| T.R | Title | User | Personal
Name | Date | Lines |
|---|
| 154.1 | Proposed outline for SysNet2 | DBLDOG::DONHAM | Progress Through Tradition | Mon Jul 20 1992 19:01 | 438 |
| Mission Statement for SYSNET II:
Modify, reconfigure, and upgrade an established system participating in
a cluster/network.
Chapter 1 Understanding System Resources
In order to understand system resources, a system and network manager
student should be able to:
- Describe what virtual memory is and how it is used in a VMS system
- Classify and explain the different process states and scheduling
- Define what a working set is
- Define Network topologies
- Define Network protocols
- Explain how node names and addresses are used in a network
- Define basic Network objects
- Explain how to configure a standard node in a network
-----------------------------------------------------------------------------
1. Understanding system resources
- Virtual memory
Paging
Swapping
- Process states and scheduling
- Working sets
Understanding Network Components:
- Topologies
CI, NI, DSSI, FDDI, etc
Hardware
Using SHOW NETWORK
- Protocols
- Node names and addresses
Using NCP SHOW KNOWN NODES to display
- Basic network objects
- Configure a standard node (using default answers for netconfig)
- Phase V (on Inst page)
Chapter 2: Creating and Using Queues
In order to create and use queues, a system and network manager
student should be able to:
- Explain how queues are used
- Create a queue
- Create a specialized queue
- Delete a queue
-----------------------------------------------------------------------------
2. Creating and Using Queues
- How queues are used
- Creating queues
Defining forms
Defining characteristics
Using the device control library
- Creating specialized queues
Generic
Batch
Execution
Print
- Deleting queues
Chapter 3: Using LAT
In order to use a LAT, a system and network manager should be able
to:
- Explain what a LAT is
- Use LATCP to examine and modify LAT parameters
- Create LAT and print queues
- Set up LAT login services
-----------------------------------------------------------------------------
3. Using LAT
- What is a LAT?
- Using LATCP to examine and modify LAT parameters
- Creating LAT print queues
- Setting up LAT login services
Starting LAT
Enabling LAT services
- Setting basic terminal server port characteristics
Chapter 4: Managing Disks
In order to manage disks, a system and network manager should be able
to:
- Identify and explain system disk structure
- Prepare a volume for use
- Mount a disk
- Defragment a disk
- Modify disk volumes and files
- Identify and solve common disk problems
-----------------------------------------------------------------------------
4. Managing Disks
- Review of system disk structure
Rooted directories
- Preparing a volume for use
Initializing a disk
Preparing a volume sets
- Mounting disks
Allocating volumes
For cluster access
For system access
- Defragmenting a disk
- Modifying disk volumes and files
Using SET VOLUME
Using SET FILE
- Responding to problems
Mount verification
Rebuilding a volume
Using ANALYZE/DISK/REPAIR
Chapter 5: Using Command Procedures
In order to write and modify system command procedures, the system and
network management student should be able to:
- Pass parameters to a command procedure
- Use terminal I/O routines
- Use symbols to manipulate and compare data items
- Control the flow of execution using logical
statements
- Use common lexical functions to obtain information
about the system
-----------------------------------------------------------------------------
5. Using command procedures
- Passing parameters to a command procedure
- Using terminal I/O routines
- Using symbols and logicals
- Controlling the logical flow of execution
- Using lexical functions to obtain system information
Chapter 6: System Startup and Shutdown
In order to perform system startup and shutdown, a system and network
manager student should be able to:
- Explain how startups and shutdowns are used in a VMS system
- Describe standard startup command procedures
- Modify startup command procedures
- Use boot qualifiers
- Perform emergency shutdowns
- Set up downline load services
-----------------------------------------------------------------------------
6. Startup and Shutdown
- How startups and shutdowns are used in a VMS system
- Startup command procedures
Standard command procedures
Template files
- Modifying startup command procedures
SYS$COMMON vs SYS$SPECIFIC
- Using BOOT qualifiers
For minimum-system startup
For conversational boot
- Emergency shutdowns
- Setting up downline load service
Using DSVCONFIG
Using MOP
Chapter 7: Installing Layered Products
In order to install layered products a system and network manager
student should be able to:
- Explain what a layered product is
- Identify license considerations
- Install the layered product license
- Use VMSINSTAL to install a layered product
- Adjust system parameters
-----------------------------------------------------------------------------
6. Installing Layered Products
- What a layered product is
- License considerations
Cluster-wide licenses
Using the License Management Facility (LMF)
- Installing the layered product license
System upgrades on Instructor page
- Using VMSINSTAL to install a product
- Examining system parameters
- Adjusting system parameters
GBLPAGES
GBLSECTIONS
SYSGEN
Using AUTOGEN
Chapter 7: Checking System Resources
In order to check system resources, a system and network manager
student should be able to:
- Examine resource usage using SHOW SYSTEM and SHOW PROCESS
- Examine disk usage using SHOW DEVICE
- Examine memory usage using SHOW MEMORY
- Examine system errors using SHOW ERROR
-----------------------------------------------------------------------------
7. Checking System Resources
- Examining system resources
Using SHOW SYSTEM
Using SHOW PROCESS
- Examining disk usage
Using SHOW DEVICE
- Examining memory usage
Using SHOW MEMORY
- Examining system errors
Using SHOW ERROR
Chapter 8: Checking System Security
In order to check system security, a system and network manager student
should be able to:
- Explain basic system security
- Create specialized accounts
- Use login access restrictions
- Use identifiers and ACLS
- Use passwords to maintain system security
-----------------------------------------------------------------------------
8. Checking System Security
- Basic system security
- Creating specialized accounts
Captive
Restrictive
- Using login access restrictions
- Using identifiers and ACLs
- Using passwords to maintain system security
History
Dictionary
Site-specific
System-generated
Secondary
System
|
| 154.2 | Some comments based on IPF | TEACH::SHERRY | Sherry Butler - DTN 341-2289 | Tue Jul 28 1992 03:02 | 507 |
| My comments/additions/deletions are lines starting with > or |
-Sherry
-------------------------------------------------------------------------------
Mission Statement for SYSNET II:
Modify, reconfigure, and upgrade an established system participating in
a cluster/network.
Chapter 1 Understanding System Resources
> Chapter 1 Understanding System Resources and Network Components
In order to understand system resources, a system and network manager
student should be able to:
- Describe what virtual memory is and how it is used in a VMS system
- Classify and explain the different process states and scheduling
> - Classify and explain the basic process states and scheduling
- Define what a working set is
- Define Network topologies
- Define Network protocols
- Explain how node names and addresses are used in a network
- Define basic Network objects
- Explain how to configure a standard node in a network
-----------------------------------------------------------------------------
1. Understanding system resources
- Virtual memory
Paging
Swapping
> (move) Working Sets here under virtual memory
- Process states and scheduling
> (add)
> 3 basic states: CUR, COM, -WAIT-
- Working sets
> see above comment
Understanding Network Components:
- Topologies
CI, NI, DSSI, FDDI, etc
Hardware
Using SHOW NETWORK
- Protocols
- Node names and addresses
Using NCP SHOW KNOWN NODES to display
- Basic network objects
- Configure a standard node (using default answers for netconfig)
- Phase V (on Inst page)
Chapter 2: Creating and Using Queues
In order to create and use queues, a system and network manager
student should be able to:
- Explain how queues are used
- Create a queue
- Create a specialized queue
- Delete a queue
-----------------------------------------------------------------------------
2. Creating and Using Queues
- How queues are used
- Creating queues
| Defining forms
|
| Defining characteristics
|
| Using the device control library
|
|> These subheadings should be under "Creating specialized queues"
- Creating specialized queues
| Generic
|
| Batch
|
| Execution
|
| Print
|
|> These subheadings should be under "Creating Queues"
- Deleting queues
Chapter 3: Using LAT
In order to use a LAT, a system and network manager should be able
to:
- Explain what a LAT is
- Use LATCP to examine and modify LAT parameters
> - Use LATCP to examine and modify LAT parameters that
> affect queues
- Create LAT and print queues
> - Create LAT print queues
- Set up LAT login services
-----------------------------------------------------------------------------
3. Using LAT
- What is a LAT?
