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Art History/Reflections/Elizabeth

Elizabeth's Reflections

August 27: Today I browsed through van gogh's works and tried to pick one to write about. I like the drawing "Cart With Black Ox" because it expresses the load that Van Gogh felt he had to carry. I spend the remainder of my time researching his life leading up to his accident (cutting of his ear) and it helped to better understand the man with a mental condition. I learned that starry night caused him to see yellow and this could be a reason that the sky swirls.

September 6: Yesterday we had to evaluate ourselves. I found it really hard to do because I am critical of myself. I learned that I would have done a better job if we had been given the guidelines before the project was due. The good thing about having the rubric is that now I know what to expect and what information to research for my next project(s). Today during class we discussed how we evaluated ourselves, and I think that Emma made a really good point about why she chose the artist that she chose. I agreed with the fact that the reason that I picked Van Gogh was because I was familiar with the kind of art he produced and I had seen some of his work before. I think it would have been more interesting, like Emma said, to research an artist I have never heard of so I can be more involved in gathering facts. With this in mind, I am looking forward to the next project assigned because I have never heard of the artist and can't wait to learn about his work.

September 7: Today I added about 4 museum sites (last night they didn't post for some reason.) After that, I went to the museum of modern art website and read a biography of Serra. I discovered that he was born in 1939. This would give him exposure to different time periods that could have inspired his work like World War II, the 60's & 70's "hippie ages," and equal rights movements. (Martin Luther King Jr and other great influential men of that age.) I would like to further explore this exposure to try to better understand the historical setting and what thoughts the artist himself believes. (Alot of artist's opinions/beliefs appear on their works.)This project sounds interesting, but I am nervous about how I am going to write my review. I have questions like: What audience am I appealing to? Do I describe the work? Do I share my opinion of this work with my audience? Hopefully with further research, writing a review of Richard Serra's work will be easier.

September 12: After two classes of discussing Serra's work, I have noticed a change in my thought process. When I originally observed his work my initial reaction was "how can this possibly be art" but now, after seeing the videos in class and listening to the discussions, I can easily understand why his work is art. He takes mathmatical influences and not only does he try to defy gravity itself, but he tries to defy the model of art and what people percieve as art. This idea I really enjoy. His video also said that he wanted to inspire young artists to do the same. (That is, to defy the boundaries that you are given to create your own form of 'art.')I found this inspiring because Serra is encouraging the way art is created. Pieces that seem so easy, such as four curved plates, are actually incredibly complex. This idea is an idea that has been rejected thoroughout history. (Any new idea, no matter how simple it SEEMS, is rejected by the community. Ex. Copernicus's discovery that the planets revolve around the SUN not the earth. Of course, as we all know, with time and further discovery, this view was accepted and has been used ever since.) Serra sees his work as a door opened to aspiring artists ready to break out and a way to take the art world to a new level.

September 17: I really liked the review we read in class. My review did not go into enough depth like the review from the new yoker did. It was incredibly well written. I felt like I did a good job on my project, however, it was a bit short. Reading a review like the one from the new yorker was beneficial because not only was it pursuasive, but it created an interest in the work, not just tell a story. Oh, and here is the bibliography that I forgot to post:

"Richard Serra Sculpture: Forty Years."http://www.moma.org/exhibitions/exhibitions.php?id=2866. 10, September 2007.

"Richard Serra Sculpture: Forty Years."http://moma.org/exhibitions/2007/serra/.12, September 2007.

"Biography." http://www.pbs.org/art21/artists/serra/index.html. 13, September 2007.

www.artstor.org. 10, September 2007.

PODCAST REFLECTION!: (Due September 21, 2007): One of my favorite artists (singing) is Teddy Geiger. I feel like I can relate to him because he is a young musician that writes all of his music and lyrics. He tries to get a point across to his fans. I went on itunes and found a Teddy Geiger podcast, but Itunes was frozen so I couldnt subscribe. After this, I went online and typed in "teddy geiger podcast" because I really wanted to hear what he had to say. A link came up and I listened to the podcast. I was dissapointed because it was short and it was more of an interview. There were no feelings discussed and none of his music was played in the background.

September 25, 2007: On Friday we had William Anderson come and talk to us about his work. As I listened to his speaking, I felt moved to tears several times. The reason being, viewers of this man's work are so ignorant. People in general judge something before learning more about it. At first, I enjoyed William's pictures and looked at them with a light heart, but after hearing him explain them and as I started to understand them, it was incredibly powerful. When I first looked at the picture, "Ghetto Baby", I thought it was a silly picture and I even laughed a light hearted laugh. As William Anderson told us that this little boy's brother had been shot at his home, I was overcome with sadness, and I felt ashamed of myself for viewing it with such lightheartedness.

