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101-400 - LPI Level 1 101 Junior Level Linux Certification Part 1 of 2 - Dump Information

Vendor	:	LPI
Exam Code	:	101-400
Exam Name	:	LPI Level 1 101 Junior Level Linux Certification Part 1 of 2
Questions and Answers	:	120 Q & A
Updated On	:	November 27, 2017
PDF Download Mirror	:	101-400 Brain Dump
Get Full Version	:	Pass4sure 101-400 Full Version

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101-400 Questions and Answers

Answer: B

QUESTION: 102

How many fields are in a syntactically correct line of /etc/fstab?

1. 3
2. 4
3. 5
4. 6
5. 7

Answer: D

QUESTION: 103

After successfully creating a hard link called bar to the ordinary file foo, foo is deleted from the filesystem. Which of the following describes the resulting situation?

1. foo and bar would both be removed.
2. foo would be removed while bar would remain accessible.
3. foo would be removed. bar would still exist but would be unusable.
4. Both foo and bar would remain accessible.
5. The user is prompted whether bar should be removed, too.

Answer: B

QUESTION: 104

Which of the following Linux filesystems preallocates a fixed number of inodes at the filesystem's make/creation time and does NOT generate them as needed? (Choose TWO correct answers.)

1. ext3
2. JFS
3. ext2
4. XFS
5. procfs

Answer: A, C

QUESTION: 105

What does the command mount -a do?

1. It ensures that all file systems listed with the option noauto in /etc/fstab are mounted.
2. It shows all mounted file systems that have been automatically mounted.
3. It opens an editor with root privileges and loads /etc/fstab for editing.
4. It ensures that all file systems listed with the option auto in /etc/fstab are mounted.
5. It ensures that all file systems listed in /etc/fstab are mounted regardless of their options.

Answer: D

QUESTION: 106

Which of the following commands changes the ownership of file.txt to the user dan and the group staff?

1. chown dan/staff file.txt
2. chown dan:staff file.txt
3. chown -u dan -g staff file.txt
4. chown dan -g staff file.txt

Answer: B

QUESTION: 107

Which of the following commands shows the definition of a given shell command?

1. where
2. stat
3. type
4. case

Answer: C

QUESTION: 108

What do the permissions -rwSr-xr-x mean for a binary file when it is executed as a command?

1. The command is SetUID and it will be executed with the effective rights of the owner.
2. The command will be executed with the effective rights of the group instead of the
   owner.
3. The execute flag is not set for the owner. Therefore the SetUID flag is ignored.
4. The command will be executed with the effective rights of the owner and group.

Answer: C

QUESTION: 109

What does the command mount -a do?

1. It mounts all available filesystems onto the current directory.
2. It shows all mounted filesystems.
3. It mounts all user mountable filesystems for the current user.
4. It mounts all filesystems listed in /etc/fstab which have the option auto set.
5. It mounts all filesystems listed in /etc/fstab which have the option noauto set.

Answer: D

QUESTION: 110

What is the purpose of the Filesystem Hierarchy Standard?

1. It is a security model used to ensure files are organized according to their permissions and accessibility.
2. It provides unified tools to create, maintain and manage multiple filesystems in a common way.
3. It defines a common internal structure of inodes for all compliant filesystems.
4. It is a distribution neutral description of locations of files and directories.

Answer: D

QUESTION: 111

Which utility would be used to change how often a filesystem check is performed on an ext2 filesystem without losing any data stored on that filesystem?

1. mod2fs
2. fsck
3. tune2fs
4. mke2fs
5. fixe2fs

Answer: C

QUESTION: 112

Which of the following commands makes /bin/foo executable by everyone but writable only by its owner?

1. chmod u=rwx,go=rx /bin/foo
2. chmod o+rwx,a+rx /bin/foo
3. chmod 577 /bin/foo
4. chmod 775 /bin/foo

Answer: A

QUESTION: 113

After moving data to a new filesystem, how can the former path of the data be kept intact in order to avoid reconfiguration of existing applications? (Choose TWO correct answers.)

1. By creating an ACL redirection from the old to the new path of the data.
2. By creating a hard link from the old to the new path of the data.
3. By creating a symbolic link from the old to the new path of the data.
4. By running the command touch on the old path.
5. By mounting the new filesystem on the original path of the data.

Answer: C, E

QUESTION: 114

Which of the following commands creates an ext3 filesystem on /dev/sdb1? (Choose TWO correct answers.)

1. /sbin/mke2fs -j /dev/sdb1
2. /sbin/mkfs -t ext3 /dev/sdb1
3. /sbin/mkfs -c ext3 /dev/sdb1
4. /sbin/mke3fs -j /dev/sdb1

Answer: A, B

QUESTION: 115

Which of the following commands set the sticky bit for the directory /tmp? (Choose TWO correct answers.)

1. chmod +s /tmp
2. chmod +t /tmp
3. chmod 1775 /tmp
4. chmod 4775 /tmp
5. chmod 2775 /tmp

Answer: B, C

QUESTION: 116

Which of the following commands can be used to display the inode number of a given file?

1. inode
2. ls
3. ln
4. cp

Answer: B

QUESTION: 117

Which of the following file permissions belong to a symbolic link?

A. -rwxrwxrwx

B. +rwxrwxrwx

1. lrwxrwxrwx
2. srwxrwxrwx

Answer: C

QUESTION: 118

Creating a hard link to an ordinary file returns an error. What could be the reason for this?

1. The source file is hidden.
2. The source file is read-only.
3. The source file is a shell script.
4. The source file is already a hard link.
5. The source and the target are on different filesystems.

Answer: E

QUESTION: 119

Which of the following commands will change the quota for a specific user?

1. edquota
2. repquota
3. quota -e
4. quota

Answer: A

QUESTION: 120 CORRECT TEXT

Which command is used to create and initialize the files used to store quota information? (Specify ONLY the command without any path or parameters.)

Answer:

Quotacheck

LPI 101-400 Exam (LPI Level 1 101 Junior Level Linux Certification Part 1 of 2) 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
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:
Pre-survey
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 LPI.org 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:
Correctness
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.
Relevance
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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