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BH0-010 - ISEB Certified Tester Foundation Level (2010 Syllibus) - BrainDump Information

Vendor Name : ISEB
Exam Code : BH0-010
Exam Name : ISEB Certified Tester Foundation Level (2010 Syllibus)
Questions and Answers : 120 Q & A
Updated On : December 14, 2018
PDF Download Mirror : BH0-010 Braindumps
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BH0-010 exam Dumps Source : ISEB Certified Tester Foundation Level (2010 Syllibus)

Test Code : BH0-010
Test Name : ISEB Certified Tester Foundation Level (2010 Syllibus)
Vendor Name : ISEB
Q&A : 120 Real Questions

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ISEB ISEB Certified Tester Foundation

what's an ISEB certificate? | killexams.com Real Questions and Pass4sure dumps

what is an ISEB manager's certificates in IT carrier administration? and can you inform me what ITIL is? These both have been requested in a recent job description.For assistance about the ISEB manager's certificates in IT carrier management, please see this internet web page. you're going to also are looking to examine the guidelines at this site.

so far as i will inform, this is knowledgeable construction effort that combines working towards and assessments to increase already-certified managers -- who need to first achieve an ISEB/EXIN groundwork certificate in IT provider administration (or the ISEB network provider administration certificate, which gives exemption) -- into extra senior certifications within the certain areas of provider help or service beginning.

as far as ITIL goes, that refers back to the IT Infrastructure Library, a mostly European approach to managing IT services, supported by using British typical 15000 (BS15000). See this web web site for more counsel.

It sounds such as you're given that employment someplace in the European Union, if not within the UK. decent good fortune and hope that helps!


Quexst Brings suggestions techniques route To India | killexams.com Real Questions and Pass4sure dumps

tips methods Examination Board (ISEB), a universally recognized qualification offered through the British computer Society (BCS), hitherto might simplest be bought by really giving the examination within the UK, can now be given sitting right right here in India. This has been made possible due to the alliance solid by Pune-based Quexst pals with UK-based mostly Unicom Seminars Ltd.

speaking to CXOtoday, Vandana Dandekar, joint chief govt officer of Quexst, mentioned, “ISEB is a single certificate route touching all essential areas of advice methods (IS) including administration, construction, provider beginning, and exceptional.”

in accordance with Dandekar, corporates like Satyam have their employees licensed the entire way from UK. despite the fact, with this alliance, Quexst turns into the primary enterprise to bring the ISEB practising in India. The BCS in association with Unicom would deliver the classes in India.

Quexst presents exhaustive training that customarily stretches between three to 5 days. The examination is supervised through the desktop Society of India, while the papers are corrected by the BCS. The certification too is awarded from BCS.

when it comes to eligibility, aside from the necessary graduation, the degree of content material is such that it necessitates fingers-on utility construction adventure of two to three years.

cost-intelligent she mentioned it is comparatively less high priced than what is offered in UK. Disclosed Dandekar, “The route price levels from Rs 15,000 to Rs forty,000, while the examination expenses could be between Rs 5000-7000.”

So, who are their target audience?

Says Dandekar, “In view of the steep expenses of the courses, we expect company sponsorships for employees who would like to soak up the path. additionally, when builders are ISEB-certified, IT companies can derive better mileage in terms of positioning their products or services within the global markets, chiefly within the European market.”

under the present agreement with Unicom, Quexst will present the lessons in Delhi, Calcutta, Pune and Mumbai. meanwhile within the Southern belt, they plan to offer it in two facilities from the three zeroed right down to particularly, Hyderabad, Chennai, and Bangalore. Six months later, they plan to present it in cities akin to Nagpur, Indore in view that these are feeder towns to the IT industry.

Quexst friends presents services in application checking out, system consulting and practising services.


Athlone Investments Closes Acquisition of African Telecom and statistics Centre issuer | killexams.com Real Questions and Pass4sure dumps

TEL AVIV, ISRAEL--(Marketwired - Aug. 28, 2014) - Athlone Investments limited (the "business")(ATL:TA)(TASE:ATLN) is comfortable to announce it has accomplished the previously introduced Transaction (the "Transaction"), in which the enterprise has got 75% of Vaninga & Investimentos Limitada ("Vaninga"), a Mozambican telecom and statistics centre issuer.

In connection with the Transaction, two new contributors have joined the Board of administrators, being Gordon Edwards as govt Chair and Ross Macdonald as the incoming CEO.

Gordon was a co-founder of international IT powerhouse Datatec. His role become to extend the enterprise internationally where he become responsible for a large number of acquisitions and speedy corporate growth. Datatec turned into nominated as South Africa's most world company for three years in a row in the late 1990's. all through this time Gordon additionally served on Microsoft's Mobility advisory board. Gordon's historical past is in ICT infrastructure, telecoms and application software.

Ross was a member of the founding crew of South African Telecom colossal MTN. He turned into liable for the vision and approach for MTN's Pan-African expansion. travelling the continent within the late 1990's and early 2000's he identified and engaged native partners, regulators and government officials and secured the primary half dozen cell licenses that formed the groundwork for MTN's later international enlargement. the bulk of MTN's operations had been later bought in a single transaction when they bought Investcom in 2006. His heritage is in engineering, finance and method with a robust emphasis on rising markets.

Stan Bharti Co-Chairman, stated, "we're very excited in regards to the potentialities of the new APIO and its keystone acquisition Vaninga. we are neatly placed to develop into the dominant facts centre provider in Mozambique, initially, and thereafter to expand and turn into a big participant across Africa. The management team we have secured is World type and we now have each self assurance they'll ensure that Vaninga and eventually APIO will reach its full advantage."

administration

The business is also blissful to announce large additions to its operational administration team with the appointment of Edwin Thompson as Chief operating Officer, Jan Holtzhausen as Chief know-how Officer and Scott Moore as President.

Edwin is a 25 12 months telecom industry veteran and former accepted supervisor for MTN know-how and Infrastructure with responsibility for all Datacenters. He has extensive final mile journey in rising markets throughout Africa and the center East.

