Increase your productivity by using Oracle's Accreditation Program - our new framework to accelerate your knowledge of our Oracle products and Support framework. V$SESSION. This view lists. PROGRAM: VARCHAR2(48) Operating system program name: TYPE. Table 7-5 COMMAND Column of V$SESSION and Corresponding Commands. Number. V$session, the program column is populated on connection by our application on local db, yet on the remote database, it does not. Can anyone point me. View Oracle command column within v$session. substr(s.program,1,20) program, decode(s.command, 1,'Create table', 2,'Insert', 3,'Select', 6,'Update'. V$session.program column from an oci-program. Is this true or did I overlook something? If it is true, how does sqlplus and other orcale tools populate the. Column Datatype Description; SADDR: RAW. PROGRAM: VARCHAR2(48. Oracle Database Performance Tuning Guide for an example of using V$SESSION to help identify an. Difference between V$Process and v$session. Job queues will be processes Aq processes will be processes DBWn is a process Look at the PROGRAM column in v. Change Oracle JDBC Thin Client Identifier. When connecting to Oracle the JDBC driver identifies itself as "JDBC Thin Client" to Oracle (in v$session as the 'program'). There is also a 'Client. Info' column in v$session that might be used for this, but it's always empty. We have a need to identify different applications connecting to Oracle (which are running on the same host, so the 'machine' column in v$session is all the same), so is it possible to change how the Oracle JDBC Thin Client driver identifies itself (so we could put the application name in, for example)? Or is there a recommended way to do this? One restriction is that we're doing this within Struts for some of the applications, which is handling the connection setup internally. How can I set v$session. ODP. Net? If have tried to set the Client. ID property, but somehow it doesn't show up when I Query v$session. Open(); conn. Client. Id="FOOBAR"; I would prefer to use the program field, if possible, because this is what DBAs use determine the source of a connection. Also, this matches the Applicatio. Name property used by other . Net database drivers. If have seen an JDBC example where a set. Connection. Properties method is used to set a properties object that contains a value for v$session. Properties p = new Properties(); p. My program"); Oracle. Data. Source ds = new Oracle. Data. Source(); ds. Connection. Properties(p); I am looking for similar functionality in ODP. Net. Thanks,Marc.
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Atmospheric Science Programs CanadaMonitor Programs on Windows 7 Which Are Using Internet Connection If you are running Windows 7 operating system on your PC and also having Internet Connection then you should check the programs which are using that connection. Specially if the Internet connection is not much faster, then monitoring the programs is really helpful so that you can use the speed wisely. It's therefore understandable that you might want to monitor your usage. 'Netmeter' and 'Internet Usage Monitor' are personal programs designed for individual. There are many answers here detailing programs that will monitor and log internet usage for a pc, but I need that usage to be logged and broken down, detailing which. Home / Microsoft / Monitor Programs on Windows 7 Which Are Using Internet. monitor these kind of running programs. usage etc on single platform. To monitor. How do Employers Monitor Internet Usage at Work? Some programs enable employers to monitor and read employee emails. An ADSL modem. Here are 2 Excellent Software to Monitor Internet Usage in. Freemeter is another excellent bandwidth monitor that you can use to monitor your internet usage in. For instance, if you are downloading certain files and not getting the promised speed for download, then you should check if any other program is using the connection for other purposes. Anti- viruses or Internet Security programs may be responsible for slow connection if there are downloading their updates. Windows 7 users can monitor these kind of running programs which are using Internet. Resource Monitor is an application provided with Windows 7 where you can check the utilization of different resources on the computer. Same kind of program was also there in Windows XP/Vista but in 7, Microsoft has added lot many new features. You can monitor CPU, Memory (RAM), Network usage etc on single platform. 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Ohio Legal Assistance Foundation, Inc. The Ohio Legal Assistance Foundation, Inc. funds and enhances civil legal aid for Ohioans. Through the work of the Foundation.Although not yet lawyers, law students are still a part of the legal community, and therefore the Ohio Lawyers Assistance Program is still here to provide law. Evaluating multimedia presentations. I don’t like Power. Point. I’m happy to admit that; in fact I proclaim it loudly whenever I have the opportunity. Power. Point became popular because it made presentations easy, but I would argue that it makes them too easy, encouraging and enabling presenters to dumb down what they have to say, letting the slides speak for them and condensing complicated arguments into simplistic bullet points from which the audience is continually distracted by a jumble of irrelevant images, sounds, and animations. It doesn’t have to be this way — and if we’re going to use Power. Point in the classroom, we