Go through Hitachi HH0-560 real questions and test questions

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HH0-560 teaching - Hitachi Data Systems Certified Specialist - Content Platform Updated: 2023

HH0-560 Real exam Questions by killexams.com
Exam Code: HH0-560 Hitachi Data Systems Certified Specialist - Content Platform teaching November 2023 by Killexams.com team

HH0-560 Hitachi Data Systems Certified Specialist - Content Platform

Test Detail:
The Hitachi Data Systems Certified Specialist - Content Platform (HH0-560) exam is designed to validate the knowledge and skills of individuals in managing and administering the Hitachi Content Platform (HCP) storage solution. Here is a detailed overview of the HH0-560 certification, including the number of questions and time, course outline, exam objectives, and exam syllabus.

Number of Questions and Time:
The HH0-560 certification exam typically consists of 60 multiple-choice questions. The exact number of questions may vary, but the exam is designed to thoroughly evaluate the candidate's understanding of the Hitachi Content Platform. The duration of the exam is 90 minutes.

Course Outline:
The HH0-560 certification course covers a wide range of courses related to the Hitachi Content Platform. The specific course outline may include the following components:

1. HCP Overview and Architecture:
- Introduction to Hitachi Content Platform
- HCP architecture and components
- HCP deployment models
- HCP management interfaces

2. HCP Installation and Configuration:
- HCP installation and initial setup
- HCP system configuration and management
- HCP namespaces and tenants
- HCP storage and replication configuration

3. HCP Data Management:
- HCP object management and access control
- HCP data ingestion and retrieval
- HCP data protection and retention
- HCP data migration and replication

4. HCP System Monitoring and Troubleshooting:
- HCP system monitoring and performance tuning
- HCP event and alert management
- HCP troubleshooting and log analysis
- HCP software upgrades and patching

Exam Objectives:
The objectives of the HH0-560 certification exam are to assess the candidate's knowledge and practical skills in managing and administering the Hitachi Content Platform. The specific objectives include:

- Understanding the HCP architecture, components, and deployment models.
- Demonstrating proficiency in installing and configuring HCP systems.
- Managing HCP namespaces, tenants, and access control.
- Performing data management tasks, such as data ingestion, retrieval, and protection.
- Monitoring and troubleshooting HCP systems, including performance tuning and log analysis.

Exam Syllabus:
The HH0-560 exam syllabus outlines the specific courses and subtopics that will be covered in the exam. The syllabus may include:

- Hitachi Content Platform architecture and deployment models
- HCP installation and initial setup
- HCP namespaces, tenants, and access control
- HCP object management and data ingestion
- HCP data protection, retention, and replication
- HCP monitoring, troubleshooting, and performance tuning
Hitachi Data Systems Certified Specialist - Content Platform
Hitachi Specialist teaching

Other Hitachi exams

HH0-210 HDS Certified Implementer - Enterprise
HH0-220 HDS Certified Implmenter-Modular
HH0-530 Hitachi Data Systems Certified Specialist Compute Platform
HH0-560 Hitachi Data Systems Certified Specialist - Content Platform
HH0-580 Hitachi Data Systems Certified Specialist Virtualization solutions implimentation
HH0-350 HDS Certified Specialist - NAS Architect
HCE-5710 Hitachi Data Systems Certified Expert - Replication solutions implementation
HCE-5420 Hitachi Data Systems Certified Specialist - Content Platform
HQT-4210 Hitachi Data Systems Certified Professional - NAS installation HAT