- Using LATCP to examine and modify LAT parameters
> - Using LATCP to examine and modify LAT parameters that affect queues
- Creating LAT print queues
- Setting up LAT login services
Starting LAT
Enabling LAT services
- Setting basic terminal server port characteristics
> Isn't this the same as Using LATCP to examine and modify LAT Parameters....
Chapter 4: Managing Disks
In order to manage disks, a system and network manager should be able
to:
- Identify and explain system disk structure
> (modify) - Explain and create rooted directories
> The system disk structure was already discussed in SYSNET I.
> At the IPF this chapter was to discuss rooted directories.
- Prepare a volume for use
> - Prepare a volume for system-wide use
- Mount a disk
- Defragment a disk
- Modify disk volumes and files
- Identify and solve common disk problems
-----------------------------------------------------------------------------
4. Managing Disks
- Review of system disk structure
Rooted directories
> Reorder to
> - Creating rooted directories
> Why use them?
> Review of system directory structure
- Preparing a volume for use
> - Preparing a volume for system-wide use
Initializing a disk
Preparing a volume sets
- Mounting disks
Allocating volumes
> Allocating devices
For cluster access
> For cluster-wide access
For system access
> For local access
- Defragmenting a disk
- Modifying disk volumes and files
Using SET VOLUME
Using SET FILE
- Responding to problems
Mount verification
Rebuilding a volume
Using ANALYZE/DISK/REPAIR
> Using ANALYZE/DISK Utility
Chapter 5: Using Command Procedures
In order to write and modify system command procedures, the system and
network management student should be able to:
- Pass parameters to a command procedure
- Use terminal I/O routines
- Use symbols to manipulate and compare data items
- Control the flow of execution using logical
statements
- Use common lexical functions to obtain information
about the system
> Change the order. Instructors.. how does this sound?
>
> - Use symbols to manipulate and compare data items
>
> - Pass parameters to a command procedure
>
> - Use common lexical functions to obtain information
> about the system
>
> - Use terminal I/O routines
>
> - Control the flow of execution using logical
> statements
-----------------------------------------------------------------------------
5. Using command procedures
> See note about changing order above
- Passing parameters to a command procedure
- Using terminal I/O routines
- Using symbols and logicals
- Controlling the logical flow of execution
- Using lexical functions to obtain system information
Chapter 6: System Startup and Shutdown
> Chapter 6: Modifying System Startup and Shutdown
In order to perform system startup and shutdown, a system and network
manager student should be able to:
- Explain how startups and shutdowns are used in a VMS system
> - Explain the process of startups and shutdowns in a VMS system
- Describe standard startup command procedures
- Modify startup command procedures
> (delete) - Use boot qualifiers
> This should be in SYSNET III
- Perform emergency shutdowns
- Set up downline load services
> (add) - Enabling boot service for satellite nodes
-----------------------------------------------------------------------------
6. Startup and Shutdown
- How startups and shutdowns are in a VMS system
> - The mechanisms of startups and shutdowns in a VMS system
- Startup command procedures
Standard command procedures
Template files
- Modifying startup command procedures
SYS$COMMON vs SYS$SPECIFIC
> Where to put them.. SYS$COMMON vs SYS$SPECIFIC
> (add)
> What goes in SYSTARTUP_V5.COM
> Paging and Swapping Overview
> How to use SYPAGSWPFILES.COM
> The following discussion "Using BOOT qualifiers" should be in SYSNET III
- Using BOOT qualifiers
For minimum-system startup
For conversational boot
- Emergency shutdowns
> (add) OPCRASH
- Setting up downline load service
Using DSVCONFIG
Using MOP
> (add) - Enabling boot service for satellite nodes
Chapter 7: Installing Layered Products
In order to install layered products a system and network manager
student should be able to:
- Explain what a layered product is
- Identify license considerations
- Install the layered product license
- Use VMSINSTAL to install a layered product
- Adjust system parameters
-----------------------------------------------------------------------------
6. Installing Layered Products
- What a layered product is
- License considerations
Cluster-wide licenses
Using the License Management Facility (LMF)
- Installing the layered product license
System upgrades on Instructor page
- Using VMSINSTAL to install a product
- Examining system parameters
> (add) SYSMAN PARAMETERS
- Adjusting system parameters
GBLPAGES
GBLSECTIONS
> Just a note.. GBLPAGES/GBLSECTIONS won't be discussed in detail of what they
> are. Just that these parameters are 2 that most likely will need to be
> adjusted.
SYSGEN
Using AUTOGEN
Chapter 7: Checking System Resources
In order to check system resources, a system and network manager
student should be able to:
- Examine resource usage using SHOW SYSTEM and SHOW PROCESS
- Examine disk usage using SHOW DEVICE
- Examine memory usage using SHOW MEMORY
- Examine system errors using SHOW ERROR
-----------------------------------------------------------------------------
7. Checking System Resources
- Examining system resources
Using SHOW SYSTEM
Using SHOW PROCESS
- Examining disk usage
Using SHOW DEVICE
- Examining memory usage
Using SHOW MEMORY
- Examining system errors
> - Examining system and device errors
Using SHOW ERROR
Chapter 8: Checking System Security
In order to check system security, a system and network manager student
should be able to:
- Explain basic system security
- Create specialized accounts
- Use login access restrictions
- Use identifiers and ACLS
- Use passwords to maintain system security
-----------------------------------------------------------------------------
8. Checking System Security
> 8. System Security with User Accounts
- Basic system security
- Creating specialized accounts
Captive
Restrictive
- Using login access restrictions
- Using identifiers and ACLs
- Using passwords to maintain system security
History
Dictionary
Site-specific
System-generated
Secondary
System
|
| 154.3 | our remarks on the revised SNII | BRSTR3::MEERSMAN | All kids on dec | Wed Jul 29 1992 09:37 | 44 |
| Hi,
After reading this proposal, we'd like to make the following remarks:
* chapter 1: - virtual memory, process states (voluntary ones) and working sets
should be covered in the previous course.
- from what remains, we would call the chapter "Understanding
DECnet phase IV) and move it elsewhere in the course... the
chapter about checking system resourses looks to me a better
introduction. (it then should also mention system parameters)
- other fundamental network concepts should fit in here, like
lines, circuits, logical links,...
* chapter 2: - should include troubleshooting (maybe through guided exercises)
* chapter 3: OK* chapter 4: - some words about tapes ?
- responding to problems should move to snIII, because this
requires knowledge of indexf.sys
- maybe something about infoserver and archival systems could be
added ?
* chapter 5: - some of these topics are too basic and should be covered in snI
- add more advanced topics like error control, f$getqui,...
* chapter 6: - setting up downline laod services is out of context, but add
topics like install utility, shared logical name tables, secon-
dary page(/swap) files, command procedures in sys$update,...
* chapter 7: -exercise on "harnless autogen"
* chapter "checking system resources"
- should be chapter 1 and replaced by "Understanding DECnet phase
IV"
* chapter "checking system security"
- focus on creating captive command procedures...
Many regards,
Mia Dobbeni
Chris Klein
Christian Meersman
Learning Services Belgium
|
| 154.4 | Comments from Colo Spgs | TEACH::SHERRY | Sherry Butler - (301)743-7160 | Thu Jul 30 1992 23:31 | 18 |
|
This is from part of a mail message I received from Rich Vogel.
Mod 2:
Identify and deal with common Queue problems
Mod 7,8...:
The numbers for the Modules are a little off in the mail
you sent.
I'm sure once I start working with the material things will come up but
that will be a few months away for me. Right now when I look over the
outlines, I get locked on to the flow and it's difficult to see what might
be missing.
All and all it looks good and I'm looking forward to working with SYSNET.
Rich Vogel
NEURON::VOGEL
|
| 154.5 | Managing a sick system...\ | SPECXN::GROSSMAN | SDD brings the management to fault. | Fri Sep 04 1992 18:36 | 87 |
|
I am a principle engineer for Digital Services Engineering. I would
very much like to see a module on managing a sick system. All the
material in the SN string is material about managing a well system.
