050-708 exam success - SUSE Linux Enterprise Desktop 10 Administration Updated: 2023
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Exam Code: 050-708 SUSE Linux Enterprise Desktop 10 Administration exam success November 2023 by Killexams.com team|
|SUSE Linux Enterprise Desktop 10 Administration|
Novell Administration exam success
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050-708 SUSE Linux Enterprise Desktop 10 Administration
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SUSE Linux Enterprise Desktop 10 Administration
You are logged in as user geeko, which will start the GRUB shell?
D. c after switching to root
E. g after switching to root
F. grub after switching to root
What is the role of SuSEconfig?
A. It allows YaST to be a graphical tool.
B. It acts as the front end to various other programs.
C. It provides YaST the computer's hardware information.
D. It activates the configuration changes made when using a YaST module.
When configuring SSH on clients, which has precedence? (Choose 2.)
A. Command line options have precedence over options in the ~/.ssh/config file.
B. Options in the ~/.ssh/config file have precedence over Command line options.
C. Command line options have precedence over options in the /etc/ssh/ssh_config file.
D. Options in the /etc/ssh/ssh_config file have precedence over Command line options.
E. Options in the /etc/ssh/ssh_config file have precedence over options in the ~/.ssh/config
Answer: A, C
Which command will show the assigned permissions for each file or subdirectory in the
B. ls -a
C. ls -l
D. ls -p
E. ls -r
Click the Point-and-Click button to begin.
You want to configure the Novell client using the Novell Client Configuration Wizard in
YaST. Click on the icon or option that will allow you to select the Novell Client option.
Listed below is a portion of the /etc/passwd file: sgale:x:1000:100:practicum
development:/home/sgale:/bin/bash Which statement is true regarding user sgale?
A. sgale is the root user.
B. sgale is a system user.
C. sgale has no password.
D. sgale is a member of a normal group (GID 100).
E. sgale is a member of the practicum development group.
On a SUSE Linux Enterprise 10 desktop using the bash shell, which files are read when a
non- login shell is started?
A. ~/.bashrc, ~/.profile
B. /etc/profile, ~/.profile
C. /etc/profile, ~/.profile, /etc/bash.bashrc
D. /etc/bash.bashrc, /etc/bash.bashrc.local, and ~/.bashrc
E. /etc/profile, ~/.profile, /etc/bash.bashrc, /etc/bash.bashrc.local, and ~/.bashrc
If a graphical environment is installed during the installation of SUSE Linux Enterprise
Desktop 10, what is the default run-level used?
A. Run-level 1
B. Run-level 2
C. Run-level 3
D. Run-level 5
E. Run-level 6
Given the following information:
Which jobs are running in the background?
A. 1 only
B. 2 only
C. 4 only
D. 2 and 4 only
E. 1, 2, and 4
F. No processes are running in the background.
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The A-level exam results are out in the UK. Over 350,000 teenagers have been placed on undergraduate courses, according to UCAS, the organization that manages applications to UK full-time higher education courses. And while they jump for joy, excited at the prospect of going to university, some social commentators and education critics are harrumphing.
They feel that despite their success, these exam-savvy youngsters are woefully ill-prepared for the real world. And that the ones who go to university are simply entering outdated institutions that don’t prepare them for the world of work.
Most university courses aren’t vocational. Yet, the debts that mount up throughout a course (an average of £50,000) are forcing students to create a “personal brand” and a portfolio of work before they leave – so that they have a chance of competing in a crowded marketplace once they graduate.
In the past, students were only expected to step-up their writing, thinking and analytical skills while at university. Now, they’re expected to take Instagram-worthy internships and use social media to network their way to success. They’re expected to document their skills and capabilities across a range of social media so that they can effectively secure work opportunities.
A report from the Department of Education showed that in 2017, graduates and postgraduates had higher employment rates than non-graduates. And that the average, working-age graduate earned £10,000 more than the average non-graduate.
So good, so far. But this emphasis on securing work is contributing to a hole in their university life. This manifests as poorer quality reading and writing skills on the essays they write throughout their course. And the writing they do in the business world. This is not new. And it’s not down to youngsters spending more time on Snapchat than perusing the abridged works of Shakespeare. But it’s a skill gap that doesn’t seem to be closing.
