Sistema Universitario Ana G. Méndez Florida Campuses 421 DLP... · necesarias para la...

Sistema Universitario Ana G. Méndez

Florida Campuses

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

COIS 421

Database Applications Development

Desarrollo de Aplicaciones de Bases de Datos

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.

COIS 421 Development of Database Applications 2

Prep. 2005. Fernando Wilches MS. Rev. 2008. Ing Karina Ledesma MS.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Prontuario ........................................ .............................................................................. 3

Study Guide ....................................... .......................................................................... 11

Workshop One ...................................... ....................................................................... 18

Taller Dos ........................................ ............................................................................. 22

Workshop Three .................................... ...................................................................... 26

Taller Cuatro ..................................... ........................................................................... 29

Workshop Five/Taller Cinco ........................ ............................................................... 32

Anejo A/Appendix A ................................ .................................................................... 36

Anejo B/Appendix B ................................ .................................................................... 37

Anejo C / Appendix C .............................. .................................................................... 39

Anejo D/Appendix D ................................ .................................................................... 43

Anejo E /Appendix E ............................... .................................................................... 47

Anejo F/Appendix F ................................ ..................................................................... 49

Anejo G / Appendix G .............................. ................................................................... 50

Anejo H/Appendix H ................................ .................................................................... 51

Anejo I/Appendix I ................................ ....................................................................... 53

Anejo J/Appendix J ................................ ..................................................................... 55

Anejo K/ Appendix K ............................... .................................................................... 57

Anejo L/Appendix L .............................. ..................................................................... 59

Anejo M/Appendix M ................................ ................................................................... 60

Anejo N/Appendix N ................................ .................................................................... 61

Anejo O/Appendix O ................................ ................................................................... 62

Anejo P/Appendix P ................................ .................................................................... 64

Anejo Q/Appendix Q ................................ ................................................................... 65

Anejo R/Appendix R .............................. .................................................................... 66



Prontuario

Título del Curso Desarrollo de Aplicaciones de Bases de Datos Codificación COIS 421

Duración Cinco Semanas o según aplique

Prerrequisito COIS 420

Descripción

Curso electivo de la especialidad, el cual proveerá al estudiante las destrezas

necesarias para la administración, desarrollo y manejo de las bases de datos. El

estudiante desempeñara las funciones y tareas que se generan en el área de las bases

de datos relaciónales. Se enfatizan las funciones tradicionales con respecto a las tablas

o relaciones dentro del medio-ambiente de producción. Además, obtendrá experiencia

en las creación, desarrollo y manejo de una base de datos relacional, aplicación de

seguridad en microcomputadoras y redes de comunicación, así como el manejo y

control de los usuarios en la base de datos. El curso se complementará con la

implantación del medio ambiente internacional para el apoyo nacional de lenguajes.

Requiere Laboratorios.

Objetivos Generales

1. Administrar, desarrollar y manipular una base de datos relacional.

2. Crear, actualizar y eliminar datos e información.

3. Desarrollar técnicas qua le faciliten el manejo de objetos en la base de datos.

4. Desarrollar técnicas qua le permitan llevar a cabo proyectos de alta complejidad.

5. Resolver problemas con mayor facilidad mediante el uso de aplicaciones para la

manipulación de la base de datos.

6. Manipular las entidades lógicas y dispositivos físicos para el almacenamiento de

datos.

7. Manipular los usuarios en la base de datos.



Texto y Recursos

Oracle Database 10g Release 2 (10.2) Documentation

http://www.oracle.com/technology/documentation/database10gr2.html

Oracle Concepts 10g

http://download.oracle.com/docs/cd/B19306_01/server.102/b14220.pdf

Oracle Concept 9i

http://download.oracle.com/docs/cd/B10501_01/server.920/a96524.pdf

Jennins, R. (2007). Special Edition Using Microsoft Office Access 2007. Que

Publishing.

Evaluación

El esquema de evaluación que se utilizará en este curso es el siguiente: Entrega de Asignaciones (5) 20 puntos (c/u) = 100 puntos = 20%

Examen parcial 100 puntos = 100 puntos = 25%

Proyecto final 70 puntos = 70 puntos = 20%

Presentación de Video 30 puntos = 30 puntos = 10%

Participación, Asistencia e

Informes y presentaciones

de prácticas en clase

(5) 20 puntos (c/u) = 100 puntos = 25%

Portafolio 100 puntos =100 puntos = 10%

TOTAL = 500 puntos = 100%

Curva de Evaluación: A (100 – 90) (400 – 360 puntos) D (69 – 60) (279 – 240 puntos)

B (89 – 80) (359 – 320 puntos) F (59 – ) (239 – 0 puntos)

C (79 – 70) (319 – 280 puntos)

Asignaciones

Antes de cada taller, el/la estudiante deberá completar ciertas tareas asignadas que le

ayudaran a prepararse para las actividades que se realizarán en el taller; la asignación



deberá presentarse en el idioma en el cual se presentará el taller. No entregar éstos en

el tiempo establecido, conlleva a un descuento de 5 puntos por cada tardanza en la

entrega.

Examen Parcial

El examen incluye el material de los talleres uno y dos. El examen será en Inglés.

Proyecto Final

De la primera a la cuarta reunión, el/la estudiante trabajará individual o con

compañeros con quienes integrará el grupo que realizará un trabajo investigativo final.

Cada grupo trabajará una situación real o ficticia que desarrollará y presentará a la

clase. La solución de esta investigación se entregará en el taller quinto. Información

para este proyecto ver el Anejo F.

Presentación – Video

El estudiante seleccionará un tema de cualquier taller y elaborará una presentación en

video que será mostrada en el taller 5. Ver Anejo G

Informes y presentaciones de prácticas

En cada taller el facilitador asignará por lo menos un trabajo individual o en grupo para

ser presentado a la clase en cada taller. El facilitador escogerá los temas del texto,

anejos o del Internet según su criterio y explicará las bases del trabajo y lo qué espera

como resultado por parte de los estudiantes. El facilitador combinará la participación y

reporte o resultados de los trabajos en grupo o individual, para los correspondientes 20

puntos en cada taller.



Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado para

promover el desarrollo de cada estudiante como un profesional bilingüe. Cada

taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que

el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,

el modulo debe especificar que se utilizaran ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si

un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,

bien puede escoger el idioma de preferencia para hacer la pregunta. Sin

embargo, el facilitador deberá contestar la misma en el idioma designado para

ese taller. Esto deberá ser una excepción a las reglas pues es importante que

los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de

lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo

en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se

preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un

promedio de diez (10) horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador

evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el

trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:

permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en

adición al trabajo a ser repuesto.

