Seeking for S10-300 braindumps that performs great in real test?

killexams.com furnishes most current and 2022 current S10-300 PDF Download with test prep Questions and even Answers for fresh matters of Snia S10-300 Test. Practice our S10-300 Exam Questions Inquiries and Answers to be able to Improve your comprehension and pass your current test with Substantial Marks. We assurance your success inside the Test Centre, covering all typically the references of test and developing your current Familiarity with the S10-300 test. Pass with the S10-300 braindumps.

S10-300 SNIA Architect - Assessment, Planning and Design test | http://babelouedstory.com/

S10-300 test - SNIA Architect - Assessment, Planning and Design Updated: 2024

Just memorize these S10-300 dumps questions before you go for test.
Exam Code: S10-300 SNIA Architect - Assessment, Planning and Design test January 2024 by Killexams.com team

S10-300 SNIA Architect - Assessment, Planning and Design

Exam Detail:
The S10-300 SNIA Architect - Assessment, Planning and Design test is a certification test offered by the Storage Networking Industry Association (SNIA). This test is designed for professionals in the storage networking field who are involved in the assessment, planning, and design of storage architectures. Here is a detailed overview of the exam, including the number of questions and time, course outline, test objectives, and test syllabus.

Number of Questions and Time:
The exact number of questions in the S10-300 test may vary, but it typically consists of around 60 to 80 multiple-choice questions. The duration of the test is usually 90 minutes, allowing candidates sufficient time to answer the questions.

Course Outline:
The S10-300 certification course covers various syllabus related to storage architecture assessment, planning, and design. The course outline may include the following components:

1. Storage Assessment:
- Understanding business requirements
- Collecting and analyzing storage-related data
- Assessing existing storage infrastructure
- Identifying areas for improvement

2. Storage Planning:
- Identifying storage objectives and goals
- Determining storage requirements
- Selecting appropriate storage technologies
- Designing storage solutions

3. Storage Design:
- Storage network design principles
- RAID levels and data protection mechanisms
- Storage virtualization concepts
- Backup and recovery strategies

4. Storage Performance and Capacity Planning:
- Performance monitoring and analysis
- Capacity planning and management
- Storage tiering and caching
- Troubleshooting performance issues

5. Storage Security and Compliance:
- Data security principles and best practices
- Encryption and access control mechanisms
- Compliance requirements and considerations
- Disaster recovery and business continuity planning

Exam Objectives:
The objectives of the S10-300 test are to assess the candidate's knowledge and understanding in the following areas:

- Storage assessment methodologies and tools
- Storage planning and design principles
- Storage performance and capacity planning techniques
- Storage security and compliance considerations
- Disaster recovery and business continuity planning

Exam Syllabus:
The S10-300 test syllabus covers the following topics:

1. Storage Assessment
2. Storage Planning
3. Storage Design
4. Storage Performance and Capacity Planning
5. Storage Security and Compliance

Candidates are expected to have a comprehensive understanding of these syllabus and their practical application in storage architecture assessment, planning, and design. The test assesses their ability to analyze storage requirements, design storage solutions, plan for performance and capacity, ensure data security and compliance, and develop disaster recovery strategies.
SNIA Architect - Assessment, Planning and Design
Snia Assessment, test

Other Snia exams

S10-300 SNIA Architect - Assessment, Planning and Design
S10-110 SNIA Certified Storage Professional (SCSP)

