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NEW QUESTION: 1
Which value is verified in the certificates to confirm the identity of the physical WAN Edge device?
A. System-IP
B. OTP
C. Chassis-ID
D. Serial Number
Answer: C

NEW QUESTION: 2
A company has an application that generates invoices and makes the invoices available online. Invoices are stored as PDFs in an Amazon S3 bucket. Customers typically only view each invoice during the month it is issued. However, past invoices need to be immediately available . There are concerns over rising storage costs as the company gains more customers.
What is the MOST cost-effective method to store the data?
A. Store the invoices as text files. Use Amazon CloudFront to convert the invoices from text to PDF when customers download invoices.
B. Use Amazon S3 for current invoices. Set up lifecycle rule~ o migrate invoices to Amazon S3 Standard-Infrequent Access (S3 Standard-IA) after 30 days.
C. Use Amazon S3 for current invoices. Set up lifecycle rules to migrate invoices to the GLACIER storage class after 30 days.
D. Store the invoices as binaries in an Amazon RDS database instance. Retrieve them from the database when customers request invoices.
Answer: B

NEW QUESTION: 3
Which of the following statements is correct?
A. Hedging the credit risk of an asset swap package with a credit default swap has no basis risk
B. Basis risk is a result only of maturity mismatches
C. Hedging a long bond position with payer's swap involves basis risk
D. Basis risk is a result only of duration mismatches.
Answer: C

NEW QUESTION: 4
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 an intellectual skill the mastery of which is not closely tied to specific forms of expression.
C. 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.
D. Present an example of an intellectual skill the mastery of which is closely tied to specific forms of expression.
E. Present an example of a perceptual-motor skill the mastery of which is not closely tied to specific forms of expression.
Answer: B
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.