300-215 Study Guide - Conducting Forensic Analysis and Incident Response Using Cisco CyberOps Technologies (CBRFIR) Updated: 2023
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300-215 Conducting Forensic Analysis and Incident Response Using Cisco CyberOps Technologies (CBRFIR)
Exam Number: 300-215
Exam Name : Conducting Forensic Analysis and Incident Response Using Cisco CyberOps Technologies (CBRFIR)
Exam Duration : 90 min.
Number of Questions: 60
Exam Description
Conducting Forensic Analysis and Incident Response Using Cisco Technologies for
CyberOps v1.0 (CBRFIR 300-215) is a 90-minute test that is associated with the Cisco CyberOps
Professional Certification. This test tests a candidate's knowledge of forensic analysis and incident
response fundamentals, techniques, and processes. The course Conducting Forensic Analysis and
Incident Response Using Cisco Technologies for CyberOps helps candidates to prepare for this exam.
Course Outline
20% 1.0 Fundamentals
1.1 Analyze the components needed for a root cause analysis report
1.2 Describe the process of performing forensics analysis of infrastructure network devices
1.3 Describe antiforensic tactics, techniques, and procedures
1.4 Recognize encoding and obfuscation techniques (such as, base 64 and hex encoding)
1.5 Describe the use and characteristics of YARA rules (basics) for malware identification,
classification, and documentation
1.6 Describe the role of:
1.6.a hex editors (HxD, Hiew, and Hexfiend) in DFIR investigations
1.6.b disassemblers and debuggers (such as, Ghidra, Radare, and Evans Debugger) to
perform basic malware analysis
1.6.c deobfuscation tools (such as, XORBruteForces, xortool, and unpacker)
1.7 Describe the issues related to gathering evidence from virtualized environments (major
cloud vendors)
20% 2.0 Forensics Techniques
2.1 Recognize the methods identified in the MITRE attack framework to perform fileless
malware analysis
2.2 Determine the files needed and their location on the host
2.3 Evaluate output(s) to identify IOC on a host
2.3.a process analysis
2.3.b log analysis
2.4 Determine the type of code based on a provided snippet
2.5 Construct Python, PowerShell, and Bash scripts to parse and search logs or multiple data
sources (such as, Cisco Umbrella, Sourcefire IPS, AMP for Endpoints, AMP for Network,
and PX Grid)
2.6 Recognize purpose, use, and functionality of libraries and tools (such as, Volatility,
Systernals, SIFT tools, and TCPdump)
30% 3.0 Incident Response Techniques
3.1 Interpret alert logs (such as, IDS/IPS and syslogs)
3.2 Determine data to correlate based on incident type (host-based and network-based
activities)
3.3 Determine attack vectors or attack surface and recommend mitigation in a given
scenario
3.4 Recommend actions based on post-incident analysis
3.5 Recommend mitigation techniques for evaluated alerts from firewalls, intrusion
prevention systems (IPS), data analysis tools (such as, Cisco Umbrella Investigate, Cisco
Stealthwatch, and Cisco SecureX), and other systems to responds to cyber incidents
3.6 Recommend a response to 0 day exploitations (vulnerability management)
3.7 Recommend a response based on intelligence artifacts
3.8 Recommend the Cisco security solution for detection and prevention, given a scenario
3.9 Interpret threat intelligence data to determine IOC and IOA (internal and external
sources)
3.10 Evaluate artifacts from threat intelligence to determine the threat actor profile
3.11 Describe capabilities of Cisco security solutions related to threat intelligence (such as,
Cisco Umbrella, Sourcefire IPS, AMP for Endpoints, and AMP for Network)
15% 4.0 Forensics Processes
4.1 Describe antiforensic techniques (such as, debugging, Geo location, and obfuscation)
4.2 Analyze logs from modern web applications and servers (Apache and NGINX)
4.3 Analyze network traffic associated with malicious activities using network monitoring
tools (such as, NetFlow and display filtering in Wireshark)
4.4 Recommend next step(s) in the process of evaluating files based on distinguished
characteristics of files in a given scenario
4.5 Interpret binaries using objdump and other CLI tools (such as, Linux, Python, and Bash)
15% 5.0 Incident Response Processes
5.1 Describe the goals of incident response
5.2 Evaluate elements required in an incident response playbook
5.3 Evaluate the relevant components from the ThreatGrid report
5.4 Recommend next step(s) in the process of evaluating files from endpoints and
performing ad-hoc scans in a given scenario
5.5 Analyze threat intelligence provided in different formats (such as, STIX and TAXII)
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300-215 Braindumps
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300-215
Conducting Forensic Analysis and Incident Response
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Question: 51 Section 1
Refer to the exhibit. Which determination should be made by a security analyst?
