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NEW QUESTION: 1
You plan to use ICT to prepare an effective persuasive writing lesson.
What should you do?
This item is part of a case study. To view the case study information, click on the Case Study button below.
A. Use the Internet to find teaching resources to discuss with the students.
B. Scan sections of the class textbook to use as reference.
C. Use the Internet to find a complete, ready-made lesson to use with the students.
D. Use spell check software to improve your lesson plan.
Answer: C
Explanation:
Explanation/Reference:
Testlet 1
Overview
General Overview
You are a geography teacher at a school of 500 students.
Organizational Goals
The school wants students to acquire twenty-first century skills, including collaboration, problem solving, and authentic learning, by using ICT resources.
Learning and Teaching Environment
You have 40 students of mixed abilities in your class. The students are between the ages of 14 and 16.
The students are computer literate but have limited knowledge of how to use the Internet to communicate and to share ideas.
The school has one computer lab that contains 15 computers. The computers are networked and have access to the Internet. The computers support video-conferencing.
The computer lab has a student response system that includes 45 handsets.
Objectives
Learning Objectives
The students will be able to understand the cause and effects of acid rain.
Learning Activities
You plan a project with the students on the topic of acid rain. The students will use Information and Communication Technology (ICT) resources to complete the project.
The project will require the students to:
Improve their research skills.
Collaborate with one another and with students in other schools.
Create a Web site to educate the public on how to minimize the impact of acid rain.
To introduce the project, you plan to show videos on the causes and consequences of acid rain.
You also plan to conduct a video-conference with a farmer who has suffered the effects of acid rain.
To develop project-based learning strategies, you plan to use the school's limited ICT resources.
You are aware that many videos about acid rain are available on the Internet, but you do not know how to identify the relevant ones.
Professional Development Objectives
Your professional development objectives are to:
use ICT effectively for teaching and learning;
incorporate appropriate ICT activities into lesson plans so as to support students' acquisition of school
subject matter knowledge; and
integrate the use of ICT into the curriculum.
NEW QUESTION: 2
Refer to the exhibit.
Which option describes the reason for this message in a GLBP configuration?
A. Unavailable GLBP active forwarder
B. Incorrect GLBP IP address
C. HSRP configured on same interface as GLBP
D. Layer 2 loop
Answer: D
Explanation:
This section provides information you can use to troubleshoot your configuration.
%GLBP-4-DUPADDR: Duplicate address
The error message indicates a possible layer2 loop and STP configuration issues.
In order to resolve this issue, issue the show interface command to verify the MAC address
of the interface. If the MAC address of the interface is the same as the one reported in the
error message, then it indicates that this router is receiving its own hello packets sent.
Verify the spanning-tree topology and check if there is any layer2 loop. If the interface MAC
address is different from the one reported in the error message, then some other device
with a MAC address reports this error message.
Note: GLBP members communicate between each other through hello messages sent
every 3 seconds to the multicast address 224.0.0.102 and User Datagram Protocol (UDP)
port 3222 (source and destination). When configuring the multicast boundary command,
permit the Multicast address by permit 224.0.0.0 15.255.255.255.
Reference:http://www.cisco.com/en/US/products/hw/switches/ps708/products_configuratio
n_example09186a00807d2520.shtml#dr
NEW QUESTION: 3
注：この質問は、同じシナリオを提示する一連の質問の一部です。シリーズの各質問には、指定された目標を達成する可能性のある独自のソリューションが含まれています。一部の質問セットには複数の正しい解決策がある場合がありますが、他の質問セットには正しい解決策がない場合があります。
このセクションの質問に回答した後は、その質問に戻ることはできません。その結果、これらの質問はレビュー画面に表示されません。
スクリプトという名前のローカルフォルダーにtrain.pyという名前のPythonスクリプトがあります。スクリプトは、scikit-learnを使用して回帰モデルをトレーニングします。スクリプトには、やはりスクリプトフォルダーにあるトレーニングデータファイルを読み込むコードが含まれています。
スクリプトは、aml-computeという名前の計算クラスターでAzure ML実験として実行する必要があります。
モデルトレーニングに必要なパッケージが環境に含まれるように、実行を構成する必要があります。ターゲットの計算クラスターを参照するaml-computeという名前の変数をインスタンス化しました。
解決策：次のコードを実行します。
ソリューションは目標を達成していますか？
A. いいえ
B. はい
Answer: A
Explanation:
The scikit-learn estimator provides a simple way of launching a scikit-learn training job on a compute target. It is implemented through the SKLearn class, which can be used to support single-node CPU training.
Example:
from azureml.train.sklearn import SKLearn
}
estimator = SKLearn(source_directory=project_folder,
compute_target=compute_target,
entry_script='train_iris.py'
)
Reference:
https://docs.microsoft.com/en-us/azure/machine-learning/how-to-train-scikit-learn