The system managers biggest task is often what to do with a sick
system when you see errors.
This type of training has a payback not only for the customer, but,
also for Digital.
I'm a new participant and have read a few of the notes in this
conference. I have not reviewed the chapters in detail (they are no
longer found in SUPER::ES$REVIEW:[SYSNET_%%%] for 1 reason), however,
I am very concerned when we have an outline topic such as:
- Examining system errors
Using SHOW ERROR
If all this topic does is introduce SHOW ERROR, it is worse then useless
it is a real danger. The attendee now knows how to find out if there are
errors logged against a device. But, is there any skill imparted to use
this information? If not, all you are doing is generating service calls
that cost Digital $$$.
Does this module discuss the difference between hard, soft, media and
information errors? How 'bout mentioning VAXsimPLUS. This is a much
better indicator of whether a device requires service. How 'bout using
ANALYZE/ERROR/NOFULL/SUMMARY to get an idea of the error types (hard,
soft, media, info)? How 'bout talking to the different error
characteristics of the different devices such as the prevelance of
media errors on tape devices or forcederr errors on a disk.
There was an adequate table (with some corrections) in the System Mgt II
course that is no longer being given. It gives troubleshooting techniques
that are common for the different device types (disk, tape, CPU, terminals
etc...).
I'm going to digress here and please don't construe this as anything
but honest feedback. I really do think there are many very good topics
in the outline that are process related such as what to do with a disk
in mount verification. I just want to throw out my opinions to help
focus your good efforts...
The litmus test for any topic in the SYSNET string must be "What does
this information provide me that helps me manage my system?" If the
information does not help a system manager manage their system this
topic should be beefed up or put in another course that does tell you
how to use the information.
Tell me something and then also tell me what it means and how to use
that information to do something in the way of system management.
Why talk about network protocals unless you're going to be designing
a network and this is way beyond the scope of the SYSNET curriculum.
Don't discuss something unless you are imparting a skill. Nice to know
topics should be treated very lightly. You've got too much to cover
already!
If you're going to talk about the process states, give them a helping
hand in knowing how to use this information (like a lot of processes
in a COM state mean you've got a CPU bottleneck). I personally think
process states at this level is just nice to know and should be treated
very lightly.
An example topic that could be overdone is virtual memory. All I really
care about as a system manager is the basic concept that you can have a
program that resides partially in memory (in your working set) and partially
on disk. Virtual memory says that in essence a disk is an extension of
memory. I might also be interested to know that when a program fails with
SYSTEM-F-VASFULL it means that either my process PGFLQUOTA is too low (the
process limit on virtual memory) or that the system parameter VIRTUALPAGECNT
is too low. You might also briefly mention paging and swaping, but
only mention them. Topics such as controlling paging and swapping should
be covered in depth under a performance course.
Working set discussions can become very sticky. Suffice it to say that
the working set determines the mount of physical mmemory that a process
is allowed to use provided there are sufficient system resources (you can
raise your working set but do nothing for process paging if the system
has a memory bottleneck). This entire subject should be treated very
lightly. Don't even mention page tables. What skill are we trying to
impart by discussing it.
Lot's of opinions. I'd be glad to review any material. Keep up the good
work.
|
| 154.6 | sn2 student guide up for review | DBLDOG::DONHAM | Progress Through Tradition | Sun Oct 18 1992 22:38 | 8 |
|
The SN2 student guide is available for review. It's at:
SUPER::ES$REVIEW:[SYSNET_II]SN2-SG.PS (3500 blocks)
We left the typos in so you all would have something to do...
Perry
|
| 154.7 | | SOAEDS::TRAYSER | Seniority means a bigger shovel! | Mon Oct 19 1992 04:14 | 7 |
| Perry,
Any reason you aren't posting the individual chapters are they are made
ready? Would you mind posting them as well, I really don't want to print
the whole book.
$
|
| 154.8 | | BROWNY::DONHAM | Progress Through Tradition | Mon Oct 19 1992 15:08 | 5 |
|
Buck, I can do that. It may take a day or two...we're down at
PKO piloting this week.
Perry
|
| 154.9 | | SOAEDS::TRAYSER | Seniority means a bigger shovel! | Tue Oct 20 1992 01:15 | 7 |
| Piloting what?
SysNet 2?
Where and when is SysNet 3 scheduled for a pilot?
$
|
| 154.10 | Has anybody else seen this? | ICS::SNOWDALE | | Tue Oct 20 1992 17:34 | 37 |
| Well, I'm sitting-in(!) the "pilot" of the new, improved SYSNET II
course this week. I guess this makes me one of the first people outside of
course development to see the student guide for this course.
On the plus side, it seems to reflect to a large extent the feedback
provided by the IPF last summer, although the DECnet stuff in chapter 1 needs
some improvement, and I haven't gone over the book except cursorily.
On the minus side, the format is totally inappropriate for a
lecture/lab course. It looks like a text book. There are pages of text
with occasional commands and system output.
It is completely undeliverable.
There are only 14 figures in 8 chapters: 8 of them are in chapter 1 (5 of
these picture network topologies), 1 in chapter 2, 1 in chapter 3, 2 in chapter
4, and so on. What is in the student guide is pages of text -- whole paragraphs
for the student(?) or instructor(?) to read(?). What we have is basically a
TBI course. I don't know how this student guide will be useful to me in a
classroom. ( "Now, students, please read pages 2-4 through 2-28"....(1 hour
pause)... "Any questions?"
If the original implementation of the SYSNET string didn't kill the VMS
lecture/lab business, this will.
And then there's the whole notion that this is a pilot! The
instructor, (being unable to use much in the student guide) is supplementing
the book with his own white board drawings and explanations. There is no Q/A
representative reviewing modules, or timing lectures and labs. There was no
"funding" for a pilot, so the student pay full tuition and the instructor is
admirably concerned that they get value from the training. << But what are we
pilotting?? >> We won't know anything about the new material from this week.
|
| 154.11 | musings | DBLDOG::DONHAM | Progress Through Tradition | Tue Oct 20 1992 20:03 | 64 |
|
re:.-1
Bob and I talked about this today down at PKO. Several of the development team
also had a rather spirited discussion at ZKO this afternoon when I returned to
the office.
I want to make a few points, but first let me say that I *don't* want to come
across as being defensive of our course developers. I really want to get
rid of the us-vs-them problems we've had in the past between developers and
instructors.
Anyway, a few points.
First is that about 60-70% of the material in SN2 is lifted directly from
the material that's being taught right now. We changed the order in a couple
of places, but on the whole we did not a lot of new development for SN2 (most
of that was done for SN1).
Second, we're using a new page layout, and it looks a *lot*
different than the 'traditional' student guide, at least in this incarnation.
There's a lot of text on the page, and it looks cluttered. I think that this is
something that can be worked out, although I'm right now not sure how given
the tool set we have.
Third...Bob, your comment about the sudent material:
"What is in the student guide is pages of text -- whole paragraphs
for the student(?) or instructor(?) to read(?)"
This struck me, and also the folks in the office. When I go to a course outside
of DEC, say to Boston University or even third-party training here at work,
what I get for 'student material' is typically a textbook. In fact, I can think
of *no* occasion when I've been given (or bought) a bulletized, summarized
version of the course.
The instructor teaches the course, refers to the text when necessary for examples
or clarification, and does just fine.
Is what we teach so radically different that we need special material to
teach from?
Please note that this is not necessarily in answer to Bob's issues regarding
the SN2 student material...but it is something that was brought up during
discussion of those issues, and I think it's worth thinking about.
One other bit. I understand completely Bob's position the student should
only see a skeleton of the course content, and that the IG should contain the
meat. However, I can recall speaking with instructors at the IPF and elsewhere
who stated that either they didn't use the IG at all or *didn't even know they
existed*. How then does that meat get disseminated?
Regarding the 'pilotness' of the pilot, I also have some problems with the
way they are being done, but I don't think that discussion belongs here. On
QA...a QA person will be there on Friday to talk to the students about the
class, the materials, and so on. I think that she usually spends 45 minutes
to an hour with them. You might want to give her your feedback some time
on Friday.
