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Hitachi
HH0-560
Hitachi Data Systems Certified Specialist - Content
Platform
https://killexams.com/pass4sure/exam-detail/HH0-560 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
two.)
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
namespace. 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?
37
A. DPL2
B. DPL1
C. DPL0
D. DPL5 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?
38
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.
39
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?
A. HTTP
B. CIFS
C. NFS
D. WebDAV 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!
40
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
41 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
42
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Every organization's success depends on its ability to keep customers satisfied and meet their expectations in a timely manner. Knowledge silos and inaccessible knowledge don't just harm productivity but also threaten the customer-facing teams' ability to be agile and work independently. What if they could tap into the expertise and best practices of the entire organization wherever and whenever they need it?
Join Marc Vontobel, Starmind Founder and CEO, and Ilija Mrvelj, Head of Strategy PMO Business Unit Grid Integration at Hitachi Energy, to learn how democratizing knowledge helps to create a more open and inclusive work environment and can level up your customer-facing teams.
– Get 285% ROI within 2 years by leveraging the collective knowledge – Grant fast access to answers and people and contribute to the company's knowledge management – Unlock the undocumented tacit knowledge hidden in your organization's expert pool
Don't miss this live event on Tuesday, October 25 – 9:30 am PT / 12:30 pm ET.
Register now to attend the webinar Hitachi Democratizes Knowledge To Build a Life-Long Learning Culture.
Fri, 07 Oct 2022 08:33:00 -0500entext/htmlhttps://www.kmworld.com/Webinars/1844-Hitachi-Democratizes-Knowledge-To-Build-a-Life-Long-Learning-Culture.htmSetting Up Cloud Transformations for Success in Healthcare
In healthcare, getting the most out of the cloud can mean using a complex mix of legacy and new technologies. But as more health organizations rely on cloud workloads, they’ll need to ensure their modernized infrastructure has reliable storage and backup capabilities.
By 2024, healthcare users expect to up their reliance on multicloud strategies from 27 percent to 51 percent, according to the 4th Annual Nutanix Enterprise Cloud Index. The top challenges in healthcare for multicloud adoption include integrating data across clouds, performance issues with network overlays and managing costs.
Cloud integration requires radical change within health systems, but leaders need not fear it, says Jeffrey T. Thomas, vice president and CTO at Norfolk, Va.-based Sentara Healthcare.
“Fundamentally, it changes the way we architect from the beginning and automate deployment. It changes the support models, and it also changes the skill sets needed,” says Thomas.
How Sentara Healthcare Approaches Cloud-First Strategies
Sentara Healthcare has nearly 30,000 employees and serves communities in Virginia and North Carolina. The large system recently launched a joint venture focused on cloud-first solutions to help healthcare organizations modernize their environments.
“The first bottom line is that many CIOs in healthcare do not have the skill sets in their own organizations to move the cloud,” Thomas says. “Because of what we’ve learned, we’re at the forefront of large-scale movements of systems to cloud.”
Thomas joined Sentara Healthcare in 2018 with the goal of driving the organization to cloud-supported solutions, starting with the largest on-premises data set.
“When we started deploying our first workloads into Azure, we designed backup as a core part of it,” Thomas says. “We set all the policies up before we deployed our first solution set into Azure. That was two months, so it was a very quick evolution.”
This year, Thomas says, close to 80 percent of the organization is supported by cloud solutions. Within the next 18 months, Sentara Healthcare will leave its last on-premises backup solutions and move it all to the cloud.
In southern Oregon, health system Asante adopted HPE’s GreenLake, a hybrid edge-to-cloud platform for its critical on-premises data services. The process of discovery, setup and handoff took about 18 months, says Asante ITS Operations Manager Tim O’Rourke.
“Our internal cloud has been a very valuable resource, spanning redundant systems across data centers in different buildings and on different sites. We have been able to deliver most of the benefits of the public cloud to our internal customers for years. Now, under GreenLake, Asante can also realize the financial benefits,” O’Rourke says.
