Network engineers are finding it harder than ever to rely solely on manual processes to get their jobs done. New protocols, technologies, delivery models, and the need for businesses to become more agile and flexible have made network automation essential. The updated second edition of this practical guide shows network engineers how to use a range of technologies and tools, including Linux, Python, APIs, and Git, to automate systems through code. This edition also includes brand new topics such as network development environments, cloud, programming with Go, and a reference network automation architecture. Network Programmability and Automation will help you automate tasks involved in configuring, managing, and operating network equipment, topologies, services, and connectivity. Through the course of the book, you'll learn the basic skills and tools you need to make this critical transition. You'll learn: Programming skills with Python and Go: data types, conditionals, loops, functions, and more How to work with Linux-based systems, the foundation for modern networking and cloud platforms Data formats and models: JSON, XML, YAML, and YANG Jinja templating for creating network device configurations The role of application programming interfaces (APIs) in network automation Source control with Git to manage code changes during the automation process Cloud-native technologies like Docker and Kubernetes How to automate network devices and services using Ansible, Salt, and Terraform Tools and technologies for developing and continuously integrating network automation

This open access book presents an account of five teacher educators who, over a two-year period, undertook a research project with five teachers of languages other than English in pre-secondary schools in New Zealand. Their collaborative aim was to develop students' intercultural capability in the context of learning a new language. The school participants were typical of many in New Zealand's pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language. The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on the lessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action-research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened.

This open access book presents an account of five teacher educators who, over a two-year period, undertook a research project with five teachers of languages other than English in pre-secondary schools in New Zealand. Their collaborative aim was to develop students' intercultural capability in the context of learning a new language. The school participants were typical of many in New Zealand's pre-secondary sector; the teachers had limited language-teaching experience and limited prior knowledge of how to develop the intercultural dimension in their language classrooms, and the students were largely at the beginning stages of learning a new language. The book discusses the findings obtained using a range of data collection methods, including classroom observations, reflective interviews with teachers, and focus groups with students. It documents instances of breakthrough and growth for teachers and students and reveals the problems and tensions. Lastly, it reflects on the lessons learned in the course of this project and speculates on the roles that teacher education needs to play if the goal of intercultural capability is to be better achieved in language classrooms, both in New Zealand and internationally. Of interest to a wide range of stakeholders in the area of education, the book allows readers to gain an understanding of the opportunities of working with teachers through an action-research model, alongside the challenges that this brings and ways in which intercultural capability may be strengthened.