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Vendor Name : LPI
Exam Code : 201-450
Exam Name : LPIC-2 Exam 201, Part 1 of 2, version 4.5
Questions and Answers : 161 Q & A
Updated On : April 25, 2019
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LPI 201-450 Exam (LPIC-2 Exam 201, Part 1 of 2, version 4.5) Detailed Information

LPI is the global certification standard and career support organization for open source professionals. With more than 500,000 exams delivered, it's the world’s first and largest vendor-neutral Linux and open source certification body. LPI has certified professionals in 181 countries, delivers exams in 9 languages, and has over 200 training partners.
Recommended for professionals: LPIC-1, LPIC-2 and LPIC-3
For IT professionals who want their Linux and open source skills verified in order to boost their career momentum, why wait? According to the Foote Partners report, ‘IT Skills and Certification Index’, there’s double-digit growth in bonuses paid to LPI certified candidates.
According to CompTIA HR perceptions of IT Training and Certification study:
96% use IT certifications as screening or hiring criteria during recruitment.
90% agree IT certified individuals are more likely to be promoted than those without.
89% think IT certified individuals perform better than non certified individuals in similar job roles.
88% say IT certified employees are rewarded (bonus and pay increase) for obtaining IT certification.
94% expect IT certification to grow in importance over the next two years.
88% believe it’s important to test after training to confirm knowledge gains.
97% value certification enough to provide support for IT employees obtaining certification.
The open source Jobs Report says hiring managers are looking for open source professionals.
34% are willing to aid with the cost of an employee's open source certification
59% are looking to increase open source hiring
74% have a need for developers
58% are seeking DevOps professionals
65% report open source hiring will rise more than hiring in other departments
87% say it's hard to find open source talent
"ManpowerGroup recently found that 36% of employers globally reported talent shortages in 2014—the highest percentage in seven years. In the United States, more than half (54%) of employers currently have open positions for which they can’t find qualified candidates. Unemployment rates for highly skilled workers continue to fall, job openings are on the rise and companies are finding an increased need to focus their attention on finding staff with job-specific skills needed to meet rapidly changing technologies.”
— ITCC, 2016 white paper, ’The trends that will affect the IT certification industry by 2020’
How open source professionals keep their skills up to date:
open source Jobs Report 2016 open source Jobs Report 2016
LPI tops the list of Linux certs by population according to Certification Magazine
1. Linux Professional Institute LPIC-1 37.9%
2. Linux Foundation Certified Systems Administrator (LFCS) 36.0%
3. Red Hat Certified Engineer (RHCE) 24.2%
4. Red Hat Certified Systems Administrator (RHCSA) 22.2%
5. SUSE Certified Linux Administrator (CLA) 20.3%
6. CompTIA Linux+ Powered by LPI 18.3%
7. Linux Professional Institute LPIC-2 17.0%
8. Novell Certified Linux Professional 15.7%
9. Linux Foundation Certified Engineer 13.7%
10. Red Hat Certified Architect (RHCA) 8.5%
How we create our certifications
LPI is committed to providing the IT community with exams of the highest quality, relevance, and accuracy. This commitment requires that our exam development process is highly detailed, participatory, consultative and employs many of the proven techniques used by most other IT certification programs.
Exam Development
LPI’s exam development process is detailed, thorough, participatory, collaborative and employs many proven techniques used by the best IT certification programs.
Psychometrics, the study of testing and measuring mental capacity, is used throughout LPI certification development to ensure that our exams reflect the needs of the IT community and industry.
Development Structure
As a part of our ongoing certification development process we continually monitor the needs of the Linux and IT markets to ensure our exams effectively evaluate candidates on the most relevant skills.
When we began this process in the late 1990’s we initially launched a two-tiered certification track that became what is known as LPIC-1 and LPIC-2 today. Over the years we have expanded our offerings to include the third tier to the LPIC professional track with the three enterprise specialties of LPIC-3. We’ve also introduced an entry-level certificate program, Linux Essentials, for those seeking to add some Linux to their credentials.
Job Task Analysis
After development of a program structure and a job description for an exam or series, the next stage is to scientifically determine the skills, tasks and areas of knowledge needed for the job. The challenge: Anyone could come up with a list of tasks they think a Linux professional should be able to do. If you ask 10 Linux professionals what a “junior-level” professional should do, you might get 10 lists.
Which list is correct?
Our solution: We ask a large number of Linux professionals for their lists of necessary job duties, and then compile the responses to find the common and most important tasks. The most important tasks show up on all lists.
