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NEW QUESTION: 1
企業がAWSでグローバルウェブアプリケーションをホストしたいと考えています。次の設計要件があります。
*アクセスパターンは、複数のデータソースからのデータをラッチできる必要があります。
* API呼び出しの最小化。
*ページの読み込み時間を50ミリ秒以内に保ちます。
*ユーザー認証と承認を提供し、さまざまなユーザーペルソナ（管理者、マネージャー、エンジニアなど）のデータアクセスを管理します。
*サーバーレス設計を使用する
ソリューションアーキテクトはどの戦略セットを使用する必要がありますか？
A. Amazon S3でAmazon CloudFrontを使用してウェブアプリケーションをホストするAmazon APIゲートウェイを使用して、AWS LambdaでアプリケーションAPIを作成し、カスタムオーソライザー用のSimple ADでユーザールックアップを実行してデータアクセスを承認します。
B. AWS WAFでAmazon CloudFrontを使用して、ウェブアプリケーションをホストします。 AWS AppSyncを使用してアプリケーションAPIを構築します。各ユーザーペルソナにIAMグループを使用するAWS AppSyncリゾルバーでIAMグループを利用してデータアクセスを承認します。
C. Amazon S3でAmazon CloudFrontを使用して、ウェブアプリケーションをホストします。 AWS AppSyncを使用してアプリケーションAPIを構築します。各ユーザーペルソナにAmazon Cognitoグループを使用するAWS AppSyncリゾルバーのAmazon Cognitoグループを利用して、データアクセスを承認します。
D. AWS Direct ConnectとAmazon S3を使用して、ウェブアプリケーションをホストします。 Amazon API Gatewayを使用して、アプリケーションAPIを構築します。カスタム認証と承認にはAWS Lambdaを使用します。 IAMロールを活用してデータアクセスを承認します。
Answer: D

NEW QUESTION: 2
A client has a requirement for their Payables application:
1) AP must automatically create balancing accounting entries for invoice and payment transactions by using the expense GL Account.
2) Stop the application of a prepayment amount to an invoice or expense report amount that is charged to a different balancing segment.
Which two steps would satisfy both these requirements? (Choose two.)
A. Set the Automatic Offset Method to Account.
B. Set the Automatic Offset Method to Accrual.
C. Enable the Prevent Prepayment Application Across Offset Segments option.
D. Enable the Prevent Prepayment Application Across Account Segments option.
E. Set the Automatic Offset Method to Balancing.
F. Enable the Prevent Prepayment Application Across Balancing Segments option.
Answer: A,F

NEW QUESTION: 3
Intuitively, intellectual skills and perceptual-motor skills seem very different because perceptual-motor skills appear more primitive. Ontogenetically, perceptual-motor skills develop before intellectual skills, or at least before most intellectual skills are manifested. Phylogenetically, creatures "high on the evolutionary ladder" are more obviously capable of intellectual skills than are creatures "lower down ".
Perceptual-motor skills also seem more closely tied to specific forms of expression. Being a chess player does not mean one can only play with pieces of a certain size, that one can only move pieces with one's right hand, and so on. By contrast, being a violinist means one can play an instrument whose size occupies a fairly narrow range and that one must play with a rather rigid assignment of functions to effectors (bowing with the right hand, and fingering with the left). The seeming narrowness of this perceptual-motor skill expression, contrasted with the seeming openness of intellectual skill expression, seems to follow from intellectual skills having symbolic outcomes and perceptual-motor skills having non- symbolic outcomes. Symbolic outcomes need not be realized in specific ways and can rely on abstract rules. Non-symbolic outcomes, by contrast, need more specific forms of realization and seem to depend on restricted associations between stimuli and response.
Another difference between intellectual and perceptual-motor skills is that the two kinds of skill seem to be represented in different parts of the brain. For example, structures homologous to the optic tectum, a nucleus located on the dorsal surface of the midbrain, have a common function in all vertebrates- coordinating visual, auditory, and somatosensory information relevant to the control of orienting movements of the eyes, ears, and head. Similarities in structure and function between these and other brain areas associated with perceptual-motor behavior suggest that mechanisms for control of perceptual- motor skills are both highly specialized and conserved across species. In contrast, what distinguishes the human brain from the brains of other species - even closely related ones - is the differential growth of brain regions most strongly associated with intellectual skills, such as the association areas of the cerebral cortex.
The contention that these areas serve intellectual functions is supported by a large body of clinical and experimental literature. Together, these diverse sources of information suggest that perceptual-motor and intellectual skills depend on distinct brain circuits.
The author mentions the game of chess in paragraph two primarily in order to
A. Present an example of an intellectual skill the mastery of which is not closely tied to specific forms of expression.
B. Present an example of an intellectual skill the mastery of which is closely tied to specific forms of expression.
C. Present an example of a skill that is both an intellectual skill and a perceptual-motor skill, the mastery of which is closely tied to specific forms of expression.
D. Present an example of a perceptual-motor skill the mastery of which is not closely tied to specific forms of expression.
E. Present an example of a perceptual-motor skill the mastery of which is closely tied to specific forms of expression.
Answer: A
Explanation:
Explanation/Reference:
Explanation:
The best answer is A.
Chess is an intellectual skill the mastery of which is not closely tied to specific forms of expression. In other words, once one has learned to play the game, one can vary the way one plays, by using one's left hand instead of one's right, for instance.

NEW QUESTION: 4
The methods and techniques for determining the economic costs, the environmental impact, the economic returns, and the probability for success are called:
A. Bills of materials.
B. Managerial reserves.
C. Pert charts.
D. None of the other alternatives apply
E. Feasibility studies.
Answer: E