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202-450 - LPIC-2 Exam 202, Part 2 of 2, version 4.5 - Dump Information

Vendor : LPI
Exam Code : 202-450
Exam Name : LPIC-2 Exam 202, Part 2 of 2, version 4.5
Questions and Answers : 119 Q & A
Updated On : January 22, 2019
PDF Download Mirror : 202-450 Brain Dump
Get Full Version : Pass4sure 202-450 Full Version


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202-450 Questions and Answers

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202-450 LPIC-2 Exam 202, Part 2 of 2, version 4.5

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202-450 exam Dumps Source : LPIC-2 Exam 202, Part 2 of 2, version 4.5

Test Code : 202-450
Test Name : LPIC-2 Exam 202, Part 2 of 2, version 4.5
Vendor Name : LPI
Q&A : 119 Real Questions

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LPI LPIC-2 Exam 202, Part

LPIC-2 202-450 observe checks | killexams.com Real Questions and Pass4sure dumps

increase your LPIC-2 202-450 readiness with this app in keeping with bestselling Sybex analyze e book with the aid of Steve Suehring. follow tests cover a hundred% of exam objectives.

observe checks QUESTIONS: 300+ functional practice questions with in-depth explanations.varied apply and mock tests to check your exam readiness. exams are randomly generated each time you take the test. Take often to be more desirable prepared for the real examine.

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The apply examine questions fully check:1. domain identify Server2. web Services3. File Sharing4. network customer Management5. email Services6. device security

concerning the LPIC-2 exams 202-450

LPIC-2 ( examination codes 201-450 and 202-450 ) is the second certification in LPI’s multi-stage knowledgeable certification application. The LPIC-2 will validate the candidate's skill to administer small to medium–sized mixed networks. The candidate need to have an energetic LPIC-1 certification to get hold of LPIC-2 certification, but the LPIC-1 and LPIC-2 assessments can be taken in any order.

necessities: The candidate have to have an lively LPIC-1 certification to receive LPIC-2 certification, but the LPIC-1 and LPIC-2 assessments can be taken in any order

in regards to the AuthorSteve Suehring is an Assistant Professor of Computing and New Media technologies at institution of Wisconsin – Stevens element. Steve has worked as an editor for LinuxWorld journal, and has written a couple of books on a whole lot of applied sciences, including JavaScript, Linux security, windows Server certifications, Perl, and others. Steve has worked at a big information superhighway issuer in each techniques engineering and safety roles, and has also worked at a Fortune a thousand enterprise assisting to proposing architectural course on a large number of initiatives.


LPIC-2: Linux professional Institute Certification examine book: examination 201 and examination 202 | killexams.com Real Questions and Pass4sure dumps

Synopsis

Full coverage of the newest LPI-level 2 exams, with bonus online examine bank LPIC-2 is the one-cease training resource for the Linux professional Institute's advanced level certification exam. With 100 percent coverage of all exam objectives, this booklet provides clear and concise insurance of the Linux administration themes you are going to deserve to know for checks 201 and 202. practical examples highlight the real-world purposes of important concepts, and together, the creator team offers insights in keeping with just about fifty years in the IT industry. This brand new second version has been completely revamped to align with the latest types of the checks, with authoritative coverage of the Linux kernel, device startup, superior storage, community configuration, gadget preservation, web functions, security, troubleshooting, and more. You additionally get access to on-line studying tools including digital flashcards, chapter exams, follow assessments, and a glossary of crucial terms to help you solidify your figuring out of higher-degree Linux administration topics. The LPI-degree 2 certification confirms your superior Linux skill set, and the demand for qualified experts continues to develop.

This e-book gives you the conceptual assistance and hands-on apply you deserve to circulate the exam with flying shades. * keep in mind all of the material for each LPIC-2 checks * benefit insight into actual-world applications * verify your talents with chapter assessments and observe exams * access online analyze aids for more thorough guidance businesses are flocking to the open-supply Linux as an excellent, good value, at ease option to expensive working systems like Microsoft windows. because the Linux market share continues to climb, businesses are scrambling to discover network and server administrators with skilled Linux skills and totally functional skills. The LPI-degree 2 certification makes you the expert they want, and LPIC-2 is your most advantageous guide to getting there.

Christine Bresnahan, is an Adjunct Professor at Ivy Tech group faculty, where she teaches Linux essentials, LPIC-1/CompTIA Linux+ Certification, and Python programming. With over 25 years of IT adventure, Christine specializes in producing tutorial materials for use both inside and out of doors of the classroom. Richard Blum, is a 20-year IT business veteran experienced with methods and community administration for UNIX, Linux, Novell, and Microsoft servers. prosperous is an online Linux teacher for universities nationwide, and is a largely-posted knowledgeable on Linux and open-source software.

