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NSE5_FAZ-7.2 NSE 5 ? FortiAnalyzer 7.2 Exam Questions | https://www.flatoffindexing.com/

NSE5_FAZ-7.2 Exam Questions - NSE 5 ? FortiAnalyzer 7.2 Updated: 2024

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Exam Code: NSE5_FAZ-7.2 NSE 5 ? FortiAnalyzer 7.2 Exam Questions January 2024 by Killexams.com team
NSE 5 ? FortiAnalyzer 7.2
Fortinet FortiAnalyzer Exam Questions

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Question: 38
What purposes does the auto-cache setting on reports serve? (Choose two.)
A. To reduce report generation time
B. To automatically update the hcache when new logs arrive
C. To reduce the log insert lag rate
D. To provide diagnostics on report generation time
Answer: A,B
Explanation:
Reference: https://docs.fortinet.com/document/fortianalyzer/6.0.0/administration-guide/282280/enabling-autocache
Question: 39
If you upgrade your FortiAnalyzer firmware, what report elements can be affected?
A. Output profiles
B. Report settings
C. Report scheduling
D. Custom datasets
Answer: D
Question: 40
How does FortiAnalyzer retrieve specific log data from the database?
A. SQL FROM statement
B. SQL GET statement
C. SQL SELECT statement
D. SQL EXTRACT statement
Answer: A
Explanation:
https://fortinetweb.s3.amazonaws.com/docs.fortinet.com/v2/attachments/137bb60e-ff37-11e8-8524-f8bc1258b856/fortianalyzer-fortigate-sql-technote-40-mr2.pdf
Question: 41
On FortiAnalyzer, what is a wildcard administrator account?
A. An account that permits access to members of an LDAP group
B. An account that allows guest access with read-only privileges
C. An account that requires two-factor authentication
D. An account that validates against any user account on a FortiAuthenticator
Answer: A
Explanation:
https://docs.fortinet.com/document/fortigate/6.2.0/cookbook/747268/configuring-wildcard-admin-accounts
Question: 42
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For proper log correlation between the logging devices and FortiAnalyzer, FortiAnalyzer and all registered devices should:
A. Use DNS
B. Use host name resolution
C. Use real-time forwarding
D. Use an NTP server
Answer: D
Question: 43
What FortiGate process caches logs when FortiAnalyzer is not reachable?
A. logfiled
B. sqlplugind
C. oftpd
D. miglogd
Answer: D
Explanation:
Reference: https://forum.fortinet.com/tm.aspx?m=143106
Question: 44
FortiAnalyzer uses the Optimized Fabric Transfer Protocok (OFTP) over SSL for what purpose?
A. To upload logs to an SFTP server
B. To prevent log modification during backup
C. To send an identical set of logs to a second logging server
D. To encrypt log communication between devices
Answer: D
Question: 45
How can you configure FortiAnalyzer to permit administrator logins from only specific locations?
A. Use static routes
B. Use administrative profiles
C. Use trusted hosts
D. Use secure protocols
Answer: C
Explanation:
https://docs.fortinet.com/document/fortianalyzer/6.2.5/administration-guide/186508/trusted-hosts
Question: 46
Logs are being deleted from one of your ADOMs earlier that the configured setting for archiving in your data policy.
What is the most likely problem?
A. The total disk space is insufficient and you need to add other disk.
B. CPU resources are too high.
C. The ADOM disk quota is set too low based on log rates.
D. Logs in that ADOM are being forwarded in real-time to another FortiAnalyzer device.
Answer: C
Explanation:
https://help.fortinet.com/fmgr/50hlp/56/5-6-1/FMGFAZ/1100_Storage/0017_Deleted%20device%20logs.htm
https://docs.fortinet.com/document/fortianalyzer/6.2.5/administration-guide/87802/automatic-deletion
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Question: 47
What is the purpose of the following CLI command?
A. To add a log file checksum
B. To add the MDâs hash value and authentication code
C. To add a unique tag to each log to prove that it came from this FortiAnalyzer
D. To encrypt log communications
Answer: A
Explanation:
https://docs2.fortinet.com/document/fortianalyzer/6.0.3/cli-reference/849211/global
Question: 48
View the exhibit.
What does the data point at 14:35 tell you?
A. FortiAnalyzer is dropping logs.
B. FortiAnalyzer is indexing logs faster than logs are being received.
C. FortiAnalyzer has temporarily stopped receiving logs so older logsâ can be indexed.
D. The sqlplugind daemon is ahead in indexing by one log.
Answer: B
Explanation:
https://docs.fortinet.com/document/fortianalyzer/6.2.5/administration-guide/47690/insert-rate-vs-receive-rate-widget
Question: 49
What remote authentication servers can you configure to validate your FortiAnalyzer administrator logons? (Choose three)
A. RADIUS
B. Local
C. LDAP
D. PKI
E. TACACS+
Answer: A,C,E
Question: 50
What statements are true regarding disk log quota? (Choose two)
A. The FortiAnalyzer stops logging once the disk log quota is met.
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B. The FortiAnalyzer automatically sets the disk log quota based on the device.
C. The FortiAnalyzer can overwrite the oldest logs or stop logging once the disk log quota is met.
D. The FortiAnalyzer disk log quota is configurable, but has a minimum o 100mb a maximum based on the reserved system space.
Answer: A,C,D
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Your exam invitation, or Notice to Schedule (NTS), email from Meazure Learning will have links for you to check your computer system. If you take your exam online, it is important to verify that your computer meets the minimum requirements and that you have reliable access to the Internet. An internet connection disruption will suspend the exam session. 

