The-Open-Group OG0-093 : OG0-093 TOGAF 9 Combined Part 1 and Part 2 Exam Dumps

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Exam Number : OG0-093
Exam Name : OG0-093 TOGAF 9 Combined Part 1 and Part 2
Vendor Name : The-Open-Group
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OG0-093 Exam Format | OG0-093 Course Contents | OG0-093 Course Outline | OG0-093 Exam Syllabus | OG0-093 Exam Objectives

Exam Summary

This is a combined TOGAF 9 Part 1 and Part 2 examination for candidates who want to achieve Level 2 certification directly.

Exam Name: TOGAF® 9 Combined Part 1 and Part 2

Exam Number:

OG0-093 - English

OG0-098 - Simplified Chinese

Qualification upon passing: TOGAF 9 Certified

Delivered at: Authorized Exam Provider Test Centers

Prerequisites: None

Supervised: Yes

Open Book: Dependent on section. This examination comprises two separate sections. The TOGAF 9 Part 1 section is CLOSED Book. The TOGAF 9 Part 2 section is OPEN book. An electronic copy of the specification is built into the exam and becomes available in Part 2 only.

Exam type: The exam comprises two sections. Section 1: 40 Simple Multiple Choice questions + Section 2: 8 Scenario Based, Complex Multiple Choice

Number of questions: 48

Pass score: The pass mark for Part 1 is 55%, which means 22 or more points out of maximum of 40 points. For Part 2, the pass mark is 60%, which means 24 or more points out of a maximum of 40 points. Note that you must pass both parts of the exam to achieve an overall pass result. If you fail either part you fail the examination, however you only need retake the examination(s) corresponding to the failed section(s).

Time limit: 150 Minutes total. Each section has a maximum time limit as follows: 60 Minutes on TOGAF 9 Part 1. 90 Minutes on TOGAF 9 Part 2. Once you complete the TOGAF 9 Part 1 section you cannot return to it. There is no break between sections; Part 1 directly follows Part 2.

- The basic concepts of Enterprise Architecture and the TOGAF standard

- The core concepts of the TOGAF 9 standard

- The key terminology of the TOGAF 9 standard

- The ADM cycle and the objectives of each phase, and how to adapt and scope the ADM

- The concept of the Enterprise Continuum; its purpose and constituent parts

- How each of the ADM phases contributes to the success of Enterprise Architecture

- The ADM guidelines and techniques

- How Architecture Governance contributes to the Architecture Development Cycle

- The concepts of views and viewpoints and their role in communicating with stakeholders

- The concept of building blocks

- The key deliverables of the ADM cycle

- The TOGAF reference models

- The TOGAF certification program

- How to apply the ADM phases in development of an Enterprise Architecture

- How to apply Architecture Governance in development of an Enterprise Architecture

- How to apply the TOGAF Architecture Content Framework

- How to apply the concept of Building Blocks

- How to apply the Stakeholder Management Technique

- How to apply the TOGAF Content Metamodel

- How to apply the TOGAF standard recommended techniques when developing an Enterprise Architecture

- The TOGAF Technical Reference Model and how to customize it to meet an organizations needs

- The Integrated Information Infrastructure Reference Model

- The content of the key deliverables of the ADM cycle

- How an Enterprise Architecture can be partitioned to meet the specific needs of an organization

- The purpose of the Architecture Repository

- How to apply iteration and different levels of architecture with the ADM

- How to adapt the ADM for security

- The role of architecture maturity models in developing an Enterprise Architecture

- The purpose of the Architecture Skills Framework and how to apply it within an organization

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The-Open-Group 1 exam contents

Prepare for the CAP Exam

ISA offers a variety of resources to help you prepare for the Certified Automation Professional (CAP®) exam.

Primary Textbook

A Guide to the Automation Body of Knowledge is the primary text resource for the CAP exam and provides a complete overview of all technical topics. Order the Guide to the Automation Body of Knowledge.

