Ashish Agrawal – författare

Prepare for Microsoft Exam AZ-305 and help demonstrate your real-world expertise in designing cloud and hybrid solutions that run on Microsoft Azure, including identity, governance, monitoring, data storage, business continuity, and infrastructure. Designed for modern IT professionals, this Exam Ref focuses on the critical thinking and decision-making acumen needed for success at the Microsoft Certified Expert level.

Focus on the expertise measured by these objectives:

Design identity, governance, and monitoring solutions Design data storage solutions Design business continuity solutions Design infrastructure solutions

This Microsoft Exam Ref:

Organizes its coverage by exam objectives Features strategic, what-if scenarios to challenge you Assumes you have advanced experience and knowledge of IT operations, as well as experience in Azure administration, Azure development, and DevOps processes

About the Exam

Exam AZ-305 focuses on knowledge needed to design logging, monitoring, authentication, and authorization solutions; design governance, identities, and application access; design relational and non-relational data storage solutions; design data integration; recommend data storage solutions; design backup and disaster recovery solutions; design for high availability; design compute and network solutions, application architecture, and migration.

About Microsoft Certification

If you hold Microsoft Certified: Azure Administrator Associate certification, passing this exam fulfills your requirements for the Microsoft Certified: Azure Solutions Architect Expert credential. Passing this exam demonstrates your expert-level skills in advising stakeholders and translating business requirements into designs for secure, scalable, and reliable Azure solutions; and in partnering with others to implement these solutions.

See full details at: microsoft.com/learn

This open access book addresses the current disillusionment with mass higher education and argues that it is based on a profound misunderstanding of its educational potential. The authors analyse a seven-year longitudinal research project that tracked participants who studied chemistry or chemical engineering from their first year of university until up to three years after they graduated. Drawing on over 700 interviews with students/graduates from two English, two South African and two American universities, the book explores the educational intentions of their degree programmes, what participants wanted to get out of going to university and studying for a degree, how their views of knowledge and the world changed, and what they felt they had gained from going to university. The book argues that the educational potential of higher education lies, not in graduate salaries or employability, but in the ways in which engaging with structured bodies of knowledge changes students’ understanding of the world and what they can do in it. The authors consider the implications of this argument for how the educational role of higher education is understood by students, graduates, universities, and policymakers and how this understanding might be drawn upon to counter the damaging disillusionment with mass higher education that appears to be growing in many countries.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by UKRI.