| T.R | Title | User | Personal
Name | Date | Lines |
|---|
| 117.1 | Capitol Ideas | TEACH::LYNN | | Fri Sep 20 1991 12:21 | 66 |
|
Corrections for the OPERATOR course
Page Contents-V
Move the last line "Manipulating Files" to the top of
page VI.
Page 8-6
You can assign a member number up to 177776 only. Please
change the last digit to a 6 not a 7.
Page 8-15
The qualifier is really /ERASE_ON_DELETE not just /ERASE.
Please be complete so the students don't think there are
two different qualifiers.
Page 11-12
The letter C should be moved up be the wording "Hardware
controller number".
Page 12-14
This is just a recommendation. Put in a page of the functions
of SHUTDOWN.COM (page 6-25 from the old System Manager I course.)
Page 13-8a
The Fifth paragraph is NOT true. Server queues are the MOST
commonly used queues in our customer's environment.
Page 13-13
For steps 1,2,3 and 5 you have the command line. Be consistent.
Add the command lines for number 3 and 4.
Page 13-15
Item number 6 - The last sentence makes reference to the
"second command" What second command?
Page 13-21a
This page really should be 13-20a.
Page 13-33
Please change the layout of this page. (If it were a boat it
would sink due to all the weight being on one side.)
Page 13-34
Typo - Remove the last )
Should be just $ASSIGN/MERGE LPB0 LPA0
Page 13-47
Show the complete general format
$STOP/QUEUE queue_name
$STOP/QUEUE/NEXT queue_name
You need the queue name when you execute this command.
Then on $STOP/ENTRY = job_number either remove the
queue_name or put it in brackets since it is now optional.
Page 14-20
Correct the MOUNT COUNT value. It should be a 3 not a 6.
Page 15-10
Show the complete general format after the fifth bullet.
You need the device_name also. The command line should be:
$SET DEVICE/ERROR_LOGGING device_name
Lynn White
Washington, D.C.
|
| 117.2 | Capitol Ideas | TEACH::LYNN | | Fri Sep 20 1991 12:22 | 103 |
|
Corrections for the New Operator Course (LABS)
Chapter 17
Page 25
Add to number 3 - Display the files in your directory and
subdirectory.
This will allow the students to see what actually happened
when the commands were executed.
Add to number 4 - Same as the above paragraph.
Page 35
After number 7 and 8 you have "What happens?" Technically
the command you typed got executed. Change the wording to
"What message did you receive?"
After number 11 add - List the contents of the WASTEBASKET
folder.
Page 43
Number 1 - Suggest their partner issue the following commands.
$REQUEST/TO=OPER1 "Hello there oper1"
$REQUEST/REPLY/TO=OPER1 "Hi there. Please respond immediately."
$REQUEST/REPLY/TO=OPER1 "Hello again. Please respond with pending"
The reason for including the above is that for the student this
is new information and they won't know what to test out and
what they need to see.
Page 44
Number 3 - the command $DIRECTORY SYS$MANAGER:OPERATOR.LOG
doesn't really display information about the log file. It
will show you the different versions that exist in the
directory.
Page 45
Number 4 - Change the last sentence to read:
Message will be received on all terminals at which users
are logged in to the system or VAXcluster.
Number 5 - change the last sentence to read:
Message will be received on all terminals that are
attached to the system or VAXcluster.
Page 55
Add to number 4 - Now display your default.
(You have the command already in the solution.)
Add to number 6 - Now display your default.
(Same reason as above.)
Page 61
Solutions should answer questions not ask new ones that go
unanswered. Change to a statement or answer the question.
Page 84
$DELETE/ENTRY=390 SYS$PRINT
Remove the SYS$PRINT since it is no longer needed.
Page 89
The two command lines are NOT equivalent therefore the
sentence in between is not true.
Page 90
Use a single command line for example
$DELETE/ENTRY=(379,378,375)
Also the queuename SLO_username is not needed so remove it.
page 93
You need to add the command line $COPY B.COM A.DAT
since this is part of the solution.
The command line with number 1 doesn't work. You will get
an error message.
%DCL-W-CONFLICT, illegal combination of command elements, check
documentation /SEPARATE/
Page 94
Number 9 - You need to add the command line $SQ
Number 10 - the sentence "You should see the A.DAT job on hold
in the queue." This is incorrect. You really see the words
"Pending (queue stopped)
Number 11 - Same as number 10
Number 13 - These jobs are on HOLD in the queue. Add a
sentence to state this fact.
Page 97
A repeat of most of lab 3. Why? customers will pick up on
this and think of it as busy work. Create a new lab.
Page 107
Suggestion - Rewrite this lab so everything is backuped to a
SAVESET in the student's directory. Then add an optional
section to backup to tape. This way at locations were tape
drives are not available they won't try to do steps 1,2 and 3.
Also after number 11 you restore a few files from the SAVESET.
Add - Now issue a directory command to verify that they have
been restored in your directory.
Page 109
After the last sentence add - You will see some error messages
but you can ignore them.
Lynn White
Washington, D.C.
|
| 117.3 | Feedback on actual use of materials | NWGEDU::DEMAAT | Pater cubicum | Wed Oct 02 1991 12:02 | 125 |
| Mel,
I am not sure this is the right place to put this, feel free to
relocate me...
As a result of one of the Roll-out Meetings it was decided to try out
the new operator materials in the Nieuwegein Training Centre in The
Netherlands (that is Holland for the weak...). I dare say it was a
success, in fact the instructor asked to have the new materials for the
next courses as well!
I will include his translated feedback below. Note that he mentions the
locally developed handouts. Jan developed these several months ago
because he felt the standard exercises were not good enough for the
traditional Operator audience. Basically they teach the students how to
DO things, by using their heads and hands. We tried it out on the old
course materials and already there they were a success. The traditional
under-cooled reaction of the students was turned into enthusiasm.
Anyone interested in knowing more about these exercises (which take
task-orientation further than the student guide) can contact Jan Vink
at NWGEDU::VINK or me at NWGEDU::DEMAAT. Labs currently are in Dutch,
which might be an extra challenge.
Enjoy....
Rob
Following is the feedback from our instructor Jan Vink on his use
of the new materials in our standard VMS Operator course.
Strong points:
--------------
- Logging in through a Terminal Server (Chap1) => excellent
description
- define/key => was not in the old student guide
- EDT editor => just as an appendix
- Phone => removed completely
- Throughout the book there are excellent descriptions of things
that can go wrong, followed by a solution => Great!