Jan is acknowledged by means of Dell and F5 as a global chief in Cloud options. he is the primary African to be ISECOM /OSSTMM certified. He has wide global event with Unix/Microsoft and defined the "4 points of performance trying out" now used as typical by means of ISEB. He has wide journey throughout multiple African markets.

Scott is a finance govt with over 25 years of adventure in public and emerging markets. He presently serves as COO of the service provider financial institution Forbes & new york, Inc. He has raised over $400 million in rising markets during the past eight years. He holds a Bachelor of Arts degree from the university of Toronto and an MBA from the Kellogg school of management.

brand method

along side the closing, the enterprise is pleased to unveil its new manufacturer name and brand; APIO. Latin for join or join, our company displays our Pan African approach for broadband, joining Africans across the continent and the globe.

within the coming weeks APIO will be asserting additional operational updates as features are rolled out in Maputo. we can even be making use of to alternate our ticker on the Tel Aviv inventory change to more advantageous signify our new company and path.

About APIO

APIO's subsidiary Vaninga & Investimentos Limitada is a Mozambican telecommunications operator licensed to provide a full latitude of fastened and wireless features nationally. it is going to focal point on the availability of carrier neutral information centre services which can be in very brief supply in Mozambique and in Sub Saharan Africa often. The company will launch features in Maputo in October and have already pre-sold the total potential of rack house obtainable.

besides normal facts centre services equivalent to hosting and co-area, Vaninga plans to deliver, a number of Cloud based services such as Platform as a carrier and Infrastructure as a carrier, digital servers, cozy storage and media streaming. Its consumers consist of banks, telecommunications operators, government, SME's and buyers.

Cautionary word regarding forward-looking tips

This press free up contains "forward-searching tips" in the that means of relevant Israeli securities legislations. forward-looking assistance includes, but is not constrained to, statements regarding the enterprise's company model. often, ahead-searching suggestions can be identified via ahead-looking terminology corresponding to "plans", "expects" or "does not are expecting", "is anticipated", "funds", "scheduled", "estimates", "forecasts", "intends", "anticipates" or "does not anticipate", or "believes", or diversifications of such phrases and phrases or state that definite moves, activities or results "may additionally", "may", "would", "might" or "might be taken", "occur" or "be executed". ahead-searching counsel is field to widespread and unknown dangers, uncertainties and different factors that can cause the exact results, stage of recreation, performance or achievements of the business to be materially distinctive from these expressed or implied by using such forward-searching counsel, together with but no longer restrained to: generic company, economic, competitive, political and social uncertainties; the actual effects of present exploration activities; future expenditures of mineral fees; failure of plant, device or processes to function as predicted; accidents, labour disputes and shortages and different risks of the mining business. despite the fact the enterprise has tried to determine critical elements that might cause actual outcomes to differ materially from those contained in forward-looking tips, there could be different factors that trigger effects not to be as anticipated, estimated or intended. There can also be no assurance that such information will show to be accurate, as actual consequences and future routine could vary materially from those predicted in such statements. as a consequence, readers should not vicinity undue reliance on ahead-searching information. The enterprise does not undertake to update any ahead-searching information, except in accordance with applicable securities laws.




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BH0-010 exam Dumps Source : ISEB Certified Tester Foundation Level (2010 Syllibus)

Test Code : BH0-010
Test Name : ISEB Certified Tester Foundation Level (2010 Syllibus)
Vendor Name : ISEB
Q&A : 120 Real Questions

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Inside the Cockpit at NMC’s Aviation Program | killexams.com real questions and Pass4sure dumps

It’s like a golden drop from the sun, a falling amber glitter as it goes from one sapphire background to the other with just the slightest of splashes as it skims across the water. A small wake ripples out from the seaplane’s floats toward the edge of the bay. You can’t tell from the shoreline, but the student pilot, floating now in the middle of Grand Traverse Bay, is grinning like a Cheshire cat. The plane is the favored baby of the fleet, a 1960s-era Super Cub on floats that started out as pieces in a box, painstakingly assembled after a beloved flight instructor’s mysterious disappearance over Lake Michigan. Today, the seaplane is perhaps the most recognizable icon of the little known, but highly sophisticated Northwestern Michigan College Aviation program. NMC’s 16 other aircraft, mostly Cessnas and Pipers, crisscross the northern Michigan skies more than 300 days a year. Their undulating hum and low-flying bellies prompt inquisitive gazes from the ground, but it is the little-known instructors inside the cockpit who are the real stars of NMC Aviation. They took over a program that was nearly defunct and turned it into one of the most respected aviation programs in the country.

NMC’s cadre of flight instructors range tremendously in age and experience, in part the result of an instructional approach that puts students in the air right at the beginning of their freshman year and then elevates them to flight instructors by junior year. Balancing out the fresh faces coming out of the two-year flight program are the semi-retired professionals who bring exceptional experience and expertise. Some instructors are former U.S. military “Top Guns”; others are businessmen with decades of experience in the air over Northern Michigan skies. The talent base attracts more talent, and NMC has become one of a few schools in the country that doesn’t have a problem hiring instructors. But it wasn’t always this way.

The Visionary

When Bill Donberg retired to his home on Torch Lake after 30 years with Dow Chemical, the long-time pilot and aviation enthusiast didn’t even know NMC had an aviation program. It was the early 2000’s and Donberg was looking at flight instructor positions all over the country. A friend told him about NMC and he applied for a flight instructor opening.

Bill Donberg, NMC Aviation

Bill Donberg, NMC Aviation

But the program was at a fork in the road. Recruitment was at an all-time low, the fleet of aircraft was antiquated, and the program was draining NMC’s limited resources. Aviation everywhere was struggling as gas prices soared and airlines lost money. There was talk of shuttering NMC’s program altogether, but Donberg—not able to ignore his high level corporate experience in both finance and management—saw real potential. He convinced the school’s leadership to tour top aviation programs around the country before deciding. With the support of incoming president Tim Nelson and Vice President of Lifelong and Professional Learning’s Marguerite Cotto, Donberg helped to hand pick Aaron Cook as the new director of aviation, and the tide started to turn.

