Wednesday 6:30-9:30 PM 6 sessions
Wednesday 6:30-9:30 PM 6 sessions
S90.18A course outline - Fundamental SOA Security Updated: 2024
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S90.18A Fundamental SOA Security
Exam: S90.18A Fundamental SOA Security
Exam Details:
- Number of Questions: The test consists of approximately 40 multiple-choice questions.
- Time: Candidates are given 90 minutes to complete the exam.
Course Outline:
The S90.18A Fundamental SOA Security test focuses on assessing professionals' fundamental knowledge and understanding of security considerations in Service-Oriented Architecture (SOA) environments. The course covers the following topics:
1. Introduction to SOA Security
- Overview of SOA and its security challenges
- Fundamentals of information security
- Security objectives in SOA environments
- Security governance and risk management
2. SOA Security Concepts and Principles
- Authentication and authorization in SOA
- Confidentiality and integrity of data in transit and at rest
- Non-repudiation and data integrity mechanisms
- Auditing, logging, and monitoring in SOA
3. SOA Security Technologies and Mechanisms
- Secure communication protocols and standards
- Web services security standards (WS-Security, SAML, etc.)
- Security token services and identity federation
- Secure coding practices and vulnerability management
4. Securing SOA Infrastructure and Services
- Security considerations for service-oriented infrastructure
- Securing service endpoints and message exchanges
- Handling security exceptions and error conditions
- Secure deployment and configuration of SOA components
Exam Objectives:
The test aims to assess candidates' understanding and proficiency in the following areas:
1. Fundamental concepts and principles of SOA security.
2. Knowledge of security technologies and mechanisms in SOA environments.
3. Understanding of securing SOA infrastructure and services.
4. Familiarity with security governance and risk management in SOA.
Exam Syllabus:
The test syllabus covers the following topics:
- Introduction to SOA Security
- Overview of SOA and its security challenges
- Fundamentals of information security
- Security objectives in SOA environments
- Security governance and risk management
- SOA Security Concepts and Principles
- Authentication and authorization in SOA
- Confidentiality and integrity of data in transit and at rest
- Non-repudiation and data integrity mechanisms
- Auditing, logging, and monitoring in SOA
- SOA Security Technologies and Mechanisms
- Secure communication protocols and standards
- Web services security standards (WS-Security, SAML, etc.)
- Security token services and identity federation
- Secure coding practices and vulnerability management
- Securing SOA Infrastructure and Services
- Security considerations for service-oriented infrastructure
- Securing service endpoints and message exchanges
- Handling security exceptions and error conditions
- Secure deployment and configuration of SOA components
SOA Fundamental course outline
Other SOA exams
S90.01A Fundamental SOA & Service-Oriented ComputingS90.02A SOA Technology Concepts
S90.03A SOA Design & Architecture
S90.04A SOA Project Delivery & Methodology
S90.05A SOA Technology Lab
S90.08A Advanced SOA Design & Architecture
S90.09A SOA Design & Architecture Lab
S90.18A Fundamental SOA Security
S90.19A Advanced SOA Security
S90.20A SOA Security Lab
C90-06A Cloud Architecture Lab
S90.18A
Fundamental SOA Security
https://killexams.com/pass4sure/exam-detail/S90.18A
Question: 85
One of the primary industry standards used for the application of the Data
Confidentiality pattern is:
A. XML-Encryption
B. Canonical XML
C. XML-Signature
D. SAML
Answer: A
Question: 86
Which of the following design options can help reduce the amount of runtime
processing required by security logic within a service composition?
A. Increase the usage of XML-Encryption and XML-Signature.
B. Use a single sign-on mechanism.
C. Introduce an identity store that is shared by the services within the service
composition.
D. Ensure that non-repudiation is constantly guaranteed.
Answer: B
Question: 87
A project team is planning to create a secure service composition that consists of
services from two different domain service inventories. The security mechanisms for
each service inventory are based on different vendor technologies that adhere to the
same industry standards and the same design standards. What is wrong with this service
composition architecture?
A. Because different vendor security technologies were used, services from different
domain service inventories will be using incompatible security credentials.
B. Security mechanisms have a fixed limitation that prevents their usage across service
inventory boundaries.
C. Vendor technologies do not adhere to industry standards. Only industry technologies
adhere to industry standards.
D. None of the above
Answer: D
28
Question: 88
Online Certificate Status Protocol (OCSP) based services provide online certificate
revocation checking. However, these types of services can introduce network latency
because only one certificate can be checked at a time.