Weak points:
------------
- Ordering of chapters is not logical
ex Ch7 => HELP should be discussed sooner
Ch10 => Software Environment, started the course with it
Ch11 => Hardware environment, same
- Ch10 => Process => symbolic picture is removed
- Ch12 => Startup/shutdown is a badly written chapter. It is
impossible to determine from the text how to boot a VAX,
Shutdown, on the other hand, has a better description.
Unfortunately the 11/780 has been used as an example,
not very up-to-date
Week schedule
-------------
Following is the schedule for the week. There was a deviation of
the order of the Chapters because of their illogical order.
Monday Chapter Page
------ ------- ------------
-Hardware Overview 11+1 1-5 and 1-5
-Software Overview 1 1-6 thru 1-7
-Logging in and out 1 1-8 thru 1-10
-The Process 10 10-8
-DCL commands 2 2-5 thru 2-13
-Special Keys 2 2-14 thru 2-18
-System Messages 2 2-19 thru 2-21
-Help Utility 7 7-5
-File specifications 3 3-5 thru 3-6
-Wildcards 3 3-7 thru 3-8
Tuesday:
-------
-Directories 3 3-9 thru 3-19
-EVE editor 4 4-5 thru 4-18
-File manipulation 5 5-5 thru 5-31
-Mail 6 6-6 thru 6-34
-Request/reply 6 6-35 thru 6-46
-Protection 8 8-5
Wednesday:
----------
-Symbols 9 9-18 thru 9-21
-Logicals 9 9-5 thru 9-17
-Key definition 9 9-22 thru 9-28
-Command procedures 9 9-29 thru 9-36
Thursday:
---------
-Disk & Tapes 14
-Backup 14
Friday:
-------
-Connecting Terminals 2 2-23
-Print Queues 13
-Batch Queues 13
-Shutdown/startup 12
-Evaluation
Bingo!!!
--------
Parallel to piloting the new student guide we have used the new
labs and cases we have developed locally for the Operator course.
Based on the reaction of the students we can easily say we struck
target here very well.
There even were a couple of experienced operators in the class,
but they did not manage do 'just' do the labs. They concluded the
labs were very useful.
|
| 117.4 | UK feedback | SUPER::MATTHEWS | | Mon Oct 14 1991 15:53 | 108 |
| Comments from TTT in the UK (I copied this from note 5.12 to keep it
from getting lost -- Val)
NITTY GRITTY DETAILS - VMS FOR OPERATORS
----------------------------------------
NOTE: NO INSTRUCTOR GUIDES WERE AVAILABLE FOR THIS COURSE
General comment - the topic "Understanding the Hardware Environment"
should precede the topic "Understanding the Software Environment".
We thought process creation should precede a discussion on the
types of process.
Page 10-14 - a note about privileges needed to stop processes not
owned by the user issuing the command.
Page 10-19 - Bullet one - the value for the /NAME qualifier needs an
underscore or hyphen:
$ SET PROCESS process-name/NAME=character-string
Page 10-20 - bottom line refers to "concealed root directory"
without definition.
Page 10-21 - refers to CI nodes which is fine if we've done the
hardware BEFORE the software.
It's not obvious to the casual reader that SYSFFFF refers to a
hexadecimal value and not just an unusual file name.
UNDERSTANDING THE HARDWARE ENVIRONMENT
Page 11-7 - bullet two refers to RAM as read and write memory when
its actually Random Access Memory. There's plenty of ROM around
that is RAM too.
Page 11-11 - HSC's - be aware these devices have their own command
language.
STARTING UP AND SHUTTING DOWN THE SYSTEM
Page 12-9 - no mention of BREAK or AUTOBOOT
Page 12-11 - oh dear! a VAX-11/780!
Page 12-12 - a suggestion that the topics here should appear after
shut down. There are no examples of startup output
Page 12-15 - oh dear! a VAX-11/780!
Page 12-17 - oh dear! a VAX-11/780!
Page 12-20 - the heading "Steps to follow:" should be bolder and
not inset as it is.
WORKING WITH QUEUES
Page 13-6 - Bullets three and four were considered inappropriate
for operators.
Page 13-7 - bullet one - delete the words "either batch or print"
Page 13-15 - an awkward layout for this page
Page 13-16 - an awkward layout for this page
Page 13-33 - an awkward layout for this page. The last entry -
orderly shutdown of all queues might include /RESTART since this
was discussed already on page 13-6 (unless we remove that as
unsuitable for operators!)
Page 13-37 - should add the /STOCK qualifier and mention the
problems using /FORM and /STOCK in the exact specification of
strings.
Page 13-43 - this display is for the same instant as the display
on page 13-11 but their contents don't agree! Please change the
times in the headings or someone else will notice.
Page 13-46 - the /WSDEFAULT /WSQUOTA /WSEXTENT /DISABLE_SWAPPING
entry in the table - this was considered beyond the scope of an
operators usual job.
WORKING WITH DISK AND TAPE VOLUMES
Page 14-6 - where is DSA defined?
Page 14-22 - should standalone backup go here instead of
page 14-39?
MONITORING THE SYSTEM
Page 15-10 - is error logging part of an operators task list?
Special privileges are required to run, for example, the ELSE
routines.
The SHOW DEVICE command is useful to see which devices are
generating errors.
|
| 117.5 | | SIOG::EGRI | | Wed Jan 29 1992 12:20 | 20 |
| We've just started using the new materials here, in the Dublin training
centre and our consensus (we are only 2 instructors teaching this
course) is that there is still far too much covered in this course in
too short a time.
The intro to the course still says that this course has no
prerequisites. I personally think this is pedagogically insane. I think
it would have been far more logical to have "VMS for Users" (4 days) as
the prereq for the course and then maybe a 2 1/2 to 3 day VMS for
Operators" course with a proper look at command procedures included in
the course.
As it is we are still cramming too much into too short a time frame
with the result that you have instructors under a lot of pressure to
try and finish the course on time. I really don't thin the users get
much time for hands-on experience with the amount of material covered
nad end up disgruntled.
Ted Egri.
|
| 117.6 | | TEACH::CHUCK | | Tue Feb 18 1992 20:56 | 13 |
| Mel,
I agree with previous notes about doing the hardware module
first. Doing the help mod as mod 3. I also think there is too
much lecture. We are going too far into the afternoon when we should
be giving viable labs to do. I would like to drop atleast 2 hours.
That would be about 45 to 60 pages. I do not know which ones though.
I do know that it is a mad rush to finish all of these new courses
on time. Last week we had a snow day in DC. You can imagine what
catch up was like. We had a lot of courses fail. The instructor
gets hurt through no fault of his/her own.
