SPLK-3003 course outline - Splunk Core Certified Consultant Updated: 2023
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Exam Code: SPLK-3003 Splunk Core Certified Consultant course outline November 2023 by Killexams.com team|
SPLK-3003 Splunk Core Certified Consultant
EXAM NUMBER : SPLK-3003
EXAM NAME : Splunk Core Certified Consultant
Exam Description: The Splunk Core Certified Consultant certification test is the final step in the Splunk
Core Certified Consultant track. This highly technical certification test is a 117-minute, 86-question
assessment which evaluates a candidate’s knowledge and skills in Splunk Deployment Methodology and
best-practices for planning, data collection, and sizing, managing, and troubleshooting a standard with
indexer and search head clustering. Candidates can expect an additional 3 minutes to review the exam
agreement, for a total seat time of 120 minutes. Candidates interested in this certification must complete
the lecture, hands-on labs, and quizzes that are part of the Fundamentals 3, Creating Dashboards with
Splunk, and Advanced Searching and Reporting courses by Splunk Education, the Indexer Cluster
Implementation Lab, the Distributed Search Migration Lab, the Implementation Fundamentals Lab, the
Architect Implementation Labs (1-3), as well as the Services: Core Implementation Instructor-Led Training
course in order to be eligible for the certification exam. The prerequisite exams for this certification are
Splunk Core Certified Power User, Splunk Enterprise Certified Admin, and Splunk Enterprise Certified
The following content areas are general guidelines for the content to be included on the exam:
● Splunk Validated Architectures
● Monitoring Console configuration
● Authentication Protocols
● Splunk to Splunk (S2S) Communication
● Data Inputs
● Forwarder Types
● HEC Tokens
● Fishbucket Records
● Pretrained Sourcetypes
● Indexing Buckets
● Event Processing
● Indexing Intervals
● Data Retention
● Search Head Dispatch
● Deployment Apps
● Deployment Server
● Indexer Clustering
● Upgrading an Indexer Cluster
● Indexer Cluster Failure Modes
● Multi-site Clustering
● Indexer Migration
● Search Head Clustering
1.0 Deploying Splunk 5%
1.1 Define Splunk Validated Architectures
1.2 Articulate how and why Splunk grows from standalone environment to distributed
environment with indexer and Search Head clustering
1.3 Explain the difference between High Availability and Disaster Recovery and how both can
be addressed in Splunk.
2.0 Monitoring Console 8%
2.1 Describe which instances are suitable to configure as the Monitoring Console
2.2 Articulate how to configure the MC for a single or distributed environment
2.3 Examine how the MC uses the server roles and groups
2.4 Describe how MC health checks are performed and can be extended.
3.0 Access and Roles 8%
3.1 Identify authentication methods
3.2 Describe LDAP concepts and configuration
3.3 List SAML and SSO options
3.4 Define roles and articulate how roles are used to secure data
4.0 Data Collection 15%
4.1 Articulate the different ways data can be ingested by an indexer
4.2 Articulate how one Splunk instance communicates with another Splunk instance (S2S)
4.3 Describe the types and configuration of data inputs
4.4 Describe ways to troubleshoot data inputs
5.0 Indexing 14%
5.1 List indexing artefacts and locations
5.2 Describe event processing and data pipelines
5.3 Describe the underlying text parsing and indexing process
5.4 List data retention controls
6.0 Search 14%
6.1 Describe how to use search job inspection, Explain the inner-workings of a search
6.2 List the different search types
6.3 Describe how to maximize search efficiency
6.4 Describe how sub-searches work
7.0 Configuration Management 8%
7.1 Describe a deployment app
7.2 Articulate how a Deployment Server works
7.3 Describe deployment system configuration
7.4 Articulate how to manage deployment Server
8.0 Indexer Clustering 18%
8.1 Describe deployment and component configuration
8.2 Describe the life cycle of data using buckets
8.3 Determine failure modes and recovery processes
8.4 Articulate how multi-site clustering works
8.5 List migration procedures
9.0 Search Head Clustering 10%
9.1 Articulate how to manage and deploy a Search Head cluster
9.2 Determine when a Search Head Cluster may be needed and when a Search Head Cluster
would not be recommended
9.3 Describe content management using the Deployer
9.4 Describe the role of the cluster members and the Captain
9.5 Articulate how Captain election works (RAFT)
|Splunk Core Certified Consultant|
Splunk Consultant course outline
Other Splunk examsSPLK-1003 Splunk Enterprise Certified Admin
SPLK-1001 Splunk Core Certified User
SPLK-2002 Splunk Enterprise Certified Architect
SPLK-3001 Splunk Enterprise Security Certified Admin
SPLK-1002 Splunk Core Certified Power User
SPLK-3003 Splunk Core Certified Consultant
SPLK-2001 Splunk Certified Developer
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Splunk Core Certified Consultant
A customer would like to remove the output_file capability from users with the default user role to stop them from filling up the disk on the search
head with lookup files. What is the best way to remove this capability from users?