IMPORTANT: If taking the exam online, you must use a computer on which you have full admin access.

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Changing from test center exam to another test center exam

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Reschedule Fees:

CAP Associate and CST Associate:
  • ISA members: 76 USD
  • Non-members: 95 USD
All other Certificate Programs:
  • ISA members: 120 USD
  • Non-members: 150 USD
CAP Certification Program:
  • ISA members: 108 USD 
  • Non-members: 135 USD
CCST Certificate Programs:
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  • Non-members: 145 USD

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You may retest as many times as needed, if you do not pass or if you miss your scheduled exam, within your exam window or eligibility period. However, there is a fee each time that is payable to ISA. If you need to retest or have missed your exam, you must submit a request to certifications@isa.org.

If a candidate fails their exam, they may retest as many times as needed within their 12-month certification exam window or six-month certificate eligibility period. There is a fee each time retesting is needed. If a candidate does not pass the exam within the program exam deadline, the applicant must reapply for that certification or register again for the certificate course to sit for the exam.

If you fail to appear for a scheduled exam or arrive more than 15 minutes after the scheduled start time, you will be considered a no-show and forfeit your exam. However, you may retake a missed exam by paying a rescheduling fee to ISA if you are within your exam window or eligibility period. To request a rescheduled exam, email certifications@isa.org with your request. See exam procedures section #4, Rescheduling an Exam, for reschedule fee costs.

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All ISA certification exams are closed-book and have multiple choice questions.  We apply a modified Angoff Method to determine the pass point for each exam (learn more about the modified Angoff Method below). Our certification exams last between 3 and 4 hours and our certificate exams last two hours.

ISA does not provide a passing score; you are only notified whether you passed or failed. If you fail an exam, you will receive a score report that lists the domains and indicates the percentage of questions answered correctly within each domain. Note that the percentages are not used to calculate a candidate’s passing score.

You will see your exam results on the screen at the completion of the exam. You will also receive your exam results immediately via email from (candidatesupport@meazurelearning.com). If you do not receive an email containing your results within 24 hours, please contact Meazure Learning by phone at +1 919-572-6880 or email candidatesupport@meazurelearning.com for assistance. 

If you pass your exam, you will receive an email containing a digital badge from isa_badges@isa.org within one business day of completing the exam. To access, manage, and/or share your secure digital badge, use your email address and password to enter your BadgeCert portfolio. If it is the first time accessing your portfolio or if you have forgotten your password, click “Request new password?” on their login page to create your password. More information about using your digital badge can be found here.

Be advised that we update our databases and systems with the previous month’s exam data in the first part of the following month.  ISA will update your credential status on the “My Credentials” tab from your ISA account and in ISA's Credential Directory within the first ten (10) business days of the following month you took your exam.