We really do all have the same goal...
Regards,
Perry
|
| 154.12 | Is 'curricula' plural for 'curriculum'? Duh!? | SOAEDS::TRAYSER | Seniority means a bigger shovel! | Tue Oct 20 1992 22:10 | 130 |
| |I really want to get rid of the us-vs-them problems we've had in the past
|between developers and instructors.
Barry, In my opinion, this is MUCH less a problem today in certain
curricula than it used to be. Many/most of the VMS system mgt
course writers participate here, ask questions, post notes, post
locations of preliminary material, etc. This is still an issue
with a few other curricula, but I see the changes -- and they
are on the right track.
|First is that about 60-70% of the material in SN2 is lifted directly from
|the material that's being taught right now. We changed the order in a couple
|of places, but on the whole we did not a lot of new development for SN2 (most
|of that was done for SN1).
If you used the comments that have been posted by the various instructors
in previous notes I expect that using the existing SN2 as a 'base' for
the new course is fine. Some people hate the 'old' SN2, others think it
is fine if supplemented, others rearrange it's modules, etc. The
material that is in SN2 was lifted heavily from the previous courses that
most of us did NOT find to be real bad. So, I think you made a good
decision to build on the old course *IF* we implemented the fixes in the
conference and incorporated the suggestions from the IPF.
|Second, we're using a new page layout, and it looks a *lot*
|different than the 'traditional' student guide, at least in this incarnation.
|There's a lot of text on the page, and it looks cluttered.
Sorry. But in two words, "E-Yuck!" I wish you well with fixing this
stuff. I'm not impressed with the 'new look'.
| "What is in the student guide is pages of text -- whole paragraphs
| for the student(?) or instructor(?) to read(?)"
|
|This struck me, and also the folks in the office. When I go to a course outside
|of DEC, say to Boston University or even third-party training here at work,
|what I get for 'student material' is typically a textbook. In fact, I can think
|of *no* occasion when I've been given (or bought) a bulletized, summarized
|version of the course.
|The instructor teaches the course, refers to the text when necessary for
|examples or clarification, and does just fine.
I have VMS manuals to give the 'detailed' discussions. I can have them
read the appropriate materials in those. Give me a 'lecture guide' that
tells them the basics and gives me a chance to explain the details if
necessary. I think part of the problem stems from your original idea (in
this conference?) of writing the TBI and then making the L-L from it!
Are you telling us that we are supposed to conform to other's standards?
Does it make it CORRECT if a college uses a textbook? Can we find a text
book to SUPPLEMENT the current course? Pardon me will I rant...
When I have taken various courses at college (Ga Tech) I usually
received a textbook, written on a topic of great enough interest that
the author could sell thousands of copies to various schools. I would
then receive a 'syllabus' from the professor indicating the exact pages
that I was to read during the time that I was NOT in the class, often
we only read 40-70% of the book. I might also get a set of hand
written, photocopied notes, often these were copies of lectures given
by the professor at another school or some of his masters thesis
'stuff'.
The 1 or 2 hours lectures a few days a week would then discuss topics
that were NOT in the book, were NOT in the notes and were NOT found
*ANYWHERE* except by taking notes in the class! And of course the
final exam was 50-75% from the lecture notes! This was my average
college course, not something I would want to model!
This was "quality" education?! Is this what we want?
|Is what we teach so radically different that we need special material to
|teach from?
Special, no. Something that provides us with 95% of the topics that need
to be discussed, but NOT 95% of the words I want to say. Cover the
basics of the 'thing' and allow the instructor to expand on it as he/she
determines the audience needs. I have to teach these 5-day classes
sometimes in 3 days. Bullets and SHORT paragraphs give us the topics,
allows the student to get a basic 'definition' from the page and provides
a 'springboard' for me to expand on the topic as *I* determine is best! I
don't expect to TEACH from a TBI book the same as I don't expect a
student to STUDY from a LECTURE-LAB book.
|Please note that this is not necessarily in answer to Bob's issues regarding
|the SN2 student material...but it is something that was brought up during
|discussion of those issues, and I think it's worth thinking about.
Agreed. Glad you posted your comments!
|One other bit. I understand completely Bob's position the student should
|only see a skeleton of the course content, and that the IG should contain the
|meat.
Whew! Glad we basically agree.
|However, I can recall speaking with instructors at the IPF and elsewhere
|who stated that either they didn't use the IG at all or *didn't even know they
|existed*. How then does that meat get disseminated?
Part of this is mind-set. In previous years there was little or NO added
value to the instructor's guides. They were a FARCE for several courses,
with merely the student pages reformatted, blank pages, notes to "read the
following page to the students", etc. I wasn't interested in even looking
at the for quite a while.
This, for the most part, has changed. The instructor's pages have
teaching tips, references to internal support, notes conferences or other
such information, pointers to doc sets, good pages to photocopy and show on
the overhead, more detailed explanation of tough topics on the student
pages, etc. It is a tool which is quite useful if people would merely look
at it. Now, for a very seniored VMS person, I would expect them to be
able to pick up a SN1 student guide and decide how to teach it without much
help. But the rookie would study from it, reference it when tough
questions come up, and maybe even teach from it. I study them, but then
teach from a student guide because it is smaller and easier to carry to
class.
Every instructor that works from Digital U.S. has an E-mail account of
some form. Not all use notes, but all use mail. Send a mail message to
them (all? Mgrs? ECIMS?) telling them of the location of the on-line
copy. Otherwise, the people that order the kits (Just-in-time stuff)
can order instructor copies just as easily. No excuses today.
|We really do all have the same goal...
Agreed! Thanks for your comments (and remember, I'm on the same team)
$
|
| 154.13 | SG,IG,LG? | DLO10::TARLING | | Tue Oct 27 1992 19:17 | 16 |
| In my work with students I have heard many times that they want more
than the "bullets". They can't study from them. They want a "tutorial
text", not a "reference manual".
In my discussions with instructors the tell me that they don't want a
lot of text for the student to read "during lecture". The prefer what
Buck has described earlier.
Is it possible that what we need is:
SG - a tutorial with text and artwork.
IG - the added tips for the instructor.
LG - a lecture guide, as Buck described earlier.
?
Arnold Tarling
|
| 154.14 | | DBLDOG::DONHAM | Progress Through Tradition | Wed Oct 28 1992 16:23 | 18 |
|
What we're producing for SN2 and SN3 is close to what you suggest, Arnold.
o Student guide, a bit 'wordier' than just five or six
bullets on the page [but not *too* much wordier...:^) ]
o Instructor guide, which is the student guide plus instructor notes
The instructor can use either to teach from, just as we do with the existing
material.
We should have a chapter or two of the 'new' IG for you all to take a look at
sometime today.
Frankly, the information is not much changed over the 'old' SysNet, it's just
in a different format.
Perry
|
| 154.15 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Thu Oct 29 1992 21:46 | 15 |
|
Can someone remind me (us) who decided upon this new "look" to the
course materials? Was it some marketing wiz? Was it course
development? Were instructors involved in the decision. To put it
mildly, eeeeeeeeeeeeeyuck. Though what's in the materials is paramount
in importance, these materials are WORSE then before because of how
they look, regardless of their content.
We're pushing our business out the door to our competitors, folks, and
it's the instructors that are going to feel that first.
Resume? Where's my resume?????
GJD
|
| 154.16 | | DBLDOG::DONHAM | Progress Through Tradition | Thu Oct 29 1992 23:28 | 8 |
|
The decision was made at Jim Stewart's level to use the CUIP doctypes across
IDC, and to do away with the 'ESDP' doctypes (Lecture/Lab et al).
We've done some reformatting, and it looks better. I'll post a couple of
chapters in the morning.
Perry
|
| 154.17 | I'd prefer DSR or standard VAX DOC style | MINNIE::SHONE | Keith Shone @RKA 830-4074 | Fri Oct 30 1992 12:21 | 18 |
| Re: 154.15 NITTY::DIERCKS
The revised D549E Programming in C has suffered from the new
documentation style. (See SUPER::LANGUAGE_COURSES 30.21 for my
feedback.)