A. Create a new role without the output_file capability that inherits the default user role and assign it to the users.
B. Create a new role with the output_file capability that inherits the default user role and assign it to the users.
C. Edit the default user role and remove the output_file capability.
D. Clone the default user role, remove the output_file capability, and assign it to the users.
A working search head cluster has been set up and used for 6 months with just the native/local Splunk user authentication method. In order to
integrate the search heads with an external Active Directory server using LDAP, which of the following statements represents the most appropriate
method to deploy the configuration to the servers?
A. Configure the integration in a base configuration app located in shcluster-apps directory on the search head deployer, then deploy the
configuration to the search heads using the splunk apply shcluster-bundle command.
B. Log onto each search using a command line utility. Modify the authentication.conf and authorize.conf files in a base configuration app to
configure the integration.
C. Configure the LDAP integration on one Search Head using the Settings > Access Controls > Authentication Method and Settings > Access
Controls > Roles Splunk UI menus. The configuration setting will replicate to the other nodes in the search head cluster eliminating the need
to do this on the other search heads.
D. On each search head, login and configure the LDAP integration using the Settings > Access Controls > Authentication Method and
Settings > Access Controls > Roles Splunk UI menus.
In an environment that has Indexer Clustering, the Monitoring Console (MC) provides dashboards to monitor environment health. As the
environment grows over time and new indexers are added, which steps would ensure the MC is aware of the additional indexers?
A. No changes are necessary, the Monitoring Console has self-configuration capabilities.
B. Using the MC setup UI, review and apply the changes.
C. Remove and re-add the cluster master from the indexer clustering UI page to add new peers, then apply the changes under the MC setup
D. Each new indexer needs to be added using the distributed search UI, then settings must be saved under the MC setup UI.
In addition to the normal responsibilities of a search head cluster captain, which of the following is a default behavior?
A. The captain is not a cluster member and does not perform normal search activities.
B. The captain is a cluster member who performs normal search activities.
C. The captain is not a cluster member but does perform normal search activities.
D. The captain is a cluster member but does not perform normal search activities.
What happens to the indexer cluster when the indexer Cluster Master (CM) runs out of disk space?
A. A warm standby CM needs to be brought online as soon as possible before an indexer has an outage.
B. The indexer cluster will continue to operate as long as no indexers fail.
C. If the indexer cluster has site failover configured in the CM, the second cluster master will take over.
D. The indexer cluster will continue to operate as long as a replacement CM is deployed within 24 hours.
Which event processing pipeline contains the regex replacement processor that would be called upon to run event masking routines on events as
they are ingested?
A. Merging pipeline
B. Indexing pipeline
C. Typing pipeline
D. Parsing pipeline
Which statement is correct?
A. In general, search commands that can be distributed to the search peers should occur as early as possible in a well-tuned search.
B. As a streaming command, streamstats performs better than stats since stats is just a reporting command.
C. When trying to reduce a search result to unique elements, the dedup command is the only way to achieve this.
D. Formatting commands such as fieldformat should occur as early as possible in the search to take full advantage of the often larger number
of search peers.
A non-ES customer has a concern about data availability during a disaster recovery event. Which of the following Splunk Validated Architectures
(SVAs) would be recommended for that use case?
A. Topology Category Code: M4
B. Topology Category Code: M14
C. Topology Category Code: C13
D. Topology Category Code: C3
The universal forwarder (UF) should be used whenever possible, as it is smaller and more efficient. In which of the following scenarios would a
(HF) be a more appropriate choice?
A. When a predictable version of Python is required.
B. When filtering 10%""15% of incoming events.
C. When monitoring a log file.
D. When running a script.
When monitoring and forwarding events collected from a file containing unstructured textual events, what is the difference in the Splunk2Splunk
payload traffic sent between a universal forwarder (UF) and indexer compared to the Splunk2Splunk payload sent between a heavy forwarder (HF)
and the indexer layer?