Asante’s rural location doesn’t offer wide availability of high-capacity internet access, nor is it nearby public cloud data centers, so the health system uses cloud services only for data backup and under a Software as a Service model for some applications.
“Our first GreenLake initiative was for HPE Primera storage arrays,” O’Rourke says. Though Primera is a hardware solution, it has the performance and agility of the cloud. “The program allowed us to spec equipment at a level that we could not have capitalized in a single fiscal year.”
O’Rourke says his team first studied how the GreenLake program would work, assessing the benefits, risks, costs, support needs and lifecycle management. He discussed the implications of the shift from capitalized to operationalized server/storage infrastructure with Asante’s finance department and senior leadership.
“We had internal discussions about how on-premises cloud resources would be managed, usage reported, budgets established and project chargebacks processed under the GreenLake model,” O’Rourke says.
Fundamentally, it changes the way we architect from the beginning and automate deployment.”
Jeffrey T. Thomas Vice President and CTO, Sentara Healthcare
Deciding Cloud Deployments Based on Organizational Needs
Thomas says that Sentara Healthcare uses a variety of solutions to address particular business needs, including Microsoft Azure for native backup, Rubrik as an instance for Unix and Dell Avamar to back up virtual machines, images and snapshot servers.
“The percentage changes because we are bringing in new solutions and retiring solutions,” Thomas says. “We are heavy users of cloud backup, and we've transitioned a lot of our on-premises to cloud backup solutions.”
It’s important that cloud support is chosen based on application and system need, Thomas adds. Considering the processes along with their risks is key, even over staff needs.
“It’s usually never an individual making recommendations, because they would be driven by the processes they create, and then we manage the risk for them,” Thomas says. “It's very easy for somebody to say, ‘I want it backed up every night,’ because they think it's free, but it’s not. We need to manage that risk, the frequency of backup and how long we maintain the backups based on the data classification and record retention policies.”
Vibrant Emotional Health began working with Hitachi in 2016 to move to public cloud and build a data warehouse and call center failover solution using Amazon Web Services (AWS). Formerly known as the Mental Health Association of New York City, Vibrant operates a 24-hour crisis center with more than 500 employees.
The organization chose to work with Hitachi due to its ongoing customer service offerings, says Vibrant Marketing and Communications Specialist Dante Worth. “One major benefit of working with Hitachi is their reliable 24/7 monitoring of our environment. Hitachi also offers an ideal cost along with cost and security reviews,” Worth says.
The data warehouse allows for Vibrant to offer continuous behavioral health services in New York City. The process of AWS implementation with Hitachi took about 45 days.
“Before getting started with Hitachi, we started by outlining requirements. We then moved into the initial architecture and design phase. Finally, we followed up by initiating the infrastructure build,” says Worth.
52%
The percentage of healthcare cloud users who said cost savings was a popular adoption driver
Source: Presidio, “2022 Cloud Transformation Benchmark Report,” August 2022
Supporting and Maintaining Cloud Capabilities in Healthcare
Ensuring that connectivity is resilient and has bandwidth to manage large data sets is an important step to reduce possible workflow interruptions, Thomas says.
“In the cloud, it’s really about the timing of when you back it up, because you’re not constrained by the throughput. You’re more constrained by the impact to performance, the method you use for backing up,” Thomas says. His team performs regular checkups to measure cloud health.
“We also have automated the alerting and the reporting of backups, and if a backup fails, it goes into ServiceNow as an incident and gets processed just like any other incident. Next, the team checks why the backups had issues and works through those processes to resolve them,” Thomas says. “From an operational workflow, we’ve just rolled the cloud support into our standard model. I think the big difference is that we’re not moving tapes. We’re not worried about offsiding tapes the same way.”