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202-450 LPIC-2 Exam 202, Part 2 of 2, version 4.5

Study Guide Prepared by Killexams.com LPI Dumps Experts


Killexams.com 202-450 Dumps and Real Questions

100% Real Questions - Exam Pass Guarantee with High Marks - Just Memorize the Answers



202-450 exam Dumps Source : LPIC-2 Exam 202, Part 2 of 2, version 4.5

Test Code : 202-450
Test Name : LPIC-2 Exam 202, Part 2 of 2, version 4.5
Vendor Name : LPI
Q&A : 119 Real Questions

Use real 202-450 dumps with right quality and recognition.
The exact answers were not difficult to remember. My knowledge of emulating the killexams.com Q&A was truly attractive, as I made all right replies in the exam 202-450. Much appreciated to the killexams.com for the help. I advantageously took the exam readiness inside 12 days. The presentation style of this aide was simple without any lengthened answers or knotty clarifications. Some of the topic which are so hard and difficult as well are coach so beautifully.


Where can I find 202-450 real exam questions?
killexams! huge way to you. ultimate month when i was too much concerned about my 202-450 exam this website help me lots for scoring high. As every body knows that 202-450 certification is an excessive amount of difficult but for me it turned into now not too much tough, as I had 202-450 fabric in my hand. After experiencing such reliable cloth I recommended to all of the students to incline in the direction of the fine instructional offerings of this website online for your practise. My accurate desires are with you considering your 202-450 certificates.


surprised to see 202-450 actual take a look at questions!
We need to discover ways to choose our thoughts just the equal manner, we pick out our garments everyday. that is the power we can habitat.Having said that If we want to do matters in our life, we must warfare hard to comprehend all its powers. I did so and worked difficult on killexams.com to find out awesome position in 202-450 exam with the help of killexams.com that proved very energetic and exceptional program to find out favored function in 202-450 examination.It turned into a perfect program to make my life relaxed.


first-rate experience with Q&A, bypass with excessive rating.
started getting ready for the difficult 202-450 examination the usage of the heavy and voluminous have a take a look at books. However did not crack the difficult topics and have been given panicked. I used to be about to drop the exam when everybody mentioned me the sell off by way of the usage of killexams. It became absolutely easy to observe and the truth that I ought to memorize all in a short time, eliminated all my apprehensions. May additionally want to crack 67 questions in most effective seventy six minutes and had been given a massive 85 marks. Felt indebted to killexams.Com for making my day.


What study guide do I want to put together to pass 202-450 examination?
Killexams.Com is a remarkable internet website online for 202-450 certification material. While i discovered you at the internet, I practicallyjoyed in excitement as it have become exactly what i used to be searching out. I used to be searching out some real and plenty much less high-priced help on line because I didnt have the time to undergo bunch of books. I found enough look at question herethat proved to be very useful. I used for you to score nicely in my LPI test and Im obliged.


it's miles amazing to have 202-450 question financial institution and have a look at manual.
This examination preparation package deal included the questions i was requested at the examination - some thing I didnt accept as true with might be possible. So the stuff they offer is in reality valid. It appears to be regularly up to date to maintain up with the reliable updates made to 202-450 examination. excellent nice, the testing engine runs smoothly and is very consumer friendly. Theres nothing I dont like approximately it.


Do no longer waste some time on looking, just get those 202-450 Questions from real take a look at.
The killexams.Com killexams.Com are the amazing product as it is both clean to use and smooth to put together via their nice Dumps. In many approaches it motivated me, its miles the device which I used day by day for my getting to know. The guide is acceptable for the getting ready. It helped me to accomplish a fantastic score within the very last 202-450 examination. It offers the expertise to carry out higher within the examination. Thank you very for the notable assist.


Get value pack of knowledge to prepare 202-450 exam.
I just bought this 202-450 braindump, as soon as I heard that killexams.com has the updates. Its genuine, theyve covered all new areas, and the exam appears very fresh. Given the current update, their turn round time and help is top notch.


Here we are! Exact study, Exact Result.
Im very satisfied with the 202-450 QAs, it helped me lot in exam center. I can really come for specific LPI certifications additionally.


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LPIC-2 Exam 202, Part 2 of 2, version 4.5

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Irrational Fear of Mass Shootings Can't Justify Unconstitutional Gun Control | killexams.com real questions and Pass4sure dumps

Jeremy Hogan/Polaris/NewscomJeremy Hogan/Polaris/Newscom"Americans are now more likely to be shot to death than to die in a car accident," Margaret Renkl declares in a New York Times op-ed piece calling for more gun control. Since Renkl is talking about mass shootings, which she says "are no longer so unthinkable," the implication is that the risk of being murdered with a gun is on the rise. But that risk is in fact much lower than it was in the 1970s, '80s, or '90s.

To back up her claim, Renkl links to a CDC fact sheet that shows guns killed slightly more Americans in 2015 than car crashes did. Yet 61 percent of those gun deaths were suicides, while 36 percent were homicides. Contrary to Renkl's implication, Americans are nearly three times as likely to die in a car accident as they are to be murdered with a gun.

