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CPEH-001 questions - Certified Professional Ethical Hacker (CPEH) Updated: 2024

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Exam Code: CPEH-001 Certified Professional Ethical Hacker (CPEH) questions January 2024 by team

CPEH-001 Certified Professional Ethical Hacker (CPEH)

Exam Detail:
The Certified Professional Ethical Hacker (CPEH-001) exam is designed to assess the knowledge and skills of individuals in ethical hacking and penetration testing. It validates their ability to identify and exploit vulnerabilities in computer systems and networks for defensive purposes. Here are the exam details for the CPEH-001 certification:

- Number of Questions: The exam typically consists of multiple-choice questions. The exact number of questions may vary, but typically, the exam includes around 125 to 150 questions.

- Time Limit: The time allocated to complete the exam is 4 hours.

Course Outline:
The CPEH-001 certification course covers a wide range of topics related to ethical hacking and penetration testing. The course outline typically includes the following areas:

1. Introduction to Ethical Hacking:
- Understanding the principles, scope, and legal aspects of ethical hacking.
- Exploring the different phases of a hacking attack and the hacker's mindset.

2. Footprinting and Reconnaissance:
- Gathering information about the target system or network through passive and active reconnaissance techniques.
- Identifying potential vulnerabilities and weaknesses.

3. Scanning Networks:
- Using various tools and techniques to scan and discover network resources.
- Mapping the network and identifying open ports, services, and potential vulnerabilities.

4. Enumeration and Vulnerability Analysis:
- Enumerating system and network resources to gather detailed information.
- Analyzing vulnerabilities and assessing their impact on the target environment.

5. System Hacking:
- Exploiting weaknesses in operating systems and applications.
- Gaining unauthorized access, privilege escalation, and maintaining persistence.

6. Malware Threats:
- Understanding different types of malware and their characteristics.
- Analyzing malware behavior and implementing countermeasures.

7. Sniffing and Social Engineering:
- Capturing network traffic and analyzing it for sensitive information.
- Exploiting human vulnerabilities through social engineering techniques.

8. Web Application Hacking:
- Identifying and exploiting vulnerabilities in web applications.
- Cross-Site Scripting (XSS), SQL injection, and other common web application attacks.

9. Wireless Network Hacking:
- Assessing wireless network security and exploiting vulnerabilities.
- Cracking WEP and WPA/WPA2 encryption, rogue access points, and denial-of-service attacks.

10. Cryptography:
- Understanding encryption algorithms, digital certificates, and cryptographic protocols.
- Assessing cryptographic weaknesses and implementing secure practices.

Exam Objectives:
The objectives of the CPEH-001 exam are as follows:

- Evaluating candidates' understanding of the principles and methodologies of ethical hacking.
- Assessing candidates' knowledge of various hacking techniques, tools, and methodologies.
- Testing candidates' ability to identify and exploit vulnerabilities in systems and networks.
- Evaluating candidates' understanding of the legal and ethical considerations in ethical hacking.

Exam Syllabus:
The specific exam syllabus for the CPEH-001 certification covers the following topics:

1. Introduction to Ethical Hacking
2. Footprinting and Reconnaissance
3. Scanning Networks
4. Enumeration and Vulnerability Analysis
5. System Hacking
6. Malware Threats
7. Sniffing and Social Engineering
8. Web Application Hacking
9. Wireless Network Hacking
10. Cryptography
Certified Professional Ethical Hacker (CPEH)
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Certified Professional Ethical Hacker (CPEH)
Question: 91
DHCP snooping is a great solution to prevent rogue DHCP servers on your network.
Which security feature on switches leverages the DHCP snooping database to help prevent man-in-the-middle attacks?
A . Port security
B . A Layer 2 Attack Prevention Protocol (LAPP)
C . Dynamic ARP inspection (DAI)
D . Spanning tree
Answer: C
Question: 92
In the field of cryptanalysis, what is meant by a “rubber-hose" attack?
A . Attempting to decrypt cipher text by making logical assumptions about the contents of the original plain text.
B . Extraction of cryptographic secrets through coercion or torture.
C . Forcing the targeted key stream through a hardware-accelerated device such as an ASI
E . A backdoor placed into a cryptographic algorithm by its creator.
Answer: B
Question: 93
The network team has well-established procedures to follow for creating new rules on the firewall. This includes
having approval from a manager prior to implementing any new rules. While reviewing the firewall configuration, you
notice a recently implemented rule but cannot locate manager approval for it.
What would be a good step to have in the procedures for a situation like this?
A . Have the network team document the reason why the rule was implemented without prior manager approval.
B . Monitor all traffic using the firewall rule until a manager can approve it.
C . Do not roll back the firewall rule as the business may be relying upon it, but try to get manager approval as soon as
D . Immediately roll back the firewall rule until a manager can approve it
Answer: D
Question: 94
Log monitoring tools performing behavioral analysis have alerted several suspicious logins on a Linux server
occurring during non-business hours. After further examination of all login activities, it is noticed that none of the
logins have occurred during typical work hours. A Linux administrator who is investigating this problem realizes the
system time on the Linux server is wrong by more than twelve hours.
What protocol used on Linux servers to synchronize the time has stopped working?
A . Time Keeper
Answer: B
Question: 95
Darius is analysing logs from IDS. He want to understand what have triggered one alert and verify if it’s true positive
or false positive.
Looking at the logs he copy and paste basic details like below:
source IP:
source port: 80
destination IP:
destination port: 63221
What is the most proper answer?
A . This is most probably true negative.
B . This is most probably true positive which triggered on secure communication between client and server.
C . This is most probably false-positive, because an alert triggered on reversed traffic.
D . This is most probably false-positive because IDS is monitoring one direction traffic.
Answer: A
Question: 96
Which protocol is used for setting up secure channels between two devices, typically in VPNs?
Answer: B
Question: 97
Which of the following Bluetooth hacking techniques does an attacker use to send messages to users without the
recipient’s consent, similar to email spamming?
A . Bluesmacking
B . Bluesniffing
C . Bluesnarfing
D . Bluejacking
Answer: D
Question: 98
Steve, a scientist who works in a governmental security agency, developed a technological solution to identify people
based on walking patterns and implemented this approach to a physical control access.
A camera captures people walking and identifies the individuals using Steve’s approach.
After that, people must approximate their RFID badges. Both the identifications are required to open the door.
In this case, we can say:
A . Although the approach has two phases, it actually implements just one authentication factor
B . The solution implements the two authentication factors: physical object and physical characteristic
C . The solution will have a high level of false positives
D . Biological motion cannot be used to identify people
Answer: B
Question: 99
You perform a scan of your company’s network and discover that TCP port 123 is open.
What services by default run on TCP port 123?
A . Telnet
B . POP3
C . Network Time Protocol
Answer: C
Question: 100
You are a security officer of a company. You had an alert from IDS that indicates that one PC on your Intranet is
connected to a blacklisted IP address (C2 Server) on the Internet. The IP address was blacklisted just before the alert.
You are staring an investigation to roughly analyze the severity of the situation.
Which of the following is appropriate to analyze?
A . Event logs on the PC
B . Internet Firewall/Proxy log
C . IDS log
D . Event logs on domain controller
Answer: B
Question: 101
You are the Network Admin, and you get a compliant that some of the websites are no longer accessible. You try to
ping the servers and find them to be reachable. Then you type the IP address and then you try on the browser, and find
it to be accessible. But they are not accessible when you try using the URL.
What may be the problem?
A . Traffic is Blocked on UDP Port 53
B . Traffic is Blocked on UDP Port 80
C . Traffic is Blocked on UDP Port 54
D . Traffic is Blocked on UDP Port 80
Answer: A
Question: 102
Which of the following Secure Hashing Algorithm (SHA) produces a 160-bit digest from a message with a maximum
length of (264-1) bits and resembles the MD5 algorithm?
A . SHA-2
B . SHA-3
C . SHA-1
D . SHA-0
Answer: C
Question: 103
Why containers are less secure that virtual machines?
A . Host OS on containers has a larger surface attack.
B . Containers may full fill disk space of the host.
C . A compromise container may cause a CPU starvation of the host.
D . Containers are attached to the same virtual network.
Answer: A
Question: 104
Your business has decided to add credit card numbers to the data it backs up to tape.
Which of the following represents the best practice your business should observe?
A . Hire a security consultant to provide direction.
B . Do not back up cither the credit card numbers or then hashes.
C . Back up the hashes of the credit card numbers not the actual credit card numbers.
D . Encrypt backup tapes that are sent off-site.
Answer: A
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GAQM Professional questions - BingNews Search results GAQM Professional questions - BingNews 40 Questions To Ask A Mentor

Imagine you approached someone you admired, and boldly asked that person to mentor you. And the answer was “Yes!” But a year into the relationship, those monthly mentoring sessions might not invigorate you like they used to, and aren’t quite as energizing for the mentor, either.

4 Types Of Questions To Ask A Mentor

1. Stories

To break the ice, have your mentor tell a story from his or her own career. Hey, everybody likes to talk about themselves! For example, you could inquire: “How did you get to where you are today?” or “How did you land your current role?” But you could also ask more specific questions that address your career objectives and concerns. Some questions to consider:

• Was there a time you messed up and felt like you’d failed? How did you bounce back?

• How did you learn to embrace risk-taking?

• Tell me about a recent business setback. How did you recover?

• Think back to five years ago. Did you envision your career as it is today?

• Was there ever a role you applied for and landed, but weren't 100% qualified to do? How did you proceed?

• What do you wish you had known before taking your first management role?

• Which leadership skills were the most difficult to develop?

• Can you tell me about a time when you had a difficult boss? How did you handle the situation?

• What’s the most important leadership lesson you’ve learned and how has it proven invaluable?

• How did you develop the skill of speaking so engagingly in front of groups?

2. Situations

Now that the conversation is flowing, get more granular in your requests and bring a specific situation to your mentor--one that you’d like help navigating. For example:

• I tried to delegate a task last week and it did not go well. Can we work through what to do differently next time?

• Who are the people I need to align with in this organization to achieve success?

• My boss said I need to be more strategic. What does that mean?

• How can I let my boss know that I don’t need to be micromanaged?

• How can I stay connected to key influencers who do not work in same office or geographical area?

• When trying to gain buy-in to implement a new program, what tactics have worked for you?

• My performance review is coming up. What type of preparation do you most appreciate seeing from your employees?

• I have two very different career path options available to me. Can you weigh in to help me make a final decision?

• I'm considering a career transition. What are some other areas of the business that might be a good fit for me?

• I’ve heard that taking a stretch assignment could help my career trajectory. What are the pros and cons?

3. Self-Awareness

One of the greatest gifts you can give yourself is the gift of self-awareness, meaning the ability to see yourself as others view you. That way, if you like how you’re perceived, you can embrace it and take steps to strengthen that positive perception. If you don’t like how you are currently perceived, you can take steps to shift that perception to a more positive one that supports, rather than undermines, your career and leadership goals.

After starting with the obvious question: “How do you think others perceive me?” become more specific, so your mentor can assist by “holding up the mirror” and providing detailed feedback on how your actions and communication are impacting the way others see you. Ask questions such as:

• How am I viewed? In other words, what's my personal brand in our organization?

• Where do you see my strengths?

• What do you see as some of my blind spots and how can I improve?

• How I am viewed by leadership?

• What do people say about me when I’m not in the room?

• Could you offer feedback on ways to improve my executive presence?

• Do I come across as strategic or tactical in my day-to-day communication?

• Am I viewed as high-maintenance when I send my boss weekly status updates?

• How could I have communicated my idea more clearly?

• When I presented at the last meeting, how did I do? Did my communication style support the message I intended to deliver?

4. Skill-Building

Is there a skill you’re currently working to enhance, such as project management, long-term strategic planning, delegating, or public speaking? Use questions like these to ask your mentor for advice and resources to help you polish that skill:

• How can I become a more assertive negotiator?

• Can we role-play asking for a raise and a promotion?

• How can I become better at managing people who do not report to me?

• Do you have any quick tips for re-energizing an overworked team?

• Can you recommend a book or resource for dealing with difficult conversations?

• What practices can you recommend for dealing with nervousness when speaking to groups?

• I have been asked to facilitate a team-building activity at a staff retreat. What are some keys to success?

• What’s a good methodology or tool for project management and tracking team commitments?

• Do you have a template that you use for long-range visioning and strategic planning?

• What new skills do I need to move ahead?

With these four types of questions and their accompanying examples, you’ll never sit through another mentoring conversation wondering if the other person is finding the discussion useful. And give this list to those whom you mentor, encouraging them to use it to maximize the value of the time you spend together.