Thu, 01 Jun 2023 03:56:00 -0500Donna Marburyentext/htmlhttps://healthtechmagazine.net/article/2023/06/setting-cloud-transformations-success-healthcareLearning Strategies for College Success Course
The Rinella Learning Center offers a two-credit hour course entitled Learning Strategies for College Success which is designed to help students develop greater awareness of their thought processes, study behaviors, and learning strategies. subjects for the course include metacognition, time management, test-taking strategies, anxiety and stress management, critical studying strategies, and a variety of other academic support topics.
To register for the course, students must first meet with a Learning Specialist to determine if the course is appropriate for their situation. Students who may ultimately benefit from the course frequently state, "I never really had to study in high school," or "I never developed strong study skills." Students may not register for the course through conventional course registration; they can only be added to the course after meeting with a Learning Specialist.
Learning Strategies for College Success is a graded course - this means that, like any other course, prompt and regular attendance is expected, as well as completion of course readings, essays, and other assignments.
The course begins during the third week of the semester (the first two weeks of classes are reserved for getting acclimated to your class schedule). To meet with a Learning Specialist and discuss registering for Learning Strategies for College Success, please call the main Rinella Learning Center office at 513-529-8741.
Mon, 08 May 2023 02:39:00 -0500en-UStext/htmlhttps://www.miamioh.edu/student-life/rinella-learning-center/academic-support/learning-strategies-course/index.htmlLearning Specialists
You must cancel 24 hours in advance if you are unable to keep your appointment with a Learning Specialist. Please call 514-848-2424 ext. 3921 or ext. 7345 to cancel.
If you expect to be late for your appointment, please email the person who sent you the ZOOM invitation for your appointment to let them know. If you are more than 20 minutes late, your appointment time may be given to another student.
Sun, 09 Aug 2020 14:44:00 -0500entext/htmlhttps://www.concordia.ca/students/success/learning-support/specialists.htmlLearning, Design and Technology–Master of Science (MS) Online
As a discipline, learning, design and technology translates teaching and learning theories into effective instruction across all ages and settings.
Offered entirely online, the UW master’s degree program in learning, design and technology stresses rural access, distance delivery and diverse learning environments, making it possible for you to conveniently acquire the background and technology skills to become an instructional designer/technologist. Through hands-on learning and field work, you will not only develop instructional design proficiency, you will also create materials that demonstrate your abilities to produce dynamic, effective educational products.
Your master’s degree in learning, design and technology degree can prepare you for a variety of roles in our fast-changing, information-rich world.
Students who graduate from the UW master’s in learning, design and technology program go on to facilitate learning as leaders in higher education, P-12 educational environments, corporations, government, cultural institutions and more.
Learning, Design and Technology Careers
UW’s learning, design and technology M.S. graduates have worked in the following positions:
UW’s learning, design and technology M.S. graduates have worked in the following positions:
Learning Management System Administrator
Director of Instructional Design
Online Faculty Technology Specialist
Learning Experience and Instructional Designer
Instructional Technologist
Instructional Designer and Technologist
Learning, Design and Technology Master’s Degree Program Highlights
Want to learn more about UW's School of Counseling, Leadership, Advocacy and Design?
The online master’s degree in learning, design and technology is a rigorous program grounded in UW’s land-grant mission to serve our largely rural state by not only providing accessible education but also promoting the tenets of quality distance and face-to-face programming, instructional design and education that can occur anywhere for anyone.
Here are some reasons to choose UW for learning, design and technology master’s degree:
100% Online Delivery
Take all of your classes online where you will get to know your faculty and fellow students in the digital space.
Faculty
Study and conduct research alongside faculty who are experts in educational technology and the process preparing educators to teach using contemporary learning practices.
Assistantships
Apply for a graduate assistantship, which offers full-time, on-campus students with faculty research opportunities, college-level teaching experiences and stipends.
Small Classes
Learn in small online classes where you will receive individual attention from faculty. Average class sizes for classes in the learning, design and technology program are 12 students.
Accredited
Sat, 21 May 2022 19:44:00 -0500entext/htmlhttps://www.uwyo.edu/uw/degree-programs/learning-design-technology-masters.htmlMaster 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:
verified copies of all 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.
Prior learning, credit and exemptions
For information on prior learning, exemptions and transfer of credit or other questions:
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.
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 a class of Honours, Distinction or Merit.
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.
The Learning Behavior Specialist 1 (LBS1) endorsement qualifies already licensed teachers to teach in a special education setting for students in kindergarten through age 22.
This endorsement is offered through the WIU School of Education for undergraduate students, graduate students, and non-degree seeking graduate students.
The LBS1 endorsement at WIU, approved by ISBE, consists of four courses (13 semester hours).
SPED 510 The Exceptional Individual (3 s.h.). Most applicants have already taken such a course at the undergraduate level, which could transfer. A review of your transcripts will determine if you need to take WIU's introductory course in exceptional learners.
SPED 551 Characteristics of Learners with Disabilities (3 credit hours)
SPED 515 Diagnostic Assessment for Individuals with Exceptionalities (4 credit hours)
SPED 552 Instructional Methods for K-6 Learners with Disabilities (3 credit hours),or SPED 553 Instructional Methods for Secondary Learners with Disabilities (3 credit hours).
An LBS1 endorsement can be added to any Professional Educator License. Further questions on any endorsements and grade levels should be directed to Tammy Wilson, WIU's Licensure Officer, TS-Wilson@wiu.edu.
After taking the courses, you must pass the state content exam, Learning Behavior Specialist Test # 290. http://www.il.nesinc.com/Home.aspx
The transcript from your highest degree granting institution, submitted to the School of Graduate Studies. This can be uploaded this during the only application process, emailed to Grad-Office@wiu.edu, or mailed to the School of Graduate Studies, 1 University Circle, Macomb, IL 61455
A valid U.S. teaching certificate
Quick Facts
All classes are online
Designed to meet individual educational needs and goals
Addresses Illinois and Iowa special education endorsement requirements. Other states will need approval from a local state education agency.
Can be completed in 2-3 semesters
Mon, 13 Dec 2021 21:47:00 -0600entext/htmlhttp://www.wiu.edu/coehs/education/grad/mssped/LBS1.phpLearning and Teaching Philosophy
4. Learning in practice
The business world is constantly evolving as new ideas lead to innovation in business practices and models, in the era of continuous technology disruption.
Our students need not only an holistic understanding of business fundamentals, but also the skills to apply and evolve their understanding across different industries, countries and cultures and rapidly changing environments.
With their research focus, our faculty thoroughly understand the fundamentals of business concepts, and continuously analyse the challenges and changes business environments constantly face today. Faculty use their deep, evidence-based knowledge of their specialist areas in designing our courses. Being actively engaged in research and enquiry enables our faculty to provide our learners with a critical view of business fundamentals and how to deal with evolving challenges. Critical thinking, a fundamental part of research and dealing with an evolving business environment, is embedded in all of our courses.
Enriched by a practice-based view, our research-active faculty enable our learners to connect theory and practice, apply knowledge in context, and develop comparative advantage. By actively promoting diversity of views and backgrounds in our community, we enable our learners to learn from each other and challenge the way they think.
Experiential learning is fundamental to our approach to ensure our learners can apply what they learn in a variety of different industries and settings. This enables our learners to gain an holistic view of the business environment. Faculty help them to develop problem-solving abilities and grow as business leaders by giving them a platform to experiment and practice. Learners deploy these skills in the real world across four continents, applying their knowledge in industries, markets and cultures on projects that require them to synthesise the knowledge and skills gained across their courses. This has been developed through our extensive partnerships with industry leaders. Benefiting from advanced research and business practice, our learners develop the critical-thinking skills needed to analyse, evaluate and deliver sustainable solutions to business and broader social problems. These experiences transcend organisational boundaries and intellectual disciplines, and learners build relationships with the organisation and contribute to the community and its network.
