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200-046 Isilon Certified Integration Engineer for OneFS 6.0

Exam: 200-046 Isilon Certified Integration Engineer for OneFS 6.0

Exam Details:
- Number of Questions: The exam consists of approximately 50 multiple-choice questions.
- Time: Candidates are given 75 minutes to complete the exam.

Course Outline:
The Isilon Certified Integration Engineer for OneFS 6.0 course is designed to provide professionals with the knowledge and skills required to integrate and configure Isilon clustered storage solutions using OneFS 6.0. The course covers the following topics:

1. Isilon Fundamentals
- Introduction to Isilon clustered storage architecture
- Understanding Isilon OneFS operating system
- Isilon hardware components and configurations
- Network and storage protocols

2. Isilon Cluster Setup and Configuration
- Pre-installation planning and requirements
- Initial cluster configuration and setup
- Network configuration and integration
- Access control and authentication

3. Isilon Data Access and Protocols
- File protocols and access methods
- Network connectivity and routing
- NFS and SMB/CIFS configuration
- FTP and HTTP integration

4. Isilon Data Protection and Replication
- Data protection strategies (e.g., snapshots, replication)
- Snapshot configuration and management
- SyncIQ configuration for replication
- Backup and recovery operations

5. Isilon Performance and Optimization
- Performance monitoring and troubleshooting
- Performance tuning and optimization techniques
- Network and storage optimization
- Cache management and tiering

6. Isilon Advanced Integration
- Integration with authentication systems (LDAP, Active Directory)
- Integration with antivirus and data governance solutions
- Hadoop integration and analytics
- Third-party software integration

Exam Objectives:
The exam aims to assess candidates' understanding and proficiency in the following areas:

1. Isilon clustered storage architecture and components
2. Cluster setup and initial configuration
3. Data access and protocols
4. Data protection and replication strategies
5. Performance monitoring and optimization techniques
6. Advanced integration with authentication systems and third-party software

Exam Syllabus:
The exam syllabus covers the Topics mentioned in the course outline, including:

- Isilon fundamentals
- Isilon cluster setup and configuration
- Isilon data access and protocols
- Isilon data protection and replication
- Isilon performance and optimization
- Isilon advanced integration

Candidates are expected to have a comprehensive understanding of these Topics to successfully pass the exam and demonstrate their proficiency in integrating and configuring Isilon clustered storage solutions using OneFS 6.0.
Isilon Certified Integration Engineer for OneFS 6.0
Isilon Integration learning

Other Isilon exams

200-045 Isilon Clustered Storage Professional
200-046 Isilon Certified Integration Engineer for OneFS 6.0

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Isilon
200-046
Isilon Certified Integration Engineer(R) for OneFS
6.0
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200-046
Question: 45
A legal e-discovery company provides a hosting service that organizes and stores
seldom used content for up to 10 years. Which cluster configuration is the most
appropriate? (Select the best answer.)
A. A five node 36000X cluster.
B. A five node 32000X-SSD cluster
C. A ten node 36NL cluster
D. A 25-node 5400S cluster
Answer: D
Question: 46
In an N+M protection level, increasing the cluster protection level also increase
what? (Choose three.)
A. The number ofclients that can connect to the cluster.
B. The amount of space consumed by the parity protecting the data.
C. The number of drives that canfail.
D. The number ofnodes that canfail.
E. The number of nodes neededfor quorum is increased by one.
Answer: B, D, E
Question: 47
For what reasons would you increase the default Ethernet frame MTU on an Isilon
cluster? (Choose three.)
A. To matchthe frame size oftheclientsystem.
B. Toimprove overallperformance.
C. To increase the LUN I/O performance.
D. There is nogood reason to change the default Ethernet frame size.It is
automatically optimized forperformance.
E. To provide easier trace captures.
Answer: A, B, C
15
200-046
Question: 48
The unlicensed version of SmartPools enables you to:
A. Define a subgroup of nodes to allow 5000s SSD nodes and non-SSD 5400s nodes
to reside in a single disk pool.
B. Define a subgroup of nodes to allow 12000X nodes and 36000X nodes to residein
a single disk pool.
C. Force writes into the virtual hard disks.
D. Block manually configured file policies.
Answer: B
Question: 49
When configuring default File Pool Policy settings, selecting Same as data pool
when specifying the Snapshot pool allow you to:
A. Assign snapshots to disk pools according to the same settings that are configured
for data pools.
B. Assign snapshots to file pools according to the same settings that are configured
for data pools.
C. Assign snapshots pools for the pool use.
D. Assign filtered files to snapshot pools without restriction.
Answer: A
Question: 50
You worked with your customer to upgrade their OneFS v5.5 cluster to OneFS
v6.0.x. You notice the default protection level changed to a new value. What is that
new value?
A. +2:1
B. +2
C. +3:1
D. +3
Answer: B
16
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Being enrolled in Learning Support paired courses is your opportunity to develop a stronger belief in your abilities as well as a greater understanding of the material through additional help, practice, and improvement strategies.

Having a Growth Mindset Matters!

Students who adopt a growth versus a fixed mindset about their academic endeavors:

  • believe they can get better;
  • become active participants in their education;
  • learn from their mistakes;
  • face their challenges;
  • ask for help;
  • engage in practice;
  • evaluate themselves on effort as much as on grades;
  • never quit.

The University System of Georgia Model

Students who have Learning Support requirements in English and/or Math will be enrolled in Corequisite instruction.

Corequisite instruction means that students are in a credit-bearing (college-level) English and/or Math course, plus a required support course – two courses in the same semester. These courses must be taken the student’s first term of enrollment.

Support courses assist students in enhancing their skills by providing additional instruction as well as low-stakes testing opportunities. They are designed to Boost students' understanding and performance in the credit-bearing course. The Support course is students' safe space to make and learn from mistakes.

Upon satisfactory completion of the credit-bearing course, students will have earned college-level credit for English and/or Math, as well as satisfied the Learning Support requirement.

Students who place into Learning Support based on their HS GPA and/or SAT or ACT scores may attempt to test out by taking the Accuplacer Placement test. Those students will have the appropriate test requirements posted in their Banner account, with a link to the testing information on their Check Your Status page.

Learn More About Learning Support

Establishing Connection...

Mon, 17 Aug 2020 20:43:00 -0500 en text/html https://ung.edu/learning-support/index.php
Online Learning at UNG Online Learning at UNG

Online learning is designed to expand your educational experiences independent of time, location and physical barriers. We understand the challenges facing students who wish to further their education while balancing family, work or other demands.  

Whether you choose to complete your core curriculum through eCore, take GA FinTech Academy courses through eMajor, or work towards a degree or certificate with UNG Online, courses can be accessed from home, work or anywhere you have an internet connection.

UNG offers the flexibility of quality online courses from the same accredited curricula as on-campus equivalents, providing unparalleled convenience and accessibility, making it easier than ever to earn your college degree.

Our faculty and staff care about student success and specialize in delivering engaging online instruction within an innovative learning environment.

Online Learning at UNG Explore Online Programs

Email Phone Location
Distance Education & Technology Integration (DETI) deti@ung.edu 706-867-2520 Library Technology Center, Third Floor
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Dahlonega, GA 30597
UNG Faculty Support deti@ung.edu 706-867-2522
UNG | Online ungonline@ung.edu 678-717-2385
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Sun, 16 Aug 2020 09:23:00 -0500 en text/html https://ung.edu/online-learning/index.php Integrative Learning Experiences in Public Health
Student leading a meeting

What Is the Integrative Learning Experience (ILE)?

The culminating experience for Master of Public Health (MPH) students is known as the Integrative Learning Experience (ILE). The ILE integrates public health academic studies with public health practice skills.

Completed in the final year of the degree program at Drexel Dornsife, students gain public health practice experience relevant to their chosen concentration/major.

Each major within the MPH program has specific requirements for the ILE, but generally students are required to take 3-6 credits in the final quarters of the program and produce a high-quality written product that demonstrates mastery of core public health and discipline-specific competencies.

The ILE can be an internship, capstone course, or data analysis project. The student's major determines which ILE they complete.

Student ILEs can make a tangible impact in the field of public health. During her ILE, Pascale Vallee, MPH '22 (Global Health), conducted research for organizations that support individuals released from detention in Philadelphia. She received a verbal commitment from the city's Office of Reentry Partnerships that they would use Vallee's research as a road map for change. “Hearing that was probably my proudest and most humbling moment while at Dornsife,” she said.

Types of Integrated Learning Experiences Available at Dornsife

Internship

Students work closely with their faculty mentor and complete a project with a partner organization. This can be a continuation of their applied practical experience (APE) or a new project. Internship students find their own placement through channels such as Dornsife’s Symplicity database, faculty members, alumni, or professional contacts.

Capstone Course

Students enroll in a capstone course and complete their ILE project within that course. Projects are provided by the course instructor.

Data Analysis Project

Students work closely with their faculty mentor to find an appropriate data set and complete a data analysis project.

