DES-6322 Specialist - Implementation Engineer-VxRail history |

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Exam Code: DES-6322 Specialist - Implementation Engineer-VxRail history June 2023 by team
Specialist - Implementation Engineer-VxRail
DELL-EMC Engineer-VxRail history

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Question: 50
What is a characteristic of the VxRail S Series node?
A. Form factor of 2U4N
B. Large form factor drives
C. Dense Flash disks
D. Form factor of 1U1N
Answer: D
Question: 51
What Is a supported method for racking nodes for a new VxRail deployment?
A. In the rack hosting the network equipment used to manage the iDRAC
B. With PDUs connected to 120v single phase 5-amp electrical circuits
C. Starting with node 1 at the top of the rack
D. With server exhaust facing the cold aisle
Answer: A
Question: 52
Which requirement must be met when expanding a 3-node VxRail G560F cluster with a fourth G Series node in the
same chassis?
A. PCIe network card must be added to all nodes
B. Node requires only the same drive configuration
C. Node hardware must be identical to the other three nodes
D. New node must be at the same VxRail version as existing nodes
Answer: B
Question: 53
A company has multiple VxRail systems installed at geographically dispersed data centers They want to upgrade all
their VxRail systems to the latest release- Before the upgrade, they want an inventory report of all the VxRail systems
which shows the current health status and versions of all installed VxRail components.
What should be used to meet these requirements?
A. Mitrend
VxRail Log insight
B. VxRail Plugin for vCenter Server
DRM Services
C. itrend Live Optics
D. VxRail Plugin for vCenter Server VxRail API
Answer: A
Question: 54
Use the VxRail simulator to explore the system.
What is the presented configuration? Note: It fs necessary to close (x) the simulator window before you can select a
response to this question.
A. Internal vCenter and external DNS
B. Internal vCenter and Internal DNS
C. External vCenter and external DNS
D. External vCenter and internal DNS
Answer: A
Question: 55
From what location should NVT for VxRail be run?
A. Jump server on a different network
B. Workstation on the same network as VxRail Manager
C. VxRail network Top of Rack switch
D. Laptop connected to the first VxRail ESXi node
Answer: D
Question: 56
A VxRail API request has been executed and the user account does not have vCenter privileges to perform the task
What code is returned?
A. 200
B. 207
C. 403
D. 500
Answer: D
Question: 57
Which command is used to restart the Loudmouth process on an ESXi node?
A. /usr/IibAmiware/loudmouth/bin/loudmouthd restart
B. systemcti restart loudmouth
C. /etc/int.d/loudmouth restart
D. systemcti restart vmware-loudmouth
Answer: C
Question: 58
A VxRail Manager VM must be configured as follows:
* IP address: 192 168.10.16
* Net mask:
* Gateway: 192 168 10 254 Which command must be used?
A. vxrail-network-config –ip 192 168 10.16-netmask 192 168 10.254
B. vxrail-prrmary -config –ip 192 168 10 16 -netmask 255 255 255 0 -gateway 192 168 10 254
C. vxrail-primary -config –vxrail-address 192.168.10 16 –vxrail-netmask 255 255 255 0 – vxrail-gateway 192.168,10
D. vxrail-network -config –vxrail-address 192.166 10 16 –vxrail-netmask 255 255.255 0 — vxrail-gateway
Answer: C
Question: 59
An implementation engineer is deploying a VxRail cluster with the VxRail Deployment Wizard Which user accounts
must be defined for VxRail Manager?
A. VxRail Manager root account vCenter service account
B. VxRail Manager root account VxRail Manager service account
C. VxRail Manager service account vCenter service account
D. vCenter root account VxRail Manager service account
Answer: B
Question: 60
A VxRail Cluster has just been deployed. Use the VxRail simulator to determine the Service Tag, Model, and ESXJ IP
Address of the first node –
Note: It is necessary to dose (x) the simulator window before you can select a response to this question.
A. Option A
B. Option B
C. Option C
D. Option D
Answer: D

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engineering history
After pulling late hours in my school machine shop for a few years, I couldn’t help but wonder, who measures the measurement tools? How did they come to be? I’d heard anecdotes from other students and engineers while they inspected my freshly machined parts, but these stories were one-offs. What I wanted was a tale of industrial precision from start to finish. Years later, I found it.