We are doing battle to giving you actual S10-300 dumps with real questions and answers, alongside explanations. Each Q&A on killexams.com has been confirmed by S10-300 certified specialists. They are exceptionally qualified and confirmed people, who have numerous times of expert experience identified with the S10-300 exam.
Snia
S10-300
SNIA Architect - Assessment, Planning and Design
https://killexams.com/pass4sure/exam-detail/S10-300
S10-300
Question: 91
An array is behaving erratically. Upon working and troubleshooting with the vendor
representative, you are told that the only way to clear the problem is to reboot the unit. The
vendor states they have seen this behavior previously and feels it will return the unit to a fully
operational status. Which three actions should you perform? (Choose three.)
A. Retrieve any logs or dumps that exist on the array prior to reboot.
B. Reboot the unit as soon as possible to lessen the risk of corruption.
C. Identify the actions to commit if a reboot does not fix the problem before you reboot the
array.
D. If this is a known issue, request documentation outlining the symptoms, as well as the
cause, if known.
A, C, D
Answer:
Question: 92
A company needs to create a tape backup strategy for a file system. On average the file system
will be 60% full. Array based virtualization will be used to create the snapshot, which will
only be used for the tape backup. Write activity on the production volume will be minimal
during the backup process. Which will provide the least impact to the production application?
A. COW snapshot mounted to a tutor/mount server
B. COW snapshot mounted to the application server
C. split mirror snapshot mounted to a tutor/mount server
D. split mirror snapshot mounted to the application server
A
Answer:
Question: 93
What are three key advantages of deploying a director-based solution over a mesh of switches?
(Choose three.)
A. lower cost
B. consistent latency
C. improved availability
D. increased hop count
E. ease of management
B, C, E
Answer:
Question: 94
30 http://www.certarea.com
29
S10-300
What information must be gathered during the testing phase BEFORE allowing live customer
data on the storage infrastructure? (Choose two.)
A. time to failover, both without and with simulated load
B. single points of failure in the infrastructure as well as topology mapping
C. hardware and software vendor escalation process including phone-home and/or ticket
generation
D. powerup order; how long from power application to functionality per component,
including dependencies.
A, D
Answer:
Question: 95
You notice, from continually monitoring a SAN array, that an array has a number of soft SCSI
bus errors. You trace the errors back to a single drive using a vendor's event tool. Which two
would correct this? (Choose two.)
A. You should pull the drive out immediately and replace it to prevent data corruption on the
RAID set.
B. Soft SCSI bus errors can be safely ignored as they do not actually denote any service
requirements.
C. You should research the error to determine the impact and proper response including the
vendor in these discussions.
D. Review the logs from the array to identify if there is a pattern of large numbers of these
SCSI errors. A large number of these SCSI bus errors may denote a predictive failure.
C, D
Answer:
Question: 96
A client has four servers they want to attach to a storage array containing 16 ports. Which
topology is the most cost effective for this situation?
A. star
B. mesh
C. point-to-point
D. switched Fabric
C
Answer:
Question: 97
The customer currently has 50 servers and 20 direct-attached storage arrays and wants to
consolidate their data on a SAN. They want to be able to rapidly add storage and servers with
31 http://www.certarea.com
30
S10-300
minimal impact to data availability. Which topology is most appropriate?
A. star
B. mesh
C. core-edge
D. round-robin
C
Answer:
Question: 98
A company is utilizing ITIL to create a high availability environment. Maintainability of the
IT infrastructure consists of which three stages? (Choose three.)
A. cost of failures
B. detection of failures
C. anticipation of failures
D. restoration of the data and IT service
E. effect of failures on Service Level Agreements
B, C, D
Answer:
Question: 99
You are preparing a detailed design, applying ILM principles. Which two processes are
performed during the detailed design phase? (Choose two.)
A. Develop an idealized environment.
B. Prepare work-task breakdown structure.
C. Define internal storage parameters used in the implementation.
D. Document current and proposed infrastructure, demonstrating change in capabilities.
B, C
Answer:
Question: 100
A four switch Fabric with 8 ports per switch using a full-mesh connectivity approach will have
20 ports available for Fabric attached devices. How many ports will be available using the full
mesh approach when increasing the number of switches from four to six?
A. 12
B. 18
C. 20
D. 24
B
Answer:
32 http://www.certarea.com
31
For More exams visit https://killexams.com/vendors-exam-list
Kill your test at First Attempt....Guaranteed!

Snia Assessment, test - BingNews https://killexams.com/pass4sure/exam-detail/S10-300 Search results Snia Assessment, test - BingNews https://killexams.com/pass4sure/exam-detail/S10-300 https://killexams.com/exam_list/Snia Level Assessment Test

This test is designed to roughly assess your German skills, whether you are experienced or just starting to learn the language. 