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Hitachi Data Systems Certified Specialist - Content
Answer: B, D
Question: 105
You created an outbound link which was accidentally rejected on the replica by a
storage manager . Which two actions should you take to correct the situation? (Choose
A. On the primary HCP, delete the rejected link.
B. On the replica HCP, cancel the link rejection response.
C. On the primary HCP, create a new outbound link.
D. On the replica HCP, send a new link acceptance.
Answer: A, C
Question: 106
A company's finance and legal departments do not share any data and should not be able
to access each other's data. The legal department only accesses data using an application
that is integrated with HCP using REST. The finance department requires users to be
able to browse data using Windows Explorer. What do you tell the customer?
A. The finance department should be setup as the default namespace and the legal
department should have their own namespace.
B. The finance and legal departments should use the default namespace.
C. The finance department should have their own namespace and the legal department
should use the default namespace.
D. The finance and legal departments should use different directories in a single
Answer: A
Question: 107
Your customer wants a HCP 500 to be configured to provide protection beyond the
default level. Which data protection level should be used?
Answer: A
Question: 108
Your customer wants to use the duplicate elimination service of the HCP. They
require that duplicates get eliminated across multiple namespaces. What must be
considered when configuring the system?
A. The duplicate elimination service only applies to the default namespace.
B. The namespaces must have the same DPL implementation.
C. The duplicate elimination service only applies to the HCP namespaces.
D. The namespaces must be in the same storage node.
Answer: B
Question: 109
A customer would like to integrate a HCP system into their corporate DNS. The
customer provided you with the corporate domain name (example.com) and the IP
addresses of all the corporate DNS servers. Which two actions should the customer
perform? (Choose two.)
A. Create a HCP subdomain in the corporate DNS such as hcp.example.com.
B. Create host entries for all HCP nodes such as node01.example.com.
C. Promote at least one HCP node to become an Active Directory server.
D. Delegate authority for a HCP subdomain to some or all HCP nodes.
Answer: A, D
Question: 110
Which OS LUN size do all HCP 300 configurations use?
A. 20 GB
B. 30 GB
C. 50 GB
D. 400 GB
Answer: B
Question: 111
With which number must the multicast IP address begin?
A. 10
B. 192
C. 236
D. 238
Answer: D
Question: 112
What is the standard storage configuration of a HCP 300?
A. RAID 5 (5+1) with DPL2
B. RAID 6 (5+2) with DPL2
C. RAID 5 (5+1) with DPL1
D. RAID 6 (5+2) with DPL1
Answer: A
Question: 113
Which two statements describe the HCP offline upgrade procedure? (Choose two.)
A. An upgrade must start with a healthy system.
B. The customer can read but cannot write data during the upgrade.
C. Nodes come-up in read/write mode after the reboot.
D. Nodes automatically reboot during the upgrade.
Answer: A, D
Question: 114
A customer has decided to acquire the entry level HCP 300. Which two hardware
components will be included in the order? (Choose two.)
A. four server nodes with internal storage
B. six server nodes with internal storage
C. rack and power distribution units (PDUs)
D. four server nodes with SAN switches
Answer: A, C
Question: 115
For security reasons, your customer intends to store objects from their human
resources (HR) department into a unique namespace known as HRONLY. All other
objects will be stored in the default namespace. Which protocol must be used to access
objects located in HRONLY?
Answer: A
Question: 116
Which username/password pair do you use to log into the HCP System Management
Console for the first time?
A. admin/hds
B. security/Chang3Me!
C. hcpadmin/hcpadmin
D. root/hitach11
Answer: B
Question: 117
You are performing a new HCP 500 installation. Upon booting the nodes, you are not
presented with a prompt to enter Alt-E for entering the Emulex BIOS. How would you
correct this problem?
A. Return the nodes as faulty.
B. Perform the firmware update procedure.
C. Replace the HBA cards.
D. Reboot all the nodes.
Answer: B
Question: 118
How many public network drops are required per storage node for a HCP installation?
A. 1 public network drop
B. 2 public network drops
C. 6 public network drops
D. 12 public network drops
Answer: B
Question: 119
In which two instances would the MEGARaid utility be used? (Choose two.)
A. when replacing multiple failed disks in a HCP 500 node
B. when replacing multiple failed disks in a HCP 300 node
C. when replacing an entire node in a HCP 300 in which the RAID group is not healthy
D. when replacing an entire node in a HCP 500 in which the RAID group is not healthy
Answer: B, C
Question: 120
When referring to replication topologies, up to how many inbound links can a HCP
system have?
A. 1 inbound link
B. 2 inbound links
C. 5 inbound links
D. 10 inbound links
Answer: C
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Hitachi Specialist teaching - BingNews https://killexams.com/pass4sure/exam-detail/HH0-560 Search results Hitachi Specialist teaching - BingNews https://killexams.com/pass4sure/exam-detail/HH0-560 https://killexams.com/exam_list/Hitachi Masters of Arts in Teaching with Education Specialist Credential

Sac Metro Special Education Teacher Residency (SMSTR)

In 1 year, become a “Day One” ready teacher while getting paid to earn your credential. Residents receive $23,000 in scholarship to pay for tuition, books, etc. and support in applying for additional grants up to $20,000. Learn more about our NEW Sacramento Metro Special Education Teacher Residency scholarship program.

Why a Teacher Residency flyer

Is this program for me?

Do you:

  • Have your bachelor’s degree (or will the time you start our program)?
  • Aspire to teach and empower families and children with disabilities?
  • Love to work closely with students and families to figure out who they are and what works best for them?
  • Believe ALL individuals can learn and belong in our schools and communities?

Then you should apply to one of our Special Education Programs!

About the Program

Become an Education Specialist while earning your Master of Arts in Teaching!

An Education Specialist is a credentialed special education teacher who is authorized to conduct educational assessments related to access to and progress within the core curriculum and provide educational support to students with disabilities in their area of specialization. Our special education programs are committed to age-appropriate, strengths-based, integrated educational programs for students with disabilities. Special education means support services, not placement in special education classrooms. Our courses are offered in the spirit and practice of inclusive education with a strong emphasis for providing high quality and rigorous special education services in the general education environment. Candidates develop skills in discovering ways for students to participate meaningfully and to be successful without being removed from their peers with or without disabilities.