Modified Angoff Method

The modified Angoff Method uses expert judgements to determine the difficulty level of the exam. The easier the exam, the higher the pass point. Likewise, the more difficult the exam, the lower the pass point. The following is a basic outline of the modified Angoff Method (some details have been omitted):

  • A group of subject matter experts (SMEs) independently rate each exam question within a given form of the exam. The ratings are defined as the probability, or likelihood, that an acceptably (minimally) competent person with the requisite education and experience will answer the question correctly. An acceptably (minimally) competent person is defined as someone who adequately performs all job functions safely and requires no further training to do so.
  • The SMEs review each exam question as a group. A statistical consensus is reached for the difficulty rating of each exam question.
  • After the data is refined, the final step is to calculate the mean, or average, of all the exam question ratings. This becomes the overall pass point estimation.
Fri, 16 Jun 2023 11:37:00 -0500 en text/html https://www.isa.org/certification/exam-procedures
Exam Information

An exam proctor will begin reading exam instructions approximately 15 minutes before the exam start time. Students must be in the exam room with their exam at this time. If taking the exam on a laptop, it must be booted up and have passed the security check. Hand writers must not have a laptop with them in an exam room, unless otherwise allowed according to the professor’s instructions. A student entering the exam room after the proctor begins reading instructions will not receive additional time for booting up their laptop, passing the security check, and/or reading exam instructions.

When instructed by the proctor, write your exam number on the cover page of your exam, bluebooks, and any scratch paper you turn in as part of your exam. Handwritten exam answers must be written in blue books in blue or black ink. Number the bluebooks you use (1 of 1, 1 of 2, 2 of 2, etc.). Proctors will allow time to read the professor’s instructions. Other than counting the number of pages of the exam, students are not permitted to turn the page of an exam past the instructions page until the proctor instructs them to do so.

When taking a closed-book exam, no books, outlines, book bags, purses, or scratch paper (other than the scratch paper provided) may be at your seat during the exam. These items must be left outside of the exam room or in the front or sides of the exam room. Students may not begin to write anything, including on scratch paper, before the proctor begins a closed-book exam.

Students taking in-class exams are prohibited from having any electronic communication device, other than a laptop as allowed per the professor's instructions, during the exam. Cell phones and smart watches must be turned off during the exam and placed in a bag or backpack. Violations of this rule may be considered an Honor Code violation. A clock in each exam room will be the official timekeeper for the exam.

Non-alcoholic beverages are permitted in exam rooms; however, the container must have a lid.

After the exam instructions have been read and the exam begins, the proctor will remain in the room. Any student who has a question or problem during an exam should see the proctor.

Students may use the restroom or take a break during an exam. However, all exam materials must be left in the exam room and no additional time will be given. Students must sign in and out at the front of the room with the proctor.

Thu, 15 Jun 2023 00:20:00 -0500 en text/html https://www.slu.edu/law/academics/registrar/exam-information/index.php
Prepare for the CAP Exam

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP exam and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review questions and answers complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. NOTE: The CAP exam fee is not included with the CAP review courses (EC00, EC00V, EC00E, and EC00M). Visit the Automation Professional Training page for a complete list.

Additional Resources

Exam Topics

  1. Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment
  2. Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control
  3. Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation
  4. Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus
  5. Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software
  6. Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management
  7. Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP Sample Questions

Questions on the exam were derived from the actual practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAP exam.

  1. The method by which the tasks and hazards associated with a machine or process are analyzed is known as:
    • A. Risk assessment.
    • B. Machine assessment.
    • C. Risk reduction.
    • D. Risk abatement.
  2. To test controller tuning or prototype new control strategies offline, the model should be a(an):
    • A. Tie-back (loopback) simulation.
    • B. Artificial neural network.
    • C. Dynamic process simulation.
    • D. Steady state process simulation.
  3. The temperature measurement with the BEST repeatability and resolution is the:
    • A. Thermocouple.
    • B. Resistance temperature detector (RTD).
    • C. Dial thermometer.
    • D. Capillary system.
  4. Which of the following is NOT a variable speed drive setup parameter?
    • A. Acceleration rate.
    • B. Motor winding type.
    • C. Output frequency.
    • D. Maximum speed.
  5. A complete test plan for system integration testing MUST include:
    • A. Comments for the application programmer.
    • B. Multiple test cases for each mode of operation.
    • C. At least five test cases for each test.
    • D. Expected results for each test case.
  6. Frequency of maintenance should be determined by:
    • A. Failure rates of components.
    • B. Availability of personnel and parts.
    • C. Management targets for efficiency and productivity.
    • D. Effectiveness of maintenance personnel.

