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PDF Exam Ref Az 203 Developing Solutions For Microsoft Azure Santiago Fernandez Munoz Ebook Full Chapter
PDF Exam Ref Az 203 Developing Solutions For Microsoft Azure Santiago Fernandez Munoz Ebook Full Chapter
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Developing Cloud-Native Solutions with Microsoft Azure
and .NET: Build Highly Scalable Solutions for the
Enterprise 1 / converted Edition Ashirwad Satapathi
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Contents
Cover Page
Title Page
Copyright Page
Dedication
Contents at a Glance
Contents
Acknowledgments
About the Author
Introduction
Important: How to use this book to study for the
exam
Chapter 1 Develop Azure Infrastructure as a Service
Compute Solution
Skill 1.1: Implement solutions that use virtual
machines (VM)
Skill 1.2: Implement batch jobs by using
Azure Batch Services
Skill 1.3: Create containerized solutions
Chapter summary
Thought experiment
Thought experiment answers
Chapter 2 Develop Azure Platform as a Service
compute solution
Skill 2.1: Create Azure App Service web apps
Skill 2.2: Create Azure App Service mobile
apps
Skill 2.3: Create Azure App Service API apps
Skill 2.4: Implement Azure Functions
Chapter summary
Thought experiment
Thought experiment answers
Chapter 3 Develop for Azure storage
Skill 3.1: Develop solutions that use storage
tables
Skill 3.2: Develop solutions that use Cosmos
DB storage
Skill 3.3: Develop solutions that use a
relational database
Skill 3.4: Develop solutions that use blob
storage
Chapter summary
Thought experiment
Thought experiment answers
Chapter 4 Implement Azure security
Skill 4.1: Implement authentication
Skill 4.2: Implement access control
Skill 4.3: Implement secure data solutions
Chapter summary
Thought experiment
Thought experiment answers
Chapter 5 Monitor, troubleshoot, and optimize Azure
solutions
Skill 5.1: Develop code to support scalability
of apps and services
Skill 5.2: Integrate caching and content
delivery within solutions
Skill 5.3: Instrument solutions to support
monitoring and logging
Chapter summary
Thought experiment
Thought experiment answers
Chapter 6 Connect to and consume Azure services
and third-party services
Skill 6.1: Develop an App Service Logic App
Skill 6.2: Integrate Azure Search within
solutions
Skill 6.3: Establish API Gateways
Skill 6.4: Develop event-based solutions
Skill 6.5: Develop message-based solutions
Chapter summary
Thought experiment
Thought experiment answers
Index
Code Snippets
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Exam Ref AZ-203 Developing
Solutions for Microsoft Azure
ISBN-13: 978-0-13-564380-8
ISBN-10: 0-13-564380-5
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Credits
EDITOR-IN-CHIEF
Brett Bartow
EXECUTIVE EDITOR
Loretta Yates
DEVELOPMENT EDITOR
Songlin Qiu, Charvi Arora
MANAGING EDITOR
Sandra Schroeder
COPY EDITOR
Rick Kughen
INDEXER
Erika Millen
PROOFREADERS
Abigail Manheim and Betty Pessagno
TECHNICAL EDITOR
Dave McCollough
ASSISTANT EDITOR
Charvi Arora
EDITORIAL ASSISTANT
Cindy Teeters
COVER DESIGNER
Twist Creative, Seattle
COMPOSITOR
codeMantra
To my wonderful wife, because of her support and inspiration,
especially in the hard times.
Acknowledgments
About the Author
Introduction
Important: How to use this book to study for the exam
Index
Contents
Acknowledgments
About the Author
Introduction
Important: How to use this book to study for the exam
Chapter summary
Thought experiment
Chapter summary
Thought experiment
It is known to the whole world how weak and impotent the Russian
army was when it had no regular instruction, and how incomparably
its strength was increased and became great and terrible when our
august monarch, his Imperial Highness Peter the First, instructed it
in a proper manner. The same is true of architecture, medicine,
political government, and all other affairs.
But, most of all, that is true of the government of the Church: when
there is not the light of instruction, the Church cannot have any good
conduct, and impossibly can there be avoided disorder and
superstitions that deserve a great deal of ridicule, as well as strife,
and most foolish heresies.