Study Guide

The CAP Study Guide is a comprehensive self-study resource that contains a list of the CAP domains and tasks, 75 review questions and answers complete with justifications. References that were used for each study guide question are also provided with the question. The Study Guide also includes a recommended list of publications that you can use to do further study on specific domains. Order the CAP Study Guide.

Review Courses

A CAP review course is available in several formats as preparation for taking the certification exam. This course is offered by ISA and can also be offered at your location.

ISA also has a variety of training courses that would be helpful in preparing for CAP. Visit the Automation Professional Training page for a complete list.

Additional Resources Exam Topics

Basic Continuous Control: Process Instrumentation, Analytical Instrumentation, Continuous Control, Control Valves, Analog Communications, Control System Documentation, Control Equipment

Basic Discrete, Sequencing, and Manufacturing Control: Discrete Input & Output Devices and General Manufacturing Measurements, Discrete and Sequencing Control, Motor and Drive Control, Motion Control

Advanced Control Topics: Process Modeling, Advanced Process Control, Control of Batch Processes, Environmental, Environmental Monitoring, Building Automation

Reliability, Safety, and Electrical: Alarm Management, Reliability, Process Safety and Safety Instrumented Systems, Electrical Installations, Safe Use and Application of Electrical Apparatus

Integration and Software: Digital Communications, Industrial Networks, Manufacturing Execution Systems and Business Integration, System and Network Security, Operator Interface, Data Management, Software, Custom Software

Deployment and Maintenance: Operator Training, Checkout, System Testing, and Startup, Troubleshooting, Maintenance, Long-Term Support and System Management

Work Structure: Automation Benefits and Project Justifications, Project Management and Execution, Interpersonal Skills

CAP Sample Questions

Questions on the exam were derived from the actual practice of automation professionals as outlined in the CAP Role Delineation Study and job task analysis. Using interviews, surveys, observation, and group discussions, ISA worked with automation professionals to delineate critical job components to develop exam specifications to determine the number of questions related to each domain and task tested. This rigorous program development and ongoing maintenance process ensures that CAP certification accurately reflects the skills and knowledge needed to excel as an automation professional.

The following six questions were taken from the CAP exam question item bank and serve as examples of the question type and question content found on the CAP exam.

The method by which the tasks and hazards associated with a machine or process are analyzed is known as:

A. Risk exam.

B. Machine exam.

C. Risk reduction.

D. Risk abatement.

To test controller tuning or prototype new control strategies offline, the model should be a(an):

A. Tie-back (loopback) simulation.

B. Artificial neural network.

C. Dynamic process simulation.

D. Steady state process simulation.

The temperature measurement with the BEST repeatability and resolution is the:

A. Thermocouple.

B. Resistance temperature detector (RTD).

C. Dial thermometer.

D. Capillary system.

Which of the following is NOT a variable speed drive setup parameter?

A. Acceleration rate.

B. Motor winding type.

C. Output frequency.

D. Maximum speed.

A complete test plan for system integration testing MUST include:

A. Comments for the application programmer.

B. Multiple test cases for each mode of operation.

C. At least five test cases for each test.

D. Expected results for each test case.

Frequency of maintenance should be determined by:

A. Failure rates of components.

B. Availability of personnel and parts.

C. Management targets for efficiency and productivity.

D. Effectiveness of maintenance personnel.

Sample Questions Answer Key Question Number Correct Answer Exam Content Outline 1 A Domain 1, Task 4 2 C Domain 2, Task 2 3 B Domain 3, Task 3 4 B Domain 4, Task 7 5 C Domain 5, Task 5 6 A Domain 6, Task 2

Pandemic relief money went toward drag shows and critical race theory

Some pandemic relief money has funded controversial liberal priorities that far fall outside the bounds of what most would consider COVID-19 recovery.

The latest example occurred last week in New Hampshire, where a school district near Manchester used COVID-19 relief funding to pay for a Pride event that was scheduled to include drag performances for children.

NANCY PELOSI THROWS FIRST PITCH AT NATIONALS 'NIGHT OUT' GAME

But across the country, local and federal officials have poured money that lawmakers insisted was necessary to prevent an economic disaster into projects that are wasteful, ineffective, or, in many cases, fronts in the culture wars.

