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effort to help teachers across the nation adapt the experiential concepts of both Fox re and Outward Bound through hands-on teacher training workshops This rst taste of consulting whetted my appetite for working with adults and eventually led me into the teacher center movement, rst as the director of the Learning Exchange in Kansas City, Missouri, and later as a consultant to the National Education Association s national teacher center initiative Although I initially missed the excitement of seeing high schoolers discover the magic in scienti c inquiry, I reveled in helping adults make similar discoveries about teaching and learning A highlight of those years was a presentation I made on experiential learning to PhDs at the Educational Testing Service in Princeton, New Jersey I began by having them all tape their thumbs across their palms and then try to complete a dozen great thumbless survival tests, like opening a can of soup with a typical opener What a thrill to see these very capable academics wrestle rst with a can opener and a can and later with the challenge of articulating the learning process that formed the basis for the activity (which taught key concepts about the evolution of the opposable thumb in primates) I found my way from the world of teacher education to corporate training and development via my role as director of Colorado Outward Bound s leadership development program for corporate teams One corporate client, Xerox, offered me the chance to become part of their internal cadre of management trainers, and I began a career as a corporate training manager in the early 1980s After a range of positions at Xerox, I joined a newly acquired Division of Air Products and Chemicals as its director of training and organizational development and gained additional skills in the training and organizational effectiveness elds Three years later I started my own management consulting practice and now am in my sixteenth year as a consultant to corporations and their leaders and teams.

wherex, y, and z arethreevectors the samelength of The resultis a line in three-dimensional space throughthe pointswhosecoordinates the elements x, y, anrJ are of z Plotting a helix providesa nice exampleto illustrateits utility First, let's grapha circle with the two-dimensional plot function using the parametric representation: sin(t) -r: - cos(r)We employ the subplot commandso we can subsequently the three-diandy add mensionalplot >> l- = 0:pi/50:10*pi; > > s u b p l o r -( 1 , 2 , I ) ; p 1 o t ( s j n ( L ) , c o s ( r ) )

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Brad M. McGehee is an MCSE+I, MCSD, and MCT (former) with a bachelor's degree in Economics and a master's in Business Administration. Involved in the industry since 1982, Brad is currently the Director of DBA Education for Red Gate Software, and is an accomplished Microsoft SQL Server MVP with over 14 years of experience with SQL Server and over 6 years of training experience. Brad is a frequent speaker at SQL PASS, European PASS, SQL Connections, SQLTeach, SQLBits, SQL Saturdays, TechFests, Code Camps, SQL Server user groups, and other industry seminars. He blogs at www.bradmcgehee.com.

>> axis squaLe >> rirle (' (a) ') As in Fig 2la,the result is a circle Note that the circle would have been distorted if we had not used the axis souer e command

Just like a car or a house, you want to maintain your databases so that they run smoothly and safely over time. You probably have actions you want to perform that are specific to your application and data, but some actions are common to most databases, like backups and defragmentation. This is why Microsoft created maintenance plans that make the implementation of standard actions easy. We specify which of these standard actions we want to perform, for which databases, and at what intervals no T-SQL coding required. Of course, some DBAs want more control over the actions than the maintenance plans allow for, but for those who are not full-time DBAs, maintenance plans are a good solution.

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Now, let's add the helix to the graph'sright paneTo do this, we againemploy a para: and metl'icrepresentation: sin(/),)' cos(1), u : / x: ' > s u b p L o t ( I , 2 , 2 ) ; p 1 o t 3 ( s i n ( L ) , c o s ( 1 ) , L ); ,) >> rirle('(b) what'sgoingon As time evolves The resultis shownin Fig 2l b Can you visualize of the r and y coordinatessketchout the circumference the circle in the r-r' plane in the plot However simultaneously curverisesvertithe samefashionas the two-dimensional increases linearlywith time The net resultis the characteristic cally as the : coordinate of springor spiralstaircase shape the helix of Thele ale other f'eatrrres graphicsthat are useful-fbr exampleplotting obiects of instead lines,familiesol curvesplots,plottingon the complexplane,log-logor semilog next,a varietyof replots,three-dimensional meshplots,and contourplotsAs described to as solllces available learnaboutthese well as otherMATL,AB capabilities are

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