Many foolishly assert that instruction is the cause of heresy. But
the heretics of ancient days, the Valentinians, Manichæans,
Catharists, Euchites, Donatists and others, whose stupid acts are
described by Irenæus, Epiphanius, Augustine, Theodoret and others,
raved, not through instruction, but through arrogant foolishness. And
did not our own dissenters rave so deliriously through their lack of
culture, and ignorance? Though there are some heresiarchs, such
as were Arius, Nestorius and a few others, yet their heresies arose
not through instruction, but from an imperfect understanding of the
Holy Writ, and they grew and were strengthened through malice and
false pride which did not permit them to change their wrong opinion
after they had discovered the truth, and against their conscience.
And though their instruction gave them the power to use sophisms,
that is, cunning proofs of their elucubrations, yet he who would want
to ascribe this evil simply to instruction would be compelled to say
that where a physician poisons a patient, his knowledge of medicine
was the cause thereof, and where a soldier valiantly and cunningly
strikes down the enemy, military art is the cause of killing. And when
we look through history, as through a telescope, at the past ages, we
shall discover more evil in the Dark Ages than in those that were
enlightened through culture. The bishops were not so arrogant
before the fifth century as they were afterwards, especially the
bishops of Rome and Constantinople, because before there was
learning, and afterwards it grew less. If learning were dangerous to
the Church and State, the best Christians would not study
themselves, and would forbid others to study; but we see that all our
ancient teachers studied not only the Holy Writ, but also profane
philosophy. Besides many others, the most famous pillars of the
Church have advocated profane learning, namely: Basil the Great in
his instruction to the studying youths, Chrysostom in his books on
monastic life, Gregory the Theologue in his sermon on Julian the
Apostate. I should have a great deal to say, if I were to dwell on this
alone.
Good and thorough instruction is the root and seed and foundation
of all usefulness, both for the fatherland and the Church. There is,
however, a kind of instruction which does not deserve that name,
though it is deemed by certain clever but not well-informed men to
be the real instruction.
Many are in the habit of asking in what schools such and such an
one has been educated? When they hear that he has been in
rhetoric, philosophy and theology, they are prone to place him very
high, for the sake of those names, but in that they frequently err, for
not all get good instruction from good teachers, one on account of
his dulness, another on account of his laziness; how much is that the
case when the teacher is little, or not at all, proficient in his subject!
It is important to know that from the sixth to the fifteenth century,
that is, for nine hundred years, all learning in Europe was of a very
meagre and imperfect character, so that we see in the authors who
wrote at that time great sharpness of wit, but small enlightenment.
With the fifteenth century there began to appear better-informed and
more skilful teachers, and by degrees many academies acquired a
greater importance than in those ancient Augustan times; many
other schools, on the contrary, stuck fast in their ancient slime,
preserving, indeed, the names of rhetoric, philosophy and other
sciences, but in reality having none of them. Different causes have
led to this, but space does not permit their mention here.
People who have received, so to say, an empty and fantastic
education in these institutions are generally more stupid than those
who have received none at all. Being themselves in the dark, they
deem themselves to be perfect, and imagining that they have
learned all that there is to be learned, neither have the desire, nor
think it worth while to read books and study more. On the other
hand, a man who has received the proper schooling is never
satisfied with his knowledge, and never stops learning, even though
he has passed the age of Methuselah.
But this is the greatest misfortune: the above-mentioned
imperfectly instructed people are not only useless, but also very
harmful to society, State and Church. They humble themselves
beyond necessity before the authorities, attempting through cunning
to appropriate to themselves favours, and crawl into higher places.
They hate people of the same standing as themselves, and if anyone
is praised for his learning, they use their utmost endeavour to
depreciate and denounce him before the people and authorities.
They are prone to take part in rebellions, hoping to gain advantages
for themselves through them. When they take to theological
discussions, they cannot help falling into heresies, for, being
ignorant, they easily fall into error, after which they will not change
the opinion they have uttered, for fear of appearing not to have
known all. But wise men have this proverb: “It is the property of a
wise man to change his opinion.”
FOOTNOTES: