C90.01 practice test  Fundamental Cloud Computing Updated: 2024  
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Exam Code: C90.01 Fundamental Cloud Computing practice test January 2024 by Killexams.com team  
Fundamental Cloud Computing Arcitura Fundamental Practice Test  
Other Arcitura examsC90.01 Fundamental Cloud ComputingC90.02 Cloud Technology Concepts  
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Question: 10 Which of the following cloud delivery models provides the least amount of administrative control for cloud consumers? Selectthe correct answer. A. SoftwareasaService (SaaS) B. PlatformasaService (PaaS) C. InfrastructureasaService (IaaS) D. The listed cloud delivery models provide the same level of administrative control for cloud consumers. Answer: A Question: 11 Which of the following characteristics of a software program enables an instance of the program to serve different consumers, with each of these consumers isolated from one another? Select the correct answer. A. multiuser B. multitenancy C. multidevice broker D. elasticity Answer: B Question: 12 Which of the following types of organizations can assume the role of cloud resource administrator for a cloud service? SelectALL THAT APPLY A. A cloud consumer organization that owns the cloud service. B. A cloud provider organization that owns the cloud service. C. A thirdparty organization contracted by the cloud consumer to administer the cloud service. D. A thirdparty organization contracted by the cloud provider to administer the cloud service. Answer: A,B,C,D Question: 13 Which of the following statements accurately describes the level of administrative control a cloud provider has over an environment (residing in the cloud provider's cloud platform) based on the InfrastructureasaService (IaaS) delivery model? Selectthe correct answer. $13$10 A. Full administrative control over physical hardware, physical network, storage devices, and virtualization platforms. B. Full administrative control over physical hardware and physical network, and limited administrative control over storage devices, virtualization platforms, virtual servers and databases. C. Full administrative control over physical hardware, physical network, storage devices, virtualization platforms and virtual servers, and limited administrative control over databases and service implementations. D. The cloud provider has no administrative control in this scenario. Answer: A Question: 14 Private clouds can effectively extend onpremise infrastructure to IT resources that are physically isolated in the private cloud environment and remotely accessed via a virtual private network.Select the correct answer. A. True B. False Answer: A Question: 15 Which of the following are common benefits of cloud computing? Selectthe correct answer. A. Reduced Investment and Proportional Costs B. Increased Scalability C. Increased Availability and Reliability D. All of the above. Answer: D Question: 16 A ___________________ is a distinct and remote IT environment designed for the purpose of remotely provisioning scalable and measured IT resources. Select the correct answer. A. public cloud B. private cloud C. community cloud D. All of the above. Answer: D Question: 17 A service must be Webbased for it to be considered a cloud service. Select the correct answer. A. True B. False Answer: B $13$10 Question: 18 A(n) ____________________ cloud is owned by a single organization. It enables an organization to use cloud computing technology as a means of centralizing access to IT resources by different parts of the organization. Select the correct answer. A. public B. onpremise C. private D. None of the above. Answer: C Question: 19 Which of the following represents the cost incurred to raise required funds for new IT resource acquisitions? Selectthe correct answer. A. ongoing costs B. cost of capital C. sunk costs D. lockedin costs Answer: B Question: 20 Over the past two years a cloud service consumers have made 123,456 attempts to invoke a cloud service. Of those attempts, 122,987 resulted in the successful execution of the cloud service. Based on these statistics, the reliability rating of the cloud service is __________________ (rounded to one decimal).Select the correct answer. A. 94.6% B. 97.0% C. 98.0% D. 99.6% Answer: D $13$10  
Being prepared is the best way to ease the stress of test taking. If you are having difficulty scheduling your Placement Test, please contact the UNG Testing Office. If you have a red yes in any Placement Test Required row on your Check Application Status page in Banner, read the information below relating to the area in which you have the red yes. Establishing Connection... The questions that follow are designed to make prospective students aware of the mathematics background required for those intending to take one of the SFU Calculus courses: MATH 150, 151, 154 or 157. The genuine test will cover the same concepts as this practice test does, but the questions will be different. For more information about the expectations, read Calculus Readiness Test Assessment Topics. If you do not achieve a passing score on the genuine test, we recommend that you enroll in Math 100 course, Precalculus. Treat the Practice Calculus Readiness Test as a learning experience: if your answer to a question is incorrect, make sure that you understand the concept the question is related to before attempting the genuine test. You should be aware of the following conditions when you attempt this practice test:
Contents Maintaining independence and editorial freedom is essential to our mission of empowering investor success. We provide a platform for our authors to report on investments fairly, accurately, and from the investor’s point of view. We also respect individual opinions––they represent the unvarnished thinking of our people and exacting analysis of our research processes. Our authors can publish views that we may or may not agree with, but they show their work, distinguish facts from opinions, and make sure their analysis is clear and in no way misleading or deceptive. To further protect the integrity of our editorial content, we keep a strict separation between our sales teams and authors to remove any pressure or influence on our analyses and research. Read our editorial policy to learn more about our process. What Is a TTest?A ttest is an inferential statistic used to determine if there is a significant difference between the means of two groups and how they are related. Ttests are used when the data sets follow a normal distribution and have unknown variances, like the data set recorded from flipping a coin 100 times. The ttest is a test used for hypothesis testing in statistics and uses the tstatistic, the tdistribution values, and the degrees of freedom to determine statistical significance. Key Takeaways
Understanding the TTestA ttest compares the average values of two data sets and determines if they came from the same population. In the above examples, a sample of students from class A and a sample of students from class B would not likely have the same mean and standard deviation. Similarly, samples taken from the placebofed control group and those taken from the drug prescribed group should have a slightly different mean and standard deviation. Mathematically, the ttest takes a sample from each of the two sets and establishes the problem statement. It assumes a null hypothesis that the two means are equal. Using the formulas, values are calculated and compared against the standard values. The assumed null hypothesis is accepted or rejected accordingly. If the null hypothesis qualifies to be rejected, it indicates that data readings are strong and are probably not due to chance. The ttest is just one of many tests used for this purpose. Statisticians use additional tests other than the ttest to examine more variables and larger sample sizes. For a large sample size, statisticians use a ztest. Other testing options include the chisquare test and the ftest. Using a TTestConsider that a drug manufacturer tests a new medicine. Following standard procedure, the drug is given to one group of patients and a placebo to another group called the control group. The placebo is a substance with no therapeutic value and serves as a benchmark to measure how the other group, administered the genuine drug, responds. After the drug trial, the members of the placebofed control group reported an increase in average life expectancy of three years, while the members of the group who are prescribed the new drug reported an increase in average life expectancy of four years. Initial observation indicates that the drug is working. However, it is also possible that the observation may be due to chance. A ttest can be used to determine if the results are correct and applicable to the entire population. Four assumptions are made while using a ttest. The data collected must follow a continuous or ordinal scale, such as the scores for an IQ test, the data is collected from a randomly selected portion of the total population, the data will result in a normal distribution of a bellshaped curve, and equal or homogenous variance exists when the standard variations are equal. TTest FormulaCalculating a ttest requires three fundamental data values. They include the difference between the mean values from each data set, or the mean difference, the standard deviation of each group, and the number of data values of each group. This comparison helps to determine the effect of chance on the difference, and whether the difference is outside that chance range. The ttest questions whether the difference between the groups represents a true difference in the study or merely a random difference. The ttest produces two values as its output: tvalue and degrees of freedom. The tvalue, or tscore, is a ratio of the difference between the mean of the two sample sets and the variation that exists within the sample sets. The numerator value is the difference between the mean of the two sample sets. The denominator is the variation that exists within the sample sets and is a measurement of the dispersion or variability. This calculated tvalue is then compared against a value obtained from a critical value table called the Tdistribution table. Higher values of the tscore indicate that a large difference exists between the two sample sets. The smaller the tvalue, the more similarity exists between the two sample sets. TScoreA large tscore, or tvalue, indicates that the groups are different while a small tscore indicates that the groups are similar. Degrees of freedom refer to the values in a study that has the freedom to vary and are essential for assessing the importance and the validity of the null hypothesis. Computation of these values usually depends upon the number of data records available in the sample set. Paired sample TTestThe correlated ttest, or paired ttest, is a dependent type of test and is performed when the samples consist of matched pairs of similar units, or when there are cases of repeated measures. For example, there may be instances where the same patients are repeatedly tested before and after receiving a particular treatment. Each patient is being used as a control sample against themselves. This method also applies to cases where the samples are related or have matching characteristics, like a comparative analysis involving children, parents, or siblings. The formula for computing the tvalue and degrees of freedom for a paired ttest is: $\begin{aligned}&T=\frac{\textit{mean}1  \textit{mean}2}{\frac{s(\text{diff})}{\sqrt{(n)}}}\\&\textbf{where:}\\&\textit{mean}1\text{ and }\textit{mean}2=\text{The average values of each of the sample sets}\\&s(\text{diff})=\text{The standard deviation of the differences of the paired