LPIC-1 exam 101 exam Dumps

101-500 exam Format | Course Contents | Course Outline | exam Syllabus | exam Objectives

Course Outline: LPIC-101 Certified Linux Administrator

This course prepares students to take the 101 exam of the LPI level 1 certification. The Linux Professional Institute (LPI) is the go to certification body for vendor independent Linux certifications. This course covers fundamental Linux skills such as file management and manipulation, text processing, command line use, package management, filesystems, hardware, and many more. Students will feel confident taking the LPI LPIC-1 101 exam with in classroom assessments and practice exams.

Module 1: Work on the command line
- Role of command shell
- Shells
- Gathering system info
- Identifying the shell
- Changing the shell
- Shell prompts
- Bash: bourne-again shell
- Navigating the filesystem
- Help from commands and documentation
- Getting help within the graphical desktop
- Getting help with man $ info
- Bash: command line history
- Bash: command editing
- Bash: command completion
- Shell and environment variables
- Key environment variables Lab tasks
- Help with commands
- Linux shells
- Shell variables
- Bash history
- Aliases
Module 2: Use streams, pipes, and redirects
- File redirection
- Piping commands together
- Filename matching
- File globbing and wildcard patterns
- Brace expansion
- General quoting rules
- Nesting commands
- Gotchas: maximum command length
Lab tasks
- Redirection and pipes
- Wildcard file matching
- Shell meta-characters
- Command substitution
Module 3: Manage file permissions and ownership
- Filesystem hierarchy standard
- Displaying directory contents
- Filesystem structures
- Determining disk usage with df and du
- File ownership
- Default group ownership
- File and directory permissions
- File creation permissions with umask
- Changing file permissions
- Suid and sgid on files
- Sgid and sticky bit on directories
- User private group scheme
Lab tasks
- Navigating directories and listing files
- Disk and filesystem usage
- File and directory ownership and permissions
Module 4: Create, delete, find, and display files
- Directory manipulation
- File manipulation
- Deleting and creating files
- Physical unix file structure
- Filesystem links
- File extensions and content
- Which and type
- Whereis
- Searching the filesystem
- Alternate search method
- Manually installed shared libraries
Lab tasks
- Manipulating files and directories
Module 5: Work with archives and compression
- Archives with tar
- Archives with cpio
- The gzip compression utility
- The bzip2 compression utility
- The xz compression utility
- The pkzip archiving/compression format
Lab tasks
- Archiving and compression
- Using tar for backups
- Using cpio for backups
Module 6: Process text streams using filters
- Producing file statistics
- The streaming editor
- Replacing text characters
- Text sorting
- Duplicate removal utility
- Extracting columns of text
- Displaying files
- Prepare text for display
- Previewing files
- Displaying binary files
- Combining files and merging text
Lab tasks
- Text processing
- Processing text streams
Module 7: Search text files using regular expressions
- Searching inside files
- Regular expression overview
- Regular expressions
- Re character classes
- Regex quantifiers
- Re parenthesis
Lab tasks
- Pattern matching with regular expressions
- Extended regular expressions
- Using regular expressions with sed
Module 8: Perform basic file editing operations using vi
- Text editing
- Vi and vim
- Learning vim
- Basic vi
- Intermediate vi
Lab tasks
- Text editing with vim
Module 9: Create, monitor, and kill processes
- What is a process-
- Process lifecycle
- Process states
- Viewing processes
- Signals
- Tools to send signals
- Managing processes
- Tuning process scheduling
- Job control overview
- Job control commands
- Nohup and disown
- Uptime
- Persistent shell sessions with screen
- Using screen
- Advanced screen
Lab tasks
- Job control basics
- Process management basics
- Screen basics
- Using screen regions
Module 10: Use rpm, yum, and debian package management
- Managing software
- Rpm architecture
- Working with rpms
- Querying and verifying with rpm
- Installing debian packages
- Querying and verifying with dpkg
- The alien package conversion tool
- Managing software dependencies
- Using the yum command
- Yumdownloader
- Configuring yum
- The dselect $ apt frontends to dpkg
- Aptitude
- Configuring apt
Lab tasks
- Working with rpms on ubuntu
- Querying the rpm database
Module 11: Work with partitions, filesystems, and disk quotas
- Partition considerations
- Logical volume management
- Filesystem planning
- Partitioning disks with fdisk $ gdisk
- Resizing a gpt partition with gdisk
- Partitioning disks with parted
- Filesystem creation
- Filesystem support
- Unix/linux filesystem features
- Swap
- Selecting a filesystem
- Filesystem maintenance
- Mounting filesystems
- Mounting filesystems
- Managing an xfs filesystem
- Nfs
- Smb
- Filesystem table (/etc/fstab)
- Configuring disk quotas
- Setting quotas
- Viewing and monitoring quotas
Lab tasks
- Hot adding swap
- Accessing nfs shares
- Setting user quotas
Module 12: Linux boot process
- Booting Linux on pcs
- Grub 2
- Grub 2 configuration
- Grub legacy configuration
- Boot parameters
- Init
- Linux runlevels aliases
- Systemd local-fs.target and sysinit.target
- Runlevel implementation
- System boot method overview
- Systemd system and service manager
- Systemd targets
- Using systemd
- Shutdown and reboot
- System messaging commands
- Controlling system messaging
Lab tasks
- Command line messaging
- Messaging with talkd
- Boot process
- Grub command line
- Basic grub security
Module 13: Determine and configure hardware settings
- Managing Linux device files
- Hardware discovery tools
- Configuring new hardware with hwinfo
- Pc architecture and bus
- Dma $ irq
- Usb devices
- Usb configuration
- Configuring kernel components and modules
- Kernel modules
- Handling module dependencies
- Configuring the kernel via /proc/
- Kernel hardware info /sys/
- /sys/ structure
- Random numbers and /dev/random
Lab tasks
- Adjusting kernel options
Module 14: linux fundamentals
- Unix and its design principles
- Fsf and gnu
- Gpl general public license
- The linux kernel
- Components of a distribution
- Red hat linux products
- Suse linux products
- Debian
- Ubuntu
- Logging in
- Got root-
- Switching user contexts
Gathering login session info
Lab tasks
- Login and discovery
- Switching users with su

