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Exam Number : VCS-261
Exam Name : Administration of Veritas InfoScale Storage 7.3 for UNIX/Linux
Vendor Name : Veritas
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VCS-261 exam Format | VCS-261 Course Contents | VCS-261 Course Outline | VCS-261 exam Syllabus | VCS-261 exam Objectives


Exam Detail:
The VCS-261 Administration of Veritas InfoScale Storage 7.3 for UNIX/Linux exam is designed to assess the skills and knowledge of professionals in administering Veritas InfoScale Storage in UNIX/Linux environments. Here are the exam details for the VCS-261 exam:

- Number of Questions: The exam typically consists of multiple-choice questions. The exact number of questions may vary, but it is generally around 80-90 questions.

- Time Limit: The time allocated to complete the exam is 105 minutes.

Course Outline:
The VCS-261 certification program covers a comprehensive range of syllabus related to administering Veritas InfoScale Storage. The course outline generally includes the following areas:

1. InfoScale Storage Overview:
- Introduction to Veritas InfoScale Storage features and functionality.
- Understanding storage virtualization concepts and architectures.

2. Veritas InfoScale Storage Configuration:
- Installing and configuring Veritas InfoScale Storage.
- Managing storage resources and disk groups.
- Configuring storage hierarchies and storage pools.

3. Storage Management:
- Monitoring storage resources and services.
- Managing storage configurations and events.
- Implementing storage policies and data protection.

4. Storage Provisioning and Allocation:
- Allocating storage to hosts and applications.
- Managing storage provisioning and allocation.
- Implementing thin provisioning and space reclamation.

5. Storage Performance and Optimization:
- Monitoring storage performance and metrics.
- Managing storage tiering and caching.
- Implementing storage optimization techniques.

6. Storage Replication and High Availability:
- Configuring storage replication and disaster recovery.
- Implementing high availability solutions.
- Managing storage failover and failback.

Exam Objectives:
The objectives of the VCS-261 exam are as follows:

- Assessing candidates' understanding of Veritas InfoScale Storage features and concepts.
- Evaluating candidates' ability to configure and manage Veritas InfoScale Storage environments.
- Testing candidates' proficiency in storage provisioning, allocation, and performance optimization.
- Assessing candidates' knowledge of storage replication and high availability solutions.

Exam Syllabus:
The specific exam syllabus for the VCS-261 exam covers the following topics:

1. InfoScale Storage Overview:
- Storage virtualization concepts and architectures.
- Veritas InfoScale Storage features and functionality.

2. Veritas InfoScale Storage Configuration:
- Installation and configuration of Veritas InfoScale Storage.
- Management of storage resources and disk groups.
- Configuration of storage hierarchies and storage pools.

3. Storage Management:
- Monitoring storage resources and services.
- Management of storage configurations and events.
- Implementation of storage policies and data protection.

4. Storage Provisioning and Allocation:
- Allocation of storage to hosts and applications.
- Management of storage provisioning and allocation.
- Implementation of thin provisioning and space reclamation.

5. Storage Performance and Optimization:
- Monitoring storage performance and metrics.
- Management of storage tiering and caching.
- Implementation of storage optimization techniques.

6. Storage Replication and High Availability:
- Configuration of storage replication and disaster recovery.
- Implementation of high availability solutions.
- Management of storage failover and failback.



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Veritas VCS-261 syllabus

 

teacher training course Descriptions | Killexams.com Resources

classes offered especially for education students are listed within the department of schooling component of the bulletin; youngsters, some Counseling Psychology classes are go-referenced with education.

 

EDUC 221M - effective teaching for college kids with Disabilities

This route offers distinctive and single discipline educating credential candidates with an introduction to developing high quality and effective, inclusive, academic environments for all newbies, together with college students with disabilities. This path introduces the candidates to a variety of innovations for learning about their college students’ heritage competencies, experiences, and hobbies and for selecting their educational, language, and social ability degrees. concentrated on using effective, inclusive instructing practices that permit all students to be a hit, the path develops candidates’ potential to devise and put into effect flexible, requirements-based mostly instruction so as to allow every pupil to gain knowledge of every day. This route contains a examine of sorts of disabilities based on conception 2004 and California suggestions and rules, and standards for identification for special schooling functions, in addition to an examination of the kinds of services supplied based on student needs. Candidates investigate the inhabitants of students covered for particular training features, the continuum of functions accessible, and distinctive models of service beginning.

Syllabus: EDUC 221M

EDUC 231C - moral Reflective Practicum in fundamental colleges III

The instructor candidate will continue to maintain a narrative reflective journals of all guideline followed. (6.1-6.four, 6.6) The trainer candidate will display advantage and use of the range of curricular materials and elements obtainable at their college. (2.four) students will explore quite a lot of superb ways to control scholar habits (1.8, 2.1, 2.6, 2.6) each scholar will exhibit a constructing repertoire of positive teaching necessities of their certain content teaching area. (1.6, 1.eight, 2.1, 2.2 three.4, 5.5) students will consider their prison and moral obligations as a professional educator. (2.three, 2.4, 6.5, 6.6) students will understand the value of parents as companions and strengthen techniques to make the most of the advantage of parents. (1.2, 2.6, 4.6) contemplate the ethical and ethical core of your educating follow and on the connection between your ethical/ethical core and your identity and lifestyles experiences (TPE 6.1) Collaborate with classmates in expert learning communities (PLCs) to analyze and consider the complexities of moral school room instructing in culturally and linguistically diverse faculty settings (TPE 6.3)

Syllabus: EDUC 231C III

EDUC 231E external school Practicum III

This classification is the third in a series of four field adventure courses designed to introduce trainer credential candidates to curriculum, guideline and classroom practices within the Catholic colleges at the ok-twelfth grade stages. The leading focus of the scientific practicum seminar is to support college students as they complete their educating journey. This seminar makes a speciality of the trainer performance Expectations (TPEs) as indicated within the path targets. The seminar, in combination with classroom educating, will provide students the chance to discuss instructional options and methodologies, in addition to challenges and considerations in Catholic schooling.  

Syllabus: EDUC 231E Syllabus 2018 wintry weather Practicum III

EDUC 231E external college Practicum IV

This type is the last in a sequence of four container journey classes designed to introduce instructor credential candidates to curriculum, instruction and school room practices in the Catholic schools on the ok-12th grade tiers. The leading focal point of the clinical practicum seminar is to guide students as they complete their teaching experience. This seminar makes a speciality of the teacher performance Expectations (TPEs) as indicated in the course pursuits. The seminar, in aggregate with lecture room instructing, will provide college students the chance to discuss educational recommendations and methodologies, as well as challenges and considerations in Catholic education.  

Syllabus: EDUC 231E Syllabus 2018 Spring Practicum IV

EDUC 251 - know-how for elementary lecturers

This path is designed to acquaint trainer credential candidates with studying theories, practices, hardware, software purposes, and net supplies which are beneficial in integrating know-how into the day by day follow of TK-12 teachers. The path meets the requirements identified within the know-how typical for instructor preparation for the State of California. The guiding philosophy for the direction is Constructivism, instantiated in the design of collaborative, venture-based mostly gaining knowledge of activities that capitalize on the whole talents of tutorial technologies. students should be expected to absolutely engage in school room workouts, neighborhood tasks, and small-community and entire-class discussions on the assigned readings.

Syllabus: EDUC 251

EDUC 253 - development & gaining knowledge of TK-12

Drawing on both developmental and academic psychology, this direction examines theories and patterns of discovering, building, and particular person modifications as they relate to teaching practices and educational courses. students apply theories of cognitive, physical, social/emotional and motivation to studying contexts among children and formative years.

Syllabus: EDUC 253/278 Syllabus 2019

EDUC 259A - fundamental mathematics methods I

EDUC 259 (fundamental arithmetic  strategies) direction is a component 1 of a two-route sequence in basic arithmetic teaching strategies. This sequence is designed to provide trainer candidates with a coherent set of experiences for arithmetic educating and gaining knowledge of in basic schools. via assigned readings, classroom discussions, content rich mathematics activities, and assignments that require information collection to your box placement, you will be supported as you are making sense of the way to approach the occupation of training. through pondering ourselves as academics, analyzing school room tradition and constitution, and conducting clinical interviews on number ideas, they can set the stage for their building as fundamental arithmetic academics.

