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2023 Latest Braindump2go 300-730 PDF Dumps(Q45-Q75)

QUESTION 45
Which feature allows the ASA to handle nonstandard applications and web resources so that they display correctly over a clientless SSL VPN connection?

A.single sign-on
B.Smart Tunnel
C.WebType ACL
D.plug-ins

Answer: B

QUESTION 46
Which command automatically initiates a smart tunnel when a user logs in to the WebVPN portal page?

A.auto-upgrade
B.auto-connect
C.auto-start
D.auto-run

Answer: C

QUESTION 48
Refer to the exhibit. Which two commands under the tunnel-group webvpn-attributes result in a Cisco AnyConnect user receiving the AnyConnect prompt in the exhibit? (Choose two.)

A.group-url https://172.16.31.10/General enable
B.group-policy General internal
C.authentication aaa
D.authentication certificate
E.group-alias General enable

Answer: CE

QUESTION 49
Which two statements are true when designing a SSL VPN solution using Cisco AnyConnect? (Choose two.)

A.The VPN server must have a self-signed certificate.
B.A SSL group pre-shared key must be configured on the server.
C.Server side certificate is optional if using AAA for client authentication.
D.The VPN IP address pool can overlap with the rest of the LAN networks.
E.DTLS can be enabled for better performance.

Answer: DE

QUESTION 50
An engineer is configuring IPsec VPN and wants to choose an authentication protocol that is reliable and supports ACK and sequence.
Which protocol accomplishes this goal?

A.IKEv1
B.AES-192
C.ESP
D.AES-256

Answer: C

QUESTION 51
Refer to the exhibit. What is the problem with the IKEv2 site-to-site VPN tunnel?

A.incorrect PSK
B.crypto access list mismatch
C.incorrect tunnel group
D.crypto policy mismatch
E.incorrect certificate

Answer: B

QUESTION 52
Which requirement is needed to use local authentication for Cisco AnyConnect Secure Mobility Clients that connect to a FlexVPN server?

A.use of certificates instead of username and password
B.EAP-AnyConnect
C.EAP query-identity
D.AnyConnect profile

Answer: D

QUESTION 53
Which IKE identity does an IOS/IOS-XE headend expect to receive if an IPsec Cisco AnyConnect client uses default settings?

A.*$SecureMobilityClient$*
B.*$AnyConnectClient$*
C.*$RemoteAccessVpnClient$*
D.*$DfltlkeldentityS*

Answer: B

QUESTION 54
Refer to the exhibit. Which VPN technology is allowed for users connecting to the Employee tunnel group?

A.SSL AnyConnect
B.IKEv2 AnyConnect
C.crypto map
D.clientless

Answer: D

QUESTION 55
Refer to the exhibit. An engineer is troubleshooting a new GRE over IPsec tunnel.
The tunnel is established but the engineer cannot ping from spoke 1 to spoke 2.
Which type of traffic is being blocked?

A.ESP packets from spoke2 to spoke1
B.ISAKMP packets from spoke2 to spoke1
C.ESP packets from spoke1 to spoke2
D.ISAKMP packets from spoke1 to spoke2

Answer: A

QUESTION 56
Which command is used to troubleshoot an IPv6 FlexVPN spoke-to-hub connectivity failure?

A.show crypto ikev2 sa
B.show crypto isakmp sa
C.show crypto gkm
D.show crypto identity

Answer: A

QUESTION 57
In a FlexVPN deployment, the spokes successfully connect to the hub, but spoke-to-spoke tunnels do not form. Which troubleshooting step solves the issue?

A.Verify the spoke configuration to check if the NHRP redirect is enabled.
B.Verify that the spoke receives redirect messages and sends resolution requests.
C.Verify the hub configuration to check if the NHRP shortcut is enabled.
D.Verify that the tunnel interface is contained within a VRF.

Answer: B

QUESTION 58
An engineer is troubleshooting a new DMVPN setup on a Cisco IOS router. After the show crypto isakmp sa command is issued, a response is returned of "MM_NO_STATE." Why does this failure occur?

A.The ISAKMP policy priority values are invalid.
B.ESP traffic is being dropped.
C.The Phase 1 policy does not match on both devices.
D.Tunnel protection is not applied to the DMVPN tunnel.

Answer: C

QUESTION 59
What are two variables for configuring clientless SSL VPN single sign-on? (Choose two.)