Chuck
|
| 117.7 | Wish list in the making... | HARDY::REGNELL | Modularity Maven | Wed Feb 19 1992 20:23 | 18 |
|
Chuck,
I agree. There is no slack at all. And I also agree that instructors
should not be rated on Mother Nature's whim...but since I can't
do anything about that but mention my disdain at every possible
opportunity...let's stick to the stuff I can do.
Let's figure out what can go. MAIL was a big candidate early
on...some of the basic editing stuff...leaving the neat stuff...
pare down the commands? Cut the qualifiers and move them to a lab?
Cut the written documentation piece? There's my 60 pages.
What are yours? This is a REAL wish list folks...let me hear
from you.
Mel
|
| 117.8 | | TEACH::CHUCK | | Fri Feb 21 1992 01:30 | 9 |
| I havent taught oper for about a month. Will soon. When I do
I have a reply. One thing I would do is take the help/doc module
and put the info into mod 2. About 3 pages on help and 1 page on
the fact that there is a doc set. It is divided into 3 subsets.
Look for what you want in the master index. Doing this we may
drop about 8 pages. Only 52 to go
Thanks, Chuck
|
| 117.9 | <CAPITOL IDEAS> | TEACH::LYNN | | Thu May 21 1992 16:34 | 932 |
|
Here are labs that I wrote for the operators course. The
solutions follow the labs. You will find labs for the
following chapters: 2,3,4,5,6,8,9,10.... ENJOY!
Chapter 2 - Issuing Commands
Type in the following commands. Record the error messages
that you receive. For each problem write the facility
code and the severity level.
1. $COPY/LOG OVERLAY.COM TEST.COM
2. $DELETE A.TXT
3. DEASSIGN LYNN
4. $SETT DEFAULT [OPER10]
5. $SET DEFAULT [SATURN]
$SHOW DEFAULT
6. DIRECTORY
CHAPTER 2 - ISSUING COMMANDS
SOLUTIONS
Type in the following commands. Record the error messages
that you receive. For each problem write the facility
code and the severity level.
1. $COPY/LOG OVERLAY.COM TEST.COM
%COPY-E-OPENIN,error opening DISK:[OPER10]OVERLAY.COM;as input
-RMS-E-FNF, file not found
2. $DELETE A.TXT
%DELETE-E-DELVER, explicit version number or wild card required
3. DEASSIGN LYNN
%SYSTEM-F-NOLOGNAM, no logical name match
4. $SETT DEFAULT [OPER10]
%DCL-W-IVVERB,unrecognized command verb-check validity and
spelling
\SETT\
5. $SET DEFAULT [SATURN]
$SHOW DEFAULT
%DCL-I-INVDEF, DISK:[SATURN] does not exist
6. DIRECTORY
%DIRECT-E-OPENING,error opening DISK:[SATURN]*.*;* as input
-RMS-E-DNF, directory not found
-SYSTEM-W-NOSUCHFILE, no such file
Chapter 3 - Naming and Storing Files
Be sure to perform these steps in numeric order.
1. Display a list of your files in your login directory.
How many files do you have?
2. Create a subdirectory called MEMO.
3. Display a list of your files in your login directory again.
How many files do you have? Why is the number increased by one.
4. Set your default to this new subdirectory called MEMO.
5. Display a list of files in this subdirectory.
How many files do you have?
6. Type in the following lines to create a file called MEMO.LIST
$CREATE MEMO.LIST
THIS IS
A MEMO
TO MYSELF.
^Z
7. Display a list of files in this subdirectory once again.
How many files do you have now?
8. Set your default to your login directory without typing the name of
the directory.
9. Using only one command display a directory listing of all of your files.
This listing should include your top level directory as well as your
subdirectory called MEMO.
10. With your default still set to your login directory, display a directory
listing of the files in the MEMO subdirectory only.
11. While in your top level directory use a wildcard to list all the
files that begin with the letter "A".
12. List all the files that have a file type COM.
13. Examine the contents of the file FLAGDO.DAT
14. Copy all files that have as a filename just one letter and one number
into your subdirectory.
15. Issue a directory command to verify that the files are in your
subdirectory. How many files were copied?
Chapter 3 - Naming and Storing Files
Solutions
1. $DIRECTORY
Directory DISK:[UC20]
A.DAT;8 A1.DAT;7 A2.DAT;7 AAA.DAT;7
ABC.DAT;7 AC.DAT;7 B.COM;1 B.DAT;7
B.LOG;2 B2.DAT;7 BATCH.COM;8 BC.DAT;7
C2.DAT;7 D2.DAT;7 E2.DAT;7 FLA.DAT;7
FLAGDO.DAT;7 FMEMO.DAT;7 FOR.DAT;6 NEW.DAT;7
NMC.DAT;7 PROGRAM.EXE;5 X.DAT;1 XYZ.DAT;7
ZAT.DAT;7
Total of 25 files.
2. $CREATE/DIRECTORY [.MEMO]
3. $DIRECTORY
Directory DISK:[UC20]
A.DAT;8 A1.DAT;7 A2.DAT;7 AAA.DAT;7
ABC.DAT;7 AC.DAT;7 B.COM;1 B.DAT;7
B.LOG;2 B2.DAT;7 BATCH.COM;8 BC.DAT;7
C2.DAT;7 D2.DAT;7 E2.DAT;7 FLA.DAT;7
FLAGDO.DAT;7 FMEMO.DAT;7 FOR.DAT;6 MEMO.DIR;1
NEW.DAT;7 NMC.DAT;7 PROGRAM.EXE;5 X.DAT;1
XYZ.DAT;7 ZAT.DAT;7
Total of 26 files.
4. $SET DEFAULT [.MEMO]
5. $DIRECTORY
%DIRECT-W-NOFILES, no files found
6. $CREATE MEMO.LIST
THIS IS
A MEMO
TO MYSELF.
^Z
7. $DIRECTORY
Directory DISK:[UC20.MEMO]
MEMO.LIST;1
Total of 1 file.
8. $SET DEFAULT SYS$LOGIN
CHAPTER 3 SOLUTIONS - PAGE 2
9. $DIRECTORY [...]