Sun, 25 Mar 2018 07:04:00 -0500 Jo Miller en text/html
Interviewing Questions on Professionalism

Based in Ottawa, Canada, Chris Wolski started writing professionally for non-governmental organizations in 2007. He has written communications material for marketing firms and small businesses, and he has published articles for various websites. Wolski received a national coaching certification in 2001 and a Master of Arts in political science from York University in 2007.

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Essential Questions to Ask Human Resources Professionals No result found, try new keyword!Asking the right questions to ask human resources professionals can help uncover key insights into this important decision. These questions cover various aspects that shape your business decisions. Wed, 06 Dec 2023 12:44:00 -0600 en-us text/html 10 Questions to Ask Financial Advisors No result found, try new keyword!You'd want to ask that person a lot of questions, right ... For a quick overview of an advisor's professional background and credentials, start with the Financial Industry Regulatory Authority's ... Fri, 07 Sep 2012 02:58:00 -0500 Frequently Asked Questions

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Health professional answers kids’ questions No result found, try new keyword!Learn about the science behind knuckle cracking, brain freeze, flatulence and more with Doctor Raj Trump Co-Defendant Hands Jack Smith New Evidence: Ex-Prosecutor Russell Wilson says Broncos gave ... Wed, 20 Dec 2023 10:00:00 -0600 en-us text/html How To Prepare for Student Teaching - Frequently Asked Questions

Drexel University School of Education

As with any skill, teaching takes practice. A practicing student teacher is allowed to get hands-on experience teaching. But since student teaching is also a fairly rigorous process, it helps if you know how to prepare for it.

Are you interested in learning more about Drexel’s School of Education and student teaching opportunities? Take a moment to request more information.

What is Student Teaching?

Student teaching or field experience is a critical component of a student’s journey towards becoming an educator. In a student teaching experience, a student applies the knowledge and skills gained through their coursework in a real-world setting. Student teachers at Drexel work with the Field Placement Office to obtain a student teaching experience close to their home or at a school that is most convenient for them. Student teaching is often completed towards the end of a student’s degree or certification program. State departments of education require a certain number of hours of student teaching as part of teacher licensure requirements.

Why Is Student Teaching Important?

Student teaching provides future educators with the pedagogical tools and experience necessary to connect practice and theory. While working closely alongside their teacher mentor, student teachers receive ongoing feedback about their performance.

This allows student teachers to become more proficient at instructing students, implementing adaptable curriculum, and performing accurate student assessments. Student teaching also provides numerous chances for self-reflection and personal growth. While learning to become a skilled educator can take years of practice, student teaching is necessary and helpful to gain the skills and experience required to be a teacher.

What Is the Student Teaching Experience Like?

Student teaching involves full-time placement in a teaching position, spanning at least 13 weeks. During this time, student teachers will gradually assume all of the responsibilities of teaching a classroom. Because student teaching is a full-time commitment, teachers need to be careful about managing their responsibilities during this time. Along with feedback and assistance from a teacher mentor, this can make the student teaching experience equal parts rigorous and rewarding.

Additionally, student teachers attend a weekly professional seminar, where guided discussions allow them to reflect on classroom experiences and set goals for improvement. This also gives student teachers the chance to collaborate with other teacher candidates, and to share advice or strategies. Student teaching seminar assignments may include journaling, reflective papers, creating rubrics, building lesson plans, and so forth.

What Is the Role of a Student Teacher?

A student teacher will learn to manage a classroom along with daily procedures, lesson plans, and student behavior. The first week of being a student teacher involves interactive observations. That may include working with individual students, or even assisting the teacher with lessons. In the following weeks, student teachers gradually assume all of the responsibilities of running a classroom. This includes creating a formal lesson plan, practicing instruction with students, and the responsibility of maintaining an organized, safe classroom environment.

How Involved will I be in the Classroom?

Student teaching experiences vary depending on the student. Undergraduate education majors at Drexel complete a 4-stage student teaching model. At the first two stages, students observe a classroom to see how an experienced teacher leads lessons. The student may also work individually or with small groups of students. At stage III, the student will complete a minimum of 30 hours of teaching by leading lessons with the whole class. At stage IV, undergraduate students spend up to 30 weeks teaching in a school. At this advanced stage, a student applies all their skills in lesson planning and classroom management by leading a class on their own under the observation of an experienced teacher. Part-time graduate students complete 13 weeks of student teaching to meet the requirements set by the Pennsylvania Department of Education.