If you wish to enroll in a German course at the Goethe-Institut or at one of our partner institutions, please book the Online Placement Test.

For internationally recognised proof of German language proficiency, we recommend taking our official Goethe-Zertifikat exams.

Fri, 21 May 2021 04:38:00 -0500 en text/html https://www.goethe.de/ins/id/en/sta/jak/kur/tst.html
Inside an Autism Assessment From making his rounds at Boston Medical Center to answering questions on WebMD's parenting message boards, Dr. Steven Parker keeps his skills as a developmental pediatrician finely tuned.

Steven Parker, MD

That's great Matt. You sit there.

Narrator

On this day, he is evaluating six year old Mathew Walsh, who was diagnosed in the spring of 2005 with Asbergers, a high functioning form of autism.

Steven Parker, MD

The thing that really separates autism from everything else is the unusual way they relate to other people, or more specifically, don't relate to other people, not making good eye contact, not seeing that other people are there, being kind of off in their own world.

Steven Parker, MD

Matt, What school do you go to?

Matt

The Fisher School

Steven Parker, MD

The FISHER!

Steven Parker, MD

Some kids with high functioning autism they do make pretty good eye contact, they are pretty related so it can be very hard to try and figure out, especially in children who are doing well early on, could this be something on the autism spectrum, or not?

Steven Parker, MD

Show me your left hand z

Narrator

One of the keys to Matt's early diagnosis was his unusual clapping behavior, called 'stimming'.

Mary Tracey-Walsh

Stimming is something Matthew does and other children do it on the spectrum, to help them self regulate, help them self organize. He wakes up in the middle of the night and he'll be doing this or clapping, and he doesn't even know he's doing it.

Steven Parker, MD

Is it getting better or worse?

Mary Tracey-Walsh

Um, since the medication it's actually gotten better both at school and at home especially with,um, the clapping, they were really distracting in school.

Steven Parker, MD

When you're very high functioning, there is a cost, you become aware as you get older, that heartbreakingly, that you can't relate to the other kids, they're not accepting you, you just don't have the social skills, you don't know how to do it, but you want to do it.

Steven Parker, MD

So what color is the sky?

Matt

Blue.

Steven Parker, MD

Gimme five, you're the man. Let me write this down

Steven Parker, MD

This was just a general global assessment to see if Matt is up to snuff for a 6 year old in his studying skills and his arithmetic skills and his fine motor skills

Steven Parker, MD

Can you draw a triangle just like that?

Steven Parker, MD

He has a very hard time with sort of visual motor things. Handwriting is likely to be a big issue with him.

Steven Parker, MD

Can you read these words? What does that say?

Matt

Cuh, rrr.

Steven Parker, MD

You're sounding it out.

Matt

Car.

Steven Parker, MD

Car! Man, that's very good.

Steven Parker, MD

Although he's maybe a little behind many 6 year olds, there's no question, he'll be a reader and will be able to read.

Steven Parker, MD

How are an apple and an orange alike?

Matt

Because you both eat them.

Steven Parker, MD

Neat. How'd you get to be so smart?

Steven Parker, MD

What you want the child to say is fruit, because that's a category, and it's kind of a higher level, but Matt was very concrete, and said they are both good to eat. but what we are looking for is more conceptual, so I think he's pretty concrete in categories and higher order things are going to come slower to him. But he's bright and they will come.

Steven Parker, MD

Now, this is going to be a hard one. Are you ready?

Matt

Yeah.

Matt

Yeah.

Steven Parker, MD

I'm not a neuropsychologist, I don't do as detailed exams as many, the test is a way for me to interact with the child, so when I'm working with Matt, I'm watching is he making eye contact, how is he relating to me, what are his problem solving skills?

Steven Parker, MD

give it a try, do your best.

Steven Parker, MD

If I ask him to do something he can't do, does he persist and try to keep doing it, or does he give up right away, and he has an expectation to fail?