A.CSCO_WEBVPN_OTP_PASSWORD
B.CSCO_WEBVPN_INTERNAL_PASSWORD
C.CSCO_WEBVPN_USERNAME
D.CSCO_WEBVPN_RADIUS_USER

Answer: BC

QUESTION 60
Which two NHRP functions are specific to DMVPN Phase 3 implementation? (Choose two.)

A.registration request
B.registration reply
C.resolution request
D.resolution reply
E.redirect

Answer: DE

QUESTION 61
Refer to the exhibit. The customer can establish a Cisco AnyConnect connection without using an XML profile. When the host "ikev2" is selected in the AnyConnect drop down, the connection fails. What is the cause of this issue?

A.The HostName is incorrect.
B.The IP address is incorrect.
C.Primary protocol should be SSL.
D.UserGroup must match connection profile.

Answer: D

QUESTION 62
Refer to the exhibit. A site-to-site tunnel between two sites is not coming up.
Based on the debugs, what is the cause of this issue?

A.An authentication failure occurs on the remote peer.
B.A certificate fragmentation issue occurs between both sides.
C.UDP 4500 traffic from the peer does not reach the router.
D.An authentication failure occurs on the router.

Answer: C

QUESTION 63
Refer to the exhibit. Based on the debug output, which type of mismatch is preventing the VPN from coming up?

A.interesting traffic
B.lifetime
C.preshared key
D.PFS

Answer: A
Explanation:
TS unacceptable:
The IPsec SA setup has failed due to a mismatch in the policy rule definition between the gateways for the tunnel configuration.
Check the local and remote network configuration on both gateways.

QUESTION 64
Refer to the exhibit. The IKEv2 site-to-site VPN tunnel between two routers is down. Based on the debug output, which type of mismatch is the problem?

A.preshared key
B.peer identity
C.transform set
D.ikev2 proposal

Answer: B

QUESTION 65
Refer to the exhibit. Which type of mismatch is causing the problem with the IPsec VPN tunnel?

A.crypto access list
B.Phase 1 policy
C.transform set
D.preshared key

Answer: D

QUESTION 66
Refer to the exhibit. What is a result of this configuration?

A.Spoke 1 fails the authentication because the authentication methods are incorrect.
B.Spoke 2 passes the authentication to the hub and successfully proceeds to phase 2.
C.Spoke 2 fails the authentication because the remote authentication method is incorrect.
D.Spoke 1 passes the authentication to the hub and successfully proceeds to phase 2.

Answer: A

QUESTION 67
Which two cryptographic technologies are recommended for use with FlexVPN? (Choose two.)

A.SHA (HMAC variant)
B.Diffie-Hellman
C.DES
D.MD5 (HMAC variant)

Answer: AB

QUESTION 68
Refer to the exhibit. An administrator had the above configuration working with SSL protocol, but as soon as the administrator specified IPsec as the primary protocol, the Cisco AnyConnect client was not able to connect. What is the problem?

A.IPsec will not work in conjunction with a group URL.
B.The Cisco AnyConnect implementation does not allow the two group URLs to be the same.
SSL does allow this.
C.If you specify the primary protocol as IPsec, the User Group must be the exact name of the connection profile (tunnel group).
D.A new XML profile should be created instead of modifying the existing profile, so that the clients force the update.

Answer: C

QUESTION 69
Refer to the exhibit. Client 1 cannot communicate with client 2. Both clients are using Cisco AnyConnect and have established a successful SSL VPN connection to the hub ASA.
Which command on the ASA is missing?

A.dns-server value 10.1.1.2
B.same-security-traffic permit intra-interface
C.same-security-traffic permit inter-interface
D.dns-server value 10.1.1.3

Answer: B

QUESTION 70
Refer to the exhibit. An SSL client is connecting to an ASA headend. The session fails with the message "Connection attempt has timed out. Please verify Internet connectivity." Based on how the packet is processed, which phase is causing the failure?

A.phase 9: rpf-check
B.phase 5: NAT
C.phase 4: ACCESS-LIST
D.phase 3: UN-NAT

Answer: D

QUESTION 71
Which redundancy protocol must be implemented for IPsec stateless failover to work?

A.SSO
B.GLBP
C.HSRP
D.VRRP

Answer: C

QUESTION 72
Which technology works with IPsec stateful failover?

A.GLBR
B.HSRP
C.GRE
D.VRRP

Answer: B

QUESTION 73
What are two functions of ECDH and ECDSA? (Choose two.)

A.nonrepudiation
B.revocation
C.digital signature
D.key exchange
E.encryption

Answer: CD

QUESTION 74
What uses an Elliptic Curve key exchange algorithm?