Toda tarea a ser completada antes de taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las siguientes

opciones:



a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en

la nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a

dos por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee

una excusa válida y verificable, el facilitador determinara una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad a ser repuesta.

6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr un

trabajo de excelencia, pero recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se debe entender que todo trabajo sometido esta citado

apropiadamente o parafraseado y citado dando atención al autor. Todo

estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,

copiado o presente trazos de otro será calificado con cero (vea la política de

honestidad académica).

8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y

entregar copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el

salón de clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen SUAGM y el curso.



Nota: Si por alguna razón no puede acceder las dire cciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y

sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre

ellas están :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o

añadir algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo.

Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,

reflexionando a través de nuestras experiencias, podemos construir nuestro propio

conocimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”

que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una

conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.

También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de

nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando

activamente construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse

en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los

conceptos primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar

dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información

sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Study Guide

Course Title Data Base Applications Development

Code COIS 421

Time Length Five Weeks or as applicable

Prerequisite COIS 420

Description

Major elective course in which the student will be provided with all the necessary

tools for the management and development of a relational database. Students will be

exposed to the functions and key tasks required of a database administrator in a

production environment. They will also have hands-on experience on creating and

starting up a database, managing data, implementing security and data integrity

measures and granting data access privileges to individual users the opportunity to

learn how to implement Database Systems in an international environment using

national language support is provided in this course. Requires laboratory.

General Objectives

1. Administrate, develop and manage a relational Database.

2. Create, update and delete data and information.

3. Develop Techniques to facilitate objects management in the database.

4. Develop techniques to allow developing complex projects

5. Resolve problems effectively using software to manage databases.

6. Manipulate logic entities and physical devices to storage data.

7. Manage Database users.

Texts and Resources

Oracle Database 10 g Release 2 (10.2) Documentation

http://www.oracle.com/technology/documentation/database10gr2.html

Oracle Concepts 10g


Oracle Concept 9i


Jennins, R. (2007). Special Edition Using Microsoft Office Access 2007. Que

Publishing.



Evaluation

Students in this course will be evaluated as follows: Weekly Assignments (5) 20 points each one =100 points = 20%

Midterm Exam 100 points =100 points = 20%

Final Project 50 Points = 70 points =20%

Video presentation 30 points = 30 points = 10%

Class Participation,

Attendance, Reports and

case presentations in class.

(5) 20 points each one =100 points = 20%

Portfolio 100 points =100 points = 10%

=500 points =100%

The evaluation schema in this course will be as follow: Evaluation Curve A (100 – 90) (400 – 360 points) D (69 – 60) (279 – 240 points)

B (89 – 80) (359 – 320 points) F (59 – ) (239 – 0 points)

C (79 – 70) (319 – 280 points)

Weekly Assignments

Before each workshop students will complete certain assignments that will help student

to be prepared for the workshop activities. This assignment should be presented in the

language in which the workshop will be presented. A late assignment will be penalized

by discounting 5 points for workshop it is late.

Mid Term Exam The exam will include all the material from workshop one and workshop two. This exam

will be in English.



Final project

From the first to the fourth workshop, students will work individual or in group in the final

project. Each group will work with a real or fictitious situation to develop and present it to

the class. The solution to this project will be handed in at the beginning of workshop

fifth. See Appendix F.

Video Presentation

Students will choose a topic of the 5 modules of this course and will develop a vidoe

presentation which will be showed at Workshop 5. See Appendix G for details

.

Reports and class practices

The facilitator will assign at least one individual or group work to present to class in

each workshop. The facilitator will choose the Topics from the text book, appendixes or

the Internet and explain the basis of the exercise, and the output expected from the

students. The facilitator will combine class Participation, attendance and the individual

or group reports and presentation to give the 20 points in each workshop.



Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based

Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

English and Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified. The language

used in the workshops will alternate to insure that 50% of the course will be

conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop,

dividing that workshop’s time and activities between the two languages. If

students have difficulty with asking a question in the target language in which the

activity is being conducted, students may choose to use their preferred language

for that particular question. However, the facilitator must answer in the language

assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not

apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare

in advance for each workshop according to the course module. Each workshop

requires an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a

workshop must present the facilitator a reasonable excuse. The facilitator will

evaluate if the absence is justified and decide how the student will make up the

missing work, if applicable. The facilitator will decide on the following: allow the

student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the

following options:



a. If a student misses two workshops, the facilitator may lower one grade based

on the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class

activities are extremely important as it is not possible to assure that they can be

made up. If the student provides a valid and verifiable excuse, the facilitator may

determine a substitute evaluation activity if he/she understands that an equivalent

activity is possible. This activity must include the same content and language

components as the oral presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However,

each member will have to collaborate to assure the success of the group and the

assessment will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own (see

Academic Honesty Policy).

8. If the Facilitator makes changes to the study guide, such changes should be

discussed with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior in the university

community established by the institution and in this course.



Note: If for any reason you cannot access the URL’s presented in the module, do

not stop your investigation. There are many search engines and other links you

can use to search for information. These are some examples:

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

The facilitator may make changes or add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism is

a philosophy of learning founded on the premise that, by reflecting on our experiences,

we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Workshop One

Specific Objectives

1. Describe the basic concepts of a relational database.

2. List the core database administrator task.

3. Outline the Oracle architecture and its main components.

4. List the structures involved in connecting a user to an Oracle Instance.

5. Getting started with Oracle server.

6. Installing and creating a database.

Language Objectives:

1. Express them selves orally and in writing using English as the language of

communication.

2. Develop a database technical vocabulary.

3. Use the reading material effectively and be able to summarize in their own words

Electronic Links (URLs):

Dell Case Study

http://www.youtube.com/watch?v=2rbbs57-egg

A Day in the Life - Database Administrator (3pts)

http://www.youtube.com/watch?v=nn9tNvy8lUk&feature=related

Oracle Concept 10g


Oracle Concept 9i


The Online Community for database issues and solutions

http://www.dbazine.com

Getting Started with the Oracle Architecture http://www.oracle.com/technology/books/pdfs/sample%20chapter1459.pdf

Oracle 10g installs on Linux

http://www.puschitz.com

Oracle DBA and development articles, scripts, HowTOs and forums

http://www.oraclebase.com

Oracle Technology Network.



http://otn.oracle.com

---- Check these ones ---

Oracle Knowledge Base

http://oracle.ittoolbox.com

Knowledge Storm Database

http://database.knowledgestorm.com/ksdatabase

DataBase Journal Forums

http://forums.databasejournal.com/

Hot query for Oracle

http://www.hotquery.com

Learn Oracle DB Administration

http://www.technow.com

Assignments before Workshop One:

Watch the following videos

1. Dell Case Study (3pts)

http://www.youtube.com/watch?v=2rbbs57-egg. Then answer:

• What was the challenge that DELL experience?

