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300-410 Implementing Cisco Enterprise Advanced Routing and Services (ENARSI) syllabus | http://babelouedstory.com/

300-410 syllabus - Implementing Cisco Enterprise Advanced Routing and Services (ENARSI) Updated: 2024

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Exam Code: 300-410 Implementing Cisco Enterprise Advanced Routing and Services (ENARSI) syllabus January 2024 by Killexams.com team

300-410 Implementing Cisco Enterprise Advanced Routing and Services (ENARSI)

Exam: Implementing Cisco Enterprise Advanced Routing and Services

The Implementing Cisco Enterprise Advanced Routing and Services v1.0 (ENARSI 300-410) test is a 90-minute test associated with the CCNP Enterprise and Cisco Certified Specialist - Enterprise Advanced Infrastructure Implementation certifications. This test certifies a candidate's knowledge for implementation and troubleshooting of advanced routing technologies and services including Layer 3, VPN services, infrastructure security, infrastructure services, and infrastructure automation. The course, Implementing Cisco Enterprise Advanced Routing and Services, helps candidates to prepare for this exam.



35% 1.0 Layer 3 Technologies

1.1 Troubleshoot administrative distance (all routing protocols)

1.2 Troubleshoot route map for any routing protocol (attributes, tagging, filtering)

1.3 Troubleshoot loop prevention mechanisms (filtering, tagging, split horizon, route poisoning)

1.4 Troubleshoot redistribution between any routing protocols or routing sources

1.5 Troubleshoot manual and auto-summarization with any routing protocol

1.6 Configure and verify policy-based routing

1.7 Configure and verify VRF-Lite

1.8 Describe Bidirectional Forwarding Detection

1.9 Troubleshoot EIGRP (classic and named mode)

1.9.a Address families (IPv4, IPv6)

1.9.b Neighbor relationship and authentication

1.9.c Loop-free path selections (RD, FD, FC, successor, feasible successor, stuck in active)

1.9.d Stubs

1.9.e Load balancing (equal and unequal cost)

1.9.f Metrics

1.10 Troubleshoot OSPF (v2/v3)

1.10.a Address families (IPv4, IPv6)

1.10.b Neighbor relationship and authentication

1.10.c Network types, area types, and router types

1.10.c (i) Point-to-point, multipoint, broadcast, nonbroadcast

1.10.c (ii) Area type: backbone, normal, transit, stub, NSSA, totally stub

1.10.c (iii) Internal router, backbone router, ABR, ASBR

1.10.c (iv)Virtual link

1.10.d Path preference

1.11 Troubleshoot BGP (Internal and External)

1.11.a Address families (IPv4, IPv6)

1.11.b Neighbor relationship and authentication (next-hop, mulithop, 4-byte AS, private AS, route refresh, synchronization, operation, peer group, states and timers)

1.11.c Path preference (attributes and best-path)

1.11.d Route reflector (excluding multiple route reflectors, confederations, dynamic peer)

1.11.e Policies (inbound/outbound filtering, path manipulation)

20% 2.0 VPN Technologies

2.1 Describe MPLS operations (LSR, LDP, label switching, LSP)

2.2 Describe MPLS Layer 3 VPN

2.3 Configure and verify DMVPN (single hub)

2.3.a GRE/mGRE

2.3.b NHRP

2.3.c IPsec

2.3.d Dynamic neighbor

2.3.e Spoke-to-spoke

20% 3.0 Infrastructure Security

3.1 Troubleshoot device security using IOS AAA (TACACS+, RADIUS, local database)

3.2 Troubleshoot router security features

3.2.a IPv4 access control lists (standard, extended, time-based)

3.2.b IPv6 traffic filter

3.2.c Unicast reverse path forwarding (uRPF)

3.3 Troubleshoot control plane policing (CoPP) (Telnet, SSH, HTTP(S), SNMP, EIGRP, OSPF, BGP)

3.4 Describe IPv6 First Hop security features (RA guard, DHCP guard, binding table, ND inspection/snooping, source guard)

25% 4.0 Infrastructure Services

4.1 Troubleshoot device management

4.1.a Console and VTY

4.1.b Telnet, HTTP, HTTPS, SSH, SCP

4.1.c (T)FTP

4.2 Troubleshoot SNMP (v2c, v3)

4.3 Troubleshoot network problems using logging (local, syslog, debugs, conditional debugs, timestamps)

4.4 Troubleshoot IPv4 and IPv6 DHCP (DHCP client, IOS DHCP server, DHCP relay, DHCP options)

4.5 Troubleshoot network performance issues using IP SLA (jitter, tracking objects, delay, connectivity)

4.6 Troubleshoot NetFlow (v5, v9, flexible NetFlow)

4.7 Troubleshoot network problems using Cisco DNA Center assurance (connectivity, monitoring, device health, network health)