Steven Parker, MD

How does he use adults, someone like me to help him answer questions, what's he like emotionally during it? Is he happy, is he sad, is he depressed? All of that information, for a developmental pediatrician is in some ways just as, or more important than his fine motor skills that he demonstrated on this specific test. Yes, they have a disability, yes they have a hard time learning but boy they really can stick with it, and really work hard, and they are the kind of kid who is going to work to overcome and have a better chance at overcoming those challenges than a child who just gives up, and I don't want to do it, and forget about it, and you know has the expectation of failing and gets very depressed about it.

Steven Parker, MD

What are you going to be when you grow up?

Matt

What?

Steven Parker, MD

What do you want to be?

Matt

What?

Steven Parker, MD

We saw all the things you want to see in a kid. He was cooperative, he was fun, he listened, he wanted to succeed, and he worked at it, and so that's why I'm optimistic for Matt.

Mary

Thank you Doctor.

Steven Parker, MD

Great, well, it's been terrific. Alright, buddy, let's go.

Matt

Where?

Steven Parker, MD

We're going to go out. You're going to go out and go back home, OK?

Narrator

For WebMD, I'm Sandee LaMotte

","publisher":"WebMD Video"} ]]>

Hide Video Transcript

Narrator

From making his rounds at Boston Medical Center to answering questions on WebMD's parenting message boards, Dr. Steven Parker keeps his skills as a developmental pediatrician finely tuned.

Steven Parker, MD

That's great Matt. You sit there.

Narrator

On this day, he is evaluating six year old Mathew Walsh, who was diagnosed in the spring of 2005 with Asbergers, a high functioning form of autism.

Steven Parker, MD

The thing that really separates autism from everything else is the unusual way they relate to other people, or more specifically, don't relate to other people, not making good eye contact, not seeing that other people are there, being kind of off in their own world.

Steven Parker, MD

Matt, What school do you go to?

Matt

The Fisher School

Steven Parker, MD

The FISHER!

Steven Parker, MD

Some kids with high functioning autism they do make pretty good eye contact, they are pretty related so it can be very hard to try and figure out, especially in children who are doing well early on, could this be something on the autism spectrum, or not?

Steven Parker, MD

Show me your left hand z

Narrator

One of the keys to Matt's early diagnosis was his unusual clapping behavior, called "stimming".

Mary Tracey-Walsh

Stimming is something Matthew does and other children do it on the spectrum, to help them self regulate, help them self organize. He wakes up in the middle of the night and he'll be doing this or clapping, and he doesn't even know he's doing it.

Steven Parker, MD

Is it getting better or worse?

Mary Tracey-Walsh

Um, since the medication it's actually gotten better both at school and at home especially with,um, the clapping, they were really distracting in school.

Steven Parker, MD

When you're very high functioning, there is a cost, you become aware as you get older, that heartbreakingly, that you can't relate to the other kids, they're not accepting you, you just don't have the social skills, you don't know how to do it, but you want to do it.

Steven Parker, MD

So what color is the sky?

Matt

Blue.

Steven Parker, MD

Gimme five, you're the man. Let me write this down

Steven Parker, MD

This was just a general global assessment to see if Matt is up to snuff for a 6 year old in his studying skills and his arithmetic skills and his fine motor skills

Steven Parker, MD

Can you draw a triangle just like that?

Steven Parker, MD

He has a very hard time with sort of visual motor things. Handwriting is likely to be a big issue with him.

Steven Parker, MD

Can you read these words? What does that say?

Matt

Cuh, rrr.

Steven Parker, MD

You're sounding it out.

Matt

Car.

Steven Parker, MD

Car! Man, that's very good.

Steven Parker, MD

Although he's maybe a little behind many 6 year olds, there's no question, he'll be a reader and will be able to read.

Steven Parker, MD

How are an apple and an orange alike?

Matt

Because you both eat them.

Steven Parker, MD

Neat. How'd you get to be so smart?

Steven Parker, MD

What you want the child to say is fruit, because that's a category, and it's kind of a higher level, but Matt was very concrete, and said they are both good to eat. but what we are looking for is more conceptual, so I think he's pretty concrete in categories and higher order things are going to come slower to him. But he's bright and they will come.

Steven Parker, MD

Now, this is going to be a hard one. Are you ready?

Matt

Yeah.

Matt

Yeah.