A. An email was sent with an attachment named "Grades.doc.exe".
B. An email was sent with an attachment named "Grades.doc".
C. An email was sent with an attachment named "Final Report.doc".
D. An email was sent with an attachment named "Final Report.doc.exe".
Answer: D
Question: 52 Section 1
A security team received reports of users receiving emails linked to external or unknown URLs that are non-returnable and non-deliverable. The
ISP also reported a 500% increase in the amount of ingress and egress email traffic received. After detecting the problem, the security team
moves to the recovery phase in their incident response plan. Which two actions should be taken in the recovery phase of this incident? (Choose
two.)
A. verify the breadth of the attack
B. collect logs
C. request packet capture
D. remove vulnerabilities
E. scan hosts with updated signatures
Answer: DE
Question: 53 Section 1
An organization uses a Windows 7 workstation for access tracking in one of their physical data centers on which a guard documents
entrance/exit activities of all personnel. A server shut down unexpectedly in this data center, and a security specialist is analyzing the case.
Initial checks show that the previous two days of entrance/exit logs are missing, and the guard is confident that the logs were entered on the
workstation. Where should the security specialist look next to continue investigating this case?
A. HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\WindowsNT\CurrentVersion\Winlogon
B. HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\WindowsNT\CurrentVersion\ProfileList
C. HKEY_CURRENT_USER\Software\Classes\Winlog
D. HKEY_LOCAL_MACHINES\SOFTWARE\Microsoft\WindowsNT\CurrentUser
Answer: A
Reference:
https://www.sciencedirect.com/topics/computer-science/window-event-log
Question: 54 Section 1
An engineer received a report of a suspicious email from an employee. The employee had already opened the attachment, which was an empty
Word document.
300-215.html[8/4/2021 2:52:25 PM]
The engineer cannot identify any clear signs of compromise but while reviewing running processes, observes that PowerShell.exe was spawned
by cmd.exe with a grandparent winword.exe process. What is the recommended action the engineer should take?
A. Upload the file signature to threat intelligence tools to determine if the file is malicious.
B. Monitor processes as this a standard behavior of Word macro embedded documents.
C. Contain the threat for further analysis as this is an indication of suspicious activity.
D. Investigate the sender of the email and communicate with the employee to determine the motives.
Answer: A
Question: 55 Section 1
An engineer is analyzing a ticket for an unexpected server shutdown and discovers that the web-server ran out of useable memory and crashed.
Which data is needed for further investigation?
A. /var/log/access.log
B. /var/log/messages.log
C. /var/log/httpd/messages.log
D. /var/log/httpd/access.log
Answer: B
Question: 56 Section 1
Refer to the exhibit. An employee notices unexpected changes and setting modifications on their workstation and creates an incident ticket. A
support specialist checks processes and services but does not identify anything suspicious. The ticket was escalated to an analyst who reviewed
this event log and also discovered that the workstation had multiple large data dumps on network shares. What should be determined from this
information?
A. data obfuscation
B. reconnaissance attack
C. brute-force attack
D. log tampering
Answer: B
Question: 57 Section 1
300-215.html[8/4/2021 2:52:25 PM]
Refer to the exhibit. A company that uses only the Unix platform implemented an intrusion detection system. After the initial configuration, the
number of alerts is overwhelming, and an engineer needs to analyze and classify the alerts. The highest number of alerts were generated from
the signature shown in the exhibit.
Which classification should the engineer assign to this event?
A. True Negative alert
B. False Negative alert
C. False Positive alert
D. True Positive alert
Answer: C
Question: 58 Section 1
Refer to the exhibit. After a cyber attack, an engineer is analyzing an alert that was missed on the intrusion detection system. The attack
exploited a vulnerability in a business critical, web-based application and violated its availability. Which two migration techniques should the
engineer recommend? (Choose two.)
A. encapsulation
B. NOP sled technique
C. address space randomization
D. heap-based security
E. data execution prevention
Answer: CE
Question: 59 Section 1
An organization recovered from a accurate ransomware outbreak that resulted in significant business damage. Leadership requested a report that
identifies the problems that triggered the incident and the security team's approach to address these problems to prevent a reoccurrence. Which
components of the incident should an engineer analyze first for this report?
