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00M-155 - Information Management Solution Sales Mastery Test v3 - Dump Information

Vendor : IBM
Exam Code : 00M-155
Exam Name : Information Management Solution Sales Mastery Test v3
Questions and Answers : 36 Q & A
Updated On : November 21, 2018
PDF Download Mirror : 00M-155 Brain Dump
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00M-155 Questions and Answers

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00M-155 Information Management Solution Sales Mastery Test v3

Study Guide Prepared by Killexams.com IBM Dumps Experts


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00M-155 exam Dumps Source : Information Management Solution Sales Mastery Test v3

Test Code : 00M-155
Test Name : Information Management Solution Sales Mastery Test v3
Vendor Name : IBM
Q&A : 36 Real Questions

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IBM Opens IBM Watson health core in Finland, Plans to make use of 150 Consultants Over subsequent 5 Years | killexams.com Real Questions and Pass4sure dumps

IBM Opens IBM Watson Health Center in Finland, Plans to Employ 150 Consultants Over Next 5 Years

IBM today formally introduced the outlet of The IBM Watson fitness middle in Helsinki, Finland. the brand new middle will enable Finnish healthcare to utilize Watson cognitive computing to aid docs enhance the health of Finnish citizens, and strengthen and strengthen the Finnish innovation and company ecosystem in the fields of fitness and well-being. The center is anticipated to make use of as much as 150 consultants in Finland over the following couple of years.

The core is a component of a five-year landmark collaboration agreement between Tekes the Finnish Funding company for Innovation and IBM. The middle will function a hub for the collaborative future development of facts-pushed cognitive and artificial intelligence purposes and solutions for Finnish healthcare bringing together public and personal healthcare businesses, start-ups, pharmaceutical organizations, small and medium-sized organizations, tremendous organizations, in addition to universities and researchers. 

the new core is anticipated to have several focal point areas for healthcare options construction:

– Watson health Imaging

– clinical Trial Matching

– Drug birth & lifestyles Sciences

– APIs

– inhabitants fitness administration

– Oncology

– Genomics

– infrequent ailment administration.

The intent is to give 4 distinctive research and construction environments the place healthcare solutions, know-how and apps can be verified just before deployment, including a simulation of a clinic environment, a physician’s practice, a home ambiance for far off patient care and a health club environment for these concerned within the quantified self-move (self-advantage via self-monitoring with technology).  

IBM has been operating in Finland in view that 1936, with numerous company divisions which are energetic in quite a few business sectors that are strategic for national construction, from manufacturing to healthcare. With its headquarters in Helsinki, IBM Finland has become a cognitive and cloud platform company that digitally transforms corporations and industries in Finland. 

Finland is additionally a european forerunner in designing new law for secondary and cozy use of records on smartly-being and fitness. Enabling law is believed to open new opportunities for analysis, building and innovations.

“i am delighted to peer the IBM Watson health middle open. This center suggests IBM’s commitment to our partnership and may enable shut collaboration among health-tech businesses, properly-notch researchers and world-classification hospitals to create a strong health eco-device,” mentioned Pekka Soini, Director widely wide-spread of Tekes. “i am high-quality that Watson cognitive capabilities will additional raise innovation in Finland and put us at the forefront of video game-altering fitness transformation, on the European level and within the world marketplace.” 


00M-155 Information Management Solution Sales Mastery Test v3

Study Guide Prepared by Killexams.com IBM Dumps Experts


Killexams.com 00M-155 Dumps and Real Questions

100% Real Questions - Exam Pass Guarantee with High Marks - Just Memorize the Answers



00M-155 exam Dumps Source : Information Management Solution Sales Mastery Test v3

Test Code : 00M-155
Test Name : Information Management Solution Sales Mastery Test v3
Vendor Name : IBM
Q&A : 36 Real Questions

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Howdy there fellows, clearly to tell you that I passed 00M-155 examination an afternoon or two ago with 88% marks. Sure, the examination is tough and killexams.Com Q&A and exam Simulator does make life much less tough - a first-rate deal! I suppose this unit is the unrivaled cause I passed the examination. As a remember of first significance, their examination simulator is a present. I generally loved the inquiry and-answer company and assessments of numerous kinds in light of the reality that that is the maximum excellent method to take a look at.


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The material was generally organized and efficient. I could without much of a stretch remember numerous answers and score a 97% marks after a 2-week readiness. Much thanks to you folks for decent arrangement materials and helping me in passing the 00M-155 exam. As a working mother, I had constrained time to make my-self get ready for the exam 00M-155. Thusly, I was searching for some exact materials and the killexams.com dumps aide was the right decision.


Passing the 00M-155 exam isn't enough, having that knowledge is required.
All in all, killexams.com become a terrific way for me to put together for this examination. I exceeded, however become a littledisenchanted that now all questions on the examination had been 100% similar to what killexams.com gave me. Over 70% were the equal and the rest turned into very similar - Im now not sure if this is a good component. I controlled to skip, so I suppose this counts as a terrific result. however understand that even with killexams.com you continue to want to analyzeand use your brain.


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I am very satisfied with this package deal as I got over 96% on this 00M-155 examination. I study the reliable 00M-155 manual a touch, however I guess killexams.com turned into my predominant training useful resource. I memorized most of the questions and solutions, and additionally invested the time to absolutely recognize the eventualities and tech/practice focused elements of the examination. I think that by means of itself buying the killexams.com package deal does now not guarantee that youll pass your examination - and some checks are virtually hard. Yet, in case you examine their substances hard and certainly put your mind and your heart into your examination education, then killexams.com truly beats any other examination prep options to be had obtainable.


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i might truely advocate killexams.com to all of us who is giving 00M-155 exam as this not simply facilitates to comb up the concepts within the workbook however additionally gives a brilliant idea about the sample of questions. remarkableassist ..for the 00M-155 exam. thank you a lot killexams.com crew !


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Guide to vendor-specific IT security certifications | killexams.com real questions and Pass4sure dumps

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Introduction: Choosing vendor-specific information technology security certifications

The process of choosing the right vendor-specific information technology security certifications is much simpler than choosing vendor-neutral ones. In the vendor-neutral landscape, you must evaluate the pros and cons of various programs to select the best option. On the vendor-specific side, it's only necessary to follow these three steps:

  • Inventory your organization's security infrastructure and identify which vendors' products or services are present.
  • Check this guide (or vendor websites, for products not covered here) to determine whether a certification applies to the products or services in your organization.
  • Decide if spending the time and money to obtain such credentials (or to fund them for your employees) is worth the resulting benefits.
  • In an environment where qualified IT security professionals can choose from numerous job openings, the benefits of individual training and certifications can be hard to appraise.

    Many employers pay certification costs to develop and retain their employees, as well as to boost the organization's in-house expertise. Most see this as a win-win for employers and employees alike, though employers often require full or partial reimbursement for the related costs incurred if employees leave their jobs sooner than some specified payback period after certification.

    There have been quite a few changes since the last survey update in 2015. The Basic category saw a substantial jump in the number of available IT security certifications due to the addition of several Brainbench certifications, in addition to the Cisco Certified Network Associate (CCNA) Cyber Ops certification, the Fortinet Network Security Expert Program and new IBM certifications. 

    2017 IT security certification changes

    Certifications from AccessData, Check Point, IBM and Oracle were added to the Intermediate category, increasing the total number of certifications in that category, as well. However, the number of certifications in the Advanced category decreased, due to several IBM certifications being retired. 

    Vendor IT security certifications Basic information technology security certifications 

    Brainbench basic security certificationsBrainbench offers several basic-level information technology security certifications, each requiring the candidate to pass one exam. Brainbench security-related certifications include:

  • Backup Exec 11d (Symantec)
  • Check Point FireWall-1 Administration
  • Check Point Firewall-1 NG Administration
  • Cisco Security
  • Microsoft Security
  • NetBackup 6.5 (Symantec)
  • Source: Brainbench Information Security Administrator certifications

    CCNA Cyber OpsPrerequisites: None required; training is recommended.

