students, 22,069 — about 27 percent — are active English learners or have transitioned out of the district’s English Learners program within the past four years. These students bring 129 languages to the district and represent 145 countries. The top five most-spoken non-English languages are Spanish, Arabic, Kurdish, Somali and Burmese.
But multilingual students represent much more than numbers and data points. They and their families have a lot to offer to the district. Former English learners include MNPS student board member Abenezer Haile and former student board member Angelie Quimbo. Quimbo was also a co-valedictorian at Hillwood High School — one of the 18 2021-22 valedictorians and salutatorians who, at some point in their education, received services through MNPS’ Office of English Learners. MNPS’ executive director of English Learners Molly Hegwood tells the Scene that many students who exit the EL program outperform their peers whose primary language is English.
Audrey Sika Mvibudulu-Feruzi was an EL student who later became an EL teacher, though she’s since moved out of the district. “Initially, when I went to college, I just wanted to be a general teacher,” Mvibudulu-Feruzi tells the Scene via Zoom. “After two years and a half in, I just told myself, ‘No, let me work with the EL population, that’s where my heart is at, that’s where I came from.’ ” Drawing from needs she had as a student, Mvibudulu-Feruzi created an afterschool program that helped EL students take charge of their education.
There are many roles within the district that support EL students, from immigrant youth transition certified to EL teachers, parent outreach translators, student ambassadors and more. There’s also the more targeted Students With Interrupted Formal Education program for those who have large gaps in their education — typically refugees or asylees. The state requires a ratio of one EL teacher for every 35 students. MNPS has only 67 in-person interpreters to serve the thousands of students who are active or exact English learners — along with their families — but the district also utilizes an over-the-phone interpretation service, which it was able to expand using federal COVID-19 relief money. Those dollars also provided more opportunities for teachers to get EL certifications, but whether those resources will continue at this level when those dollars run out remains to be seen.
As is the case throughout MNPS, EL students could certainly benefit from more staff support. Though the district was not able to provide exact vacancy numbers in time for the publication of this article, Hegwood tells the Scene: “I wouldn’t say our staffing is any better or worse than any of the other areas. It’s very similar in the sense of trends across the district.” Efat Welson is an MNPS interpreter and a translator for the special education department. She tells the Scene she’d still like to see the district hire more interpreters — a request she made directly to the board of education in April.
EL teachers who work with students are not interpreters, and they don’t necessarily speak the languages of the students they serve. “Teacher fluency in the students’ native language is not required for strong English language instruction, but it certainly is a plus,” says former school board member Gini Pupo-Walker, who directs equitable-education advocacy group Education Trust in Tennessee. “That said, hiring bilingual staff at all levels is important and should be a priority for districts.”
Serving multilingual families means more than providing interpreters and classroom assistance. It takes a spectrum of wraparound services to truly support students — EL and otherwise — but those services aren’t always executed perfectly. While the district has interpretation services, for example, it can be difficult for some families to know how to access them.
“I think there’s a lot of information that’s available — I don’t think there’s enough information that’s accessible,” says Maria Paula Zapata, director of programs at community nonprofit Conexión Américas. “And that point of, ‘How does it become accessible?’ I think is a greater question that we would need to involve families to really get at, like what does that mean?”
Conexión Américas has a Parents as Partners program that allows Spanish-speaking parents to connect with one another and learn about the school district. Zapata describes the program as a “really beautiful peer-to-peer model, where it’s not just a staff member saying, ‘Here’s what you need to do.’ But it’s actual parents saying, ‘Hey, I’ve gone through this program as well. I’ve had children in the school system … and here’s some things that we think can be helpful.’ ”
While programs like these are often helpful, they don’t exist in all languages spoken in the district.
MNPS leverages outside support through its Community Achieves initiative, which connects students and their families with services that can tend to a range of needs. There’s also a collaborative effort from local organizations, led by Nashville’s teachers’ union, the Metropolitan Nashville Education Association, to implement their own community schools model.
Zapata notes that details matter. Bilingual signage and friendly staff can be the difference between a positive experience with the district or a negative one. “The warmth of your front office? It is a really big indicator of whether families feel included in your school,” she says.