A.ECDSA
B.ECDHE
C.AES-GCM
D.SHA

Answer: B

QUESTION 75
Which two remote access VPN solutions support SSL? (Choose two.)

A.FlexVPN
B.clientless
C.EZVPN
D.L2TP
E.Cisco AnyConnect

Answer: BE
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QUESTION 36 After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You are using an Azure Synapse Analytics serverless SQL pool to query a collection of Apache Parquet files by using automatic schema inference. The files contain more than 40 million rows of UTF-8- encoded business names, survey names, and participant counts. The database is configured to use the default collation. The queries use open row set and infer the schema shown in the following table. You need to recommend changes to the queries to reduce I/O reads and tempdb usage. Solution: You recommend using openrowset with to explicitly specify the maximum length for businessName and surveyName. Does this meet the goal? A.Yes B.No Answer: B QUESTION 37 After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You are using an Azure Synapse Analytics serverless SQL pool to query a collection of Apache Parquet files by using automatic schema inference. The files contain more than 40 million rows of UTF-8- encoded business names, survey names, and participant counts. The database is configured to use the default collation. The queries use open row set and infer the schema shown in the following table. You need to recommend changes to the queries to reduce I/O reads and tempdb usage. Solution: You recommend defining a data source and view for the Parquet files. You recommend updating the query to use the view. Does this meet the goal? A.Yes B.No Answer: A QUESTION 38 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have the Power Bl data model shown in the exhibit. (Click the Exhibit tab.) Users indicate that when they build reports from the data model, the reports take a long time to load. You need to recommend a solution to reduce the load times of the reports. Solution: You recommend moving all the measures to a calculation group. Does this meet the goal? A.Yes B.No Answer: B QUESTION 39 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have the Power BI data model shown in the exhibit (Click the Exhibit tab.) Users indicate that when they build reports from the data model, the reports take a long time to load. You need to recommend a solution to reduce the load times of the reports. Solution: You recommend denormalizing the data model. Does this meet the goal? A.Yes B.No Answer: B QUESTION 40 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have the Power Bl data model shown in the exhibit. (Click the Exhibit tab.) Users indicate that when they build reports from the data model, the reports take a long time to load. You need to recommend a solution to reduce the load times of the reports. Solution: You recommend normalizing the data model. Does this meet the goal? A.Yes B.No Answer: A QUESTION 41 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have a Power Bl dataset named Datasetl. In Datasetl, you currently have 50 measures that use the same time intelligence logic. You need to reduce the number of measures, while maintaining the current functionality. Solution: From Power Bl Desktop, you group the measures in a display folder. Does this meet the goal? A.Yes B.No Answer: A QUESTION 42 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have a Power Bl dataset named Dataset1. In Dataset1, you currently have 50 measures that use the same time intelligence logic. You need to reduce the number of measures, while maintaining the current functionality. Solution: From Tabular Editor, you create a calculation group. Does this meet the goal? A.Yes B.No Answer: B QUESTION 43 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have a Power Bl dataset named Datasetl. In Dataset1, you currently have 50 measures that use the same time intelligence logic. You need to reduce the number of measures, while maintaining the current functionality. Solution: From DAX Studio, you write a query that uses grouping sets. Does this meet the goal? A.Yes B.No Answer: B QUESTION 44 You open a Power Bl Desktop report that contains an imported data model and a single report page. You open Performance analyzer, start recording, and refresh the visuals on the page. The recording produces the results shown in the following exhibit What can you identify from the results? A.The Actual/Forecast Hours by Type visual takes a long time to render on the report page when the data is cross-filtered. B.The Actual/Forecast Billable Hrs YTD visual displays the most data. C.Unoptimized DAX queries cause the page to load slowly. D.When all the visuals refresh simultaneously, the visuals spend most of the time waiting on other processes to finish. Answer: D QUESTION 45 You have a Power Bl dataset that contains the following measure. You need to improve the performance of the measure without affecting the logic or the results. What should you do? A.Replace both calculate functions by using a variable that contains the calculate function. B.Remove the alternative result of blank( ) from the divide function. C.Create a variable and replace the values for [sales Amount]. D.Remove "calendar'[Flag] = "YTD" from the code. Answer: A QUESTION 46 You are implementing a reporting solution that has the following requirements: - Reports for external customers must support 500 concurrent requests. The data for these reports is approximately 7 GB and is stored in Azure Synapse Analytics. - Reports for the security team use data that must have local security rules applied at the database level to restrict access. The data being reviewed is 2 GB. Which storage mode provides the best response time for each group of users? A.DirectQuery for the external customers and import for the security team. B.DirectQuery for the external customers and DirectQuery for the security team. C.Import for the external customers and DirectQuery for the security team. D.Import for the external customers