Syllabus: EDUC 259A

EDUC 259B - elementary mathematics strategies II

EDUC 259 (basic mathematics methods) course is a part 2 of a two-direction sequence in basic mathematics educating strategies. This sequence is designed to supply teacher candidates with a coherent set of experiences for mathematics instructing and getting to know in fundamental schools. via assigned readings, classroom discussions, content material prosperous mathematics activities, and assignments that require facts assortment on your container placement, you might be supported as you are making feel of the way to strategy the occupation of teaching. via inspecting lecture room way of life and structure, and evaluating, designing and enforcing math lessons, they are able to set the stage for their development as elementary mathematics teachers.

Please observe: we are able to adhere to the syllabus as tons as possible.  although, they are delicate to the needs of the class, for this reason, the syllabus is area to alternate.

Syllabus: 

EDUC 261 - instructing memorizing within the elementary college

This route allows for credential candidates to Improve focus and knowing of latest theories and most advantageous practices of finished, balanced studying guide in elementary faculty settings. Candidates will learn the way to adapt guide to meet the wants of people according to their cultural, linguistic, and experiential backgrounds and their selected wants as novices. focused attention can be given to the nature of analyzing difficulties and principles of diagnosis and evaluation. content material offered during this course prepares candidates for the memorizing instruction Competence exam (RICA). This course, required of all diverse field educating credential candidates, have to be taken similtaneously with enrollment in EDUC 266 or a full time instructing place in a Catholic college.

Syllabus: EDUC 261 Syllabus 2019

EDUC 263 - fundamental strategies in S.S. and visual Performing Arts

in this course, varied discipline credential candidates learn how to design, enforce, and consider requirements-based social science training and the way to combine content from the California content standards for visible and performing arts, and the California typical Core. The direction emphasizes mastery of educational ideas that create alternatives for all students, together with English newcomers and college students with special wants, to study and write about the way to use social experiences for social justice and the way to include the visible and performing arts as the way to express and visually signify meaningful researching. issues consist of working with curriculum frameworks and content requisites, setting up curriculum devices, and planning instructions that maximize the learning of all college students.

Syllabus: EDUC 263

EDUC 264 - elementary methods in Science, fitness and actual schooling

This route is designed to help numerous field credential candidates in setting up the competencies essential to design and carry out science, fitness, and physical education guide, demonstrations and laboratory experiences for students in fundamental and middle faculty classes. they will construct on latest analysis and finest practice with the intention to foster science/health/PE learning in okay-eight college students. The technique of creating content, establishing curriculum, and making use of necessities to generate significant instructions are emphasized with an additional enviornment of emphasis being positioned on evaluation and collaboration. Scientific inquiry, project-based guideline (PBI), general Core integration, and subsequent era Science requirements (NGSS) may be emphasized along with premiere practices in the STEM/health/PE mannequin.

Syllabus: EDUC 264

EDUC 265 - Assessing elementary pupil researching

This course is designed to help future and latest lecturers of culturally and linguistically different basic faculty college students to (1) take into account, increase, and put into effect various constructive, functional suggestions for assessing and documenting the academic success of their students, including English learners, college students with identified/unidentified exceptionalities, and college students eligible for gratis or decreased fee lunch (TPEs 1.1, 2.2, three.5, 4.four, and 5.1-5.8); (2) enhance the capabilities and habits of mind necessary to make use of evaluation consequences to plan advantageous guideline for each pupil (TPEs three.5, 4.4, and 5.1-5.eight); (three) learn how to latest and focus on evaluation outcomes with other education professionals and with students’ parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1-5.eight).

This course is required of all preliminary varied discipline teaching credential candidates and does not require concurrent enrollment in a clinical observe container placement or a full time teaching place in a Catholic school.

Syllabus: 

EDUC 230A - ethical Reflective Practicum in Secondary faculties I

This class is the first in a sequence of four box journey courses designed to introduce trainer credential candidates to curriculum, guide and classroom practices in the public schools on the TK -12 ranges. The leading center of attention of the clinical practicum seminar is helping college students as they complete their pupil educating adventure. This seminar will focus on the six teacher performance Expectations (TPEs) as indicated within the route targets. The seminar, in aggregate with school room observations, will deliver students the probability to focus on academic concepts and methodologies, in addition to issues and concerns in public schooling. it will also deliver school room-primarily based help whereas college students complete the teacher efficiency Assessments (TPAs).