Like many students, English learners could benefit from more support. This can mean donating resources, donating money to organizations that support them, tutoring kids and responding to schools’ specific needs. Also, as Mvibudulu-Feruzi points out, “Just take the time to learn where children are coming from. … I know that when I was younger, when I had an educator … who was interested in my culture or interested in where I came from, or even interested in me having a different accent than the Southern accent … that brightened my day. That made me feel safer at school. [It’s also important to make sure you’re not] looping everyone into one culture because we don’t all have one culture, and even within a culture, there are subcultures.”
“We need to start seeing EL students not for the additional supports that they may need, but how much potential they have to shape and contribute to our community — if we provide them all the things they need to be successful,” says Zapata. “If you want [a] multicultural, multilingual, diverse workforce … you need to invest in them now. Otherwise, we’re losing out on everything that we say we want for the future. And I think that that’s the most important [thing]. We’re not talking about poor little kids who don’t speak English now, we’re talking about the future of a multicultural workforce.”
Fri, 14 Oct 2022 05:52:00 -0500entext/htmlhttps://www.nashvillescene.com/news/citylimits/how-mnps-is-investing-in-its-english-learners-and-how-it-could-do-better/article_63b4a83a-4684-11ed-a2e0-83a106c4a33c.htmlKillexams : How do digital navigators help adult learners in Philadelphia?
To reach true digital equity, offering access to devices and the internet is not the only work to be done. Providers must also ensure that the people they’re serving know how to use this technology.
The 2022 Technology Learning Collaborative conference gathered experts to share what they are doing to boost digital literacy in Philadelphia. The session “Supporting Digital Access and Literacy for the Adult Learner: Experiences Providing Digital Navigation Support and Using Northstar in the Classroom” featured panelists who help community members develop basic tech skills.
That includes involvement in the digital navigator program established by the City of Philadelphia in 2020, which connects residents to individualized tech support via helpline or in-person guidance. Most commonly, panelists said, people who seek out this program need help with getting info on low-cost internet options, accessing free or affordable devices, and enrolling in digital literacy and other adult ed programs.
The panel featured:
Here are the big takeaways from their discussion:
Adult learners have a range of needs
Beyond Literacy supports adults and families as they gain literacy skills, including digital literacy workshops and a student support program for adult learners. Farrell said digital skills building has always been part of the curriculum at Beyond Literacy, but wasn’t as highly used until the pandemic forced previously IRL activities online. The nonprofit switched to online classes and provided more tech support for its students as they navigated those changes.
Beyond Literacy has since become involved in the City’s digital navigators program. Smith said the org also uses the online learning program Northstar Digital Literacy as a way to gauge what skills learners already have so it can build upon them.
“It’s a way to answer the question, ‘Do learners need support with basic digital literacy?’ And we find that also the certificates offer a lot of incentive for folks to move on to the next assessment,” Smith said.
Boateng and Heil from the Office of Children and Families said their office can cover the costs of the Northstar program subscription for local orgs. They are also able to offer advice on how to best use the program with the staff and resources a given program has, and are developing professional development workshops to implement as well.
Boateng noted that an important aspect of this work is using digital literacy skills in other adult learning classes, such as ESL or GED classes: “Getting people involved in digital literacy, even though someone might need help with a computer, that’s not always the driving force to get to a class,” she said. “It’s sometimes like, ‘I want a GED’ — ‘Oh, while you’re here, let’s also get computer help.’”
What makes a good digital navigator?
The ExCITe Center provides digital navigator help, too, acting as a digital support staff for the community and connecting Philadelphians with resources. Sato said Drexel’s digital navigators program has been operating since spring 2020, and in that time, the ExCITe Center has been able to provide out over 360 computers to individuals expressing a need. It’s also trained about 20 digital navigators, most of whom are university students, she said.
“We just want people to know that there’s help out there for you. You just gotta look for it,” Sato told Technical.ly after the panel. “The digital landscape is constantly evolving. It’s very scary, but no, you’re not alone. We’re here to walk through the process of starting your journey with getting digital skills.”
A good digital navigator is someone who enjoys talking to and helping people, she said. Anyone can be trained to communicate technical information; it’s most important that the communicator is personable. Farrell said there’s also a case management component to it — that’s it’s important for digital navigators to follow up with the people they’re helping.
“A digital navigator really should be there to not just do the handoff referral, but also follow through on whether the service was received or what kind of issues might have impacted that,” Farrell said. “Maybe just a nudge, encouragement or really like problem solving if there was an issue.”