    This associate-level certification prepares cybersecurity professionals for work as cybersecurity analysts responding to security incidents as part of a security operations center team in a large organization.

    The CCNA Cyber Ops certification requires candidates to pass two written exams.

    Source: Cisco Systems CCNA Cyber Ops

    CCNA SecurityPrerequisites: A valid Cisco CCNA Routing and Switching, Cisco Certified Entry Networking Technician or Cisco Certified Internetwork Expert (CCIE) certification.

    This credential validates that associate-level professionals are able to install, troubleshoot and monitor Cisco-routed and switched network devices for the purpose of protecting both the devices and networked data.

    A person with a CCNA Security certification can be expected to understand core security concepts, endpoint security, web and email content security, the management of secure access, and more. He should also be able to demonstrate skills for building a security infrastructure, identifying threats and vulnerabilities to networks, and mitigating security threats. CCNA credential holders also possess the technical skills and expertise necessary to manage protection mechanisms such as firewalls and intrusion prevention systems, network access, endpoint security solutions, and web and email security.

    The successful completion of one exam is required to obtain this credential.

    Source: Cisco Systems CCNA Security

    Check Point Certified Security Administrator (CCSA) R80Prerequisites: Basic knowledge of networking; CCSA training and six months to one year of experience with Check Point products are recommended.

    Check Point's foundation-level credential prepares individuals to install, configure and manage Check Point security system products and technologies, such as security gateways, firewalls and virtual private networks (VPNs). Credential holders also possess the skills necessary to secure network and internet communications, upgrade products, troubleshoot network connections, configure security policies, protect email and message content, defend networks from intrusions and other threats, analyze attacks, manage user access in a corporate LAN environment, and configure tunnels for remote access to corporate resources.

    Candidates must pass a single exam to obtain this credential.

    Source: Check Point CCSA Certification

    IBM Certified Associate -- Endpoint Manager V9.0Prerequisites: IBM suggests that candidates be highly familiar with the IBM Endpoint Manager V9.0 console. They should have experience taking actions; activating analyses; and using Fixlets, tasks and baselines in the environment. They should also understand patching, component services, client log files and troubleshooting within IBM Endpoint Manager.

    This credential recognizes professionals who use IBM Endpoint Manager V9.0 daily. Candidates for this certification should know the key concepts of Endpoint Manager, be able to describe the system's components and be able to use the console to perform routine tasks.

    Successful completion of one exam is required.

    Editor's note: IBM is retiring this certification as of May 31, 2017; there will be a follow-on test available as of April 2017 for IBM BigFix Compliance V9.5 Fundamental Administration, Test C2150-627.

    Source: IBM Certified Associate -- Endpoint Manager V9.0

    IBM Certified Associate -- Security Trusteer Fraud ProtectionPrerequisites: IBM recommends that candidates have experience with network data communications, network security, and the Windows and Mac operating systems.

    This credential pertains mainly to sales engineers who support the Trusteer Fraud product portfolio for web fraud management, and who can implement a Trusteer Fraud solution. Candidates must understand Trusteer product functionality, know how to deploy the product, and be able to troubleshoot the product and analyze the results.

    To obtain this certification, candidates must pass one exam.

    Source: IBM Certified Associate -- Security Trusteer Fraud Protection

    McAfee Product SpecialistPrerequisites: None required; completion of an associated training course is highly recommended.

    McAfee information technology security certification holders possess the knowledge and technical skills necessary to install, configure, manage and troubleshoot specific McAfee products, or, in some cases, a suite of products.

    Candidates should possess one to three years of direct experience with one of the specific product areas.

    The current products targeted by this credential include:

  • McAfee Advanced Threat Defense products
  • McAfee ePolicy Orchestrator and VirusScan products
  • McAfee Network Security Platform
  • McAfee Host Intrusion Prevention
  • McAfee Data Loss Prevention Endpoint products
  • McAfee Security Information and Event Management products
  • All credentials require passing one exam.

    Source: McAfee Certification Program

    Microsoft Technology Associate (MTA)Prerequisites: None; training recommended.

    This credential started as an academic-only credential for students, but Microsoft made it available to the general public in 2012.

    There are 10 different MTA credentials across three tracks (IT Infrastructure with five certs, Database with one and Development with four). The IT Infrastructure track includes a Security Fundamentals credential, and some of the other credentials include security components or topic areas.

    To earn each MTA certification, candidates must pass the corresponding exam. 

    Source: Microsoft MTA Certifications

    Fortinet Network Security Expert (NSE)Prerequisites: Vary by credential.

    The Fortinet NSE program has eight levels, each of which corresponds to a separate network security credential within the program. The credentials are:

  • NSE 1 -- Understand network security concepts.
  • NSE 2 -- Sell Fortinet gateway solutions.
  • NSE 3 (Associate) -- Sell Fortinet advanced security solutions.
  • NSE 4 (Professional) -- Configure and maintain FortiGate Unified Threat Management products.
  • NSE 5 (Analyst) -- Implement network security management and analytics.
  • NSE 6 (Specialist) – Understand advanced security technologies beyond the firewall.
  • NSE 7 (Troubleshooter) -- Troubleshoot internet security issues.
  • NSE 8 (Expert) -- Design, configure, install and troubleshoot a network security solution in a live environment.
  • NSE 1 is open to anyone, but is not required. The NSE 2 and NSE 3 information technology security certifications are available only to Fortinet employees and partners. Candidates for NSE 4 through NSE 8 should take the exams through Pearson VUE.

    Source: Fortinet NSE

    Symantec Certified Specialist (SCS)This security certification program focuses on data protection, high availability and security skills involving Symantec products.

    To become an SCS, candidates must select an area of focus and pass an exam. All the exams cover core elements, such as installation, configuration, product administration, day-to-day operation and troubleshooting for the selected focus area.

    As of this writing, the following exams are available:

  • Exam 250-215: Administration of Symantec Messaging Gateway 10.5
  • Exam 250-410: Administration of Symantec Control Compliance Suite 11.x
  • Exam 250-420: Administration of Symantec VIP
  • Exam 250-423: Administration of Symantec IT Management Suite 8.0
  • Exam 250-424: Administration of Data Loss Prevention 14.5
  • Exam 250-425: Administration of Symantec Cyber Security Services
  • Exam 250-426: Administration of Symantec Data Center Security -- Server Advanced 6.7
  • Exam 250-427: Administration of Symantec Advanced Threat Protection 2.0.2
  • Exam 250-428: Administration of Symantec Endpoint Protection 14
  • Exam 250-513: Administration of Symantec Data Loss Prevention 12
  • Source: Symantec Certification

    Intermediate information technology security certifications 

    AccessData Certified Examiner (ACE)Prerequisites: None required; the AccessData BootCamp and Advanced Forensic Toolkit (FTK) courses are recommended.

    This credential recognizes a professional's proficiency using AccessData's FTK, FTK Imager, Registry Viewer and Password Recovery Toolkit. However, candidates for the certification must also have moderate digital forensic knowledge and be able to interpret results gathered from AccessData tools.

    To obtain this certification, candidates must pass one online exam (which is free). Although a boot camp and advanced courses are available for a fee, AccessData provides a set of free exam preparation videos to help candidates who prefer to self-study.

    The certification is valid for two years, after which credential holders must take the current exam to maintain their certification.

    Source: Syntricate ACE Training

    Cisco Certified Network Professional (CCNP) Security Prerequisites: CCNA Security or any CCIE certification.

    This Cisco credential recognizes professionals who are responsible for router, switch, networking device and appliance security. Candidates must also know how to select, deploy, support and troubleshoot firewalls, VPNs and intrusion detection system/intrusion prevention system products in a networking environment.

    Successful completion of four exams is required.

    Source: Cisco Systems CCNP Security

    Check Point Certified Security Expert (CCSE)Prerequisite: CCSA certification R70 or later.

    This is an intermediate-level credential for security professionals seeking to demonstrate skills at maximizing the performance of security networks.