Many arrive at university after years of teachers “teaching to the test”. Students haven’t necessarily been given the opportunity to think for themselves. At least, not in an academic sense. Their teachers have been judged on results throughout their teaching careers. So, their primary task hasn’t been to help students to write fluently, or accurately. In fact, while 26.4% of exams scored an A or A*, just 1.8% of English language exams were graded A*. Overall, the teachers have done their jobs, which has been to get their pupils to pass. And the overall pass rate for 2018 sits at 97.6%.
But when school leavers get to university, many will find themselves in a quandary. It’s likely that they’ll feel a pressure “to get their money’s worth”. Yet, they’ll also be faced with a barrage of new concepts and theories. And they may not have the writing skills to communicate them effectively. Ironically, this can hamper their chances in the job market.
A Royal Literary Fund report called “Writing Matters” labeled the writing skills of students “shocking” and “inadequate”. What’s more, an academic survey cited in this report found that 90% of lecturers said it was necessary to teach writing skills to students. Yet, university is structured so that the teaching of writing skills is not embedded into courses. It’s a veritable chicken-and-egg situation.
In any case, qualifications alone don’t sell themselves anymore. So, students need to see themselves as a package, not as a vessel for their exam results. They need to hone their soft skills – their ability to think well, write well, be emotionally intelligent and communicate with themselves and others. Employers want to hire people who are creative, resourceful and resilient.
So, as students crack open the prosecco and celebrate their results – I say we supply them a break. Going to university is a massive life transition in itself, as is starting work for the first time. It’s easy to forget the days when you couldn’t boil an egg. And it’s easy to forget that it’s the system itself that isn’t teaching students the writing and communication skills they need to truly succeed in life and work.
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The Series 6 is a tough exam, especially for those who find it is their first introduction to the world of securities. In this article, we'll supply you six additional easy tips on how to approach the information and proven techniques for studying for and taking the test. Let's get started!
You Only Need 70% to Pass
Remember that 70% is the passing grade for the Series 6 exam. If a candidate focuses their preparation energies on the portions of the test that will have the greatest number of questions, the odds are much greater of a first-time pass.
The questions on the exam are randomly selected for subject matter to meet the percentages prescribed in the Financial Industry Regulatory Authority (FINRA) outline. There is no subject-matter pattern. The questions are, however, selected for each person by level of difficulty. The first questions are those that have been statistically shown to be less difficult and that most candidates got right. The questions then become more difficult until midway through the test, when the level of difficulty drops steadily until the final question. Illustrated graphically, this would be a classic "bell curve," with the smallest portion of the questions—the most difficult questions—at the top of the curve.
Read Questions Carefully
If a person gets all the easy and moderate questions right, they will pass. Read each question and all the answers thoroughly before making a decision. Don't rush to select the first answer that "looks" right. For example, consider the following question and answers:
Question 1: In 2013, what is the maximum allowable contribution for an individual into an Individual Retirement Account (IRA) per year?
Focus Your Studying
While studying for the exam, approach material as if you had been given the task of writing a test question on each subject. Using this approach to study will focus your attention on the essential information and help to prepare you for the questions you'll confront.
Consider the following bit of information: Under the Investment Company Act of 1940, there are three classifications of investment companies: Face Amount Certificate Companies, Unit Investment Trusts and Management Investment Companies.
Notice that there are three classifications of investment companies, and recall that the Series 6 exam always has four choices for each question, but the structure of the question could be in the A, B, C, D format, or in the Roman Numeral (I, II, III, IV) format. Let's try a couple of questions.
Question 2: Under the Investment Company Act of 1940, which of the following are classifications of investment companies?
I. Face Amount Certificate Companies
A. I, II, III and IV
If we took the same information about the three classifications of investment companies and put it in another format, it could look like this:
Question 3: All of the following are classifications of investment companies under the Investment Company Act of 1940, except:
A. Face Amount Certificate Companies
A little practice with this study technique will pay great dividends.
Focus on Concepts, Not Formulas
It is tempting for many students to spend a great amount of their energy and preparation time in memorizing formulas, but don't be one of them. Recognize concepts instead. Work through the essential formulas in your practice questions so that you'll understand the concept. Memorization should not be your primary study technique.