Steven Parker, MD

I'm not a neuropsychologist, I don't do as detailed exams as many, the test is a way for me to interact with the child, so when I'm working with Matt, I'm watching is he making eye contact, how is he relating to me, what are his problem solving skills?

Steven Parker, MD

Give it a try, do your best.

Steven Parker, MD

If I ask him to do something he can't do, does he persist and try to keep doing it, or does he give up right away, and he has an expectation to fail?

Steven Parker, MD

How does he use adults, someone like me to help him answer questions, what's he like emotionally during it? Is he happy, is he sad, is he depressed? All of that information, for a developmental pediatrician is in some ways just as, or more important than his fine motor skills that he demonstrated on this specific test. Yes, they have a disability, yes they have a hard time learning but boy they really can stick with it, and really work hard, and they are the kind of kid who is going to work to overcome and have a better chance at overcoming those challenges than a child who just gives up, and I don't want to do it, and forget about it, and you know has the expectation of failing and gets very depressed about it.

Steven Parker, MD

What are you going to be when you grow up?

Matt

What?

Steven Parker, MD

What do you want to be?

Matt

What?

Steven Parker, MD

We saw all the things you want to see in a kid. He was cooperative, he was fun, he listened, he wanted to succeed, and he worked at it, and so that's why I'm optimistic for Matt.

Mary

Thank you Doctor.

Steven Parker, MD

Great, well, it's been terrific. Alright, buddy, let's go.

Matt

Where?

Steven Parker, MD

We're going to go out. You're going to go out and go back home, OK?

Narrator

For WebMD, I'm Sandee LaMotte
Thu, 28 Dec 2023 16:08:00 -0600 en text/html https://www.webmd.com/children/video/inside-autism-assessment
Depression Test

At times everybody gets down in the dumps, but if life is consistently getting you down and your lows are making it hard to function, you may be depressed. Find out whether your slump is critical with this depression test. This assessment is designed to determine whether you presently have, or are at risk for developing a depressive disorder, along with assessing whether your mindset makes you more prone to depression. Examine the following statements and indicate how well it describes you or how often you feel that way.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $4.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

Sun, 18 Jun 2023 00:31:00 -0500 en-US text/html https://www.psychologytoday.com/us/tests/health/depression-test
Happiness Test

Is your glass half-full or half-empty? On those days when nothing in your life seems to be going right, it can be really tough to see the silver lining among all those clouds. However, it's during these times when the ability to see the good in even the worst situations is so important. An optimistic attitude benefits not only your mental health, but your physical well-being as well. Take this test to see where you fall on the optimism/pessimism continuum.

This test is made up of two types of questions: scenarios and self-assessment. For each scenario, answer according to how you would most likely behave in a similar situation. For the self-assessment questions, indicate the extent to which you agree with the given statements. In order to receive the most accurate results, please answer each question as honestly as possible.

After finishing this test you will receive a FREE snapshot report with a summary evaluation and graph. You will then have the option to purchase the full results for $4.95

This test is intended for informational and entertainment purposes only. It is not a substitute for professional diagnosis or for the treatment of any health condition. If you would like to seek the advice of a licensed mental health professional you can search Psychology Today's directory here.

Sat, 17 Jun 2023 22:56:00 -0500 en-US text/html https://www.psychologytoday.com/us/tests/health/happiness-test
A Typical Employee Assessment Test

This article was created by a professional writer and edited by experienced copy editors, both qualified members of the Demand Media Studios community. All articles go through an editorial process that includes subject matter guidelines, plagiarism review, fact-checking, and other steps in an effort to provide reliable information.

Wed, 18 Jul 2018 15:36:00 -0500 en-US text/html https://smallbusiness.chron.com/typical-employee-assessment-test-1163.html
FDA approves first ever DNA test to help screen for risk of opioid use disorder No result found, try new keyword!The first-ever DNA test to help determine if someone has a greater risk of developing opioid use disorder was approved by the Food and Drug Administration (FDA) this week. The FDA approved the ... Thu, 21 Dec 2023 03:41:15 -0600 en-us text/html https://www.msn.com/ Assessment of Breastfeeding and Infant Growth

Other Parameters to Assess Breastfeeding

In addition to the breastfeeding assessment tools described here, other parameters that must also be assessed by health care professionals to assure that adequate milk transfer is occurring include: 1) infant weight; 2) test-weighing; 3) elimination patterns; and 4) growth.