    A CCSE demonstrates a knowledge of strategies and advanced troubleshooting for Check Point's GAiA operating system, including installing and managing VPN implementations, advanced user management and firewall concepts, policies, and backing up and migrating security gateway and management servers, among other tasks. The CCSE focuses on Check Point's VPN, Security Gateway and Management Server systems.

    To acquire this credential, candidates must pass one exam.

    Source: Check Point CCSE program

    Cisco Cybersecurity SpecialistPrerequisites: None required; CCNA Security certification and an understanding of TCP/IP are strongly recommended.

    This Cisco credential targets IT security professionals who possess in-depth technical skills and knowledge in the field of threat detection and mitigation. The certification focuses on areas such as event monitoring, event analysis (traffic, alarm, security events) and incident response.

    One exam is required.

    Source: Cisco Systems Cybersecurity Specialist

    Certified SonicWall Security Administrator (CSSA)Prerequisites: None required; training is recommended.

    The CSSA exam covers basic administration of SonicWall appliances and the network and system security behind such appliances.

    Classroom training is available, but not required to earn the CSSA. Candidates must pass one exam to become certified.

    Source: SonicWall Certification programs

    EnCase Certified Examiner (EnCE)Prerequisites: Candidates must attend 64 hours of authorized training or have 12 months of computer forensic work experience. Completion of a formal application process is also required.

    Aimed at both private- and public-sector computer forensic specialists, this certification permits individuals to become certified in the use of Guidance Software's EnCase computer forensics tools and software.

    Individuals can gain this certification by passing a two-phase exam: a computer-based component and a practical component.

    Source: Guidance Software EnCE

    EnCase Certified eDiscovery Practitioner (EnCEP)Prerequisites: Candidates must attend one of two authorized training courses and have three months of experience in eDiscovery collection, processing and project management. A formal application process is also required.

    Aimed at both private- and public-sector computer forensic specialists, this certification permits individuals to become certified in the use of Guidance Software's EnCase eDiscovery software, and it recognizes their proficiency in eDiscovery planning, project management and best practices, from legal hold to file creation.

    EnCEP-certified professionals possess the technical skills necessary to manage e-discovery, including the search, collection, preservation and processing of electronically stored information in accordance with the Federal Rules of Civil Procedure.

    Individuals can gain this certification by passing a two-phase exam: a computer-based component and a scenario component.

    Source: Guidance Software EnCEP Certification Program

    IBM Certified Administrator -- Security Guardium V10.0Prerequisites: IBM recommends basic knowledge of operating systems and databases, hardware or virtual machines, networking and protocols, auditing and compliance, and information security guidelines.

    IBM Security Guardium is a suite of protection and monitoring tools designed to protect databases and big data sets. The IBM Certified Administrator -- Security Guardium credential is aimed at administrators who plan, install, configure and manage Guardium implementations. This may include monitoring the environment, including data; defining policy rules; and generating reports.

    Successful completion of one exam is required.

    Source: IBM Security Guardium Certification

    IBM Certified Administrator -- Security QRadar Risk Manager V7.2.6Prerequisites: IBM recommends a working knowledge of IBM Security QRadar SIEM Administration and IBM Security QRadar Risk Manager, as well as general knowledge of networking, risk management, system administration and network topology.

    QRadar Risk Manager automates the risk management process in enterprises by monitoring network device configurations and compliance. The IBM Certified Administrator -- Security QRadar Risk Manager V7.2.6 credential certifies administrators who use QRadar to manage security risks in their organization. Certification candidates must know how to review device configurations, manage devices, monitor policies, schedule tasks and generate reports.

    Successful completion of one exam is required.

    Source: IBM Security QRadar Risk Manager Certification

    IBM Certified Analyst -- Security SiteProtector System V3.1.1Prerequisites: IBM recommends a basic knowledge of the IBM Security Network Intrusion Prevention System (GX) V4.6.2, IBM Security Network Protection (XGS) V5.3.1, Microsoft SQL Server, Windows Server operating system administration and network security.

    The Security SiteProtector System enables organizations to centrally manage their network, server and endpoint security agents and appliances. The IBM Certified Analyst -- Security SiteProtector System V3.1.1 credential is designed to certify security analysts who use the SiteProtector System to monitor and manage events, monitor system health, optimize SiteProtector and generate reports.

    To obtain this certification, candidates must pass one exam.

    Source: IBM Security SiteProtector Certification

    Oracle Certified Expert, Oracle Solaris 10 Certified Security AdministratorPrerequisite: Oracle Certified Professional, Oracle Solaris 10 System Administrator.

    This credential aims to certify experienced Solaris 10 administrators with security interest and experience. It's a midrange credential that focuses on general security principles and features, installing systems securely, application and network security, principle of least privilege, cryptographic features, auditing, and zone security.

    A single exam -- geared toward the Solaris 10 operating system or the OpenSolaris environment -- is required to obtain this credential.

    Source: Oracle Solaris Certification

    Oracle Mobile SecurityPrerequisites: Oracle recommends that candidates understand enterprise mobility, mobile application management and mobile device management; have two years of experience implementing Oracle Access Management Suite Plus 11g; and have experience in at least one other Oracle product family.

    This credential recognizes professionals who create configuration designs and implement the Oracle Mobile Security Suite. Candidates must have a working knowledge of Oracle Mobile Security Suite Access Server, Oracle Mobile Security Suite Administrative Console, Oracle Mobile Security Suite Notification Server, Oracle Mobile Security Suite Containerization and Oracle Mobile Security Suite Provisioning and Policies. They must also know how to deploy the Oracle Mobile Security Suite.

    Although the certification is designed for Oracle PartnerNetwork members, it is available to any candidate. Successful completion of one exam is required.

    Source: Oracle Mobile Security Certification

    RSA Archer Certified Administrator (CA)Prerequisites: None required; Dell EMC highly recommends RSA training and two years of product experience as preparation for the RSA certification exams.

    Dell EMC offers this certification, which is designed for security professionals who manage, administer, maintain and troubleshoot the RSA Archer Governance, Risk and Compliance (GRC) platform.

    Candidates must pass one exam, which focuses on integration and configuration management, security administration, and the data presentation and communication features of the RSA Archer GRC product.

    Source: Dell EMC RSA Archer Certification

    RSA SecurID Certified Administrator (RSA Authentication Manager 8.0)Prerequisites: None required; Dell EMC highly recommends RSA training and two years of product experience as preparation for the RSA certification exams.

    Dell EMC offers this certification, which is designed for security professionals who manage, maintain and administer enterprise security systems based on RSA SecurID system products and RSA Authentication Manager 8.0.

    RSA SecurID CAs can operate and maintain RSA SecurID components within the context of their operational systems and environments; troubleshoot security and implementation problems; and work with updates, patches and fixes. They can also perform administrative functions and populate and manage users, set up and use software authenticators, and understand the configuration required for RSA Authentication Manager 8.0 system operations.

    Source: Dell EMC RSA Authentication Manager Certification

    RSA Security Analytics CAPrerequisites: None required; Dell EMC highly recommends RSA training and two years of product experience as preparation for the RSA certification exams.

    This Dell EMC certification is aimed at security professionals who configure, manage, administer and troubleshoot the RSA Security Analytics product. Knowledge of the product's features, as well the ability to use the product to identify security concerns, are required.

    Candidates must pass one exam, which focuses on RSA Security Analytics functions and capabilities, configuration, management, monitoring and troubleshooting.

    Source: Dell EMC RSA Security Analytics

    Advanced information technology security certifications 

    CCIE SecurityPrerequisites: None required; three to five years of professional working experience recommended.

    Arguably one of the most coveted certifications around, the CCIE is in a league of its own. Having been around since 2002, the CCIE Security track is unrivaled for those interested in dealing with information security topics, tools and technologies in networks built using or around Cisco products and platforms.

    The CCIE certifies that candidates possess expert technical skills and knowledge of security and VPN products; an understanding of Windows, Unix, Linux, network protocols and domain name systems; an understanding of identity management; an in-depth understanding of Layer 2 and 3 network infrastructures; and the ability to configure end-to-end secure networks, as well as to perform troubleshooting and threat mitigation.