and import for the security team. Answer: A QUESTION 47 You are optimizing a Power Bl data model by using DAX Studio. You need to capture the query events generated by a Power Bl Desktop report. What should you use? A.the DMV list B.a Query Plan trace C.an All Queries trace D.a Server Timings trace Answer: D QUESTION 48 You discover a poorly performing measure in a Power Bl data model. You need to review the query plan to analyze the amount of time spent in the storage engine and the formula engine. What should you use? A.Tabular Editor B.Performance analyzer in Power Bl Desktop C.Vertipaq Analyzer D.DAX Studio Answer: B QUESTION 49 You are using DAX Studio to analyze a slow-running report query. You need to identify inefficient join operations in the query. What should you review? A.the query statistics B.the query plan C.the query history D.the server timings Answer: B QUESTION 50 You need to save Power Bl dataflows in an Azure Storage account. Which two prerequisites are required to support the configuration? Each correct answer presents part of the solution. NOTE: Each correct selection is worth one point. A.The storage account must be protected by using an Azure Firewall. B.The connection must be created by a user that is assigned the Storage Blob Data Owner role. C.The storage account must have hierarchical namespace enabled. D.Dataflows must exist already for any directly connected Power Bl workspaces. E.The storage account must be created in a separate Azure region from the Power Bl tenant and workspaces. Answer: BC QUESTION 51 You have a Power Bl tenant that contains 10 workspaces. You need to create dataflows in three of the workspaces. The solution must ensure that data engineers can access the resulting data by using Azure Data Factory. Which two actions should you perform? Each correct answer presents part of the solution. NOTE: Each correct selection is worth one point A.Associate the Power Bl tenant to an Azure Data Lake Storage account. B.Add the managed identity for Data Factory as a member of the workspaces. C.Create and save the dataflows to an Azure Data Lake Storage account. D.Create and save the dataflows to the internal storage of Power BL Answer: AB QUESTION 52 You plan to modify a Power Bl dataset. You open the Impact analysis panel for the dataset and select Notify contacts. Which contacts will be notified when you use the Notify contacts feature? A.any users that accessed a report that uses the dataset within the last 30 days B.the workspace admins of any workspace that uses the dataset C.the Power Bl admins D.all the workspace members of any workspace that uses the dataset Answer: C QUESTION 53 You are using GitHub as a source control solution for an Azure Synapse Studio workspace. You need to modify the source control solution to use an Azure DevOps Git repository. What should you do first? A.Disconnect from the GitHub repository. B.Create a new pull request. C.Change the workspace to live mode. D.Change the active branch. Answer: A QUESTION 54 You have a Power Bl workspace named Workspacel that contains five dataflows. You need to configure Workspacel to store the dataflows in an Azure Data Lake Storage Gen2 account. What should you do first? A.Delete the dataflow queries. B.From the Power Bl Admin portal, enable tenant-level storage. C.Disable load for all dataflow queries. D.Change the Data source settings in the dataflow queries. Answer: D QUESTION 55 You are creating a Power 81 single-page report. Some users will navigate the report by using a keyboard, and some users will navigate the report by using a screen reader. You need to ensure that the users can consume content on a report page in a logical order. What should you configure on the report page? A.the bookmark order B.the X position C.the layer order D.the tab order Answer: B QUESTION 56 You plan to generate a line chart to visualize and compare the last six months of sales data for two departments. You need to increase the accessibility of the visual. What should you do? A.Replace long text with abbreviations and acronyms. B.Configure a unique marker for each series. C.Configure a distinct color for each series. D.Move important information to a tooltip. Answer: B QUESTION 57 You have a Power Bl dataset that has only the necessary fields visible for report development. You need to ensure that end users see only 25 specific fields that they can use to personalize visuals. What should you do? A.From Tabular Editor, create a new role. B.Hide all the fields in the dataset. C.Configure object-level security (OLS). D.From Tabular Editor, create a new perspective. Answer: B QUESTION 58 You have a Power Bl report that contains the table shown in the following exhibit. The table contains conditional formatting that shows which stores are above, near, or below the monthly quota for returns. You need to ensure that the table is accessible to consumers of reports who have color vision deficiency. What should you do? A.Add alt text to explain the information that each color conveys. B.Move the conditional formatting icons to a tooltip report. C.Change the icons to use a different shape for each color. D.Remove the icons and use red, yellow, and green background colors instead. Answer: D QUESTION 59 You are using an Azure Synapse Analytics serverless SQL pool to query network traffic logs in the Apache Parquet format. A sample of the data is shown in the following table. You need to create a Transact-SQL query that will return the source IP address. Which function should you use in the select statement to retrieve the source IP address? A.JS0N_VALUE B.FOR.JSON C.CONVERT D.FIRST VALUE Answer: A QUESTION 60 You have an Azure Synapse Analytics dataset that contains data about jet engine performance. You need to score the dataset to identify the likelihood of an engine failure. Which function should you use in the query? A.PIVOT B.GROUPING C.PREDICT D.CAST Answer: A QUESTION 61 You are optimizing a dataflow in a Power Bl Premium capacity. The dataflow performs