October 3, 2007: Today Yeshwanth and I recorded our podcast. We had to improvise a great deal during the actual thing---so it wasnt scripted. I felt like we did a good job because it was as if we were in a class discussion. We hit key points during our podcast (told stories & background information about the artist as well.) I was relieved after it was all over but proud of myself because I realized that throughout this class I have been achieving a greater appreciation for art.

October 8, 2007: Right now I am posting some information I have gathered about the 5 piece theme collection project. After a computer crash, 2 hours of work trying to repair it, and having my computer delete what I had written 3 TIMES because groupwise needed to "refresh my account", I decided that this information would be safer if I just posted it on the wiki. (None of this is final.) Kristen is working on finding pictures/media of immortality while I work on finding pictures/media of mortality. Here is what I have so far (I hope it doesnt delete):

Headdress Facts: -Called "Tonkongba" -Kept in front of a clan shrine -Attributed to the Landuman people -Worn by dancers during ceremonies involving sacrificing & funeral

 * This African headdress is a vital asset to the collection for the theme "Mortality and Immortality" because it was worn during ceremonies involving Landuman sacrfices and funerals. This piece represents mortality and immortality within African culture. According to African legend, your soul lives on after a person (mortal) has died. (This idea of life after death represents immortality, as it is an "everlasting life") The headdress is placed at the head of a family's gravemarkers as a representation of this belief.

Skull Facts: -By Alvin Langdon Coburn -Called "Rough Hints Upon Mortality"
 * This digital reproduction of a carving upon a building in Edinburgh, Scotland is an important piece that represents "Mortality and Immortality" because of the etched figures that surround the skeleton. The focus of this carving is surrounded by whips and swords that could have affected the way he/she died. This piece represents mortality because it has a visual image of death in the center (skeleton) and is surrounded by other images of violence/death.

Painting Facts: -By Irene Brady Thomas -"EndoftheSeason"

 * At first glance, this painting appears gloomy. Like winter, (cold, dry, and lifeless,) Irene Brady Thomas witnessed first hand, death. To be specific, the death of her father. She painted the bare, weak branches of the tree overlooking the pond around the time when she felt that everything was dying. Everything about this painting represents mortality. The leaves have fallen, the chairs are empty, and the pond is still. No life is apparent, and from the artist's perspective, it will take a few seasons until everything is "green again."

October 11, 2007: Posting: 10 Questions to Ask Yourself While You Are Researching Art for a Theme: (Edited)

1. How does mythology influence artists?

2. If greek gods are supposed to be immortal, why don't we hear about them anymore?

3. Can a regular person become immortal, or is an immortal person born with the qualities they need to posses to become immortal?

4. If no one wants to live forever, why are we scared to die?

5. Were beliefs of mortality/immortality changed throughout history? If so, how and why?

6. According to African belief, why are souls immortal? Why don't they posses a human form?

7. Why is the theme immortality/mortality such a large one if we are afraid to be immortal or die? Is that the reason it is so widely used/expressed?

8. If going to heaven (or any belief of life after death) is as wonderful as it is portrayed, wouldn't we be excited to die and return to perfection? Why are we so afraid?

9. Why do other opinions of immortality/mortality affect everyday life? In what ways?

10. Do I agree with what this piece is saying? Why am I so drawn to this piece? What factors are in it that could cause a reaction (negative or positive) and why?

After listening to all of the presentations on themes, I know that I understand themes better and can identify them in pieces. I did not realize, however, the thought process that goes into researching for pieces of art. It is much more complex than it would seem. Also, with our theme "Mortality and Immortality," there were ideas that branched off of it---for example, Ms. Davis mentioned that we could find pieces that were found in tombs or around them in several time periods. I found this very interesting, and now I am starting to realize that in order to appreciate art, I have to think outside of the box, and into those side categories surrounding my theme, or whatever I am supposed to be researching. I am looking forward to working on our final project of the catalog, but I am nervous about the podcast. (Podcasts are fun to make, but they make me nervous.) The thing that worries me the most about them, especially with this project is the feeling of "How am I going to describe this piece? Will I find enough historical context on it? Will this be interesting? Am I thinking outside of the box? All of these questions and the ones I have posted before. I have faith in myself because after the last podcast project was over, I felt like I did a good job, and I should be proud of it. Hopefully, after this project is over, I will have the same feelings towards it.

