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JN0-1332 Security Design, Specialist (JNCDS-SEC) course outline |

JN0-1332 course outline - Security Design, Specialist (JNCDS-SEC) Updated: 2024

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Exam Code: JN0-1332 Security Design, Specialist (JNCDS-SEC) course outline January 2024 by team
Security Design, Specialist (JNCDS-SEC)
Juniper (JNCDS-SEC) course outline

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Question: 214
Which two statements describe Juniper ATP Cloud? (Choose two)
A. Juniper ATP Cloud can use a sandbox to detect threats that use evasion techniques.
B. Juniper ATP Cloud runs mime with network traffic to Nock all traffic before reaching endpoint.
C. Juniper ATP Cloud provides protection against zero-day threats
D. Juniper ATP Cloud is an added app that must be instated with Security Director
Answer: A,D
Question: 215
Physical security devices are ''blind'' to which type of traffic?
A. bare metal server to VM
B. private VLAN
C. intra-server traffic
D. management
Answer: B
Question: 216
Which technology enables IPS inspection for users browsing websites that use Transport Layer Security (TLS)?
A. SSL reverse proxy
B. defense in-depth
C. SSL forward proxy
D. screens
Answer: C
Question: 217
You must implement a solution to deploy end-to-end security services on network elements.
Which solution will accomplish this task?
A. Security Director
B. Network Director
D. SRX Series devices
Answer: C
Question: 218
You are asked to implement Jumper AppSecure to increase application security. You want to analyze specific
application usage In this scenario.
Which AppSecure feature would accomplish this task?
A. AppQoS
B. AppTrack
C. AppFW
Answer: D
Question: 219
Which two statements are true about WAN security considerations? (Choose two.)
A. MACsec increases protection on alt WAN types
B. Provider VPN circuit require iPsec
C. internal connections are susceptible to fragmentation
D. IPsec increases protection on all WAN types
Answer: C
Question: 220
You are designing a security solution that includes SRX Series firewalls in a chassis cluster.
In this scenario. which two dements must be part of the design? (Choose two.)
A. The physical interface on each SRX Series device making up the reth interface must be in the same L2 domain
B. The physical interface on each SRX Series device making up the reth interface must be in separate L2 domains
C. The duster ID must be the same on both SRX Series devices
D. The node 10 must be the same on both SRX Series devices
Answer: B
Question: 221
When designing the security for a service provider core router, you are asked to add a firewall fitter on the to0
interface in this scenario, which two protocols would you want to allow through the filter? (Choose two.)
Answer: A,C
Question: 222
Which automation language would you use to create on-box and off-box scripts for SRX Series devices?
A. Python
B. Pert
C. Java
D. Ruby
Answer: D
Question: 223
Which three statements about Group VPNs #e true? (Choose three.)
A. The IP pay load is encrypted
B. Data can flow directly between sites without transiting a central hub
C. Group VPNs use a client/server architecture
D. All data transits through a central hub
E. The IP headers are encrypted
Answer: A,C,D
Question: 224
You want to reduce the possibility of your data center's server becoming an unwilling participant in a DDoS attack
When tvA3 features should you use on your SRX Series devices to satisfy this requirement? (Choose two.)
A. dynamic IPsec tunnels
B. Juniper ATP Cloud GeolP
C. UTMWebtaering
D. Juniper ATP Cloud CC feeds
Answer: A,D
Question: 225
When using Contra! networking, security policies are distributed as access control list to which component?
A. vSwith
C. vMX
D. vRouter
Answer: D
Question: 226
In the 3-tier VPN design shown in the exhibit, which function are the Campus A and Campus B SRX Series devices
A. Internet security gateway
B. data center firewall
C. WAN aggregation
D. VPN bridging
Answer: A
Question: 227
Which statement about Junos firewall filters is correct?
A. Firewall filters can be applied as a security policy action
B. Firewall filters do not operate on stateful flows and they serve no purpose in a next-generation firewall
C. Firewall filters can be applied as the packet enters the security device, and they are stateless.
D. Firewall filters are applied to TCP packets only. and they do not block UDP pockets
Answer: B
Question: 228
According to Juniper Networks, what are two focus points when designing a secure network? (Choose two.)
A. performance
B. automation
C. distributed control
D. classification
Answer: A,D
Question: 229
You arc designing a high availability firewall solution You select an off-path design instead of an mime design.
What arc two reasons for this decision? (Choose two.)
A. The off-path design is less complex
B. The off-path design is more flexible
C. The off-path design uses fewer interfaces at the adjacency layer
D. The off-path design requires a proper routing configuration for selecting traffic
Answer: B
Question: 230
You are designing a security solution for an existing data center. All traffic most be secured using SRX Series devices,
however, you are unable to change the existing IP addressing scheme.
Which firewall deployment method satisfies this requirement?
A. transparent deployment
B. two-arm deployment
C. one-arm deployment
D. inline deployment
Answer: A
Question: 231
You are asked to enable denial of service protection for a webserver behind an SRX Series device In this scenario,
which feature would you enable?
A. screens
B. App Secure
C. Web filtering
D. Juniper ATP
Answer: D
Question: 232
Which solution would you deploy to accomplish this task?
A. Junes Space Log Director
B. Juniper Networks Central insights
C. Junos Space Security Director
D. Juniper Networks Secure Analytics
Answer: A
Question: 233
In yew network design, you must include a method to block IP addresses from certain countries that will automatically
update within the SRX Series devices' security policies.
Which technology would accomplish this goal?
B. GeolP
C. dynamic DNS
Answer: C