The New Hampshire school used $4,000 in American Rescue Plan Act money to fund the Pride event, according to the NH Journal.

In Utah, state education officials used pandemic funding to produce a video that encouraged teachers to introduce “gender play” and explorations of gender identities to their classrooms. The video sparked outrage among parents and other state officials when its contents, as well as the fact that CARES Act funding paid for it, surfaced in February.

Some schools have used pandemic funding to build gender-neutral bathrooms to accommodate transgender students, such as a middle school in Maine that planned to use $32,000 of American Rescue Plan Act money for gender-neutral bathrooms and another Maine school that planned to use some of the $161,000 in funding it got from the American Rescue Plan Act for gender-neutral bathrooms.

Many schools spent pandemic relief funds on the implementation of critical race theory curricula or on putting teachers through progressive “equity” training.

Massachusetts’s plan for spending its $1.8 billion in American Rescue Plan money, for example, identified “engaging in robust agency-wide anti-racism training and development of an equity planning tool” as a top need for state schools.

Oregon’s plan for spending the $1 billion it got in American Rescue Plan funding involved “an equity-informed, anti-racist, and anti-oppressive lens [that] weaves throughout all of the response strategies.” Its guidelines for reopening schools with federal funding included asking teachers to boost “LGBTQ2SIA+ focused groups,” “mitigate risks for immigrant students and families who may be undocumented,” and “provide counter narratives to biased representations of race, culture, gender.”

The guidelines recommended teachers counter “national myths like ‘America is the land of opportunity.’”

The Minneapolis Public School District set aside some of its recovery money for “anti-bias curriculum purchases” for kindergarten through eighth grade classrooms. Its plan for spending COVID-19 recovery money included giving teachers three extra days during the summer for “equity training.”

The federal government also put pandemic relief money toward progressive cultural causes through the National Endowment of the Arts.

The National Endowment of the Arts offered multiple rounds of grants to help artistic organizations keep their doors open during the pandemic after receiving $75 million from the CARES Act and $135 million from the American Rescue Plan Act.

The Center for Lesbian Gay Bisexual Transgender Art & Culture, an organization that also goes by Queer Cultural Center, received $150,000 from the American Rescue Plan. The San Francisco group’s next event is a book reading night titled “Black Faggotry,” according to the center’s website, and it has hosted drag story hour for children since receiving the federal money.

The GLBT Historical Society — a gay, lesbian, bisexual, and transgender museum and archival organization — received $200,000 from the American Rescue Plan through the National Endowment for the Humanities, according to USA Spending. The group is holding a drag story hour for families next week.

Another San Francisco organization, Fresh Meat Productions, received a $150,000 grant from the American Rescue Plan through the NEA for transgender dance programs, which include a drag dance lesson billed for “all ages.”

The Department of Health and Human Services put nearly $1.2 million of funding from the American Rescue Plan toward a program in Denver that, among other things, aimed to distribute hundreds of “safer-injection kits” that included “bleach, cotton, information about how to inject safely and clean [intravenous drug use] paraphernalia.”

The money was also set to go toward “a public communication campaign that reduces the stigma of substance use” and to promote “harm-reduction” efforts rather than anti-drug efforts.

A Planned Parenthood clinic in New York, according to USA Spending, received nearly $1.2 million in pandemic funding. The money was to expand the drug abuse portion of its services in the state, but critics of the abortion provider argue any federal funding given to Planned Parenthood can help support its abortion services because it frees up more of the organization’s budget for the procedure.

CLICK HERE TO READ MORE FROM THE WASHINGTON EXAMINER

Much of the COVID-19 recovery spending is difficult to track, however.

While the federal government distributed some directly through grants and other programs, much of the money went to states, local governments, and school districts where officials had broad authority to determine how they would spend the funding.

BJP And TRS Slam Each Other After Hindu Woman Was Asked To Remove 'Mangalsutra' At Exam Centre

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