Collaboration for a shared mission
Sato told Technical.ly that Philly’s digital literacy programs are collaborative, so if one doesn’t offer what you need — ESL support, getting a GED or getting a device — it’s as simple as calling up another program and asking if they can help, “so we don’t have to reinvent the wheel.”
“There’s often shared stories or shared practices,” she said. “Having a collective is always better than being individual, I think we’ve learned especially during the pandemic. It’s always better to be collaborative.”
Sarah Huffman is a 2022-2023 corps member for Report for America, an initiative of The Groundtruth Project that pairs young journalists with local newsrooms. This position is supported by the Lenfest Institute for Journalism.-30-Mon, 10 Oct 2022 06:47:00 -0500entext/htmlhttps://technical.ly/diversity-equity-inclusion/digital-navigators-adult-learners-philly/Killexams : Nation's largest Hispanic Serving Institution FIU joins tech training initiative
The MarketWatch News Department was not involved in the creation of this content.
Nation's largest Hispanic Serving Institution FIU joins tech training initiative
Oct 11, 2022 (PRNewswire via COMTEX) -- PR Newswire
MIAMI, Oct. 11, 2022
Florida International University partners with SkillStorm to expand access to industry-recognized credentials; create pathways to career mobility in tech industry
MIAMI, Oct. 11, 2022 /PRNewswire/ -- Florida International University (FIU) has joined an initiative designed to help students access the skills and credentials necessary to succeed in high-demand technology careers. Through a partnership with the tech talent platform SkillStorm, FIU students can now participate in courses that lead to credentials from the country's leading tech companies, including AWS, Salesforce, CompTIA and Pega.
"As one of Florida's largest institutions, we have a responsibility to prepare our students to navigate a rapidly evolving and increasingly digital labor market," said Bridgette Cram, Interim Vice President, Innovative Education & Student Success at Florida International University. "Partnerships like this one, which will draw on SkillStorm's unique training model and deep relationships with major tech employers, are helping us realize that mission -- and fulfill our role as an engine of economic mobility throughout the state."
Though Hispanics make up nearly one-fifth of the U.S. workforce, they are just 7 percent of the tech workforce, according to exact research from the Aspen Institute and the Kapor Center. As the country's largest Hispanic Serving Institution (HSI) with more than 32,000 students who identify as Hispanic or Latino, FIU is uniquely positioned to help close this persistent gap by expanding access to the credentials that are most in-demand among technology employers today.
FIU's partnership with SkillStorm includes the Accelerator Program . SkillStorm's Accelerator Program provides online, asynchronous and traditional training courses to help students gain certification in AWS, Salesforce, CompTIA and Pega.
"Our work is rooted in the belief that closing skill gaps and creating pathways to economic mobility are, in many ways, two sides of the same coin," said Joe Mitchell, COO at SkillStorm. "Together with FIU, we're enabling more students to learn the skills that lead to success in today's world of work, and expanding access to economic opportunity for those who stand to gain the most from the promise of higher education."
The certifications provided through these partnership tracks are designed for students and professionals at any stage of their educational or career journey. Many of FIU's certification courses will offer students the flexibility to attend when convenient, while providing access to one-on-one training from industry-certified instructors.
About FIU Florida International University is a top public university that drives real talent and innovation in Miami and globally. Very high research (R1) activity and high social mobility come together at FIU to uplift and accelerate learner success in a global city by focusing in the areas of environment, health, innovation, and justice. Today, FIU has two campuses and multiple centers. FIU serves a diverse student body of more than 58,000 and 290,000 Panther alumni. U.S. News and World Report places dozens of FIU programs among the best in the nation, including international business at No. 2. Washington Monthly Magazine ranks FIU among the top 20 public universities contributing to the public good.
About SkillStorm SkillStorm is bringing together Fortune 500 employers, universities, and government agencies to build tomorrow's highly skilled tech workforce. Through partnerships with platforms like Pega, Salesforce, AWS and ServiceNow, we help working learners and aspiring tech experts build in-demand skills and earn industry-recognized certifications to compete in an increasingly dynamic economy. Our work is rooted in the belief that closing skill gaps and boosting economic mobility are two sides of the same coin, and that new approaches to training can help to both expand the pool of skilled tech talent and create new pathways to opportunity.