• What is special with Oracle 10g?

• List the new words and find the meaning.

2. A Day in the Life - Database Administrator (3pts)

http://www.youtube.com/watch?v=nn9tNvy8lUk&feature=related

• Why do you think is important the DBA tasks?

3. Go to www.moster.com and find the responsibilities for a DBA, you will see the

current job postings. Select 2 jobs that you will apply. (you can enter as keyword

: dba or dba oracle then hit search) Print the job page and highlight the main

DBA responsabilities. (3 pts)

4. Download the following documents then save it. This will be your guide during

COIS-421. Keep it handy.

• Oracle Concepts 10g




• Oracle Concept 9i


5. Review and investigate in the web the Oracle Architectural components. Make

sure you understand the concepts. Research at the internet and come prepared

to discuss in class about this architecture.

• Basic Oracle Architecture

http://monishsb.wordpress.com/2008/05/24/basic-oracle-architecture/

• The Basics of Oracle Architecture

http://www.dbapool.com/articles/021306.html

Once you finish draw your own oracle architecture components (10 pts).

Use Appendix A for cover paper for answers to Assignments 1, 2, 3 and 5.

Be prepared to participate in class. The homework is due beginning of class.

Activities :

1. The facilitator will start the class with an Icebreaker activity.

2. The facilitator will explain course objectives, laboratory rules and module.

3. The facilitator will verify that all students are enrolled in the class.

4. Students will interact with facilitator reviewing the following concepts: Relational

Database Systems, how data is organized, Integrity constraints, Structure Query

Language, Task of a Database Administrator.

5. Facilitator will explain with a PowerPoint presentation how to establish a

connection and create a session and the Oracle Architectural Components:

Oracle Server, Oracle Instance, Oracle Database, Physical, Memory structure.

6. Facilitator will cover the System Global area components: Shared Pool, Library

cache, data dictionary cache, buffer cache, redo log buffer, large pool, java

pools.

7. Facilitator will explain the oracle background process (DBWR, LGWR, SMON,

PMON, CKPT, ARC). Students will interact based on the research they have

done before class.

8. The facilitator will demonstrate an Oracle Installation on Windows.

http://www.oracle.com/technology/obe/10gr2_db_single/install/wininst/wininst_ot

n.htm



9. The facilitator will demonstrate how to create a database.

10. Facilitator will cover with a PowerPoint presentation managing an Oracle

Instance (Parameter file, creating an spfile, modifying parameters in spfile,

phases of startup, alter database command, restricted mode, shutdown options,

alert.log file, background trace files, user trace files)

11. The facilitator will discuss the assignments for the next workshop.

Assessment:

1. Students will fill out the ‘Muddiest Point Form’ document (Appendix B) of this

Workshop.

2. Written report rubric (Appendix H).

3. Class participation rubric (Appendix I).



Taller Dos

Objetivos Específicos:

1. Identificar los contenidos y usos del diccionario de datos, entender como las

vistas del diccionario de datos son creadas así como identificar las categorías de

vistas en el diccionario de datos

2. Explicar el uso y contenido del control file. Poder administrar y multiplex el

control file.

3. Explicar el propósito y estructura de los archivos online redo log. Conocer

cuando se hace un redo log switch y para que sirven los checkpoints.

Administrar y multiplex los archivos de redo log.

4. Definir el propósito de los tablespaces y datafiles, crear y administrar los

tablespaces.

5. Describir la estructura lógica del la base de datos y obtener information del

diccionario de datos.

Objetivos de Lenguaje:

1. El estudiante expresar los conceptos aprendidos en este modulo por escrito,

teniendo en cuenta las reglas de gramática y ortografía.

2. El estudiante podrá entablar una conversación técnica acerca de los conceptos

de este taller así como mostrar las aplicaciones prácticas del mismo, usando

lenguaje apropiado y académico.

Enlaces Electrónicos (URLs):

Administración Básica de Oracle (por Francisco Fernández Martínez)

http://www.santodomingovip.com/Tutoriales/Archivos/CursoDBA9i1_parte1.pdf

Administración de Oracle 10g

www.geocities.com/angelweb6/oracle.pdf

Manual de Administración de Base de Datos I

http://www.codigolibre.org/curso/Manual_de_Administracion_de_Base_de_Datos_I.pdf

Oracle – Administración de Bases de Datos

http://dis.unal.edu.co/~icasta/dir_doc/admon_bd/oracle_admon.pdf

Oracle Concepts 10g




Oracle Concept 9i


Getting Started with the Oracle Architecture

http://www.oracle.com/technology/books/pdfs/sample%20chapter1459.pdf

Oracle Tecnology Network


Revista electrónica mensual especializada en Oracle

http://www.dbazine.com

Artículos muy interesantes sobre Oracle 10g (incluida instalación)

http://www.puschitz.co

Artículos y preguntas a uno de los gurús de Oracle

http://www.oraclebase.com

Descargas de sw, documentación, foros, artículos, scripts, etc.


Asignaciones antes del Taller Dos

Instrucciones:

1. Revisar los siguientes conceptos (4 pts)

http://www.santodomingovip.com/Tutoriales/Archivos/CursoDBA9i1_parte1.pdf

2. Luego contestar las siguientes preguntas (8 pts)

• ¿Cuáles son los componentes del SGA, describirlos con tus propias

palabras?

• Describir principales funciones de los procesos de background

• ¿Qué es el diccionario de Datos?

• ¿Qué es el control file?

• ¿Para qué sirven archivos de los redo log?

• ¿Qué es un tablespace? Menciona principales tablespaces para que

Oracle funcione.

3. Revisar y analizar el siguiente documento (Pgs. 30,31 y 32) (8pts)

http://www.oracle.com/technology/books/pdfs/sample%20chapter1459.pdf

4. Luego contestar las siguientes preguntas:

• ¿Porqué hacer multiplexing?



• ¿Cómo hacer multiplexing del archivo de control y de los archivos de redo

log?

5. Continúe trabajando con el portafolio (Anejos K al R).

Actividades

1. Discusión de los puntos más confusos del Taller 1.

2. Los estudiantes participarán sobre la información de los conceptos asignados

para este taller (5 min)

3. El facilitador explicará los siguientes conceptos: El diccionario de datos,

contenidos del diccionario de datos, como se puede usar el diccionario de datos,

categorías de las vistas en el diccionario de datos, ejemplos del diccionario de

datos, tablas dinámicas del diccionario de datos.

4. El facilitador mostrará a los estudiantes la importancia del archivo de control.

Abordará temas sobre: contenido del archivo de control, multiplexing el archivo

de control usando un pfile o un spfile, como obtener información del archivo de

control

5. El facilitador mostrará a los estudiantes la importancia de los archivos de redo

log, complementará con los siguientes conceptos: estructura y funcionamiento

de los archivos de redo log. ¿Qué son los redo log switch y los checkpoint?

