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Exam Code: C-BCSBN-2502 Dumps

Questions and Answers: 104

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We will provide you with three different versions of our C-BCSBN-2502 exam questions on our test platform.

NEW QUESTION: 1
You have an Azure subscription that contains the resources shown in the following table.

You need to ensure that ServerAdmins can perform the following tasks:
Create virtual machine to the existing virtual network in RG2 only.
The solution must use the principle of least privilege.
Which two role-based access control (RBAC) roles should you assign to ServerAdmins? Each correct answer presents part of the solution.
NOTE: Each correct selection is worth one point.
A. a custom RBAC role for RG2
B. the Contributor role for the subscription
C. A custom RBAC role for the subscription
D. the Network Contributor role for RG1.
E. the Network Contributor role for RG2
F. the Virtual Machine Contributor role for RG1.
Answer: E,F

NEW QUESTION: 2

A. Option B
B. Option C
C. Option A
D. Option D
Answer: C
Explanation:
Explanation
If you use SSL termination, your servers will always get non-secure connections and will never know whether users used a more secure channel or not. If you are using Elastic beanstalk to configure the ELB, you can use the below article to ensure end to end encryption.
* http://docs.aws.amazon.com/elasticbeanstalk/latest/dg/configuring-https-endtoend.html

NEW QUESTION: 3
Which IKEv2 feature minimizes the configuration of a FlexVPN on Cisco IOS devices?
A. IKEv2 proposals
B. IKEv2 Smart Defaults
C. IKEv2 Suite-B
D. IKEv2 profiles
Answer: B
Explanation:
Explanation/Reference:
Explanation:

NEW QUESTION: 4
Intuitively, intellectual skills and perceptual-motor skills seem very different because perceptual-motor skills appear more primitive. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures "high on the evolutionary ladder" are more obviously capable of intellectual skills than are creatures "lower down ".
Perceptual-motor skills also seem more closely tied to specific forms of expression. Being a chess player does not mean one can only play with pieces of a certain size, that one can only move pieces with one's right hand, and so on. By contrast, being a violinist means one can play an instrument whose size occupies a fairly narrow range and that one must play with a rather rigid assignment of functions to effectors (bowing with the right hand, and fingering with the left). The seeming narrowness of this perceptual-motor skill expression, contrasted with the seeming openness of intellectual skill expression, seems to follow from intellectual skills having symbolic outcomes and perceptual-motor skills having non- symbolic outcomes. Symbolic outcomes need not be realized in specific ways and can rely on abstract rules. Non-symbolic outcomes, by contrast, need more specific forms of realization and seem to depend on restricted associations between stimuli and response.
Another difference between intellectual and perceptual-motor skills is that the two kinds of skill seem to be represented in different parts of the brain. For example, structures homologous to the optic rectum, a nucleus located on the dorsal surface of the midbrain, have a common function in all vertebrates- coordinating visual, auditory, and somatosensory information relevant to the control of orienting movements of the eyes, ears, and head. Similarities in structure and function between these and other brain areas associated with perceptual-motor behavior suggest that mechanisms for control of perceptual- motor skills are both highly specialized and conserved across species. In contrast, what distinguishes the human brain from the brains of other species - even closely related ones - is the differential growth of brain regions most strongly associated with intellectual skills, such as the association areas of the cerebral cortex.
The contention that these areas serve intellectual functions is supported by a large body of clinical and experimental literature. Together, these diverse sources of information suggest that perceptual-motor and intellectual skills depend on distinct brain circuits.
The passage is chiefly concerned with
A. Arguing that two seemingly dissimilar skills are more alike than was previously assumed
B. Presenting a new theory and describing a new method to test that theory
C. Demonstrating that perceptual-motor skills are closely tied to specific forms of expression
D. Suggesting an alternative to an outdated research method
E. Presenting evidence on two dissimilar skills that resolves a contradiction
Answer: A
Explanation:
Explanation/Reference:
Explanation:
The best answer is D.
The passage presents evidence to back the claims that intellectual skills and perceptual-motor skills are more similar than was once believed.


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