October 22, 2007: I was out today because I was on my discovery retreat (and I am very tired!) I recently updated my questions that we read aloud last week, and I believe that I did a better job this time, that is, I followed the assignment! Hopefully these are a little more open minded because all I have right now is a very tired open mind. On the trip, we had an activity called solo. This is where you go away from the rest of your group, sit in a beautiful place, and reflect on life. Being alone in a world where you can never be alone due to chaos, really helped me to understand myself better. I realized that I am scared to do alot of things...this made me think of our art history project (the theme.) I thought to myself: "If I had more than one chance to do something, would I be so afraid?" This reminded me of immortality, and from that thought, the questions above (in their original slot) were born! :) [[Category:Introduction to Art History-- M. Davis]

title: Art History/Reflections/Elizabeth


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Art History/Reflections/Rawson

Rawson's Reflections august 27: I decided to do my project on The Diego Rivera Web Museum. Today, I searched for a piece of Art to aquire for the collection and I found it at the end of the period. I decided that Os Semeadores would be a nice addition to the collection.

august 30: I thought that this was a good addition because of the political importance that most of Diego Rivera's work portrays. The oppression of the working class and the problems with capitalism are represented well by Os semeadores. I sent my project, but i had problems citing the paintings.

september 12: At first I was skeptical of Serra's work because I am so used to the idea of art as being typical skilled realism. The random steel plates did not meet my past standards for art, but after hearing Serra talk about his pieces, I discovered that the plates are not necessarly art, but the art is found in his minipulation and displacement of space.

september 14: I have finished my review on richard serra and am not sure where i should post it. I found his work interesting and accepted it into my realm of art if you will. I found a lot of good background information and included stuff about minimalism.

september 17: I liked the review that we read in class because it was more opinionated and actually talked about the pieces. The first review was interesting but wasn't really a review and only talked about the installation of the sculptures

september 21 Podcast reflection: I listened to the interview with orville hammond the jazz performer. It was very enlightening because I had never heard a podcast before. The podcast contained background information on Hammond and also an interview that contained different types of questions. For example, where did your inspiration come from? What is the best concert that you have ever been to? What is it like teaching improvisation. Also, it included several minutes of his pieces that were quite astounding. Overall, it was beneficial to listen to the podcast because now I know exactly what the class is trying to do.

september 21: Connor and I had some trouble coming up with in depth questions because of our lack of background information, but created several question that can be found under Connor's reflections.

september 25: I really enjoyed Mr. Anderson's presentation. I felt that it was a unique experience to have a real artist come into class and tell us about the pieces that we have been looking at. Similar to the Serra works, I was skeptical about several of the photos, but after hearing the creator speak, I was much more open minded toward the photos. Overall, I thought this was a good project and having Mr. Anderson come in was very cool and necessary for the podcast.

september 28: I found mr. Anderson's second presentation insightful aswell. It gave us a chance to ask our questions and really get a feel for his works. I personally do not really understand what we are trying to do with this podcast project but im trying to figure it out unsuccessfully.

october 5: Today, Connor and I agreed upon the theme of Power and Authority for our big podcast project. I think it is a little odd to have a themed museum, but I guess in makes sense. I'm looking forward to this project to expand my art apprecition through the topic of themes.

october 8: I have finished my orientation to the big podcast project and it contains five pictures of power and authority which are listed below: Rawson Haverty Connor McCleskey Power and Authority

1.

In Ancient Korea, royalty wore these earrings as symbols of power and authority during the three kingdoms period in the 8th century A.D. The impressive amounts of precious metals and jewelry were put into the grave of the powerful and wealthy.

2. This is a Bust of Julius Caesar that was most likely created to make him seem more imposing, powerful, and authoritative than he actually was during this time. The bust, made in 44 B.C. by an unknown creator, was probably commissioned by Julius Caesar for the above reasons.

3. This is a painting of Napoleon Bonaparte during his conquest of Europe. In reality, Napoleon was quite short and not intimidating, but this painting portrays him as a fearless leader. Also, Napoleon most likely did not enter the fights, but stayed close to the rear, commanding and scheming during the battles safely behind the troops.

4. This Mesopotamian Sickle sword, property of an Assyrian King named Anad-Nirari who lived in around 1300 B.C. This sword was a ceremonial symbol of his royalty and contained engravings of gods on both sides.

5.

This is a picture of Chairman Mao who was an oppressive leader, but was very powerful which enabled him to create this picture of himself seeming God-like and having power over all of the people.

October 11: I think that Connor and I did a good job with our diverse works which followed or theme of Power and Authority quite well. However, we neglected to cite our sources and 3 of the 5 works were of famous rulers, so maybe we need more variety in our museum. Overall, I believe that our 5 works represented the theme well

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Art History/Reflections/Rawson


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Art History/Reflections/Alek

Alek's Reflections

August 27--Today I found a painting to add to the Rembrandt House's collection, Pieter Lastman's The Resurrection && I began work on the flyer.

