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920-345 - BCM50/450 Rls. 5.0 Installation and(R) Initial Configuration - Dump Information

Vendor : Nortel
Exam Code : 920-345
Exam Name : BCM50/450 Rls. 5.0 Installation and(R) Initial Configuration
Questions and Answers : 110 Q & A
Updated On : December 15, 2017
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920-345 Questions and Answers

920-345


You want to use a network server to provide the correct time and date to a Business Communications Manager (BCM) system. Which setting on the BCM do you configure?


  1. LAN

  2. Local

  3. NTP

  4. Network server


Answer: C


QUESTION: 54

When configuring Professional Call Recording (PCR), how can you make feature operation more reliable?


  1. Configure PCR to have priority on the can recording server

  2. Configure multiple email servers for can recording so PCR can find an available one as email destination

  3. Configure PCR to discard included audio files if the LAN is congested

  4. Configure the autonomous rule to operate at medium instead of high


Answer: B


QUESTION: 55

Which is true of installing an uninterruptible power supply (UPS) that will be monitored by a BCM50 that is scheduled for backups to a USB thumb drive?


  1. You must use a USB hub between the UPS and the BCM50

  2. You can connect the UPS whether or not Business Communications Manager (BCM) is running

  3. You must use a surge protector between the UPS and the AC power source

  4. Use a small-system bracket to mount the UPS


Answer: A


QUESTION: 56

Your Nortel BCM50 system configuration requires fewer than the standard number of channels delivered from the PRI line Which two configuration tasks must you perform? (Choose two)


  1. Provision all PRI lines

  2. Enable all B-channels

  3. Disable the DTM module

  4. De-provision unassigned lines

  5. Disable all the B-channels that are not needed


Answer: D,E


QUESTION: 57

For Meet-Me Conferencing, which are two factors in determining the maximum conference size? (Choose two)


  1. chairperson booking

  2. class of service

  3. time of day

  4. maximum number of ports purchased by keycode


Answer: B,D


QUESTION: 58

A customer requires that a BCM50 be wall mounted. There are two expansion units as well as the main unit Which equipment is required to perform this installation?


  1. One wallmount shelf and one wiring field card

  2. One Small System Wallmount Bracket to hold the two expansion units and one Small System Wallmount Shelf for the main unit

  3. Three Small System Wallmount Brackets or one Small System Wallmount Shelf

  4. One wallmount shelf and two wiring field cards


Answer: C


QUESTION: 59

You are setting up Message Forwarding on a customer’s Business Communications Manager (BCM). The customer wants to control forwarded messages How can you ensure mail forwarded is restricted to authorized users?


  1. Configure the approved destinations on the subscriber mailbox using Mailbox Manager

  2. Configure it on the mail proxy server

  3. Assign destination control to the administrator using Element Manager Tools


  4. Ensure the Enable Message Forwarding User Administration check box is selected


Answer: D


QUESTION: 60

What is the maximum number of IP trunks you can have on a BCM450 with a capacity expansion card?


  1. 48

  2. 80

  3. 130

  4. 300


Answer: C


Nortel 920-345 Exam (BCM50/450 Rls. 5.0 Installation and(R) Initial Configuration) Detailed Information

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The Nortel Institute is committed to educating, training, and professional development in the broad and booming field of information technology and telecommunications by developing innovative programs, backed by first-class facilities. The Nortel Institute�s education and training program is designed to respond to current challenges and to anticipate and address future challenges. In additioan, the Institute�s missions in research and development and in strategic analysis enable it to anticipate technological trends and plan training and education programs to prepare people for jobs in new areas.
The Institute designed and obtained approval for the Master of Engineering in Telecommunications program and which began in September 1998. The program graduates 30-35 highly trained experts each year for employment in industry. The Institute offers financial aid to undergraduate and graduate students through the Nortel Institute Scholarship program.
The Institute has also developed training and retraining programs, such as the Executive Development Program, as well as specialized seminars, workshops and forums.
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The critical shortage of highly qualified personnel in information technology and telecommunications, including researchers, engineers and technological entrepreneurs;
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Develop innovative programs, backed by first-class facilities, to fast-track the preparation of new generations for leadership and innovation and to offer retraining and updating for industry and government personnel;
Strengthen ties between industry and advanced education to give students hands-on experience and to enhance research and education opportunities for industry staff;
Identify technology trends in order to direct education and training resources effectively for future job creation, giving Canada�s economy a technological competitive advantage.
Approaches
Offer the innovative Master of Engineering in Telecommunications program;
Develop, in consultation with industry, innovative updating and retraining programs, specialized seminars and workshops;
Support initiatives to increase the number of highly qualified graduates in electrical and computer engineering;
Integrate results of strategic analysis of technology trends into education and training program development.
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With Internet and multimedia technology playing an increasingly important role in education at every level, laying the right communications foundation is essential for educational establishments of all types.
At 1st Communications, we understand the communications and networking needs of your educational institution. Without voice and data communications technology, it would be impossible to operate in this day and age. You would not be able to construct collaborative projects, run intranets etc.
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  • A multi-institutional examine of the have an effect on of open textbook adoption on the discovering results of post-secondary college students The William and plants Hewlett groundwork has defined open academic resources as:

    teaching, learning, and analysis resources that stay within the public area or were released under an highbrow property license that makes it possible for their free use and re-purposing by means of others. Open educational resources include full courses, path substances, modules, textbooks, streaming videos, checks, utility, and every other equipment, substances, or innovations used to support access to expertise (Hewlett 2013).