This process is called job analysis study or job task analysis. LPI has completed extensive job analysis surveys of Linux professionals to help ensure exams are unbiased and constructed fairly.
How we do it:
First we work with a large pool of subject-matter experts to compile an exhaustive list of all the tasks that they think might be performed by the target audience of the certification.
Job Analysis Survey
Next, the tasks collected during the pre-survey go into a job analysis survey. This survey asks practicing Linux professionals to rate each task in several ways:
Frequency: How often they perform the task.
Importance: How important it is for an administrator to be able to perform the task.
Data analysis
Finally, we conduct statistical analysis of the survey responses. We compute statistics indicating, on average, how critical respondents rated each task. This analysis guides the determination of the final job task list.
Objective Development
The third major stage of development is converting the results from the Job Analysis Study to develop the actual objectives for the exam(s). Objectives express specific things that Linux professionals must be able to do. Each objective is assigned a weighting value indicating its importance relative to other objectives.
Initial Objective Drafting
First, a small group of people with knowledge of both Linux technical issues and psychometric principles drafted an initial set of test objectives, basing them upon the results of the job analysis study.
Objective Review and Revision
After the draft objectives are created, they are placed online in a web based system for public review and comment. This system organizes objectives by exam and content topic, displaying the objectives themselves, along with links to additional documentation about the objectives. Public comments about objectives are collected and then supervisors review the comments and revise the objectives as necessary. The most recent review and revision of the objectives is posted publicly on our LPI Exam Development wiki and we send them to our community and ExamDev mailing list for comments and input.
When the objectives are finalized, we post them to and let our community as well as courseware and training providers know, so that the training materials can be updated to reflect the new exam material.
Item Development
Once the objectives are finalized, we being the process of writing questions, called items, for exams. Security is a major concern in item development. All items are kept as confidential as possible by having those involved in the process sign non-disclosure agreements agreeing not to disclose item content to anyone. LPI also takes other undisclosed security precautions.
Item writing
Historically, the process used to develop the items for most other IT certification exams was to fly a group of subject-matter experts into a location for a week or more, give them training in how to write items, and then have them work intensely to create the questions.
But this technique is expensive and exclusive. At LPI, during our initial exam development phase we leveraged the power of the community through the internet to encouraged everyone who was interested and knowledgeable to help with item writing.
Since then, LPI has developed new items for exam rotation in house by tapping the knowledge of subject matter experts, online volunteers and participants in item writing workshops.
Item Screening
Supervisors screened all submitted exam items, and accepted, rejected or reworded them. They focused on three criteria:
Redundancy: Items that are substantially identical to previously submitted items are rejected.
Phrasing and Clarity: Items phrased in confusing or otherwise inappropriate ways are rejected or reworded. Supervisors pay attention to ensure that questions can be understood by non-native English speakers.
Accuracy: Supervisors rejected or reworded items that are not technically accurate.
Item Technical Review
Next, LPI uses a group of Linux experts to put items through a technical review. Each item is reviewed by multiple experts. Each expert classifies items as approved, rejected or “other” for rewording or review by others.
The primary technical criteria:
Appropriateness of distractors (for multiple-choice items): Reviewers ensure that the distractor answer choices are incorrect but reasonably plausible.
Phrasing and clarity: Reviewers ensure items are worded in appropriate language.
Expected difficulty
Supervisors then collect the reviews to determine if each item was:
Accepted based on consensus
Rejected based on consensus
Accepted after further review: If reviewers did not agree, the supervisor might accept it, perhaps based on the opinion of another reviewer.
Rejected after further review: If reviewers did not agree, the supervisor might reject it, perhaps based on the opinion of another reviewer.
Accepted after revision: In some cases, reviewers might suggest rewording the item and the supervisor might accept the item after rewording it.
Exam Creation
Live Form Creation
The next stage of development involves assembling items into exams for global deployment. Each test has multiple forms. If candidates fails one form and retake the exam, they receive the different form of the exam on retake attempt.
The Pearson VUE test engine randomly orders the questions of each form when someone takes the exam to ensure two candidates taking the same exam are not tested on the same questions in the same order.
Initial Exam Publishing
Once the LPI psychometric staff has determined the composition of forms, the exam must be converted from text-based items into the actual exam file format to deployed globally through LPI’s network of testing centers.
The exam enter a period of initial testing to determine if the questions are in fact measuring skills and competencies. In IT certification, this period is known as the beta testing period.
During the beta period, candidates can register for tests and complete them at local events. They receive credit, but candidates do not receive scores back immediately after the exam. Beta exams often involve extra questions with an extended-time format as well as additional survey and demographic questions. Several simultaneous processes determine the cut score, so that exams may be evaluated and scored.
Obtaining Enough Exams
Before the passing score can be set, LPI had to accumulate an adequate number of exams taken by people who are similar to the target job description. As our support has grown, our target data numbers continue to grow, helping to generate the most accurate results. As part of the beta exam process, demographic data is taken into account by psychometric staff when reviewing the validity of questions.
Reviewing the Questions
As tests results roll in, psychometric staff start to examine the data. Asking questions such as: Are there questions that everyone gets correct? Are there questions that everyone fails? to determine if there anything wrong with the questions. Exam comments collected during the process are reviewed and questions and concerns are addressed.
Modified Angoff Study
While psychometric staff review incoming data, a separate pool of subject-matter experts simultaneously participated in a modified Angoff study. Their goal, to provide the psychometric staff with additional data to validate questions and assist in setting the passing score.
During this process, the experts:
Receive copies of the exam questions on each form.
Look at each question independently and in consultation with each other and make judgments about how likely a minimally qualified person meeting the job requirements described in a specification sheet would be able to answer the question correctly. In other words, the experts consider the question from the perspective of someone who is at the bottom of the competence scale for job performance.
Rate each question with their estimate of what percentage of people will answer correctly, keeping in mind that on multiple choice questions, some people will get it right by virtue of guessing.
Ideally, the results from the Angoff study should parallel the actual results from the exams in the beta period. Beyond validating item performance, the results of the Angoff study are also used in helping to establish the passing score for exams.
Distributing Score Results
After all of the data collection, the analysis and the Angoff study, the psychometric staff set a passing score, and distribute scores to exam takers who participated in the beta.
Exam Republishing
Once the beta has been completed, the passing score has been set, and any bad items have been removed or fixed, the exam is ready to be re-published. This work involves significant review and can take a month or more to complete. Once this final review process is complete, we coordinate with Pearson VUE and our partner network to publish the finalized exams for all test takers worldwide.
Why Written Exams
Written exams are a global standard.
Multiple choice is a common standard for most certification and licensure exams. Whether you want to be a doctor, lawyer, or chartered accountant, most professions require that you pass a multiple-choice exam. The procedures for producing high-quality multiple choice exams are firmly established. No such standard exists for hands-on exams. Therefore they tend to be ad hoc and rarely include pilot testing, item analysis, formal standard setting, and equating.
Written exams are valid.
Written job knowledge exams have approximately the same levels of predictive validity as job simulations (Roth et al., 2005)
Written exams are more efficient.
Written exams with individual questions are more efficient than exams with more complex item types. For example, Jodoin (2003) examined innovative item types on an IT certification exam that required examinees to construct answers (e.g. draw a network diagram). He found that these constructed response items provided more information but also took additional time. As a result, he concluded that, “multiple-choice items provide more information per unit time.”
Written exams cover all objectives.
Certification exams (like LPI’s) cover a broad range of knowledge areas. Using individual items, written exams can easily ensure adequate coverage of all objectives. Because of practical constraints, hands-on testing must either sample narrowly from these objectives or cover a much smaller body of knowledge.
Written exams are more valuable.
Hands-on testing is typically more expensive in all phases, including item development, pilot testing, administration, and scoring. If hands-on testing is more expensive but not more reliable or valid, then it offers less value.
Written exams are more reliable and objective.
Scoring practices for open-ended exams vary considerably, but the literature on scoring constructed responses suggests that subjective scoring is often less reliable than the scoring of traditional items. The literature on job performance suggests that objective measures of performance are also unreliable.

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201-450 LPIC-2 Exam 201, Part 1 of 2, version 4.5

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Test Code : 201-450
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Somatosensory Response to Trigeminal Stimulation: A Functional Near-Infrared Spectroscopy (fNIRS) Study | real questions and Pass4sure dumps

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    Koritnik, B., Azam, S., Andrew, C. M., Leigh, P. N. & Williams, S. C. R. Imaging the brain during sniffing: A pilot fMRI study. Pulm. Pharmacol. Ther. 22, 97–101 (2009).

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    Sobel, N. et al. Sniffing and smelling: separate subsystems in the human olfatory cortex. Nature 392, 282–6 (1998).

  • 72.

    Kareken, D. A. et al. Olfactory system activation from sniffing: Effects in piriform and orbitofrontal cortex. Neuroimage 22, 456–465 (2004).

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    Sobel, N. et al. Odorant-induced and sniff-induced activation in the cerebellum of the human. J Neurosci 18, 8990–9001 (1998).

  • Dhanuka Agritech - GST destocking, slow pick-up in south India dented growth: CRISIL | real questions and Pass4sure dumps

    CRISIL's research report on Dhanuka Agritech


    Dhanuka Agritech Ltd’s Q1FY18 results were below our expectations. Revenue increased merely 3.9% y-o-y to Rs. 2,080 mn owing to 1) inventory destocking by dealers in June following GST implementation and 2) poor rainfall in south India (one-third of revenue). These factors impacted revenue growth of other agrochemical players - revenues of Bayer Ltd, Rallis India Ltd, PI Industries (domestic) declined 14%, 5% and 15%, respectively. Dhanuka’s EBITDA margin contracted 246 bps y-o-y to 11.8% bps owing to higher material costs and other expenses. Following lower EBITDA (down 14.1% y-o-y), PAT declined 18.9% y-o-y to Rs. 161 mn. In the coming quarters, we expect 1) settling of GST-led disruption, as the company and dealers start adjusting to the system, 2) pick-up in sowing in south India led by the India Meteorological Department’s (IMD’s) forecast of above-normal rainfall in the southern peninsula, 3) higher sowing of sugarcane and cotton, and 4) steady traction of new products, to boost the company’s sales. We remain positive on the industry’s long-term prospects and maintain our fundamental grade of 4/5.

    We maintain our earnings estimates for FY18-19E. Consequently, we maintain the discounted cash flow (DCF)-based fair value of Rs. 821. At the current market price of Rs. 661, our valuation grade is 4/5.