Renkl deploys this misleading comparison of gun deaths and traffic fatalities to justify her own disproportionate fear of mass shootings, which account for a tiny share of firearm homicides, and of school shootings in particular, which are even rarer and have not become any more common in recent years. That is not the impression left by the recent March for Our Lives rallies, which showed that many teenagers have a grossly exaggerated sense of the dangers they face when they go to school.

Renkl says her husband, a high school English teacher, attended one of those rallies and afterward "texted me a photo he'd taken of himself standing in front of another marcher's sign. It read, 'Am I next?' For just a second, I couldn't breathe." Renkl had a similar reaction "when our oldest son, a new middle school math teacher, took me to see his first classroom. 'Just look at all these beautiful windows!' I said. 'Not exactly great for an active-shooter situation,' he pointed out. His words turned my heart to ice."

Renkl is afraid because other people are afraid, and she is not interested in considering whether those fears are reasonable. "Not only am I married to a schoolteacher, and the mother of one, I also have two younger sons in college," she writes. "Not a single day goes by when I don't worry about whether they will all be safe in their classrooms."

In reality, Renkl's sons are nearly 1,000 times as likely to die in a traffic accident as they are to die in a mass shooting, which is roughly as likely as being killed by a dog and only slightly more likely than dying from a lightning strike. Stinging insects kill more Americans each year than mass shooters do. Yet Renkl thinks the government should make policy decisions based on the shortness of her breath and the coldness of her heart.

"Everyone is worried about the threat of gun violence," Renkl says, "and almost everyone has a clear idea of what to do about it." Among other solutions, she mentions an "outright ban" on "semiautomatic weapons," a very broad category that includes the most popular guns for self-defense. Renkl seems unaware that the Supreme Court has already said such a ban would be unconstitutional.

"We don't need to repeal the Second Amendment," Renkl insists. According to the headline over her essay, criminalizing possession of all firearms except single-shot weapons and revolvers represents "a middle ground on guns." While that may be true at a March for Our Lives rally, the world outside looks different. It is more complicated but also less scary.


Classical schools put Plato over iPad | killexams.com real questions and Pass4sure dumps

By Julia Duin, Special to CNN

(CNN) – In Maryland, a group of students ponder which depiction of the Nativity shows true beauty: A 14th-century Giotto, a 16th-century Barocci or a 20th-century William Congdon. The students are in seventh grade.

Outside Houston, second-graders learn Latin amid the Doric columns, Romanesque arches and the golden Renaissance hues of a gracious brick building.

And in West Tennessee, a first-grade classroom lists virtues - reverence, discipline, diligence and loving kindness - along with Aristotle's "four questions," a simplified version of the Greek philosopher's four causes.

The students attend some of several hundred “classical” schools around the country - institutions designed to reflect the scholarship from the past three millennia of Western civilization, rather than the latest classroom trends.

Classical schools are less concerned about whether students can handle iPads than if they grasp Plato. They generally aim to cultivate wisdom and virtue through teaching students Latin, exposing them to great books of Western civilization and focusing on appreciation of "truth, goodness and beauty." Students are typically held to strict behavioral standards in terms of conduct and politeness, and given examples of characters from history to copy, ranging from the Roman nobleman Cincinnatus to St. Augustine of Hippo.

Parents like them, too; the number of classical schools - public and private - is growing. The curriculum has helped to boost enrollment at religious schools and inspired new public schools.

There are more than 55,000 members on the forums at welltrainedmind.com, a site started by Susan Wise Bauer, an author and educator who in 1999 published “The Well-Trained Mind: A Guide to Classical Education at Home.” The book has sold more than a half-million copies, and has become a bible for the classical education movement.

Some supporters will gather this week at the annual meeting of the Association of Classical and Christian Schools - an organization of 235 schools with more than 38,000 students. They'll attend workshops about how to delight students with poetry and strategies on how to introduce Van Gogh and Matisse to kindergarteners. Also in June, the Lynchburg, Virginia-based Society for Classical Learning will meet in San Antonio, where seminars focus on everything from rhetoric skills to overviews of ancient and medieval education methods.

For newcomers to the movement, these gatherings can feel like a trip back in time. Don’t look here for discussions on No Child Left Behind; chit-chat in the hallways focuses more on Saint Chrysostom,  Tom Paine and how to make it interesting to modern kids.

“As the movement has grown, there’s been an increasing tendency to define a classical education as ‘This is what Plato or Aristotle would have recognized,’” Bauer said. “But there are whole new fields of knowledge since then. We wouldn’t reproduce their view of women, which was that they shouldn’t get an education. What we’re really doing now is neo-classical education.”

The schools don’t just add a few Latin or Greek classes to a modern curriculum. Classical education methods are a revamp of what it means to be educated. Many modern classical schools divide learning into the trivium of medieval institutions: Grammar, logic and rhetoric.

During the “grammar” years of kindergarten through fourth grade, children memorize facts and poetry, learn the rules of phonics and spelling, explore animal and plant kingdoms, music, basic math and the history of civilization beginning with ancient Egyptians, Greeks and Romans.