Implementing Cisco Enterprise Advanced Routing and Services (ENARSI)
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300-410
Implementing Cisco Enterprise Advanced Routing and
Services (ENARSI)
http://killexams.com/pass4sure/exam-detail/300-410
Question: 571
While troubleshooting connectivity issues to a router, these details are noticed:
Standard pings to all router interfaces, including loopbacks, are successful.
Data traffic is unaffected.
SNMP connectivity is intermittent.
SSH is either or disconnects frequently.
Which command must be configured first to troubleshoot this issue?
A. Show policy-map control-plane
B. Show policy-map
C. Show interface inc drop
D. Show ip route
Answer: A
Question: 572
Refer to the exhibit.
Which routes from OSPF process 5 are redistributed into EIGRP?
A. E1 and E2 subnets matching access list TO-OSPF
B. E1 and E2 subnets matching prefix list TO-OSPF
C. only E2 subnets matching access list TO-OSPF
D. only E1 subnets matching prefix listTO-OS1
Answer: D
Question: 573
Which command allows traffic to load-balance in an MPLS Layer 3 VPN configuration?
A. Multi-paths eibgp 2
B. Maximum-paths ibgp 2
C. Multi-paths 2
D. Maximum-paths 2
Answer: A
Question: 574
Which security feature can protect DMVPN tunnels?
A. IPsec
B. TACACS+
C. RTBH
D. RADIUS
Answer: A
Question: 575
Which command is used to check IP SLA when an interface is suspected to receive lots of traffic with options?
A. show track
B. show threshold
C. show timer
D. show delay
Answer: A
Question: 576
Users were moved from the local DHCP server to the remote corporate DHCP server. After the move, none of the
users were able to use the network.
Which two issues will prevent this setup from working properly? (Choose two)
A. Auto-QoS is blocking DHCP traffic.
B. The DHCP server IP address configuration is missing locally
C. 802.1X is blocking DHCP traffic
D. The broadcast domain is too large for proper DHCP propagation
E. The route to the new DHCP server is missing
Answer: BE
Question: 577
Drag and Drop Question
Drag and drop the address from the left onto the correct IPv6 filter purposes on the right.
Answer:
Question: 578
Refer to the exhibit.
An IP SLA was configured on router R1 that allows the default route to be modified in the event that Fa0/0 losses
reachability with the router R3 Fa0/0 interface.
The route has changed to flow through route R2.
Which debug command is used to troubleshoot this issue?
A. debug ip flow
B. debug ip sla error
C. debug ip routing
D. debug ip packet
Answer: C
Question: 579
Refer to the exhibit.
A router receiving BGP routing updates from multiple neighbors for routers in AS 690.
What is the reason that the router still sends traffic that is destined to AS 690 to a neighbor other than 10.222.10.1?
A. The local preference value in another neighbor statement is higher than 250.
B. The local preference value should be set to the same value as the weight in the route map.
C. The route map is applied in the wrong direction.
D. The weight value in another statement is higher than 200.
Answer: C
Question: 580
Which configuration enables the VRF that is labeled `inet on FastEthernet0/0?
(A)
(B)
(C)
(D)
A. Option A
B. Option B
C. Option C
D. Option D
Answer: D
Question: 581
Refer to the exhibit.
During troubleshooting it was discovered that the device is not reachable using a secure web browser.
What is needed to fix the problem?
A. permit tcp port 465.
B. permit tcp port 443
C. permit udp port 465
D. permit tcp port 22
Answer: B
Question: 582
Refer to the exhibit.
Users report that IP addresses cannot be acquired from the DHCP server. The DHCP server is configured as shown.
About 300 total nonconcurrent users are using this DHCP server, but none of them are active for more than two hours
per day.
Which action fixes the issue within the current resources?
A. Configure the DHCP lease time to a bigger value
B. Add the network 192.168.2.0 255.255.255.0 command to the DHCP pool
C. Modify the subnet mask to the network 192.168.1.0 255.255.254.0 command in the DHCP pool
D. Configure the DHCP lease time to a smaller value
Answer: D
Question: 583
White working with software images, an engineer observes that Cisco DNA Center cannot upload its software image
directly from the device.
Why is the image not uploading?
A. The device has lost connectivity to Cisco DNA Center.
B. The software image for the device is in bundle mode
C. The software image for the device is in install mode.
D. The device must be resynced to Cisco DNA Center
Answer: C
Question: 584
Drag and Drop Question
Drag and drop the MPLS terms from the left onto the correct definitions on the right.
Answer:
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Cisco Implementing syllabus - BingNews https://killexams.com/pass4sure/exam-detail/300-410 Search results Cisco Implementing syllabus - BingNews https://killexams.com/pass4sure/exam-detail/300-410 https://killexams.com/exam_list/Cisco Cisco Systems, Inc.: Implementing ERP

Abstract

Reviews Cisco System's approach to implementing Oracle's Enterprise Resource Planning (ERP) software product. This case chronologically reviews the diverse, critical success factors and obstacles facing Cisco during its implementation. Cisco faced the need for information systems replacement based on its significant growth potential and its reliance on failing legacy systems. The discussion focuses on where management was particularly savvy in contrast to where it was the beneficiary of good fortune.