multiple joins. You need to reduce the load time of the dataflow. Which two actions should you perform? Each correct answer presents part of the solution. NOTE: Each correct selection is worth one point. A.Reduce the memory assigned to the dataflows. B.Execute non-foldable operations before foldable operations. C.Execute foldable operations before non-foldable operations. D.Place the ingestion operations and transformation operations in a single dataflow. E.Place the ingestion operations and transformation operations in separate dataflows. Answer: CD QUESTION 62 Note: This question is part of a scries of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have the Power Bl data model shown in the exhibit. (Click the Exhibit tab.) Users indicate that when they build reports from the data model, the reports take a long time to load. You need to recommend a solution to reduce the load times of the reports. Solution: You recommend creating a perspective that contains the commonly used fields. Does this meet the goal? A.Yes B.No Answer: B QUESTION 63 Note: This question is part of a series of questions that present the same scenario. Each question in the series contains a unique solution that might meet the stated goals. Some question sets might have more than one correct solution, while others might not have a correct solution. After you answer a question in this section, you will NOT be able to return to it. As a result, these questions will not appear in the review screen. You have a Power Bl dataset named Dataset1. In Dataset1, you currently have 50 measures that use the same time intelligence logic. You need to reduce the number of measures, while maintaining the current functionality. Solution: From Power Bl Desktop, you create a hierarchy. Does this meet the goal? A.Yes B.No Answer: B QUESTION 64 Drag and Drop Question You have a Power Bl dataset that contains the following measures: - Budget - Actuals - Forecast You create a report that contains 10 visuals. You need provide users with the ability to use a slicer to switch between the measures in two visuals only. You create a dedicated measure named cg Measure switch. How should you complete the DAX expression for the Actuals measure? To answer, drag the appropriate values to the targets. Each value may be used once, more than once, or not at all. You may need to drag the split bar between panes or scroll to view content. NOTE: Each correct selection is worth one point. Answer: QUESTION 65 Drag and Drop Question You have a Power Bl dataset that contains two tables named Table1 and Table2. The dataset is used by one report. You need to prevent project managers from accessing the data in two columns in Table1 named Budget and Forecast. Which four actions should you perform in sequence? To answer, move the appropriate actions from the list of actions to the answer area and arrange them in the correct order. Answer: QUESTION 66 Hotspot Question You are configuring an aggregation table as shown in the following exhibit. The detail table is named FactSales and the aggregation table is named FactSales(Agg). You need to aggregate SalesAmount for each store. Which type of summarization should you use for SalesAmount and StoreKey? To answer, select the appropriate options in the answer area, NOTE: Each correct selection is worth one point. 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All Students Can Learn And Should Be Presented The Opportunity To Learn
The current reform movement in the United States began in the 1990s and has manifested itself as a standards movement. It is a movement to establish state and national frameworks, to which local school districts are encouraged to link their efforts to implement local standards. The linchpin that holds together the standards framework is that they are rigorous; voluntary, in that states and localities decide whether or not to use them; and flexible, in that states and localities can decide which strategies are best for their own schools. Today, virtually every state in the nation has gone about the business of articulating standards, revising curricular offerings, and developing assessments to measure whether the standards are being met. At the national level, initiatives by the federal government and national organizations have been joined in an effort to produce a comprehensive and coherent standards movement. Currently, many national professional organizations have developed or are in the process of developing national standards for their particular subject areas. States have connected to these efforts on numerous fronts. The current movement has focused primarily on three types of standards: 1) content or curriculum standards; 2) performance or accountability standards; and 3) capacity or delivery standards (also referred to as opportunity-to-learn standards). The three types of standards are linked - one will not succeed without the other two. The purpose of this paper is four-fold: First, we define "students of diverse needs and cultures" and the "standards movement." Second, we address specific initiatives of current reform efforts in progress in mathematics and science education. Third, we discuss critical issues related to the successful implementation of mathematics and science standards (i.e., teachers professional development, technological advancements, opportunity-to-learn standards, school organization, and assessments.) Fourth, we suggest references to be used as curriculum materials, how-to articles of use to teachers in the classroom, and seminal research and philosophical literature related to mathematics and science reform initiatives. Who Are Students of Diverse Needs and Cultures? American society has haltingly come to understand itself as being culturally diverse and pluralistic. Schools, public schools in particular, mirror what our society will look like in the 21st Century. The culture of schools and the capacity of teachers to implement standards and other initiatives are indispensable elements in the effort