Student teachers draft lesson plans under the supervision of their assigned teacher and deliver the lessons to the class. When developing their plans, student teachers take into the account the special needs of their students to ensure that they will grasp the concepts and learning activities. Drexel undergraduate students gain a good understanding of what student teaching is like through their previous experience in stages 1-3.

What Is the Student Teaching Dress Code?

Student teaching dress codes will vary slightly from school to school. However, teacher candidates are not only representing themselves, but their entire institution. Consequently, candidates are urged to dress professionally and conservatively. Student teachers should dress in a way to appear highly mature and professional.

Questions about student teaching? Request more information and get started with a degree or certificate from Drexel School of Education.


As a student teacher, you’ll be teaching five days per week for the entire school day. The number of hours of student teaching required for licensure vary from state to state. At Drexel, part-time graduate students pursuing a teaching license complete 13-weeks of student teaching, while undergraduate students complete a 30-week teacher residency at a K-12 school.

How to put Student Teaching on a Resume?

You can add student teaching on in the “relevant experience” section on your resume, as opposed to the section about your educational background. Like any job or internship, include the name of the institution where you worked, and the dates you worked there. To make yourself stand out from other student teachers, you should include specific examples of your accomplishments in the classroom, i.e. a unique unit plan. You could also include information about the age of the students, or about the subjects that you taught.

Do Student Teachers get Paid?

Student teaching is unpaid because the experience is a large part of your education. Additionally, it’s inadvisable to pursue full-time employment while working as a student teacher. However, student teachers are often able to find part-time work as tutors, or in after-school programs.

There is one exception to this rule. Sometimes a shorthanded school will hire a student teacher with a temporary or emergency teaching license. These exceptions are sometimes available to people who expect to receive their teaching license within a year.

How do I apply for Student Teaching?

Drexel University School of Education’s Field Placement Office manages all student teaching experiences for students. Students should contact the Field Placement Office to apply for student teaching and to get more information about clearances and other forms that are required to be completed prior to beginning student teaching.

How Do I Prepare for Student Teaching?

Aspiring student teachers can prepare by obtaining the background clearances relevant to their state, and then providing copies to the field placement office. It may be necessary to get a tuberculin test, however, this varies by district. Additionally, student teachers will need to need to complete the pre-service academic assessment (PAPA) exams to receive placement.

Student teachers need to manage their other responsibilities and time commitments in a way that never interferes with attendance; teachers must not be absent or late to assigned classrooms. In the event of an emergency, student teachers must notify the placement office and their mentor teacher as soon as possible.

How Do I Get Student Teaching Experience?

Once all requirements for placement have been met, the placement office will find a student teaching opportunity near you. Teacher candidates can then reach out to their mentor teacher to become acquainted. As a student teacher, you’ll be teaching five days per week for the entire school day. By the end of your education, you’ll have at least 13 weeks of experience.

Though student teachers work closely with their teacher mentors, teacher candidates quickly take over the full responsibilities of running a classroom. In addition to teaching experience, teacher candidates also attend weekly seminar related to their field.


Questions about student teaching? Request more information and get started with a degree or certificate from Drexel School of Education.

Mon, 04 May 2020 02:22:00 -0500 en text/html
Professional Snowboarder Raises Important Questions About Social Media And Snowsports

The line between athlete and influencer is officially blurred.

In a recent episode of The Bombhole—a snowboarding podcast—Nitro Snowboard's Knut Eliassen made an observation about social media posts and views that raised several important questions regarding the status of snowsports athletes in the digital age.

Eliassen is right: on social media, content geared toward a broader audience—like a video of a snowboarder riding with a gear bag—will rack up more views than clips of a snowsports athlete executing a flawless double cork or greasing a quad kink rail.

Freeskiing Olympic medalist Nick Goepper, too, has noted this disparity.

In an Instagram post, Goepper shared that a video of him executing four double corks in the halfpipe—a superhuman feat—earned a smaller audience than a clip of him playing dress up and pouring water on his head.