From interviews with those who have taken the exam, the following formulas are those most frequently reported as requiring the use of a calculator (which will be provided by the test center):
TEY=(100% − Tax Bracket %)Municipal YieldTFEY = Taxable Yield × (100% − Tax Bracket %)where:TEY=taxable equivalent yieldTFEY=tax-free equivalent yield
Hint: Municipal bonds tend to be attractive to those in the higher tax brackets. One of the professions that is associated with higher tax brackets is the medical profession. To remember which formula to use, ask the doctor – the MD, that is. When the question provides the municipal yield: Divide (Municipal Divide). Obviously, if the question doesn't provide the municipal yield, one doesn't divide, one multiplies.
Sales Charge % for mutual funds = $Ask($Ask − $NAV)$Ask price for mutual funds=(100%−Sales Charge %)$NAVMutual funds: $NAV + $ Sales Charge = $AskCurrent yield for bonds = Bond priceAnnual Interest Paymentwhere:NAV=net asset value
Many people report that the questions regarding mutual fund pricing are "word" questions rather than math questions. An example of this is:
Question 4: A Registered Representative explains to a customer that the net asset value (NAV) of a mutual fund is $21.85/share and the ask price is $23/share, which means that the sales charge is 5%. The customer is confused and asks how this is computed. The RR should respond that:
Eliminate Wrong Answers
Use the "true or false" method in the process of elimination. When confronted by a Roman numeral (I, II, III, IV, etc.) question, your first step should be the process of elimination. Try each numbered response by asking "true or false?"
When you discover an answer that a response cannot be part of the right answer, look at the A, B, C, D choices. If the "wrong" answer is in one of the lettered choices, eliminate that choice. Often you'll find that you can eliminate two choices!
Then, compare the remaining choices to determine whether they are both correct. In most cases, they will be. Those who write the exam use the Roman numeral format when they want the candidate to find more than one choice. For example:
Question 5: Which of the following is included in computing the expense ratio for a mutual fund?
A. I, II and III
Now, using the tip: If you just knew one item, that the underwriter pays for all distribution expenses, you'd have immediately eliminated choices A and C, because Roman I is in both of those choices. In this case, you'd also need to know that the other three items are definitely a part of a fund's expense ratio calculation, but you'd have only have had to say "false" to Roman I to eliminate two possible choices.
Guess When Necessary
In case of emergency, break glass! This tip is only for use if you encounter a question and are forced to guess. If the question is a Roman numeral question and all four responses seem to be correct, if all four choices are one of the available answers, choose that response. If the question is in the A, B, C, D format and the answer "all the above" appears, and you're forced to guess, pick "all the above." Interviews with people who've taken the test successfully indicate that these tactics work well when questions are on the subject of rules.
A few words on scheduling your test:
Saint Louis University School of Law was recently featured on TaxProf Blog as being ranked 7th in the nation in a accurate study identifying which law schools add the most value to ultimate bar passage rates for their students.
The three-year study looked at the ultimate bar passage rate performance of 186 ABA-approved law schools for the period of 2017-2019. SLU LAW’s ranking reflects its overperforming predicted expectations for ultimate bar passage based on the undergraduate GPA and LSAT scores of incoming students.
SLU LAW also recently posted its highest first-time Missouri bar passage rate in over a decade, with 94.6% of its first-time takers passing the July 2023 Missouri bar exam.
On the work done by SLU LAW to prepare students for the bar exam, the Director of Academic and Bar exam Success, Antonia Miceli said, “This ranking, along with our accurate Missouri bar exam pass rate, is a reflection of so many things that make SLU LAW special - hardworking and dedicated students, faculty who apply a truly student-centered approach to their teaching, and a robust and comprehensive academic and bar exam success program that supports students from the summer before their 1L year clear through passing the bar exam. I am so proud to be a part of the SLU LAW community and to play my part in helping our students and alumni achieve their ultimate goal of becoming licensed attorneys.”
Professor Miceli is also the co-author of The Ultimate Guide to the Uniform Bar Examination (Wolters Kluwer 2021). Her work alongside Professor Petina Benigno, the Assistant Director of Academic and Bar exam Success, demonstrates SLU Law’s investment into its students success. For students of SLU LAW, please visit the Academic Resource Center to see materials about bar exam success.
If you are interested in donating to SLU LAW and being the reason our students have space to succeed following graduation, please visit the Academic Resource Services Support Fund. The Academic Resource Services Support Fund helps to assist students with costs associated with law school and the Bar Exam.