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Assessments a hundred and one: assessment varieties, Their makes use of, and constructing Balanced evaluation systems

August 9, 2021

with the aid of Nicholas Munyan-Penney and Charles Barone

On July 27, ERN hosted “Assessments a hundred and one: assessment varieties, Their makes use of, and constructing Balanced evaluation programs,” the primary in a sequence of three webinars that we’re calling the assessment Bootcamp. this primary session become designed to give advocates and policymakers with a shared language and abilities base about different types of assessments and the functions they are—and are not—designed for and how these a lot of assessments can work together to create coherent, balanced evaluation techniques.

Summative, Statewide Assessments Have a distinct and Irreplaceable function

Stuart Kahl, President of Kahl Balanced assessment Practices, all started by way of noting that statewide summative assessments are basic for program contrast development, “you have got plenty of comparisons that are allowed by way of state checks, and the consequences may still elevate questions like: Why are we no longer performing in addition to different faculties in our state that serve the similar population of scholars? Why is that this subgroup of ours not performing as neatly as the identical subgroup at other schools across the state?” 

Susie Feliz, vice chairman of coverage and Legislative Affairs at country wide urban League, cited that statewide summative assessments are about “ensuring that each one students are taught to the same high requirements and the statewide assessments are aligned to the states’ faculty and career readiness specifications,” whereas native assessments–though effective for addressing different needs–don't seem to be always aligned to these standards. 

Summative, Statewide Assessments Can’t Do every thing

Kahl recommended towards the usage of statewide summative exams for the more first-class-grained work of diagnosing specific scholar getting to know wants or without delay informing everyday adjustments to guide. as an alternative, local level assessments, such as trainer-created formative assessments or standardized intervening time assessments, are stronger designed to provide assistance mandatory for this work. 

however, it’s a scarcity of figuring out about these discrete functions that can sow confusion about assessments—and produce statistics that doesn’t reply the questions we need answered—Paige Kowalski, executive vice president at records quality crusade, stated, “distinct assessments yield several types of effects and for different functions and the trick is understanding what you’re going for—what types of questions you’re making an attempt to reply—so that you can prefer the right evaluation instrument.” 

Summative, Statewide Assessments Are similar throughout Districts and Subgroups

throughout the dialog, every of our expert panelists endured to spotlight that it’s the means to make apples-to-apple comparisons which make statewide summative assessments so effective. 