Directory DISK:[UC20]
A.DAT;8 A1.DAT;7 A2.DAT;7 AAA.DAT;7
ABC.DAT;7 AC.DAT;7 B.COM;1 B.DAT;7
B.LOG;2 B2.DAT;7 BATCH.COM;8 BC.DAT;7
C2.DAT;7 D2.DAT;7 E2.DAT;7 FLA.DAT;7
FLAGDO.DAT;7 FMEMO.DAT;7 FOR.DAT;6 MEMO.DIR;1
NEW.DAT;7 NMC.DAT;7 PROGRAM.EXE;5 X.DAT;1
XYZ.DAT;7 ZAT.DAT;7
Total of 26 files.
Directory DISK:[UC20.MEMO]
MEMO.LIST;1
Total of 1 file.
Grand total of 2 directories, 27 files.
10. $DIRECTORY [.MEMO]
Directory DISK:[UC20.MEMO]
MEMO.LIST;1
Total of 1 file.
11. $DIRECTORY [...]A*.*
Directory DISK:[UC20]
A.DAT;8 A1.DAT;7 A2.DAT;7 AAA.DAT;7
ABC.DAT;7 AC.DAT;7
Total of 6 files.
12. $DIRECTORY [...]*.COM
Directory DISK:[UC20]
B.COM;1 BATCH.COM;8
Total of 2 files.
13. $TYPE FLAGDO.DAT
This file contains orders for the use of
an American flag on holidays. Unfold and
let it hang from a flagpole, not touching
the ground. The name of this file is FLAGDO.DAT
CHAPTER 3 SOLUTIONS - PAGE 3
14. $COPY %%.*;* [.MEMO]*
15. $DIRECTORY [.MEMO]
Directory DISK:[UC20.MEMO]
A1.DAT;7 A2.DAT;7 AC.DAT;7 B2.DAT;7
BC.DAT;7 C2.DAT;7 D2.DAT;7 E2.DAT;7
Total of 8 files.
Chapter 4 - Creating Memos, Reports and Data Files
1. Edit the file called FLA.DAT
2. Move the cursor to the line below HINT 3. Now add the contents of
FLAGDO.DAT at this location.
3. Go to the top of the file.
Replace the string "HINT" with the string "RULE". Use the /CONFIRM
qualifier. On the first occurence reply with YES. On the second
occurence reply with NO. On the third occurence reply with "QUIT"
4. Go to the top of the file and type in your name and address.
5. Select your name and address and insert it ALSO at the end of the
file.
6. Exit the editor properly.
Chapter 4 - Creating Memos, Reports and Data Files
Solutions
(This is the contents of the files called FLA.DAT that is
used in this lab exercise.)
This file contains some FORTRAN programming hints:
HINT 1 -- Create short programs
HINT 2 -- Never make mistakes
HINT 3 -- Always figure out the problem first, then the solution
The name of this very valuable file is FLA.DAT.
Chapter 5 - Manipulating Files
1. Write the three things the COPY command can do.
A.
B.
C.
2. Copy the file NEW.DAT to an output file having your name as the filename.
Use DAT as the filetype.
3. Concatenate A.DAT, B.DAT and C2.DAT into a single file called
ALPHA.DAT - Use the /NEW_VERSION qualifier.
4. Create a subdirectory called CHAPTER4. Copy the following files into
this subdirectory.
A.DAT
B.DAT
C2.DAT
D2.DAT
E2.DAT
Display the contents of this subdirectory. How many files are there?
5. Make sure you are in your default directory. (HINT: use the logical
SYS$LOGIN)
Issue the following command $COPY/LOG/CONFIRM *.*;* [.CHAPTER4]*
ONLY copy over the BATCH.COM file at this time.
6. Get a hardcopy of the file called ZAT.DAT
7. Make two copies of the file called FOR.DAT
8. Print A1.DAT using the qualifier /HOLD. Write down the unique entry
number displayed by the queue manager.
9. Use the SHOW ENTRY command with the entry number you write down.
What is the status of the entry?
10. Issue a SHOW QUEUE command. Is your entry displayed?
11. Now release this job in the queue with the SET ENTRY command.
12. Reissue SHOW QUEUE. Is your entry displayed? If so what is the
status now.
13. Send a file of your choice to the printer using the /HOLD qualifier.
Verify it is in the queue at this time.
14. Now delete this request from the queue manager.
15. Rename all the files of type DAT to DATA.
16. Rename B2.DATA from your top level directory to your subdirectory
called MEMOS. How is this different than a copy commnad?
17. Delete a file called E2.DATA
18. Purge your directory using the /LOG qualifier to see what file(s)
are being deleted.
19. Rename all the DATA files back to DAT
Chapter 5 - Manipulating Files
Lab Solutions
1. Copy can:
Copy an input file to an output file
Concatenate two or more input files into a single output file
Copy a group of input files to a group of output files
2. $COPY NEW.DAT LYNN.DAT
3. $APPEND A.DAT,B.DAT,C2.DAT ALPHA.DAT/NEW_VERSION
4. $CREATE/DIRECTORY [.CHAPTER4]
$COPY A.DAT,B,C2,D2,E2 [.CHAPTER4]*
$DIRECTORY [.CHAPTER4]
5. $SHOW DEFAULT
$SET DEFAULT SYS$LOGIN
$COPY/LOG/CONFIRM *.*;* [.CHAPTER4]*
6. $PRINT ZAT.DAT
7. $PRINT/COPIES=2 FOR.DAT
8. $PRINT/HOLD A1.DAT
9. $SHOW ENTRY ###
10. $SHOW QUEUE
11. $SET ENTRY ###/RELEASE
12. $SHOW QUEUE
13. $PRINT/HOLD FLAGDO.DAT
14. $DELETE/ENTRY=###
15. $RENAME *.DAT *.DATA
16. $RENAME B2.DATA [.MEMOS]*
17. $DELETE E2.DATA;*
18. $PURGE/LOG
19. $RENAME *.DATA *.DAT
Chapter 6 - Communicating With Other Users
This lab exercise requires that you work with a partner. One person
will be a user while the other will be an operator. Your instructor
will issue you OPER numbers.
OPERATOR
Enable your terminal to receive OPERn messages.
USER
Send a hello message to OPERn not requesting a response.
Send a second message to OPERn that will require the operator
to respond.
OPERATOR
Tell the user to "hold on a minute, you are busy at the moment."
Use the /PENDING qualifier.
USER
Cancel this request.
Issue another request using the /REPLY qualifer.
OPERATOR
Abort this request.
OPERATOR
Disable your terminal from receiving operator messages
Reverse roles and repeat the above exercises.
Now do the remaining exercises individually.
1. Issue a directory command to see the last closed version of the
OPERATOR.LOG file in SYS$MANAGER.
2. Use the REPLY command to send a message to all users who are on the
system that you are taking the OPERATOR course.