Teach Special Education

Why Special Education Teachers matter

Teachers who specialize in supporting and providing educational services to children and youth with disabilities are powerful change agents in their lives. They build meaningful relationships with their students, gain a deeper understanding of who they are so that they can then partner with the students, their families, and their school teams to build a plan of supports and services that tap into students’ unique ways of learning and communicating. In the field of special education, we often celebrate those little successes that make a huge difference, like when a student independently uses their communication device for the first time, or attends the school dance with their friends, or learns a new strategy for reading. We see our job as breaking down barriers in their environment and instruction to increase students’ success and joy. When we are equity-minded, student-centered, and evidence-based then our students and their families feel a sense of belonging, feel empowered, and become as independent as possible.

Our Graduates

Photo of Cynthia Ordonez

I chose Sac State because it offered a Dual Program in which I could obtain my Mild/ Mod with Multiple Subjects Credential—providing me with more education and professional possibilities…. Being a second-grade teacher was an opportunity that I was not willing to pass because it was a chance for me to construct a classroom where all my students felt welcomed, safe, and included—fostering social justice.

Cynthia Ordonez | 2022

Photo of Jacob Mickelsen-Steele

It has been my experience that the professors in the College of Education truly enjoy what they do. They are supportive and they listen to their students. As educators themselves, they know what we are going through, what resources we will need, and how we can obtain our goals.

Jacob Mickelson-Steele | 2022

Hear Jacob's perspective

Photo of Geraldine Pelayo

One of my favorite memories in my career as a special education teacher is when I had a student that was in 3rd grade run her own Individual Education Plan or IEP meeting. We created a PowerPoint so that she could lead the meeting and the student had everyone including the principal laughing but also astonished at how well a 3rd-grade student could run her IEP meeting and bring joy to a meeting in such a natural way.

Geraldine Pelayo | 2021

Hear Geraldine's perspective

Meet the Faculty—Dr. Cindy Collado

Meet the Faculty—Dr. Kathy Gee

Meet the Faculty—Dr. Eric Claravall

Career Options

You have many career options when you earn your Education Specialist credential.

When you earn your ECSE credential you can work as:

  • Early intervention provider, visiting families’ homes to coach them on supporting their infant and/or toddler with disabilities or developmental delays
  • Infant/Toddler center education specialist in special education or inclusive settings
  • Preschool or kindergarten education specialist in special education or inclusive settings
  • Itinerant education specialist, visiting various programs to consult with general education teachers on how to support their preschool, TK, or kindergarten students with disabilities

Depending on your interest in the types of support needs of students, when you earn your MMSN or ESN credential, you can work as:

  • K - 12 Education Specialist in special education or inclusive settings
  • Transition Specialist

And with your masters you can advance over time to more leadership roles such as:

  • Curriculum Development Specialist
  • Education Consultant
  • Curriculum Evaluator

What are the Salaries like?

As a blended Master of Arts in Teaching in Special Education (MAT-SPED) with any of our special education credentials, our graduates start at a higher pay level due to the master’s degree and additional units.

Starting salaries range from $45,000-$55,000. There are currently many signing bonuses available.

Program Pathways

All program applications are due February 1st

Preliminary Credential Program Pathways

Our programs offer a blended preliminary education specialist credential teacher preparation program with Master of Arts in Teaching in Special Education (MAT). Students complete their credential then can opt to continue for one more year to complete their MAT-specific coursework while working in the field. Some students either continue with the MAT in the summer following graduating with their credential or return later to complete it within 7 years from admission into the program.

All Preliminary Credential Programs offer two pathways to earning your preliminary education specialist credential:

  1. 1-year, Summer start (3 semester) Residency/Student Teaching Pathway

    This pathway is an intensive program for non-working student teachers & Residents of the Sacramento Metro Special Education Teacher Residency scholarship (SMSTR). The Field Coordinator places you in a classroom relevant to your credential 4 to 5 days a week. With this option, students are not able to work during the week as they are completing their fieldwork as volunteers in their coordinating teachers’ programs/classrooms and taking courses in the evenings and during the day. Financial supports can make this possible!

  2. 2-year, Fall start (4 to 5 semester) Working/Intern Pathway

    This pathway is for those seeking to work in a classroom/program while completing their credential; typically for those pursuing an intern credential in their second year of the program (click here to learn more about our intern option: Guidelines for EDSP Intern Credentials). With this option, students intend to work in a classroom or program relevant to their credential such as a paraprofessional or emergency permit teacher (perhaps eventually as an intern). They work with Sac State education specialist program’s field coordinator to review and approve their place of employment as their fieldwork site since you they will be working in a program or classroom where you they will complete their fieldwork experience during the day while taking courses in the evenings. Note: students will need to gain experience in a variety of classrooms thus may need to change positions in their second year or find time to observe and complete fieldwork in other classrooms/programs.

Early Childhood Special Education - Added Authorization

For current credentialed Education specialists or those enrolled in our Mild to Moderate Support Needs (MMSN) or Extensive Supports Needs (ESN) programs, the ECSE-AA offers a one-year pathway to adding on the authorization to teach young children with disabilities birth to preschool. This is an online program.