Sample Questions Answer Key

Question Number Correct Answer Exam Content Outline
1 A Domain 1, Task 4
2 C Domain 2, Task 2
3 B Domain 3, Task 3
4 B Domain 4, Task 7
5 C Domain 5, Task 5
6 A Domain 6, Task 2
Wed, 14 Jul 2021 04:33:00 -0500 en text/html https://www.isa.org/certification/cap/prepare-for-the-cap-exam
Doctoral Candidacy Examination Instructions

All students participating in a Master of Science or Doctor of Philosophy degree program must complete a thesis or dissertation proposal for approval by the members of the student's steering committee. The major professor and each of the graduate steering committee members must approve the proposal using the Graduate School's proposal approval form. MS thesis proposals should generally be completed two semesters prior to defense of the thesis; PhD dissertation proposals must be completed to achieve candidacy (in concert or in parallel with the candidacy examination process). Each Department/Program may have requirements that exceed those specified broadly in this policy; however, they must be consistent with the Graduate School's requirements. Departmental requirements beyond the minimum stated here must be specified in writing and submitted to the Graduate School as well as listed in departmental web pages. It is the responsibility of the student to be aware of, and comply with, all Graduate School and Departmental dissertation proposal requirements.

The objectives of this examination are to confirm the student's breadth and depth of knowledge in their chosen field of study as well as the student's understanding of the scientific process. The doctoral candidacy examination should be administered upon completion of the majority of coursework, and successful completion of the exam signifies readiness to undertake the research and dissertation component of the doctoral program. This examination must be taken within three years from the first date of matriculation, and at least one year prior to the dissertation defense.

Upon the recommendation of the appropriate Department Chairperson, the Associate Provost for Instruction and Office of the Graduate School appoints the doctoral candidacy examination committee consisting of the student's major professor, the student's steering committee and an additional faculty member from an appropriate area. Additionally, the Associate Provost for Instruction and Office of the Graduate School appoints a committee chair who is not from the department of the student's degree program. The role of the examination committee chair is to manage the examination, ensure its integrity and represent the interests of the faculty and student.

The examination must have both written and oral components, described below.

Written Examination

The purpose of the written exam is to assess the readiness of the student to move beyond the coursework stage of the doctoral program, into the development of a substantial research project and dissertation. Traditionally, questioning should verify sufficient breadth and depth of knowledge to successfully undertake such research, and then communicate the results in a scholarly manner appropriate to the discipline.

To initiate the examination process, the examining committee shall convene at a planning meeting with the student. During the first part of the planning meeting, the committee determines the form and schedule for the process and establishes the date for the oral component (reported on form 6E). The student is then excused from the meeting and the committee develops and discusses the exam content. There are three alternative forms for the written component, as follows:

  • Form 1: Each member of the committee (excluding the chair) submits one distinct question, set of questions, or problem related to the objectives of the exam. The questions are discussed and agreed upon at the planning meeting. The major professor administers the written examination. Typically, each question or set of questions must be completed within a prescribed period of time, not to exceed approximately 8 hours each, with additional time permitted for reasonable breaks, meals, etc.. No more than one question or set of questions should be administered per 24 hours. Upon completion by the student, the examination questions are reviewed and graded by the committee members who prepared them. The committee then collectively reviews the entire examination.

  • Form 2: The student prepares a written report on a topic or problem assigned collectively by the examining committee as a whole. The topic or problem must meet the objectives of the examination and its content cannot be directly related to the student's dissertation research topic. The student has approximately one month to develop a thorough understanding of the assigned topic and prepare a written report. The report is reviewed by the committee members and committee chair.

  • Form 3: The student prepares and defends a written proposal of future research likely to be carried out during their Ph.D. project. This research prospectus must be presented to the examining committee two weeks prior to the oral candidacy exam and should include preliminary studies supporting the feasibility of the proposed research. The exam will test the candidate's understanding of concepts directly related to his or her immediate area of research, knowledge of prior related research that has been conducted by others, their ability to design and interpret experiments in this area, and capacity to think and write independently and to present work plans orally in a clear and rational manner. The report is reviewed by the committee members and committee chair. Form 3 is available only to doctoral students in the Department of Chemistry and Environmental Resources Engineering.

At least 3 business days prior to the oral exam, the major professor shall confirm with the chair of the examining committee that the oral examination should proceed as scheduled. The written exam is thus considered to be "provisionally successful." If the written examination component does not meet the standards established for the candidacy exam, the committee has two options.