Cook sold the entire NMC fleet and cut a deal with Cessna to change out the fleet every year. Armed with ever-new planes, NMC’s flight program was soon on the cutting edge of Cessna’s avionics. Cook revised the maintenance structure, personally undertook recruitment, introduced Unmanned Aerial Studies (UAS or drones) into credited courses, and sold a brand new, highly efficient and streamlined course schedule to the FAA.

In 2010 Cook, Donberg and Tony Sauerbrey, who ran the UAS department, started exploring new business opportunities within the burgeoning civilian drone sector. Aetos LLC was born and soon was the first company in the nation to receive airspace approval to fly drones in the petrochemical industry. Aetos’ client list in the petrochemical field expanded rapidly and came to include Exxon Mobil, Phillips 66, Dow, and Eastman Chemical. All the while, NMC was offering students in its trailblazing UAS program front-row seats to cutting-edge technology with incredible results for real-world drone application.

In late 2015, Aetos was purchased by MISTRAS Group, and Cook and Sauerbrey stayed with the group, moving to Texas. Again, Donberg was critical in helping to choose a program leader: current director, Alex Bloye. “Alex was the right person at the right time,” says Donberg. He credits Bloye with moving the program forward and having the vision to also explore new directions.

“Other big programs have a lot of resources,” says Donberg. “But we are different because we are mid-sized and personal. We thrive on what it takes to teach people to fly. It’s a personal, connected relationship with every single student. We turn out the best pilots in the country, no doubt.”

Donberg’s passion for the NMC Aviation Department is apparent in everything he does. “The school is where my heart is,” says Donberg who also serves as a board member for Pure Water for the World, on the TC Rotary board and as part of the NMC Foundation. “You know, if I ever had to just choose one thing, it would always be flight instruction. I’ve never had so much fun in my whole life.”

Al Laursen (center), with students, NMC Aviation program

Al Laursen (center), with students, NMC Aviation program

The Navigator

Some may say Al Laursen is the gateway into the NMC Aviation program. As the Enrollment and Student Advisor for NMC’s Aviation program, he is placed squarely in the middle of every student’s flight school experience and tasked with facilitating the process. A retired B-52 bomber pilot (whose passion for northern Michigan began at KI Sawyer Air Force Base, in Marquette), Laursen’s military career included crafting flight guidelines for the United States Air Force out of a highly secured office in the Pentagon.

After retiring and deciding to put down roots in northern Michigan, Laursen thought it would be fun to be an air ambulance pilot, but instead found himself flying for a charter company out of Cherry Capital Airport. The hours were long, though, and his heart wasn’t in it, so in 2007 when an opportunity opened at NMC’s developing aviation program, he jumped.

Laursen credits his ability and reputation as a problem-solver and student advocate with earning him, as he says with characteristic modesty, “a certain amount of credibility in the industry.” During his military career, he was on the ground floor as the Air Force worked with the FAA to create a framework of regulations for drones in the civilian world. That was from 2004 to 2007. Meanwhile, in Northern Michigan, NMC was developing a drone program not matched by any other two-year college and graduating a workforce primed for an industry in its infancy.

Now, Laursen lends his background in understanding the intersection between UAS policy and trends, to an industry he says is entering its “toddler stage.” There’s not much an NMC student can throw at him that he can’t figure out. And for the self-proclaimed introvert, this one-on-one mentorship is where the spark is ignited and his commitment to ensuring each student finds success is legendary.

NMC’s multi-faceted aviation program encompasses a burgeoning professional flight program, leading-edge drone engineering, distinctive international exchanges, and experimental immersion studies that, as an example, weave together MSU agricultural students, robots, and pilot studies. “Part of my job is to research our competition,” says Laursen, who compares programs’ scope, price, size, and staffing. “I have never found another school who can do what we can. You are not going to find this level of expertise across the board.”

The Generals

Retired Brigadier General Scott Dennis was born and raised in Elk Rapids, a small-town boy who came back home after a 30-year military career including thousands of hours in the air as an F-16 command pilot, running the Weapons Fighter School at Nellis Air Force Base in Nevada (think Top Gun), commanding Kandahar Airfield in Afghanistan, (the largest NATO base in the world) as well as presiding over the Shock and Awe campaign during President George W. Bush’s surge into Baghdad, Iraq.

Retired Major General Brian Bishop

Dennis’s experience in flying, instructing, commanding and managing would be hard to beat anywhere in the world, but NMC boasts not only his storied career but also that of Retired Major General Brian Bishop who, at one point, was lead pilot and commander of the USAF Thunderbird Squadron (there is even a Thunderbird Brian Bishop Action Figure). Bishop directed USAF military operations in both South Korea and Iraq as Wing Commanders and served on the Joint Chiefs of Staff. He led the USAF humanitarian relief mission in Haiti after the 2010 earthquake.

For both Dennis and Bishop, who have flown, instructed and led some of the most elite aircraft and squadrons in the world, NMC Aviation’s program is exceptional. Indeed, Bishop says he would hold the program up to any of the other top programs in the country. “NMC can do what they do because of their core cadre of instructors,” says Bishop. “They see themselves more as a family of instructors, than as a group of professors at a university.”

Dennis compares the mentality at NMC to one of his fundamental lessons as an F-16 student during Academy: be incredible; be humble; and be approachable. Inherent in that motto is not only a passion and proficiency for flying, but a relatability and mentor-like attitude to teach the skill. Dennis calls NMC Aviation the perfect mix of a school structure, a professional aviation program, and a mentorship-driven community.

“They are fully energized and excited about being there. It’s an extremely high quality of instruction for a fraction of the cost with a lot of personal care and attention,” says Bishop, who is often found teaching spin maneuvers in the Decathlon aerobatic plane or water landings in the seaplane. Whether accelerating through 600 knots in an F-16 or cruising at 90 knots in the seaplane, Bishop’s passion for flying is as obvious as his love of Northern Michigan. “It’s like flying over Tortola,” he says comparing the beauty of NoMi to the Virgin Islands. “Then try doing it upside down!”

Bishop notes that even the FAA has recently held up NMC’s program as the standard. Certainly, the FAA has granted NMC noteworthy exemptions from standard flight programs in a nod to the quality-controlled yet streamlined course work. The aviation program is also the only one in Michigan to have self-examining authority and one of only a few in the country.