The most accurate measure of breastfeeding adequacy is the infant's rate of weight gain, documented by serial measurements.[7] Peak infant weight loss occurs at approximately 3 days of age[7] and should not exceed 7% of birth weight.[4,22] Once lactogenesis or the copious milk production begins on the second to fourth postpartum day, the infant should begin steady weight gain within a day or two.[7] By day 10 to 14 postpartum, the infant should have returned to birth weight[22] and gain approximately 20 to 35 grams or two-thirds of an ounce per day during the first 2 months of age.[23] Infants of women who are at risk for delayed lactogenesis, such as those who had a cesarean section[23] or medical complications such as preeclampsia[24] or diabetes mellitus[25] should be assessed for a longer period of time.

An infant who acts hungry after breastfeeding, feeds for short (< 10 minutes) or long (> 50 minutes) periods of time, and/or feeds 8 or more than 12 times daily should be evaluated for weight gain.[7] The infant test-weighing procedure should be performed using an electronic digital infant scale with accuracy to at least 2 grams.[7] The infant is weighed clothed pre- and postfeeding without changing the diaper between weight measurements. The prefeed weight is subtracted from the postfeed weight, and the difference represents the volume of milk consumed, where 1 gram of weight is equivalent to 1 mL of milk intake. Milk is slightly denser than water, so in theory this calculation overestimates the test weight results, which is countered by insensible water loss during feeding.[26]

Although test-weighing was previously thought to make mothers anxious and doubt their ability to provide an adequate milk supply,[27] two exact studies demonstrate that test-weighing does not increase maternal stress or undermine maternal confidence; rather, mothers find the procedure helpful.[28,29] Thus, in situations where delayed lactogenesis has occurred or the infant is unable to transfer adequate amounts of mother's milk from the breast, test weighing pre- and postfeeding provides accurate milk intake information needed to develop targeted interventions.

The literature is inconsistent regarding the normal number of stools and voidings that may occur following birth.[30] Despite the lack of clear norms, the contents of the infant's diaper provide a powerful clue about the adequacy of milk transfer. Lack of bowel movements is a key indicator of inadequate caloric intake.[31,32] By postpartum day 5, the infant should be passing about four to five seedy, yellow bowel movements.[33] In a prospective descriptive study of 78 healthy term infants, Shrago et al.[32] found that more infant bowel movements per day in the first 5 days of life were associated with decreased weight loss after birth, earlier transition to yellow stools, quicker return to birthweight, and a higher percentage of weight gain at age 14 days. Infant bowel movements may normally occur after every feeding or every other feeding.[7] In the first 2 days of life, the infant may void only a couple of times. Once the mother's milk supply is established, the infant should void clear or pale yellow urine about 6 to 8 times daily.[7,33]

In ambulatory care settings, infant growth is used to assess breastfeeding adequacy. However, the assessment of weight gain and growth among breastfed infants has not always been accurate because the assessment standards and norms used were not based on breastfed infants. Thus, a look at growth charts in use today is in order.

Thu, 28 Dec 2023 10:00:00 -0600 en text/html https://www.medscape.com/viewarticle/565624_6
Chemistry Assessment

To help students prepare for college-level chemistry courses at UT Austin, the College of Natural Sciences (CNS) and the Department of Chemistry have prepared a Chemistry Readiness Program. The program consists of an online assessment for students to take as they review syllabus in preparation for CH 301 (Principles of Chemistry I) or CH 301N. The chemistry assessment covers a variety of high-school-level chemistry topics, each of which is considered prior knowledge by chemistry instructors. Once the CH 301/CH 301N classes start, the instructors will build off the materials students worked on as part of the assessment.

Wed, 20 Sep 2023 01:39:00 -0500 en text/html https://cns.utexas.edu/info-admitted-students/college-readiness/chemistry-assessment
Schneider National Inc SNIA

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.