A. True
B. False
Answer: A
Question: 89
Atypical SAML assertion will contain at least one of the following subject statements:
A. authorization decision statement
B. authentication statement
C. attribute statement
D. certificate authority issuer statement
Answer: A, B, C
Question: 90
Service A hashes a message using algorithm X. which creates message digest X1.
Service B uses a different algorithm Y to create message digest Y1 of the same
message. Which of the following statements are true regarding the comparison of X1
and Y1?
A. They have fixed sizes
B. They can be swapped
C. They do not match
D. They are based on the same hashing algorithm
Answer: A, C
Question: 91
Security specialists at an organization require that messages exchanged between two
services are kept private. There is an added requirement to check if the messages were
29
tampered with. The application of which of the following patterns fulfills these
requirements?
A. Data Confidentiality
B. Data Origin Authentication
C. Direct Authentication
D. Brokered Authentication
Answer: A, B
Question: 92
Username and X.509 token profiles can be combined so that a single message can
contain a username token that is digitally signed.
A. True
B. False
Answer: A
Question: 93
Service A is owned by Organization A. Service A sends a message containing
confidential data to Service B, which is owned by Organization B. Service B sends the
message to Service C, which is also owned by Organization B. Organization A trusts
Organization B, which means there is no requirement to protect messages from
intermediaries and after a message is received by Service B (and as long as the message
remains within the boundary of Organization B), there is no requirement to keep the
message data confidential. Which of the following approaches will fulfill these security
requirements with the least amount of performance degradation?
A. Messages exchanged between Service A and Service B are encrypted using XML-
Encryption.
B. The communication channel between Service A and Service B is encrypted using a
transport- layer security technology.
C. SAML security tokens are used so that Service B can authenticate Service A.
D. An authentication broker is introduced between Service A and Service B.
Answer: B
Question: 94
30
You are required to design security mechanisms to enable secure message exchanges
between different domain service inventories within the same organization. This needs
to be documented in the design specification for which type of service-oriented
architecture?
A. service architecture
B. service composition architecture
C. service inventory architecture
D. service-oriented enterprise architecture
Answer: D
Question: 95
Which of the following approaches represents a valid means of utilizing generic security
logic?
A. When required, generic security logic can be embedded within a service. The close
proximity to the service logic maximizes the chances that the security logic will be
consistently executed without interference from attackers.
B. When required, generic security logic can be abstracted into a separate utility service.
This allows for reuse.
C. When required, generic security logic can be abstracted into a service agent. This
allows for reuse and the security logic can be executed in response to runtime events.
D. All of the above.
Answer: D
Question: 96
Which of the following tasks directly relates to the application of the Service Loose
Coupling principle?
A. Creating one security policy that is shared by multiple services.
B. Creating one security policy that is specific to one service.
C. Creating multiple security policies that are specific to one service.
D. All of the above.
Answer: D
Question: 97
31
Service A hashes a message, resulting in message digest X. Service A encrypts the
message digest X with its private key, resulting ir ciphertext X1. Service A sends the
message and X1 to Service B. Service B hashes the message, resulting in message digest
Y. Service B decrypts X1 with Service A's public key, recovering message digest X.
Service B compares Y with X and finds them to be equal. This proves that:
A. the message was not altered
B. only Service A sent this particular message
C. public key cryptography was used
D. Allof the above
Answer: D
Question: 98
A typical SAML assertion will contain at least one of the following subject statements:
A. authorization decision statement
B. authentication statement
C. attribute statement
D. certificate authority issuer statement
Answer: A, B, C
32
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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.
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 outlines.sfu.ca. 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: http://www.sfu.ca/outlines.html. 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:
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Deadlines |
Fall Semester (September – December) |
Spring Semester (January – April) |
Summer Intersession (May – June) |
Summer Semester (May – August) |
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August 15 |
December 15 |
April 1 |
April 15 |
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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:
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 www.sfu.ca/outlines, 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.
Terminology:
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.
Options
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.
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NOTE: This course is held on campus at SVA.
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The Complete Cryptocurrency Investment Course walks beginners through the fundamentals of cryptocurrency and quickly moves to live examples of buying, transferring, and using wallets as well as portfolio management techniques for both passive and active investing. Through this course, Hassan buys, transfers, secures, and builds a portfolio with real money so students can see exactly how it’s done.
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- Professionals at all organizational levels
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- Those seeking innovative approaches to product delivery
- Organization and Team Leaders
- Change Managers
- Customer Satisfaction Gurus
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