Juniper (JNCDS-SEC) course outline - BingNews Search results Juniper (JNCDS-SEC) course outline - BingNews Course Outline Spanish 5A Course Outline

Course Outline

Spanish 5A, Intermediate Oral Proficiency, 3 units

Dr. Jorge A. Santana
Office: Mariposa Hall, Room 2041
Phone: 278-6408/278-6333

Prerequisites: 1 year college level Spanish (2 or more years of high school Spanish) or by permission of instructor. This will be checked!

Catalog Description: At the intermediate-mid level in listening comprehension and speaking, students will be able to handle general questions requiring concrete information, such as personal background, interests and needs, family, work, travel and limited social conventions; can describe in simple terms visual situations; also to participate in short face-to-face and telephone conversations and understand simple announcements and reports over the media. Note: meets the Foreign Language Proficiency Graduation Requirement.

Required Text: Schaum’s Communicating in Spanish (Intermediate Level)
Conrad J. Schmitt and Protase E. Woodford (McGraw Hill, 1991)

Expanded Description: The purpose of this course is to provide students with the opportunity to develop and put into practice the language and vocabulary needed to survive in daily life situations in which Spanish must be used. Our text contains many practical situations and vocabulary often not found in elementary texts. The objective of the course is to help students overcome the frustration of being at a loss for words in a given situation where they have to communicate in Spanish. Certain aspects of Spanish grammar and usage will be highlighted and practiced as needed in order to further enhance communication skills at the intermediate level.

Method of Evaluation:
1) 4 Vocab Quizzes on 1st four chapters--------------------25pts. X 4 = 100 pts.
2) 3 Vocabulary Exams (Approx. 4 Chapters per Exam)----33pts. X 3.33 = 100 pts.
3) 2 Group Activities (Skits) #2 can be individual------------50pts. X 2 = 100 pts.
4) 1 Individual Oral Final Presentation-----------------------100pts. X 1 = 100 pts.
5) Attendance---------------------------------------------- 100pts = 100 pts

Total points: -------------------------------------------------500pts

There will be one vocabulary quiz per chapter, through chapter 4. Each vocabulary exam will cover the essential content of every four chapters. Both quizzes and exams will require students to deliver either the Spanish or the English equivalent of the lesson words and expressions, as indicated. While the vocabulary quiz will be made up of a mere list of words and expressions, the vocabulary test material will appear in meaningful contexts, either sentences or paragraphs.

In both the group and individual oral presentations each individual student’s oral communication skill will be evaluated. A passing grade (C-) on an oral is defined as communicating in Spanish and being reasonably understood, although the student may have poor pronunciation and a minimal working knowledge of the appropriate grammar and vocabulary. Students are encouraged to come prepared in advance of their oral presentations and may use 3X5 note cards, graphics, etc. Students should see the tutors for their presentation.

Attendance: Regular class attendance is required of all students who wish to excel in this course. Each student begins with 100 pts. and 3 pts. will be deducted per class missed. If you are not in class you are not practicing your Spanish. There will be NO make-up exams or oral presentations. Please DO NOT call to let me know that you will not be attending class. I will be taking roll.

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Course Outline List Component

The Course Outline List component allows you to display a list of course outlines from the central Course Outlines Repository. The list can be filtered by term, course level, section and more to only show specific outlines.

Note: If a course outline is not available at, it will not appear in the Course Outline List component.

When should it be used?

Use this component when you need to display multiple related course outlines on a single page. Be aware that the course outline list can get very long, depending on the filters.


Current - Two options, Year and Term, can be set to current, which refers to the current registration term. The current registration term will automatically rollover to the next term approximately 10 weeks prior to its start.

In-Component Editing Options

Course Outline List Tab

Title Header - Insert a title above the course outline list. (If you wish to insert a title with a different size or style of heading, use a Text component.)