Explore more about our programs

Credential Concentrations

Early Childhood Special Education (ECSE)

The ECSE credential authorizes you to provide educational services to young children with all types of disabilities birth to kindergarten. Students learn to partner with and coach families raising infants & toddlers with disabilities in their homes and work with a team supporting young children with disabilities in preschool and kindergarten programs. The ECSE program is a distance learning program with courses offered in an online format for students who live more than 30 miles from campus and in a hybrid format for local students. We also offer the ECSE-Added Authorization for current Education Specialists.

Mild to Moderate Support Needs (MMSN)

The MMSN credential authorizes you to provide educational services to children and youth with mild to moderate support needs ages 5 to 22 years old. Students learn to work with a school team to provide supports and services to students with a variety of disabilities who have mild to moderate support needs.

Extensive Support Needs (ESN)

The ESN credential authorizes you to provide educational services to children and youth with significant support needs ages 5 to 22 years old. Students learn to work with a school team to provide supports and services to students with a variety of developmental disabilities who have significant support needs.

MAT in Special Education

The MAT-SPED program focuses on inquiry-based education which includes hands-on instruction with problem-based learning and issues-centered curriculum and a focus on reflection during the teaching and research process. The program foundation rests in social justice and equity in education for all children and youth, including those with disabilities, and their families. The materials and associated activities presented in the MAT coursework are highly integrated to support candidates with successful completion of the Master of Arts in Teaching degree. The MAT-only courses are taken in the summer, fall, and spring after completion of the ECSE, MMSN, or ESN Preliminary credentials. Students have up to 7 years to earn the Master of Arts in Teaching (MAT-SPED) with some continuing the summer following their graduation from the credential program while others take a break for one year (or more) before returning to complete their MAT-SPED. Note: taking a Leave of Absence is possible as long as they complete their requirements within the 7 years from admission to the credential + MAT-SPED program.

Have questions about the specialties? Contact one of the program coordinators

  • Early Childhood Special Education (ECSE) Programs and Field Coordinator - Cindy Collado
  • Mild to Moderate Support Needs (MMSN) Programs and Field Coordinator - Mei Shen
  • Extensive Support Needs (ESN) Programs and Field Coordinator - Kathy Gee
  • Master of Arts in Teaching in Special Education (MAT-SPED) Program/Graduate Coordinator - Jean Gonsier-Gerdin
  • Teaching Credentials Chair: Jenna Porter

Learn more!

Information sessions

Financial Supports

Program flyers

Advising Forms

Ready to Apply?

To apply to one of our two pathways, follow the application procedures for the specific special education program concentration that interests you. Applications for the next cohort to begin each Summer or Fall are due March 1. After March 1st, you will be contacted to sign up for an interview day; at this time, you will indicate your interest in applying to the 1-year, Summer start Residency/Student Teaching Pathway or 2-year, Fall start Working/Intern Pathway by choosing your pathway interview day.

Learn about pre-requisites for the credential programs, obtain the application and resources, and see who to contact for help with your application:


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Thu, 22 Aug 2019 23:57:00 -0500 en text/html https://www.csus.edu/college/education/teaching-credentials/special-education.html
Master of Specialist Teaching – MSpecTchg

Admission to Massey

All students must meet university entrance requirements to be admitted to the University.

Specific requirements

This programme is a selected entry qualification. This means there are a number of extra requirements you must meet.  

To enter the Master of Specialist Teaching you will have:

  • been awarded or qualified for a bachelor’s degree with a minimum B grade average across the highest level courses, (or equivalent) and
  • been awarded or qualified for a relevant professional qualification, and
  • completed at least two years relevant professional experience, or
  • been awarded or qualified for a Postgraduate Diploma in Specialist Teaching (or equivalent) with a minimum B average.

Please see individual webpages for specific entry requirements for specialisation in Advisor on Deaf Children.

You will also provide the following documents as part of the selection process:

  • copies of all official academic transcripts for studies taken at all universities other than Massey University
  • a copy of your current CV (including education and employment for at least the last five years. If you have recently changed jobs to a resource teacher role, please ensure the new role is included as your current employment)
  • verified copy of your current practising certificate issued by the Teaching Council of Aotearoa New Zealand (if a registered teacher with a current full practising certificate)
  • a summary of any short or long-term disability including learning disability or heath issue that may affect your study.

If you are not a registered teacher or you are a registered teacher without a current full practising certificate, you will also need to supply:

  • a completed NZ Police Request and Consent form, along with two pieces of Tested identification (one of which must be photographic) from the list of acceptable forms of identification
  • a copy of a police report from every overseas country you have lived in for more 12 months in the last 10 years. Please do not supply originals as these will need to be supplied to the Education Council at a later date.

If you have been previously selected for and enrolled in a Specialist Teaching programme at Massey University you will apply online but will not go through the selection process.

English language requirements

If your first language is not English or Te Reo Māori and you have not gained a New Zealand university entrance qualification, or an overseas entrance qualification in a country where the main language is English, you will be required to provide evidence of proficiency in English in the form of an academic International English Language Testing System (IELTS) score of 7.0 with no band less than 7.0 (or the equivalent TOEFL score) or other evidence that is acceptable to Academic Board.