to reform mathematics and science education. We define diversity to include race, ethnicity, gender, regionalism, religion, socio-economic status or class, and exceptionalities (i.e., gifted and talented or students with learning, emotional, or physical disabilities). Culture is defined as encompassing all that we are. Culture is the confluence of language, beliefs, values, traditions, and behaviors that permeates our lives. Nowhere is that cultural diversity more vividly reflected than in the nation's schools. About 42% of public-school students are identified as representing racial or language minority groups. Contrary to popular belief, however, increased language and racial diversity is not unique to any particular region of the country. Diversity in race, language, and ethnicity occurs in small towns and rural counties as well as urban areas throughout the nation. The question often arises as to how will we educate students with such diverse needs and cultures? Equity and Excellence for All Students Our nation entered the 1990s with twin goals for education reform. The first goal was to restructure schools in ways that enhance their effectiveness; the second goal was to create curricula and instructional approaches that would help all students attain world-class levels of achievement. The intent was to ensure that all students, including those who were educationally, socially, or economically disadvantaged, would have equal opportunities to meet higher academic standards. The last ten years have brought about much discussion of the state of mathematics achievement in American schools. Because mathematical achievement and competence had drastically diminished, educators across the country agreed that a change was necessary - a change that would revolutionize the teaching and learning of mathematics. Discontent was prevalent when the education community attempted to change the mathematics content taught and called it the "new math." Disappointed with the results, back to "basics" was encouraged, particularly because educators felt that emphasis on more abstract mathematical structures was a mistake. Change came about so slowly that educators across America, after expressing concern for so long, reached a consensus that efforts needed to be aggressively pursued. New publications established a framework to guide the reform of school mathematics and will provide new directions in both content and pedagogy. Development of the Mathematics Standards The mathematical expectations for new employees have changed and so must the knowledge base of students. The Standards outlined a new knowledge base designed to prepare students to be able to set up problems with the appropriate operations, demonstrate a variety of techniques to approach and work on problems, have the ability to work with others on problems, and demonstrate the ability to see the applicability of mathematical ideas to common and complex problems. Students must also be prepared to work in open problem situations, since most real world problems are not well formulated. Also critical to the development of the student's knowledge base is belief in the utility and value of mathematics. Therefore, the goals for students must reflect the importance of mathematical literacy. Towards this end, the Standards purport two general goals for all students: that they (1) learn to value mathematics; (2) become confident in their ability to do mathematics. To accomplish these worthy goals, educators must themselves view mathematics more comprehensively and learn more about how to teach and assess differently to assure that their classrooms become active learning communities. Across grade levels, teachers are expected to teach for understanding as they emphasize areas such as reasoning inductively and deductively; making connections between mathematics and other content areas; preparing students to critically read, interpret, and analyze charts, graphs, tables, and statistics; establishing relationships; working cooperatively; and solving problems. While increasing emphasis in some areas, other areas such as extensive skill drills, viewing the teacher as the authority, questioning that requires little or no thinking or reasoning, memorizing formulas, and rote memorization should receive less attention according to the Standards. Standards and Professional Development School reformers envision all students possessing mathematical power, which requires that the learning environment be conducive to risk taking, experimentation, non-threatening communication, and cooperative activities. To facilitate these types of classroom surroundings, teachers must be prepared to: - select mathematical tasks that engage students' interests, skill levels, and past experiences; - provide mathematical content with appropriate practical applications generated with the students as partners in the planning process where possible; and - use and promote the use of technology in and out of the classroom. For example, in a survey of mathematics teachers about standards and practices, problems reported by teachers included limited knowledge of the Standards, current teaching methodologies, and mathematics content. Educators are cognizant that learning new practices while simultaneously unlearning old practices is a difficult task that must be supported by school administrators, school systems, parents, and students. A commitment from all participants in the teaching and learning process is mandatory if teachers are to have the opportunity to reflect critically on their practice and to restructure their attitudes and views about content, pedagogy, and diverse student populations with whom they interact daily. If reform in teaching and learning mathematics is to be successful, attention must be given to existing practices of mathematics teachers. As the view of learning mathematics changes, so must the practice of teaching mathematics. The constructivist's view of learning mathematics has been commonly accepted by researchers