Nick Kelly – författare
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17 produkter
17 produkter
Häftad, Engelska, 2024
299 kr
Skickas inom 7-10 vardagar
CCNP and CCIE Security Core SCOR 350-701 Exam Cram is the perfect study guide to help you pass the CCNP and CCIE Security Core SCOR 350-701 exam, providing coverage and practice questions for every exam topic. The book contains an extensive set of preparation tools, including topic overviews, exam alerts, CramSavers, CramQuizzes, chapter-ending review questions, author notes, tips, and an extensive glossary.
The book also contains the extremely useful Cram Sheet: a collection of essential facts in an easy to review format. Complementing all these great study tools is the powerful Pearson Test Prep practice test software, complete with hundreds of exam-realistic practice questions. This assessment software offers you a wealth of customization options and reporting features, allowing you to test your knowledge in study mode, practice mode, or flashcard mode.
Covers the critical information you’ll need to know to score higher on your CCNP and CCIE Security Core SCOR 350-701 exam
Compare common security vulnerabilities such as software bugs, weak or hardcoded passwords, OWASP top ten, missing encryption ciphers, buffer overflow, path traversal, cross-site scripting/forgery Configure AAA for device and network access such as TACACS+ and RADIUS Implement segmentation, access control policies, AVC, URL filtering, malware protection, and intrusion policies Identify security capabilities, deployment models, and policy management to secure the cloud Configure cloud logging and monitoring methodologies Implement traffic redirection and capture methods for web proxy Describe the components, capabilities, and benefits of the Cisco Umbrella Configure endpoint antimalware protection using Cisco Secure Endpoint Describe the uses and importance of a multifactor authentication (MFA) strategy
E-bok
Engelska30 kr
Läs direkt efter köp
Häftad, Engelska
221 kr
Skickas inom 3-6 vardagar
E-bok
Engelska30 kr
Läs direkt efter köp
Del 2 - The Urban Samurai
Ni: The Urban Samurai Book 2
Häftad, Engelska, 2016
203 kr
Skickas inom 3-6 vardagar
Häftad, Engelska, 2026
416 kr
Skickas inom 10-15 vardagar
This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine “what works” in those contexts. The authors organise teachers’ work and identities around ten distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers’ work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types—value-driven, agentic, adaptable and relational—with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.
Inbunden, Engelska, 2026
2 123 kr
Skickas inom 10-15 vardagar
This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine “what works” in those contexts. The authors organise teachers’ work and identities around ten distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers’ work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types—value-driven, agentic, adaptable and relational—with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.
E-bok
PDF, Engelska, 2026490 kr
Läs direkt efter köp
This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine "e;what works"e; in those contexts. The authors organise teachers' work and identities around ten distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers' work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types-value-driven, agentic, adaptable and relational-with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.
E-bok
Engelska, 2026490 kr
Läs direkt efter köp
This book presents new insights into the success strategies of Australian teachers. It analyses interviews with 42 experienced teachers across a range of school contexts to examine "e;what works"e; in those contexts. The authors organise teachers' work and identities around ten distinct roles: designers for learning, emotional labourers, narrative constructors and deconstructors, pandemic navigators, policy refractors, relationship brokers, self-regulated learners, situated ethicists, teaching idealists and technology reframers.The chapters explore two separate but interrelated arcs of analysis simultaneously. Teachers' work is examined around four nodes: complexities, challenges, contradictions and comforts. Five dimensions of that work are considered as well: psychosocial; profession and professionalism; changes and continuities; naming, framing and shaming; and teaching by design. The Australian study is part of a five-nation international research project focused on teacher motivation and resilience, with the other countries including Brazil, Chile, Ecuador and Spain. The authors are affiliated with the University of Southern Queensland, Central Queensland University and the Queensland University of Technology.What emerges is the understanding that Australian teachers acknowledge the challenging complexity of their work, while they mobilise their constrained agency in innovative ways in diverse contexts. Their success strategies cluster around four distinct types-value-driven, agentic, adaptable and relational-with important implications for current and future teachers alike. It is an essential read for both in-service and pre-service teachers, as well as a viable resource for education researchers and research students, and general lay readers with an interest in the future of education.
Häftad, Engelska, 2024
603 kr
Skickas inom 5-8 vardagar
Inbunden, Engelska, 2024
725 kr
Skickas inom 5-8 vardagar
E-bok
Engelska118 kr
Läs direkt efter köp
Inbunden, Engelska, 2015
528 kr
Skickas inom 10-15 vardagar
How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.
