A decade ago you could probably just try and ignore them but it's getting harder each release. CICS and z/OS resources are here to stay and so you probably need to understand the different types of zfs resources that are used within CICS and z/OS connect and best practice for dealing with them.Cognitive learning theory in nursing education from basic text files through to more complex bundles and archive files we will examine the best ways of editing, deploying, and controlling these different files.Cognitive learning theory in nursing education the session will not only describe the basic function of each resource but give real examples of how to handle the file in source control, deploy into different environments as well as maintain the resource once deployed.Cognitive learning theory in nursing education we will also examine the techniques needed to actually enable and refresh these resources in a live environment. A range of CICS and z/OS connect technologies that are freely available will be demonstrated to allow you to take advantage of the concepts straight away.Cognitive learning theory in nursing education whether you just have a single web service in CICS or have 100's of bundles already you will find something of use in this session.

Sophie green is a software engineer working at IBM hursley UK.Cognitive learning theory in nursing education she joined IBM’s graduate programme in 2013 after studying for a physics degree and since then has been developing and testing the eclipse based CICS explorer.Cognitive learning theory in nursing education she is also on the GSE UK committee and runs the 101 stream providing education and networking opportunities for new joiners to the mainframe

cognitive learning theory in nursing education

Will yates - since the edge of 5 when he decided to run a boundary value analysis test against the VCR by inserting a piece of toast into it, will has had the knack for systematically breaking software.Cognitive learning theory in nursing education after a degree in computer science he joined the CICS team at IBM hursley where is has been busy raising defects ever since. He has been involved in all areas of CICS application modernisation, co-authored several red books and recently presented the introduction to CICS video education series.Cognitive learning theory in nursing education

Jack dunning is a software engineer in the z/OS connect EE team at hursley UK. He joined the z/OS connect EE team in 2016 after completing a computer science degree at staffordshire university.Cognitive learning theory in nursing education he has worked on development, testing, and L3 service, and has contributed to various features including the API toolkit, policies (also writing articles for the mainframe DEV site), and passticket support for the REST client SP.Cognitive learning theory in nursing education

Leif pedersen is passionate about the system z platform and especially how the DB2 database technology on this platform can be used to provide values to clients, to IBM business, and to the world in general.Cognitive learning theory in nursing education as a technical leader, leif is involved in many projects to help customers in europe, to improve their business by taking advantage of the latest database technology like analytics by using the DB2 accelerator for DB2 for z/OS or the blu feature of DB2 for linux, windows, and unix on linux for system z.Cognitive learning theory in nursing education leif also helps customers to take advantage of using database performance and testing tools to improve their database performance and testing

cognitive learning theory in nursing education

Kirsten ann larsen works as a DBA at JN data A/S in denmark. She has 20+ years of experience with db2 and z/OS in a number of different roles and companies, including DBA, SQL and system tuning, architecture and XML.Cognitive learning theory in nursing education she holds a master’s degree in computer science from aarhus university. She has co-authored a number of articles and redbooks on db2 and is an experienced presenter.Cognitive learning theory in nursing education

This double session (S203 and S211) introduces and discusses some of most common and/or most important issues based on worldwide customer engagements.Cognitive learning theory in nursing education there are two main objectives. Firstly, learn recommended best practice. Seconely, learn from the positive and negative experiences from other customer installations.Cognitive learning theory in nursing education the following topics will be discussed: running out of basic 6-byte log RBA addressing range; diagnosing resolving slow-downs and hangs; hung db2 threads; new ZSA keyword on HIPER and PE apars; insert free space search algorithm; insert with APPEND; fast un-clustered insert (db2 12); hidden ROWID support to partition; cost management using CPU capping; fast REORG with SORTDATA NO RECLUSTER NO; requirement for increased RID pool size (db2 12); setting initial STATISTICS PROFILE (db2 12); system parameter REALSTORAGE_MANAGEMENT; transaction level workload balancing for DRDA traffic; use of high-performance dbats; overuse of UTS PBG tablespaces and MAXPARTS; cleaning up after STATCLUS = STANDARD; “MBA lock”; IRLM query requests for package break-in; db2 maintenance issues with batch utilities; running CHECK utilities with SHRLEVEL CHANGE; local buffer pool allocation – virtual and real memory.Cognitive learning theory in nursing education

This double session (S203 and S211) introduces and discusses some of most common and/or most important issues based on worldwide customer engagements.Cognitive learning theory in nursing education there are two main objectives. Firstly, learn recommended best practice. Seconely, learn from the positive and negative experiences from other customer installations.Cognitive learning theory in nursing education the following topics will be discussed: running out of basic 6-byte log RBA addressing range; diagnosing resolving slow-downs and hangs; hung db2 threads; new ZSA keyword on HIPER and PE apars; insert free space search algorithm; insert with APPEND; fast un-clustered insert (db2 12); hidden ROWID support to partition; cost management using CPU capping; fast REORG with SORTDATA NO RECLUSTER NO; requirement for increased RID pool size (db2 12); setting initial STATISTICS PROFILE (db2 12); system parameter REALSTORAGE_MANAGEMENT; transaction level workload balancing for DRDA traffic; use of high-performance dbats; overuse of UTS PBG tablespaces and MAXPARTS; cleaning up after STATCLUS = STANDARD; “MBA lock”; IRLM query requests for package break-in; db2 maintenance issues with batch utilities; running CHECK utilities with SHRLEVEL CHANGE; local buffer pool allocation – virtual and real memory.Cognitive learning theory in nursing education