and mathematics educators alike. To move teachers away from the lecture mode to a more interactive, hands-on mode of teaching using manipulatives and computers, teachers must become involved in ongoing, effective professional development activities that encapsulate the following: - They must engage teachers in concrete tasks of teaching, assessment, observation, and reflection that illuminate the processes of learning and development. - They must be collaborative, involving a sharing of knowledge among educators and a focus on teachers' communities of practice rather than on individual teachers. - They must be connected to and derived from teacher's work with their students. Technological Advancements The changes in mathematical knowledge and growth are due, in large part, to increased use of computers, calculators, and telecommunication technologies. However, there is a technological gap between the vast changes in the workplace and the changes that have taken place in schools. We are and have been in a golden age of mathematical production with more than half of the content having been created since World War II. To keep pace with the expansion of knowledge, the integration of the use of computers and calculators into instructional procedures became the hallmark of innovative teaching in many classrooms across the country. Although the Standards encourage extensive use of calculators and computers, school systems must work diligently to assure that all students have full access to available technology. Often, in affluent urban or suburban schools that have elaborately furnished computer labs with the latest equipment, the hardware and software far outpace other schools in less affluent areas within the same school district. While the use of technology is essential for students, it is equally essential for teachers to be prepared to integrate technology into their instructional plans and their professional development program. In response to a feeling of isolation, many educators use technology to communicate with other educators both locally and nationally. With a sense of empowerment, teachers in rural, suburban, and urban areas can assess various forms of technology during the lesson planning process. In addition to enhancing the teaching and learning process, teachers must use the Internet for professional development and to remain current in their discipline. Mathematics for all students refers to students from culturally diverse backgrounds, or females as well as to students with special needs. For example, new technologies make it possible for students with disabilities to minimize the effects of their disabilities and to learn better. Motor/orthopedically impaired students may benefit from robotics, software for geometric simulations, and improved access to buildings. The visually impaired can use a number of technologies to improve access to information. Hearing impaired students make use of close captioned films, computers, and electronic mail. Learning disabled students can make use of self-pacing software, motivating software, word processing, computers, and a variety of electronic media that provide visual and audio information, as well as written. The technology can be as "patient" as necessary. Mathematics for All Students One of the most positive aspects of the Standards is that all students can and will learn mathematics if the content is presented in a way that is meaningful and consistent with the needs, intellect, and learning style of the students. For many, this is a new notion, because it implies that all students, including those traditionally underrepresented populations, can learn mathematics. For instance, if all students can learn mathematics, the question arises why students have performed poorly. There are too many reasons to enumerate; however, one reason could be the use of old curriculum and old beliefs coupled with attitudes about proficiency. In short, the American mathematics curriculum consisted of nine years of drill in arithmetic, followed by algebra taught as a beginning foreign language with word lists, memorizations, and translation. For most students, proof driven plane geometry was too abstract and deterred half of them from taking it, and of the half that attempted, most did not learn it. In addition, in the old curriculum, calculators and computers were not encouraged and sometimes viewed as cheating. The belief that all students can learn mathematics undergirds the success of many programs and projects in operation today. Using innovative curricular materials that are developed in accordance with the Standards, these programs are designed to increase understanding, participation, and output while promoting mathematical literacy. Concomitantly, many of these programs are designed specifically to address the educational needs of targeted groups within our pluralistic student population. These projects, in conjunction with the Standards, are models worthy of replication, because they offer hope where there was little and serve as exemplars for the entire education reform era. If we are to continue in the upward spiral of improved mathematics teaching and learning, all factions of society, including business organizations, curriculum writers, textbook publishers, and the media must be committed to the idea that all students can learn and should be presented the opportunity to learn. Not surprisingly, there is general agreement among the science reform efforts and evolving state curricular frameworks. All are based on the premise that science is for all students. All are intended as an antidote to extant science curricula, notoriously crammed with arcane facts that may actually interfere with students' learning of important underlying science principles, and thus, turn students away from science. There is general agreement among experts about what concepts and skills are important for students to learn. To date, the major science reforms have not "approved" or "sanctioned" specific