E-bok
PDF, Engelska, 2016668 kr
Läs direkt efter köp
How can we improve support for teachers as they negotiate the pathways into the profession? This books highlights how strong networks of connections with other teachers and with resources have been shown to make a big difference. Online learning networks are one way to help pre-service and early career teachers to foster these connections and the greater community of teachers has an interest in helping new teachers to enter the profession. New technologies have allowed teachers to be connected anywhere, anytime; this book discusses principles for the design and implementation of learning networks that can use this connectivity to improve support for beginning teachers. It addresses foundational principles of types of teacher communities (online and offline), types of knowledge relevant to beginning teachers, the idea of presence within a network and methodologies for studying and nurturing communities of teachers, providing recent examples of each.
Inbunden, Engelska, 2025
1 779 kr
Skickas inom 10-15 vardagar
This edited book seeks to address the impoverished culture of emotional discourse in the teaching profession and teacher education. Teachers across the world live out emotional experiences in their professional lives (in the classroom, in the staffroom, online) yet the language available for talking about these experiences is fragmented and often inadequate. The book draws on a broad range of theories including psychoanalytic, critical, feminist, sociological and poststructural to expand a rich conceptual language for talking about teachers’ emotional experiences, originating from the authentic voices of teachers themselves. The book is unified by the inclusion of unpublished, first-hand accounts of teachers, drawn from the editors’ own empirical research interviewing a diverse group of teachers over many years. Each chapter includes a direct voice of a teacher telling their own story, in their own words, about an experience they found to be emotionally significant—the challenging, the sublime, and the downright distressing. Scholarly responses to each of these interviews weave a novel imagining for teachers’ emotional discourse within schools. The chapters discuss the complex contexts of teachers’ professional-emotional lives, such as neoliberal school systems, fraught relationships with leaders, contractualisation, toxic positivity, intractable behaviour problems and datafication. The book will be useful for education researchers, scholars of teachers and teacher education as well as teachers themselves, their families, and those who wish to work with and understand the complex dynamics of the teaching profession.
E-bok
Engelska, 20252 299 kr
Läs direkt efter köp
This edited book seeks to address the impoverished culture of emotional discourse in the teaching profession and teacher education. Teachers across the world live out emotional experiences in their professional lives (in the classroom, in the staffroom, online) yet the language available for talking about these experiences is fragmented and often inadequate. The book draws on a broad range of theories including psychoanalytic, critical, feminist, sociological and poststructural to expand a rich conceptual language for talking about teachers’ emotional experiences, originating from the authentic voices of teachers themselves. The book is unified by the inclusion of unpublished, first-hand accounts of teachers, drawn from the editors’ own empirical research interviewing a diverse group of teachers over many years. Each chapter includes a direct voice of a teacher telling their own story, in their own words, about an experience they found to be emotionally significant—the challenging, the sublime, and the downright distressing. Scholarly responses to each of these interviews weave a novel imagining for teachers’ emotional discourse within schools. The chapters discuss the complex contexts of teachers’ professional-emotional lives, such as neoliberal school systems, fraught relationships with leaders, contractualisation, toxic positivity, intractable behaviour problems and datafication. The book will be useful for education researchers, scholars of teachers and teacher education as well as teachers themselves, their families, and those who wish to work with and understand the complex dynamics of the teaching profession.
Häftad, Engelska, 2026
1 779 kr
Skickas inom 10-15 vardagar
This edited book seeks to address the impoverished culture of emotional discourse in the teaching profession and teacher education. Teachers across the world live out emotional experiences in their professional lives (in the classroom, in the staffroom, online) yet the language available for talking about these experiences is fragmented and often inadequate. The book draws on a broad range of theories including psychoanalytic, critical, feminist, sociological and poststructural to expand a rich conceptual language for talking about teachers’ emotional experiences, originating from the authentic voices of teachers themselves. The book is unified by the inclusion of unpublished, first-hand accounts of teachers, drawn from the editors’ own empirical research interviewing a diverse group of teachers over many years. Each chapter includes a direct voice of a teacher telling their own story, in their own words, about an experience they found to be emotionally significant—the challenging, the sublime, and the downright distressing. Scholarly responses to each of these interviews weave a novel imagining for teachers’ emotional discourse within schools. The chapters discuss the complex contexts of teachers’ professional-emotional lives, such as neoliberal school systems, fraught relationships with leaders, contractualisation, toxic positivity, intractable behaviour problems and datafication. The book will be useful for education researchers, scholars of teachers and teacher education as well as teachers themselves, their families, and those who wish to work with and understand the complex dynamics of the teaching profession.