¿Cómo adicionar miembros y grupos a los archivos de redo log? ¿Cómo

reubicar los archivos de redo log? ¿Cómo obtener información de los archivos

de redo log en la base de datos?

6. El facilitador explicará los temas de administración de Tablespaces y datafiles,

estos incluirán: Tipos de Tablespaces, como crear los Tablespaces,

administración de espacio en un tablespace (locally, dictionary manage). UNDO,

TEMP tablespace, poniendo un tablespace offline, cambiando las características

de almacenamiento y tamaño. Como adicionar un datafile a un tablespace.

Obteniendo información de los Tablespaces en el diccionario de datos.

7. El facilitador abarcará los temas de almacenamiento: Tipos de segmentos,

bloque de base de datos, ASSM, obteniendo información de almacenamiento en

el diccionario de datos.



8. Se realizará un laboratorio (1hr) que comprende los siguientes conceptos. Al

final de este los estudiantes entregarán el trabajo al facilitador.

a. Diccionario de Datos

b. Archivos de Control

c. Archivos de redo log

d. Tablespaces y datafiles

9. El facilitador aclarará dudas relacionadas a las tareas del siguiente taller.

a. El estudiante se preparará para el examen parcial que será escrito sobre

los conceptos aprendidos en el taller 1 y taller 2.

b. El estudiante investigará sobre los conceptos del taller 3, ver enlaces y

asignación antes del taller 3.

c. Revisión del Anejo F y G para taller 5

Auto Evaluación: 1. Los estudiantes llenarán el Anejo B – Puntos más confusos del Taller 2

2. Los estudiantes entregarán los ejercicios y tareas desarrolladas en este taller

con sus respectivos nombres.

3. Con propósito de investigación, el facilitador revisará los puntos más importantes

del siguiente taller. Revisar los enlaces web del taller 3.

4. Matriz valorativa para trabajos escritos (Anejo H).

5. Matriz valorativa para participación en clase (Anejo I).



Workshop Three

Specific Objectives

At the end of the workshop, the student will be able to:

1. Describe the purpose of undo data and Implement Automatic Undo management

2. Identify the various methods of storing data, outline Oracle data types

3. Create regular and temporary tables and manage storage structures within a

table.

4. Create various types of indexes, reorganize and maintain them

5. Implement data integrity constraints


1. Express themselves orally and in writing using English as the language of

communication.

2. Develop a database technical vocabulary.



SQL Transaction management

http://www.tutorialized.com/view/tutorial/Oracle-DBA-FAQ-Understanding-SQL-Transaction-

Management/13350

Automatic Undo Management

http://download.oracle.com/docs/cd/B10501_01/server.920/a96521/undo.htm#8888

http://www.oracle-base.com/articles/9i/AutomaticUndoManagement.php

http://www.dbasupport.com/oracle/ora9i/undo.shtml

Managing Tables

http://download.oracle.com/docs/cd/B10501_01/server.920/a96521/tables.htm#17307

http://www.articlescloud.com/oracletables.htm

http://www.java2s.com/Tutorial/Oracle/0120__Table/Catalog0120__Table.htm

http://www.dba-oracle.com/concepts/create_tables.htm

http://www.exforsys.com/tutorials/oracle-10g/oracle-10g-creating-tables.html

Managing Indexes

http://download.oracle.com/docs/cd/B10501_01/server.920/a96521/indexes.htm#10473

http://it.toolbox.com/blogs/confessions/how-to-use-oracle-19-intro-to-indexes-13080

http://www.java2s.com/Tutorial/Oracle/0180__Index/0020__Create-Index.htm



Oracle SQL Tutorial

http://dbis.ucdavis.edu/courses/sqltutorial/tutorial.pdf

Assignments before Workshop Three:

1. What is a transaction? How to start a new transaction? How to end the current

transaction? Provide an example.

2. What is undo? How to create an undo tablespace?

3. What are the oracle datatypes we could use when creating a table?

4. Write your own table creation statement. It should contain integrity constraints.

5. Why indexes are important? Explain in your own words. Write a index create

statement for the table you created before.

6. Review the Appendix F and G in order to start working :

• The final project – Appendix F

• Video Presentation - max. 10 min - Appendix G

7. Continue working with your portfolio (Appendixes K to R).

Activities :

1. Facilitator will review the muddiest points form Workshop 2.

2. Students will be ready for a midterm exam which contains concepts and

exercises from workshops I and II.

3. The facilitator will explore the following concepts related to UNDO tablespace:

the undo segment purpose, read consistency, transactions and undo data,

storing undo data, types undo segments, automatic undo management

configuration, altering and dropping the undo tablespace. Obtaining undo

segment information.

4. The students will do a lab practice related with the previous concepts. Appendix

D.

5. Facilitator will cover with a PowerPoint presentation what is an schema?, Oracle

Built-in Data Types, structure of a row, creating a table, guidelines for creating a

table, truncating and dropping a table, obtaining table information at the data

dictionary.

6. Students will do a lab practice: Managing Tables - Appendix D.



7. Facilitator will explain the INDEX concepts: B-tree and bitmap index, creating an

index, changing storage parameters, allocating and de-allocating space,

rebuilding indexes, dropping indexes, obtaining index information from data

dictionary.

8. Students will follow a lab practice: Managing INDEX - Appendix D.

9. Facilitator will show the students the data integrity concepts: Types of

constraints, immediate or deferred constraints, primary key and unique key

enforcement , foreign key considerations, defining constraints while creating a

table, guidelines for defining constraints, obtaining constraint information

10. Students will follow a lab practice: Managing Data Integrity - Appendix D.

11. The facilitator will explain the homework for workshop 4

• Students will prepare the second draft for :

i. the final project – See Appendix F

ii. A 5-10 min video presentation. See Appendix G

• Students will review the links for workshop 4 and be ready to participate in

class

Assessment:

1. Muddiest points form – Workshop 3 (Appendix B).

2. Class Participation and labs rubrics

3. Written Report Rubric

4. Oral Presentation Rubric.



Taller Cuatro Objetivos Específicos:

1. Administrar perfiles, controlar el uso de recursos en los perfiles, obtener

información acerca de los perfiles, administración de claves de acceso y

recursos.

2. Crear nuevos usuarios, modificar y eliminar usuarios existentes, obtener

información de usuarios existentes en la base de datos.

3. Identificar privilegios del sistema y objetos, usar las clausulas de grant y revoke

de privilegios.