Kahl referred to: “look at various results are only meaningful in assessment to some thing: in evaluation to a pre-established regular, in evaluation to outdated performance, or in comparison to another businesses…They provide you with an exterior standpoint on how smartly your program is doing.”

in a similar way, Kowalski emphasized that the “statewide summative assessment facts is the best records element that a state has to seem to be out throughout their own districts to do software contrast, to bear in mind how organizations of students are doing, to take note which high schools are making ready their students for faculty or careers.” 

this is exceptionally important because—through federal accountability techniques below the each pupil Succeeds Act (ESSA)—faculties that invariably underperform on statewide assessments are eligible for further guide and resources to support faculty improvement. 

local Assessments may still now not Be used in Lieu of Statewide Assessments

asked about states who've expressed hobby in the use of local evaluation records in lieu of statewide summative assessments, Kahl brought up that “In my mind, no matter if it’s for accountability or for software assessment and growth, that lack of comparability is a serious issue with that approach.” Kowalski added that “You could have a state with 500 districts and 500 district ratings sent as much as the state and that they can submit that but what's that statistics set? What can you do with it? What questions can you in reality reply? and it will get misused since it’s not even apples and oranges, it’s apples and eggplants.”

The panel’s moderator ERN’s VP of K12 coverage, Charles Barone, stated that without statewide summative assessments, “which you can have some districts appear respectable as a result of they set a lower bar and different districts seem now not as good as a result of they set a stronger bar… without the apples to apples comparability you definitely can’t do the aid a part of this in any useful manner. You’d even have a reasonably regressive distribution of elements.”

Statewide Summative Assessments Play a vital function in using  equity

constructing off the dialogue on comparability, Feliz very evidently highlighted the importance of statewide summative assessments in advancing academic fairness, “It’s in fact about shining the light on tutorial disparities, peculiarly for students of colour and different inclined students. …For city League associates and their civil rights partners on the floor, using standardized checks has helped show these long standing racial disparities in educational probability which has armed them with the proof that they deserve to suggest for exchange.” 

with out statewide summative assessments, these disparities wouldn’t be visible. The resulting boom data is, Kowalski notes, “our simplest comparable records element about efficiency and it is our handiest fairness indicator on efficiency in existence presently.”  

And federal necessities to disaggregate statewide assessment records—first covered as part of federal legislation in 2001—are equally essential to promoting equity. “The disaggregation of records… changed into a essential and pivotal aspect in education reform: being in a position to see the disparities via pupil neighborhood with the aid of Black students, Latino college students, English learners, low profits youngsters, students with disabilities,” Feliz brought up. “Now we will see as parents and community individuals and advocates how smartly our students are performing towards these statewide college and profession readiness requirements.”

assessment Bias and Systemic Racism

on the conclusion of the webinar, our panelists tackled the difficulty that whereas many view assessments as a key device for advancing racial fairness in our faculties, some observers declare that these assessments are inherently racist or biased. 

Kahl, who has been worried within the design of assessments for many years, pushed returned on the conception that statewide assessments are biased through design. “From the starting we’ve had assorted steps within the method of look at various development to be certain [cultural bias] doesn’t ensue. we have bias and sensitivity stories. however even earlier than we get to that stage of committees hunting for simply those things that may result in concerns and differential performance of kids, the examine developers are knowledgeable on all these factors they ought to steer clear of in these objects, so there a superb deal of effort in the building technique to make sure that exams are impartial.” 

Feliz mentioned that we do deserve to renowned the history of racial discrimination in schooling, including evaluation, corresponding to when SAT and IQ checks had been used as “facts” of Black college students’ highbrow inferiortiy. but, ultimately, she says statewide assessments are a crucial tool in carrying on with to increase our faculties: 

“We have to well known the growth that’s been made through these vital reforms in our education system…We believe that the standardized statewide tests, by using shining a lightweight on educational gaps, are intended to promote equity and hang a equipment accountable for instructing all students…As a father or mother and a group member i'm trusting my public faculty system to do right through my infant, and if history is precedent then I ought to do my half to cling my schools device accountable. And there’s nevertheless a bit mistrust in our communities when it involves no longer simply checking out, however the executive’s position in advertising discriminatory guidelines that drawback college students of colour. …I suppose we’ve made lots of progress and we just should keep relocating against advancing equity in our schooling device.” 

that you would be able to view the total recording of the webinar here.

stay tuned for suggestions about session two and three where we’ll discuss innovations in assessment and accountability and proceed to deliver advocates with the counsel and speaking aspects they need to make the case for statewide summative assessments.


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