    To achieve this certification, candidates must pass both a written and lab exam. The lab exam must be passed within 18 months of the successful completion of the written exam.

    Source: Cisco Systems CCIE Security Certification

    Check Point Certified Managed Security Expert (CCMSE)Prerequisites: CCSE certification R75 or later and 6 months to 1 year of experience with Check Point products.

    This advanced-level credential is aimed at those seeking to learn how to install, configure and troubleshoot Check Point's Multi-Domain Security Management with Virtual System Extension.

    Professionals are expected to know how to migrate physical firewalls to a virtualized environment, install and manage an MDM environment, configure high availability, implement global policies and perform troubleshooting.

    Source: Check Point CCMSE

    Check Point Certified Security Master (CCSM)Prerequisites: CCSE R70 or later and experience with Windows Server, Unix, TCP/IP, and networking and internet technologies.

    The CCSM is the most advanced Check Point certification available. This credential is aimed at security professionals who implement, manage and troubleshoot Check Point security products. Candidates are expected to be experts in perimeter, internal, web and endpoint security systems.

    To acquire this credential, candidates must pass a written exam.

    Source: Check Point CCSM Certification

    Certified SonicWall Security Professional (CCSP)Prerequisites: Attendance at an advanced administration training course.

    Those who achieve this certification have attained a high level of mastery of SonicWall products. In addition, credential holders should be able to deploy, optimize and troubleshoot all the associated product features.

    Earning a CSSP requires taking an advanced administration course that focuses on either network security or secure mobile access, and passing the associated certification exam.

    Source: SonicWall CSSP certification

    IBM Certified Administrator -- Tivoli Monitoring V6.3Prerequisites: Security-related requirements include basic knowledge of SSL, data encryption and system user accounts.

    Those who attain this certification are expected to be capable of planning, installing, configuring, upgrading and customizing workspaces, policies and more. In addition, credential holders should be able to troubleshoot, administer and maintain an IBM Tivoli Monitoring V6.3 environment.

    Candidates must successfully pass one exam.

    Source: IBM Tivoli Certified Administrator

    Master Certified SonicWall Security Administrator (CSSA)The Master CSSA is an intermediate between the base-level CSSA credential (itself an intermediate certification) and the CSSP.

    To qualify for Master CSSA, candidates must pass three (or more) CSSA exams, and then email training@sonicwall.com to request the designation. There are no other charges or requirements involved.

    Source: SonicWall Master CSSA

    Conclusion 

    Remember, when it comes to selecting vendor-specific information technology security certifications, your organization's existing or planned security product purchases should dictate your options. If your security infrastructure includes products from vendors not mentioned here, be sure to check with them to determine if training or certifications on such products are available.

    About the author:Ed Tittel is a 30-plus year IT veteran who's worked as a developer, networking consultant, technical trainer, writer and expert witness. Perhaps best known for creating the Exam Cram series, Ed has contributed to more than 100 books on many computing topics, including titles on information security, Windows OSes and HTML. Ed also blogs regularly for TechTarget (Windows Enterprise Desktop), Tom's IT Pro and GoCertify.


    Ten interesting things we read this week | killexams.com real questions and Pass4sure dumps

    g_110431_bg_shutterstock_611711801_280x210.jpgImage: Shutterstock

    At Ambit, we spend a lot of time reading articles that cover a wide gamut of topics, ranging from zeitgeist to futuristic, and encapsulate  them in our weekly ‘Ten Interesting Things’ product. Some of the most fascinating topics covered this week are #MeToo (New shades in India’s art world), Robotics (The first-ever humanoid visa), Policy (Digital Services Tax in Britain), Wizardry (Ghost in the cell), Proto Internet! (Before the Internet there was Minitel), and a gem that we couldn’t dare classify…is it Humour, Gender Studies, Politics or Culture? You decide (Sarah Cooper’s satire of the corporate world). Sports returns to Ten Interesting Things after a long time with a dirge on the heartbreaking decline of the Windies (Heartthrob to heartbreak).

    Here are the ten most interesting pieces that we read this week, ended November 2, 2018

    1) Time’s up for the Picassos of India’s art world? [Source: Livemint] This brilliant, timely piece highlights how #MeToo in the Indian art world asks the alpha male artist to step back and highlights an urgent need to dismantle existing notions of the female form, talent and power. The background – when #MeToo cases hit Indian art there were only a handful of public statements from the Indian art community about this. For the most part, there was silence; some even dismissed her allegation on social media. A slew of allegations have been made public through an Instagram account called Scene and Herd (@herdsceneand). It reflects survivor accounts, protects identities, and has forced art foundations and galleries to sit up and take notice. The accounts also reflect duplicitous behavior - artists professing a feminist politic but allegedly behaving otherwise.

    Corporate solutions and safeguards may not work. Having an HR professional, let alone a sexual harassment cell, seems unfeasible in this kind of a setup, the author says. The art world is may be tight-knit, often run by families and friends, with businesses built on personal connections. So what to do when artists or curators cross the line? In the West, generations of artists devoured women’s bodies for their art. “For me, there are only two kinds of women: goddesses and doormats,” infamously remarked Picasso. The author notes - He revolutionized depictions of the female form by choosing to distort rather than idealize. But was also an admirer of Balthasar Klossowski de Rola, known as Balthus, whose “muses” were young girls whom he depicted provocatively.

    The market and capitalist forces dictate the manner in which art history gets written, to make sure that the top-selling artists, mostly male, are protected. This pushes women complainants and survivor accounts into anonymity and tacitly enables the culture of silence. The article quotes a former employee of the Kochi Biennale Foundation as saying that funding, apart from art, artists and curators, should also go towards able administrators and managers and set apart for other aspects of the festival. Solutions may take their time emerging but the second wave of #MeToo has shown that the old vanguard is destabilizing and a new language is being forged.

    2) One small step for Sophia, a giant leap  for diplomacy [Source: Forbes] The word “asan” means easy. It is also aptly the acronym for Azerbaijan Service and Assessment Network. ASAN issued her an electronic visa upon her arrival at Baku International Airport in the nation’s capital. The first ever “Robot Visa’ issued to the humanoid ‘Sophia’ who is on a worldwide tour on behalf of her creator, Hanson Robotics of Hong Kong, and made an unexpected stop to the Caucasus this week. The Caucasus stop meant granting the world's first ever visa granted to a robot, a process that took just two minutes thanks to some smart technology, the article says.

    When Hanson Robotics asked if the next stop on Sophia’s global tour could be Azerbaijan, ASAN jumped at the opportunity, in turn setting perhaps a template for other nations to follow in accepting and adapting to technology. The humanoid, whom maker Hanson Robotics gave an Audrey Hepburn look for the visit, met Azerbaijan’s president, Ilham Aliyev. “It’s unusual for a government agency to take the lead in delivering electronic services, but it’s vital for governments to keep ahead of the curve,” the article quotes an expert from a European think tank whose goal is to ensure that artificial intelligence becomes a positive force for mankind and not a threat.

    Sophia’s structural framework includes a camera that looks for visual cues such as facial expressions when deciding when to keep a conversation moving. Sophia praised Aliyev for championing the ASAN initiative; “Your visit here [at the ASAN complex dedication] underscores the special attention you are giving to e-governance and the innovation ecosystem.” This shows it is possible to make a robot whose artificial intelligence can not only help it learn tasks — like cleaning — but also have robust conversations with humans. And Sophia is no stranger to firsts – As per a Wiki piece on the jet-setting humanoid, in October 2017, Sophia, the robot became the first robot to receive citizenship of any country. In November 2017, Sophia was named the United Nations Development Programme's first ever Innovation Champion, and is the first non-human to be given any United Nations title.

    3) Do we need a Digital Services Tax – Britain shows the way [Source: Reuters] Britain has said it would tax the revenue that online platforms such as Google, Facebook and Amazon make in the country to update a system that had not kept pace with changing digital business models. The article quotes finance minister Philip Hammond as saying in his annual budget speech that “It’s clearly not sustainable, or fair, that digital platform businesses can generate substantial value in the UK without paying tax here in respect of that business.”  The idea is to make established tech giants, rather than start-ups, shoulder the burden.