Recent Integrative Learning Experience Projects

Drexel Dornsife students gain practical skills and career experience at some of the leading public health organizations in the Philadelphia region, while others work closely with Dornsife faculty mentors and course instructors.

A sample of organizations where our students completed their ILE includes:

  • The Center for Firefighter Injury Research & Safety Trends (FIRST)
  • Philadelphia Department of Public Health
  • Fox Chase Cancer Center
  • Women for a Healthy Environment
  • St. Christopher's Hospital for Children
  • Philadelphia Department of Prisons
  • Drexel University College of Engineering
  • Environmental Protection Agency
  • Children's Hospital of Philadelphia Policy Lab
  • Dornsife Global Development Scholars Program

See more examples of public health student experiences

How are the APE and ILE at Drexel Dornsife similar/different?

The Applied Practical Experience (APE) is usually community-based and offers an opportunity for students to have experiences where skills learned in the classroom are applied to real-world situations. In some concentrations the APE and ILE are both an internship with a community partner; however, in the other concentrations there is a greater difference between the two experiences. Depending on the MPH concentration, the ILE can be coordinated with the APE.


The past few years have created a new appreciation for the critical role of trained public health professionals.

APPLY NOW TO BEGIN WORKING TOWARD YOUR MPH DEGREE

Thu, 10 Dec 2015 14:40:00 -0600 en text/html https://drexel.edu/dornsife/practice/integrated-learning-experience/ The Learning Network No result found, try new keyword!What can we learn from their remarkable friendship? By The Learning Network We invite students to play critic and submit an original review about a accurate creative work. Contest runs from Nov. 1 ... Wed, 15 Nov 2023 18:00:00 -0600 en text/html https://www.nytimes.com/section/learning How to Integrate Experiential Learning Into Your Course

As faculty plan for experiential learning in a course, there is much to consider since this approach is quite different from what is involved in preparing traditional academic lectures. Experiential learning requires that faculty deliver students more responsibility and authority over their learning. Therefore, faculty must be planful in their approach to facilitate a meaningful learning experience for students to lead a process of helping learners identify the knowledge they require, acquire skills in the process of learning, and reflect on the experience (Moon, 2004). In addition, faculty must also consider the dynamic context of either field-based learning (e.g., internships, service learning and practicums), or classroom learning via case studies, role plays, presentations, and other activities (Lewis & Williams, 1994).

Regardless of the setting, conceptual frameworks are helpful tools to guide the inclusion of experiential learning within a course. For example, Beard and Wilson (2013) proposed "the learning combination lock," which describes how the internal environment of the learner, including their emotions, reasoning and intelligence, and their ability to learn and change, interacts with the external learning environment through their senses. Furthermore, faculty should be mindful of philosophical considerations while the learner is actively engaged in the process by belonging, doing, sensing, feeling, thinking, and being (Beard and Wilson, 2013, p. 7). Beard and Wilson (2013) lay out six practical considerations for designing experiential learning activities below.

Practical Considerations for Learning and Development

  1. Where? Where and with whom does the learning take place?
  2. What? What will the learners actually do?
  3. How? How will learners receive the experience through their senses?
  4. Hearts? How will the emotional self of the learner be engaged?
  5. Minds? What do learners need to know?
  6. Change? How can learners be encouraged to change?

Getting Started with Planning

In a summary of the literature on experiential learning, Schwartz (2012, p. 3-4) provided several steps for faculty as they begin the planning process, below:

  1. Analyzing your learner population and determining their needs. Going beyond their current level of content mastery, the faculty member should consider the cultural background of the learners, their current level of experience with coursework at the undergraduate or graduate level, and their maturity level (Cantor, 1995).
  2. Identify appropriate activities for your learner population and course content. Faculty must think about what aspects of course content experiential learning could enhance, and link the activity with course objectives in a way that complements the overall curriculum (Cantor, 1995).
  3. Identify potential issues when integrating experiential learning. Field-based experiential learning activities, in particular, require developing partnerships with the community and dealing with liability issues (Cantor, 1995).

Designing Experiential Learning Activities

The following are directly quoted from Schwartz, 2012, p. 4.

  1. Decide which parts of your course can be instructed more effectively with experiential learning.
  2. Think about how any potential activities match the course learning objectives.
  3. Think about how the potential activity complements the overall course of study.
  4. Think about the grading criteria and evaluation method that would match the proposed activity (Cantor, 1995, p. 82).