  1. If the deficiencies are relatively minor, or in the case of Form 1, limited to a minority of the written questions, the oral exam may be postponed by the Office of the Graduate School at the recommendation of the chair of the exam committee. The student may then be provided with an additional time period, the length of which should be determined by the full examination committee in consultation with the chair, to address deficiencies identified in the written examination. This time period should be no less than 8 hours (typically for Form 1), and may extend up to 5 business days for Forms 2 and 3. This action is treated as a suspension and extension of the written exam "in progress," and, if ultimately successful, does not constitute a failure of the entire exam, nor count toward the limited number of attempts prescribed by Graduate School policy below.

  2. If the deficiencies are severe, the major professor, in consultation with the examination committee may decide to fail the candidate without performing the oral component. This latter action does constitute a failure of the candidacy exam in its entirety, and does count toward the limited number of attempts prescribed by Graduate School policy below.

Oral Examination

The purpose of the oral examination is to further confirm the fitness of the student to apply the skills and knowledge acquired to date toward a successful and significant research project. The oral examination provides the opportunity for the student to demonstrate their ability to think synthetically and critically in a manner conveying their readiness to commence the dissertation project.

The oral component of the candidacy examination is typically scheduled for a period of approximately two hours, and is broken in to two distinct rounds of questioning. The first round, lasting approximately 60 minutes, consists of questions from each of the members of the examination committee, including the chair should they choose to contribute questions. Time should be shared equitably among the questioners, with interjections or interruptions by other questioners prohibited during the first round. The second round of questions may be more flexibly structured, with broader discussion and interchange among questioners is encouraged.

Any member of the faculty may be a silent observer for the oral component. The candidate may also invite a silent student observer to attend the oral examination. At the completion of the oral examination, the candidate and observers are excused from the room and the examination committee determines whether the student has successfully completed the oral component of the exam and achieved the status of "doctoral candidate." The committee chair has the option to vote. Unanimous agreement is required to pass the student on the first attempt. If less than unanimous agreement is reached, the student is considered to have failed the first candidacy examination. A student who fails the first candidacy exam may request a second exam, which must take place no more than one year from the date of the first examination. The second candidacy examination may, or may not include a new written component, at the discretion of the student's major professor and examination committee, in consultation with the examination chair. At the second exam, the student has passed if there is not more than one negative vote. A student who is determined to have failed the second candidacy examination is terminated from the doctoral program.

Scheduling the Candidacy Exam

To schedule a doctoral candidacy examination, the student should complete the following steps:

  1. In consultation with your major professor, complete Form 6B for your Department Chairperson to review, sign, and forward to the Office of Instruction and Graduate Studies. Form 6B should be submitted according to the academic year deadlines for defense exams.

  2. The Associate Provost for Instruction and Office of the Graduate School will assign a faculty member outside of your degree program to serve as chair of your examination committee. When you receive a copy of Form 6C which officially appoints your examination committee, you must consult with all members of your committee (major professor, steering committee, additional examiner, and defense chair) to arrange a mutually convenient date, time, and location for a planning meeting.

  3. You must inform the Office of Instruction and Graduate Studies of the agreed upon date, time, and location for your planning meeting at least two weeks in advance of the date. This Office will confirm in Form 6D these arrangements with all concerned individuals.

  4. At the planning meeting, your exam chair and the committee complete Form 6E, the committee chair will sign it and return it to the Office of Instruction and Graduate Studies, which will distribute copies to you and the committee.

  5. If you are using Form 1 of the examination, you and your major professor should arrange for a time and location to administer the questions.

  6. The last step is to meet with your committee and complete the oral examination at the designated date. At the end of the oral examination, your committee will ask you and any observers to leave the room while it determines if you have satisfactorily completed the doctoral candidacy examination. You will be invited back to receive the decision of the committee which will also be reported on Form 6F and returned by the exam chair to the Office of Instruction and Graduate Studies.

Thu, 25 Aug 2022 07:07:00 -0500 en text/html https://www.esf.edu/graduate/programs/docexam.php
8 Easy Tips For Students To Attempt All Questions In Exam 8 Easy Tips For Students To Attempt All Questions In Exam

By Anshika Verma12, Dec 2023 11:50 AMjagranjosh.com

Use the Additional 15 Minutes

Students are given this extra time so they can carefully study the questions before beginning to write. Create a strategy for how to write the exam.

Set the Priority

Make a list of the questions you feel most comfortable answering. It's not necessary to write answers in the same sequence as it appears in exam.

Write Brief, to the Point Answers

Examine a question attentively and make sure you comprehend its meaning. Try to keep your answers and explaination as brief as possible.