3. Use the REPLY command to send a message to a specific user.
(Send it to your partner.)
4. Issue a command that will display all outstanding operator requests.
5. Disable your terminal as an operator's terminal.
COMMUNICATING WITH OTHER USERS
Chapter 6 - Lab solutions
Operator enters:
$REPLY/ENABLE=OPERn
Operator will see:
********** OPCOM 12-DEC-1991 09:40:19.04 **********
Operator _SPLASH$LTA492: has been enabled, username LYNN
User enters:
$REQUEST/TO=OPERn "THIS IS JUST A TEST!"
Operator will see:
********** OPCOM 12-DEC-1991 09:40:19.04 **********
Message from user MILLER on SPLASH
_SPLASH$LTA94:, THIS IS JUST A TEST!
User enters:
$REQUEST/REPLY/TO=OPERn "THIS IS A TEST FOR YOU TO ANSWER!"
User will see:
%OPCOM-S-OPRNOTIF, operator has been notified, waiting .... 09:43:04.35
Operator will see:
********** OPCOM 12-dec-1991 09:41:18.24 **********
Request 91, from user MILLER on SPLASH
_SPLASH$LTA494:, THIS IS A TEST FOR YOU TO ANSWER!
Operator enters:
$REPLY/PENDING=91 "HOLD ON A MINUTE, I'M BUSY AT THE MOMENT."
User will see:
%OPCOM-S-OPRNOTIF, operator has been notified, waiting .... 09:53:12.51
User enters:
^c
User will see the ^C turn to CANCEL
%OPCOM-I_RQST-PROMPT, REQUEST- Enter message or cancel request
with control/Z.
REQUEST- Message?
User enters:
^Z
User will see the ^Z turn to EXIT
%OPCOM-S-OPREPLY,
%%%%%%%%%% OPCOM 12-DEC-1991 09:54:19.05 %%%%%%%%%%
Request 91 was canceled.
Operator will see:
%%%%%%%%%% OPCOM 12-DEC-1991 09:54:19.05 %%%%%%%%%%
Request 91 was canceled
CHAPTER 6 - LAB SOLUTIONS PAGE 2
User enters:
$REQUEST/REPLY/TO=OPERn "THIS IS MY SECOND REQUEST."
User will see:
%OPCOM-S-OPRNOTIF, operator has been notified, waiting .... 10:39:25.14
Operator will see:
%%%%%%%%%% OPCOM 12-DEC-1991 09:55:01.01 %%%%%%%%%%
Request 93, from user MILLER on SPLASH
_SPLASH$LTA494:, THIS IS MY SECOND REQUEST
Operator enters:
$REPLY/ABORT=93
User and operator will see:
09:56:02.17, request 93 was aborted by operator _SPLASH$LTA492:
Operator enters:
$REPLY/DISABLE=OPER1
Operator will see:
%%%%%%%%%% OPCOM 12-DEC-1991 09:55:25.05 %%%%%%%%%%
Operator _SPLASH$LTA494: has been disabled, username LYNN
1. Issue a directory command to see the last closed version of the OPERATOR.LOG
file.
$TYPE SYS$MANAGER:OPERATOR.LOG;-1
2. Use the REPLY command to send a message to all users who are on the system.
$REPLY/ALL "I'M TAKING THE OPERATORS COURSE."
3. Use the REPLY command to send a message to a specific user.
$REPLY/USERNAME=OPER6 "HELLO PARTNER..."
4. Issue a command that will display all outstanding operator requests.
$REPLY/STATUS
5. Disable your terminal as an operator's terminal.
$REPLY/DISABLE
Chapter 8 - Protecting Your Data
1. Show the default protection for you current process.
2. Create the following new file called DIGITAL.TEXT
DIGITAL
HAS
IT
NOW!!!
3. Look at the protection that was applied to this newly created
file (DIGITAL.TEXT).
4. Change the default protection so the world has NO access.
5. Create a file called ADDRESS.TEXT. Use your name and address
as the contents of the file. Check and see the protection that
was applied to this file. Is the protection different than on
the file DIGITAL.TEXT? Explain why.
6. Create a subdirectory called PROTECT. Look at the protection
on the file PROTECT.DIR
7. Try to delete the file PROTECT.DIR
Could you delete it? Change the protection so that the owner has
delete access. Try to delete this file again. Could you delete it?
8. Make a copy of any file. Is the protection on the copy the same
as on the original or is it different?
Chapter 8 - Protecting Your Data
SOLUTIONS
1. $SHOW PROTECTION
2. $CREATE DIGITAL.TEXT
DIGITAL
HAS
IT
NOW!!!
3. $DIRECTORY/PROTECTION DIGITAL.TEXT
4. $SET PROTECTION=W/DEFAULT
5. $CREATE ADDRESS.TEXT
LYNN WHITE
1600 PENNA. AVE.
WASHINGTON, D.C. 20001
$DIRECTORY/PROTECTION ADDRESS.TEXT
6. $CREATE/DIRECTORY [.PROTECT]
$DIRECTORY/PROTECTION PROTECT.DIR
7. $DELETE PROTECT.DIR;1
$SET PROTECTION=O:RWED PROTECT.DIR;1
$DELETE PROTECT.DIR;1
8. $COPY A2.DAT TRYING.DAT
$DIRECTORY/PROTECTION TRYING.DAT
Chapter 9 - Customizing Your Working Environment
1. Set up the following two logicals.
$255$DUA3: should have the logical DISK1
DISK1 should have the logical PAYROLL
2. Issue the following commands:
$SHOW TRANSITION DISK1
$SHOW LOGICAL DISK1
$SHOW TRANSITION PAYROLL
$SHOW LOGICAL PAYROLL
What did you notice to be difference?
3. Delete the logicals DISK1 and PAYROLL.
4. Make a termporary assignment using the /USER qualifier to redirect
SYS$OUTPUT to DIRECTORY.LIST
Issue a directory command. Now look at the contents of the file
DIRECTORY.LIST
5. Create symbols for each of the following DCL commands:
$SHOW USERS
$SHOW SYSTEM
$SHOW DEFAULT
$SHOW TIME
6. Use the symbol you created to see who is currently on the system.
7. Use the symbol you created to see what time of day it is.
8. List all the symbols on your local symbol table.
9. Delete all these symbols using just one command line.
Chapter 9 SOLUTIONS
Customizing Your Working Environment
1. $ASSIGN $255$DUA3: DISK1
$ASSIGN DISK1 PAYROLL
2. $SHOW TRANSITION DISK1
$SHOW LOGICAL DISK1
$SHOW TRANSITION PAYROLL
$SHOW LOGICAL PAYROLL
3. $DEASSIGN PAYROLL
$DEASSIGN DISK1
4. $ASSIGN/USER_MODE DIRECTORY.LIST SYS$OUTPUT
$DIRECTORY
$TYPE DIRECTORY.LIST
5. $WHO=="SHOW USERS"
$PROCESSES=="SHOW SYSTEM"
$WHERE=="SHOW DEFAULT"
$TIME=="SHOW TIME"
6. $WHO
7. $TIME
8. $SHOW SYMBOL *
9. $DELETE/SYMBOL/ALL
Chapter 10 - Understanding the Software Environment
1. Issue the SHOW PROCESS command.
What is your process name?