    Big internet had previously paid little tax in Europe, typically by channeling sales via countries such as Ireland and Luxembourg which have light-touch tax regimes, the reporter says. Google, Facebook and Amazon have changed the way they account for their activity in Britain in recent years. In 2016, Facebook started recording revenue from its UK customers supported by local sales teams, and subjecting any taxable profit on the income to UK corporation tax.

    While Britain had been leading attempts to reform international corporate tax systems, Hammond says progress had been painfully slow with other nations and their governments. Experts say Hammond’s proposal showed that Britain was becoming frustrated with the slow pace of change in global tax laws. The European Commission has proposed EU states would charge a 3 percent levy on digital revenues of large firms like Google and Facebook but smaller states like Ireland fears losing revenues. Nordic governments think the tax could trigger retaliation from the United States. Given the dominance of U.S. tech giants, the Trump administration may not appreciate such moves… especially in an era of resurgent trade wars.4) As Diwali arrives, a look through the haze of policy on emissions? [Source: EPW] There is a growing realisation among the scientific community that the current production-based greenhouse gas accounting framework does not capture the true essence of responsibilities towards global emissions. While production emissions of developed countries have decreased, consumption has gone up. The article argues that this is due to the shifting of energy-intensive industries to developing countries. The increasing gap between consumption and production emissions not only distorts responsibility, but also affects developing countries’ ability to fulfil their nationally determined contributions. The authors, experts from government organisations and think-tanks, discuss the implications and possibilities of a consumption-based methodology for GHG estimating and argue that such accounting is necessary to increase the system’s transparency.

    The current methodology does not reflect the true global divide in terms of economic growth and output, one based on the consumption of goods and services, and at the same time, attributing emissions to nations as per established principles of accounting. Negotiations have sought to restore the balance in terms of environmental actions to favour emerging and developing economies, they did not account for the environmental and economic impact of Annex I (industrialised) countries shifting their energy-intensive production facilities to Non-annex I countries. Developing countries were late movers in terms of industrialisation, and they also needed time to overcome the damage caused by the exploitation of their natural resources.

    The scholarly piece concludes that, given continued outsourcing of emissions by developed economies, production-based estimations and target-setting may not help achieve the goals of the UNFCCC and the Paris Agreement. Developed countries will seek to achieve their actual GHG reduction targets through outsourcing and emissions transfer. Hence, major developing countries need to press for new rules of accounting, which are based on consumption emissions.

    5) Ghost in the cell [Source: The Verge]Micro black markets are known to exist inside prisons. But inmates at the Marion Correctional Institution, Ohio, took it to a stupendous new dimension. Life-termer Stan Transkiy, 16 years into his sentence, found a calling in prison – recycling trash. Just that he didn’t stop at that, he refurbished computers, hid them in the ceiling, obtained a login to the prison’s network, accessed inner workings of the facility, including databases on inmates and the tools for creating passes needed to enter restricted areas, got access to the outside world, and someone used it to apply for credit cards using the stolen identity of a prisoner. The scheme extended from the prison, to a community nonprofit, to multiple banks — all done under the noses of an oblivious prison staff.

    Police compared the incident to Hogan’s Heroes - prison staff acting in the role of the incompetent, outmaneuvered overseers. Interviews with inmates, investigators and staff as well as written correspondence and thousands of pages of public records reveal a complex crime requiring considerable technical savvy. Transkiy worked on the recycling program with two talented colleagues, Scott Spriggs and Adam Johnston. Both loved computers. Johnston and Spriggs had technical experience in C and C++, learned database creation and worked on manual data entry for clients who contracted with the prison. Spriggs became server and network administrator with a prison program, and helped build new computers for the IT department, which gave him a mastery over hardware as well. Is it their fault that they just happened to be murder accused!

    The upshot was a regular investigation, though the crime was inside the Marion gaol, one that was the vanguard of ‘prison education’, but one that comically produced geeks. The fallout from the crime began almost immediately. Before the investigators’ report on the computers was released, many staff members involved either retired or resigned from their posts. For Transkiy, it was clear that being separated from Marion’s programs was a momentous loss. In a letter, Johnston suggested Transkiy should try to get to Grafton Correctional when his security level was lowered again. Like Marion, he wrote, it has some great programs!

    6) An Antique Land [Source: inference-review.com]Before the Internet there was Minitel. A book by Julien Mailland and Kevin Driscoll, Minitel: Welcome to the Internet, seeks reveal - amid accounts of the ongoing digitalization of daily life - the importance of telematics as a step to the emergence of the internet. “As the first computer network to reach mass-scale participation,” Mailland and Driscoll write, “Minitel presaged the near-universal adoption of Internet access in many major metropolitan regions today.” The authors reveal that the age of telematics spanned the early 1980s until around the turn of the century. The book incorporates evidence drawn from interviews.

    The goal was to equip every French telephone subscriber access to a wide variety of online services, intended to address the dire state of the country’s telecommunications infrastructure. In 1991, the system reached peak adoption. A fifth of telephone subscribers had a Minitel terminal. The system began an inexorable decline. By 2005, annual connection time had shrunk to 20 million hours. Two years later, that figure had halved. The network was shut down in June 2012. Adult services and, in particular, the messageries roses (pink messages, chat rooms) were among the most popular offerings. “Adult-oriented services,” the authors note, “were not cordoned off; Minitel was infused with sexuality and innuendo.”

    In terms of their variety and effectiveness, Minitel’s services prefigured most of what we do online today. Shopping (online same-day delivery grocery shopping, enabling one to order from large stores, specialized wine retailers, or straight from local farms.”); Science (Minitelists were able to chat with aliens!); Natural Language Searching and AI ( “[t]ruly automated personal assistant services with natural-language interfaces began to appear around 1987, such as 3615 AK, a public-facing database of health information similar to WebMD.”); Ticketing and Events (tickets to events which would be delivered by mail, or could be collected from an access point); The Minitel of Things (Domotique was the Minitel of things: “devices from the 1980s included thermostats, VCRs, security systems, lights, yard irrigation, and even kitchen appliances.”); Financial Services (Banking was central to the platform; “Services ranged from checking balances and making appointments with bank personnel, to ordering checkbooks and transferring money.” Same-day online trading and portfolio management services also became available from the late 1980s); Point of Sale (secure payments could be made to “a merchant from home or a point-of-sale system, in real time.”

    The authors argue that Minitel shows how telematics was the basis for the development of original services that met the needs of both businesses and consumers. The development of Minitel must be considered not only more important than the arrival of the web, which it prefigured, but in a wider sense as a notable innovation in its own right, the book argues.7) In 2008, America Stopped Believing in the American Dream [Source: nymag.com] Things have improved for America since 9/11. No major terrorist attack. Workers are enjoying a blissful 4 percent unemployment rate. A booming stock market up 250 percent since its September 10, 2001, close. The most admired person in America is the nation’s first African-American president. Comedy, the one art whose currency is laughter, is the culture’s greatest growth industry. But the author argues, the mood is dark. Birthrate is at a record low and the suicide rate is at a 30-year high; mass shootings and opioid overdoses are ubiquitous. Fear and despair akin to what followed the crash of 1929, when millions lost their jobs and homes.

    This deep gloom arrived in September 2008 with the collapse of Lehman Brothers that kicked off the Great Recession. Everything else also seems broken - race relations, health care, education, institutional religion, law enforcement, the physical infrastructure, the news media, the bedrock virtues of civility and community. American institutions, whether governmental, financial, or corporate, had betrayed the trust the public had placed in them. And when we went down, we took much of the West with us. What angered people was that the Wall Street bandits escaped punishment, as did most of the banking houses where they thrived. Everyone else was stuck with the bill. Millennials, crippled by debt and bereft of Horatio Alger paths out of it, mock the traditional American tenet that each generation will be better off than the one before.