IELTS EXEMPTION: A teacher who has registered with the Teaching Council of Aotearoa New Zealand and holds a current Practising Certificate, will be exempted from meeting this English language requirement. For more information, see: teachingcouncil.nz.

Closing date for applications

Applications close on 10 December for study the following year.

For applicants who have completed a Massey University Postgraduate Diploma in Specialist Teaching, the closing date for Semester Two applications is 10 June.

Police vetting

If you do not hold a current New Zealand professional registration you will be required to undergo police vetting prior to gaining entry into the qualification.

Curriculum vitae

Your curriculum vitae should include details of your educational and professional qualifications, employment history with dates and descriptions of roles and responsibilities, membership of associations/organisations, and a list of professional publications and research reports.

Health and disability

If you have any short or long-term disability including learning disability or heath issue that may affect your study, please upload a summary in your application. If you disclose any disability, health or personal information as part of your application, this will be assessed during the selection process and is confidential to the University staff processing your application.

Time limits for Honours, Distinction and Merit

Where your qualification is completed within the stated time limit and to a high standard, you may be able to graduate with Distinction or Merit. 

Prior learning, credit and exemptions

For information on prior learning, exemptions and transfer of credit or other questions:

English language skills

If you need help with your English language skills before you start university, see our English for Academic Purposes (EAP) courses.

Maximum time limits for completion

There are maximum time limits to complete postgraduate qualifications.  If you do not complete within the maximum time, you may be required to re-apply for the qualification if you wish to continue your studies.

For returning students, there may be changes to the majors and minors available and the courses you need to take. Go to the section called ‘Transitional Provisions’ in the Regulations to find out more.

In some cases the qualification or specialisation you enrolled in may be no longer be taking new enrolments, so may not appear on these web pages. To find information on the regulations for these qualifications go to the Massey University Calendar.

Please contact us through the Get advice button on this page if you have any questions.

Sun, 23 Apr 2017 13:14:00 -0500 en-NZ text/html https://www.massey.ac.nz/study/all-qualifications-and-degrees/master-of-specialist-teaching-PMSPT/
Online Education Specialist Degree No result found, try new keyword!An online education specialist degree program is a popular choice for educators with a master’s degree who wish to continue their education but are not interested in a doctorate program. Fri, 26 Apr 2019 03:16:00 -0500 https://www.usnews.com/education/online-education/education-specialist-degree Sidero achieves two accolades at Athlone Business Awards 2023

Sidero, a GlobalLogic company and Ireland’s software, cloud and digital transformation specialist, located in Monksland, was recently honoured with two awards at the annual Athlone Business Awards at the Sheraton Hotel in Athlone.

Hosted by the Athlone Chamber of Commerce, the Athlone Business Awards celebrate locally and regionally based companies that have demonstrated significant achievement and success over the past year.

Sidero CEO Carmel Owens was named Businessperson of the Year for her commitment to the growth and success of the business over the past number of years. Having joined Sidero in 2020, Carmel has more than 20 years’ experience in the IT sector.

Earlier this year, Carmel led the acquisition of Sidero by global digital engineering leader GlobalLogic (a Hitachi Group Company ). The companies’ combined strengths will bring increased value to the respective customer bases, and Sidero’s expertise and competencies are a clear complement to GlobalLogic’s deep engineering portfolio.

Meanwhile, Sidero received the Diversity, Equality, and Inclusion award for its dedication to promoting diversity within Sidero and the wider tech industry. The company is proud to be culturally diverse with a team of 25 nationalities, while the senior management team comprises a 50/50 male/female split.

Sidero recognises the value of a diverse and balanced workforce, and actively encourages more females into engineering roles. The company has strong links with local third-level institutions such as the Technological University of the Shannon (TUS ) which not only helps to bridge the technology skills gap, but also attracts talent outside of major cities.

“I am thrilled to win the Businessperson of the Year award which is also a testament to the hard work of the entire team. Our focus is on growth and development, continuous regional investment, and commitment to our people, and we’re passionate about bringing employment to Athlone and the midlands area.

“We have also placed a key focus on diversity and inclusion within the business, including promoting gender diversity in leadership roles, and collaborating with the education sector to narrow the IT skills and gender gaps. Receiving the Diversity, Equality, and Inclusion Award is a fantastic recognition of the unwavering commitment to employee empowerment, diversity of thought, and inclusiveness across the entire organisation,” Carmel Owens, CEO, Sidero, said.

Wed, 15 Nov 2023 10:37:00 -0600 text/html https://www.advertiser.ie/athlone/article/138720/sidero-achieves-two-accolades-at-athlone-business-awards-2023
Hitachi Rail development of Copenhagen Metro

Hitachi Rail part of the development of Copenhagen Metro. What’s next?

Hitachi Rail has been a leading contractor of The Copenhagen Metro for over 20 years since the delivery of the first section of M1 and M2 lines In October 2002. Since then the development of the metro continued with the construction of a circular line around Copenhagen city centre, so called “Cityringen”. The new line of 15.5 km serving 17 underground stations was commissioned on September 29th, 2019, with the CBTC (*) technology (the most advanced signalling system applied to metro). For this project, the scope of work of Hitachi Rail included the delivery of the power supply (third Rail), permanent way, passenger screens doors, signalling system (CBTC), SCADA, passengers’ information systems and the delivery of the Control and Maintenance Center for the 39 passenger vehicles.