Modify your process name to be your first name.
Reissue the SHOW PROCESS commnad to verify it did change.
2. Create a subprocess using the DCL command SPAWN.
Read the message that the system sends out when you create a
subprocess.
3. Attach to the parent process.
4. Issue the SHOW PROCESS/SUBPROCESS. Write down the processes in your
job tree. Which process has an asterisk? Why?
5. Issue the SHOW SYSTEM command. What do you notice about the display
for your subprocess?
6. Attach now to the subprocess you created. Issue again
the SHOW PROCESS/SUBPROCESS command. Which process has
the asterisk now?
7. Log out from this process. What message did you receive from
the system.
8. Issue a SHOW PROCESS/ALL command. Look at the information displayed
for your process.
9. Issue a SHOW USERS/FULL command to see who else is currently
using the system.
Understanding the Software Environment
Chapter 10 - Lab solutions
1.
$SHOW PROCESS
10-DEC-1991 10:30:04.51 User: UC20 Process ID: 28E00E77
Node: SPLASH Process name: "UC20"
Terminal: TXD6:
User Identifier: [UC,UC20]
Base priority: 4
Default file spec: DISK:[UC20]
Devices allocated: SPLASH$TXD6:
$SET PROCESS/NAME="LYNN"
$SHOW PROCESS
10-DEC-1991 10:30:21.58 User: UC20 Process ID: 28E00E77
Node: SPLASH Process name: "LYNN"
Terminal: TXD6:
User Identifier: [UC,UC20]
Base priority: 4
Default file spec: DISK:[UC20]
Devices allocated: SPLASH$TXD6:
2.
$SPAWN
%DCL-S-SPAWNED, process UC20_1 spawned
%DCL-S-ATTACHED, terminal now attached to process UC20_1
3.
$ATTACH LYNN
%DCL-S-RETURNED, control returned to process LYNN
4.
$SHOW PROCESS/SUBPROCESS
10-DEC-1991 10:30:47.47 User: UC20 Process ID: 28E00E77
Node: SPLASH Process name: "LYNN"
There are 2 processes in this job:
LYNN (*)
UC20_1
Chapter 10 - Page 2
5.
$SHOW SYSTEM
VAX/VMS V5.4-2 on node SPLASH 10-DEC-1991 10:30:51.35 Uptime 3 20:28:32
Pid Process Name State Pri I/O CPU Page flts Ph.Mem
28E00101 SWAPPER HIB 16 0 0 00:00:23.02 0 0
28E00106 CONFIGURE HIB 10 42 0 00:00:00.10 109 183
28E0010D ERRFMT HIB 8 3426 0 00:00:18.61 84 136
28E00110 OPCOM HIB 8 6183 0 00:00:29.60 788 206
28E00112 JOB_CONTROL HIB 9 102667 0 00:09:41.80 323 535
28E00113 SMISERVER HIB 9 96 0 00:00:00.57 403 678
28E00E77 LYNN CUR 0 4 358 0 00:00:01.93 1290 283
28E00E7E UC20_1 HIB 6 19 0 00:00:00.20 223 216 S
28E00192 NETACP HIB 10 12616 0 00:01:13.48 254 455
6.
$ATTACH UC20_1
%DCL-S-RETURNED, control returned to process UC20_1
$SHOW PROCESS/SUBPROCESS
10-DEC-1991 10:31:04.69 User: UC20 Process ID: 28E00E7E
Node: SPLASH Process name: "UC20_1"
There are 2 processes in this job:
LYNN
UC20_1 (*)
7.
$LOGOUT
Process UC20_1 logged out at 10-DEC-1991 10:31:09.15
%DCL-S-RETURNED, control returned to process LYNN
8.
$SHOW PROCESS/ALL
10-DEC-1991 10:31:12.47 User: UC20 Process ID: 28E00E77
Node: SPLASH Process name: "LYNN"
Terminal: TXD6:
User Identifier: [UC,UC20]
Base priority: 4
Default file spec: DISK:[UC20]
Devices allocated: SPLASH$TXD6:
Process Quotas:
Account name: UC
CPU limit: Infinite Direct I/O limit: 18
Buffered I/O byte count quota: 7904 Buffered I/O limit: 18
Chapter 10 - Page 3
Timer queue entry quota: 10 Open file quota: 19
Paging file quota: 8805 Subprocess quota: 4
Default page fault cluster: 64 AST quota: 22
Enqueue quota: 150 Shared file limit: 0
Max detached processes: 0 Max active jobs: 0
Accounting information:
Buffered I/O count: 324 Peak working set size: 377
Direct I/O count: 85 Peak virtual size: 3069
Page faults: 1342 Mounted volumes: 0
Images activated: 14
Elapsed CPU time: 0 00:00:02.11
Connect time: 0 00:03:29.68
Process privileges:
GRPNAM may insert in group logical name table
GROUP may affect other processes in same group
TMPMBX may create temporary mailbox
NETMBX may create network device
Process rights:
INTERACTIVE
LOCAL
System rights:
SYS$NODE_SPLASH
Process Dynamic Memory Area
Current Size (bytes) 25600 Current Total Size (pages) 50
Free Space (bytes) 22432 Space in Use (bytes) 3168
Size of Largest Block 22096 Size of Smallest Block 48
Number of Free Blocks 4 Free Blocks LEQU 32 Bytes 0
There is 1 process in this job:
LYNN (*)
9.