Professional development is an integral part of business education at LBS to prepare our learners to work effectively and efficiently. Beyond the classroom, the School and community work in unison to provide additional professional development through coaching, mentoring and career support. Learners in Degree Education engage in global experiences and exchange programmes with other prestigious business schools around the world. Student-led club activities enable them to engage with their peers across a variety of specialisms, interests and affinity groups. Learners in Executive Education are exposed to collaborations with peers from other institutions and organisations, such as the Global Business Consortium.
To promote continuous research and innovation in business knowledge and education, the School supports our internationally renowned PhD Programme, which attracts talented individuals from leading global institutions. PhD students are supported and mentored by our world-class faculty, with whom they work closely to develop the research and learning environment. Many of our PhD students go on to have high-profile academic careers in prestigious business schools around the world.
Delivering meaningful impact is at the heart of the School’s approach to learning. It is fundamental to our aim to transform and stretch individuals as people and in their careers. The learning experience is complemented by opportunities to develop crucial skills in leadership, problem-solving and strategic decision-making. Learners work with experts who encourage them to reflect critically on their thinking, develop a true growth mindset, and pursue their aims and ambitions fearlessly. The success of the School’s practice-based approach enables students to succeed rapidly in their careers; evidenced by the fact that over 90% of our degree-programme graduates accept employment offers within three months of graduation.
Wed, 06 Apr 2022 15:06:00 -0500entext/htmlhttps://www.london.edu/about/london-business-school/learning-and-teaching-philosophyLearning and Behaviour – Master of Specialist Teaching
Admission to Massey
All students must meet university entrance requirements to be admitted to the University.
Specific requirements
This 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 completed degree from a New Zealand university with a minimum B grade average across the 300-level courses (or equivalent), and
a relevant professional qualification, and
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.
You will also provide the following documents as part of the selection process:
verified copies of all 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 qualification at Massey University you will apply online but will not go through the selection process.
Application closing date
Applications close on 10 December, for study commencing 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.
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.
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.
Mon, 21 Mar 2022 08:46:00 -0500en-NZtext/htmlhttps://www.massey.ac.nz/study/all-qualifications-and-degrees/master-of-specialist-teaching-PMSPT/learning-and-behaviour-PMSPT1SLRBH1/Promoting Recovery-oriented Mental Health Services Through a Peer Specialist Employer Learning Community
Abstract and Introduction
Abstract
Recovery-oriented mental health services — those in which consumers actively participate in selecting services and developing treatment plans while working toward recovery — are increasingly viewed as more effective and efficient than the traditional medical model. In exact years, national organizations have identified gains made possible by active, engaged consumers of mental health services. Certification programs for peer specialists to learn to provide peer support are an established vehicle for empowering consumers, but many service providers are unsure of how to include peer specialists in their organizations and may be skeptical of their value. This case study describes an employer learning community model for providers and consumers to explore, through a team approach, the value of having consumers in peer specialist roles and the importance of recovery-oriented practice. The peer specialist employer learning community has shown to be a promising method to guide organizations through the process of adopting a recovery model of service provision with certified peer specialists in meaningful, effective roles.