The Copenhagen Metro runs with as little as 93 seconds between the driverless trains in rush hour and has a high reliability of more than 99%. More than 2 million journeys are made every week on The Copenhagen Metro, and in 2022, together with the operator Metro Service A/S, Hitachi Rail has contributed to a high NPS Score of 64 (customer satisfaction).

Following the Cityringen project, the extension of the line to Nordhavn and Sydhavn has been agreed and the first part of the extension to Nordhavn has been operational since March 2020. It is 1.2 km long and serves 2 new stations. The second part of the extension to Nordhavn is in discussion to be contracted in the next few years.

Once the M4 Sydhavn opens in 2024, 73% of the citizens in Copenhagen and Frederiksberg will be living less than 600 meters away from a Metro or a train station. The Metro is one of the most sustainable means of transport that the citizens can choose, second only to the bicycle. This is primarily due to the fact that the Metro is powered by electricity, many people use it every day, and it is designed with a minimum lifespan of 100 years. With its long lifespan, billions of travelers will use the Metro.

Hitachi Rail

The Sydhavn Extension – M4 – Started In 2018.

The Sydhavn extension includes five new underground stations offering the citizens better connections between the city centre and its expanding suburbs.

This extension, and the overall Copenhagen Metro project is managed as a “TURNKEY Project”, which means it is ready to be immediately operational at the end of the construction, and test and commissioning phases. The civil work provided by one contractor, includes all the buildings and tunnel construction. The power supply and the permanent way are managed by a second contractor. The signalling system, passengers screen doors, rescue trolleys, telecommunication system, passengers’ information system and trains are provided and managed by Hitachi Rail as third contractor involved in the turnkey project.

The extensions to Nordhavn and Sydhavn are a continuation of the Cityringen Design.

Hitachi Rail

The Design Phase

The design phase is crucial to integrate the specificities of the project and to agree on the interfaces with the other contractors through ICDD (Interface Control & Definition Document). In a turnkey project, the different contractors have the responsibility to proactively and jointly manage the constructive working methods to solve the interfaces identified.

The client also supervises the interface management process. The interface management process is performed carefully from the early stages of the project to avoid later clashes on site as much as possible. Increasing the number of contractors also increases the number of external interfaces, which may potentially increase design integration conflicts and delays.

The Construction Phase

The construction phase begins once the assessor has approved the design. It is based on access stages between contractors, which requires strong coordination and integration of contractors on site. At this stage, the best way to give visibility to all the contractors and facilitate the organisation of activities is for the customer to set up an integrated project schedule.
As system contractor, Hitachi Rail intervenes after the construction and power supply contractors, and its progress is highly based on the availabilities of the preconditions from the other contractors.

Therefore, an integrated schedule highlighting the deliveries of the interfaces is important to support and allow flexibilities, and to limit any overall delays, but this also requires transparency from all parties.

The installation works performed on a technological subsystem basis are planned in accordance with access availability. In general, subsystems are installed by area to optimise the use of the allocated resources and specialist supervisors experienced in each technology.

The sequence of the activities prioritises the installation of the critical subsystems, connected to the critical path. Once the installation test of a technology is completed in each area, the project is then handed over to the commissioning team for the subsequent testing and commissioning phases.

Test And Commissioning

The test and commissioning phase starts right after the handover of the Hitachi Rail’s subsystems from the construction team.

The first activity is the SAT (System Acceptance Test) of each subsystem (Automatic Train Control system (ATC), Platform Screen Doors (PSD), Telecommunication Systems (TLC), Security Control Systems (SCS), SCADA and Depot Equipment (DEPOT)), this is to ensure that the equipment arrived in Copenhagen from the factories in perfect condition, and that the installation by Hitachi Rail construction department was performed correctly.

During this phase, the scope of work includes testing the functionality of Hitachi Rail sub-systems standalone. In parallel of those site tests, the ATC software kit is tested in the lab, called V&V test, to simulate the functionalities and to validate it before the testing with trains (Dynamic test) starts on site.

Following the completion of this part, the SSIT phase starts (Subsystem Integration Test), with the testing the integration of the ATC system (IXL, ATS, CBTC) and its Interfaces with the SCADA, Information Control and communication System (ICCS) and TLC. The goal is to validate the functionalities of the overall system as a standalone test, meaning only for the 5 stations of the Sydhavn extension. This phase requires the availability of traction power and passenger vehicles to test the functionalities and the possible operational scenarios. One precondition to this activity is the validation that the gauge of the passenger and service vehicle is free of obstacles. A gauge test is performed to ensure all remaining temporary installations are outside of the gauge of the trains and the final civil works, track, power supply and traction power system installations in tunnels, stations and shafts are fulfilling the requirements.