Keywords

Citation

Sun, 31 Dec 2017 13:57:00 -0600 en text/html https://www.hbs.edu/faculty/Pages/item.aspx?num=22966
Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or practicing strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Wed, 14 Jun 2023 00:34:00 -0500 en text/html https://www.slu.edu/provost/faculty-affairs/teaching-resources-for-faculty/course-syllabus-information/index.php
Purdue Syllabus Guidelines

Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.

The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other demo language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.

Tips for creating your syllabus:

  • Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
  • Instructors cannot see the Student Services widget in Brightspace, but you can see the most accurate version of it here.
  • Feel free to add additional resources that might help your students to your syllabus.

Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email innovativelearningteam@purdue.edu.

Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.

References

Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33 (1), 14-36.

Thu, 11 May 2023 08:33:00 -0500 en-US text/html https://www.purdue.edu/innovativelearning/tools-resources/syllabus-template/
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Higher Education News, Opinion and Careers | Weekdays

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Admissions and Enrollment News, Opinion and Careers | Mondays

Diversity News, Opinion and Career Advice | Tuesdays

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Cisco Live 2022

CRN is live in Las Vegas providing full coverage of Cisco Live 2022. Bookmark this page for the latest news, interviews and exclusive videos from the show.

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Cisco CEO Chuck Robbins On Supply Chain, XaaS And The Mission To Integrate And Simplify
‘What we have seen in the partner community is a serious uptake on taking our technology and delivering managed services to the customer. I think the desire for these kinds of services from the customer is real,’ Cisco CEO Chuck Robbins told CRN about the company’s XaaS and managed services push.

Cisco Is ‘Tearing Down Walls’ With Unified Networking, CX Goals
‘There’s a lot of cross business unit work going on, and I think it’s a muscle that we’re going to build even more effectively as we go forward,’ Chuck Robbins tells CRN during an interview about Cisco’s simplification efforts at Cisco Live 2022.

Cisco U. Stops Partners From Getting ‘Lost In The Sea Of Trainings’
The new Cisco U. will provide partners with information on where they should go next, says Kent MacDonald, senior vice president of strategic alliances at Cisco Gold partner Long View Systems. ‘Sometimes that’s the other challenge—I don’t quite know what I need or what I should do. That functionality will help so we don’t feel lost in the sea of trainings.’

Cisco Catalyst Gains ‘Industry-Changing’ Simplicity With Meraki Cloud Management Option
The tech giant announces a breakthrough in network management at Cisco Live 2022 with the announcement that the powerful Cisco Catalyst portfolio can now be managed via the popular and simplistic cloud-based Meraki dashboard.

The Latest Cisco Webex Devices And Updates Revealed At Cisco Live 2022
From Webex Calling updates to new devices and integrations, here are the updates to the Cisco Webex platform that were unleashed at Cisco Live 2022.

Thu, 16 Jun 2022 08:41:00 -0500 text/html https://www.crn.com/cisco-live-2022
IIOJK: Modi regime starts implementing Hindutva agenda in schools after changing syllabus, curriculum

IIOJK: Modi regime starts implementing Hindutva agenda in schools after changing syllabus, curriculum

In Indian Illegally Occupied Jammu and Kashmir (IIOJK), the Modi-led BJP regime has started implementing Hindutva agenda in schools after changing the syllabus and curriculum.

The BJP regime has circulated order to District Chief Education Officers to provide details of all the religious schools functioning under their jurisdiction.

The Indian ploy is aimed at limiting the access of Muslim students to their religion and to learn Arabic, Islamiyat and history.

Pertinently, as part of anti-Muslim agenda several schools run by Indian Army and RSS in the occupied territory have been teaching their own religious and historical narratives to the students.

Tue, 25 Apr 2023 19:05:00 -0500 en text/html https://www.radio.gov.pk/26-04-2023/iiojk-modi-regime-starts-implementing-hindutva-agenda-in-schools-after-changing-syllabus-curriculum
Cisco Systems Inc.

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Thu, 19 May 2022 04:24:00 -0500 en text/html https://www.wsj.com/market-data/quotes/CSCO




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