    Obama didn’t cause that broken spirit any more than Trump did, says the article. It had been building all along. The original America First movement of the 1920s and ’30s grew in tandem with the widening economic discrepancies of the time. That hastening concentration of American economic power wasn’t fully understood by most Americans then. The rest is history inexorably leading America to this dark place where, nearly a century later, the green light at the end of Daisy’s dock is so distant it just may be in China.

    8) Sarah Cooper: ‘The workplace is a rich seam for comedy’ [Source: Financial Times] Sarah Cooper, a Google employee turned comedy writer and stand-up comedian, says: “In this fast-paced business world female leaders need to make sure they’re not perceived as pushy, aggressive or competent. One way to do that is to alter your leadership style to account for the (sometimes) fragile male ego.” She outlines how women at work contort themselves when they try to balance being aggressive with being invisible. Her book, How to be Successful Without Hurting Men’s Feelings: Non-threatening Leadership Strategies for Women, is “the non-threatening leadership guide women must follow if we are to be taken seriously in the workplace.

    She sets exercises such as how to reduce your expectations so that you will not be disappointed. For example, if a man says he has four kids the implication is that he “needs a promotion so he can take care of his family”. And a woman? “Can’t be promoted, needs to take care of her family.” So the book is for men too, she says. “It can be intimidating if you are the only woman in a room; men should appreciate it. If you are a man who is in a leadership position, you have a lot of power to make sure that women and people of colour feel their perspectives and views are important and valid.”

    The workplace is a rich seam of comedy, she says. “I was always observing my co-workers. In meetings everyone is super-tense and wants to impress each other. It’s a weird, passive aggressive environment.” Office culture Ms Cooper describes as “weird”.  “It’s a giant show. It’s all in the hopes of creating a team that will make money for the company but they want it to be that we love each other. And I would totally hang out with you if you weren’t at work.”  You have to put on a show to get ahead. Still, Cooper says she has heard enough mothers describe never getting it right. They either spend “all day at work wishing [they] were at home with the kids, or all day at home wishing [they] were at work”.9) NASA Fixes Hubble Telescope Like Anyone Else Would — By Turning It Off And On Again [Source: allthatsinteresting.com] As intelligent as the employees at NASA are, this report reveals that even the brightest minds fix technological difficulties just like the rest of the world usually does. NASA’s Hubble Space Telescope needed to put the telescope in safe mode due to a failed gyroscope, used to help the telescope turn and lock in on new targets. NASA reportedly put the telescope through a “running restart,” in which the team switches the telescope between “high mode” and “low mode” while rotating it from side to side. But the process here is more complex than switching a phone “off” and “on.”

    In a press statement NASA described their process as follows: “In an attempt to correct the erroneously high rates produced by the backup gyro, the Hubble operations team executed a running restart of the gyro on Oct. 16. This procedure turned the gyro off for one second and then restarted it before the wheel spun down. On Oct. 18, the Hubble operations team commanded a series of spacecraft maneuvers, or turns, in opposite directions to attempt to clear any blockage that may have caused the float to be off-center and produce the exceedingly high rates. During each maneuver, the gyro was switched from high mode to low mode to dislodge any blockage that may have accumulated around the float.” And it worked!

    The Hubble is described by NASA as one of the most significant advances in astronomy since Galileo’s telescope. Hubble uses a digital camera to send pictures from the furthest points in the galaxy back down to Earth via radio waves. Hubble photographs have allowed scientists to make such discoveries as the estimated age of the universe at 14 billion years, and the groundwork for the big-bang theory. Hubble going down to one-gyro mode would in particular have hampered our efforts to characterize extra-solar planet atmospheres in the years running up to James Webb,” research scientist Jessie Christiansen at the NASA Exoplanet Science Institute said in an interview. “So this is a huge relief!”

    10) The Windies once gave us legends and now heartbreaks [Source: The Hindu BusinessLine]  The author needn’t tell us - the Windies are a heartbreaking shadow of their invincible former self. The recent humiliations reinforce this bitter truth. The 2016 World T20 title in Kolkata and the 2004 Champions Trophy win at London offer little solace. The side that won the World Cup in 1975 and 1979, losing to whom was not considered humiliation because the team was superior in all aspects, has become the butt of jokes. Back then, world cricket needed the West Indies. Back then, jokes routinely did the rounds about how players from the opposition did not mind cooking up excuses to miss a match against the West Indies.

    The article quotes the dedication section of A History Of West Indies Cricket. Author Michael Manley raves about players such as Learie Constantine, George Headley, Frank Worrell, Garfield Sobers, Rohan Kanhai and Clive Lloyd for their stellar roles in shaping cricket in all those islands which played under one flag. In later years, Viv Richards and Brian Lara joined the ranks along with the dreaded fast bowlers of different eras. Manley had written, “The first West Indian cricketers caught the imagination of the cricketing publics of England and Australia because they brought to the game a free-moving, free-stroking, lithe athleticism which was all their own.”

    The list of legends goes on…Wesley Hall, Charlie Griffith, Alvin Kallicharran, Malcolm Marshall, Michael Holding, Andy Roberts, Joel Garner and Patrick Patterson were household names in India. Limited overs hard-hiters like Chris Gayle and Dwayne Bravo now do the rounds. The decline was rapid - lack of talent, poor administration, the lure of football, athletics and basketball (the promise if better money). The West Indies, sadly, have also lost their spectator base - empty galleries that greet players at Test venues in the Caribbean, music in the stands, and dancing and singing, integral to cricket-watching now seem lost. When noted commentator Tony Cozier fought back tears as he watched the team get pulverised, he symbolised the heartbreak West Indies cricket has come to embody. Will the rhythm return to the Windies cricket calypso?


    From Bootcamp to Mastery: A Five Year Journey | killexams.com real questions and Pass4sure dumps

    As I look across the learn-to-code industry — with the proliferation of bootcamps, MOOCs, and alternative learning options — I often wonder why we (Launch School) are the only program that’s 100% mastery-based. There aren’t a lot of viable pedagogical options from which to choose, especially if the focus is on skills and results rather than credentialism. Yet, no one teaches in a mastery-based way except us. As I thought more about this, I realized that we, too, started teaching programming in a typical “bootcamp” fashion, and it was due to a unique confluence of personal and business factors that led us to focus on mastery-based learning.

    This is a story about how we built Launch School over the last 5 years and how our opinions around programming, teaching, and business led us to a Mastery-based pedagogy.

    The Backstory

    I’ve known Kevin since 2002, when we were both software engineers at IBM. We had always talked about working on something together, but the opportunity never came up. Finally around 2012, we had a window of time where both of us were looking to do something new. We only knew that we wanted to work on something together, but didn’t have any concrete ideas. After months of careful deliberation, we decided to focus our thirties on Education.

    Of course as programmers, the first thing we set out to do was to build a revolutionary Learning Management System (LMS) that would end all LMSes. As we worked through the specifications and design, one thing became painfully obvious: we had no idea what we were doing because neither of us had any deep experience with teaching or education. So naturally, before we could build a LMS, we had to get some experience teaching real students. Now, I’d like to think that we’re both pretty well-rounded people with a lot of interests, but we both really only had one skill that could attract students: programming. Towards the end of 2012, we decided to give up our (extremely) high paying jobs and try teaching people programming so we could better understand the problems around education and teaching (…so we could build an LMS to end all LMSes).

    I share this backstory because this origin story will come back to influence many of our later decisions. It’s important to remember: we didn’t see an opportunity to make money and came into teaching programming as an exercise in learning about how to educate people.

    Side Note: we quickly dropped the LMS idea because we found out students don’t buy LMSes, and selling a new LMS to large organizations requires a skill that we weren’t interested in developing.

    2012–2013: Bootcamps

    Unbeknownst to us at the time, this was the golden era of learning to code. In an odd case of multiple-discovery, we started our teach-people-to-code exploration at nearly the same time as many other companies, who later collectively came to be known as “coding bootcamps”. It was during this period that a few intrepid companies were starting to prove that you could get graduates a high paying salary after training for only a few months. That short duration caught everyone’s eye. Dev Bootcamp, in particular, nearly single-handedly created the “coding bootcamp” industry; to this day, it’s called “coding bootcamps” mostly because of Dev Bootcamp.