4. Crear y modificar roles, controlar la disponibilidad de roles, remover roles, usar

roles predefinidos, buscar información de roles en el diccionario de datos

5. Mencionar las categorías de auditoría, habilitar auditoria para la instancia,

opciones de auditoría

Objetivos del Lenguaje:

1. El estudiante expresará los conceptos aprendidos en este taller teniendo en

cuenta las reglas de gramática y ortografía.

2. El estudiante presentará por escrito el primer borrador de su trabajo de

investigación.

3. El estudiante incrementará el vocabulario de administración de base de datos.

Enlaces Electrónicos (URLs):

Administrando Privilegios de Usuarios, Roles y Perfiles

http://download.oracle.com/docs/cd/B19306_01/network.102/b14266/admusers.htm#i10

12785

Manejando Usuarios y Recursos

http://download.oracle.com/docs/cd/B10501_01/server.920/a96521/users.htm#15759

Manejando Privilegios y Roles

http://download.oracle.com/docs/cd/B10501_01/server.920/a96521/privs.htm

¿Qué es un Perfil?

http://www.orafaq.com/wiki/Profiles_and_password_management

Perfiles y recursos

http://www.siue.edu/~dbock/cmis565/module13-profile_resource.htm

Gestión de privilegios y recursos



http://www.redcientifica.com/oracle/c0004p0004.html

http://www.redcientifica.com/oracle/

ORACLE: Seguridad

http://www.infor.uva.es/~jvegas/cursos/bd/oraseg/oraseg.html

Creando Usuarios

http://martincx.wordpress.com/2008/03/13/oracle-9i-release-2-creando-usuarios-resolviendo-

problemas/

Como otorgar y remover privilegios en Oracle

http://www.oracle-dba-online.com/sql/grant_and_revoke_privileges.htm

http://www.dba-oracle.com/concepts/grant_user_privileges.htm

Asignaciones antes del Taller Cuatro

Instrucciones:

Leer el primer documento de enlaces electrónicos (URL’s) y responder las siguientes

preguntas (15 pts)

1. ¿Qué es un perfil de usuario? (Profile) ¿Qué puedo especificar cuando creo un

profile?. Escribir un ejemplo de creación de profile (llamado profile_test) deberá

incluir en el profile si el usuario tiene un tiempo de 30 min sin hacer ninguna

operación que se desconecte automáticamente de la base de datos.

2. ¿Qué cláusulas son importantes especificar cuando se crea un usuario?

Describirlas.

3. Escribe el comando para crear el usuario de prueba con la clave de acceso

welcome que esté asignado al tablespace USERS con cuota de 100MB y que

tenga como tablespace temporal TEMP, asignarle el perfil que creó en #1

(profile_test)

4. ¿Qué son system privileges y object privileges? mostrar 5 ejemplos de cada uno,

¿para que usaría system o object privileges? ¿Cuál es la diferencia entre el

privilegio SYSDBA y SYSOPER?

5. ¿Para qué sirven los roles? ¿Cuál es la ventaja de usar roles? ¿Qué rol contiene

el privilegio de create sesión? Escribir el SQL para: Crear un role test_role y

asignar 3 system privileges luego asignar el test_role al usuario test.

6. Entregar el segundo borrador de su proyecto final y el script del tema que

expondrán en el video (5pts)



7. Continúe trabajando con el portafolio.

Actividades : 1. Discusión de los puntos más confusos del taller 3.

2. Los estudiantes participaran sobre la información de los conceptos asignados

para este taller (5 min)

3. El facilitador explicara los siguientes conceptos: administración de password,

habilitar bloqueo de cuenta, expiración de passwords. Creación, modificación y

eliminación de perfil de usuario (profile), como habilitar limites de recursos a

nivel de base de datos.

4. Los estudiantes seguirán un laboratorio dirigido por el facilitador: Administrando

seguridad de passwords y recursos – Anejo E.

5. El facilitador mostrara a los estudiantes como crear usuarios, asignar cuotas en

los Tablespaces, modificar y eliminar usuarios. Como obtener información del

diccionario de datos respecto a los usuarios en la BD.


usuarios – Anejo E.

7. El facilitador mostrara a los estudiantes la importancia de administrar privilegios.

Tipos de privilegios (system, object). Como trabajar con privilegios y comandos:

grant y revoke. Como obtener información de privilegios en la base de datos.


Roles – Anejo E.

9. El facilitador explicara el tema de auditoría en la base de datos, diferentes

niveles de auditoría en la base de datos.

Auto Evaluación: 1. Los estudiantes llenaran el Anejo B – Puntos más confusos del Taller 4.

2. Los estudiantes entregaran laboratorios desarrollados en este workshop.

3. Con propósito de investigación, el facilitador revisara los puntos más importantes

del siguiente workshop en el cual habrá:

a. Projecto Final – Ver anejo F

b. Desarrollar una presentación en video max. 10 min - Ver Anejo G.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives:

1. Describe the basics of database backup, restore and recovery.

2. List the types of failure that may occur in an Oracle Database.

3. Identify the importance of checkpoints, redo log files, and archived log files.

4. Identify the phases of instance recovery.

5. Configure ARCHIVELOG mode.


1. Express themselves orally and in writing using English or Spanish as the

language of communication.

2. Increase their database technical vocabulary.



Oracle 11g

http://www.youtube.com/watch?v=OiZKUx4qlx8

Oracle 10g

http://www.oracle.com/pls/db102/homepage

http://download.oracle.com/docs/cd/B19306_01/server.102/b14220/toc.htm

Oracle 9i

http://www.oracle.com/pls/db92/db92.homepage

http://download.oracle.com/docs/cd/B10501_01/server.920/a96524/toc.htm

Oracle Concepts 10g


Oracle Concept 9i




Assignments before Workshop Five

1. Have your final project ready to be delivered before class.

2. Make sure you upload and test the Video presentation.

3. Read the following documents

a. Overview of Database Backup and Recovery Features

http://download.oracle.com/docs/cd/B19306_01/server.102/b14220/intro.htm#sth

ref159

Chapter 15 Backup and Recovery,

b. http://download.oracle.com/docs/cd/B19306_01/server.102/b14220/backrec.htm#

i1005802

4. Then answer the following questions in English. Use the appendix A to deliver your

answers:

1. What are the structures used for recovery?

2. What is the difference between Consistent and Inconsistent Backups

3. When to Use Media Recovery?

4. Differences between complete and incomplete recovery.

5. Find a news article related to Oracle or any relational database and summarize it in

Spanish.

Activities: 1. The facilitator will discuss the muddiest points from Workshop 4 (in Spanish).

2. Students will collaborate with the facilitator to discuss the concepts assigned for

this workshop (in Spanish).

3. The facilitator will discuss the following topics: Backup & recovery problems,

error categories (statement, user process, network, user, instance, media

failures), common problems and solutions.