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Tue, 11 Oct 2022 06:44:00 -0500en-UStext/htmlhttps://www.marketwatch.com/press-release/nations-largest-hispanic-serving-institution-fiu-joins-tech-training-initiative-2022-10-11Killexams : Can You Get Car Insurance With A Learner’s Permit?
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New drivers with a learner’s permit should have car insurance while learning to drive, even though they are not yet fully licensed.
The good news is that teenage drivers with a permit may already be covered by a parent’s car insurance policy. If you are the parent of a freshly minted driver with a permit, adding them to your policy likely will not cost you anything. The rate increase will come later when the young driver gets their license.
Do You Need Auto Insurance With a Learner’s Permit?
Every driver on the road should have car insurance, including those driving with a learner’s permit.
Depending on the state, a teenager with a learner’s permit may not be legally required to have car insurance. But insurers typically require all drivers in your household to be listed on your insurance policy.
If someone with a learner’s permit is driving your car, it’s best to inform your insurance company. If you don’t inform your insurer and your teen gets in an accident, the insurance company could deny your claim.
When your child is ready to get their learner’s permit, call your insurance company to let them know. If, however, you do not want your teen on your policy, you should exclude the driver from coverage.
How Can You Get Insurance with a Permit?
Drivers with a permit can be added to a parent’s car insurance policy or they can buy their own.
Adding a permit holder to a parent policy
If your teen is a new driver who still lives at home, adding them to your car insurance policy is the easiest way to secure coverage.
Adding a driver with a permit to your existing policy likely won’t cost you anything until the driver gets their license. So, if your teen takes two years to learn how to drive with a permit, you can enjoy that time without an increase in your car insurance rate.
First-time drivers can buy their own car insurance policy, but this is usually more expensive than adding them to an existing parent’s policy.
Buying your own car insurance policy may be your only option if:
You are an adult driver with a permit
You are a teenage driver whose parents do not have car insurance
You are a young driver who does not share a permanent address with your parents
You are an emancipated minor
You’ve bought your own car
How Much Car Insurance Do Learner’s Permit Drivers Need?
Drivers who are learning with a permit will need to meet state minimum car insurance requirements, either through their parent’s policy or their own. Most states require a minimum amount of liability auto insurance, and some have additional requirements, such as personal injury protection coverage.
For instance, Florida requires drivers to have at least:
$10,000 in liability coverage for bodily injury damages for one person
$20,000 in bodily injury coverage per accident
$10,000 in liability coverage for property damage
$10,000 in personal injury protection coverage
If a new driver causes an accident, having only the state minimum amount of car insurance will likely not be enough. As a good rule of thumb, you should make sure to have enough liability insurance to cover what you could lose in a lawsuit after a car accident.
How Much Is Car Insurance for New Drivers with a Permit?
If you’re a parent, it likely won’t cost anything to add a new driver with a permit to your car insurance policy. But, once the driver becomes fully licensed, your car insurance premium will increase significantly.
Average rate increase to add a teen driver to a parent policy
How Can Parents Save on Car Insurance?
Parents adding a teen driver to their policy can save on car insurance by:
Checking for discounts. Many insurers offer car insurance discounts that apply to teen drivers, such as good grade discounts and student away from home discounts.
Bundling your policies. You could save on premiums by buying auto insurance and homeowners insurance (or renter’s insurance) from the same insurer.
Driving safely. Insurance rates tend to go up after a speeding ticket or accident, so encourage safe driving habits for the whole family.
Best Car Insurance Companies 2022
With so many choices for car insurance companies, it can be hard to know where to start to find the right car insurance. We've evaluated insurers to find the best car insurance companies, so you don't have to.
Car Insurance for Permit Drivers FAQ
Does it make sense for a permit holder to buy their own car insurance?
No, it does not make sense for a permit holder to buy their own car insurance unless they have to.
Scenarios where a permit holder may be required to buy their own policy include if they don’t have a parent or guardian with auto insurance, they no longer live with a parent or they buy their own car.
How much will a policy increase by adding a teen driver?
The average cost of adding a young driver—age 16 to 21—to a married couple’s car insurance policy is $1,951 a year, according to a Forbes Advisor analysis of rates from top 11 insurance companies across the nation.