Year - Filters outlines by year. If left blank, it will use the current year.

Term - Filters outlines by term. If left blank, it will use the current registration term.

Dept - Filter outlines by department. This is option is required.


Click the Options toggle to reveal additional display options:

Split list - Adds a header above each course. See example 2 for a preview.

Show all sections - This option displays the outlines for all the sections, including tutorials and labs (e.g, D100, D115, D116, D118). Leaving this unchecked will display one outline for each parent section (e.g., D100, D200), regardless of how many child sections a parent may contain. This helps to reduce duplicate outlines.

CSS Class - Allows an author to provide an optional class name that will apply a style to the contents.

Filters Tab

Course Levels - Filter outlines by course level. Check each level you wish to display. If no levels are checked, the component will list all levels.

Sections - Filter outlines by sections. By default, the component will list all sections.

Columns Tab

Columns - Allows you to choose which columns to display. Please enable the “Note” column, if the “Short Note” field was filled in within the Course Outlines Application.

Examples of the Course Outline Component

Example #1

This example was set up to show outlines for all 100-level Chemistry courses scheduled for Spring 2014.

Sun, 06 Dec 2015 07:41:00 -0600 text/html
Course Outlines and Syllabi

Course Outlines and Syllabi

Course Outlines

A one-page course outline is required by university policy for every course offered by the Faculty of Health Sciences. Instructors will receive an email reminder through TRACS to upload their course outlines. Outlines must be available to students at least two weeks prior to the start of the registration period or two months before the semester begins (March, July and November). Note that the one-page outline is different than the syllabus. See below for syllabus information.

Instructors upload their course outlines online. Please follow these instructions:

1.    Log in to
2.    Select semester, course and section.  Click the round icon.
3.    Input data to the fields.  (This can be done by free-format typing or cutting & pasting)
4.    Save.
5.    Scroll back up to the top of the page to confirm that the outline was saved successfully. (See green box)
6.    Once the outline is finalized, click “Continue”, go to the next page, and click “Submit”.
7.    The system will automatically advise the program assistant that the outline is ready to be activated.

Before your outline is activated online, the program assistant will review to ensure that all required fields are complete. 

If you have taught the course before, you may want to use the previous outline as a starting point and make any desired changes. The course content should correspond to the SFU Calendar description. If it does not conform closely, you must apply for approval before any changes can be published. Contact the appropriate program assistant, depending on whether you are teaching an undergraduate or graduate course, if you have not taught a course before and would like a copy of a previous course outline for your reference, or if you would like to apply for approval to upload content that does not closely conform to the SFU Calendar description.

Refer to this link to search for the archived course outlines: The system has archived outlines starting from Fall 2015 onwards.

Course Syllabi and Syllabus Policies

Refer to the Policies and Procedures Related to Syllabi Review, Development and Distribution (this link requires your ID to login) for more guidance about drafting a syllabi and to locate a syllabi template.

All HSCI courses at both the graduate and undergraduate levels must have a detailed syllabus that delineates course objectives and means of assessment. Attached to this policy is a template to help you design of a syllabus so that it outlines the appropriate level of detail in terms of content, objectives, and assessment tools. The recommended text in regards to grading distributions, student conduct, and other policies are also provided.

All new and substantively updated/revised courses must be reviewed as indicated below. Syllabi submitted for review do not need to be in the final draft.  The GSC and UGSC are generally concerned with the review of the following:  1) the statement of learning objectives; 2) an outline of topics; and 3) a list of required readings/texts.

You will receive an email from the TRACS system to upload your syllabus, in accordance with the following schedule:


Fall Semester

(September – December)

Spring Semester

(January – April)

Summer Intersession

(May – June)

Summer Semester

(May – August)

New, revised courses, new instructors

August 15

December 15

April 1

April 15

Ongoing courses not requiring review

First day of semester

First day of semester

First day of semester

First day of semester

For new or substantially revised courses, feedback will be provided to instructors three weeks prior to the start of the term. Notably for graduate courses, where accreditation requirements demand that courses meet certain core competency requirements, it is expected that faculty will comply with requests for revision.

The course syllabus represents a contract between the instructor and student. It is important that it clearly outlines expectations, grading and attendance policies, and appropriate student conduct guidelines to all students enrolled in the course.

 A syllabus does not need to be provided in hard copy and can be distributed through Canvas or through other online formats. The scheduling of Topics may be changed after the start of a term, but once the syllabus has been circulated to students, it is strongly advised not to make further changes to: a) grading policies; b) policies regarding student conduct and academic honesty; or c) the timing of key exams.

For more resources and guidelines, refer to the links below:

FHS course planning and syllabus checklist

Sample course syllabus

Syllabus template

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