Choose Questions Wisely

Typically, the paper has a few questions with internal choices. Choose wisely while answering. It's up to you to decide which questions you want to try.

Effective time management

It’s important to allocate time wisely for each and every question so that in the last 15 minutes of the exam there is no mess to complete the exam.

Stay calm and positive

It’s crucial to maintain a positive mindset throughout the exam. If you get anxious it automatically becomes tough for you to write the exam.

Use headings and bullets

Using bullets and headings will make your answers more easy to understand. It will also help you to see if all key points are covered or not.

Review answers carefully

If time allows you, try to revise all your answers and check out if something important is missing or not. Atlast, believe in your potential.

बिहार बोर्ड ने 10वीं 12वीं के मॉडल पेपर किए जारी

Mon, 11 Dec 2023 17:24:00 -0600 text/html https://www.jagranjosh.com/web-stories/easy-tips-for-students-to-attempt-all-questions-in-exam-72905 Examination advice

A typical examination question in Mathematics will have several parts to it. Some parts (most usually at the beginning of the question) test your knowledge, by asking you to reproduce "bookwork", i.e. material presented in the lectures. Really, these parts test how well you've revised. Occasionally, especially in certain more advanced courses, there are entire questions that are bookwork. In some courses, some pieces of bookwork come up in the exam almost every year. In other courses, hardly any bookwork is set explicitly.

Tip: Figure out which pieces of bookwork come up most frequently, and make sure you can answer those questions easily and quickly.

You would be surprised how many poor attempts at routine bookwork questions we see every year. These are the parts of the questions that we expect students to be able to do.

Other parts of examination questions involve a "problem". In a "Methods" course, this will typically involve you applying a known technique from the course, and again this is something we expect you to be able to do. In a Pure Mathematics course, you might be asked to prove a result, or to apply a result in a particular setting.

Tip: Sometimes (but certainly not always!), the first part of the question is intended as a big hint as to how you should approach the second part.

Many exam questions, especially those that are otherwise very routine, have a last part (a "rider") which is more challenging than the rest of the question. This is quite deliberate, and the intention is to test whether you've really understood the material.

Tip: Do try all the riders (they're not always so hard after all!) but don't waste too much time on them in an exam if there are other things you can tackle instead.

Students sometimes seem to be annoyed that they have to do something clever to get 100% on a question. Don't forget, in many other subjects it's practically impossible to score 100% on a question!

Tip: Make sure you've answered all the parts of the question. Sometimes you're asked to do seven or eight things, and it's easy to overlook one.

Fri, 28 Aug 2020 05:22:00 -0500 en-GB text/html https://www.lse.ac.uk/Mathematics/Current-Students/Examination-advice
'Unsolvable' exam question meant for 11-year-old leaves adults defeated

A baffling exam question meant to test 11-year-old students has been leaving adults defeated - and the 'unsolvable puzzle will make you glad you're no longer in school

The question has left people baffed (stock photo)

A mind-bending maths question designed for school children has left adults stumped - with some saying the puzzle is completely 'unsolvable'.

Do you remember sitting your maths exams at school and scratching your head at the strange real-life quiz questions you'd be presented with? The questions are designed to encourage students to use logic to pick out the important parts of the often long-winded story and then figure out which maths discipline they need to use to find the correct answer.

They're not always easy and for many of us, they will have been the least favourite part of any exam. And it's no different for kids today either, as one maths question designed for 11-year-old students has been leaving children and adults alike baffled as they struggle to find the answer.

The question came from a Chinese exam paper that was designed for schoolchildren aged 11 in 2018. According to the BBC, a translation of the question asks: "If a ship had 26 sheep and 10 goats onboard, how old is the ship's captain?"

That's it. That's all the information you're given for this question - so try and answer it. Surely there must be some way to work it out, even though it certainly feels like you haven't been given enough details about the imaginary ship and its captain to truly reach a solution.

Other people who tried to work out the correct answer thought the same, and thanks to the South China Morning Post, we can even see some of the answers that clever students gave. One pupil argued: "The captain is 36 years old. He is quite narcissistic, so the number of animals corresponds to his age."

Another defied the question writers and refused to answer, as they said: "The number of the sheep and goats is irrelevant to the captain's age," and a third dejected student simply wrote: "The captain's age is ... I don't know. I can't solve this."