Part of NMC’s syllabus includes 12 course work hours of “something different” e.g.: the decathlon or the seaplane. Most programs have students gain experience in one to two airplanes, whereas NMC requires flight experience in four to five aircraft. In an ever more automated era when pilots are basically cockpit managers, these raw training aircraft give students invaluable experience with heightened stick and rudder skills without reliance on advanced technology. While NMC’s state of the art avionics speak to their belief in cutting edge equipment, both Bishop and Dennis are intensely supportive of the school’s approach that the pilot must always fly the plane and never the reverse.

The Prodigy

Ryan Ferris

Ryan Ferris always knew he wanted to be a pilot. There were no aviators in his family, but when he took an aviation course at his Kalamazoo high school, there was no looking back. Western Michigan University’s flight program may have been the obvious choice, but he couldn’t help but consider other top programs in the country: University of North Dakota and Embry Riddle. But all it took was a quick visit to Traverse City for his mind to be made up. NMC Aviation was unique—the size, quality, price … and they put students in the air right away, mapping out a schedule for Ferris that gave him all his ratings in two years as well as the ability to reach the FAA-mandated 1,500 hours of experience in four to five years through flight instruction to new pilots.

This accelerated pace is what really sets NMC Aviation apart in Ferris’s eyes: “NMC gave me a real advantage to where I got into the pipeline way ahead of the curve,” he says.

In January 2017 Ferris assumed the principal role of Chief Pilot at Envoy Air (formerly American Eagle), based out of NYC’s La Guardia Airport, which means he now manages over 250 captains and first officers. He is 26. His ascension has been labeled unprecedented, and while Ferris says some of it was timing, he credits much of his rise to leadership skills instilled at NMC. “What makes this position unique is that every day there is something new, something you haven’t faced before. You have to find a solution. NMC really pushed that critical thinking concept. That is what I do every day. It’s not always a black and white answer, and it often requires being really creative. That’s where NMC really prepared me.”

The newly appointed Chief Pilot of Envoy Air (and NMC Alum) is now in charge of hiring new pilots, and he says he’d trust an NMC-educated pilot above any other program. “NMC prepares their students exceptionally well.”

The Globalizer

As a young Brit, Steve Ursell idolized his uncle— a captain for British Airways. But his poor vision pushed him instead into a decade of real estate development in London. Then, he visited a friend in Traverse City, and the rest, as they say, is history. Now, Ursell is the head of International Aviation Programs at NMC after he founded an exchange program concept that brings students to NMC’s Aviation program from all over the world. Take, for instance, a University of Manchester Aeronautical Engineering student’s typical experience. Part of the UK University’s syllabi does include “flight,” but only as a passenger, never with the pull of the yoke between their own hands or the dip of the wing at their bidding. They are taught to make ice cream without ever tasting it.

After getting his own private pilot’s license through NMC, Ursell saw an opportunity to offer a flight course to UK aviation engineers. The NMC Flight Test Course was born.

“We are the only flight school to have these [UK university] partnerships,” says Ursell. For most of the international students, it is their first time ever to the United States. They are awestruck by the water, the beaches, and Sleeping Bear Dunes. They bike to Front Street, kick back at Little Fleet and are blown away by the Cherry Festival. The Fourth of July, that most all-American of holidays is often their favorite, says Ursell. Some students—the lucky ones who can get private loans, because school loans don’t cover flight training—even return, finish their degrees, get their commercial ratings, serve as flight instructors, and even marry NMC sweethearts.

When Ursell was first introduced to NMC Aviation, the variety of newer aircraft and the G1000’s glass cockpit impressed him, but he knew it was the size and personality of the flight program that was the real key to a successful international program—a customized, personal experience perfect for international students to thrive. And thrive they do.

Stefan Bedoe came from his small town in Wales for a two-week experience course in 2012 as part of his bachelor’s degree. He was hooked. Back in the UK, Bedoe worked and saved for nearly three years to get back to Michigan. New Year’s Eve 2014, Bedoe moved to Traverse City and completed all his ratings with remarkable dedication: private, instrument, commercial, CFI and CFII, one after another, becoming a flight instructor to new pilots both American and international in late 2016.

This year, nearly 30 students from eight different countries will descend onto NMC for the aviation programs offered. Little community college though it is, NMC is on a global stage, says Director Bloye. He sees NMC sweatshirts on campuses all over the world.

The Drone Master

Eight years ago, Rob Dreer was in a dusty command center in Mosul, Iraq. He had a bird’s-eye view over one of the largest and most complex cities in a country erupting with violence. Boots planted firmly on the ground, he peered down onto a well-traveled convoy route looking for insurgents planting IED’s—comms at the ready to warn ground troops. After 15 months in the dust, Dreer came home.

He got out of the military but couldn’t leave the world of UAS or aviation behind. He turned to NMC for his next chapter and soon received his manned aviation degree and clearance to become a flight instructor. But drones were still in his blood. It was 2015 and the civilian side of the unmanned aerial industry was picking up speed. Dreer was granted one of the very first exemptions by the FAA for a commercial drone operator’s license and started exploring different commercial drone applications, both inside and outside NMC.

Before aviation, Dreer describes himself as a lost soul. Now, he is anything but—finding himself at the center of NMC’s UAS program as well as the Northern Michigan commercial drone business as Assistant Chief UAS Pilot/Instructor at NMC, co-owner of Zero Gravity (previously Cherry Capital Drones) and a founding member of SharedSky.

(More About Drones in the Northern Michigan Marketplace)

“Even though the drone is just a platform to collect data, and the sensors used to collect that data are paramount, UAS is still an aviation industry,” says Dreer. “So the oversight and emphasis on safety can’t be lost.”