The text, when mixed with source listings, looks like the outline of a
crankshaft. It looks untidy and IS untidy.
There have been comments in other SUPER|HARDY-hosted conferences about
the way this has been slid under the door.
Please run off my version of courses with SOFTWARE.* or MANUAL.*
or better still convert to Digital Standard Runoff.
What would Bob Palmer say of the quality of these materials?
-- K
|
| 154.18 | Setting the record straight... | SONATA::SADLER | Funder??? Enlightening!!! | Fri Oct 30 1992 18:04 | 23 |
| >
>The decision was made at Jim Stewart's level to use the CUIP doctypes across
>IDC, and to do away with the 'ESDP' doctypes (Lecture/Lab et al).
>
This makes it sound as if Jim took the decision randomly and in isolation.
In fact, the decision was made as the result of strong lobbying from the
Geographies, particularly Europe, for Information Mapping to be adopted
as the standard. The issues were investigated in all the Geographies before the
decision was made and it was bought into by all 3 Geographies.
Having adopted IM as the standard, the decision to go with the CUIP doctypes
(rather than the home-grown ESDP ones) was based on economic and support issues
- the CUIP doctypes are fully supported at the corporate level and hence we save
money on supporting our own, very similar, doctypes.
BTW - to dispel another story that's going the rounds - the decision to
eliminate facing-page instructor guides was the RESULT of adopting the new
doctype, which doesn't support them - rather than the CAUSE of the adoption.
Andy
|
| 154.19 | | DBLDOG::DONHAM | Progress Through Tradition | Fri Oct 30 1992 19:45 | 26 |
|
I have to make this point, since I make it at every opportunity... :^)
Information mapping has nothing at all to do with typography. It's a method of
organization. We've produced mapped information in just about every doctype
you can think of, including Lecture/Lab. And there are many, many books
and courses that *look* mapped because of their format, but are in fact
not mapped at all.
And if you call Information Mapping, Inc., they'll tell you that they don't
recommend using mapping for lecture material.
I strongly supported doing away with the ESDP doctypes, and used my seat
on the Information Technology User's group to help make that happen. Whether
or not our courses are mapped, it makes a great deal of business sense to
use the CUIP doctype family for everything we produce.
I agree that there are problems with producing LL material in this doctype,
but there are things that we can do to manage those problems, and we'll
continue to try to improve our product with the help of instructors and feedback
from students.
Now, it's time for a brew...
Perry
|
| 154.20 | Sysnet II pilot results | SUPER::WTHOMAS | | Mon Nov 02 1992 19:01 | 11 |
|
The summary of the OpenVMS System and Network Management II pilot
held in Maynard, MA during the week of October 19 is posted in:
SUPER::$1$DUA6:[ES$REVIEW.SYSNET_II]SYSNET_II_PILOT.PS
Please post any comments regarding the pilot results here or send
them to me by mail at SUPER::WTHOMAS.
Wendy
|
| 154.21 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Tue Nov 03 1992 12:17 | 9 |
|
Does it matter that most instructors think this new format stinks, or
are we just wasting keystrokes and our breath? An honest answer to an
honest question, please. It the "format" is etched in stone and we
have to just live with it, please say so.
Greg -- who HATES the new format!!!!!
GJD
|
| 154.22 | | SUPER::WTHOMAS | | Tue Nov 03 1992 14:56 | 5 |
|
It is for the most part, "etched in stone".
Wendy
|
| 154.23 | Are we just wasting time/money/people? | NITTY::DIERCKS | We will have Peace! We must!!!! | Tue Nov 03 1992 17:13 | 15 |
|
Let me ask another question (which should be a base note, if some
moderator wants to move this!):
Are we wasting valuable resources in the continuing struggle with this
curriculum? According to all the things our management in Chicago has
been saying, they don't see that VMS training will be a significant
part of the "Digital Training" in the future. Should we maybe just
leave these courses along and dedicate the time/money/persons to
efforts that will ultimately have a bigger payback?
Just curious!
Greg
|
| 154.24 | The IK | SONATA::SIMCOX | | Tue Nov 03 1992 20:13 | 58 |
| Let me show you some data that may suggest why we are wasting our time
with the VMS curriculum. I will present a graph below that plots U.S.
Student-weeks by QTR from Q491 to Q492.
U.S. Student-weeks by Qtr
7000 -- x
6000 -- x
x x VMS is at this level
5000 -- x
SW
4000 --
3000 --
2000 -- NAC
x x x x x SDT are at this level
1000 -- U*IX
------------------------------------
Q491 Q192 Q292 Q392 Q492
Currently the business is VMS! If we are to have time to put
in place the courses and strategies that WILL be a significant part
of the "Digital Training" in the future, then we need to stabilize VMS
performance to "buy us this time". This is the intent of the
restructured courses; to introduce a core set of high quality courses
that will be relatively inexpensive to maintain on a worldwide basis.
Information Mapping, together with our efforts to modularize the
courses are the key development strategies that allow us to achieve
this.
I was at the SNII pilot on the last day and listened to the student's
comments. They ALL liked the layout of the student guide, liked the
fact that they had enough "vebiage" to use this guide to reinforce
there classroom learning when they return to the office. None had
indicated that they were reading the material while the instructor was
teaching; they attributed this to the fact that the instructor was
presenting the information in a very interesting way on the whiteboard.
They thought that the instructor did a terrific job and felt that they
had a very satisfactory learning experience.
Now, I'm not suggesting that we leave all this "verbiage" in the
student guide; in fact, Perry has stated on a number of occasions that
we will accommodate instructors concerns and update the material.
However, this does not seem to be sufficient with some of you. All I
can say is that information mapping is the current formatting standard
and as long as customers don't have issue with it, it will in all
likelihood stay as a standard. As we develop more experience with this
format, and create content from scratch using it, then I believe that
we will get to a point where it will be a non-issue. It's in the
interim that we need to be constructive in our feedback and comments.
Bill
|
| 154.25 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Wed Nov 04 1992 12:47 | 20 |
|
Bill, I'm NOT trying to be "non-constructive", but data is contrary to
what we're being told as instructors. We are being told (over and over
and over again) that VMS is going to become less and less a part of our
curriculum. We are being told that we are going to need to diversify,
to become competent (Lord forbid) in multivendor platforms (especially
networking). We are going to have to be competent in the (possibly)
many different softward platforms that will be available to run on the
Alpha boxes.
Bill, I don't really think your numbers say much to us that we, as
instructors, didn't already know. Of course VMS is currently the
biggest percentage of our business; it may even remain a large
percentage, but if we don't get our poop in a scoop with looking at how
the world ISN'T a DEC-only environment, we're in deep trouble.
I've just not convinced that "we" know how to fix the problems we have.
GJD
|
| 154.26 | Are customers aware these are NEW and DIFFERENT courses? | NITTY::DIERCKS | We will have Peace! We must!!!! | Wed Nov 04 1992 12:52 | 18 |
|
I'm also VERY concerned at this point about MAKING IT VERY CLEAR TO THE
CUSTOMER BASE THAT THE CURRICULUM HAS CHANGED AGAIN. (Gee, am I
yelling?)
Considering these "new" courses are going to be implemented in about 7
weeks, when will it be made painfully obvious to CUSTOMERS that their
is now a pre-requisite to SNI (a user-skills course). When will it be
made painfully obvious to CUSTOMERS that the "current" SNI really won't
serve as an appropriate vehicle for the "new" SNII,III. Will there be
a "special" digest put out? Will letters be sent to all enrollee's
making them aware of the differences and pre-req's? We can't just let
these materials appear in classrooms the first week in Jan (thank you,
JIT) without CUSTOMERS being made aware that they ARE NOT the same
courses we are currently offering.
Greg
|
| 154.27 | There IS an implemenation plan | TEACH::SHERRY | Sherry Butler - (301)743-7160 | Wed Nov 04 1992 16:47 | 29 |
| We've been working on the implementation of these courses for months
now... and have had the concerns you mentioned on our minds from the
beginning.
The customers that have enrolled in SYSNET I starting in January
have been (or will be) notified that there is now a prereq for the
class. Also, students that call to enroll for SYSNET I classes
(for Q3 and after) will be told about the prereq.