Instead of approaching experiential learning as material to be remembered, Wurdinger (2005) proposed that faculty should use a problem-solving approach or start with a question with more than one potential answer possible. Effective experiential learning necessitates that the instructor clearly defined group work agreements, activity learning goals, and big-picture relevance (Chapman, McPhee, & Proudman, 1995). In addition to primary experiential learning experiences, it is important to have opportunities for reflecting on direct experiences.

As a guide for holistically integrating experiential learning in a course, Wurdinger (2005, p. 63) recommended the following:

  1. Use a major project or field experience to guide learning over the entire course.
  2. Use a combination of projects, classroom activities, and external experiences.
  3. Tie everything together.
  4. Ensure activities are challenging, yet manageable.
  5. Provide clear expectations for students.
  6. Allow the students necessary time to identify, clarify, and keep focused on their problem.
  7. Allow students to change direction midstream.

For more information on designing, running, and assessing experiential learning activities, please review the Schwartz (2012) article titled, "Best Practices in Experiential Learning" and Beard and Wilson's (2013) book titled, "Experiential Learning: A Handbook for Education, Training, and Coaching."

Sat, 19 Sep 2020 08:17:00 -0500 en-US text/html https://miamioh.edu/cte/flc-resources/experiential-learning/el-integration/index.html
Work-Integrated Learning Assessment Workshop

Work-Integrated Learning Assessment Workshop

Karen NultonFacilitator:

Karen Nulton: Director of Writing Assessment & Associate Professor of English, Drexel University

Dr. Karen Nulton is the Director of Writing Assessment and Associate Professor of English in the College of Arts and Sciences at Drexel University, where she also researches assessment of work-integrated learning (co-op). She just returned from a Fulbright scholarship to Cape Town, South Africa, where she partnered with university colleagues to analyze their work-integrated learning data. She has worked extensively with reflective writing as it relates to teaching and learning. Prior to coming to Drexel, she was a senior assessment specialist at Educational Testing Service (ETS).

 Kristen Gallo-Zdunowski Facilitator:

Kristen Gallo-Zdunowski: Assistant Director of Cooperative Education, Drexel University

Kristen Gallo-Zdunowski has worked in higher education for 11 years, with the last 6 years spent in cooperative education at Drexel University. Kristen’s current role sits at the intersection of employer needs and student learning where she manages the co-op program for 6 colleges/schools at Drexel, along with a team of co-op advisors. Kristen is researching 21st century skills as a result of work-integrated learning programs while pursuing her Doctor of Education at Drexel University. She holds a Master’s degree from Northeastern University in College Student Development and Counseling and Bachelor’s degree in Psychology from Stony Brook University.

Nancy JohstonGuest Presenter:

Nancy Johnston: President, World Association for Co-operative and Work Integrated Education

Dr. Nancy Johnston is the President of the World Association for Co-operative and Work Integrated Education having completed her career at Simon Fraser University in Vancouver, BC Canada, in the role of Vice Provost Students and International. Nancy was the former Executive Director of Student Learning and Retention and previous Director of Co-operative Education at SFU, as well as a leader in pioneering the implementation of Strategic Enrolment Management (SEM) at the institution. She currently holds an adjunct professorship in the Faculty of Education where she teaches in the areas of experiential and work integrated learning and works with graduate students. She is a faculty member of WACE’s Institute on High Impact Experiential Learning, and a founding member of the World, National and Provincial WIL Research Committees. She was also a member of the Canadian Bureau for International Education (CBIE) Board and has published in co-op and international education related journals and books on the subject of experiential learning curriculum design, implementation, and assessment as well as international student success. accurate research includes a study examining experiential education in the BC post-secondary system, and an international research project investigating Sub-Saharan African Student Success after graduation (2016). Dr. Johnston has published several book chapters including one in The World is My Classroom: International Learning and Canadian Higher Education (2013) and another entitled Navigating Continuous Change: A Focus on Self-Direction and Skills and Knowledge Transfer in Work-Integrated Learning in the 21st Century: Global Perspectives on the Future (2017).



Description:

Educators from any school interested in creating or augmenting its work-integrated learning offerings (internship, cooperative education, or flexible-work arrangement) are encouraged to attend the September 11 workshop. This hands-on experience will allow participants to link theory with practice and to grapple with real-world implementation choices. Internationally recognized facilitators will use sample data and scenarios from the Steinbright Career Development Center to engage participants in real-world discussions as they move into the rich and growing potential of work-integrated integrated learning. We recommend that schools send teams of at least three to facilitate post-conference planning and implementation. Attendees are strongly encouraged to register for the full day experience, though half-day sessions are available.

The morning sessions will explore how to create, run, and assess a WIL program.