With that in mind, those hoping to find the best cheap car insurance for teens should shop around and compare premiums with at least three or four different insurance companies.
Tue, 11 Oct 2022 01:52:00 -0500Holly Johnsonen-UStext/htmlhttps://www.forbes.com/advisor/car-insurance/can-you-get-insurance-with-a-permit/Killexams : Thousands of learners await placement for 2023 school year
Thousands of parents and guardians who submitted applications for Gauteng learners going into grades one and eight next year will find out from Monday to 30 November which schools they will be placed in, said education MEC Panyaza Lesufi.
The Gauteng education department’s admissions portal, which was launched online in 2016 to streamline the process, received its highest number of applications ever after applications for the 2023 school year opened in July, he said.
Parents applying for their children were able to join an “e-queue” at five schools at the same time. From Monday, they will be sent text messages with offers of placement, and must respond within seven days, Lesufi said at a media briefing at Hoërskool Menlopark in Pretoria.
He said 764 062 applications were submitted and processed for grades one and eight. Of these, 330 227 were for grade one pupils, and 457 433 for grade eight.
But only 332 477 — or less than half — learners have been placed in their first choice schools because of limited spots available and based on the placement criteria.
He said learners are placed in a school based on specific criteria, rather than on a first come, first served basis. The criteria for placement into Gauteng public schools is home and work addresses in the school’s feeder zone; which schools the siblings of a prospective learner go to, and whether the home address is in a 30km radius of the school.
“We come from an era where our schooling system was divided into two parts — those who are privileged and those who are not privileged,” said Lesufi.
“Parents and guardians had been faced with many challenges such as applications not being accounted for; surnames being used as a tool to eliminate them; and being told the school is full before entering the premises.
“We want to encourage people to learn closer to where they stay. The first key criteria is home address. If you stay closer to the school, the better … If you have a sibling in that particular school, this will also prioritise you so parents don’t have to drop one child at one school and drive to another.”
Pressure high schools
The education department had identified 275 primary schools and 221 high schools where the number of applications exceeded the number of learners the schools could accommodate, Lesufi said, but added that every child would be placed.
Primary schools in the Pretoria North district ranked among the top three high-pressure schools. Laerskool Akasia received 1 538 applications but could only accept 255; Laerskool Theresapark received 1 172 applications but could accommodate 210 learners, while Laerskool Rachel de Beer could only accommodate 211 learners of the 1138 who applied.
“The most sought after school in our province is Hoërskool Langenhoven,” said Lesufi, adding that 2 607 parents applied for placement at the school, which could only accept 300 grade eight learners.
Other high-pressure schools were Alberton High School, which could only accept 210 of the 2 488 applicants, and Parktown Boys’ High, where only 152 out of 2 328 learners could be accommodated.
Lesufi said the high volume of applications to these schools was in line with new urban developments in the areas. For example, new developments in Alberton were the reason for the more than 2 000 applications to Alberton High School.
“Two thousand three hundred [learners] is two new schools. That means around that area we need to build two new schools as a department,” Lesufi explained. “Almost 2 100 parents who want to take their children there, will unfortunately not be in the position to take their children there.”
The online application portal — which has in the past been notoriously glitchy for users — doubles as a tool for the education department to plan where to build new schools based on where parents want to send their children, and in areas where they are needed.
“I think many people feel that we have taken this route for purposes of frustrating them, for purposes of placing them with an unacceptable level of anxiety, but with online registrations, you can queue at five schools at the same time. Your forms will be accounted for, your application will be accounted for and we can be in a position to trace each and every application,” said Lesufi.
“We have identified 599 additional primary school classrooms and 698 additional classrooms in secondary schools. With all these interventions, unfortunately it will not be possible to accommodate all applicants to schools they prefer. However, all applicants will be placed at schools with available space.”
The MEC said the most sought after township school was Phumlani Secondary School in Germiston, adding: “They can only take 200 learners, but we have 2 228 applications received in that area.”
He attributed the high volume of applications to the school’s language policy, which incorporated three to four popular languages.
Mon, 03 Oct 2022 04:30:00 -0500Kimberley Schoemanen-ZAtext/htmlhttps://mg.co.za/education/2022-10-03-thousands-of-learners-await-placement-for-2023-school-year/Killexams : Are today’s learner drivers ready to swap to electric cars?