In the “logic” stage - grades five through eight - children evaluate, analyze, discern and question. They study algebra and how to propose and defend a thesis. They engage in focused discussion, begin to think through arguments and understand cause and effect. They’re still parsing Latin verbs. At St. Jerome Academy in Hyattsville, Maryland, the seventh-graders race to see who can write past and future tenses the quickest on individual stylus-like chalk boards.

The “rhetoric” stage - grades nine through 12 - concentrates on applying knowledge and expressing ideas through writing and speaking.

It's different than the typical school, but far from new. The concept of fusing the stages into modern education was popularized by a 1947 essay by British author Dorothy Sayers called “The Lost Tools of Learning.”

“Classical education has never disappeared,” said Christopher Perrin, publisher of Classical Academic Press, based in Camp Hill, Pennsylvania. “It got eclipsed by the modern education movement starting in the 1890s, but you find these pockets where it’s never gone away.”

Now, the pockets are expanding.

Many classical educators are evangelical Protestants who launched a revival of classical education in the early 1990s. At institutions such as Augustine School in Jackson, Tennessee, prospective students are handed an admission packet that says they’ll be taught “to pursue truth, goodness and beauty through the seven liberal arts and sciences under the universal lordship of Christ.”

The135 students in the low-slung brick building study classical ballet, piano and violin. At the end of each quarter, students recite memorized poems, whole psalms and pieces of the Westminster Catechism, a set of Christian doctrines and beliefs. Students there begin Latin in third grade.

“Classical schools are committed - to some degree - to the importance of the classical languages,” said Brad Green, co-founder of Augustine School. "Students will take several years of Latin and possibly some Greek as these are the languages of Western Christendom.”

In recent years, more and more Roman Catholic schools have joined the movement. This started when, faced with steep enrollment declines, Catholic dioceses around the country began looking for innovative ways to attract students.

Four years ago in the Archdiocese of Washington, D.C., officials were looking for ways to save St. Jerome, a failing school for students pre-kindergarten through eighth grade.  St. Jerome had to come up with a solution or be one of hundreds of parochial schools across the nation to be closed. Thus, a group of parents, parishioners, scholars and homeschoolers came up with the country’s first-ever Catholic version of the classical curriculum. This 119-page document has detailed objectives for each grade, moral qualities to be acquired and reading lists. The curriculum describes how the “building blocks of learning” can be used in “the shape of the soul.”

The curriculum says the “kind of person we hope would emerge after nine years at St. Jerome would desire truth, understand courage, modesty and prudence and understand what difference God makes to all the facets of the world.”

Today, St. Jerome is a thriving classical academy with quotes about chivalry and other virtues on the hallway walls. Second-graders might wear togas, make laurel wreaths out of paper plates and recite Mark Antony’s 35-line oration from Act III of “Julius Caesar.” First-graders study Aesop’s fables. Pasted on the walls of the seventh-grade classroom is a Joan Didion quote, “Grammar is a piano I play by ear,” and another translated in Latin, “Verbum caro hic factum est: (The Word was made flesh here).”

The school is bursting at the seams, with 130 applications for this coming fall, when it plans to increase enrollment to 300. Catholic schools near Rochester, New York, Denver and Lexington, Kentucky, have adopted St. Jerome’s curriculum and the emerging Catholic classical movement will hold its first conference in July.

"When we started developing a new curriculum, we were trying to save our school," said Mary Pat Donoghue, St. Jerome’s principal. "But now, in an era of growing malaise and cynicism, we're equipping young minds and hearts to save civilization itself."

Rania Rosborough, a doctor who sends three of her children to St. Jerome, said she was less-than thrilled with the instruction she got from public schools while growing up in Maryland. She and her husband wanted more for their kids.

“We liked its chronologic approach to history, the thorough treatment of grammar and training in Latin,” she said. She liked how the school trains kindergartners about ancient Egypt, first-graders about ancient Greece and second-graders about the Roman Empire, onward through history.

“We feel a basic timeline of world history provides context for understanding current events,” she said, “and a fractured presentation of history impedes its lessons.”

Although the majority of classical schools are Christian and conservative, the ideas transfer to schools of all political leanings, said Jonathan Beeson, a Yale Divinity School graduate and former Protestant minister who converted to Catholicism and became the principal of St. Theresa Catholic School in Sugar Land, Texas.

“There’s nothing in classical education inherently conservative or liberal,” he said. “And we’re not scared of memorization. Kids need content in their brains and they’re wired to absorb it. You can’t reflect on something if it’s not in your brain in the first place.”

At St. Theresa, students attend classes in buildings designed by ecclesiastical architect Duncan G. Stroik. The Doric columns, airy atrium and white-and-green terrazzo floors import Mediterranean classicism onto the Texas prairie.

“When I saw the plans for this building, I wanted to join this project because the priest here understood the aesthetics necessary for academic formation,” Beeson said.

When his pre-K-through-fifth-grade school starts again in the fall, it will have 160 students. Second-graders learn Greek history with the help of children’s versions of “The Iliad” and “The Odyssey.” Latin lessons start in first grade.