NMC’s mix of experience is crucial in the program’s strategy of flying and teaching the best commercial drone applications and flight operation practices. The UAS program boasts some of the most advanced unmanned aerial aircraft in the country: top tier helicopters, including the $90,000 military-grade Aeryon Sky Ranger used by petro-chemical inspection companies, the MI State Police and Aetos—all organizations that require an all-weather, rugged, and fully capable platform. There is the heavy 54.5-pound Agras octocopter used for precision aerial agricultural spraying and the first such drone to be used in the U.S. Then there is the fixed-wing light foam Ebee aircraft—an aerial-mapping drone that takes high-resolution imagery capable of spotting cherry leaf spot in the orchards of Leelanau County. Complex platforms are also available to students and speak to the long-term vision of NMC’s program: the “tiger shark” and Penguin B and C are typically used for long-range reconnaissance, taking off on a catapult and coming down with a parachute recovery (flight can last up to 20 hours). NMC’s Penguin C was the third one in production in the world and the only one of its kind to be in a college flight program.

For the up to 60 new students a year at NMC’s UAS program, this experience is invaluable in order to showcase to potential employers a breadth of skill unmatched in any other college program. NMC’s clout is not just in the breadth of systems’ experience they give their students, but more importantly, in the innovative approach of UAS immersion as an academic addition to any number of other areas of study. Getting a UAS degree is like getting a degree in pencil, says Director Bloye, but the approach of teaching drones as a tool is unique. “We are partnering with other industries to train drone operators specific to their industries, which is not the traditional academic track,” he says.

Take, for instance, Michigan State University’s Institute of Agricultural Technology program, which handpicked NMC to teach MSU students UAS studies through a brand-new pilot program in 2017. Brian Matchett oversees all agricultural programs at MSU and he underscores how out-of-the-box this approach is: taking agriculture students and giving them UAS as a tool, versus taking a drone student, who doesn’t speak the agricultural language or find himself as invested in the industry, and asking him to do ag research. The impetus came in early 2016 as MSU’s Fruit and Vegetable Crop Management course, NMC Aviation, and the Research Station in Leelanau County all collaborated on solutions to identify Cherry Leaf Spot in the largest cherry growing region in the country.

Matchett says that MSU’s acknowledgement of a community college’s expertise in a field of study and the decision to then partner with them is something he has never seen before. MSU students (enrolled in crop production, crop management or viticultural studies) are currently in the midst of a 4-credit course developed by NMC instructors that includes building a quad copter from the ground up, a 12-week online course culminating in the FAA-mandated remote pilot certification exam, followed by a two-week intensive flight training segment with exposure to aircraft, sensors and ag system applications.

For Dreer, the public and private interest and concern surrounding UAV is paramount to the ongoing growth of the industry, especially in Northern Michigan. One of the goals of SharedSky is the creation of common community-based standards everyone can abide by. Yes, the commercial applications are innumerable and exciting, shares Dreer, but above all, the focus is on good stewardship as responsible members of the community. As far as his passion for drones? Dreer credits, in part, his love of both technology and the freedom he feels from the view from the sky. “My mom always told me I’d never get anywhere playing video games, but, the coordination and dexterity have definitely been a huge advantage!” Little did his mother know, the future remote controls would give her son.

The Captain

Alex Bloye, NMC drone program

Alex Bloye, NMC drone program

Alex Bloye, Director of NMC Aviation, has been at the helm for only the last two years, but as a 2003 NMC alum, it is a familiar place. Bloye, who ran Eastern Michigan University’s flight program for five years, is well equipped to take NMC’s growing reputation in an ever-changing industry to the next level. “I want us to break the mold of community college,” he says, describing new developments in alternative fuels, electric pilots, and the challenges of training a generation of pilots that are getting younger and younger. Venture learning is key to Bloye’s approach: allowing and encouraging student pilots to take passengers, fly out of state and even fly in the clouds—none of which typical flight programs would condone. It’s real world experience to give each pilot the tools necessary to be the very best. “You cannot automate what a pilot does,” says Bloye.

NMC Aviation is an intentionally small, academy-type program and not designed to be an airline feeder. Regardless, the seemingly insurmountable forecasted pilot shortage is having a direct effect. (Boeing estimates over 600,000 new pilots will be needed in the next 20 years to meet global demand) “They are recruiting like sports stars,” says Bloye, referring to regional airlines courting NMC program grads. Entry level salaries have tripled from even five years ago, sign-on bonuses are upward of 20K to 30K, and many new pilots are incentivized with captain upgrades in three to five years instead of the standard ten.

Ferris, as Chief Pilot of Envoy Air, now has a front row seat to the changes, acknowledging: “They could drain all the regional airlines and still be short at the major airline level. If I were a student, I would look at this as a huge opportunity. The next 10 years are going to be huge for pilots.”

They also will be huge for NMC. This year marks the 50th anniversary of NMC’s Aviation program, but leadership is looking more forward than back, as the aviation program focuses on evolution and innovation including offering more scholarships, advanced academic program courses, improved facilities and developing its fleet.

From community learners to international bridge-builders, pioneering innovation to stripped-down fundamentals, highly experienced dedication to unmatched camaraderie, the NMC Aviation Program promises even new heights in the years to come. It will be a flight to watch.

See Northern Michigan From the Air:

Response: Challenging Moments in Teaching | killexams.com real questions and Pass4sure dumps

(This is the last post in a three-part series. You can see Part One here and Part Two here.)

The new "question-of-the-week" is:

What was the most difficult moment of your teaching career and what did you learn from it?

In Part One,  Lorena Germán, Tom Rademacher, Diana Laufenberg, Sarah Kirby-Gonzalez, and Jeff Bradbury shared their stories. You can listen to a 10-minute conversation I had with Lorena and Tome on my BAM! Radio Show. You can also find a list of, and links to, previous shows here.

In Part Two, N. Chaunte Garrett, Laura Robb, Jim Bentley, N. Chaunte Garrett, Jennifer Orr, and Jonathan Eckert contributed commentaries about their most difficult teaching experiences.

Today's guests are Megan Allen, Jenny Grant Rankin, Linda L. Lyman, and Wendi Pillars, along with stories from readers.

Response From Megan Allen

Megan Allen is a National Board Certified Teacher, the 2010 Florida Teacher of the Year, and the Director of the Master of Arts in Teacher Leadership at Mount Holyoke College. A self-proclaimed education nerd, you can chat with her on Twitter at @redhdteacher or visit her Ed Week blog, An Edugeek's Guide to K-12 Practice and Policy:

Leaving the public education classroom was one of the most difficult moments of my teaching career.