In her OP-Ed “Exams are at risk of extinction,” Chronicle opinion columnist and first-year Anna Garziera examines the current trends of American higher education shifting away from exams — think blue book midterms and the SAT and ACT you had to take for admissions — as the gold standards for success. She claims that exams provide valuable benchmarks for success and that we’re losing something precious by removing ourselves from exam culture. Furthermore, Garziera argues that the stressful nature of formal examinations actually builds resiliency, so that students can maximize their potential.
But do these exams actually help students retain information long-term? Are they helping learners learn?
First, a quick bit about me: I work as a learning experience designer for Duke Learning Innovation, a group that partners with faculty to teach and support quality, student-centered education at Duke. While I help design online courses, other members of my department consult with faculty on teaching and technology and conduct research on education and assessment.
Now to answer our questions.
Educational psychology suggests that high-stakes examinations — either in admissions tests like the SAT or the traditional midterm/finals format— work counter to the psychological processes of human memory. Dr. Sanjay Sarma, the head of open learning at MIT, wrote that high-stakes examinations are actually a detriment to the long-term retention of information. Students who cram — a process familiar to most university students — earned better results on test day. But compared to students who spaced their learning over an extended period — five hours over five days instead of five hours the night before an exam — they retain less information over time. Crammers forget much of what they studied as they move into the next semester or course. Although professors aren’t counseling their students to study in this manner, the culture surrounding high-stakes examinations perpetuates this approach. When good marks on high-stakes exams are imperative to the ‘next step,’ such as the job or the graduate program of choice, students will cram.
There’s a concept in the psychology of memory called cognitive load. There’s a gap between the information you already know and the information you are learning. Ideally, one could fit as much information as possible into this gap, à la an all-you-can-eat buffet. But you’re limited here by your cognitive load — the idea that there is a limited amount of information a human brain can take in at any given time.
You can break the cognitive load of any learning experience — whether changing a tire or analyzing data from a particle accelerator — into three parts: the intrinsic, extraneous and germane loads. The intrinsic load — how innately difficult is the information? — can’t really be changed. However, the extraneous load — ways the instructional materials simplify or hinder direct instruction of the subject — and the germane load — the effort needed to process the information being learned — can be refined to maximize learners’ innate capabilities for long-term memory. Exams create enormous amounts of anxieties that overburden the extraneous and germane aspects of cognitive load. In the pressure cooker environment of studying for and taking a high-stakes exam, working memory becomes less efficient at converting information to long-term memory.
But Garziera also argues a more subtle point: The stress of high-stakes exam culture builds resiliency. She claims that, besides the fact that good grades on these exams are needed for good opportunities, the resiliency that comes from exam stress will lead to future success. The dad in “Calvin and Hobbes” is famous for saying “It builds character” about anything from a bad school day to biking in a blizzard. Although I always identified more with Calvin, I see the wisdom in Garziera’s argument. Stress leads to peak performance, and then the expertise achieved after the stressor can lead to continued success … but it all depends on what kind of stress we’re talking about.
Good stress is doable stress. It happens when there is a gap between the known and the unknowable. Good stress happens when the target is still slightly out of reach, but you can get there with support. Garziera’s anecdote about her first overnight class trip in kindergarten is a great example of an educator leveraging good stress into a great learning experience. While the kids’ first night away from their families was always going to be a scary experience, Garziera’s teacher helped little Anna adapt by dancing with her. Here we see how the teacher bridged the gap between the known — the positive relationship between student and teacher — and the unknown of a night away from family, by highlighting a familiar, joyous relationship. The teacher didn’t tell the children to power through, or be grateful for the rigorous educational experience that they were embarking on. Rather, she supported her students by helping them bridge an experiential gap. High-stakes exam culture does not leave room for this kind of support. Rather, learners are forced solo across this gap, and some don’t make it.
What is being done at Duke in response to our improved understanding of the psychology of learning? What kinds of assessments are taking the place of high-stakes exams? Exams don’t necessarily equal the practice of complex skills and information that has been in long-term memory, and my department works with faculty and students to help bring pedagogically — that is, things related to teaching — best practices in all learning spaces at Duke. For example, best practice in the pedagogy of assessment involves opportunities to do project-based assessments, and there have been a number of Duke professors we’ve worked with — such as Dr. Len White in neuroscience — who put this into action in their teaching.