There will be an appendix in the new SYSNET II and III that has
the TBI material of what a student who took the 'old' prior course
(SYSNET I or II) had missed. Unless something changes in the new
courses, the material a student missed isn't needed as a prereq
to understanding what is in the new course. So, it shouldn't be an
issue of the 'old' SYSNET I not being good enough to go to the 'new'
SYSNET II, or 'old' SYSNET II for the 'new' SYSNET III. From what
I understand, there were several students in the SYSNET II pilot
that took the old SYSNET I and didn't have a problem.
There will be advertising in the Digest that mails the first of
January about the revised SYSNET curriculum. I have a call in to
find out what other marketing plans are in the works. When I hear
more, I'll post them.
If you're interested in seeing the implemenation plan, I sent it
to the unit managers and delivery managers the beginning of October.
-Sherry
|
| 154.28 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Wed Nov 04 1992 16:59 | 49 |
|
BTW, I had the opportunity to sit through the Chicago training center's
OPS review a couple of weeks ago. (I thought it was going to be
painful, but I actually have a greater appreciation of how the business
works now and what deep snickers we're in.) Of all the various
curriculums we teach, only one (ONE!!!) had maintained its level of
enrollment through the last year -- the programming curriculum. All
other area (VMS, ULTRIX, NETWORKING, et. al.) had enrollments levels at
approximately 50% of what they were a year ago. And according to the
things said during the review, Chicago is BETTER OFF than some training
centers!!!
We're (the global we) doing something wrong. I think one of the major
problems is that we CANNOT RESPOND TO CUSTOMER TRAINING NEEDS IN A
TIMELY FASHION! Look how long it's been taking to make the changes to
the SYSNET curriculum. If I have a customer come to me and say they
need a customized course involving topics X, Y, and Z from our current
courses A, B, and C, there is essentially no mechanism in place for me
to provide that course short of taking three student guides and yanking
pages from the current courses and building a "new" student guide! Of
course, never mind that the page numbers will be all goofy, and that
(at least partially) the "look" of one page will possible differ
significantly from the look of another page. Yet, I know for a FACT,
that if that same customer goes to a major Chicago competitor (who
happens to own a multi-thousand dollar desk-top publishing system), he
can probably have those materials together in both a timely fashion and
in a presentable format.
Why, oh why, aren't the finished materials made available on-line (in
DECwrite format, or whatever it is you use) so that we can treat our
customers the way our competitors treat our customers. We're just to
darn difficult to do business with because we are lethargic in response
to customer requests. "Because we've been doing it this way for years"
is no reason to continue doing something. We (global) have GOT to get
our stuff together before our competitors sweep us under the rug --
they're already holding the rug up and have the broom in their hands.
Are we going to let them smother us?
My comments which were evidently viewed as not being constructive are
no more than a statement of the facts as I and many others see it. If
we continue to see VMS as the end-all and save-all of Digital Education
and Training, we're doomed.
Let's put the $'s where they will produce the most revenue in the
quickest amount of time. I don't believe VMS is that venue.
Greg Diercks (who happens to LOVE VMS and laments its "passing")
Chicago Training Center
|
| 154.29 | | STRAD::DONHAM | Progress Through Tradition | Wed Nov 04 1992 17:43 | 12 |
|
A pilot is currently underway of a system that produces customized
courses based on a list of objectives. Get in touch with SUPER::REGNELL
for details if you're interested.
One thing that hasn't helped WRT enrollemnt is that as enrollment
declined, a decision was made to raise course prices to maintain
revenue at a flat level. I would think that any Business-101 student
could tell you that this may look good in the very short term, but
in the long term ends upbeing a death spiral.
Perry
|
| 154.30 | A modularity pilot was done | TEACH::SHERRY | Sherry Butler - (301)743-7160 | Wed Nov 04 1992 18:01 | 19 |
| We just finished a pilot to test part of the modularity project.
It was for Merck - out of the Landover office. They wanted a
customized SYSNET I/II/III course. The instructor found out what
chapters, or portions of chapters were needed and in what order
from the three courses. Ultimatly, Mel Regnell got all the pieces
and 'cooked' them together to come up with a nice looking (single)
student guide. There were several issues that came up about the
sort of input that is needed for all this to work... but it all
came together and the course was successful.
The goal is for this sort of project to be able to be done in the
field. But, there is alot that needs to be put in place for it
to happen.. and it's in the works as I type. (It's the same project
Perry mentioned that Mel is working on.) Bill Simcox will also
be posting some information about it.
-Sherry
|
| 154.31 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Wed Nov 04 1992 18:30 | 13 |
|
Thanks for your quick response.
No "personal attack" is intended by my previous notes. It's the
"process" I think stinks here, not the people involved in the process.
Plus, you have to understand, that many, many instructors butts are on
the line here -- it looks like MANY training people are going to be
laid off in the next few weeks. To say the least, tensions are high
and moral is low (low is the only work that won't get this note
deleted).
GJD
|
| 154.32 | | DBLDOG::DONHAM | Progress Through Tradition | Thu Nov 05 1992 00:28 | 5 |
|
Yes, well we're wondering how long after the instructors go it will be
before we don;t need course developers...
Perry
|
| 154.33 | | NITTY::DIERCKS | We will have Peace! We must!!!! | Fri Nov 06 1992 12:54 | 8 |
|
As far as instructors go, can you say "out-sourcing"?
Grrrrrrrrr
GJD
|
| 154.34 | | DBLDOG::DONHAM | Progress Through Tradition | Fri Nov 06 1992 14:01 | 4 |
|
Maybe you can say the same for developers, too...
Perry
|
| 154.35 | Pointer to current files for prep | DBLDOG::DONHAM | Progress Through Tradition | Mon Nov 23 1992 17:04 | 10 |
|
For prep, you can copy these files:
SUPER::ES$REVIEW:[SYSNET_II]SN2-IG-PROFILE.PS
SN2-SG-PROFILE.PS
These files are 99% of the 'final' version. We're adding a few pages, which
I'll post when they're ready.
Perry
|
| 154.36 | | DBLDOG::DONHAM | Progress Through Tradition | Fri Dec 04 1992 17:43 | 9 |
|
The material for SN2 that was delivered to release engineering is at:
SUPER::ES$REVIEW:[SYSNET_II.RELEASE]
A DIR *.PS should give you the files you need. I don't think that there will be
any page number changes between this and the on-the-shelf version.
Perry
|
| 154.37 | New vs Old Additions | TEACH::SHERRY | Sherry Butler - (301)743-7160 | Tue Dec 08 1992 17:14 | 39 |
| I've tried to go through SYSNET II to see what is in the new version that
wasn't in the old one. If you find any that I missed, please post them
so others have the information.
The version of SYSNET II that is currently posted (and that I used) is
currently in release engineering. As I understand it, the changes that may
be made are typos. The page numbers should stay the same. The location of
the document I reviewed is:
SUPER::ES$REVIEW:[SYSNET_II.RELEASE]EY-G987E-SG-0002.PS
One thing that was supposed to be in this course but isn't, is running
NETCONFIG. The basic NETCONFIG may be something you'll want to discuss
in this class.
---------------------------------------------------------------------------
New information that wasn't in the old SYSNET II (pre-January 1993)
Page
Virtual memory management concepts 1-5:8
Working sets 1-9:13
Paging and swapping 1-15:20
Scheduling resources 1-21:31
Network configurations 1-33:47
Managing queue characteristics 2-11:14
Setting up logical ports 2-17
Controlling batch queue execution 2-22
Using device control libraries 2-23:27
Saving and restoring the queue database 2-28:31
Using Command procedures to automate
queue creation 2-32:33
Using forms 2-34:38
Managing LAT Services Chapter 3
Obtaining information about volumes 4-17:24
Preparing volumes for use 4-25:37
Handling common volume problems 4-39:46
Installing page and swap files 5-13
Customizing login command procedures 5-17:23
Monitoring the network with NCP cmds 7-33:39
|
| 154.38 | | DBLDOG::DONHAM | Progress Through Tradition | Thu Dec 17 1992 17:41 | 6 |
|
The on-the-shelf version of SN2 is at
SUPER::ES$REVIEW:[SYSNET_II]EY*.PS
Perry
|
| 154.39 | Capitol Ideas | TEACH::LYNN | | Fri Jan 01 1993 11:52 | 208 |
|
Here are my comments after reviewing the new 93 SYSNET2 material.