I have left my fourth and fifth grade classroom a few times, once as an Educator in Residence at the University of Central Florida and then for a year as the Florida Teacher of the Year, but I had always been on leave. I always had the option to come back home to the place and little people that I love. But when I was looking for jobs as I planned my move across states to Massachusetts, I was having a hard time finding a teaching job. I was all over the state job application database, looking for any job that would put me in front of students. But I hit a certification speed bump, and would have only a temporary teaching license for a year until I took a test to get my teaching license (as a veteran teacher and a NBCT-I thought this was a little bogus).

So I decided to look outside of public education. And I found a job opening in higher education. I applied, interviewed, and decided to take the plunge. And I left the classroom.

I've struggled over the past few years with the word "teacher" and whether or not it applies to me anymore. I've struggled with leaving the classroom, or as I have told myself, changing my definition of what a classroom is and can be. And I've felt immense guilt (right or wrong) over leaving the public education classroom.

But I've landed on one thing-something that keeps me grounded firmly in public education. There are many generations of impact. And room for us all.

There are so many important roles that impact our students, all helping support the most important role of all-the teacher. But teachers can't do their jobs if they don't have amazing building leadership within the school. And school buildings can't function properly without supportive districts, district leadership, and adequate resources. And the generations of impact keeps going. We need all the players-from the classroom to the non-profits to institutions of higher education and policy makers-doing their job to the best of their ability. There are so many generations of impact that rally around and support every child, and each one is of great importance.

So one of the most difficult things I have done in my career is leave the public education classroom. But one of the most important things I have done is let go of the guilt while still embracing the identity and role of teacher, realizing that each role we play is vital to the success of our children.

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Response From Jenny Grant Rankin

Dr. Jenny Grant Rankin is the author of First Aid to Teacher Burnout: How You Can Find Peace and Success. This award-winning educator teaches the PostDoc Masterclass at University of Cambridge after a K-12 career as teacher, administrator, and chief education & research officer:

On a Monday morning we learned that one of our students - a 7th grader - would not be at school that day because she and her young siblings had been shot and killed by her father. The father designed the murder-suicide to punish the kids' mother for divorcing him. The young girl had not been enrolled in my class, but her death hit me more deeply than a punch in the stomach.

At the gang-infested, poverty-stricken junior high where I worked, I was regularly faced with parents on drugs, in jail, or otherwise absentee. I was regularly reminded of how crucial a presence we teachers play in these kids' lives. This shooting, however, drove that premise home in a way that has touched my practice ever since.

For many kids, we teachers are all they have. We are their one, big chance at seeing life through hopeful eyes, at believing in themselves, at knowing they are loved and worthy of love. Maya Angelou, Bill Gates, and Oprah Winfrey are just a few examples of people who have credited teachers as having a profound impact on their lives. These people are known for being successful and changing others' lives, and they simply wouldn't have reached those markers without the involvement of a caring teacher. Countless more people feel the same way about a special teacher.

I realized that day in a way more poignant than before that I had to be that person for my kids in my class. We don't always know what things are like for our students at their homes, and (as with that Monday's tragedy) we can't turn back time to save a kid, but we have to be that "special teacher" so we can make a difference in every kid's life in some profound way.

It is because of teachers' life-changing role that I dedicated my latest book to four key teachers I had as a child: Hal Akins, Todd Huck, Joan Morrison, and Charles Schiller. These special teachers sure changed my life, and my hope is that I can do the same for every student whose life I touch. I can think of no other profession that has a more powerful influence on the world than teaching.

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Response From Linda L. Lyman

Linda L. Lyman is a professor in the Department of Educational Administration and Foundations at Illinois State University.  Through her teaching and writing, she has explored and advocated leadership approaches that enhance learning, promote growth through dialogue, and advance social justice. Her fifth book, Brain Science for Principals: What School Leaders Need to Know (Rowman & Littlefield, 2016), answers questions about leadership applications of the recent findings of educational neuroscience.

Looking back to 1964 and my first year of teaching English, I remember working in an innovative state-of-the-art school built with Ford Foundation money for modular scheduling and team teaching.  Located 15 miles from Boston, everything about Wayland High School was novel and stimulating.  For example, each subject area had its own building.  A room in the English building housed desks of all the English teachers, plus a secretary, telephone, and copier.  Whenever I was struggling a more experienced teacher was just a few feet away ready to help out.  I counted on that!  Small group rooms, regular classrooms, and a theater-style large lecture room supported a varied schedule for students.  In a typical week students had classes for each of their subjects 4 times, beginning with the lecture, moving to regular classrooms for two sessions, and finishing with a small group experience. The rotating fifth day was for independent work.  Having just earned a Master of Arts in Teaching from Harvard, I thrived in Wayland's creative caring atmosphere. 

The most difficult moments of my career came when I decided to leave Wayland at the end of that year and return to the Midwest.  I had not anticipated how it would feel to leave behind the exceptionality of Wayland High School for a conventional high school - where the students showed up every day at the same time and sat in rows.  Little time existed to meet or talk with other teachers.  My predominant experiences were isolation, frustration, and loss.  Deeply discouraged, I seriously considered breaking my contract.  But the Midwest felt familiar, and breaking a contract did not seem responsible.  I stayed for three years, married, had my first child and then quit, not ever intending to teach again.  My later-in-life decision to earn a doctorate and become a professor could not have been predicted.

Thinking about the blog question brought to mind the difficult period following my decision to leave the Harvard/Boston area, an educational mecca.   Nostalgic, I decided to google Wayland High School.  Imagine my surprise to read on the website that the school was planning its second annual [email protected], an event titled "Rising Strong" featuring student speakers and performers.  This further description of the event called up the Wayland I remembered:  "The main objective of the event is to curate an exceptional and inspirational experience for the audience and to move people intellectually and emotionally, ultimately connecting us to one other."  Those words could have described my goal last semester when I had 15 students in a principal preparation program class give TED Talks for their final projects.  The talks featured their ideas worth spreading about a whole variety of deeply meaningful topics related to learning and the brain.  Such synchronicity!  I'd kept up with Wayland after all.