One answer from an adult on social media also tried to work the puzzle out using very sound logic, as they said: "In China, if you're driving a ship that cargo you need to have possessed a boat license for five years. The minimum age for getting a boat's license is 23, so he's at least 28."

But what is the correct answer? Well, there isn't one. Yep, that's right. Unfortunately, when we said this puzzle was "unsolvable", we meant it. As infuriating as it is, apparently the whole point of the question is that there's no way to work out the answer, and students will get the question right on their exam if they explain they don't have enough information to give a solution.

In a statement, Shunqing Education Department confirmed there was no answer, as they said: "The role of education is not to produce standardised spare parts ... Each answer can reflect a different personality. A question that can have different answers is a good question."

Do you have a story to sell? Get in touch with us at yourmirror@trinitymirror.com.

Sat, 18 Nov 2023 01:32:00 -0600 en text/html https://www.mirror.co.uk/news/weird-news/unsolvable-exam-question-meant-11-31449550?int_source=nba
NextGen Bar Exam MC Questions Only Require Takers To Spot Issues, And Not Apply the Rules

In law schools, generations of students have been taught the IRAC model to answer legal questions. First, students must spot the issue–what legal doctrine do the facts implicate? Second, students must state the rule–what particular legal precedent, statute, or principle governs this conflict? Third, students must then apply the rule to these facts–under a particular legal standard, how should the court rule? Fourth, students must state the conclusion–who wins, the plaintiff or the defendant?

Of course, there are many variations of IRAC, and invariably, many students stop using it rigidly at some point during the second year. But the basic process–applying a rule to particular facts is a cornerstone of legal education.

That background brings me to the NextGen bar exam. I have written about this new formulation of the multistate bar exam, which will launch in some states in 2026. Justice Jay Mitchell of the Alabama Supreme Court already expressed a concern that the National Conference of Bar Examiners (NCBE) is placing DEI concerns over competence. (Critics contend that the bar exam is racist, and should be eliminated). I have another concern, which may be related–the NCBE seems to be making the exam substantially easier.

The NCBE released a batch of questions to demonstrate how the NextGen exam will function. The multiple choice questions reflect a new approach. Rather than forcing students to memorize particular rules, and then apply them, the new questions only ask students to spot the issue. The thinking is that practicing attorneys do not actually have to memorize particular rules, or even know how to apply them. So long as they can recognize what doctrine is implicated, a quick query on WestLaw, Lexis, and (lord help us) ChatGPT can locate the particular rule, and then the lawyer can figure out how to apply that rule to the facts (or just ask ChatGPT to do it). In short, bar examinees will not have to know the rule, apply the rule, or conclude the case. They only have to spot the issue. Only I, not RAC.

Consider this Criminal Procedure question:

You are a criminal defense lawyer representing a client who has been charged with fentanyl possession. The police found the fentanyl in the guest bedroom of the client's uncle's house when responding to a noise complaint at the house. Before entering the house, the officers knocked on the door. When the uncle answered the door, the officers asked if they could look inside the house, and the uncle agreed. The client did not live in the house and was not there at the time of the search. The client had stayed in the guest bedroom of the house two nights prior to the search. The uncle told the officers that the client was the last person to have slept in that room.

You are considering filing a motion to suppress the fentanyl under the Fourth Amendment.

Which of the following legal topics are the most important for you to research to determine the likelihood of success on a motion to suppress? Select two.

A. Consent search.
B. Exigent circumstances.
C. Hot pursuit.
D. Probable cause.
E.Reasonable suspicion.
F. Standing.

The correct answer here is A (Consent Search) and F (Standing). Those are the legal topics that are "most important" to research. First, would the Uncle have authority to consent to the search? Second, would the criminal defendant have standing to challenge the Uncle's consent? Now the examinee does not actually have to answer whether the motion to suppress would be granted. Who cares if the Uncle could consent to the search? It doesn't matter if the defendant has standing. The test taker doesn't even have to know the relevant rules for consent searches and standing. All she has to do is spot the issue. I suppose the NCBE thinks that a first-year lawyer can simply enter "consent search" and "standing" into ChatGPT, knowing nothing more, and download the answer. I am not confident anyone can figure out these doctrines on the fly.

Let's try a Property question.

You are representing a client in a dispute with a neighbor. The client owns a single-family home with several acres of surrounding land. Recently, the client noticed that his neighbor had built a fence that extends onto the client's land. The client is unsure when the fence was built because that part of the client's land is obscured by large trees. When the client contacted the neighbor about the fence, the neighbor claimed that she did not know the location of the property line. The client has shown you a recent survey of the property that confirms the encroachment and has asked you whether he has a claim against the neighbor.