Let's start off with the good. The objectives truly match what is
within the chapter. Yeah! After all the errors people took the time
to put into notes, they have, in fact, been corrected. The lack
of errors and typos is very impressive.
Dislikes:
First off, I hate the new format. Everything runs together. There is
NO space to write additional information for myself or if the students
wish to do so. For a lab/lecture course there is TOO MUCH reading.
Seems like a text I used to hand students in the public school for a
self-taught study program. I hope you aren't trying to do away with
the instructor.
From an instructor's side, the mismatch of my page numbers and the student's
page number had me wasting a lot of time in renumbering pages.
The very first chapter, that is suppose to be the entire first day of the
course, is 95% theory. Why did you only come up with 7 short answer questions
for their written exercise? I noticed a lot of all the 93 courses are
still just a cut and paste of the old courses. The reaarrangement is much
better but with having over a complete year on this project
I was hoping you would create new material, pages.
I have created a two page written exercise for Chapter One and I will
append it to the end of this note. It took me 30 minutes to totally
create something new. At least, when my lecture is over the customers
will not run to the nearest exit but take time and apply the theory they
were exposed to during the day.
I also created a lab exercise to provide at least some hands-on. It
at least will get the lab into the "lecture/lab" course they purchased.
Have are some errors I found:
(IG)page 5-16 get rid of the file called LTLOAD.COM
As of version 5.4 it is history
(SG)page 5-36 CMEXEC privilege is not needed for a SHOW command
(SG)page 2-6 the third example is calling the queue SYS$PRINT
yet you don't use the /GENERIC qualifier. Wouldn't
this be better is you called the queue a different
name?
page 6-21 Before the SHOW command you need to add SYSGEN>USE CURRENT
page 6-24 In the last line the word "node" is misspelled.
page 6-29 The command line uses the directory [MOPPET] yet
VMSINSTAL puts the copies into [MESWORK]. Is this
true?
page 6-30 The $DIRECTORY command shows the savesets in the
directory [MOPPET]
page 7-12(IG) Initialization file is a bad example for beginners.
It uses the command REMOVE SYSTEMS then
REMOVE SYSTEM/ID=value
They will never know that the value comes from the SYS_ID
file. Since SYSNETI talked about VOTES,EXPECTED_VOTES,
QUORUM DISK... don't you think these would be better
examples than REMOVE SYSTEM/ID? They relate back
to something they can recall.
page 7-15 The first bullet says "this display is updated every 3 seconds"
The third bullet says "every 6 seconds"
on page 7-16 reads "default updates 3 seconds except SYSTEM,
and ALL_CLASSES which updates every 6 seconds. BUT the
previous page included CLUSTER as updating every 6 seconds.
This is a very confusing mess. Too many inconsistencies.
What are the TRUE facts as to what updates 3 versus 6 seconds?
page 7-29 On NEATS display the process CLUSTER_SERVER should be in
a state of CUR not HIB
page 8-30 As of Version 5.5 the history list will keep the last 60
passwords, not 100.
----------
CHAPTER ONE LAB EXERCISES
1. Issue the DCL command to display the information on
memory usage. SHOW MEMORY
How many pages are on the free page list and the modified
page list?
2. Now issue the same DCL command using the /PAGES
qualifier. What is the difference?
3. Issue the DCL command that will display all the
batch queues with complete detailed information.
SHOW QUEUE/BATCH/FULL
List all the batch queues, their base priorities
and the working set sizes.
4. Issue the DCL command to display your process
information. SHOW PROCESS
What is your priority value?
5. Issue the DCL command that will display the
processes on the system. SHOW SYSTEM
6. Issue the DCL command that will display the
network information. SHOW NETWORK
What kind of license do you have? (endnode or
router) Is DECnet running on this system?
7. Get into NCP and issue the following command:
NCP>SHOW KNOWN CIRCUIT CHAR
What is the priority value? Is it the default value of 64?
-------
WRITTEN EXERCISES FOR CHAPTER ONE
Using the following word list write the best word by the definition in
the space provided.
Word List
area bridge circuit circuit cost hop
page working set paging page fault node
global page hard fault soft fault free page list path
modified page list page file swapping WAN
quantum server repeater gateway LAN
routing node adjacent nodes path length path cost line
path splitting virtual memory management system
1. List of pages that are available to processes for allocation
2. A system in a network
3. Network component used to refresh and regenerate signal
4. A device for connecting two segments of a LAN
5. The logical channel between adjacent nodes
6. Operating system that allows the execution of programs
or images that may not be completely in physical memory
7. The action of bringing pages into the working set of a process
8. Time slice used in scheduling CPU usage
9. A contiguous 512-byte portion of memory
10. A positive integer associated with using a circuit
11. The ability of DECnet software to divide the load over multiple
paths, if multiple paths exist between a pair of nodes
12. A physical channel between nodes
13. System file to which modified pages are written
14. The set of physical pages currently being used by a process
15. The operation of writing a process working set out to a disk
file known as the swap file
16. Local Area Network
17. A module or set of modules, that transforms the conventions
of one network into the conventions of another
18. The sum of the circuit costs along a path between two nodes
19. Wide Area Network
20. The logical distance to an adjacent node
21. The total number of hops along a path between two nodes
22. Event that occurs when a process refers to a page that is
not in its working set
23. Subgrouping of nodes in a network
24. List of pages that have been modified since being read from disk
25. Page that is shared among multiple processes
26. An entity that is responsible for processing requests
27. A possible route from the source node to the destination node
28. A network node that forwards information intended for other
nodes
29. Nodes that have a line connecting them
30. Page fault that can be satisfied without performing disk I/O
31. Page fault that requires disk I/O to obtain the virtual
page
Lynn White
Washington, D.C.
|
| 154.40 | RE:.-1 | TANG::RHINE | Jack, VMS Training Product Manager | Fri Jan 01 1993 19:13 | 22 |
| Lynn,
Thank you for your comments on Sysnet II.
Please understand that the SYSNET rewrites were not a one year project.
6 courses (3 lecture labs and 3 SPIs) were done in about one quarter.
We appreciate the errors that you have pointed out and we are looking
at practices for making corrections quickly.
The format is according to a standard that we have no control over,
but the developers have been looking at more spacing. For what it is
worth, the students involved in the pilots liked the new format. The
abundance of text is NOT designed to eliminate instructors. It does
provide students with reference materials that are easier to use than the
DOCSET when they return to their jobs after the course.
Your comments on the exercises in the first module are good.
Hopefully, we can make use of your work when the course is updated
next.
Regards
|
| 154.41 | Capitol Ideas | TEACH::LYNN | | Tue Jan 12 1993 18:22 | 20 |
| On January 4th I did my first teach of the new SYSNETII course.
Here are comments from both myself and my paying customers.
* Too much to read. In trying to read the page they never
heard the lecture.
* The pages in Chapter 2 were out of order.
* Error - Page 2-24 has the qualifier /START twice.
* This course contains too much material/concepts. Monday, Tuesday,
Thursday lecture started at 9 and continued well beyond 3 P.M.
* There may be a bridge (command procedures) but never lecturing
on it the customers never used it, and fussed about not knowing
command procedures.
A suggestion to fellow instructors to help sell courses.
I handed out copies of the table of contents for both SNI and SNIII.
This allows the customer to go home and spread the word as to what is
exactly in the courses now.
Lynn White
Washington, D.C.
|
| 154.42 | Captiol Ideas | TEACH::LYNN | | Tue Jan 12 1993 18:33 | 32 |
|
Here is a solution for those who may use the written exercise I wrote
for chapter one.