It's all a bit backward, isn't it? For decades—if you discount the countless barriers that limited the participation of anyone who wasn't a white man in snowsports—on-snow skill was the primary arbiter of success for would-be snowsports athletes.

Now, as Goepper explained, you can drive more traffic (and presumably more sponsor dollars) by effectively playing into the algorithmic whims of tech giants with short, debatably silly clips that don't require much skiing or snowboarding talent.

Where does this leave us?

There's no simple, paragraph-long answer. Nuance prevails. With the rise of social media—among other factors—comes greater opportunities for the democratization of brand representatives. We're already seeing a wider range of personal backgrounds appear in ski team lineups—that's worth celebrating. These days, being an interesting, tech-savvy person is as much an asset as having a double cork or two in your bag.

However, in primarily supporting those who run the influencer beta instead of seeking snowsports success through honing their skiing skills, we risk leaving behind pros prioritizing their love of the sport over the social media game.

As social media marketing tactics exert further influence over snowsports, we could also enter a status quote where brands begin asking too much of already stretched-thin sponsored athletes. Juggling the demands of professional skiing and functioning as a full-time influencer? Herculean.

In short, amidst the ever-developing clamor that is social media, what really matters—skiing and those who dedicate their lives to it, regardless of how they look—has become slightly clouded. We shouldn't lose sight of what we're doing here in the first place.

Related: Oregon Ski Resort Cancels New Year Festivities As Snow Fails To Arrive

Don't miss another headline from POWDER! Subscribe to our newsletter and stay connected with the latest happenings in the world of skiing.

We're always on the lookout for amusing, interesting and engaging ski-related videos to feature on our channels. Whether you're a professional or just an amateur, we want to see your best footage and help you share it with the world. Submit your video for a chance to be featured on POWDER and our social channels. Be sure to subscribe to our YouTube channel to watch high-quality ski videos.

Mon, 01 Jan 2024 00:30:00 -0600 en-US text/html
Study Abroad Study Abroad

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ESF Education Abroad is devoted to making transformational international experiences accessible to all ESF students regardless of major, cost, identity, or other defining factors. We do this by working with students on an individual basis to find the opportunities that best fit their personal needs and goals.

ESF students have hundreds of education abroad programs to choose from! Programs vary in length from one week up to a full academic year and are located all over the world, so there is something for everyone! Start to browse programs below, and please reach out to with any questions or to start planning your experience abroad.


Program Details
ESF Short-Term Programs Travel abroad with an ESF faculty member and your classmates! Most short-term courses are between one to three weeks in length and take place over spring or summer break.
ESF Exchange Programs Spend a semester or summer abroad with one of ESF's university partners.
ESF Partner Study Abroad Study abroad for a winter, summer, or semester with one of ESF's recommended study abroad providers, any other SUNY institution or through another study abroad program provider. Many of these programs are immersive or field-based opportunities. Short-term, summer, and semester programs are all available!


Quick Tips

Before researching programs, think about your goals for education abroad. What type of experience are you hoping to have and what are you most interested in learning? What type of opportunities do you have limited access to in Syracuse and how might you gain those abroad? Use these questions to help guide you to better understand what it is you want out of your international experience and how you might be able to find a program that fits those criteria.

In addition to thinking about what is important to you, take some time to recognize what is not important to you. When choosing a education abroad program, it can be easier to find a "perfect" match if you understand what you are willing to compromise. Are financials the most the important piece to you? Specific classes for your major? Perhaps a research topic in a specific field? Rank the things that are most important to you so we can help you find that "perfect" opportunity.

You never know where you might find recommendations, advice or input. Ask your classmates, professors, advisors, parents, guardians, coaches, etc. You never know what you might discover. Don't forget to visit OIE as well – we serve as the repository for all of the different opportunities in front of you and can help guide you when you're not sure where to even start.

Fri, 14 Aug 2020 12:08:00 -0500 en text/html
Frequently Asked Questions

As an individual student or as a family, consider potential lifestyle changes that may have to take place while financing a college education.

If possible, pay off credit card balances or other outstanding consumer debt. This is important for two reasons: First, having fewer bills coming in as you are paying for college may mean you could pay more out of pocket and borrow less. It is always wise to borrow as little as possible. Second, consumer debt, like credit cards and auto loans, are not considered in the aid awarding process.

Fri, 03 Jun 2016 01:55:00 -0500 en-US text/html

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