“I hope they’ll be reading Latin literature some day,” he said. “That’s the main goal. Kids who understand grammar have a better chance of being writers.”

Educators couldn’t point to independent studies on classical education’s effectiveness. Each year, the Association of Classical and Christian Schools compares the SAT scores of classically educated students with national statistics. The class of 2012 averaged 621 in reading, 606 in writing and 597 in math, scores much higher than the national average. A 2011 survey of its member schools’ alumni showed that 98.3% attended college. Of those students, 34.8% attended a Christian university. Their top secular picks were Georgia Tech, the University of Southern California and the U.S. Naval Academy.

“Most schools report that their graduates are very competitive, and many enter selective colleges,” said Classical Academic Press’ Perrin, who blogs out of insideclassicaled.com.

The idea is catching on with parents and educators alike. Some school systems have adopted classical models in public charter schools. Poudre School District in Fort Collins, Colorado, got into the act with Ridgeview Classical Schools, a K-12 charter school. It's ranked 103 in the country on U.S. News & World Report's list of the best high schools.

In the Phoenix area, there is Great Hearts Academies, a network of 16 public charter classical schools. The schools' stress that even their students’ down time, like their after-school dances, must be classical in nature. One of the "philosophical pillars" on its site states: “We believe, with Plato, that the highest goal of education is to become good, intellectually and morally.”

And Hillsdale College, a private, liberal arts institution in southern Michigan, is starting up classical charter schools around the country with funding from the Barney Family Foundation. It opened schools in Moriarty, New Mexico; and Lewisville, Texas; last fall. A third will open this fall in Savannah, Georgia, and four more are planned for Atlanta, Las Vegas, Columbus, Ohio; and Naples, Florida.

"A comment I constantly hear is 'I want my child to learn to think' and that is what we specialize in. Our children memorize reams of grammar, Scripture, history facts and chants; things people don't bother to do any more," said Seth Drown, dean of academic affairs for Augustine School in Tennessee, where enrollment has increased every year for the past decade. "What education needs to have is knowledge, skill and understanding. Most people think education is about the first one on that list. But knowledge is just the platform for the other two.

"Deep down, don't we all want meaning in life? It's when you step back and look at the big picture, that is when meaning gets attached to learning. And that is what we all desperately want."

What do you think? Would you consider a classical education curriculum for your child? Share your thoughts in the comments or  @CNNschools on Twitter.


Basics: How can chromosome numbers change? | killexams.com real questions and Pass4sure dumps

There in the foaming welter of email constantly flooding my in-box was an actual, real, good, sincere question from someone who didn't understand how chromosome numbers could change over time — and he also asked with enough detail that I could actually see where his thinking was going awry. This is great! How could I not take time to answer?

So here's the question:

How did life evolve from one (I suspect) chromosome to... 64 in horses, or whatever organism you want to pick. How is it possible for a sexually reproducing population of organisms to change chromosome numbers over time?

Firstly: there would have to be some benefit to the replication probability of the organisms which carry the chromosomes. I don't see how this would work. How is having more chromosomes of any extra benefit to an organism's replicative success? Yes, perhaps if those chromosomes were full of useful information... but the chances of that happening are non existent and fly in the face of 'small adaptations over time'.

Secondly, the extra chromosomes need to come from somewhere. I'm not sure about this, but I believe chromosome number are not determined by genes, are they? There isn't a set of genes which determines the number of chromosomes an organism has. So the number is fixed, determined by the sexually reproducing parents. Which leads me to believe that if the number does change, and by chance the organism is still alive and capable of sexual reproduction, that the number will start swinging back and forward, by 1 or 2, every generation, and never stabilising. The chances of this happening are also very very slim.

Let's clear up a few irrelevant misconceptions first. Life probably started with no chromosomes — early replicators would have been grab bags of metabolites, proteins, and RNA that would have simply sloppily split in two, with no real sorting. DNA and chromosomes evolved as accounting and archiving tools: they were a way to guarantee that each daughter cell in a division reliably received a copy of every gene. Also, most living things now just have one 'chromosome', a loop of DNA, and perhaps a small cloud of DNA fragments. So to keep this simple we're going to ignore all that, and consider only us diploid eukaryotes, where the question of chromosome numbers becomes a real issue.

Normally, I'd be scribbling madly on a whiteboard, so we'll have to make do with some scribbles on the computer screen. Here, for instance, is a typical cartoon chromosome. It's a string of DNA, and scattered along it we have sequences for genes, that I've labeled "A", "B", "C", "D", and "E". I've also drawn a circular blob in the middle: that's important. It's not a gene, it's a structure called the centromere, which gets all wrapped up in proteins to form a kinetochore. It's a sort of anchor point; when the cell needs to move chromosomes around, as it does during cell division, it hitches motor proteins to the kinetochore and using drag lines called spindle fibers, tows it to a new destination.