(Assume that the file is being monitored locally on the forwarder.)
A. The payload format sent from the UF versus the HF is exactly the same. The payload size is identical because they're both sending 64K
B. The UF sends a stream of data containing one set of medata fields to represent the entire stream, whereas the HF sends individual events,
each with their own metadata fields attached, resulting in a lager payload.
C. The UF will generally send the payload in the same format, but only when the sourcetype is specified in the inputs.conf and
EVENT_BREAKER_ENABLE is set to true.
D. The HF sends a stream of 64K TCP chunks with one set of metadata fields attached to represent the entire stream, whereas the UF sends
individual events, each with their own metadata fields attached.
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This Course Outline and Syllabus gives an overview of the Spring 2016 class Building Life Science Businesses.7
Hamermesh, Richard G. "Building Life Science Businesses Spring Term 2017: Course Outline and Syllabus." Harvard Business School Course Overview Note 815-003, July 2014. (Revised January 2017.)
Consulting for Companies
This policy provides general rules applicable to any service by HHMI laboratory heads as consultants to companies.
Company Talks, Conferences, and Seminars
This policy applies to consulting that involves giving a talk to company employees or participating in a one- or two-day conference or seminar convened by a company.
Consulting for and Equity Ownership in Start-Up and other Private Companies
This policy describes the special rules applicable to consulting for, and equity ownership in, start-up and other private companies.
Service as a Member of a Company’s Board of Directors
This policy applies to service by HHMI laboratory heads as members of a company’s board of directors.
Consulting in Connection with Litigation
This policy applies to consulting by HHMI laboratory heads in connection with litigation, such as service as an expert witness.
This policy describes special rules for consulting arrangements between all HHMI laboratory employees, other than directors or managers of shared resource facilities at HHMI’s Janelia Research Campus, and nonprofit entities or government organizations.
Industry experts have found that an aging population, emerging treatment methods and technology advances mean strong career prospects for well-qualified sales reps.
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Here are the steps you can take to learn with MOBI:
In addition to the course curriculum, MOBI provides more content on our Resources & Tools page including MOBI blog posts, MOBI alumni Success Stories, and more.
You do not have to enroll to view the MOBI content! The curriculum is also available on our website to make it easy for you to find the information you need. However, in order to earn a Certificate, you do need to be enrolled in a course.
TAG 9 Inc. (+1 888-452-3411), a Miami-based marketing agency, has launched a course for small business owners looking to grow, covering subjects like customer acquisition and funding preparation strategies.
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LESSON 5: AIR-CONDITIONING (COOLING)
Understand comfort and psychometrics, air distribution and balance, installation, energy auditing, common conditions, troubleshooting techniques, and more.
LESSON 6: ALL-WEATHER SYSTEMS
Learn about the heat gains and losses that occur in various structures as well as detailed information on both air source and geothermal heat pumps.
LESSON 7: DOMESTIC APPLIANCES
Get detailed information on domestic appliances including refrigerators, freezers, and air conditioners.
LESSON 8: COMMERCIAL AIR-CONDITIONING AND CHILLED-WATER SYSTEMS
Learn the ins and out of cooling towers, pumps, and chilled-water systems.
LESSON 9: SIMULATION CHALLENGE MODE – I
Virtual, hands-on simulation of troubleshooting an HVAC/R system.
LESSON 9: SIMULATION CHALLENGE MODE – II
Hands-on virtual simulation of routing electricity to an HVAC/R system.
The faculty who instruct Downstate courses in Brooklyn and on Long Island are experienced New York City area school counselors, school psychologists, and pupil personnel administrators. They are selected by Alfred University based on their professional qualifications, experience, and ability to instruct specific, practical course content. Regular faculty from the Division of School Psychology will also instruct Downstate courses, primarily those that are scheduled on campus each summer.
Robert K. Bitting, PhD, University of Buffalo
Associate Dean External Programs, Associate Professor of Counseling and Director, Public Administration Program and Associate Director for Academic Affairs. Licensed Mental Health Counselor. Leadership and organizational consultant and trainer/facilitator. Downstate Field Experience Coordinator. Courses: Organizational Processes, Profession of Counseling, Group Counseling, Career Development, Practicum, Special subjects in Counseling, Consultation, Program Development and Grantsmanship, Multicultural Counseling.