Mon, 20 Nov 2023 10:00:00 -0600 en text/html https://www.morningstar.com/stocks/xber/snia/quote
Undergraduate Admissions Assessment

The School appoints examiners to prepare and mark the Undergraduate Admissions Assessment (UGAA), designed to test use of evidence, written communication skills and numeracy. The UGAA is conducted as an online examination.

The purpose of the Undergraduate Admissions Assessment

The Undergraduate Admissions Assessment is used to fairly assess applicants from non-traditional educational backgrounds or those applying with qualifications we do not recognise for direct entry. It provides an opportunity to see a trial of the applicant’s original work, produced under examination conditions, and seeks to assess applicants in a fair and equitable manner.

There are several reasons why applicants need to be tested in this way:

  • the applicant has no exact or relevant record of study and examination i.e. within three years of the proposed programme start date 

  • the applicant’s qualifications are acceptable but only in conjunction with the UGAA

Key dates

The Undergraduate Admissions Assessment usually takes place at the end of March. 

Applicants who are required to sit the Undergraduate Admissions Assessment will be notified in March, as soon as details have been finalised.

The assessment is three hours long with is two sections: an essay question; and mathematical problems. It is not an assessment of general knowledge.

There are two different Mathematics papers. Depending on the programme you are applying for, you will take either :  Mathematics for non quantitative programmes without a Maths requirement OR Mathematics for quantitative programmes with a Maths requirement.

Applicants applying for LLB Laws (M100) will not be asked to sit the UGAA. 

LSE requires students studying certain qualifications to complete the UGAA before a final decision can be made on their application. The UGAA is a compulsory requirement for all students who are invited; students who decline the UGAA invite will be automatically rejected.  There are a number of reasons why further assessment is needed for students from these educational backgrounds, some of which include:

  • the qualification contains few formal examinations – as the majority of assessment at LSE is test based, we need to see how you perform under examination conditions

  • the qualification is not standardised – grades can vary from school to school so we would like an independent assessment of your skills
  • we are uncertain whether your curriculum offers full coverage of required subject material, especially mathematics
  • the qualification is relatively new or recently reformed, or we have not had many applicants with that qualification before. The UGAA gives us an independent measure of how well the qualification prepares students for study at LSE

  • you have taken a break from study or followed a non-standard educational pathway

Only the most competitive students with these qualifications are invited to sit the assessment. Applicants cannot request to sit the assessment.

Applicants applying for LLB Laws (M100) will not be asked to sit the UGAA. Instead, the essay section of the LNAT will be assessed. 

UK Qualifications

  • Access to Higher Education Diploma
  • BTEC National Extended Diploma (13 units) if taken without accompanying A levels
  • Cambridge Technical Extended Diploma Level 3 if taken without accompanying A levels
  • Certificate of Higher Education (Cert HE)
  • Foundation programme, including the University of London International Foundation Programme (IFP)
  • Foundation Year
  • Foundation Degree
  • Scottish Wider Access Programme (SWAP)

International Qualifications

Countries Qualifications
Austria Reife-und-Diplomprufung
Bosnia-Herzegovina Matura/Diploma o završenoj srednjoj školi/Diploma o položenom maturskom ispitu
Brunei BDTVEC Higher National Diploma
Bulgaria Diploma za Zavarsheno Sredno Obrazovanie
Croatia Maturatna Svjedodzba
Czech Republic Maturita
Estonia Gumnaasiumi Ioputunnistus with the Riigieksamitunnistus
Iceland Stúdentspróf
Israel Bagrut
Kosovo Diplomë për kryerjen e shkollës së mesme të lartë
Lithuania Brandos Atestatas
North Macedonia (FYR) Matura
Malaysia Unified Examination Certificate (UEC)/ Malaysian Matriculation Programme/Matrikulasi
Montenegro Maturski ispit/Diploma o završenoj srednjoj školi
Morocco Diplôme du Baccalauréat/Baccalauréat de l’Enseignement Secondaire
Serbia Matura
Slovenia Splošna Matura
Sweden Gymnasieexamen
Turkey Anatolian High School Diploma/French Diploma for Foreign Schools in Turkey
Uganda Uganda Advanced Certificate in Education (UACE)

The UGAA is usually held at the end of March each year. 