The story of precision, as told by Simon Winchester, is captured in The Perfectionists: How Precision Engineers Created the Modern World. Published in 2018, Winchester’s overview stretches as far back to the Antikythera mechanism and brings us to present day silicon wafer manufacturing. Of course, this isn’t a chronology of all-things made precisely. Instead, it’s a romp through engineering highlights that hallmark either a certain level of precision manufacturing or a particular way of thinking with repercussions for the future. Continue memorizing “Books You Should Read: The Perfectionists” →

Sat, 13 May 2023 12:00:00 -0500 Joshua Vasquez en-US text/html
Mechanical engineering history timeline

Engineering has been an integral factor throughout history, from the first boats to present day projects to Excellerate renewable energy, and a crucial instrument of change and development.

Timelining the major dates and their associated achievements helps us to plot the progress of society, through invention and technical developments.

Hover to the left of images to go backwards, right to go forwards.

Or find out more about our history, the history of the Institution of Mechanical Engineers.

Mon, 28 Nov 2022 09:43:00 -0600 en text/html
Dell EMC

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A fun activity that supports Dippy on Tour, Dippy and Fern the fox lead kids through a series of exploratory games that encourage them to venture outdoors and interact with the nature in their area while learning about science.

Through their generous support of Dippy on Tour and Dippy's Naturenauts, Dell EMC helped the Museum to help the next generation of scientists engage with the natural world through a leading a digital experience, guiding and engage them in scientific thinking. 

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History of the Institution of Mechanical Engineers Founded in 1847 in Birmingham, our original statement of purpose was:

"to supply an impulse to invention likely to be useful to the world",

which is not so different from our present mission statement of "improving the world through engineering.”

Explore the sections below to discover what led to our inception in Birmingham and how we have developed since then and visit our Virtual Archive and Archive Catalogue to learn more about our archive collections.

Sat, 05 Mar 2016 04:00:00 -0600 en text/html
History of IEEE

IEEE, an organization dedicated to advancing innovation and technological excellence for the benefit of humanity, is the world's largest technical professional society. It is designed to serve professionals involved in all aspects of the electrical, electronic, and computing fields and related areas of science and technology that underlie modern civilization.

IEEE's roots go back to 1884 when electricity began to become a major influence in society. There was one major established electrical industry, the telegraph, which since the 1840s had come to connect the world with a data communications system faster than the speed of transportation. The telephone and electric power and light industries had just gotten underway.

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Dividend History

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Program History
1979: First Engineering class offered

Engineering courses have been offered at Hope College since 1979. Initial offerings were instituted by the Department of Physics in response to academic interests of students who were majoring in physics but whose career goals were in engineering. At that time, two faculty members, with interests and training in engineering, began offering a limited number of courses in basic mechanical and electrical engineering topics. During the decade of the 1980s, these courses included Solid Mechanics, Electronics, Thermodynamics, Fluid Mechanics, Material Science and Vibrations. This curriculum was designed and intended to prepare students for graduate study in engineering.

Another option for engineering students was the Hope College Engineering 3-2 Program, in which students combined three years of study at Hope College with two years at a traditional engineering school. Upon successful completion of this program, students received a Bachelor of Science degree from Hope College and a Bachelor of Engineering degree from the engineering school.

1989: A major in Engineering Physics offered

During the mid to late 1980s, the Department of Physics recognized that the current engineering offerings were not providing enough depth of coverage to ensure student success in graduate engineering studies. For this reason, a Bachelor of Science degree with a major in Engineering Physics was established in 1989. The objective of this degree program was to Excellerate the preparation of physics students for continuing on in engineering graduate school. In order to meet the requirements of this new major, the curriculum was modified to offer engineering courses on an alternate year basis. This arrangement allowed efficient use of the existing engineering faculty to provide students with a course pattern which more closely resembled that of a traditional four-year engineering school.