    I happened to be based out San Francisco at the time and met with Shereef Bishay, founder of Dev Bootcamp, in their Chinatown office. Shereef became interested in what Kevin and I were doing and offered a partnership: we could roll our courses under the Dev Bootcamp brand and become their “preparatory” program. Because of their initial success, Dev Bootcamp started attracting a larger variety of students and many of their applicants lacked readiness. Not being interested in working for someone else, we declined. Besides meeting Shereef, I also grabbed beers with other local bootcamp founders, like Roshan Choxi and Dave Paola, founders of Bloc.io. It felt like something big was about to happen in the industry and San Francisco was the epicenter.

    Meanwhile, Kevin and I continued executing our cohort-based courses. Our courses during this period were similar to ones you’d find in college: daily live lectures with a cohort of about 20–30 students with courses that lasted about a month. I had recently attended an online GMAT prep course offered by Knewton (they no longer do this) and was inspired by the format of their live lectures combined with ad-hoc quizzes. It forced participants to pay attention and follow along, and it felt like a much better experience than a typical college lecture, where you could sulk in the back of a large classroom and not ever engage with the instructor. The idea seemed promising: using innovative online tools, we could teach small live cohorts and ensure that everyone engaged with the material.

    In order to figure out what topics to teach, we asked students what they would be interested in learning. Not surprisingly, they mentioned all the advanced topics that employers demanded: TDD, APIs, Rails and Angular (this was before React was popular), testing, algorithms, data structures, design patterns, best practices, etc. By this point, Kevin and I each had over 10 years of software engineering experience, so the list of topics seemed straight-forward enough and we set out to teach them.

    The problems we encountered were immediate and obvious.

  • Student readiness levels run the gamut. It’s impossible to teach TDD when someone doesn’t know basic programming principles. We can’t talk about APIs when students didn’t know HTTP. We can’t walk through algorithms when students can’t control nested loops.
  • Related to the first issue, students didn’t keep pace with the lectures. About half the students stopped attending the live lectures after the first week. Though all lectures were recorded, few made an effort to make up for lost time and instead elected to go at their own pace. By the end of the month-long course, only a few students were still attending the live lectures.
  • The above two problems forced us early on to decide if we cared about students’ comprehension at the end of courses. If we didn’t, the solution would be easier: we could just sell recorded videos and content for a fixed price and focus our energies on marketing the content. On the other hand, if we did care about comprehension afterwards, we’d have to find another teaching format because while the idea of live lectures with quizzes seemed good in theory, in practice, most people don’t have the discipline to finish a rigorous course. And without the threat of withholding a credential, we couldn’t do anything to force people to show up.

    These problems also forced us to think hard about who our audience was. If companies like Dev Bootcamp were able to train people for high paying jobs, why couldn’t we do the same, if only we selected the right students? My previous experience as an Engineering Manager told me that companies are willing to pay $15,000 to $30,000+ as a referral fee for qualified candidates. Couldn’t we monetize that end if we could find and train good students? This line of thinking only made things more confusing, because if we keep pushing on that logic, wouldn’t it be easier to just become a recruiting company? Why bother doing all the hard work of trying to train unprepared people when we can just filter for the best? That seemed like a more viable business, especially since all the startup literature says to charge businesses instead of individual users wherever you can.

    Our initial stab at teaching people programming yielded some stars who landed great jobs, but that was, as is true for most education institutions, a result of selection bias as opposed to our amazing training methods. The choices in front of us were either to 1) figure out a way to make money and give up on making sure students actually understood the material, or 2) figure out a way to better train people for comprehension and not worry about optimizing for revenue.

    We made a few critical decisions then that we still adhere to today:

  • Students are our customers, not employers. By eliminating employers as a possible revenue source, it brought clarity to what we were supposed to do. One of the things we wanted to do was to help people, not only to make money for ourselves. After all, we had just quit high paying jobs to do something meaningful together. Helping employers didn’t seem very meaningful to us personally and while we were ok with that being a side effect of producing great programmers, we didn’t want to incentivize ourselves to become a recruiting company.
  • We decided to not take venture funding. Though it may have been a bit early in our lifecycle to make that decision, we felt that training companies do not have a significant viral first-mover advantage. Instead, the advantage was in long-term reputation. Sure, it’d be possible to over-promise and over-hype the marketing in the short-term, but our hypothesis was that over time the lack of results will catch up with the hype. We had decided to dedicate our entire thirties to this experiment, and we felt that this long-term mindset could be an advantage in the education space. It’s interesting that Shereef, Roshan, and Dave opted for the opposite route with their companies and took on venture funding.
  • The consequences of those decisions significantly focused our energy.

    By identifying students as our customers, we aligned ourselves with students and started to focus on pedagogy and comprehension, rather than throughput and conversion. It also meant we’re a B2C company and not a B2B company. This had implications to our processes. For example, we stopped doing sales calls to employers to try to get them to purchase licenses in bulk. Instead, we took time to have calls with every prospective student.

    By going the bootstrapped route, we decided on a low-burn long-term financial plan, which usually meant sacrificing marketing for curriculum development. In our hypothesis, there’s no rush to get to market, and it’s more important to protect Launch School’s reputation by always doing “the right thing for the student”. Venture-backed companies have a “fail fast, fail often” mentality where growth rules above all. But in education, “failing” means negatively affecting students’ lives. We weren’t comfortable with purposefully hurting even a small group of students as part of the business plan.

    2013–2014: Tealeaf Academy

    We continued running our synchronous cohorts and the problematic patterns kept repeating cohort after cohort. We took everything we learned and decided to change our curriculum in a couple of important ways:

  • From synchronous to asynchronous (aka, self-paced). Instead of relying on live lectures that were sparsely attended, we’d move to recordings that students could watch at any time.
  • From one 1-month long course, we moved to 3 courses that would take roughly 4 months in total. The courses would start from the ground up, teaching basic programming principles to start, then building up to web development basics, and finally to all the advanced concepts employers wanted.
  • These two changes made a huge difference and students understood this sequence of courses much better. Instead of feeling overwhelmed in the first week, students could complete lectures and assignments on their own schedule. We didn’t give too much thought to the pricing structure and continued to sell the courses at a fixed price per course.

    Even with the new self-paced 3-course sequence, results still varied widely. Some graduates got jobs that paid over $100k, and others who finished all 3 courses said they didn’t learn a thing. We posted the $100k student on our testimonials, but it felt like selection bias and not real education for all. It felt that despite our efforts to avoid becoming a recruiting company, we just ended up creating a recruiting company with a 3-course filter.

    The whole point of charging students and forgoing funding was so we can align ourselves with students and do the right thing for students. So how can someone pay over $2,000 and spend over 4 months, and then say they didn’t learn anything? Even if it was a small number of students, that was still a crushing result for us. We couldn’t let it go and write it off as people being unprepared.

    We decided to zoom in on the problem and try to understand the core of the issue. We participated in countless 1on1 sessions with students who were struggling and began noticing patterns. We would pair with students who were struggling in course 3 and see that what they were struggling with was not the advanced topic, but fundamentals. They couldn’t build an API not because they couldn’t intellectually understand the concept of an API, but because they didn’t know how HTTP worked. It had nothing to do with intellectual ability, but everything do with understanding of prerequisite knowledge. When we asked “don’t you remember HTTP from course 1?”, they’d say something to the effect of “sure, kind of, but I went through that part pretty fast, and to be honest, it’s still a little fuzzy”. After seeing this over and over, we realized that we were missing a critical component in our courses: assessments.

    After teaching people for 2 years, we learned what teachers across the world have known for centuries: you must have some test of mastery to demonstrate comprehension.