Syllabus: EDUC 230A Syllabus 2019

EDUC 230B - ethical Reflective Practicum in Secondary faculties II

This category is the second in a collection of 4 field experience lessons designed to introduce trainer credential candidates to curriculum, instruction and lecture room practices within the public colleges on the TK -12 stages.  The main focal point of the clinical practicum seminar is aiding students as they complete their scholar teaching adventure.  This seminar will focus on the six trainer performance Expectations (TPEs) as indicated within the course pursuits. The seminar, in aggregate with classroom observations, will deliver college students the chance to discuss instructional suggestions and methodologies, as well as complications and considerations in public education. it is going to also deliver classroom-primarily based help whereas students finished the instructor efficiency Assessments (TPAs).

Syllabus: EDUC 230B Syllabus 2019

EDUC 230D - ethical Reflective Practicum in Secondary colleges IV

This classification is the third in a collection of four field experience courses designed to introduce teacher credential candidates to curriculum, guide and lecture room practices within the public schools at the TK -12 levels.  The leading focus of the scientific practicum seminar is supporting students as they finished their scholar instructing experience.  This seminar will focal point on the six teacher efficiency Expectations (TPEs) as indicated within the path objectives. The seminar, in mixture with lecture room observations, will supply college students the possibility to discuss educational techniques and methodologies, in addition to complications and considerations in public schooling. it is going to additionally provide school room-based mostly assist whereas students complete the trainer performance Assessments (TPAs).

Syllabus: EDUC 230D Syllabus 2019.pdf

EDUC 276 - expertise for Secondary school lecturers

This path is designed to acquaint trainer credential candidates with learning theories, practices, hardware, utility purposes, and web resources which are positive in integrating technology into the every day practice of TK-12 lecturers. The direction meets the necessities recognized within the expertise standard for teacher coaching for the State of California. The guiding philosophy for the path is Constructivism, instantiated within the design of collaborative, venture-primarily based discovering actions that capitalize on the entire expertise of academic technologies. students might be expected to completely interact in lecture room exercises, neighborhood projects, and small-group and entire-type discussions on the assigned readings.

Syllabus: EDUC 276

EDUC 278 - development and studying TK-12

Drawing on both developmental and educational psychology, this course examines theories and patterns of discovering, construction, and particular person alterations as they relate to teaching practices and academic programs. students apply theories of cognitive, physical, social/emotional and motivation to discovering contexts among infants and early life.

Syllabus: EDUC 253/278 Syllabus 2019

EDUC 287A - Math strategies

EDUC 287 (Secondary Math methods I) route is a component 1 of a two-route sequence in secondary mathematics instructing methods. This sequence is designed to provide instructor candidates with a coherent set of experiences for arithmetic educating and getting to know in secondary faculties. through assigned readings, classroom discussions, content material rich mathematics activities, and assignments that require information collection in your container placement, you might be supported as you are making sense of how to strategy the profession of educating. through considering ourselves as teachers, inspecting classroom lifestyle and buildings, facilitating mathematical discussions, and assessing student work, they will set the stage for their building as secondary arithmetic academics.

Syllabus: EDUC 287A

EDUC 287B - Math strategies

EDUC 288 (Secondary Math methods II) route is a part 2 of a two-course sequence in secondary arithmetic teaching methods. This sequence is designed to deliver trainer candidates with a coherent set of experiences for arithmetic instructing and gaining knowledge of in secondary colleges. through assigned readings, school room discussions, content material rich mathematics activities, and assignments that require statistics assortment on your container placement, you can be supported as you're making feel of a way to approach the profession of teaching. via considering ourselves as academics, inspecting lecture room way of life and structures, facilitating mathematical discussions, and assessing scholar work, they are able to set the stage for their construction as secondary mathematics teachers.

Syllabus: EDUC 287B 

EDUC 288A - Secondary Science strategies I

This path introduces the instructional design options and methods for developing helpful courses of look at for secondary science students. in addition, the route is designed for engagement with the current concerns, challenges, and opportunities associated with science educating and researching at the secondary degree, with selected emphasis on the assurance that all college students have opportunities to learn the core concepts, practices, and crosscutting ideas (as outlined in state and national necessities documents), while leveraging college students’ pursuits, prior abilities, and lived experiences. a number of path actions are designed to discover here: 1) the relationship between content material-selected lesson planning, enactment, and reflection; 2) what it ability to train three-d science content material this is aligned to the subsequent era Science specifications and displays what the profession at the moment is familiar with in regards to the discovering of scientific concepts; 3) rethinking procedural laboratory and textbook actions; and 4) methodologies to foster and hold a good scientific lecture room local weather that accommodates all points of science proficiency.