    OER substances eschew usual copyright in lieu of licenses that enable others to keep, reuse, revise, remix, and redistribute the materials (Hilton et al. 2010; Wiley et al. 2014). The large majority of the OER utilized in this analyze had been obtainable at no cost online. therefore, digital types may well be accessed on a wide selection of devices.

    Open textbooks, which can be a set of OER aggregated in a way that resembles a normal textbook, take many shapes and kinds. usually, free digital versions of the textbook are made available to students. additionally, students who are looking to buy print models of the textbooks can achieve this, at fees as little as $5 per textbook. whereas the fine of open textbooks varies, many move through rigorous editorial and design procedures. in all probability not distinctly, students are favorably disposed against replacing costly industrial textbooks with free open textbooks. Bliss et al. (2013) studied open textbook adoption at eight distinctive institutions of bigger schooling. Fifty-eight lecturers and 490 college students throughout the eight schools achieved surveys concerning their experiences in employing the open texts. Bliss and colleagues discovered that about 50 % of scholars mentioned that the OER textbooks had been of the identical first-class as normal textbooks and pretty much 40 % spoke of that they have been more desirable. in their free-response comments, college students focused on a couple of advantages of the open textbooks, including cost-reductions. as an instance, one scholar said, “I don't have any expendable salary. without this free textual content i might now not be in a position to take this course.” in the identical study 920-345, researchers found that 55 % of teachers adopting OER mentioned that the open substances have been of the same first-class because the materials that they had previously used, and 35 % felt that they had been more desirable. One trainer in the look at cited that “The substances have been free to my students, which reduced a barrier to their chances for academic success.”

    whereas Stratton et al. (2007) noted that outcomes have been mixed in stories examining the relationship between student finances and their success in continuing via completion, several reports have indicated that superior financial supplies correlate positively with pupil persistence. as an example, Paulsen and St. John (2002) established that “the responsiveness of poor and dealing-class college students to training increases is alarmingly excessive–decreasing their probability of persisting by using 16 and 19 %, respectively, per $1000 increment in training” (p. 229). whereas Paulsen and St. John didn't discuss the charge of textbooks, it's exciting to notice that the determine they used for a rise in tuition ($a thousand), is approximately the equal amount of cash full-time college students usually spend on textbooks per yr. as a consequence one may argue that cutting back textbook expenses to zero might probably boost persistence rates.

    whereas now not constantly measured without delay, it is possible that using no-can charge or cost-efficient OER may free students’ supplies to assist elevated credit score masses which then raise growth towards graduation. Wiley et al. (2015) analyzed the can charge savings in courses with sections that used OER and sections that did not. The ordinary cost of commercial textbooks throughout the classes turned into $a hundred and forty.85 which represented a potential total can charge of $1,324,017.68 for that pattern. In that instance, OER may have saved over one million dollars in textbook expenses, which could have been applied without delay to tuition for extra courses.

    while economic factors could be notably persuasive to college students and different educational stakeholders, the core aim of training is to aid researching. If the adoption of open textbooks decreases prices however additionally negatively influences student gaining knowledge of, educators should smartly view them with skepticism. whereas encouraging this skepticism, the authors absolutely acknowledge that associations and educators far and wide trade improved affordability for decrease results on an everyday basis. as an example, schools universally forego providing a full-time tutor for each scholar. despite the fact that Bloom’s two-sigma work suggests this would vastly boost scholar getting to know, faculties as an alternative decide to vicinity students in educationally sub-top of the line however tremendously more low-priced classes with many other college students and a single instructor. as a result of this selected change of sub-optimization for affordability is smartly established and extensively accredited, it's essentially invisible to many school. by contrast, a lessen in scholar getting to know linked to the adoption of open textbooks could be novel and likely to attract the negative consideration of faculty, college students, and different stakeholders. youngsters, if getting to know results definitely enhanced in settings the place open textbooks are utilized, there may be enormous coverage implications.

    in all probability as a result of OER is comparatively new, little research has been carried out on how its utilization influences student learning. so far, six reports have in comparison student efficiency with and without imposing OER. These experiences vary in rigor and all state that there are boundaries to their findings. then again, they represent the research done to the present time.