curricula, materials, or textbooks series. This is not to say that there is not general agreement on science teaching methods and strategies congruent with these reform efforts. We include the following research-based strategies: Learning cycle approach, cooperative learning, analogies, wait time, concept mapping, computer simulations, microcomputer-based laboratories, systematic approaches to problem-solving, conceptual understanding in problem-solving, science-technology-society, real-life situations, and discrepant events. All of the science reforms, however, have been relatively color-blind and silent as to how these changes are to be accomplished, beyond saying that the reform is intended for all students. The crucial question is: are the new improved standards with the developing curriculum frameworks at the state level all we need to bring all students to understand science well? Or, must we develop a deeper understanding of how gender, ethnicity, and social class interact in our science classrooms and schools in order to provide opportunities for all to learn? What must we do to produce teachers, curricula, materials, and school environments that effectively reach all of our diverse students, remembering that the track record for effective science for large segments of student population is either dismal or missing altogether? Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/all-students-can-learn-and-should-be-presented-the-opportunity-to-learn/
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Process to immigrate to Canada - MyStudia
When we talk about immigrate to anywhere, there can be more than ways and more than one types of immigration. Immigration can be temporary or permanent with purpose of studying, working, establish business and/or settling down. Immigrate typically means to settle in another country permanently. So let’s discuss different ways. For Canada, they have program of Express Entry and Provincial Nominee Program (PNP) where they invite the application and choose the candidates based on various factors through their point system. These factors include but not limited to your age, education, work experience, Canadian education and work experience, your blood relative or family member staying in Canada and job offer in Canada. Let’s discuss the Express Entry process in brief 1 . Find out if your profile is eligible. You can check out on official website “canada.ca”. There are various streams available for the profile. 2. If you are eligible, you can start gathering the documents as per the requirements. 3. Once you fill the form, your profile in the pool will have certain points as per their Comprehensive Ranking System (CRS) score. This score depend upon the factors mentioned above. 4. You can submit your profile and get your score and wait for the draw to happen. If your points are higher than their cut off point, you will receive Invitation to Apply (ITA). 5. Receiving ITA, you can submit final application and on approval, you will receive PR. Let’s move to another part called PNP 1. There are different programs available as per the provinces. So first determine which province you want to move and check if you are eligible for the same. Again, you check their official website. 2. Check the timeline as per the program that helps you to plan for future. 3. Nominee Programs are aligned with Express Entry programs as well. You can start process by determining if you want to apply with Express Entry or Non-Express Entry. We recommend applying through Express Entry aligned program. 4. Once you fill out your form and submit the profile, you will again have to wait for nomination which is just like ITA. 5. Receiving the nomination, you can go for final step of application and PR is just one acceptance away. If you are applying through Express Entry aligned program, and you receive nomination from a province, you will get 600 points in your Express Entry profile on acceptance making your way easy for PR. There is another option as well. If you are young enough, you can apply for student visa, go there and study for the given period, then you can receive the Post Graduate Work Permit on your eligibility. While you work there, you can find out how you can be eligible for Express Entry or PNP, and apply for the same. Degree and Experience within Canada will earn you higher points in draw system and gets you higher chances of reaching cut-off points. Let us tell you about brief process of studying abroad 1. You can first find out the higher education study program that suits your profile, and apply to the best suitable college. 2. Gather the required documents and apply for your admission application. 3. You may need to submit Statement of Purpose (SOP) why you want to study there. 4. Pay your tuition fees and other required funds. 5. Wait for the offer. On receiving the offer, you can apply for study permit and visa and relocate to Canada and start studying. Along with that, you can work part time that helps you with the expenses as well. Until December 31, 2023, students are allowed to work full time. If you wish to apply for study permit, you can get in touch with us where our counsellors will guide you from each and every process. Or you can check out our MyStudia web and application to explore the program and apply yourself without any hustle. For the other pathways to apply for the immigration, you can get in touch with our service partner Winny Immigration where you will be given up to end guidance for the process with experience of more than 4 decades. Please note that in the process, if your profile or documentation is incomplete, it may have adverse consequences. Therefore always make sure you fill out the profile properly. Mostly, Canadian govt gives you an option to submit remaining documents by requesting the same and gives you sufficient time. You have different pathways to apply for immigration to Canada and you can seek an expert consultant’s guidance on what suits the best. Choose wisely, process actively!