Chapter One - Answer Sheet
1. FREE PAGE LIST 15. SWAPPING
2. NODE 16. LAN
3. REPEATER 17. GATEWAY
4. BRIDGE 18. PATH COST
5. CIRCUIT 19. WAN
6. VIRTUAL MEMORY MANAGING SYSTEM 20. HOP
7. PAGING 21. PATH LENGTH
8. QUANTUM 22. PAGE FAULT
9. PAGE 23. AREA
10. CIRCUIT COST 24. MODIFIED PAGE FILE
11. PATH SPLITTING 25. GLOBAL PAGE
12. LINE 26. SERVER
13. PAGE FILE 27. PATH
14. WORKING SET 28. ROUTING NODE
29. ADJACENT NODES
30. SOFT FAULT
31. HARD FAULT
Lynn White
Washington, D.C.
|
| 154.43 | | DBLDOG::DONHAM | Progress Through Tradition | Tue Jan 12 1993 21:54 | 4 |
|
Lynn, if you had to move stuff out of SN2 into SN3, what would you move?
Perry
|
| 154.44 | additional feedback (copy of data sent to ECIM) | MELKOR::HENSLEY | | Tue Jan 19 1993 19:17 | 129 |
|
I N T E R O F F I C E M E M O R A N D U M
Date: 19-Jan-1993 12:59pm PST
From: IRENE HENSLEY
HENSLEY.IRENE
Dept: Digital Services
Tel No: 408/748-6417
TO: See Below
Subject: Sysnet II feedback (0002 release)
Sherry,
I have attached my comments following the first teach of this
material in Santa Clara. I hope they are useful in determining
how to maintain courseware - especially in times of limited
resources.
Regards,
Irene Hensley
----------------------------------------------------------------------------
COURSE: System & Network Mgmt II
COURSE NUMBER: EY-G987E-LO-0002
DATE: course ending 15 JAN 1993
LOCATION: Santa Clara
INSTRUCTOR: Irene Hensley
General comment/question on the Booklist: It appears that the
hardware Operations Guide is still being given out in the Sysnet III
but not in the Sysnet I course. I believe the Instructor Guide for
Sysnet II now indicates that they will receive EY-G995E-DA but it was
not in any of the kits and I told them they should expect to see it in
Sysnet III as before. Perhaps the Instructor Guide is in error?
Also, there are books the students really should be aware they need to
bring back to class: The System Manager's Manual (given out now in
Sysnet I) and the VMS User's Manual (provided in VMS Skills for
User's?). I would appreciate any effort made to convey this type of
information in the confirmation letter. Other instructors at my
training center are aware and we remind students in the earlier
courses to bring them back, but this isn't 100% successful.
Percentage of students meeting prerequisites?
Approximately 75-80% had most of the basic skills necessary for the
course, and had taken courses in the "old curriculum, some time back,
such as U&C I, Sysman I. A couple of students had extensive hardware
training and one of them was really only here to satisfy a pre-req for
Performance (and he missed some portions of the course that were not
important to him). There were some gaps in their knowledge that we
addressed with optional coverage 3 afternoons : BACKUP procedures,
portions of the command procedures appendix detailing with symbols,
lexicals and logicals. It was very disappointing that more lexicals
were not covered - I would like to have seen the examples from the
first version of Sysnet II for f$context and f$pid working in
conjunction to find a pid, then use a command procedure that watches
that process run our of resources (I believe there was one in Sysnet
III, first version).
Also, I added a useful example of using f$getdvi to determine
freeblock percentage on a volume (I have included a sample from Tony
Swierkowski's U&C II labs as an example below):
$ total_0 = f$getdvi("SYS$SYSDEVICE:","MAXBLOCK")
$ free_0 = f$getdvi("SYS$SYSDEVICE:","FREEBLOCKS")
$ free_percent_0 = (free_0*100)/total_0
$ write sys$output -
"<ESC>#6the system disk has ''free_percent_0' % free space left"
$
$ exit
NOTE:I realize the intention is not to spend a lot of time on command
procedures in this class, and am a loss to tell customers where
to find in-depth coverage in the curriculum - they would have
taken U&C II previously. There really isn't full coverage, even
in the appendix "as a self-paced module". It also isn't
appropriate for them to go back and take VMS for Programmers.
Was the amount of material appropriate? Too much? Too little?
The course felt "light", but the length was good in that it didn't
exhaust the attention spans - the students commented that they liked
the layout of the course materials (I asked them, and was very frank
that the material and format was revised and that they and I were
having our first experience with it). They felt they spent less time
"furiously taking notes" and that the discussions in the student
guide were thorough and useful.
I will have more feedback after next week when I have a second go at
this -- this was "dynamic teach" since the final version of the IG/SG
arrived after I was on a plane to England for the holidays!
I picked up a copy of the new materials on the way home from the
airport Saturday night and spend Sunday finding my tap dance shoes
and unpacking.
If it was too much, what could be deleted and which course
should it get moved to? If it was too little, what should be
added?
Not sure yet - let me see how the second teach goes. I am
supplementing for command procedures and also provide copies of the
new Using VMS Backup document (found in SYS$EXAMPLES since 5.5).
I do think the queue information should clearly indicate use of the
autorestart ability in 5.5. The order is a little strange -
discussing the commands to create and start the queue before taking
care of the device, spooling it, etc.; this required clarification
and a practical work through.
There was room for an example of a real module for a device control
library - I would like to have seen that remain in the discussion of
device libraries.
Was there any material that was inappropriate for this course?
no comment at this time.
List (or send marked copies) of typos found.
to follow when identified.
List (or send marked copies) of technical errors found.
to follow when identified.
|
| 154.45 | good ideas on making theory practical from Lynn | MELKOR::HENSLEY | | Tue Jan 19 1993 19:20 | 8 |
| I like Lynn's suggestions and additional lab work for the frist
module/day. I also had a gut reaction that it was all theory and not
applicable in the student's view. Her lab exercises will be a great
supplement - I am going to try them next week!
Thanks Lynn!
irene (aka the Sysnet Dolly)
|
| 154.46 | | DBLDOG::DONHAM | Progress Through Tradition | Tue Jan 19 1993 19:27 | 4 |
|
I liked Lynn's stuff, too, and will include it the next rev of the course.
Perry
|
| 154.47 | minor correction to good supplemental labs | MELKOR::HENSLEY | | Wed Jan 20 1993 17:04 | 5 |
| Lynn,
I think one of the example/exercises for $SHOW MEMORY should read
as /PHYSICAL_PAGES or /FILES, rather than /PAGES.
|
| 154.48 | H/Ware manual pointer? | WARNUT::GRAVESG | Geoff Graves,EDU(UK); DTN 851 2637 | Wed Feb 03 1993 10:47 | 16 |
|
I'm giving the UK pilot of this course in a couple of weeks time.
Can someone please point me at an on-line copy of the "Hardware
Operations Guide for VMS Systems" that students are due to get with their
SG?
The course files kit appears (from the IG) to contain HARMLESS_AUTOGEN.COM
and VMSSN2_LOGICALS.COM only. I've got a copy of HARMLESS_AUTOGEN.COM for
VMS 5.5 and if VMSSN2_LOGICALS.COM assigns just one logical to point to
where HARMLESSetc is, is there any reason to install the kit? If the answer
is "yes", can someone give me a location for the kit please?
Thanks for any and all assistance,
Geoff
|
| 154.49 | Hardware Ops Guide not given out | TEACH::SHERRY | Sherry Butler - (301)743-7160 | Wed Feb 03 1993 14:33 | 3 |
| There is a mistake in the Instructor Guide, at least for the US.
The Hardware Operations Guide is only given out in SYSNET III.
There aren't any extra books for SYSNET II.
|
| 154.50 | thanks for the clarification on the booklist | MELKOR::HENSLEY | | Wed Feb 03 1993 14:59 | 32 |
| 154.51 | | DBLDOG::DONHAM | Progress Through Tradition | Wed Feb 03 1993 17:02 | 9 |
|
I just heard of some customers who were notified the Wednesday before a Monday
class that the Sysnet 1 class they were heading for wasn't what they had
read about in the Digest.
About the lexicals...might be a good opportunity to use HELP LEX. That's what
we did in the pilots.
Perry
|