A. impact and flow
B. cause and effect
C. risk and RPN
300-215.html[8/4/2021 2:52:25 PM]
D. motive and factors
Answer: D
300-215.html[8/4/2021 2:52:25 PM]
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Engineering Mathematics and Technology at Bristol
Engineering Mathematics and Technology is the art of applying maths to complex real-world problems; combining mathematical theory, practical engineering and scientific computing to address today’s technological challenges.
Unit structure
The school offers many classes that are based in a single semester, and can therefore accept unit requests from Study Abroad students who want to join Bristol for just the autumn or spring semester.
Unit levels
The school offers units across all undergraduate levels of study – Year 1 (Level C/4), Year 2 (Level I/5), and Year 3 (Level H/6) – and selected postgraduate units (Level M/7). Level M/7 units are normally taken by students who have studied the subject for at least 3 years beforehand and are at an appropriate level of study to take postgraduate units.
Unit codes
Unit codes in the School of Engineering Mathematics and Technology begin with 'EMAT'. This is followed by a number indicating the year (1, 2, 3). For example:
- EMAT10000 = year 1 unit
- EMAT20000 = year 2 unit
- EMAT30000 = year 3 unit.
For more information about each unit, check the University's unit catalogue for 2023/24. Applicants on all study abroad programmes must review the unit details on the catalogue before listing unit choices on their application form. This includes checking the format of assessment for each unit. The unit catalogue for 2023/24 is expected to be updated by the end of April 2023.
Your unit choices cannot be guaranteed. Some units may not have capacity to accommodate all of the unit requests we receive. Registration on a unit also depends on whether you meet the pre-requisite conditions through prior study at your home university.
Study Abroad (Subject pathway)
If you have been nominated to Bristol on the Study Abroad (Subject pathway), you must take the majority of your credits in this School.
Requirements
Certain units in Engineering Mathematics and Technology are subject to special requirements. Notably, the Technical Project and Mathematical and Data Modelling units can only be taken with the explicit permission of the Study Abroad Academic Director. If you select a Technical Project unit (EMAT30009 or EMATM5000), you will need to be allocated an appropriate project as well as a Project Supervisor. The project allocation process begins before the start of the semester. Please contact the Study Abroad Academic Advisor as soon as possible if you are interested in enrolling in a project unit. All Bristol Engineering Mathematics students take year-long units where they work in groups on practical modelling and data analysis problems. These Mathematical and Data Modelling (MDM) units (EMAT10008, EMAT22220, EMAT30005, and EMATM0037) depend on the rest of the Engineering Mathematics UG or MSc curriculum and are not suitable for students who are taking a small number of EMAT units. EMATM0050 depends on the rest of the MSc in Data Science curriculum and is not suitable for students who are taking a small number of Data Science units. EMATM0063 depends on the rest of the MSc in Biorobotics curriculum and is not suitable for students who are taking a small number of Data Science units.
Project units
The school offers the following project units:
- Data Science Mini-Project - EMATM0050
- Group Project in Biorobotics - EMATM0063
- Technical Project - EMAT30009
- Technical Project - EMATM5000
- Technology, Innovation, Business, and Society (TIBS) - EMATM0049
Please see the 'Requirements' section for further information on the permission needed to take certain project-based units.
Units available on the study abroad programme in 2023/24
The following units from the School of Engineering Mathematics and Technology are open to inbound Study Abroad students.
Application queries
Contact the Centre for Study Abroad inbound team if you have any queries about the application process for the study abroad programmes:
Phone: +44 117 39 40207
Email: cfsa-inbound@bristol.ac.uk
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Overview of Service
The Cisco AnyConnect Secure Mobility Client, used for off-campus access, establishes a secure Virtual Private Network (VPN) between your computer/mobile device and the campus network. This connection grants access to restricted computing resources at Drexel, such as file servers, databases, Web sites, and privileged applications.
Getting Started
Sign in with your Drexel credentials at vpn.drexel.edu and follow the instructions to connect, or install the client appropriate for your device and operating system.
Note: VPN connection requires Multi-Factor Authentication.
Requesting Help
For help with network or internet problems, contact the Help Desk at 215.895.2020 or helpdesk@drexel.edu.