can’t allow it to be this way. It’s possible to use Power. Point as part of a presentation that is thoughtful, educational, and encouraging of higher- order thinking, that gives students a chance to apply, synthesize, and evaluate information rather than merely reciting it, that opens the door to debate rather than closing it. But to do that, we have to keep it in its proper context. Power. Point can be a powerful tool for enhancing good presentations, but it’s not a crutch for poor ones. A multimedia presentation is just another form of communication, and the same rules apply to multimedia that apply to writing or verbal communication: consider your audience, keep your topic in mind, and so on. And remember that multimedia is only one part of a complete presentation — it’s not a substitute for verbal communication, handouts, and answering questions from the audience. So when you use Power. Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59. 44 ISSN 1436-4522 (online) and 1176-3647 (print. Evaluating multimedia presentations. A PowerPoint presentation is just another form of communication. These rubrics, guides, and articles provide additional means of evaluating PowerPoint and other multimedia presentations. Point or ask your students to use it, think carefully about what your educational purpose is, and always keep that in mind. Don’t let the typical style of Power. Point drive your content and educational purpose; put the content first and find a style that reflects it. Four rules for multimedia presentations in education. When you consider adding a multimedia aid such as a slideshow to your presentation, or ask students to create a multimedia presentation, keep these four rules in mind. Communication is everything. First, always remember that a presentation aid is a vehicle for communication. It is not a work of art unto itself. It is not designed primarily to entertain or to display artistry, though artistry and entertainment can aid communication. Before you design a presentation — whether or not you use multimedia software — ask yourself What am I trying to communicate? Reducing Air Pollution - ARB Programs. Fuels Program. Fuels Multimedia Evaluation; Program Links. Background; Multimedia Evaluations of Changes in Fuels Specifications; Resolutions of California Environmental Policy. Evaluating Multimedia Language. Multimedia has long been used in language learning to. more interesting than the usual techniques. it should be like this that way more students will be attracted to these programs. Evaluating and selecting the appropriate software is a very important component of success in using multimedia systems in both educational and corporate settings. Computer-mediated multimedia (CMM) is the integration of two or. Evaluating Multimedia Programs In TexasEvaluating Multimedia Programs DownloadsWhat ideas, information, or emotions do you want your audience to take away? Before you assign your students a presentation, ask yourself what you want them to communicate — and make sure they ask themselves the same question.)Every decision you make from that point forward should take into account the answer to that question. Does the music from Chariots of Fire communicate something important about your topic, or is it just pleasant to listen to? If the latter, it’s irrelevant and therefore distracting. Does that piece of clip art communicate anything at all, beyond the fact that the presenter owns a nifty collection of clip art? Do flying and exploding slides enhance communication or merely distract your audience? Eschewing clip art doesn’t necessarily mean avoiding visuals or being boring. Consider taking original photographs or creating custom diagrams that serve literally to illustrate your topic rather than merely to decorate it. Then, explain those images verbally in your presentation and invite the audience to ask questions about them. Technology is only a tool. If the slideshow has no value apart from its content, neither does the technology. Evaluating multimedia programs for language learning: a case study. Uploaded by. Carmen Perez-Sabater. Views. connect to download. Get pdf. READ PAPER. Evaluating multimedia programs for language learning: a case study. Download. Title: Evaluating Multimedia Programs Summary: The following paper explores teaching and how specific tools can enhance student learning. In addition, various multimedia programs are evaluated so that the ones that are most. In evaluating and selecting multimedia materials to be used in training programs, criteria to consider include content propriety, technology fit, instructional effectiveness, and administrative handiness. (JOW). We have an obligation to teach not just the use of technology but the appropriate use of technology. Before you use presentation software to teach something or ask your students to use it in a presentation, ask yourself: Does the use of multimedia presentation software add value to the presentation? If you can’t name the way in which the presentation is enhanced by the use of multimedia slides, don’t use them. You’re wasting your time and your students’ time. This principle extends to all classroom use of technology and, for that matter, to any product you could ask students to create to demonstrate their knowledge or to share it with their peers. Whether it’s a database, a spreadsheet, a Web page, a traditional oral presentation, or something visual like a poster or a diorama, ask yourself what value the medium adds to the