I mentioned that this was a diploid organism — that just means that every chromosome comes in pairs. This cell would have a similar chromosome to the one that has the ABCDE genes on it; here I've draw it as containing the same genes, but in slightly different forms: abcde. This matters because during meiosis, when gametes (sperm and egg) are formed, the two chromosomes line up with one another and the cell machinery tows one chromosome to one daughter cell, and the other to the other daughter cell. It's accounting; it makes sure each daughter gets a copy of all of the genes, one A or one a, one B or one b, etc., for instance.

For now, put the fact that there are two copies of each chromosome at the back of your mind and don't worry about it. Let's think about a single chromosome and ask what can happen to it.

Here's something fairly common. An error in copying the DNA can lead to the loss of a piece of DNA. This happens with a low frequency, but it does happen — if we sequenced your DNA, we might well find a few bits missing here and there. We can get situations like this, where a whole gene gets lost.

Don't panic! Remember that we have two copies of every chromosome, so while this one is missing the "D" gene, there's that other chromosome floating around with a "d" gene. This is not necessarily bad for the individual, it just means he doesn't have a spare any more.

Another kind of error that can happen with a low frequency is a duplication, where the machinery of the cell accidentally repeats itself when copying, and you get an extra copy of a piece of a chromosome, like so:

This person has two copies of D on this chromosome now (and remember that other chromosome, with it's d gene — he actually has 3 copies in total now). This is not usually harmful: it gives the individual a little extra redundancy, and that's about it. It can change the total amount of the D gene product in the cell, and if it's a gene for which precise dosage is important, it can have visible effects…but in most cases, this is a neutral change.

You may have noticed that nothing has changed the chromosome numbers yet. Here's a situation that can lead to the formation of a new chromosome: what if there is a duplication of the centromere, rather than a gene?

Remember, I told you that the centromere/kinetochore is where the cell attaches lines and motors to haul the chromosome to the appropriate daughter cell. In this case, two lines are attached; what if one tries to pull one centromere to the left, and the other tries to pull the other centromere to the right? Tug of war!

The end result is that the chromosome is broken into two chromosomes. I think this is a key concept that the questioner is missing: chromosome numbers really aren't significant at all! You don't need to add significant new information to create a new chromosome, and as I'll show you in a moment, a reduction in chromosome numbers does not represent a loss of genetic information. Chromosome are disorganized filing cabinets, nothing more; we can shuffle genes around between them willy-nilly, and the cell mostly doesn't care. A fission event like the one described above basically does nothing but take one pile of genes and split them into two piles.

But there are some important effects. This may not be an entirely neutral situation. Let's bring back that abcde chromosome, and pair it up with our two new chromosomes, AB and CDE.

The accounting is accurate. This cell has two copies of the A gene, an "A" and an "a", just like normal, and the two new chromosomes can still pair up efficiently with the old chromosome in meiosis, just like before. This is a healthy, functioning, normal cell, except for one thing: if it goes through meiosis to make a sperm or egg, it's going to make a larger number of errors. There are three centromeres there, to be split into two daughter cells! Never mind what the Intelligent Design creationists tell you — the cell is really, really stupid, and it will more or less decide by eeny-meeny-miny-moe how to divvy up those chromosomes. If by chance the split is that one daughter gets AB + CDE, and the other gets abcde, both daughters have the full complement of genes and all is well. However, the split could also be that one daughter gets AB and nothing else, while the other gets CDE + abcde … and that's no good. One is missing a whole bunch of genes, and the other has an overdose of a bunch.

The net result is that although this individual is fine and healthy, a significant number of his or her gametes may carry serious chromosomal errors, which means they may have reduced fertility. They aren't sterile, though; some of their gametes will have the full complement of genes, and can similarly produce new healthy individuals who will probably have fertility problems. (Note: the significance of those fertility problems will vary from species to species. Organisms that rely on producing massive numbers of progeny so that a few survive to adulthood would be hit hard by a change that cuts fecundity; species that rely on producing a few progeny that we raise carefully to adulthood, like us, not so much. So you have to have sex 20 times to successfully produce a child instead of 5 times; that won't usually be a handicap.)

So our two chromosome individual will have a reduced fertility as long as he or she is breeding with the normal one chromosome organisms, but those split chromosomes can continue to spread through the population. They are not certain to spread — they're more likely to eventually go extinct — but by chance alone there can be continued propagation of the two chromosome variant. Which leads to another misconception in the question: something doesn't have to provide a benefit to spread through a population! Chance alone can do it. We don't have to argue for a benefit of chromosome fission at all in order for it to happen.

So we can have a population with a low frequency of scattered chromosomal variants, some carrying the rare two chromosome variant and others the more common one chromosome form. What if two individuals carrying the two chromosome variant breed? They can produce offspring that look like this:

How many centromeres are there? Four, not three. This is a situation the cell machinery can handle reliably, and this individual will consistently produce good gametes that accurately carry AB + CDE, nothing more, nothing less, and will have no reduction in fertility. Now we have a potentially interesting situation: individuals with the one chromosome situation have full fertility when breeding with other individuals with one chromosome; individuals with two chromosomes have full fertility when breeding with other individuals with two chromosomes; it's when individuals with two different chromosome arrangements try to breed that fecundity is reduced. This is a situation where speciation is a possibility.