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Written by the Priests and Pastoral Associates of Priests for Life
This study guide is based on the Vatican Translation of Humanae Vitae
Table of Contents:
Introduction to the Study Guide
A Summary of Section II. Doctrinal Principles
Summary of Section III. Pastoral Directives
Essay: Finding Our Way Back Home
Essay: Life, Purity and Humanae Vitae
Essay: The Transmission of Life -- On Whose Terms?
The Contraception of Grief: A Personal Testimony
A Study Guide to Humanae Vitae
Fr. Frank Pavone, National Director, Priests for Life
Forty years is not a long time in Church history. Indeed, we are still living in the moment of Humanae Vitae (issued on July 25, 1968), and of the challenge it presents to the world.
Humanae Vitae does not identify the key problem of our day in the realm of sex or birth or "the pill," but rather in the myth that we can be God. Pope Paul writes at the beginning of the document, "But the most remarkable development of all is to be seen in man's stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life -- over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life” (n.2).
The Pope here is painting a wider vision of the problem. We think everything belongs to us, but the reality is that we belong to God. "Humanae Vitae" means "Of human life." Human life came from God, belongs to God, and goes back to God. "You are not your own," St. Paul declares. "You have been bought, and at a price" (1 Cor. 6:19-20). Sex and having children are aspects of a whole cluster of realities that make up our lives and activities. We suffer from the illusion that all of these activities belong to us. “This is my life, my body, my choice.
The problem we face is not that our society is obsessed with sex. Rather, it is afraid of it-- afraid of the total reality and power of what it represents, where it comes from, and where it leads. Sex properly understood requires that we acknowledge God who made it. More than that, sex can never be separated from its purpose: to insert us into this immense, powerful movement of life and love that started when God said "Let there be light" (Genesis 1:3) and culminates when the Spirit and the Bride say "Come, Lord Jesus!" (Revelation 22:17).
Sexual activity means so much that it is wrong to diminish its message or deny its full reality: it belongs in the context of committed love (sealed by marriage) and openness to life precisely because this is the only context great enough to hold its message and reflect the greater reality to which the gift of sexuality points us and to which it commits us.
This is a reality that is bigger than all of us. It is the self-giving which starts in the Trinity, and is revealed in a startling way on the Cross, and then challenges each of us in our daily interaction with others, with God, and with our own eternal destiny. It is so real and so big that it is scary. That's why so many today are afraid of the full reality and meaning of sex. That's why Pope Paul VI wrote Humanae Vitae.
That is also why our Priests for Life pastoral team wrote this Study Guide. We have also established a special website, www.HumanaeVitae40.com, to promote the teachings of this document. It is our daily prayer that this effort will lead many believers to understand, embrace, and proclaim the beautiful truth of human life.
INTRODUCTION TO THE STUDY GUIDE
James J. Pinto, Jr., M.E.V.
Editor: A Study Guide to Humanae Vitae
This Study Guide will be most effective if one first thoroughly familiarizes himself with its content and layout. Review the table of contents and the location of each section listed. The Study Guide is to be used by an individual or group as a side by side companion with the text of Humanae Vitae included in this booklet. The three Essays offer unique insight with questions for further discussion. The Contraception of Grief: A Personal Testimony presents a riveting and practical witness to why Humanae Vitae is the wholesome truth.
The Glossary assists the reader in clarifying some key terms contained in the Encyclical. Glossary terms are listed by the number/paragraph in which they first appear. The terms will be marked with an *asterisk in the Humanae Vitae text as a note to the reader that the term is contained in the Glossary.
After practicing Fr. Pavone’s Foreword one should read the Summary of the Introduction and Section I, followed by the practicing of the Introduction and Section I. of Humanae Vitae itself. After completing the Introduction and Section I. of Humanae Vitae; the reader answers the series of questions below the Summary of the Introduction and Section I. The sequence followed for the Introduction and Section I is repeated for each following section: practicing the Study Guide Section Summary, practicing of the corresponding Encyclical section itself and returning to the Study Guide questions for that particular section. The questions are meant to refer the reader back to particular paragraphs/numbers (n.or n.n.) of that section where he/she will find the answers. One may work on the answers to these questions while practicing the paragraph/number, or, wait until he/she has read the entire section and then complete the answers. Continual returning to the text of the encyclical helps emphasize that the document itself is the primary source of instruction and the basis for individual and group applications.
The three Essays have several questions at their conclusion to help foster reflection and discussion. A personal witness to the truth and wisdom of Humanae Vitae is presented in The Contraception of Grief: A Personal Testimony.