$SHOW USERS/FULL
VAX/VMS User Processes at 10-DEC-1991 10:31:18.96
Total number of users = 35, number of processes = 49
Username Node Process Name PID Terminal
SPM6 BAROOM SPM6 29400254 LTA62: (DS1317/LC-6-7)
SPM7 BAROOM SPM7 2940024D LTA55: (DS1317/LC-6-8)
UC10 SPLASH UC10 28E00DB7 LTA137:
(LAT_08002B073AC2/PORT_13)
UC11 SPLASH UC11 28E00DBA LTA139:
(LAT_08002B073AC2/PORT_12)
UC2 SPLASH UC2 28E00DAD LTA130:
(LAT_08002B073AC2/PORT_08)
UC20 SPLASH LYNN 28E00E77 TXD6:
UC3 SPLASH MUDSHARK 28E00BA6 LTA127:
USER9 WHAM USER9 2900006C LTA10: (DS1316/LC-6-2)
USER9 WHAM _LTA35: 2900009B LTA35: (DS1316/LC-6-2)
|
| 117.10 | help, first time teaching VMS for Oper | ZPOVC::POHING | | Mon Aug 23 1993 23:04 | 37 |
|
Hi,
this is my first time (hope it's also the last time) teaching VMS for
Operators , using EY-G993E-IG-0001 .
Rather excited & also worried if I could complete the course in 4.5
days ( I find there's plenty of material to cover ).
I appreciate any suggestions to my following doubts :
Thanxs in advance.
1 It is recommended to cover the first 9 chapters in the first 2
days. Which is the most effect way to introduce the lab section ?
I do not like the idea of giving students lab session only right at
the end of the day, but I'm also afraid I can't finish the lecture if
I break for lab before lunch ( on 2 chapters ) & at end of day ( on
next 2 chapters ).
2 I saw the lab in .9 , are they different from those that comes with
the IG ? I have not got time to go through the labs in IG yet.
Since the labs in IG are similar to those in the student's guide,
student's can always practice on their own after they return to their
offices. I intend to use the labs in .9 .
3 The course material that I'm using is out dated. I'm
concern if my students are running VMS v5.5, then I'll will be in
trouble. I understand that VMS v5.5 includes quite a bit of new stuffs
on queue management. Any suggestions on complementary materials on
the print management for 5.5 ??
Thanxs very much.
Rgds,poin.
|
| 117.11 | Comments on the new Operator course | NYOSS1::MORAN | Ed Moran | Thu Oct 27 1994 09:56 | 112 |
| I just finished an unpleasant first teach of the new OpenVMS
System and Network Node Operations course, which has replaced VMS
for Operators.
The old VMS for Operators course consisted of the 3-day VMS Skills
for Users course with 2 days of operator topics added on. This
new System and Network Node Operations course has dropped the 3
days of Skills topics (Skills for Users is now a prerequisite) and
replaced them with -- well, that's the main problem. No new
topics were added. The old Operator chapters were replaced with
shortened versions of the corresponding chapters from Sysnet I and
II, which add some additional details to what had been in the old
Operator course - enough, I would estimate, to extend the 2 days
of operator material to 3 days. Unfortunately, this 3-day class
is being sold to the customers as a 5-day class.
I knew before I started that stretching the scant material to fill
up the week would be a problem. There is a pre-test provided, so
I started on Monday by assigning it and then going over it in
class. This allowed me to postpone the start of the real course
until 11:15. Then, on each topic I went into more detail than I
would have even for an advanced course. I answered every
question at great length, whether it was relevent to the course or
not. (I had one of those usually annoying students who kept
asking bizarre questions, but this time I answered and even
welcomed the questions as a way of filling up time.) I added my
own topics (not all of which really belonged in the course) and
my own labs. I gave long and frequent breaks. I did manage to
make it last all week, but still I was finished the lectures
either before lunch or shortly thereafter on Tuesday through
Friday, and most students had left by 2:00 or 2:30 on Tuesday,
Wednesday and Thursday.
Not only are there limited topics to cover in the course, but
there aren't even enough labs for the few that we do have. There
are no labs for 4 of the 7 chapters (I'm counting the 2-line,
15-second lab in Chapter 2 - "Run AUTHORIZE. Display the DEFAULT
record." - as no lab). The lab for Chapter 5 requires physical
access to both the console and the system disk, which would
eliminate it in most of the classrooms where I have taught (I
moved this chapter to Friday to avoid the lab), leaving usable
labs for only 2 of the 7 chapters. I tried to fill in time by
assigning the written exercises (for the first time in my life)
but only one chapter even has any of those.
The biggest problem with the course is lack of material, but there
also are some difficulties with what material there is. Lifting
chapters 1-5 from Sysnet I and chapters 6 and 7 from Sysnet II
causes a few problems. The heading on page 6-5 is "Review of Open
VMS Device Concepts". The "Review" made sense when it was a
Sysnet II chapter, because it was a review of things covered in
Sysnet I. Obviously, the students in this course have not taken
Sysnet I. Oddly, the title is not altogether inappropriate in
this course, because taking chapters from the two Sysnet courses
has resulted in some things being mentioned twice. Volume labels
are discussed on pages 4-12 and 6-15. The SHOW DEVICE command is
covered on pages 2-15 and 6-16. SHOW DEVICE/FILES is covered on
page 6-20, but had to be discussed earlier because it is shown in
an example on page 4-15. SET FILE/VERSION_LIMIT is on page 6-22,
but it is hard not to discuss it while explaining SET
DIRECTORY/VERSION_LIMIT on page 2-12. The worst case I noticed
was the discussion of device names on page 6-6, which is virtually
a word-for-word copy of material on pages 1-46 and 1-47. (In one
of the few phrases that is NOT identical in the two sections, page
6-6 CONTRADICTS page 1-46. I assume this reflects an error in the
corresponding original Sysnet chapter.)
The Student Guide is just chapters lifted from Sysnet I and II.
Unfortunately, whoever did the lifting of the corresponding
chapters for the Instructor Guide didn't read them - they still
are geared toward the Sysnet courses. A few examples: Page xxvi
refers to Sysnet I. Page xxvii recommends that instructors
prepare by taking Internals I and II (to prepare for an operator
course???). The suggested teaching schedule for the week, on page
xxvii, seems to be the Sysnet I schedule - it refers to writing
command procedures in Chapter 2 - a topic that is covered in
Chapter 2 of Sysnet I, but not at all in this course, and lists
only 6 chapters for the week, even though this course has 7. Page
7-13 talks about what the students will do in the lab for Chapter
7, when in fact this course has no Chapter 7 lab.
While the QAs turned out great, I am exhausted after what should
have been an easy week on a low-level course. I sometimes have
had to pad or cut to get other courses to fit into a week, but
never to this extent. I certainly have never intentionally done
things of questionable educational value just to waste time, as I
was forced to do repeatedly here. I think I really earned my
salary last week, but I don't believe Digital earned the money it
got from those students, even if they were happy when they left.