In retrospect, I understand that after experiencing Wayland High School I could not have just gone home again.  I have continued to seek innovation, including collaboration with graduate students to write "Brain Science for Principals: What School Leaders Need to Know" (2016).  Understanding how the brain learns is required for a principal's leadership to make a practical difference for learners, whatever their ages.  Conventional school structures then and now are not typically designed for learning.  What I have learned from reflection on what seemed a bad career decision is that a professional path is not made by one decision, but rather the path emerges from many decisions.  I am reminded that I was and still am attracted to and energized by schools featuring innovation, collaboration, and caring.  My career decisions over the years have built new pathways in my brain, taken me places I could not have predicted.  I have managed to "rise strong."

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Response From Wendi Pillars

Wendi Pillars, NBCT, has been teaching students with English as a second/foreign language needs in grades K-12, both stateside and overseas, for 21 years. She has also taught Algebra, History, vocational classes, and Health and PE. She is the author Visual Notetaking for Educators: A Teacher's Guide to Student Creativity, as well as several articles on best practices for ELLs, educational neuroscience, and teacher leadership. A lifelong learner, she loves using creativity to empower her learners. She can be reached on Twitter @wendi322:

I've been teaching for more than 21 years, so I've had my share of tough moments, but this---this---was by far the toughest.

After teaching K-12 overseas, in various settings and content areas for 4 years, I returned stateside to teach.  I had demonstrated success with my students, exceeded expectations within my job description, and worked fastidiously with shared spaces, cardboard shelves for my books, and navigated what I learned was apparent disapproval for all that I tried, from my administrator.

I did not receive tenure after my 2nd year there, although I'd never received a below average teacher evaluation.

I had decided to pursue my MATESOL rather than comply with their insistence that I become licensed in World Literature for grades 9-12 (I was teaching ESL at an elementary level), and was told that I would not receive tenure as a result.

I was devastated, frustrated beyond belief, and mired in confusion to say the least.

I still roils my blood to think of the reasoning, or lack thereof, behind the decision, and I never did receive a courageous face to face explanation from my principal.

So 15 years on, the takeaways that resonate most deeply are as follows:

1) Facing a choice makes you realize what you really want--and I knew I wasn't done teaching yet. I had much I wanted to do, and I knew I was beyond competent, even though there is always so much to learn. I intended on obtaining my MATESOL, and continuing to teach.

2) I wanted desperately to see that my admin was doing what he was doing out of good intention. I had seen the admin treat others well, so I worked consciously to believe in the good side of him. It was a roller coaster, but I tried. He drove home how ineffective teacher evaluation can be when there is a lack of objectivity, and how one person in a right to work state can slam dunk someone's dreams without recourse.

3) It made me more intentional about my practice, and I actually became emboldened to do more and try new avenues. I ended up branching into new content areas, even becoming an Athletic Director for awhile, teaching language arts, Health and PE, and Algebra. I received a scholarship to study overseas for 2 years, at which time I worked part-time in several schools. It took 6 years for the state to recognize my degree, and after all is said and done, I'm still here.  Still fighting. 

4) The whole process has made me much more reflective, which in turn has made me more confident in my decisions. Even when I fail at something I can rationalize why I tried something, and learn from each experience. The thing is, when I fail, it's because I'm setting my sights higher and higher, so each failure still leaves me on solid footing.

An interesting note, I'm currently the district teacher of the year in the very same county where I was blocked from tenure 15 years ago. I don't think many folks are aware of this, but it has made the selection all the more sweeter. 

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Responses From Readers

David B. Cohen:

Returning to the classroom following a student's death by suicide. Not looking directly at his seat, but knowing it was there. I learned how much students need us to be authentic with them, to be honest and forthright. I watched trained grief counselors struggle to connect, to earn the students' trust, through no fault of their own. When I took similar approaches but without sounding like I was operating from the Grief 101 syllabus, and added some of my personal experiences, students said that made a difference.

Maria Miller (she notes that the names have been changed in this story):

This most difficult moment in my teaching career happened in mid-April of 2014, my first full year teaching. It was a Sunday, and I was driving back from my hometown. About ten minutes from my house, I received a phone call from a number I did not recognize. When I answered (via Bluetooth, of course), I heard a familiar voice, crying, on the other end: "Miss Miller, I know we aren't allowed to contact you this way, but I begged your landlord (she was the mother of a student) for your number. Travis* died." Immediately, I pulled over. The student on the other line, Ryan*, was sobbing.

"What?" I asked. 

"Miss. Miller, Travis Black* just passed away. He was in an ATV accident."

I was stunned. Travis was in my creative writing class that had ended a few week earlier, and although he struggled in many of his other classes, he was a superstar in mine. To this day, mostly because of him, his writing, and general positivity in the classroom, I have not had a class built around such an amazing community. I grew close to Travis and his group of friends by holding them to high standards and believing in them. 

Through sobs, the voice on the other end continued, "Miss Miller, everyone is at the hospital. If you're not too busy would you come be here with us?"

"Of course, Ryan. I'll be there in fifteen."

Travis was a senior in high school, one week away from his eighteenth birthday and one month from his high school graduation. When I entered the teaching profession, I knew I would eventually face these types of circumstances, but I wasn't prepared to have had it happen my first year to a student with whom I was so close. 

When I pulled into the hospital parking lot, a swarm of crying students surrounded my car. I hugged each of them, offering words of support. One student, who had been in my literature elective earlier in the year asked, "Miss Miller, you got any literary quotes for us right now?" The only thing I could mutter were the first words of T.S. Eliot's The Waste Land: "April is the cruelest month." 

The next month and a half of school blurred by, as the entire school community mourned. At a memorial ceremony, Travis became the first member of his class to graduate, and his mother was presented with his diploma. As the song "See You Again" played, I handed out tissues to crying students and let a single tear roll down my face. I hugged a female student as she cried and said, "Miss Miller, you're so strong."