content. Does the medium enhance the content? Communicate it more effectively than a simpler medium (such as text or speech)? Make it easier to analyze and evaluate content you needed to work with anyway? If not, why choose that medium? I realize that the curriculum demands that we teach students to create multimedia presentations. But they shouldn’t be taught in isolation, because they won’t (or shouldn’t) be used in isolation in real life. You might consider giving students several options for visual aids for their presentation, and ask them to choose the format most appropriate to their content — and then assess them on the effectiveness of their choice. We commonly teach students to choose which type of graph (bar, pie, etc.) is most appropriate to their data; why not teach this skill for other kinds of visual aids as well? Communication goes both ways. Third, because everything in a K–1. The impact of Power. Point is often to shut down conversation, not to facilitate it, because while you can argue with a person, you can’t argue with sound bytes. Think about the phrase “bullet points” — as if you’re shooting ideas at your audience, which in a way you are. Don’t shoot ideas at your students, and don’t let your students shoot ideas at one another! Only so much information will fit on a Power. Point slide, so presenters should always elaborate orally on the text and images in their presentations, and the audience should be expected to listen and respond thoughtfully to that oral elaboration — not just to the bullet points on the screen. To facilitate interaction between presenter and audience, consider adding question cues or discussion prompts to the slideshow. Special slides could offer topics for discussion, specific questions, or simply an invitation to the audience (“Questions?”). Discussion slides could have a common appearance that sets them off from the rest of the slideshow and lets the audience know that their contribution is wanted. Make your assessment reflect your priorities. Finally, when you evaluate students’ presentations, judge the content first. It’s tempting, and easy, to give lots of points for artfully designed slides and clever use of clip art. But remember our first two rules: it’s not about the presentation, at least not primarily. So, when designing a rubric for multimedia presentations: Judge the content first. What has the student learned? Next, judge the communication. How effectively does the presentation communicate what the student has learned? Last, judge the presentation. How effective is the presentation as a presentation? In short, you can evaluate a multimedia presentation essentially the way you would a piece of writing, with the content of the writing first and the mechanics (grammar and spelling) last. You might want to think about presentations in terms of a version of the Five Features of Effective Writing: focus, organization, support and elaboration, style, and conventions, in that order. The five six features of effective writing presentations: a rubric. Here’s a (rough) rubric for evaluating multimedia presentations based on the features of effective writing. Elementary teachers may want to ramp down the level of expectations, but the principles remain the same. And remember, if you’re trying to improve a presentation rather than merely grade it, think about the features in this order. If you don’t have a focus, you don’t have anything! A note: to make the rubric clearer, I’ve used plain — and occasionally blunt — English. Obviously, you’d want to tone down the comments if you’re evaluating student work.)Focus. What’s the point of this presentation? What primary information is the presenter trying to convey, what argument is he/she making? How clearly does the presentation reflect the focus? Ignore the appearance of the slides for the moment. The presentation had a clear and consistent focus. I came away knowing exactly what point the presenter was trying to make. By the time he/she finished, I understood the presenter’s point clearly, but I had some doubts along the way. I am fairly certain what point the presenter was trying to make, but I’d like further clarification. On further reflection, I think I can figure out what the point of this presentation was, but I shouldn’t have to work this hard. I have absolutely no idea what this person was talking about. Organization. Are the slides presented in an order that makes logical sense and supports the focus of the presentation? Is the overall plan of the presentation evident and consistent? Is the information on each slide presented in a logical manner, with clear titles, headings, paragraphs, and bulleted or numbered lists? At every point in the presentation, I knew exactly where the presenter was and where we had been, and I had a sense of where we were going. I never lost sight of the presenter’s focus. I generally knew where the presenter was and where he/she was headed, but there were a couple of places where I was a little confused. Some of the slides may not have been clear, and a couple seemed outside the focus of the presentation. I was never totally lost during the presentation, but several of the slides were unclear or confusing, and there were several places where I wasn’t sure where the presenter was headed. Several of the slides seemed to deviate from the main point, and it was sometimes difficult to tell what was a page title, what was a heading, and what was regular text. 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