4. Recuperating an instance: faces in the recovery of a database (rolling forward,

rolling back) (in English).

5. Students will create a concept map about the importance of checkpoints and the

redo file log (in English).



6. The facilitator will discuss why it is recommendable to have a database

configured as an Archive log mode (in English).

7. Students will present their final Project and video (in the language specified).

8. Students will write their reflexive diary entry.

9. Closing activity – to be determined by the facilitator

10. The student representative will start the class evaluation process.

11. Students will hand in their portfolios. Assessment:

1. Class Participation.

2. Final project and video presentation.

3. Written report rubric

4. Oral presentation rubric.

5. Class participation rubric.

6. Portfolio rubric.



Anejos/Appendixes



Anejo A/Appendix A

Sistema Universitario Ana G. Méndez

Florida Campuses

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

Titulo de la Asignación/Assignment Title

Taller/Workshop

© Sistema Universitario Ana G. Méndez, 2008

Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.



Anejo B/Appendix B Muddiest Points Form Workshop #_____ Name: ________________________ Date: _____________ ________ Please write the points that you understood the most in today’s workshop: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please write, what you did not understand about today’s workshop. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Tell us, how you can work out the difficulties that you might have, if any:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________ Name Signature

Please hand it at the end of the workshop.



Hoja de Punto más confuso Taller #_____ Nombre: ________________________ Fecha: __________ ___________ Favor de indicar cuál fue el punto que entendió mejor sobre el material del Taller: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Favor de indicar que no entendió bien sobre el material del Taller: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Indique en que forma puede superar las dificultades que tiene, si alguna:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________ Nombre Firma

Favor de entregar al finalizar del Taller.



Anejo C / Appendix C

Workshop 2

Data Dictionary 1. Which of the following statements are true about the data dictionary?

a) The data dictionary describes the database and its objects. b) The data dictionary includes two types of objects: base tables, data dictionary

views. c) The data dictionary is a set of tables. d) The data dictionary records and verifies information about its associated

database. e) All of the above

2. Base tables are created using the catalog.sql script. a) True b) False

3. Data dictionary views are static views. a) True b) False

4. The information for a dynamic performance view is gathered from the control file. a) True b) False

Practice Lab: Connected to a database as sysdba . Copyright © Oracle Corporation, 2001. All rights reserved.

Data Dictionary 1. Find a list of the data dictionary views. 2. Identify the database name, instance name, and size of the database blocks. Hint: Query the dynamic performance views V$DATABASE, V$THREAD, and V$PARAMETER. 3. List the name of the data files Hint: Query the dynamic performance view V$DATAFILE. 4. Identify the data file that makes up the SYSTEM tablespace Hint: Query the data dictionary view DBA_DATA_FILES to identify the SYSTEM tablespace datafile. 5. How much free space is available in the database and how much is already used? Hints - Query the data dictionary view DBA_FREE_SPACE to show how much free space is available in the database. - Query the data dictionary view DBA_SEGMENTS to display how much space is already used. Control File 1. Where is the existing control file located and what is the name? Hint: Query the dynamic performance view V$CONTROLFILE. Note: You can



also use V$PARAMETER, or execute the SHOW PARAMETER command to display the name and the location of the control file. 2a. Try to start the database without any control files. Simulate this by changing the name of the control file in the parameter file or changing the control file name. What happens? Hints - Connect as user SYS. - Shutdown the database using the IMMEDIATE option. - Using OS command line, copy the control file .ctl as a .bak extension. - Remove the control file .ctl. - Start the database. 2b. To solve this problem, shutdown the database, rename the copied control file to the appropriate name, and startup the database 3. Multiplex the existing control file, using the directory u02, and name the new control file ctrl02.ctl. Make sure that the Oracle server is able to write to the new control file. Confirm that both control files are being used. Hints - Before shutting down the database alter the SPFILE (SCOPE=SPILE) to add the new control file to the initialization file. or modify the pfile in case the db is using it. - Shut down the database, and copy the existing control file to a new file with the name ctrl02.ctl in the directory u02. - Start up the database. - Query the dynamic performance views V$CONTROLFILE or V$PARAMETER, or use the SHOW PARAMETER command to confirm that both control files are being used. Redo Logs 1. List the number and location of existing log files and display the number of redo log file groups and members your database has. Hints - Query the dynamic performance view V$LOGFILE. - Use the dynamic performance view V$LOG. 2. In which database mode is your database configured? Is archiving enabled? Hints - Query the dynamic performance view V$DATABASE. - Query the dynamic performance view V$INSTANCE 3. Add a redo log member to each group in your database, using the following naming conventions: Add member to Group 1: log01b.rdo Add member to Group 2: log02b.rdo Verify the result. Hints - Execute the ALTER DATABASE ADD LOGFILE MEMBER command to add a redo log member to each group. - Query the dynamic performance view V$LOGFILE to verify the result.



1. Add a redo log group with two members located on u03 and u04 using the following naming conventions and verify the result.

Add Group 3: log03a.rdo and log03b.rdo Hints - Execute the ALTER DATABASE ADD LOGFILE command to create a new group. - Query the dynamic performance view V$LOGFILE to display the name of the new members of the new group. - Query the dynamic performance view V$LOG to display the number of redo log file groups and members. Tablespaces 1. Create permanent tablespaces with the following names and storage: a. DATA01 data dictionary managed. b. DATA02 locally managed with uniform sized extents. Ensure that every used extent size in the tablespace is a multiple of 100 KB. c. INDEX01 locally managed with uniform sized extents of 4K. Enable automatic extension of 500 KB when more extents are required with a maximum size of 2 MB. d. RONLY for read-only tables with the default storage. DO NOT make the tablespace read only at this time. e. Display the information from the data dictionary. Hint: Information about tablespaces can be viewed using any of the following queries. - DBA_TABLESPACES - V$TABLESPACE - V$DATAFILE 2. Allocate 500K more disk space to tablespace DATA02. Verify the result. 3. Relocate tablespace INDEX01 to subdirectory u06. Verify relocation and status of INDEX01. Hints - Take the INDEX01 tablespace offline. - Use V$DATAFILE to verify status. - Use operating system move command to move the tablespace to u06. - Use ALTER TABLESPACE to relocate the tablespace. - Place the INDEX01 tablespace online. - Use V$DATAFILE to verify status. 4. Create a table in tablespace RONLY. Make tablespace RONLY read-only. Run a query to verify it. Then atempt to create an additional table TABLE2. Drop the first created table, TABLE1.What happens? 5. Drop tablespace RONLY and the associated datafile. Verify it. 6. Set DB_CREATE_FILE_DEST to $HOME/ORADATA/u05 in memory only. Create tablespace DATA03 size 5M. Do not specify a file location. Verify the creation of the data file.