data values}\\&n=\text{The sample size (the number of paired differences)}\\&n1=\text{The degrees of freedom}\end{aligned}$ Equal Variance or Pooled TTestThe equal variance ttest is an independent ttest and is used when the number of samples in each group is the same, or the variance of the two data sets is similar. The formula used for calculating tvalue and degrees of freedom for equal variance ttest is: $\begin{aligned}&\text{Tvalue} = \frac{ mean1  mean2 }{\frac {(n1  1) \times var1^2 + (n2  1) \times var2^2 }{ n1 +n2  2}\times \sqrt{ \frac{1}{n1} + \frac{1}{n2}} } \\&\textbf{where:}\\&mean1 \text{ and } mean2 = \text{Average values of each} \\&\text{of the sample sets}\\&var1 \text{ and } var2 = \text{Variance of each of the sample sets}\\&n1 \text{ and } n2 = \text{Number of records in each sample set} \end{aligned}$ and, $\begin{aligned} &\text{Degrees of Freedom} = n1 + n2  2 \\ &\textbf{where:}\\ &n1 \text{ and } n2 = \text{Number of records in each sample set} \\ \end{aligned}$ Unequal Variance TTestThe unequal variance ttest is an independent ttest and is used when the number of samples in each group is different, and the variance of the two data sets is also different. This test is also called Welch's ttest. The formula used for calculating tvalue and degrees of freedom for an unequal variance ttest is: $\begin{aligned}&\text{Tvalue}=\frac{mean1mean2}{\sqrt{\bigg(\frac{var1}{n1}{+\frac{var2}{n2}\bigg)}}}\\&\textbf{where:}\\&mean1 \text{ and } mean2 = \text{Average values of each} \\&\text{of the sample sets} \\&var1 \text{ and } var2 = \text{Variance of each of the sample sets} \\&n1 \text{ and } n2 = \text{Number of records in each sample set} \end{aligned}$ and, $\begin{aligned} &\text{Degrees of Freedom} = \frac{ \left ( \frac{ var1^2 }{ n1 } + \frac{ var2^2 }{ n2 } \right )^2 }{ \frac{ \left ( \frac{ var1^2 }{ n1 } \right )^2 }{ n1  1 } + \frac{ \left ( \frac{ var2^2 }{ n2 } \right )^2 }{ n2  1}} \\ &\textbf{where:}\\ &var1 \text{ and } var2 = \text{Variance of each of the sample sets} \\ &n1 \text{ and } n2 = \text{Number of records in each sample set} \\ \end{aligned}$ Which TTest to Use?The following flowchart can be used to determine which ttest to use based on the characteristics of the sample sets. The key items to consider include the similarity of the sample records, the number of data records in each sample set, and the variance of each sample set. Example of an Unequal Variance TTestAssume that the diagonal measurement of paintings received in an art gallery is taken. One group of samples includes 10 paintings, while the other includes 20 paintings. The data sets, with the corresponding mean and variance values, are as follows:
Though the mean of Set 2 is higher than that of Set 1, we cannot conclude that the population corresponding to Set 2 has a higher mean than the population corresponding to Set 1. Is the difference from 19.4 to 21.6 due to chance alone, or do differences exist in the overall populations of all the paintings received in the art gallery? We establish the problem by assuming the null hypothesis that the mean is the same between the two sample sets and conduct a ttest to test if the hypothesis is plausible. Since the number of data records is different (n1 = 10 and n2 = 20) and the variance is also different, the tvalue and degrees of freedom are computed for the above data set using the formula mentioned in the Unequal Variance TTest section. The tvalue is 2.24787. Since the minus sign can be ignored when comparing the two tvalues, the computed value is 2.24787. The degrees of freedom value is 24.38 and is reduced to 24, owing to the formula definition requiring rounding down of the value to the least possible integer value. One can specify a level of probability (alpha level, level of significance, p) as a criterion for acceptance. In most cases, a 5% value can be assumed. Using the degree of freedom value as 24 and a 5% level of significance, a look at the tvalue distribution table gives a value of 2.064. Comparing this value against the computed value of 2.247 indicates that the calculated tvalue is greater than the table value at a significance level of 5%. Therefore, it is safe to reject the null hypothesis that there is no difference between means. The population set has intrinsic differences, and they are not by chance. How Is the TDistribution Table Used?The TDistribution Table is available in onetail and twotails formats. The former is used for assessing cases that have a fixed value or range with a clear direction, either positive or negative. For instance, what is the probability of the output value remaining below 3, or getting more than seven when rolling a pair of dice? The latter is used for rangebound analysis, such as asking if the coordinates fall between 2 and +2. What Is an Independent TTest?The samples of independent ttests are selected independent of each other where the data sets in the two groups don’t refer to the same values. They may include a group of 100 randomly unrelated patients split into two groups of 50 patients each. One of the groups becomes the control group and is administered a placebo, while the other group receives a prescribed treatment. This constitutes two independent sample groups that are unpaired and unrelated to each other. What Does a TTest Explain and How Are They Used?A ttest is a statistical test that is used to compare the means of two groups. It is often used in hypothesis testing to determine whether a process or treatment has an effect on the population of interest, or whether two groups are different from one another. The questions that follow are designed to make prospective students aware of the mathematics background required for those intending to take courses that are designated as Quantitative/Analytical (Q courses). The genuine test will cover the same concepts as this practice test does, but the questions will be different. For more information about the expectations, read Q Assessment Topics. If you do not achieve a passing score on the genuine test, you will be required to enroll in and pass the course FAN X99: Foundations of Analytical and Quantitative Reasoning prior to taking any Q courses at SFU. You should be aware of the following conditions when you attempt this practice test:
‘This second edition is a muchanticipated modernisation of a classic book within the perioperative educational environment that should appear on the bookshelf of every student and educator. It is easytoread and contains diagrams, tables and photographs to support the written content. The first edition been updated to support the graduate workforce within perioperative practice, with chapters covering everything from the design of the operating department and decontamination and sterilisation to the management of perioperative medical emergencies within the operating department. The list of contributors reads like a who's who within the world of perioperative education and practice in the modern healthcare environment, and each of the 39 chapters links theory and practice within the perioperative environment with the detail we have come to know and expect from the previous edition.' Giles Farrington Source: RODP PGCHPE FHEA MAcadMEd, Senior ODP Critical Care and Resuscitation, York and Scarborough Teaching Hospitals NHS Foundation Trust ‘Fundamentals of Operating Department Practice is a musthave addition to any perioperative practitioner's literature collection. The first edition of this text was my “go to” resource when studying to become an Operating Department Practitioner, but what this second edition demonstrates is how the perioperative practitioner role has evolved, and continues to evolve. This text has been revised with the aim to be much more informative, utilising the current best evidencebased practice, written by the multidisciplinary subject matter experts. The wideranging Topics this text includes will be of benefit to both pre registration and postregistration perioperative practitioners, and offers information on some of the most challenging aspects of perioperative practice. It is thorough in its approach and layout and is an enjoyable and informative read.' Mark Cannan  MSc, BSc (Hons), Dip HE (ODP), Advanced Critical Care Practitioner (ACCP) and ODPs, North Cumbria Integrated Care NHS Foundation Trust ‘This really is a goto textbook for all students, the newly qualified and those ODPs further along in their career. All the essential Topics are covered, along with many more you may not regularly practise in. The authors provide all the uptodate information, in easytounderstand language that will help you to refresh your knowledge and maintain your HCPC standards.' Angela Lösekann  Perioperative Practitioner Team Leader, Education and Training LeadOxford National Organ Retrieval team, Churchill Hospital, Oxford University Hospitals NHS Foundation Trust ‘This new edition of Fundamentals of Operating Department Practice is a must for all student ODPs, as well as being a valuable resource for qualified ODPs. The writing is clear and concise and not too jargonheavy, making it an accessible resource for all.' Samantha Kimberley  Operating Department Practitioner, The Queen Elizabeth Hospital, Birmingham ‘This second edition is a textbook for both registered practitioners working in perioperative practice and students on preregistration ODP and nursing courses. Chapters are organised so that readers can work through the content in a way that mirrors the patient's perioperative journey. Alternatively, chapters can easily be accessed independently as required for revision or reference. It excels in its holistic approach towards patient care, and is inclusive of subjects that students may find challenging in practice; the chapters concerning perioperative cardiac arrest and care of patients after death are particularly well considered. A useful resource for academics to support the planning of teaching and learning, and practice supervisors and mentors will find ideas and prompts for conversations with students in practice.' Joanna Holland  RN DipN BA (Hons) MSc FHEA, Lecturer, BSc Nursing, School of Sport & Health Sciences, University of Brighton, Theatre Nurse, Royal Sussex County Hospital, University Hospitals Sussex ‘The 2nd edition of Fundamentals of Operating Department Practice is an excellent resource for both ODP students as well as more experienced ODPs looking to refresh their knowledge. Whilst the emphasis is on important clinical, equipment and monitoring topics, there are some excellent chapters on nonclinical issues aspects such as Ethics, the Law and infection control which are relevant to all staff working in the operating department. Writing a comprehensive book like this is not an easy task and the authors should be very proud of producing a superb text and that will be an invaluable resource to all ODPs.' Anil Hormis  Consultant in Anaesthesia & Critical Care Medicine, The Rotherham NHS Foundation Trust 'It was a pleasure to be given the opportunity to read the second edition of the Fundamentals of Operating Department Practice. The size and scope of this book serves to highlight the complexity of modern perioperative care and the enormous amount of knowledge that a student in perioperative practice must master. As such, this volume is a go to resource for those seeking to understand the fundamental principles that underpin practice and, most importantly, the care of the perioperative patient. It is not only students who will benefit from the information in this book, there is much between the covers that established practitioners will find informative.' Bill Kilvington  FCODP, FRCA, Patient Safety Lead, The College of Operating Department Practitioners  
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