As a result of these improvements to the engineering curriculum, the popularity of the 3-2 Program diminished as a majority of engineering students decided to remain at Hope College for four years to pursue a major in Engineering Physics. Most of these students continued their studies in engineering graduate school, although a fair number of students began pursuing employment in industry directly from Hope College.

1992: Lab courses were added to better prepare students for engineering graduate school
In order to provide the students with an introductory engineering laboratory experience in strength of materials, mechanical testing laboratory equipment was purchased. A laboratory component to the solid mechanics and materials courses was added in 1992.
1994:  Number of engineering faculty doubled to four

In 1994, the engineering faculty increased to four members through the addition of two new hires. This growth was partially supported by a grant from the Fund for the Improvement of Post-Secondary Education (FIPSE, administered by the Department of Education), which was granted to the college to develop a model for engineering programs at liberal arts colleges. The educational objectives of this expansion were to implement a capstone engineering design experience, provide core engineering classes on an every-year basis, and to increase the number of engineering courses courses offered. These objectives were successfully achieved with the implementation of several changes, including:

  • The development of a two-course capstone sequence in engineering design (ENGS 451, 452)
  • The switch of core engineering classes (ENGS 345, 346) from alternate year to every year basis
  • The development of a freshmen engineering course (ENGS 100)
  • The offering of courses courses in engineering (Finite Element Analysis, Multi-body Dynamics, Advanced CAD/CAE)
1994-1997: External reviewers encouraged pursuit of accredited program 

From 1994 to 1997, as part of the FIPSE-sponsored study of the Engineering Program, a number of external reviewers from both small and large engineering colleges served as external advisors to the Engineering Program. Reviewers completed campus visits in order to assess the Engineering Program. Based partly on the largely positive reviews of the Engineering Program, the department requested permission from the administration of Hope College to pursue an accredited engineering degree. The motivation for pursuing accreditation was to further Excellerate the quality of engineering education at Hope College by formally implementing a system of continuous improvement via both internal and external review and assessment.

The Administration of Hope College approved the pursuit of an accredited engineering program in 1997, and the department established a new degree designation: the Bachelor of Science with a Major in Engineering. This new engineering major was designed and intended to fulfill the degree requirements as specified by the ABET 2000 criteria.

It was decided to retain the less rigorous engineering degree (which is not accredited and for which no accreditation is sought) the Bachelor of Science with a major in Engineering Science. This degree provides engineering education for students who have other interests, such as a second major in another degree program, that preclude their ability to complete the engineering major requirements within their time at Hope College.

Also in 1997, a fifth engineering faculty member was hired to continue building ties with local industry, to increase offerings in engineering courses courses (heat transfer and a thermofluids laboratory) and to provide necessary support for implementing assessment and outcomes instruments as required by ABET 2000 criteria. In 1998, the Hope College Curriculum Committee officially approved the new engineering major, and the Department of Physics changed its name to the Department of Physics and Engineering.

2000: Hope Engineering degree received ABET accredidation
The engineering program completed and submitted a self-study and underwent an accreditation visit and review during the fall 1999 semester. In 2000, the Bachelor of Science with a major in Engineering was accredited by the Engineering Commission of ABET (111 Market Place, Suite 1050, Baltimore, MD 21202-4012; telephone: (410) 347-7700).
Mid-2000s:  Additional faculty added and Engineering department separated from Physics
As more faculty were hired and a wider ranger of courses were offered, the engineering department started to work toward forming their own department.  In 2006, engineering and physics offically split, with Dr. John Krupczak serving as the first chair of the Department of Engineering. This added visibility likely contributed to the steady rise in majors over the next several years.
2016: Largest senior class ever  
In the fall of 2012, Hope College enrolled its largest ever freshmen class, which corresponded to a large increase in the number of engineering majors. The growth of interest in engineering allowed the department to increase the number of faculty, and to offer more concentrations to supply students more career choices.
Fri, 16 Jun 2017 03:22:00 -0500 en text/html
Stock Split History

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