Space 1. List the free space available by tablespace. The query should display the number of fragments, the total free space, and the largest free extent in each tablespace.



Anejo D/Appendix D

Practice : Managing Undo Data Copyright © Oracle Corporation, 2001. All rights reserved.

1. Connect as user SYSTEM/MANAGER, and list the undo segments in tablespace UNDOTBS.

2. Create undo tablespace UNDO2, size 15 MB, in $HOME/oradata/u03. List the rollback segments in tablespace UNDO2.

3. In a new telnet session start SQL*Plus and connect as user HR and run script lab10_03.sql to insert a row into table DEPARTMENTS. Do not commit, roll back,or exit the session.

4. In the session in which you are connected as SYS, using the ALTER SYSTEM command, switch the UNDO tablespace from UNDOTBS to UNDO2 for the instance.

5. As SYS drop tablespace UNDOTBS. What happened?

6. List the undo segments in tablespace UNDOTBS and their status. Compare this list to the list in step 1.

7. In the session connected as HR, roll back the transaction and exit the session.

8. In the session connected as SYS drop tablespace UNDOTBS. What happened?

9. As SYS issue the following command: ALTER SYSTEM SET undo_retention=0 SCOPE=memory; Now drop tablespace UNDOTBS. What happened? Note: There still may be a delay before the tablespace is dropped.

Practice: Managing Tables 1. Create the following tables as user SYSTEM for an order entry system that you are

implementing now. The tables and the columns are shown below:

Table Column Data type and size

CUSTOMERS CUST_CODE VARCHAR2(3)

NAME VARCHAR2(50)

REGION VARCHAR2(5)

ORDERS ORD_ID NUMBER(3)

ORD_DATE DATE

CUST_CODE VARCHAR2(3)

DATE_OF_DELY DATE



Note: When using OEM be sure to set DATE_OF_DELY to NULLs.

You have been informed that in the table ORDERS, rows will be inserted without a value for DATE_OF_DELY, and it will be updated when the order is fulfilled. Use tablespace USERS. You can use the default storage settings. 2. Run the script lab11_02.sql to insert rows into the tables.

3. Find which files and blocks contain the rows for the orders table. Hint: Query the data dictionary view DBA_EXTENTS.

4. Check the number of extents used by the table ORDERS.

5. Allocate an extent manually, with default size, for the table ORDERS and confirm that the extent has been added as specified.

6. Create another table, ORDERS2 as copy of the ORDERS table in the USERS tablespace, with MINEXTENTS equal to 10. Verify that the table has been created with the specified number of extents.

7. Truncate the table ORDERS without releasing space and check the number of extents toverify extents have not been deallocated.

8. Truncate the ORDERS2 table, releasing space. How many extents does the table have now?

9. Run the script lab11_09.sql to insert some rows into the ORDERS2 table.

10. View the columns for the ORDERS2 table. Then mark the DATE_OF_DELY column as UNUSED. View the columns for the ORDERS2 table again. What happens?

11. Drop the unused column DATE_OF_DELY.

12. Drop the ORDERS2 table. Practice : Managing Indexes

1. You are considering creating indexes on the NAME and REGION columns of the CUSTOMERS table. What types of index are appropriate for the two columns? Create two indexes, naming them CUST_NAME_IDX and CUST_REGION_IDX, respectively, and placing them in the INDX01 tablespace. Hint: A B-tree index is suitable for a column with many distinct values, and a bitmap index is suitable for columns with only a few distinct values. CUSTOMERS table is in the SYSTEM schema.

2. Move the CUST_REGION_IDX index to another tablespace. Hint: The index can be rebuilt specifying a different tablespace.



3. Note the files and blocks used by the extents by CUST_REGION_IDX index. Hint: Use the view DBA_EXTENTS to get this information.

4. Recreate the CUST_REGION_IDX index without dropping and recreating it, and retain it in the same tablespace as before. Does the new index use the same blocks that were used earlier? Hint: Rebuild the index. Note: The new index does not reuse the same space as seen from the location of the extent after rebuild. This is because the Oracle server builds a temporary index, drops the old one, and renames the temporary index.

5. As user SYSTEM, run the script lab12_05a.sql to create and populate the NUMBERS table.

6. Query the table NUMBERS to find the number of distinct values in the two columns

in the table.

7. Using uniform extent sizes of 4 KB, create two B-tree indexes NUMB_OE_IDX and NUMB_NO_IDX on the ODD_EVEN and NO columns of the NUMBERS table, respectively. Place the indexes in the INDX01 tablespace. Check the total sizes of the indexes and write the number of blocks in box below. Hint: Use PCTINCREASE equal to zero to create extents of equal size. Check the total blocks allocated to the extents from DBA_SEGMENTS.

Practice : Managing Data Integrity 1. Examine the lab13_01.sql script. Run the script to create the constraints. 2. Query the data dictionary to:

a) Check for constraints, whether they are deferrable, and their status Hint: Use the DBA_CONSTRAINTS view to get this information.

b) Check the names and types of indexes created to validate the constraints Hint: The indexes are created only for primary key and unique constraints and have the same name as the constraints.

3. As user SYSTEM, run the lab13_03.sql script to insert two records into the PRODUCTS table



4. Enable the unique constraint on the PRODUCT table. Was it successful?

5. Follow: a) Ensure that new rows that were added to the table do not violate the

constraint on the PRODUCT table. Hint: This can be done by enabling the NOVALIDATE constraint

b) Query the data dictionary to verify the effect of the change c) Test that the constraint disables inserts that violate the change by adding a

row with the following values: PRODUCT_ID PRODUCT_DESCRIPTION LIST_PRICE 4000 Monitor 3000

6. Take the necessary steps to identify existing constraint violations in the PRODUCTS

table, modify product codes as needed, and guarantee that all existing, as well as new data does not violate the constraint. (Assume that the table has several thousands of rows and it is too time-consuming to verify each row manually.) Hint: Use the following steps:

a) Create the EXCEPTIONS table. b) Run the command to enable the constraint and trap the exceptions. c) use the ROWIDs in the EXCEPTIONS table to list the rows in the

PRODUCTS table that violate the constraint. Do not list large object (LOB) columns.

d) Rectify the errors. e) Enable the constraint.

7. Run the lab13_07.sql script to insert rows into the table. Were the inserts successful? Roll back the changes



Anejo E /Appendix E

Practice: Managing Password Security and Resources Copyright © Oracle Corporation, 2001. All rights reserved.

1. Run the lab14_01.sql script to create user Jeff. Enable password management

by running the @$ORACLE_HOME/rdbms/admin/utlpwdmg.sql script. 2. Try to change the password for user Jeff to Jeff. What happens? 3. Try changing the password for Jeff to follow the password management format.