The course should be changed immediately. Some sections that
might be borrowed from other courses include
- REPLY/REQUEST (VMS for Operators) - one student expressed
surprise that such an obviously operator-oriented topic
was not in the Student Guide
- MOUNT/DISMOUNT/ALLOCATE/DEALLOCATE (I think Sysnet II has
these?) - Another student said that as an operator he uses
these every day, and felt they belonged in the Student
Guide.
- MONITOR (from Sysnet II) - why does the course cover SHOW
CLUSTER, but not the simpler, more general MONITOR
- Command Procedures (Sysnet I, Chapter 2 - Do not include
the entire chapter - that goes into too much detail for
operators)
- The operator log file (VMS for Operators)
- PHONE (?)
- Ed Moran
|
| 117.12 | I agree with 117.11 | DV780::STEELE | | Wed Nov 02 1994 12:28 | 8 |
|
I haven't tought the new operators class yet (got sick the week I was
scheduled for it) but I read through the material to prep and I totally
agree with every comment from 117.11. The course should be changed to
a three day (four at the very most) or material should be added.
Jeanine
|
| 117.13 | how to fix the problem??? | TEACH::MARYJO | Maryjo Bader/341-6327/DCO-239 | Wed Nov 09 1994 11:21 | 14 |
| let me ask you all this...
would you prefer a 3 day Operator course, or to add the User
information back into the 5 day offering. Any preferences?
I can change the length for the US courses if you all agree with a
solution. I don't think I can get additional funding to "fix" the
problem of adding additional information, unless it is to just add the
User course to the materials. We are having problems with a few of the
VMS courses right now and I need to justify which ones really need
funding to be fixed and potential solutions for the other ones.
I'll do what I can.......when you give me feedback on your preferences.
mj
|
| 117.14 | Try this... | TROOA::TIPPER | I'm still here (today, at least)! | Thu Nov 10 1994 08:55 | 22 |
| In Canada, we schedule Skills for Users and VMS for Programmers
simultaneously, and teach them in the same classroom. The Users
just get to leave mid-afternoon on Wednesday, then the Programmers
carry on. The books don't exactly match anymore, so we use the Users
book for the first part, enhancing where needed, then use the
Programmers book for the last half.
I think it would be (a) most cost effective, (b) more
customer-friendly, and (c) easiest to impliment to do the same with
the Operators:
Schedule "Programmers" and "Operations" both as 5 day courses with
no prereqs. Then simultaneously schedule Skill for Users overlapping
both (for greatest customer flexibility), and by Wed early afternoon
conclude the "Users" course and carry on with the specializations.
Any customers who already have Users could perhaps be allowed to join
the class Wed morning (perhaps at a 3 day price). Emphasize that
those going on to Sysnet I etc. should bail out on Wednesday due to
great redundancy in Operations and some redundancy in Programmers.
IMHO, never having taught the new Operations (yet)
Sandy
|
| 117.15 | VMS for Operators | DLO10::TARLING | | Thu Nov 10 1994 09:55 | 10 |
| We solved the "NEW" Vms Operators "COURSE" material problem here in
Dallas by sending the old "VMS for Operators" course to our local quick
print for reproduction. I would favor returning to the old "VMS for
Operators" course.
What problem were we fixing by removing the Skills and and lifting
chapters from SysNet? The results were "second rate."
Arnold Tarling @SCA
|
| 117.16 | Clarification | TROOA::TIPPER | I'm still here (today, at least)! | Thu Nov 10 1994 11:34 | 15 |
| re: .14
I hope I wasn't confusing; I meant that we should do "Operations" just like
we do "Programmers", i.e. start with a simulteach of Skills for Users, then
carry on with Operator-specific stuff. I did not mean to overlap
Programmers and Operations -- the last half of the week stuff is too different.
The big thing to remember is that we should always order enough Skills for
Users student guides to give to ALL THREE AUDIENCES, in addition to the
specific Operations and Programmers guides.
Sandy
DIGITAL INTERNAL USE ONLY Document
|
| 117.17 | Fewrer Scheduling Options | DLO10::TARLING | | Fri Nov 11 1994 14:10 | 12 |
| Sandy's idea does have some merit.
We have done this (essentially) withe the "RDB Application Programmer"
course, for one. The problem I noticed when I had what was one course
divided up, was that I could not alter the times per module as easily.
For example, if we did offer the Skills portion Monday through Wenesday
we don't have the option of starting the operator stuff prior to Thursday
because we have other students ariving on Thursday.
Arnold Tarling @SCA
|
| 117.18 | | NYOSS1::MORAN | Ed Moran | Mon Nov 14 1994 16:06 | 36 |
| Re .13 - how to fix the problem?
Hi Mary Jo - some questions:
- You said that you don't think you could get funding for anything
more than putting back the user material. Do you mean that we couldn't
even take existing modules from other existing courses and insert them
unchanged, or is that an option?
- If we put back the user information, how would we handle students
who were told to take Skills for Users as a prerequisite for Operator?
- Which do you think customers would prefer -- one 5-day course
covering everything, or two 3-day courses?
- When you refer to adding the User material back into the course, do
you mean adding it to the new Operator course or do you mean scrapping
the new one and just going back to the old one. Without looking at the
material, my feeling is that the new course plus User would add up
to 6 days.
I guess my preference would be to keep Skills as a pre-requisite and add
more material (as mentioned in .11) to bring Operator to 5 days. If
that is not an option, then I don't have strong feelings about 5 days
with Skills included vs. 3 days with Skills as a pre-req. If those are
the choices, I would say pick the one you think will make us the most
money.
Combining Skills and Operator in the same room is also a possibility,
but I wonder if two days is enough to do justice to the operator
topics. That brings us back to removing Skills from the old course to
make room for more operator stuff, which seems to be how we got into
this mess in the first place. :-)
- Ed
|
| 117.19 | If writing one well for a change is out of the question... | SWAM1::STERN_TO | Tom Stern -- Have TK, will travel! | Mon Nov 14 1994 19:44 | 12 |
| Mary Jo,
As I've said before, every time course development rewrites a course it
becomes less good. This in mind, I think it would be better to go back
to the 5-day, where the first 9 chapters include skills materials
rather than leave it the way it is.
Ideally, new material (which is actually OLD material that has been
removed before!) should be added. Things like REPLY, MONITOR, etc.
But if the only choices we are given are to go back to the previous
poorly-designed book or stay with the newer, even-more-poorly-designed
book, I guess I would have to go with the former.
|