    Lovett et al. (2008) measured the efficacy of an OER information module in assessment with the usual educational mannequin at Carnegie Mellon tuition. In two separate semesters, they invited college students who had registered for an introductory facts type at Carnegie Mellon to participate in an experimental on-line edition of the route. Of those that volunteered, about one-third had been randomly selected to take the on-line direction, while the remaining two-thirds who had volunteered grew to be the handle community. The control community took the usual, face-to-face statistics category at Carnegie Mellon. Researchers compared the outcomes of those two corporations in fall 2005 by means of analyzing their check scores (three midterms and one remaining examination), and found that there changed into no colossal change between the two corporations. This scan became replicated in spring 2006 with the identical, non-huge, outcome. for this reason, utilizing OER resulted in can charge-discount rates devoid of improving—or sacrificing—gaining knowledge of outcomes.

    In one more study 920-345 concentrated on Carnegie Mellon’s open statistics modules, Bowen et al. (2014) in comparison the use of a traditional textbook in a face-to-face lecture class with that of a blended strategy using OER. six hundred and 5 college students took the OER edition of the direction, whereas 2439 took the ordinary version. Bowen and colleagues found that, while students who utilized OER scored a little better than their peers on standardized tests, the difference become now not statistically massive. a possible confound was that these utilizing OER obtained blended study 920-345ing in its place of traditional face-to-face guideline. accordingly it's possible that the pedagogy masked the affect of OER. however, it is vital to note that in this examine that the use of OER didn't result in decrease pupil results.

    In a non-experimental case analyze, Hilton and Laman (2012) in comparison the performance of 690 college students the use of an open textbook in an introductory psychology category to the efficiency of 370 students who used a standard textbook in a outdated semester. They concluded that college students who used the open textbook done more desirable grades in the route, had a lessen withdrawal price, and scored superior on the remaining examination.

    Feldstein et al. (2012) found that college students in courses the usage of open textbooks customarily had better grades and decrease failure and withdrawal costs than these in lessons with traditional textbooks. although, they did observe huge barriers to their examine suggesting that they provided only entertaining information to be more fastidiously pursued sooner or later.

    in a similar fashion, a case study 920-345 presented through Hilton et al. (2013) concentrated on 4 math classes at Scottsdale community school. These classes used the same departmental examination for every path for a couple of years, which allowed college participants to evaluate how students did on department assessments when OER were used as in comparison with previous semesters. OER replaced traditional study 920-345ing substances in fall 2012, and pupil consequences on the conclusion of this semester were approximately the equal as those bought through college students in fall 2011 and fall 2010.

    Pawlyshyn et al. (2013) discovered that after OER material turned into integrated into the mathematics classes at Mercy faculty, pupil study 920-345ing enormously accelerated. The circulate fees of math classes accelerated from sixty three.6 % in fall 2011 (when common researching materials have been employed) to sixty eight.9 % in fall 2012 when all classes were taught with OER. similarly, college students who were enrolled in OER models of a study 920-345ing route performed enhanced than their peers who enrolled within the same path using non-OER materials.

    recent research suggests that a majority of college members perceive OER to be of about the identical excellent as common textbooks. Allen and Seaman (2014) surveyed 2144 college professors regarding OER. Of the 34 % (729) who had been privy to OER, 61.5 % indicated OER had in regards to the same “depended on great” as usual substances, 26.three % noted that natural components have been sophisticated, and 12.1 % observed that OER were advanced. in a similar fashion, sixty eight.2 % said that the “confirmed efficacy” were in regards to the same, 16.5 % noted that OER had advanced efficacy, and 15.three % observed that typical supplies had sophisticated efficacy.

    Allen et al. (2015) studied an experimental category of 478 students that used OER referred to as ChemWiki for its simple textbook, while a control classification of 448 utilized a commercial textbook. These two sections were taught the same semester at consecutive hours the use of the equal college member and educating assistants so as to control for advantage confounds. college students in these classes obtained the equal tests. No enormous adjustments were found between the two groups. beginning of the semester pre-tests combined with closing assessments confirmed no tremendous modifications in individual discovering positive aspects between the two agencies, hence indicating that OER could be substituted with none bad have an impact on on study 920-345ing.

    whereas the aforementioned research provided enjoyable contextual case stories and ranging levels of statistical rigor, tons greater work needs to be performed to verify the relationships between the use of OER and student academic efficiency. The intention of this examine become, therefore, to discover even if the use of open textbooks at 10 faculties tremendously expected study 920-345ing outcomes in a group of sixteen,727 post-secondary college students.

    within the existing study 920-345 we sought to handle the following questions:
  • 1.

    comparing college students who utilize OER and those that don't, is there a difference within the number of students who comprehensive a direction?

  • 2.

    evaluating students who make the most of OER and those that don't, is there a difference within the variety of students who move a course with a C- or improved grade?

  • three.

    comparing college students who utilize OER with people that don't, is there a change within the path grade?

  • four.

    comparing students who utilize OER and those that do not, is there a change within the variety of credit they take in the semester they used OER (fall)?

  • 5.

    comparing students who utilize OER and people who do not, is there a change within the variety of credits they take the semester after the one in which they utilized OER (iciness)?


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