Over 30+ years technical IT experience directly at customer's sites, covering different roles starting from the system engineer, to move to the project manager, up to the security consultant.Cognitive learning theory in nursing education always alongside large companies, he has developed security solutions and integration projects for mainframe environments in a security-intelligence context.Cognitive learning theory in nursing education he is a member of the TEC - technical expert council of IBM italy and participates in various communities and working groups with his technical contribution.Cognitive learning theory in nursing education

In the next 20 years nico continued to be the focal point for all his colleagues in the field, and his skill in the mainframe systems management and security family of products, in particular tivoli workload automation, tivoli advanced storage and automation tools, and tivoli zsecure with RACF (these tools started within the tivoli brand), has been appreciated in all europe, making he become a member of the IBM academy of technology, with a leader position and at the same time hei was appointed IBM zchampion and became the IBM italy IT specialist profession leader, helping many colleagues to growas IT specialists.Cognitive learning theory in nursing education

He had several opportunities to speak at many customer events all over the world, many of them in several important towns in europe other than in italy (for example madrid, paris, copenhagen, london, helsinki, stockholm, prague, athens, berlin, montpellier, frankfurt, amsterdam, brussels, and many others) and he also became a key figure for the ztec environment in the IBM montpellier center of excellence, developing many demos and proof of technology assets related to mainframe about workload automation, storage and security.Cognitive learning theory in nursing education

Over 30+ years technical IT experience directly at customer's sites, covering different roles starting from the system engineer, to move to the project manager, up to the security consultant.Cognitive learning theory in nursing education always alongside large companies, he has developed security solutions and integration projects for mainframe environments in a security-intelligence context.Cognitive learning theory in nursing education he is a member of the TEC - technical expert council of IBM italy and participates in various communities and working groups with his technical contribution.Cognitive learning theory in nursing education

In the next 20 years nico continued to be the focal point for all his colleagues in the field, and his skill in the mainframe systems management and security family of products, in particular tivoli workload automation, tivoli advanced storage and automation tools, and tivoli zsecure with RACF (these tools started within the tivoli brand), has been appreciated in all europe, making he become a member of the IBM academy of technology, with a leader position and at the same time hei was appointed IBM zchampion and became the IBM italy IT specialist profession leader, helping many colleagues to growas IT specialists.Cognitive learning theory in nursing education

He had several opportunities to speak at many customer events all over the world, many of them in several important towns in europe other than in italy (for example madrid, paris, copenhagen, london, helsinki, stockholm, prague, athens, berlin, montpellier, frankfurt, amsterdam, brussels, and many others) and he also became a key figure for the ztec environment in the IBM montpellier center of excellence, developing many demos and proof of technology assets related to mainframe about workload automation, storage and security.Cognitive learning theory in nursing education

Isabel arnold joined the team of technical specialists for mainframe software in 2004. Her areas of expertise include CICS and modern application development, the latter also by using it herself and trying to demonstrate how modern a z/OS environment can be.Cognitive learning theory in nursing education on this mission she advocates cloud capabilities on the platform and helps customers open up the platform to their developers.

She started as a CICS systems programmer in IBM in 1986 and has had many different roles since.Cognitive learning theory in nursing education marianne is known as a trusted advisor within the z systems field. Her core competencies are on IBM Z mainframe software: Z hybrid cloud integration, API management on IBM Z, z/OS connect as well as CICS, CICS tools, problem determination tools.Cognitive learning theory in nursing education she has been co-author on two ITSO redbooks and presents at various conferences and events.

Sophie green is a software engineer working at IBM hursley UK.Cognitive learning theory in nursing education she joined IBM’s graduate programme in 2013 after studying for a physics degree and since then has been developing and testing the eclipse based CICS explorer.Cognitive learning theory in nursing education she is also on the GSE UK committee and runs the 101 stream providing education and networking opportunities for new joiners to the mainframe

cognitive learning theory in nursing education

As the mainframe application development landscape evolves to welcome the new age ‘non-traditional’ mainframe application developers to the platform, the need for familiar, easy to get started and easy to use tooling that leverages the current technological patterns and paradigms is more than ever.Cognitive learning theory in nursing education rich or fat clients which provided momentum for mainframe application development modernization, have proven to be difficult to manage at scale.Cognitive learning theory in nursing education cloud based development environments that are easy to manage while allowing quick, easy access from anywhere using a thin web client are gaining prominence.Cognitive learning theory in nursing education this session will detail and demo the cloud based IDE technology and the extension of it to support the mainframe application development scenarios while providing the developers the ability to do server-based development where they can store off their workspaces, share workspaces with team members and have the choice to pick the technology stack that enables them to develop cross platform applications as needed.Cognitive learning theory in nursing education the session will also detail how the use of container technology like docker can help provide developers the flexibility while simplifying the life of the tool administrator.Cognitive learning theory in nursing education last but not least, the session will also demonstrate how the solution is structured to provide developers the flexibility to use their favorite IDE as well.Cognitive learning theory in nursing education