I learned two things that year. First, I learned how difficult the vocation of teaching really is. The classroom can be tough, dealing with parents can be a nightmare, and jumping through administration's well-intended hoops can wear anyone out. However, those things pale in comparison to the emotional baggage an educator endures. The second thing I learned was the magnitude of my own strength. Around the students, I was able to consistently keep my composure and be strong for them. While I grieved quietly at home, my public strength afforded many students comfort and hope as they struggled with their grief. I had no idea I possessed such grace and strength. 

Mary-Lou Dunnigan:

During a parent interview following report cards being sent out, a parent, who was a high school English teacher challenged me on the evaluation I had given to their child in language. Knowing that the student truly had not demonstrated their potential, but upon reflection couldn't provide the documentation for the grade, I struggled to respond to their challenge. This uncertain space, not having an answer, was new for me as I viewed myself as a competent educator. I made a decision (or perhaps took a risk)  in that moment to embrace my vulnerable side. I looked the parent in the eye and said, "You've really given me something to think about and I thank you for that." It was in that moment that the phrase so commonly said by educators, 'I'm a life long learner' meant something to me in my soul. I recognized that I needed to seek understanding of assessment and evaluation, be authentically accountable to both students and parents and embrace the space which made squirm. I grew from being vulnerable that day and admitting that I needed to reflect, document student thinking and better understand the bigger picture of assigning grades.

In years to come, my career path did cross with the parent. Again, I decided to talk with them about the past event, and much to my surprise, the parent shared with me that my honest response gained tremendous respect for the educator I was becoming. I was midway through my career at the time of this encounter and consider it a pivotal moment for which I'm forever grateful! 

Thanks to Megan, Jenny, Linda and Wendi, and to readers, for their contributions!

Please feel free to leave a comment  with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected].When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Anyone whose question is selected for this weekly column can choose one free book from a number of education publishers.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form.  It's titled Classroom Management Q&As: Expert Strategies for Teaching.

Just a reminder--you can subscribe and receive updates from this blog via email or RSS Reader. And, if you missed any of the highlights from the first five years of this blog, you can see a categorized list below. They don't include ones from this current year, but you can find them by clicking on the "answers" category found in the sidebar.

This Year's Most Popular Q & A Posts!

Classroom Management Advice

Student Motivation & Social Emotional Learning

Implementing The Common Core

Race & Gender Challenges

Best Ways To Begin & End The School Year

Brain-Based Learning

Teaching Social Studies

Project-Based Learning

Using Tech In The Classroom

Parent Engagement In Schools

Teaching English Language Learners

Student Assessment

Reading Instruction

Writing Instruction

Education Policy Issues

Differentiating Instruction

Math Instruction

Science Instruction

Professional Development

Teacher Leadership

Administrator Leadership

Relationships In Schools

Instructional Strategies

Author Interviews

I am also creating a Twitter list including all contributers to this column.

Look for the next question-of-the-wekk in a few days...

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Forget About School: 10 Ways to Access Education Without Going to College | killexams.com real questions and Pass4sure dumps

Dec 06, 2010

Whether you already have a degree or just don't need one, college isn't for everyone - but learning is. From your public library to the Internet Archive, you can find free educational video, audio and course materials almost anywhere you look. Check out this list of 10 of our favorite ways to access education without stepping foot inside a classroom.

1. Public Libraries

One of the most invaluable resources for a self-learner is your local public library. Not only can you find (or order) almost any book, DVD or CD that you can imagine, you can access libraries' growing collections of online and digital resources. And the best part? There's always a librarian there to answer your questions. Visit this website to find your closest public library.

2. OpenCourseWare

The OpenCourseWare (OCW) project brings course materials from major universities directly to you - for free. Visit the consortium website above to get free online syllabi, assignments and even audio and video downloads from schools such as the Massachusetts Institute of Technology (MIT), Johns Hopkins University and Tufts University.

3. Open Learning Initiative

The Open Learning Initiative (OLI) is similar to OCW, but it provides even more material. Whereas as OCW courses can range from just a syllabus to the full course content, all OLI courses provide a set of interactive materials and lessons. Participating OLI institutions include Carnegie Mellon University and Harvard University.

4. Learner.org

Learner.org is a project by Annenberg Media, a group dedicated to supporting education through new technology. In addition to curriculum support for teachers, Learner.org offers college- and adult-level educational content on the arts, foreign language, literature, math, science and history.

5. PBS

There's a wealth of information available through the Public Broadcasting Station (PBS), and you can get it all for free online. Science buffs won't want to miss episodes of NOVA, and people who are passionate about politics and current events are sure to like Frontline and Newshour. Or you can surprise yourself with the curious facts on Need to Know.

  • Administrative Assistant or Secretary
  • Clerical and General Office
  • Customer Service and Call Center Support
  • Executive Assistant or Secretary
  • Office Technology and Data Entry
  • Receptionist
  • Warehousing and Inventory Management
  • More Programs

    6. Academic Earth

    Academic Earth is another great source for educational video. The site compiles free online video courses and lectures from institutions like the University of California - Berkeley, Yale University, the Massachusetts Institute of Technology and Stanford University.

    7. Podcasts

    Podcasts have opened up a whole new world of audio entertainment - and education. Not only can you get your favorite radio shows right on your computer or MP3 player, you can also find lectures and informational content from sources as diverse as CNN Student News and Princeton University. Check out the link above for a feed of popular educational podcasts, or download iTunes and surf the podcast directory by subject or school.

    8. MIT World

    The Massachusetts Institute of Technology hosts public lectures and events on topics ranging from innovations in green building technology to promoting creativity in society. Almost all of these events are recorded and offered for free on the MIT World website, which contains more than 700 videos.

    9. The Internet Archive

    A self-described 'digital library,' the Internet Archive is a nonprofit organization that collects and archives video, audio, texts and even old websites. All content is provided online for free.

    10. Big Think

    Big Think endeavors to provide free, open access to opinions and ideas from some of the top thinkers and experts around the world. Watch videos on feminism by the co-founder of Feministing.com, ethics by a professor in the Harvard School of Law or the psychology of spite by a psych professor at Yale University.



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