1Y0-204 exam success - Citrix Virtual Apps and Desktops 7 Administration Updated: 2023
|Review 1Y0-204 dumps question and answers before you step through exam|
Exam Code: 1Y0-204 Citrix Virtual Apps and Desktops 7 Administration exam success November 2023 by Killexams.com team|
1Y0-204 Citrix Virtual Apps and Desktops 7 Administration
The 1Y0-204 exam is a 65-question exam written in English. The exam consists of multiple choice items only.
The passing score for this exam is 62%
Time : 90 minutes
The 1Y0-204 exam is intended for IT professionals who install, configure and manage
Citrix Virtual Apps and Desktops 7 either on-premises or in the Citrix Cloud. Those who
install, configure and manage such solutions may hold various job titles such as:
• Systems Administrators/Citrix Administrators
• Desktop Administrators
• Application Administrators
Specifically, candidates should have the following knowledge and skills prior to taking this exam:
• Intermediate knowledge of Microsoft Windows Server
• Install and configure operating system options
• Windows Server roles
• Domain Name System
• Dynamic Host Configuration Protocol
• Basic knowledge of Active Directory
• User rights and permissions
• Delegation of administrative rights
• Active Directory Domain Services
• Active Directory Certificate Services
• Basic administration skills, including:
• Understanding of networking protocols such as TCP/IP
• Understanding of communication protocols such as RDP
• Understanding of firewall concepts
• Understanding of e-mail administration and account creation
• Understanding of Remote Desktop Services policies and profiles
• Ability to create shares and provide permission to shared folders/files
• Ability to create and modify AD group policies
• Understanding of VPN technologies
• Understanding of roaming profiles and folder redirection
Knowledge of database concepts
• Securing network communications
• Knowledge of virtualization concepts
• Hypervisor management
• Application virtualization and delivery
• Virtual machine creation
• Architecture of virtual machine attributes such as
• Knowledge of user profiles
• Knowledge of Microsoft Folder Redirection
• Knowledge of storage concepts
• Knowledge of desktop operations
• Installation, setup, configuration and maintenance of virtual delivery agent
• Windows 10
• Windows Server 2016
• Managing client devices
• Thin clients
• High-level knowledge of Cloud concepts
• Private clouds
• Public clouds
• Hybrid clouds
• Cloud-based SaaS
|Citrix Virtual Apps and Desktops 7 Administration|
Citrix Administration exam success
Other Citrix exams1Y0-203 Citrix XenApp and XenDesktop 7.15 Administration
1Y0-440 Architecting a Citrix Networking Solution
1Y0-204 Citrix Virtual Apps and Desktops 7 Administration
1Y0-403 Citrix Virtual Apps and Desktops 7 Assessment, Design and Advanced Configurations
1Y0-312 Citrix Virtual Apps and Desktops 7 Advanced Administration
1Y0-341 Citrix ADC Advanced courses - Security Management and Optimization
1Y0-241 Deploy and Manage Citrix ADC with Traffic Management
|killexams.com 1Y0-204 exam PDF comprises of Complete Pool of 1Y0-204 Q&A with Dumps checked and updated with references and clarifications. Our objective to assemble the 1Y0-204 Q&A is not just to pass the 1Y0-204 exam at the first attempt yet Really Boost Your Knowledge about the 1Y0-204 exam subjects.|
1Y0-204 Real Questions
1Y0-204 Practice Test
1Y0-204 dumps free
Citrix Virtual Apps and Desktops 7 Administration
Question #39 Section 2
Which two features can a Citrix Administrator enable to Boost the launch times of published applications for users? (Choose two.)
A. Application Prelaunch
B. ICA Keep Alive
C. Session Reliability
D. Session Sharing
Question #40 Section 2
What is the minimum permission a Citrix Administrator can grant to an IT manager to access Citrix Studio?
A. Read Only Administrator
B. Delivery Group Administrator
C. Machine Catalog Administrator
D. Host Administrator
Question #41 Section 2
A Citrix Administrator is configuring a Citrix Virtual Desktops Site for use with a mirrored SQL Server database.
Which collation sequence should the administrator use when creating an empty database on the principal SQL Server?
Question #42 Section 2
Scenario: While using Citrix Studio to create a new Delivery Group, a Citrix Administrator does NOT see any machine catalogs listed, but does
see an error message. The administrator successfully Verified the presence of machine catalogs in the Machine Catalogs node of Citrix Studio.
Which issue can cause this to happen?
A. The Virtual Delivery Agent (VDA) version is lower than 7.15 LTSR.
B. There are no unassigned machine catalog machines.
C. No machine catalog machines have been started.
D. The administrator has insufficient permissions to create the Delivery Group.
Question #43 Section 2
Scenario: A Citrix Administrator has a configured a Citrix policy using Citrix Studio. However, when the administrator restarted a Virtual Delivery
Agent (VDA) machine and launched an HDX session hosted on that machine, the policy settings were NOT being applied.
Which three statements are possible reasons for this behavior? (Choose three.)
A. The VDA machine is NOT registered with the Site where the Citrix policy was configured.
B. The policy settings were overridden by the default settings in the Unfiltered policy.
C. A policy filter has been applied that excludes the VDA machine that was tested.
D. The VDA machine is NOT able to communicate with the Site database.
E. Conflicting Citrix policy settings have been configured using a Microsoft Group Policy Object (GPO).
Question #44 Section 2
Which set of resources can a Citrix Administrator contain within a resource location in a Citrix Virtual Apps and Desktops service deployment?