Syllabus: EDUC 288A

EDUC 288B - Secondary Science methods II

This course continues the work undertaken in EDUC 288A (Secondary Science strategies I) to develop and refine instructional design strategies and strategies for imposing positive courses of look at for secondary science college students. This path comprises a focus on planning an instructional sequence and exams inside a 5-E paradigm for science teaching. furthermore, the course will hold center of attention on expanding your familiarity with the fundamentals of challenge-primarily based instruction (PBI); and the subsequent generation Science requirements (NGSS) and how these relate to planning lessons and exams. furthermore, the course will proceed their engagement with the existing issues, challenges, and alternatives associated with science educating and discovering on the secondary degree, with selected emphasis on the peace of mind that all students have opportunities to be taught the core concepts, practices, and crosscutting concepts (as outlined in state and countrywide requirements files), while leveraging students’ pastimes, prior skills, and lived experiences. quite a lot of path actions will proceed to discover the following: 1) the relationship between content material-selected lesson planning, enactment, and reflection; 2) what it capability to train 3-dimensional science content that is aligned to the subsequent generation Science standards and reflects what the profession presently understands concerning the learning of scientific ideas; three) rethinking procedural laboratory and textbook activities; and 4) methodologies to foster and keep a good scientific classroom climate that accommodates all features of science talent. ultimately, this direction explores elements obtainable to the science teaching neighborhood, including inquiry-based substances for teaching secondary science content material for pupil understanding.

Syllabus: 

EDUC 294A - Adolescent Literacy development I

EDUC294 Adolescent Literacy development presents research-primarily based principles for constructive literacy guide in secondary faculty settings. college students will discover theories, principal tendencies, and ideas within the container of literacy that render useful guideline for specific functions and reflective of students’ needs and strengths.  attention should be given to what, why, when, and the way selected accessories of literacy are taught to promote communicative, analyzing, and writing competence in linguistically diverse classrooms and for individuals within a wide latitude of experiential and skill stages.

Syllabus: 

EDUC 296 - Assessing Secondary student getting to know

This direction is designed to assist you remember, integrate, and elegantly follow the principles of exam. You can be taught a way to develop exams that align smartly you’re your lesson ambitions and supply advice about what your students have learned. standard, this course will assist you to bear in mind the principles of exams, construct valid exams of pupil gaining knowledge of, admire the strengths and limitations of numerous exam forms, and learn about the felony and moral implications within the use of evaluation statistics. on the conclusion of this course, you might be in a position to boost, administer, and ranking a range of sound formative and summative exams a good way to aid all of your college students be taught.

Syllabus: EDUC 296 

EDUC 247 - Latinx Language and subculture

This route is designed to enable students to boost an recognition and figuring out of the traditions, roles, reputation, and conversation patterns of Latinx as practiced in the u.s. and their nation of origin. students will purchase abilities to figure patterns of cultural relationships among Latinx within the US and CA. students will additionally purchase understandings of the historic, political, economic, non secular, and academic elements that impact the acculturation of Latinx in the US and CA. An emphasis will be to view Latinx international locations’ of origin quite a few components (demographic, language use, immigration patterns) and how these affect settlement in CA.

Syllabus: EDUC 247

EDUC 249B - Bilingual methods

This path specializes in the methodology of instructing college students in Spanish and English in okay-12 settings. The direction addresses concerns involving content scaffolding, biliteracy building and exam of emergent bilinguals. concentrated consideration is given to first and 2d language development, including the interrelationship among studying, writing speaking and speakme and the linguistic constitution of both the English and Spanish language. students additionally enhance an realizing of the historical guidelines, software type and understanding of the different forms of bilingual classes within the US. This course is required of all Bilingual MATTC candidates and should be taken similtaneously with enrollment in EDUC 266b or a full time teaching place in a bilingual Catholic college. (3 units)

Syllabus: EDUC 249B 


 

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