John D. Cerio PhD, Boston College
Dean, External Programs and Professor of School Psychology. Certified School Counselor and School Psychologist, Licensed Psychologist. Courses: Profession of Counseling, Principles of Counseling, Advanced Theories and Techniques of Counseling, Techniques of Family Therapy, Techniques of Play Therapy, Assessment in Counseling, Assessment in Mental Health Counseling, Foundations of Mental Health Counseling, Psychopathology, Consultation, Multicultural Counseling.
Alfred University employs a number of part-time faculty members who are or were practicing school counselors, school psychologists, social workers, pupil personnel administrators and veteran faculty from other graduate programs (courses taught are included).
Jacqueline Agresta, MSW, Fordham University
Certified Social Worker. Courses: Multicultural Counseling.
Joseph Celetano, MS, Long Island University
Licensed Mental Health Counselor, Certified Clinical Mental Health Counselor. Courses: Principles of Counseling, Introduction to Family Therapy.
Effie Coyle, MA, New York University
Certified School Counselor. Practicum consultant. Courses: subjects in Counseling, Practicum I and II.
Ama Darkeh, MS, Queens College
Licensed Mental Health Counselor, Certified School Counselor, Certified School Building Leader, Certified School District Leader. Courses: Advanced Theories and Techniques, Practicum I and II, subjects in Counseling.
Shoshana Findling, PsyD, Walden University
Certified School Counselor. Courses: Principles of Counseling, Career Development
Eric Fields, PsyD, St. John's University
Certified School Psychologist. Courses: Principles of Counseling, Group Counseling, Family Therapy, Human Development, Issues in School Counseling.
Mehri Fryzel, CAS, Hofstra University
Certified Special Education Teacher, Certified School Administrator and Supervisor, Certified School District Administrator. Courses: Exceptionality.
Andrea Green, MSW, Fordham University
Licensed Clinical Social Worker, Certified School Administrator and Supervisor. Courses: Group Counseling, Advanced Theories, subjects in Counseling, Practicum I and II.
Stuart Grossman, EdD, Hofstra University
Certified School Counselor, Nationally Certified Counselor, Certified School Administrator and Supervisor, Certified School District Administrator. Courses: Principles of Counseling, Advanced Theories and Techniques, Practicum I and II, subjects in Counseling.
Raymond Holz, MEd, St. Lawrence University
Licensed Mental Health Counselor, Certified School Counselor. Courses: School Violence Prevention.
Janet Johnson, MS, C.W. Post College
Certified School Counselor. Courses: Issues in School Counseling
Tulsa Knox, PsyD, New York University
Certified School Psychologist. Courses: Exceptionality, Human Development
Michelle LaForest, PsyD, Yeshiva University
Certified Bilingual School Psychologist. Courses: Exceptionality, Assessment in Counseling.
Denise Lanier, MSW, Adelphi University
Licensed Clinical Social Worker, Certified School Social Worker, Certified School Administrator and Supervisor, Certified School District Administrator. Courses: Advanced Theories and Techniques, Practicum I and II, subjects in Counseling.
Cris Lauback, PsyD, Alfred University
Assistant Professor of School Psychology. Certified School Psychologist and teacher. Courses: Human Development, Profession of Counseling, Consultation.
Alfred Mancuso, PsyD, Alfred University
Nationally Certified School Psychologist. Courses: Research and Statistics I, subjects of Counseling, Practicum I and II.
Francine McNamara, MSW, Adelphi University
Licensed Clinical Social Worker, Certified School Social Worker. Courses: Introduction to Family Therapy, Counseling Special Populations.
Anne McNeill, MS, Brooklyn College; MS South Carolina State University
Certified School Counselor, Certified School Administrator and Supervisor. Courses: Group Counseling, Multicultural Counseling.
Steven Rose, MSW, Hunter College
Licensed Clinical Social Worker, Certified Substance Abuse Counselor, CPP. Courses: Issues in School Counseling
Jean Schlegel, PhD, Hofstra University
Certified School Psychologist. Courses: Assessment in Counseling.
Paul Walia, MSEd, Queens College
Certified School Psychologist. Courses: Principles of Counseling, Group Counseling, Research and Statistics I, Advanced Theories and Techniques, Practicum I and II, subjects in Counseling.
Hannah Young, PsyD, Alfred University
Assistant Professor of Counseling. Certified School Psychologist, Licensed Psychologist. Courses: Assessment in Counseling, Profession of Counseling, Multicultural Counseling.
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