    Disclaimer: This report (Report) has been commissioned by the Company/Investor/Exchange and prepared by CRISIL. The report is based on data publicly available or from sources considered reliable by CRISIL (Data). However, CRISIL does not guarantee the accuracy, adequacy or completeness of the Data / Report and is not responsible for any errors or omissions or for the results obtained from the use of Data / Report. Opinions expressed herein are CRISIL's opinions as on the date of this Report.  The Data / Report are subject to change without any prior notice. Nothing in this Report constitutes investment, legal, accounting or tax advice or any solicitation, whatsoever. The Report is not a recommendation to buy / sell or hold any securities of the Company. CRISIL especially states that it has no financial liability, whatsoever, to the subscribers / users of this Report. This Report is for the personal information of the authorized recipient only. This Report should not be reproduced or redistributed or communicated directly or indirectly in any form to any other person or published or copied in whole or in part especially outside India, for any purpose.

    CRISIL Limited. All Rights Reserved. Published under permission from CRISIL"


    New CRA norms to improve transparency, help investors: Crisil

    LASU produces 26 first class graduates at 22nd convocation | real questions and Pass4sure dumps

    Lagos State University (LASU) says 26 out of the 26,637 students billed to graduates during its 22nd convocation would bag First Class Honours.

    Prof. Olanrewaju Fagbohun, Vice -Chancellor of the institution, announced this at the media briefing heralding the university’s convocation on Monday in Lagos.

    The  convocation would hold on May 23 and 24 the university campus at Ojo, along the Badagry Expressway.

    Fagbohun said the best graduating student for the 2017/2018 academic session, whose name and the department was still withheld, recorded a Cumulative Grade Point Aggregate (CGPA) of 4.7.

    He said out of the 21,637 students, 201 were diploma students, 21,481 were first degree on both part-time and full-time while 4,955 were higher degree students, whose results have been approved by the University Senate.

    “For the diploma level, two graduates made a distinction, 39 made upper credit, 147 finished with lower credit while 13 ended with pass division.

    “For the first degree, 26 had first class honours, 1,084 students bag second class upper division, 17,323  students finished in the second class lower division, 2,940 third class honours and 108 finished with pass division,’’ the VC said.

    For the higher degrees, he noted that the university would award postgraduate diploma on 1,589, academic master’s degree on 299 students and professional masters’ degree on 3,022 while 45 would be awarded the doctoral degree.

    Fagbohun explained that the university produced such a large number of graduates this year because those students on its External System Programme, which was closed in 2017, were included.

    “We were also able to produce 26 first class students because our assessment process is very thorough, with different processes of quality assurance at faculty and department levels.’’

    The VC also told newsmen that the university awarded scholarships to 220 undergraduates who finished the 2016/2017 and 2017/2018 academic sessions with a CGPA of 4.5 and above.

    He said that LASU was also ranked as the first among state universities in the 2018 maiden National Universities Commission’s Open Education Resources (OER) ranking.

    He also unveiled the new university anthem, which according to him, would further entrench the essence and value of the university in the heart of its staff and students.

    Speaking on some key projects going on in the university, Fagbohun said the Faculty of Dentistry Research and service centre had been completed and furnished with the state of art equipment.

    He said the centre would complement the dental facility at Lagos State University Teaching Hospital (LASUTH).

    Fagbohun also said the Centre for Entrepreneurial Studies Building, funded by the Tertiary Education Trust Fund (TETFUND) among other projects have been completed.

    He commended Gov. Akimwunmi Ambode and other stakeholders for their contributions towards making the university a pride for all.

    The VC said former President Olusegun Obasanjo would be the chairman of the convocation lecture scheduled for May 22.

    The convocation lecture would be delivered by Prof. Abubakar Rasheed, the Executive Secretary of the National University Commission (NUC).

    The lecture is titled: “Role of Education in Promoting Social Cohesion and Peace: Opportunities and Challenges for Nigeria’’.

    Prior to the convocation, a sports competition among staff and Jumat service would hold on May 17 and May 18 respectively.

    The special church service is scheduled to hold on May 20 while the Coconut Breaking Festival and Command Performance and Play by the Department of Theatre Arts and Music would hold on May 21.

    Award for first degrees in all faculties hold May 23 while that of higher degrees and honorary doctorate degrees holds on May 24. (

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