The final test phase is the SIT (System Integration Test) which is the most complex and critical. Scope of test is to validate the integration of Sydhavn extension system with the lines already in revenue service (Cityringen M3-M4). It requires the closure of the M3 (Cityringen) and M4 (Nordhavn extension) lines for a short period of time, in order to test the integration between each subsystem of M3-M4 and Sydhavn extension (as the completion of M4) and all the operational and emergency scenarios before the start of revenue service with passengers. This is a no regression test, meaning that the hardware configuration will not be reverted after the integration tests, only the software configuration. Once the National Safety Authority authorises the Safety Case, the final Software configuration can be rolled out and the trial run can start. After the successful trial run, the full M3-M4 lines can start revenue services with passengers.

The results of those tests are then integrating the System safety cases, which will be finally approved by the assessor and the National Safety authority to give the authorization to start the operation.

Operation & Maintenance

The preparations for achieving operator readiness to take over the utilisation of the line has been engineered for a long period of time before the start of the operations. The operator has been involved from the test and commissioning phase in order to become familiar with the new assets, while official and certified training courses are provided from the original manufacturers to the operator. On the Copenhagen Metro project, the operator, alongside the operational and maintenance experts of Hitachi Rail, is reviewing and enhancing the operation and maintenance needs of all the new assets included in the systems. This information is then digitalized, creating an electronic database for tracking works activities, in order to ensure the safety, cleanliness and correct operability of these assets in the future.

In a way to tailor the detailed design of the operation and maintenance to the project needs (in accordance with the original manufacturer) the operator and safety experts are updating the operational procedures and the “rulebook” of the operation and maintenance teams. These procedures and rules are the reference for the training regime, ensuring that the operator is able to react correctly and quickly to the various scenarios (normal, degraded or emergency). These trainings allow the operator to fully-scale the knowledge to the whole company before the trial operations start. During this trial run period, the operator verifies and demonstrates, autonomously, that they have all the knowledge and material to operate the new part of the line safely, reliably and efficiently.

With the successful completion of the trial operations without passengers, the doors of the stations can be opened and the service operation with passengers can start. The operator can then start to ensure the service availability requirements align with the integration of the passenger’s behaviours.

Wed, 15 Nov 2023 19:00:00 -0600 by Roma Publications en-GB text/html https://premierconstructionnews.com/2023/11/16/hitachi-rail-development-of-copenhagen-metro/
Educational Specialist in Elementary Education

Mon, 26 Aug 2019 22:23:00 -0500 en-US text/html https://www.uab.edu/education/home/graduate/ece-ele/eds-elementary-education
Educational Specialist in Education with a Concentration in High School Education 6-12th Grade

Tue, 19 Apr 2022 14:50:00 -0500 en-US text/html https://www.uab.edu/education/home/graduate/secondary-education/eds-high-school-education-6-12th-grade
Postgraduate Education Certifications

Drexel University School of Education

At the School of Education, we are committed to producing education leaders and to providing timely, relevant and rigorous programs of study based on the latest trends and developments in the field of education. The School of Education offers a number of programs with education certifications that acknowledges the completion of a series of courses leading to a body of knowledge in a specific area and a university recommendation to the state of choice.

Most of the certification programs in education are an outgrowth of our master’s degrees with all courses bearing graduate credits. A certificate student may consider, therefore, matriculation into the graduate program upon the successful completion of the education certificate courses and all other graduate admissions requirements.

The studying Specialist Certification program aims to prepare students to work with individuals with a range of studying abilities and needs by introducing them to multisensory approaches to studying instruction, and to a variety of diagnostic tools for planning and evaluation purposes, as well as to monitor student performance and growth.

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The PA Administrative Certificate, Principal K–12 was designed to develop school leaders who can lead, educate, mentor, reflect, partner and demonstrate.

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Drexel’s EdD in Educational Leadership and Management prepares students who would like to pursue the Pennsylvania Superintendent Letter of Eligibility. Upon completion of your coursework, Drexel University will formally recommend you for the Letter of Eligibility required by the Pennsylvania Department of Education.

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Drexel’s Special Education Certification program seeks to produce professionals who are equipped with the fundamental skills, knowledge, and competencies they require to meet the needs of students at risk for school failure and students with disabilities in multiple settings. The program is intended for those interested in gaining greater skills and expertise and a teaching certification in the area of special education.

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The Special Education Leadership certification is designed to prepare students to be supervisors of special education programs. Those who complete the program are equipped with the advanced skills, knowledge, and competencies to head initiatives that meet the needs of students at risk for and with disabilities in a variety of environments.

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The​ ​Post​ Bachelor’s​ Baccalaureate​ ​Teaching​ ​Certification​ ​program​ ​in​ Elementary Education​ ​(grades​ ​PreK-4)​, Middle Level (grades 4-8), ​and​ Secondary​ ​Education​ ​(grades​ ​7-12)​ ​are​ ​designed for​ ​professionals​ ​who​ ​hold​ ​a​ ​bachelor’s​ ​degree​ ​and​ ​who​ ​seek​ ​to​ ​qualify​ ​for Pennsylvania​ ​state​ ​teacher​ ​certification​ ​at​ ​the​ ​elementary, middle,​ ​or​ ​secondary​ ​level.

