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NEW QUESTION: 1
alice is a user account used by Alice on a Solaris 11 system.
sadmin is a role account on the same system.
Your task is to add the command /usr/sbin/cryptoadm to the Network management profile, so that Alice can execute it, while assuming the sadmin role.
Select the three activities necessary to accomplish this.
A. To the file /etc/security/auth_attr, add the line:Network Management:
solaris:cmd:RO::/usr/sbin/cryptoadm:euid=0
B. Run the command profiles sadmin to ensure that the role sadmin includes the network Management profile.
C. Run the command profiles alice to ensure that the Alice has permissions to access the Network management profile.
D. Run the roles alice to ensure that alice may assume the role sadmin.
E. To the file /etc/security/exec_attr.d/local-entriies, add the line:Network Management:
solaris:cmd:RO::/usr/sbin/cryptoadm:euid=0
F. To the file /etc/security/prof_attr, add the line: Network Management:
solaris:cmd:RO::/usr/sbin/cryptoadm:euid=0
G. Run the command profiles "Network management" to ensure that the Network management profile includes the sadmin role.
Answer: D,E,G
Explanation:
C: /etc/security/exec_attr is a local database that specifies the execution attributes associated with profiles. The exec_attr file can be used with other sources for execution profiles, including the exec_attr NIS map and NIS+ table.
A profile is a logical grouping of authorizations and commands that is interpreted by a profile shell to form a secure execution environment.
NEW QUESTION: 2
For which three requirements would you use the Database Resource Manager? (Choose three.)
A. specifying an idle time limit that applies to sessions that are idle and blocking other sessions
B. specifying the amount of private space a session can allocate in the shared pool of the SGA.
C. limiting the degree of parallelism of operations performed by user sessions in a consumer group
D. specifying the maximum number of concurrent sessions allowed for a user
E. limiting the CPU used per database call
Answer: A,C,D
Explanation:
Explanation/Reference:
References: http://docs.oracle.com/cd/B19306_01/server.102/b14231/dbrm.htm
NEW QUESTION: 3
Intuitively, intellectual skills and perceptual-motor skills seem very different because perceptual-motor skills appear more primitive. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures "high on the evolutionary ladder" are more obviously capable of intellectual skills than are creatures "lower down ".
Perceptual-motor skills also seem more closely tied to specific forms of expression. Being a chess player does not mean one can only play with pieces of a certain size, that one can only move pieces with one's right hand, and so on. By contrast, being a violinist means one can play an instrument whose size occupies a fairly narrow range and that one must play with a rather rigid assignment of functions to effectors (bowing with the right hand, and fingering with the left). The seeming narrowness of this perceptual-motor skill expression, contrasted with the seeming openness of intellectual skill expression, seems to follow from intellectual skills having symbolic outcomes and perceptual-motor skills having non- symbolic outcomes. Symbolic outcomes need not be realized in specific ways and can rely on abstract rules. Non-symbolic outcomes, by contrast, need more specific forms of realization and seem to depend on restricted associations between stimuli and response.
Another difference between intellectual and perceptual-motor skills is that the two kinds of skill seem to be represented in different parts of the brain. For example, structures homologous to the optic tectum, a nucleus located on the dorsal surface of the midbrain, have a common function in all vertebrates- coordinating visual, auditory, and somatosensory information relevant to the control of orienting movements of the eyes, ears, and head. Similarities in structure and function between these and other brain areas associated with perceptual-motor behavior suggest that mechanisms for control of perceptual- motor skills are both highly specialized and conserved across species. In contrast, what distinguishes the human brain from the brains of other species - even closely related ones - is the differential growth of brain regions most strongly associated with intellectual skills, such as the association areas of the cerebral cortex.
The contention that these areas serve intellectual functions is supported by a large body of clinical and experimental literature. Together, these diverse sources of information suggest that perceptual-motor and intellectual skills depend on distinct brain circuits.
The author mentions the game of chess in paragraph two primarily in order to
A. Present an example of a perceptual-motor skill the mastery of which is closely tied to specific forms of expression.
B. Present an example of a skill that is both an intellectual skill and a perceptual-motor skill, the mastery of which is closely tied to specific forms of expression.
C. Present an example of a perceptual-motor skill the mastery of which is not closely tied to specific forms of expression.
D. Present an example of an intellectual skill the mastery of which is not closely tied to specific forms of expression.
E. Present an example of an intellectual skill the mastery of which is closely tied to specific forms of expression.
Answer: D
Explanation:
Explanation/Reference:
Explanation:
The best answer is A.
Chess is an intellectual skill the mastery of which is not closely tied to specific forms of expression. In other words, once one has learned to play the game, one can vary the way one plays, by using one's left hand instead of one's right, for instance.
NEW QUESTION: 4
HOTSPOT
Hot Area:
Answer:
Explanation:
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