Sessions will include:

  1. Cultivating and maintaining professional work partnerships
  2. Managing student applications for work opportunities and matching students with employers
  3. Awarding credit for work-integrated learning and incorporating it with school curriculum
  4. Collecting and analyzing assessment material from students and employers
  5. Analyzing qualitative data to augment information from quantitative data

The afternoon sessions will focus on how to make clear links between academics, work-integrated learning, and research

Sessions will include:

  1. Using data from work-integrated learning to inform curricular changes
  2. Using WIL data to facilitate faculty research programs
  3. Analyzing WIL qualitative and quantitative data
  4. Linking curricular efforts to WIL efforts

Full day participants will leave this institute with a solid foundation in how to

At the end of this workshop, participants will be able to:

  1. Create and augment work-integrated learning experiences
  2. Partner with faculty on work-integrated learning research
  3. Use data from work-integrated learning experiences to enrich curriculum
  4. Contact a network of colleagues both nationally and internationally
Wed, 27 Nov 2019 13:24:00 -0600 en text/html https://drexel.edu/aconf/about/past-conferences/2019-moving-from-concept-to-practice/2019_pre-conference_workshops/Work-Integrated%20Learning%20Assessment%20Workshop/
Learning Communities
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Through learning communities, you have a great opportunity to connect with other students who share your interests and get to know faculty.

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Students who participate in a learning community earn higher grades and have increased exposure to university resources and the Greater Lafayette community.

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Over 3,000 first-year students and 1,000 current students who participate in learning communities every year! Don't be left out!

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Incoming students to Purdue for Fall 2024, can apply to a learning community starting in January  - early July, 2024. April 15th is the priority application deadline to be placed in a learning community. Applications submitted or modified after April 15th will be considered based on availability following the initial placement period.

Students who apply for a Learning Community by the April 15th priority deadline will be notified of their placement status through their Purdue email account by the end of the first full week in May. 

A housing contract with University Residences must be completed prior to applying for a learning community. After accepting your offer of admission, allow up to two business days to gain access to the housing contract portal.

The DataMine application for 2024-2023 Academic Year for current Purdue students is now open. Click here to apply.

Apply Today »
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Integration of Faith & Learning

How we integrate faith into the French classroom

Believing that Christians are created in God’s image and are redeemed children of God, the faculty of our department acknowledge the responsibilities of Christians to serve God and others in every aspect of life. In occupying an important place in the created world, language has long been a special instrument for achieving God’s purposes, from the dispersal of earth’s inhabitants at Babel to the outpouring of blessing at Pentecost. In recognizing, therefore, the multilingual and multicultural dimensions of life as part of God’s creation, we affirm our commitment to exploring those dimensions so that we may be more effective agents of service and blessing.

The foreign language class is one vehicle by which you can develop appreciation for the richness of other cultures, the intricacies of verbal and written communication, and, by contrast, the peculiarities of our own culture and language system. For the department faculty members, integrating faith and learning implies a faithful effort to help you develop such appreciation. Furthermore, we believe that the classroom atmosphere should reflect values held by Christians: the dignity of each student, the obligation to view our peers as image bearers of God and the responsibility to affirm each other in the spirit of community. Finally, the classroom should provide a context in which the Christian faith can be expressed openly through Scripture reading, prayers, songs, etc.

Integrating what we learn with what we believe is a task for both teacher and student. The teacher should serve as facilitator, while each student must work individually to internalize the integration.

Fri, 02 Oct 2020 09:28:00 -0500 en text/html https://calvin.edu/academics/departments-programs/french/about-us/faith-learning/
The Integration Guide to Distance Learning and Remote Workflows 2023

Get your free copy of SCN's Integration Guide to Distance Learning and Remote Workflows.

No Pandemic, No Hybrid?

COVID-19 closed down everything in 2020, and higher education scrambled to adopt hybrid learning workflows. Today, students are back on campus, so how are distance learning technologies being used or repurposed to Boost learning?

At Issue

Industry experts discuss accurate innovations that have significantly improved live instruction for remote students.

Product Showcase

Explore the latest distance learning and remote workflow solutions from Atlona, Sennheiser, and Yamaha UC.

Download the Integration Guide to Distance Learning and Remote Workflows.

Read the November issue of Systems Contractor News.

Thu, 09 Nov 2023 04:11:00 -0600 en-US text/html https://www.yahoo.com/lifestyle/integration-guide-distance-learning-remote-181129817.html
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A new study has examined the role of several cognitive functions in young students learning to write English, their second language. The study conducted a battery of cognitive tests, gauged the ...


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