Obviously, the other major part of this equation is the learners themselves, so what do they think? Seventeen year old Ella Woolley recently passed her test and was full of praise for the EV experience. “I absolutely loved it. The opportunity to learn in an EV was great, and the only thing to get used to was the lack of noise. But what I also noticed was that learning in a larger car [the Peugeot e-2008] gave me added confidence, and I feel like I could drive anything now. For anyone thinking of learning in an automatic, I’d definitely recommend it.”
Incidentally, it’s difficult to establish the number of driving tests taken in an EV because the Driver & Vehicle Standards Agency bundles them in with automatic cars, but their figures do show that those are rising while the number of manual tests are falling.
One last thing we’ve not yet touched on is cost. For learners it’s comparable to a conventional automatic car, so only slightly more expensive than a manual. For instructors, The AA says that a franchise costs from £219 per week, and although higher than for a petrol model (the equivalent Peugeot 208 is £169 per week) taking into account the fuel and recharging costs sees the electric car come out fractionally cheaper overall.
As for the experience as a whole, the ringing endorsements from instructor and learner alike are clearly good news for the industry as we make the transition to an electrified future. We’ve certainly come a long way from the noisy old Austin Metro that this writer passed his test in, but for those getting behind the wheel for the first time there certainly seems nothing to fear from going electric.
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Sat, 08 Oct 2022 23:31:00 -0500en-GBtext/htmlhttps://www.telegraph.co.uk/cars/features/todays-learner-drivers-ready-swap-electric-cars/Killexams : Engineering school empowers learners with critical skills suitable for the mining sector
The learners of Ekangala Engineering School of Specialisation are obtaining a range of critical skills suitable for the mining sector, thanks to a new curriculum.
The new school of specialisation is the 21st to be launched by Gauteng Education MEC Panyaza Lesufi, and its curriculum focuses on skills needed in the mining sector.
It is located at Ekangala in Bronkhorstspruit, which is home to several mines, including Petra Diamonds in nearby Cullinan.
School principal Zanele Tjiana says the idea to change the name and curriculum of the former Ekangala Comprehensive High School to Ekangala Engineering School of Specialisation came from the Premier’s Office.
“I supported the idea and highlighted the fact that many people in our community are unemployed because many factories have shut down. The school now focuses on mining because Ekangala is surrounded by mines,” she says.
The school now offers technical subjects and a dynamic curriculum that teaches welding, fitting and turning, automotive mechanical engineering, electrical engineering, excavation and mining skills.
According to MEC Lesufi, exact statistics show that 85% of matric learners go to university after matric and become academics. Schools of specialisation will help create more artisans and technically skilled people.
“Learners in such schools will be able to either work immediately at industry-leading companies, or they will embark on entrepreneurship and start their own businesses,” he says.
The school has partnered with Petra Diamonds to arrange field trips for the learners to the mines so that they can explore career opportunities in the industry.
Petra is also sponsoring bursaries for learners from Grade 10 right through to tertiary level. Currently, three youngsters have bursaries to study at the University of Pretoria.
Two of them achieved 100% in mathematics and physical science. A Grade 10 learner is also benefitting from the partnership.
School fees are R800 per year and in exchange, learners receive a quality education. According to the Department of Basic Education, if parents who, for whatever reason, cannot afford school fees and needs assistance to apply for exemption or lodge an appeal, they may request the school fees committee chairperson or any members of the School Fees Committee to assist him or her in making the application.
The School Fees Committee must respond in writing to the parents on the outcome of their application within 14 days of applying. The school achieved an 80% matric pass rate in 2021 and hopes to increase this to 90% this year.
There are currently 1 061 learners from Grade 8 to Grade 12. One learner, Sihle Sibanyoni (17), who is in Grade 11, enjoys electronics, technical mathematics and technical sciences subjects.
“I want to become an electrical engineer and ‘the next big thing’ in the mining industry,” she says.
To be admitted to the school, applicants who have passed Grade 7 must pass an aptitude test with an average of 60% in mathematics, English and natural science.
Thu, 13 Oct 2022 19:01:00 -0500en-ZAtext/htmlhttps://www.sowetanlive.co.za/sebenza-live/2022-10-14-engineering-school-empowers-learners-with-critical-skills-suitable-for-the-mining-sector/Killexams : Cartier proving to be quick learner for improving Notre Dame football defense