A. Citrix ADC, Virtual Delivery Agent (VDA), Active Directory Domain, Hypervisor
B. Citrix ADC, StoreFront, Citrix Director, Citrix Provisioning
C. Citrix ADC, Delivery Controller, Virtual Delivery Agent (VDA), Active Directory Domain
D. Citrix ADC, Virtual Delivery Agent (VDA), StoreFront, Database
Question #45 Section 2
Scenario: A Citrix Administrator will use PowerShell to configure a new restart schedule for the Windows 2016 Server OS group named
"Win2016-ServerOS" within a Citrix Virtual Desktops infrastructure.
The administrator needs the machines in the Server OS group to restart at a time when no users will be accessing them: beginning at 23:00h (11:00
PM) each day, with 30-minute intervals between each machine restart.
Which PowerShell command should the administrator use?
A. New-BrokerRebootSchedule -Name XYZ-ServerOS-DailyReboot -DesktopGroupName Win2016-ServerOS -Frequency Daily -
StartTime "11:00" -Enabled $true - RebootDuration 30
B. New-BrokerRebootScheduleV2 -Name XYZ-ServerOS-DailyReboot -DesktopGroupName Win2016-ServerOS -Frequency Daily -
StartTime "23:00" -Enabled $true - RebootDuration 30
C. Set-BrokerRebootScheduleV2 -Name XYZ-ServerOS-DailyReboot -DesktopGroupName Win2016-ServerOS -Frequency Daily -
StartTime "11:00" -Enabled $true - RebootDuration 30
D. Set-BrokerRebootSchedule -Name XYZ-ServerOS-DailyReboot -DesktopGroupName Win2016-ServerOS -Frequency Daily -StartTime
"23:00" -Enabled $true - RebootDuration 30
Question #46 Section 2
Which Citrix component acts as Secure Ticket Authority (STA) in a Citrix Virtual Apps and Desktops environment?
A. Delivery Controller
B. StoreFront server
C. Citrix License Server
D. Citrix Gateway
Question #47 Section 2
Scenario: A Citrix Administrator needs to migrate a Citrix Provisioning environment into Citrix Cloud. Management prefers that new virtual
machines are created instead of using the existing Device Collection.
Which step does the administrator need to complete in order to migrate the Citrix Provisioning environment to Citrix Cloud?
A. Run the Streamed VM Setup Wizard on the Citrix Provisioning servers.
B. Install Citrix Cloud Connectors on the Citrix Provisioning servers.
C. Update the Citrix Provisioning servers to the latest version.
D. Deploy Citrix Cloud Remote SDK on the Citrix Provisioning servers.
Question #48 Section 2
A Citrix Administrator has deployed a non-domain-joined StoreFront server.
Which two options should the administrator be aware of with this deployment? (Choose two.)
A. Authentication occurs at the Domain Controller.
B. Two-factor authentication is NOT supported.
C. Authentication occurs at the Citrix ADC.
D. Server groups are NOT supported.
E. Authentication occurs at the Delivery Controller.
F. Server groups are supported.
For More exams visit https://killexams.com/vendors-exam-list
Kill your exam at First Attempt....Guaranteed!
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 practicing 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 provide 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.
A published author and professional speaker, David Weedmark has advised businesses and governments on technology, media and marketing for more than 20 years. He has taught computer science at Algonquin College, has started three successful businesses, and has written hundreds of articles for newspapers and magazines throughout Canada and the United States.
As a subscriber, you are shown 80% less display advertising when practicing our articles.
Those ads you do see are predominantly from local businesses promoting local services.
These adverts enable local businesses to get in front of their target audience – the local community.
It is important that we continue to promote these adverts as our local businesses need as much support as possible during these challenging times.
i.e., for MTWF or MWTHF courses, refer to the MWF examination time. For MTWTH of MTTHF courses, find both the MWF exam time and the TT exam time—your exam is scheduled for whichever date/time is earlier.
Common exam Times
Labs and Combination Lecture/Lab Courses
One-credit PER and MUSC Courses
Finance & Administration delivers essential support services to the division of Enrollment Management & Student Success at Drexel University. Our team provides division-wide leadership in regards to budget planning, reporting, purchasing, facilities planning and management, and administrative support, including employee-focused Human Resources support, while acting as a liaison to internal units and external vendors.
Working as engaged partners, we are committed to providing high-quality services to our students, faculty, staff, and guests. Acting as good stewards to the University’s human and financial resources, we aim to create a sustainable work environment in which to learn, collaborate, and utilize best practices.
Human Resource Support Responsibilities
Saint Louis University School of Law was recently featured on TaxProf Blog as being ranked 7th in the nation in a recent 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 recent 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 syllabu — 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 Boost 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 email@example.com.
Get The Chronicle straight to your inbox
Signup for our weekly newsletter. Cancel at any time.
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:
1Y0-204 outline | 1Y0-204 study | 1Y0-204 book | 1Y0-204 benefits | 1Y0-204 information source | 1Y0-204 resources | 1Y0-204 study help | 1Y0-204 Topics | 1Y0-204 Practice Test | 1Y0-204 syllabus |
Killexams exam Simulator
Killexams Questions and Answers
Killexams Exams List