One last thing: what about reducing chromosome numbers? That's easy, too. Here's an organism with an AB chromosome, and a different chromosome with the genes MN on it. They can simply fuse in the region of the centromere.

This happens with a low frequency, too, and has been observed many times (hint: look up Robertsonian fusions on the web.) I think the key issue to understand here is that chromosome number changes are typically going to represent nothing but reorganizations of the genes — the same genes are just being moved around to different filing cabinets. This has some consequences, of course — you increase the chances of losing some important file folders in the process, and making it more difficult to sort out important information — but it's not as drastic as some seem to think, and chromosome numbers can change dramatically with no obvious effect on the phenotype of the organism. These really are "small adaptations over time", or more accurately, "small changes over time", since there is no necessary presumption that these are adaptive at all.

I've discussed fusion events and how they relate to evolution before, and there's an interesting difference in context there, too. My prior article was a response to Casey Luskin, an ignorant creationist who used his misunderstanding of genetics to foolishly assert the existence of a major problem, and that's where we have a conflict: ignorance is not a problem, but stupidly using your ignorance to push invalid ideas is. This question in my mailbox is also ignorant — the fellow really doesn't understand the basics of genetics — but it's self-recognized ignorance that, in a good way, prompts him to ask a sincere question.

If you want to dig a little deeper, there are many ways genetic information can be rearranged on chromosomes, and this has opened the doors to some interesting evolutionary research. I've described how we can map the reshuffling of chunks of genetic information over time, a process called synteny mapping, which allows us to reconstruct ancestral chromosomes. A fish might have 42 chromosomes, and we might have 46, but we can still trace how the ancestral arrangement was scrambled in many different ways to generate the modern arrangements.