Which of the following legal topics are the most important for you to research before advising the client? Select two.

A. Adverse possession.
B. Conversion.
C. Implied easement.
D. License.
E. Negligence.
F. Trespass.

The answers here are, once again, A (Adverse Possession) and F (Trespass). The question presented is whether the neighbor's fence encroaches (trespasses) on the client's property, and if there is an encroachment, has the neighbor acquired the right to do so through adverse possession. This question is complicated, because trees obscure the boundary (affecting the open and notorious prong), and the neighbor may not have even known if he was obtaining land through adverse possession (in the lingo, did he have the right claim of right?). I could see a student struggling with applying the rules to this question. But on the bar, an applicant only needs to spot the relevant doctrine, and pray they can figure stuff out when in practice.

I worry that these questions are far too simple. If the states end up adopting the NextGen exam, they should increase the cut score (the relevant percentage needed to pass the exam). Finally, I worry how this exam will trickle down to law school pedagogy. Will professors shift their coverage to no longer require memorizing and applying the rules–only spotting issues? It's true that all lawyers have sophisticated tools at their disposal to research different topics. This new format seems to be a surrender to this technology–don't require students to do what they don't have to. I, for one, do not plan to change how I teach for this exam. And state supreme court justices should take a very long pause before adopting this new exam.

Wed, 12 Jul 2023 02:47:00 -0500 Josh Blackman en-US text/html https://reason.com/volokh/2023/07/12/nextgen-bar-exam-mc-questions-only-require-takers-to-spot-issues-and-not-apply-the-rules/
What the GRE Test Is and How to Prepare No result found, try new keyword!But one significant change coming in September is a shorter test that will be completed in 1 hour and 58 minutes. The analytical writing section will shrink to just one question – "Analyze an ... Mon, 25 Jun 2018 03:17:00 -0500 https://www.usnews.com/education/best-graduate-schools/articles/what-the-gre-test-is-and-how-to-prepare 'Unsolvable' exam question leaves Chinese students flummoxed
The question has gone viral online

An apparently unsolvable exam question on a Chinese maths paper has left both students and social media stumped.

Primary school students at a school in the Chinese district of Shunqing were faced with this question on a paper: "If a ship had 26 sheep and 10 goats onboard, how old is the ship's captain?"

The question appeared on a recent fifth-grade level paper, intended for children around 11 years old.

Pictures of the question, along with students' valiant attempts at answers, surfaced this week on Chinese social media - where it triggered debate and quickly went viral.

Education officials later said the question was not a mistake, but meant to highlight "critical awareness".

It is not clear how many points the question (circled) was worth or if it was part of a bonus section

"The captain is at least 18 because he has to be an adult to drive the ship," one student answered.

"The captain is 36, because 26+10 is 36 and the captain wanted them to add up to his age," another guessed.

One student however, simply gave up.

"The captain's age is... I don't know. I can't solve this."

Online, however, people weren't quite as generous.

"This question makes no logical sense at all. Does the teacher even know the answer?" said one commenter on Weibo, a Chinese microblogging platform.

"If a school had 26 teachers, 10 of which weren't thinking, how old is the principal?" another asked.

Some however, defended the school - which has not been named - saying the question promoted critical thinking.

"The whole point of it is to make the students think. It's done that," one person commented.

"This question forces children to explain their thinking and gives them space to be creative. We should have more questions like this," another said.

The Shunqing Education Department posted a statement on the 26 January saying the test had intended to "examine... critical awareness and an ability to think independently".

"Some surveys show that primary school students in our country lack a sense of critical awareness in regard to mathematics," it said.

The traditional Chinese method of education heavily emphasises on note-taking and repetition, known as rote learning, which critics say hinders creative thinking.

But the department said questions like the boat one "enable students to challenge boundaries and think out of the box".

And of course, there's always that one person that has all the answers.

"The total weight of 26 sheep and 10 goat is 7,700kg, based on the average weight of each animal," said one Weibo commenter.

"In China, if you're driving a ship that has more than 5,000kg of cargo you need to have possessed a boat license for five years. The minimum age for getting a boat's license is 23, so he's at least 28."



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Sun, 10 Dec 2023 13:44:00 -0600 text/html https://www.bbc.com/news/world-asia-china-42857864





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