Hint: Password should contain at least one digit, one character, and one punctuation.

4. Alter the DEFAULT profile to ensure that the following applies to users who have been assigned the DEFAULT profile:

� After two login attempts, the account should be locked. � The password should expire after 30 days. � The same password should not be reused for at least one minute. � The account should have a grace period of five days to change an expired

password. � Ensure that the requirements given have been implemented.

Hints: Use the ALTER PROFILE command to change the default profile limits. Query the DBA_PROFILES data dictionary view to verify the result.

5. Log in as user Jeff by supplying an invalid password. Try this twice, then log in again, this time by supplying the correct password. What happens?

6. Using the DBA_USERS data dictionary view verify that user Jeff is locked. Unlock the account for user Jeff. After unlocking user Jeff, connect as Jeff. Hint: Execute the ALTER USER command to unlock the account.

7. Disable password checks for the DEFAULT profile. Hint: Execute the ALTER PROFILE command to disable the password checks.

8. Log in to user Jeff by supplying an invalid password. Try this twice, then log in again, this time supplying the correct password. What happens?

Practice : Managing Users

1. Create user Bob with a password of CRUSADER. Make sure that any objects and temporary segments created by Bob are not created in the system tablespace. Also, ensure that Bob can log in and create objects up to one megabyte in size in the USERS and INDX tablespaces. Use the lab15_01.sql script to grant Bob the ability to create sessions. Hint: Assign Bob the default tablespace, USERS, and the temporary tablespace, TEMP.

2. Create a user Emi with a password of MARY. Make sure that any objects and sort segments created by Emi are not created in the system tablespace.

3. Display the information on Bob and Emi from the data dictionary. Hint: This can be obtained by querying DBA_USER.



4. From the data dictionary, display the information on the amount of space that Bob can use in tablespaces. Hint: This can be obtained by querying DBA_TS_QUOTAS.

5. As user Bob, change his temporary tablespace. What happens? 6. As user Bob, change his password to SAM. 7. As user SYSTEM, remove Bob’s quota on his default tablespace. 8. Remove Emi’s account from the database. 9. Bob has forgotten his password. Assign him a password of OLINK and require

that Bob change his password the next time he logs on. Practice: Managing Roles

1. Examine the data dictionary view and list the system privileges of the RESOURCE role.

2. Create a role called DEV, which will enable a user assigned the role to create a table, create a view, and select from Emi’s CUSTOMERS1 table.

3. Perform the following: a. Assign the RESOURCE and DEV roles to Bob, but make only the

RESOURCE role to be automatically enabled when he logs on. b. Give Bob the ability to read all the data dictionary information.

4. Bob must check the undo segments that are currently used by the instance. Connect as Bob and list the undo segments that are used. Hint: Use SET ROLE SELECT_CATALOG_ROLE

5. As SYSTEM, try to create a view CUST_VIEW on Emi’s CUSTOMERS table. What happens?

6. As user Emi grant select on CUSTOMERS1 to SYSTEM. As SYSTEM try to create the view CUST_VIEW on Emi’s CUSTOMERS1 table. What happens?



Anejo F/Appendix F

Proyecto Final

El estudiante seleccionará un problema real o ficticio de Bases de Datos, para ser resuelto siguiendo los siguientes pasos:

• Definición del Problema. • ERD’s. (mínimo 8 entidades) • Tablas de mapeo. • Definición de la Base de datos. • Definición de las tablas, índices. • Definición de Seguridad. • Definición de Usuarios. • Definición de roles. • 5 Reportes de salida (Sentencias SQL)

El estudiante deberá entregar los scripts necesarios del proyecto en forma digital. Es necesario que el estudiante siempre sepa decir con precisión cuántos y cuáles son los datos del problema y cuántos y cuáles son los resultados. El estudiante prepara el trabajo escrito con una hoja de portada, la descripción del problema y la explicación de la lógica seguida para el desarrollo del problema y la conclusión. También incluirá el ERD’s, script de creación de BD, usuarios, tablas, índices.etc

Trabajo escrit0 (70 Puntos)

Nota: El estudiante será evaluado con base al siguiente criterio:

10 % = Una clara introducción hablando del problema y las actividades

utilizadas para la solución del problema.

20 % = ERD’s y tabla de mapeo.

10 % = Ortografía y gramática.

10 % = Una conclusión clara

50 % = Scripts de creación de BD, usuarios, tablas, índices, reportes de salida con sentencias SQL.



Anejo G / Appendix G

Presentación en Video (30 puntos) El estudiante escogerá un tema de los 5 talleres para hacer una investigación. Resultado de esta investigación será una presentación con formato de Video. El video será transmitido en clase. (Taller 5) se recomienda hace la carga del video a http://www.youtube.com La presentación será de 5 minutos (mínimo) – 10 minutos máximo. El estudiante puede escoger el idioma de su preferencia. Es importante mencionar en el video, el curso, universidad y fecha de creación. El video deberá tener:

1. Introducción 2. Material de investigación/ ejemplos. 3. Conclusiones.

Aquí unos ejemplos para darse idea de la presentación. Ejemplos What is Oracle? http://www.youtube.com/watch?v=9Fn6s_bXpsM Seguridad de Base de datos http://www.youtube.com/watch?v=osiH3H6KV_g



Anejo H/Appendix H

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Sco re: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Conten ido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% conten ido y 30% lenguaje)

Puntuación Total : _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo I/Appendix I

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100



Anejo J/Appendix J

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL

ORAL

Nombre del estudiante: _______________________Fecha:_________________

Criteri o Puntos Puntuación del estudiante

Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y puede seguirse con facilidad.

10

El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.

10

Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el mensaje adecuadamente.

10

Total de Puntos 100 (70% de contenido y 30%

Lenguaje)

Puntuación del Estudiante:

________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________



RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION

Student Name:____________________________Date:___________________

Criteria Value Points Student Total Score

Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.

10

The presentation is organized and coherent, and could be easily followed

10

The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors

10

The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class

10

Capture of the attention and interest of the audience and/or promote their participation, as applicable

10

Effective personal projection, corporal posture and manage of the audience;

10

Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.

10

Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation.

10

Use of correct use of vocabulary words to express message.

10

Total Points 100 (70% of content and 30% of language)

Student’s Total Score: ________

Student’s signature: __________________Facilitator’s Signature: __________________



Anejo K/ Appendix K

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

• A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix M ).



• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

• The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix L ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix P ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix Q ).

• After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix R ).



Anejo L/Appendix L

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo M/Appendix M

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo N/Appendix N

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo O/Appendix O

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek



opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo P/Appendix P

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



Anejo Q/Appendix Q

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo R/Appendix R

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

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