This Study Guide is meant to be a “springboard” to delve more deeply into Humanae Vitae and its themes, in order to stimulate reflection, and a lifestyle of holiness.
For those considering the possibility of facilitating a study group, this study guide lends itself to a discussion study group method of learning. While a leader/facilitator encourages the group and keeps it “on track”, it is the individual sharing and group dynamic that contribute most to the learning process. The facilitator is not a lecturer, neither is he there to deliver all the answers. The facilitator seeks to shepherd the group learning process and does everything possible to solicit their contributions. Members interact and learn from everyone, including the facilitator. A Facilitator’s Guide is available through Priests for Life at www.HumanaeVitae40.com. The Facilitator’s Guide seeks to assist you in leading a group and lays out suggested study sessions.
It is our hope, that on the fortieth anniversary of Humanae Vitae, this study guide will assist in promoting the Church’s clear and authoritative word on transmitting human life. May all who hear this true, prophetic and lovely word be assured that: the Church has always issued appropriate documents on the nature of marriage, the correct use of conjugal rights, and the duties of spouses. These documents have been more copious in accurate times. (n.4)
The Fulani people — also known as the Peuhl — are believed to be the largest seminomadic ethnic group in the world, with communities stretching from Senegal to the Central African Republic. While some men in this Muslim ethnic group have attended Quranic school, most prepare for their future by learning the ways of animal herding alongside their elders. “It’s a profession, but it’s also an inherited tradition,” says Amadou Altine Ndiaye, 48, who began tending to his family’s flock when he was 8. “It’s a source of pride.” Now he’s working alongside his son-in-law, Moussa Ifra Ba. “I love pastoralism to the core,” the 28-year-old says. Ba has grown especially attached to the family’s flock of sheep: “It’s a real friendship between you, and the male animals cry when they move away from you.” “If you deliver a ram a name, after a month it remembers that name and as soon as you call it, it will come and join you." ___ EDITORS’ NOTE — This story is part of The Protein Problem, an AP...
November 16
Cisco partners with Mafikeng Digital Innovation Hub (MDIHub) to launch EDGE Centre. This initiative focuses on aiding small and medium enterprises (SMMEs) in areas such as agriculture, sustainability, and cybersecurity.
EDGE, which stands for “Experience, Design, GTM (Go to Market), and Earn,” seeks to disseminate business expertise to foster innovation, support the development of small and medium businesses in the digital era, accelerate their market entry, and generate employment opportunities for the local economy. These centers provide local entrepreneurs and innovators access to cutting-edge connectivity and networking technologies.
Clayton Naidoo, Senior Director for Country Digital Acceleration at Cisco Africa, stated, “Bringing the Cisco EDGE experience to regions including the North West is essential to provide South Africans with a chance to participate in the global digital economy.
At Cisco, we believe that technology plays a critical role in powering an inclusive future for all. By connecting people and businesses via the Cisco ecosystem and platforms, we create real impact and help prepare the country for a digital future.”
Cisco’s Country Digital Acceleration Program
These EDGE Centres are part of Cisco’s Country Digital Acceleration (CDA) program, a strategic collaboration with government leadership to realize aspects of a national digital agenda and create new value for countries, industries, and citizens. The program was launched in South Africa in 2019.
Collaboration to Accelerate Economic Development
Recently, Cisco and South Africa’s Department of Communications and Digital Technology announced a new phase of the country’s CDA program to cooperate on economic development, digital skills, talent development, sustainable critical national infrastructure, cybersecurity, and digitization of government services.
MafiHub Incubatio Centre
The MafiHub incubation center in Mafikeng is the sixth EDGE Centre in South Africa, with additional locations across the country in Pretoria, Johannesburg, Cape Town, and Durban.
Joseph Ndaba, CEO of Mafikeng Digital Innovation Hub, emphasized, “We believe that technology is truly powerful when combined with education and upskilling. By working with both SMMEs and young people, we are aiming for maximum impact to speed up our region’s social and economic progress.”
Cisco’s Networking Academy
Moreover, the center will offer digital skills training through Cisco Networking Academy, a long-standing IT skills-to-jobs program. In South Africa, Cisco has trained nearly 260,000 learners through this program, with a strong female participation rate of 50%.
The program has provided over USD 39 million in curriculum, tools, resources, and support to students, schools, and instructors. According to Networking Academy surveys, 96% of students who took Cisco certification-aligned courses have obtained jobs or further educational opportunities.
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