I’d love to know more about the experiences of navigating the student side of this shift in our educational ecosystem. My colleagues periodically survey Duke students to gain a better understanding of what their learner experience has been so we can continue to Strengthen the Duke educational experience.
But all our work and discussion around high-stakes exam culture is nested inside American university culture as a whole. How do the pedagogical changes that Duke students see in the classroom impact our wider Duke ecosystem? How do they reflect changes in the ecosystem of American universities as a whole?
How do we know we’ve been successful if we haven’t gone through multiple barriers of entry, like high-stakes examinations, to get to our goal? I imagine students at Duke think about this frequently. Many of you probably picked Duke because of its selectivity, and what that implied about the quality of education.
Garziera’s questions of success, what it means to be successful at Duke and after Duke, alongside her questions about what value, if any, we should place on high-stakes examinations, or even how to psychologically cope with our rapidly changing world, are all philosophical questions. I firmly believe that anyone who works in and for the Duke education system should become a philosopher — that is, a lover of wisdom and knowledge. As we embrace digital tools and platforms for education, we are going to see society shift its understanding of what universities do.
I’m excited to make Duke a multifaceted place where the love of wisdom, academic exploration and intellectual development can coexist alongside knowledge-based skills training.
Maria Kunath is a learning experience designer for Duke Learning Innovation. She encourages all students who are interested in working with Duke Learning Innovation to email firstname.lastname@example.org.
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The Academic Resource Center (ARC) is designed to assist SLU LAW students with the support they need to be successful during law school and in their future legal careers.
The ARC provides resources and assistance to help students succeed from the first day of classes and continues when they are alumni working towards success on the bar exam.
Though the program at Saint Louis University School of Law is rigorous, SLU LAW provides an avenue for achieving success in learning the law. Academic Success services provide students with the advising, assistance and support they need as they enter and progress through law school. Students can find information on the structure of the first-year program as well as tips and advice on getting accustomed to the curriculum. Information is provided on times and dates of important workshops, and students can find valuable study tools. There are opportunities to learn exam-taking techniques as well as a variety of other helpful law school aids.
Academic advising is available to all law students. Students may meet with Professor Antonia Miceli or Professor Petina Benigno to discuss any academic issues, including outlining, exam preparation and review, curriculum choices and other concerns a student might have. Please contact Professor Miceli or Professor Benigno with a list of times and days you are available in order to schedule an appointment.
Bar exam Success
Perhaps you've only briefly thought about the bar exam or perhaps you have focused squarely on it. Whatever your position, it's not too late to become informed about the bar exam and the steps you can take to prepare for, and succeed on, it.
What is a Bar Examination?
In almost every state in the U.S. and in some territories, recently graduated law students sit for a state bar exam. For instance, if you are interested in practicing in Missouri, you would take the Missouri Bar Exam. The bar exam measures a candidate's competency to practice law in a particular state. Successful bar exam candidates receive a license evidencing their competency to practice law in a given jurisdiction.
Passing Your Bar Exam
Passing the bar exam is a pivotal last step in becoming an attorney. There are many things you can do as a student to achieve this success. Much of the law school curriculum is geared toward providing you with the necessary foundation for success. In addition, most students participate in a commercial bar review course after graduation. This course reviews (and in some cases introduces you to) those subjects that might be tested on your jurisdiction's bar exam.
Beyond Bar Classes and Commercial Review Courses
In addition to what you learn in your law school classes and the commercial bar review courses, SLU LAW offers workshops and programs designed to help you assess and practice the skills necessary for passing the bar.
These workshops cover each part of the bar exam — the essay, multiple choice and performance test portions. Thus, you have the opportunity to not only learn the appropriate substance but to also hone the necessary skills related to each portion of the bar exam.
Current students and alumni of Saint Louis University School of Law are encouraged to contact Professor Antonia Miceli, the director of Academic Support and Bar Success, or Professor Petina Benigno, the assistant director, and to participate in the bar preparation workshops and programs as they are announced. Please feel free to stop by Professor Miceli’s or Professor Benigno's office so that you can meet in person.
Visit the Academic Resource Center Canvas page for resources and assistance from 1L year through passing the bar exam.
In addition, below is a list of resources to help you learn more about the bar exam:
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