    Upton Sinclair once said, “It is difficult to get a man to understand something, when his salary depends on his not understanding it.” We fell into this trap by not thinking carefully about how our pricing fit with our pedagogy. We never seriously thought about adding rigorous assessments because it meant that less students would enroll in and pay for subsequent courses. We were financially incentivizing ourselves to usher students to subsequent courses without regard to mastery, which is in direct conflict with our mastery-based values. We charged per course, so adding assessments would have resulted in less revenue. The key lesson we took away from this observation was: be aware of how pricing introduces natural blindspots to your company or product.

    2015: Lessons Learned

    Having taught people for over 2 years at this point, we had enough information to go back to the lab and build a curriculum from the ground up anew. We spent the next year studying, researching and debating about what a great training program looked like. Over and over, we found ourselves constantly trapped by incompatible goals. For example, we wanted a democratic learning program that could cater to all, but how do you reconcile that goal with the desire to drive people to high paying jobs? You either have to give up the high paying jobs or you have to filter based on experience. If you only have a 4 or 6 month timeframe, what topics do you cover and how do you make sure people are following along? Is it ok if only the top 10% or 20% understand the material at the end?

    To address these incompatible learning goals, we started from our own first principles by thinking about how we’re different, what our core beliefs were, and our personal stance on learning and comprehension. One idea that came up over and over in our research and discussions was operating for the *long-term*.

    If we take a long-term perspective in our business operations, then it’d be possible to also take a long-term perspective on our pedagogical approach for the curriculum. We can’t have a company that’s focused on chasing quarterly revenue results and reconcile that with a long-term curriculum. The company’s vision and the pedagogy must be aligned. After realizing that, we made an important decision: we decided to not only spend our thirties on this, but to spend the rest of our careers on this project. That seems dramatic and conjures up images of a sworn blood oath under a full moon, but it wasn’t a hard decision at all and we made it fairly quickly and unceremoniously. That’s because 1) we didn’t have any other good ideas in the pipeline, 2) we believe that working on this problem will positively affect the world, 3) we believe in each other and don’t want to work on separate things, and 4) teaching online allows us to engage with a worldwide community of students, which brings a certain joy to the project. We didn’t have any reason to stop, and we thought that by focusing on decades in the future, we could use that perspective to our advantage.

    Suddenly after that shift in perspective, we could see how a willingness to think about 10, 20 years into the future allowed us to unlock long-term value, both for us as a business and our students. While there were a lot of short-term incompatibilities between learning goals and business goals, these issues melted away when considered in the span of years and decades. Suddenly we could focus on skills to last a career, rather than chase short-term fads. We finally found a way to align personal, business, and student goals.

    Just like how a long-simmering programming puzzle may come into more focus as one spends more time digesting it, the education puzzle began to unfold for us as we shifted into long-term thinking. With the long-term perspective as our north star, we came up with the following values for our business and learning pedagogy:

  • Mastery of fundamentals first.
  • No time limit for each course.
  • Assessments to test mastery.
  • Pedagogy-led pricing.
  • Don’t focus on short-term revenue.
  • All these ideas taken together formed the foundation for our Mastery-based Learning pedagogy at Launch School.

    2016: Launch School

    It took us a year to build the new curriculum, and at the end of 2015, we launched Launch School. We didn’t have proof that this new curriculum would be good; it seemed right based on our experience and values, but since we just started, we didn’t have any concrete results to show. We asked prospective students to trust the process and asked if learning fundamentals to mastery made intuitive sense. We didn’t do any market research and built the new curriculum based off of our own standards of excellence, so we weren’t sure how people would react. Would they look at our proposal of learning indefinitely and then compare it with a 3-month bootcamp and laugh at us? Would they agree with us that the issue with learning advanced topics and frameworks was all about understanding fundamentals? The current marketplace was full of hype about turning around a six-figure job after a few months. How would people receive the idea of potentially learning for a few years?

    Fortunately for us, some people chose to trust the process and started learning with us, from fundamentals with mastery.

    2017: Capstone

    By focusing on fundamentals, we felt we were setting up students for long-term success. But we still had the “last mile” problem to solve to demonstrate that there’s a quantitative difference between those who took time to learn fundamentals vs those who didn’t. After all, if the results between learning fundamentals for 2 years and cramming frameworks for 2 months are the same, why bother with the fundamentals?

    Towards the end of 2016, we were able to take some of our Launch School students and put them into an intense instructor-led program to see if we could address the “last mile” problem. We created Capstone, a finishing program where students could apply their already-mastered fundamentals to more complex engineering problems. We wanted to show the world what’s possible when you take years to really learn something well by putting our Capstone graduates into the marketplace. We spent most of 2017 running Capstone cohorts and observing their performance in the most competitive markets in the United States.

    2018: Results and Outcomes

    Finally in 2018, we were able to showcase the results so far. Because it took a few years for us to wrap our head around the problem, and then a few more years for students to complete our curriculum, we are only seeing quantitative results now in 2018. Of course, we had many small victories along the way with many of our students saying our courses changed their lives, but teaching fundamentals for years also meant taking us farther away from concrete results. Now that we have them, the results are astounding; see for yourself.

    Why doesn’t anyone else do Mastery-based Learning?

    To address the question that initially triggered this article, I think we were the only ones who arrived at Mastery-based Learning because of the following.

    We’re bootstrapped.

    Other programs focus on financing and pricing innovation, partnerships, scholarships, marketing, government sponsorships, accreditation/credentialism, business process innovation, niche audience segmentation, but none seem interested in pedagogical innovation. I believe that we were able to focus squarely on pedagogy because we kept expanding our time horizon, which wouldn’t have been possible with venture funding. Had we taken investors’ money, we’d have been pressured to find a path to hyper-growth before the money ran out. This is why so many funded coding bootcamps are under stress and can’t innovate on one of the most important attributes for educational companies: their pedagogy.

    Quality over data.

    I like to think I’m a data-driven person, but many operators act larger than they are. Most small education companies are not operating at the scale of Amazon (the archetype for the soul-less numbers driven company), and yet they use numbers to override values. Numbers and data are important, but you must have some opinions on quality regarding your craft that you can’t compromise on regardless of what the numbers say. Had we followed the hard logic of numbers from our first year of teaching, we would’ve ended up a recruiting company because that’s what the data says employers wanted. There are also things we won’t do, no matter what the data says. For example, we just plainly refuse to “fail fast, and fail often” because it hurts people (also, we make enough honest mistakes that we don’t need a company philosophy to push for more). I remember first hearing about this concept and thought “that’s a great hack for startup founders”. But when you’re on the receiving end of this ideology as a customer, you think “what a bunch of amateurs and assholes”. In order to do the right thing, you have to have an opinion around quality. If you don’t yet have one, it’s important to move slowly and figure it out until you do. Following a 100% numbers driven analysis, no one would arrive at Mastery-based Learning.

    Have core values.

    A lot of people treat starting a business as a treasure hunt for revenue. In the course of running a business, many decisions come down to this choice: make money or improve quality. It seems counterintuitive, shouldn’t the higher quality product make more money? In industries where results are not obvious or delayed by months and years, it’s very possible to over-promise and lead with marketing. In such industries, it’s much easier to first make money and then figure it out later (another venture-backed mantra: “fake it until you make it”). One major lesson I learned starting Launch School was in learning more about myself. For example, I learned that there wasn’t one or two lines, but lots of lines I wasn’t willing to cross to make money. I learned about who I was, and who I wanted to become and it’s not a great entrepreneur or the founder of a multi-million dollar company. For me, it’s about trying to build something worthwhile that lasts as long as possible. It’s about enjoying the daily process of work and doing something positive for the world and working with people I enjoy being around. Just as high salaries are actually not the end goal for students at Launch School (they are a side effect of learning to mastery), revenue is not the end goal of the business side of Launch School — it is a side effect of becoming a meaningful long-term organization. I believe that this perspective is what helped us to unlock the long-term value behind Mastery-based Learning.



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    Issu : https://issuu.com/trutrainers/docs/00m-155
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    IBM 00M-155 Exam (Information Management Solution Sales Mastery Test v3) Detailed Information



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