Introduction
The traditional medical model of mental health service delivery in the United States "focuses on the defect or dysfunction within the patient,"[1] using highly trained professionals diagnosing and treating passive service recipients. This model has generated expensive care with moderate results and longstanding shortages within the mental health workforce.[2] Even more challenges exist in accessing quality up-to-date care and the best support services, including a long delay between new scientific discoveries and their use in practice, limited funding and budget reductions, workforce shortages, and the unintentional encouragement of long-term care in mental health treatment.[3]
These results and challenges have led key national groups to call for a full transformation of the system that delivers mental health services in the United States.[2–5] According to the President's New Freedom Commission final report, successful transformation rests on services and treatments that are consumer- and family-centered with real and meaningful choices and care that is focused "on increasing consumers' ability to successfully cope with life's challenges, on facilitating recovery and on building resilience, not just on managing symptoms.[4]"
Recovery from mental illness is a relatively new concept. A national consensus statement developed by over 110 mental health consumers, family members, providers, advocates, researchers, academicians, managed care representatives, accreditation organization representatives, state and local public officials, and others concluded that "mental health recovery is a journey of healing and transformation enabling a person with a mental health problem to live a meaningful life in a community of his or her choice while striving to achieve his or her full potential.[5]" Recovery-oriented services instill hope that recovery is possible and that mental illness does not have to be lifelong or chronic. They empower consumers to take personal responsibility for their wellness and include consumers in decisions that concern them. They educate consumers that mental illness is only a piece of who they are and consider their individual goals in treatment, rather than simply managing symptoms. They include community outreach to decrease isolation as well as more traditional services (eg, medication management, therapy, crisis hotlines, and employment support), all offered with the belief that recovery is possible.[6] The President's New Freedom Commission identified recovery as the most important goal of the people served by the system.[5]
For many consumers, an important component of recovery is finding meaning and significance in their personal experience with mental illness. Often, consumers find a fulfilling role in the provision of support to their peers in natural or formal settings.[7] The incorporation of peer specialists, ie, individuals who self-identify as persons in recovery from mental health issues and are trained to work with fellow consumers by providing education, advocacy and support,[2,4,5,8] empowers consumers of mental health services and is a crucial component of a recovery orientation.[9]
Limited numbers of peers have worked in paid positions with mental health providers for several decades.[9–12] Their roles have varied, ranging from advocate to peer counselor, treatment team member, support group leader, educator, personal coach, resource navigator, or evaluator.[13–16] They faced barriers from colleagues such as lack of trust, exclusion, role confusion, lack of respect, and fear of their fragility in terms of workload.[13,14,17] They also faced personal challenges such as isolation, dual relationships, low pay, and lack of a career ladder.[13,17,18,9]
Preliminary research on peer support was mostly qualitative and anecdotal, but it indicated that the approach was feasible.([19] Random controlled trials of peer support for adults with depression showed superior results when compared to usual care alone and comparable results to group cognitive behavioral therapy.[20] Gradually, the role of peer specialists has become more widely accepted in the mental health community.[21] Over the last decade, states and providers have identified funding sources, especially Medicaid, for many peer support services.[22] This led to an increase in the number of training programs leading to certification as a peer specialist and higher demand for peer support services.[21]
Today, in a departure from traditional mental health services, certified peer specialists play an essential role in some service environments. While certified peer specialists' job descriptions are dependent on the environment in which they are employed (eg, state hospitals, community mental health centers, and consumer-run clubhouses), their approach entails a new and more participatory role for consumers in their own treatment goals and services, as well as the opportunity to advocate for and support their peers.[23] A primary difference in approach is that in addition to traditional knowledge and competencies, peer specialists use their lived experience and experiential knowledge.[12,24] A certified peer specialist lives recovery, often using language based upon common experience rather than clinical terminology ([19] The use of peer specialists as part of the treatment team has been shown to have favorable results.[18,25] Often, information that peers obtain during peer support is viewed as more credible than that obtained by mental health professionals.[26] When peers are part of hospital-based care, the "results indicate shortened lengths of stays, decreased frequency of admissions, and a subsequent reduction in overall treatment costs."[3] Other studies suggest that using peer support can reduce the long-term need for mental health services.[3,27,28]
This case study describes the evolution of a statewide employer learning community for employers of peer specialists in Texas and the experiences of participating service providers. It summarizes outcomes from the first-year employer learning community and resulting changes made for the second-year employer learning community. It traces the evolution of consumer roles during this process and describes how, in order for consumers to be active participants in their recovery, service providers must shift their culture from a traditional medical model to a recovery-oriented focus. It concludes that a process dedicated to this shift, like the employer learning communities implemented in Texas, can facilitate a faster and more successful change.
Thu, 04 May 2023 12:00:00 -0500entext/htmlhttps://www.medscape.com/viewarticle/742900