The UGAA is conducted as an online examination, accessed via a standard web browser.

Due to the strict time constraints which govern our admissions procedures, we do not host multiple assessment days, nor can we move the date or time of the assessment under any circumstances.

Students are expected to make every effort to participate in our assessment. Specific concerns and requests for special accommodations should be sent to Undergraduate Admissions after you have received your invitation. 

Invitations to sit the UGAA are usually sent in early March. Applicants who are required to sit the UGAA will be contacted by the Undergraduate Admissions team as soon as the details have been finalised.

Replies must be made promptly to ensure arrangements can be made to access the assessment. The final response deadline will be stipulated on your invitation. If we have not received a response by the stated deadline, you will no longer be eligible to sit the assessment. Please note the UGAA is a compulsory requirement for all students who are invited. We are unable to further consider students who decide not to sit the assessment, as their application will be considered incomplete. 

The criteria below provide a rough guide of what the Admissions Selector is looking for from candidates. These elements will be taken into consideration alongside your overall mark and UCAS application form.

We are looking for an essay that:

  • answers the essay question clearly and thoughtfully
  • shows an ability to present alternative views and assess them
  • contains a well-developed and reasoned argument supported by evidence
  • incorporates information from the source texts critically, analytically and selectively
  • summarises and paraphrases the source texts accurately and appropriately  
  • has a logical structure including an effective introduction, conclusion and paragraphs
  • makes appropriate use of English including language style, clarity and accuracy
  • is at least 500 words long
  • broadly assessed on A level syllabus
  • knowledge of the key techniques of differential and integral calculus of a single variable
  • an understanding of the meanings of the key concepts in calculus (in particular, the derivative and integral)
  • an ability to apply these to solve problems requiring an element of mathematical modelling proficiency in algebra and algebraic manipulation
  • competence in using algebra and calculus to solve unfamiliar problems (rather than routine problems)

Results are reviewed in comparison to other similar applicants for your programme; therefore passing the UGAA does not ensure an offer will be made. The UGAA has a notional pass mark of 60 per cent, including at least 50 per cent in each section. Students applying to programmes with higher entry requirements will usually be expected to achieve more competitive grades

The Admissions Selector’s final decision is based on your overall application, not only on your test performance. This assessment includes a full range of information on the UCAS application form i.e. predicted/achieved grades, contextual information, personal statement, and UCAS reference.

The UGAA does not require any specific preparation; it is designed to test general skills that should be covered in your current or most exact programme of study. We make past papers available so that students can see the level of English and Mathematics that is expected (see below). Note that past papers should be used as a guide for the level of the test, not the exact format of the forthcoming assessment. If you are concerned about a particular part of the UGAA and would like to undertake some preparation, our Admissions Selectors have made some suggestions.

Below you can find previous papers to help you understand what was expected of students in previous years. However, the assessment is reviewed on a yearly basis and therefore these should only be used as a guide to the level of testing not the specific format. 

2022 past papers

UGAA English Paper

UGAA Maths (Non Quantitative) 

UGAA Maths (Quantitative)

2021 past papers

UGAA English Paper

UGAA Maths (Non Quantitative)

UGAA Maths (Quantitative)

2020 past papers

UGAA test Test 1 2020 (for Quantitative programmes)

UGAA test Test 2 2020 (for non Quantitative programmes)

Fri, 04 Aug 2023 14:21:00 -0500 en-GB text/html https://www.lse.ac.uk/Study-at-LSE/Undergraduate/Prospective-Students/How-to-Apply/UGAA




S10-300 Topics | S10-300 learn | S10-300 test | S10-300 health | S10-300 basics | S10-300 basics | S10-300 Topics | S10-300 approach | S10-300 Questions and Answers | S10-300 test plan |


Killexams test Simulator
Killexams Questions and Answers
Killexams Exams List
Search Exams
S10-300 exam dump and training guide direct download
Training Exams List