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A significant demand for well-trained ESL teachers exists throughout the United States. In areas such as education, business, hospitality and many more, the opportunities to teach English as a Second Language abound. Drexel’s Certification in Teaching English as a Second Language*, approved by the Pennsylvania Department of Education, provides a strong foundation for second language acquisition.

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How​ ​to​ ​Apply​ ​to​ ​the​ ​Education​ ​Certification​ ​Program

The School of Education's certification programs are taught exclusively online. To apply, follow the instructions on each of the certification pages.

Tue, 21 Jul 2015 01:10:00 -0500 en text/html https://drexel.edu/soe/academics/certifications/
ESL Program Specialist Certification

The 15-credit ESL Program Specialist Certification will qualify instructionally certified educators to teach others whose first language is not English. Graduates of our flexible, online program will be prepared to teach English as a Second Language (ESL) in a variety of educational settings.

Program Snapshot

Why Study ESL at Wilkes?

There is a growing demand for educators equipped with the training and experience in teaching English as a second language. Jobs in the TESOL/ESL fields are projected to increase by 11 to 14% through 2030, creating a diverse number of opportunities in K-12 districts and other educational settings, as well as organizations abroad.

As the world becomes more linguistically diverse, students with a certification in ESL have the potential to seek out exciting careers in classrooms, or to pursue new roles in  healthcare organizations, businesses, or within government organizations. The Wilkes program offers you the opportunity to learn from other educators and participate in experiences that allow for you to observe, assist, and teach ESL in public schools.

    CurriculumAdmission Requirements

What Will You Learn as an ESL Program Specialist Student?

  • You’ll learn various approaches to teaching second languages as well as effective techniques for assessment, including standardized tests, standards based instruction, and second language test design and evaluation.
  • You’ll build a strong foundational understanding of linguistics and its importance to the teaching of foreign or second languages. You’ll examine phonology, morphology, syntax, semantics, and discourse structure as different approaches to the study of language are discussed.
  • You’ll gain field experience in teaching reading, writing, listening, and speaking of English to second language learners. Students will learn how to assess student needs, develop syllabi, design educational materials, and apply theory to lessons.
  • You’ll explore how to develop and implement second language programs while understanding the cultural conflict and biases, both social and linguistic, faced by multilingual students.

Thank you for your interest in Wilkes University's Graduate Education programs! To learn more about our program please complete the form. If you have questions, or wish to discuss your education goals, please contact:

Tori Reigle

Fri, 04 Jun 2021 03:11:00 -0500 en text/html https://www.wilkes.edu/academics/graduate-programs/graduate-education/programs/esl-program-specialist-certificate.aspx
Literacy with PDE studying Specialist Certification

Program Highlights

Flexible Online Format

This program is conveniently conducted online with required field hours completed right where you reside. 130 field hours are embedded in the curriculum so you can apply what you learn to the classroom.

Clinical Experiences

In addition to a rigorous curriculum, this program includes opportunities for practicum/clinical experiences that allow for you to apply what you’ve learned about curriculum and instruction, diversity and equity, assessment and evaluation, and learners within the literacy environment.

Build Your Professional Skills

Graduates of our program not only understand literacy and deeply explore best practices in pedagogy, but they build organization and leadership skills that make them collaborative leaders in inclusive practices, assessment, and professional development within districts.

Make the Difference

Teaching literacy is so important today because on average, 50 percent of children are at or below the basic level of literacy proficiency required for their grade area. This program was designed to accommodate the working educator, and our close-knit community of teachers, staff and students is what makes the difference. 

The literacy master's program at Wilkes was the perfect balance of rigorous coursework, reflective discussions, and application of knowledge. I wanted my master's to be relatable and relevant to my current role as a secondary ELA teacher; this program provided that for me.

Katie Peachy '20

I loved being able to go at my own pace as far as selecting the amount of courses and moving ahead in the course work as I could.  I used the information I was learning immediately in my experiences teaching.

Carey Humes

Tuition & Aid

Tuition for graduate programs in education for the 2023-24 academic year is $554 per credit, or $1,662 per course. Deferment is available for employers who reimburse tuition and financial aid is available for those who qualify.

Careers & Outcomes

Those with master’s degrees in literacy can pursue a variety of career paths in supporting students with their studying and writing skills. Graduates often hold positions as studying specialists within K-12 districts. Other career paths include working in adult education, academic publishing and assessment, or within writing centers in higher education.

Job Titles: Literacy Specialist, studying Specialist, Adult Education Instructor, Literacy Coach, Education Writer, Literacy Assessment Specialist, Literacy Curriculum Developer, Writing Center Coordinator, Educational Consultant

Pennsylvania studying Specialist Certification

Upon successful completion of the master's degree curriculum, students may apply to the Pennsylvania Department of Education for studying Specialist certification. Candidates interested in the certification must hold a valid Pennsylvania Instructional I or II teaching certificate.

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