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Cognos [19 Certification Exam(s) ]
College-Board [2 Certification Exam(s) ]
CompTIA [76 Certification Exam(s) ]
ComputerAssociates [6 Certification Exam(s) ]
Consultant [2 Certification Exam(s) ]
Counselor [4 Certification Exam(s) ]
CPP-Institue [2 Certification Exam(s) ]
CPP-Institute [1 Certification Exam(s) ]
CSP [1 Certification Exam(s) ]
CWNA [1 Certification Exam(s) ]
CWNP [13 Certification Exam(s) ]
Dassault [2 Certification Exam(s) ]
DELL [9 Certification Exam(s) ]
DMI [1 Certification Exam(s) ]
DRI [1 Certification Exam(s) ]
ECCouncil [21 Certification Exam(s) ]
ECDL [1 Certification Exam(s) ]
EMC [129 Certification Exam(s) ]
Enterasys [13 Certification Exam(s) ]
Ericsson [5 Certification Exam(s) ]
ESPA [1 Certification Exam(s) ]
Esri [2 Certification Exam(s) ]
ExamExpress [15 Certification Exam(s) ]
Exin [40 Certification Exam(s) ]
ExtremeNetworks [3 Certification Exam(s) ]
F5-Networks [20 Certification Exam(s) ]
FCTC [2 Certification Exam(s) ]
Filemaker [9 Certification Exam(s) ]
Financial [36 Certification Exam(s) ]
Food [4 Certification Exam(s) ]
Fortinet [12 Certification Exam(s) ]
Foundry [6 Certification Exam(s) ]
FSMTB [1 Certification Exam(s) ]
Fujitsu [2 Certification Exam(s) ]
GAQM [9 Certification Exam(s) ]
Genesys [4 Certification Exam(s) ]
GIAC [15 Certification Exam(s) ]
Google [4 Certification Exam(s) ]
GuidanceSoftware [2 Certification Exam(s) ]
H3C [1 Certification Exam(s) ]
HDI [9 Certification Exam(s) ]
Healthcare [3 Certification Exam(s) ]
HIPAA [2 Certification Exam(s) ]
Hitachi [30 Certification Exam(s) ]
Hortonworks [4 Certification Exam(s) ]
Hospitality [2 Certification Exam(s) ]
HP [746 Certification Exam(s) ]
HR [4 Certification Exam(s) ]
HRCI [1 Certification Exam(s) ]
Huawei [21 Certification Exam(s) ]
Hyperion [10 Certification Exam(s) ]
IAAP [1 Certification Exam(s) ]
IAHCSMM [1 Certification Exam(s) ]
IBM [1530 Certification Exam(s) ]
IBQH [1 Certification Exam(s) ]
ICAI [1 Certification Exam(s) ]
ICDL [6 Certification Exam(s) ]
IEEE [1 Certification Exam(s) ]
IELTS [1 Certification Exam(s) ]
IFPUG [1 Certification Exam(s) ]
IIA [3 Certification Exam(s) ]
IIBA [2 Certification Exam(s) ]
IISFA [1 Certification Exam(s) ]
Intel [2 Certification Exam(s) ]
IQN [1 Certification Exam(s) ]
IRS [1 Certification Exam(s) ]
ISA [1 Certification Exam(s) ]
ISACA [4 Certification Exam(s) ]
ISC2 [6 Certification Exam(s) ]
ISEB [24 Certification Exam(s) ]
Isilon [4 Certification Exam(s) ]
ISM [6 Certification Exam(s) ]
iSQI [7 Certification Exam(s) ]
ITEC [1 Certification Exam(s) ]
Juniper [63 Certification Exam(s) ]
LEED [1 Certification Exam(s) ]
Legato [5 Certification Exam(s) ]
Liferay [1 Certification Exam(s) ]
Logical-Operations [1 Certification Exam(s) ]
Lotus [66 Certification Exam(s) ]
LPI [24 Certification Exam(s) ]
LSI [3 Certification Exam(s) ]
Magento [3 Certification Exam(s) ]
Maintenance [2 Certification Exam(s) ]
McAfee [8 Certification Exam(s) ]
McData [3 Certification Exam(s) ]
Medical [69 Certification Exam(s) ]
Microsoft [368 Certification Exam(s) ]
Mile2 [2 Certification Exam(s) ]
Military [1 Certification Exam(s) ]
Misc [1 Certification Exam(s) ]
Motorola [7 Certification Exam(s) ]
mySQL [4 Certification Exam(s) ]
NBSTSA [1 Certification Exam(s) ]
NCEES [2 Certification Exam(s) ]
NCIDQ [1 Certification Exam(s) ]
NCLEX [2 Certification Exam(s) ]
Network-General [12 Certification Exam(s) ]
NetworkAppliance [36 Certification Exam(s) ]
NI [1 Certification Exam(s) ]
NIELIT [1 Certification Exam(s) ]
Nokia [6 Certification Exam(s) ]
Nortel [130 Certification Exam(s) ]
Novell [37 Certification Exam(s) ]
OMG [10 Certification Exam(s) ]
Oracle [269 Certification Exam(s) ]
P&C [2 Certification Exam(s) ]
Palo-Alto [4 Certification Exam(s) ]
PARCC [1 Certification Exam(s) ]
PayPal [1 Certification Exam(s) ]
Pegasystems [11 Certification Exam(s) ]
PEOPLECERT [4 Certification Exam(s) ]
PMI [15 Certification Exam(s) ]
Polycom [2 Certification Exam(s) ]
PostgreSQL-CE [1 Certification Exam(s) ]
Prince2 [6 Certification Exam(s) ]
PRMIA [1 Certification Exam(s) ]
PsychCorp [1 Certification Exam(s) ]
PTCB [2 Certification Exam(s) ]
QAI [1 Certification Exam(s) ]
QlikView [1 Certification Exam(s) ]
Quality-Assurance [7 Certification Exam(s) ]
RACC [1 Certification Exam(s) ]
Real-Estate [1 Certification Exam(s) ]
RedHat [8 Certification Exam(s) ]
RES [5 Certification Exam(s) ]
Riverbed [8 Certification Exam(s) ]
RSA [15 Certification Exam(s) ]
Sair [8 Certification Exam(s) ]
Salesforce [5 Certification Exam(s) ]
SANS [1 Certification Exam(s) ]
SAP [98 Certification Exam(s) ]
SASInstitute [15 Certification Exam(s) ]
SAT [1 Certification Exam(s) ]
SCO [10 Certification Exam(s) ]
SCP [6 Certification Exam(s) ]
SDI [3 Certification Exam(s) ]
See-Beyond [1 Certification Exam(s) ]
Siemens [1 Certification Exam(s) ]
Snia [7 Certification Exam(s) ]
SOA [15 Certification Exam(s) ]
Social-Work-Board [4 Certification Exam(s) ]
SpringSource [1 Certification Exam(s) ]
SUN [63 Certification Exam(s) ]
SUSE [1 Certification Exam(s) ]
Sybase [17 Certification Exam(s) ]
Symantec [134 Certification Exam(s) ]
Teacher-Certification [4 Certification Exam(s) ]
The-Open-Group [8 Certification Exam(s) ]
TIA [3 Certification Exam(s) ]
Tibco [18 Certification Exam(s) ]
Trainers [3 Certification Exam(s) ]
Trend [1 Certification Exam(s) ]
TruSecure [1 Certification Exam(s) ]
USMLE [1 Certification Exam(s) ]
VCE [6 Certification Exam(s) ]
Veeam [2 Certification Exam(s) ]
Veritas [33 Certification Exam(s) ]
Vmware [58 Certification Exam(s) ]
Wonderlic [2 Certification Exam(s) ]
Worldatwork [2 Certification Exam(s) ]
XML-Master [3 Certification Exam(s) ]
Zend [6 Certification Exam(s) ]





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LPI 202-450 Exam (LPIC-2 Exam 202, Part 2 of 2, version 4.5) Detailed Information



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