Core Azure concepts

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Part 1: Describe core Azure concepts

Part 2: Describe core Azure services

Part 3: Describe core solutions and management tools on Azure

You need to follow the following steps by reading below links for part 1, part2 and part 3.

1- Read

Part 1(https://docs.microsoft.com/en-us/learn/paths/az-900-describe-cloud-concepts/ ),

Part 2(https://docs.microsoft.com/en-us/learn/paths/az-900-describe-core-azure-services/ ),

Part3(https://docs.microsoft.com/en-us/learn/paths/az-900-describe-core-solutions-management-tools-azure/ )

of the Azure Certification Documentation

2) Prepare a report using the following format #

sections

Sample Solution

Azure is a cloud computing platform which was launched by Microsoft in February 2010. It is an open and flexible cloud platform which helps in development, data storage, and service management. The Azure tool hosts web applications over the internet with the help of Microsoft data centers. Important components of Microsoft Azure are compute, storage, database, monitoring & management services, content delivery network, Azure networking, Web & mobile services, etc. It provides 600+ services in its cloud computing platforms. These services help to build, test, deploy, and manage applications on the Azure platform. Azure offers infrastructure as a service, platform as a service, and software as a service along with that Azure enables ML and AI-supported applications.

k of burnout in teachers, as well as probable variances in these categories based on gender and teaching experience. Gender found no systematic correlations, whereas teaching experience had a curvilinear association with GPK, a negative linear relationship with self-efficacy, and no significant relationship with burnout, according to path analysis. GPK was found to be a negative predictor of teacher burnout both directly and indirectly through its positive relationship with teaching self-efficacy, according to mediation studies. In these analyses, only teaching specific self-efficacy, not general self-efficacy, served as a mediator; consequently, the discovered predictive effects are specific to instructors’ professional competence. (Lauermann et al., 2016).

The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The current study, which took place between April and December 2020, is the second phase of a bigger study that took place between November 2018 and October 2019, and was reproduced during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale was added in the second phase. Personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic, as confirmed by the data; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic (Pellerone et al., 2021).

 

 

The goal of this study is to identify burnout levels in a sample of high school teachers that worked during the COVID-19 pandemic, with the goal of evaluating the relationship between burnout levels, trait emotional intelligence, and socioemotional competences (Autonomy, Regulation, Prosocial Behaviour and Empathy). A total of 430 high school teachers from various regions of Spain were included i

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