9/7-- I went to moma.org to view the Richard Serra exhibition to work on project 2 and see the exhibit online, but the computer doesn't have Flash 8 Plug-in so the website won't work and I tried to download the Flash 8 plug-in but the computer wouldn't let it download. I'm going to research other museums to see if they have any pieces by Richard Serra that I could review. --I went to the guggenheim museum[guggenheim.org]to look at Richard Serra's exhibits, but they only had past exhibits which weren't available online, so i resorted to ArtStor and looked through many of Richard Serra's pieces. The one i chose to review was Casting which is a sculpture made of thrown lead. It uses many angles and strong technique in sculpting. I'm beginning the work on my review.

9/12--I was absent in class but I looked at some of the Richard Serra exhibit online. I didn't really like much of his works until i viewed the videos and grasped more of an understanding for the depth and perspective linked to Serra's work.

9/13-- I'm finishing my rough draft and beginning my final version of my review. I need to find a better way to express how i previously viewed Serra and how my opinion has changed since then.

9/17-- My review was somewhat similar to Peter's. Peter expanded on Serra's life growing up and the similarity of his work to other artists.

9/21-- Coming up with questions was a bit difficult because we don't know much background on the artist or the artwork. Although we were able to do an adequate job and our questions are full of depth and curiousity. I'm looking forward to meeting with William Anderson and listen to his explanations on his intricate pieces of photography.

--Mine and Alison's presentation went pretty well. We spoke loud enough and said what we wanted to say. We were well prepared with a thoroughly thought-out script that focused on race and class, the two most prominent themes in William Anderson's work. I'm really looking forward to seeing and listening to the finished product. Mr. Anderson really changed my opinion on things, and I gained a whole new perspective on race and class. I thought racism had improved, and situations had improved, but Mr. Anderson helped me to open my eyes and realize that things are still corrupt, and people are still filled with hatred. He helped me to realize that something has to be done about this, and everyone needs to be proactive, and actually do something about it.

title: Art History/Reflections/Alek


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Art History/Reflections/Ms. Davis

Ms. Davis's Reflections 27 August I am pretty excited about the way this project-based course is evolving. I especially liked the way we made a decision about citations. Project 1 was a brainchild I had when reading some literature from the High Museum. I hope the kids will think seriously about why their museum should collect the work they choose. I am also excited about the transparency of our thinking. By posting reflections on the wiki we can see the thinking going on behind the research. Metacognition! Hurrah! Mr. Bishop and I have brainstormed the next Project 2. We are going to have a session on how art historians look at art. By Friday we will be off on another assignment to consider art reviews, what they are, who writes them and what they include.

6 September We had our first discussion using the criteria we developed for evalusting projects. The kids did their self-evals the day before and so that left time to talk about the strong points they felt they made in their project and where they felt they needed to improve their work. I think the rubric was helpful and the kids seemed to find it a useful way to analyze their work. The discussion was slow to start but each student was able to make good observations that also reflected our (Davis, Braker, Bishop) discussion about their work on the previous day. I was most happy when Emma was able to see where her work needed to be stronger in research and not just depend on what she knew about Andy Warhol, an artist she clearly loves. Yeswanthe was a bit hard on himself, a problem some of the kids expressed about their own self evals. Yeswanthe got a lot of support from his peers about the success of his presentation. Generally the kids liked the rubric and want to know in advance what the criteria will be for the next project. I suggested that this criteria would probably work for most of the projects but I am willing to reconsider changes if they think it could be better.

The DBB team continues to stress the importance of their active particpation in the learning process and the importance of making their thinking transparent through posting reflections.

Yeah! We are on to the next project, looking at Richard Serra's retrospective at the Museum of Modern Art and writing a review of the show. I can't wait to see how the kids thinking evolves as they do the research over the next two days.

7 September Everyone is working on the computers and there have been some good questions like can I read the NYT review? NO! I want students to gather information, research from the MOMA website or other sites that also have interviews or other primary source material about Serra. If you read reviews of his work you will be influenced to write what the reviewer says about the work. I am more interested in you establishing an opinion based on your research about his work. Another questions was: Can I read a biography about Serra? My question back was where are you getting the bio and the response was Google. Use the MOMA website. There is a ton of information that you can learn about Serra. Then go look for places to fill in holes. This course is as much about the quailty of where you find information as it is about the final product. BE THE RESEARCHER! Don't look for easy solutions and use your NOODLE to think about the way Serra's work looks and feels to you. And don't forget to CITE YOUR SOURCES. If you read it and use it then make a citation. The quality of yur sources is VERY IMPORTANT in the evaluation process.

Sorry to be so directive but I want you all on the right track bc this will serve you endlessly in the future.

10 September Wowie, zowie, that was a great discussion today in class about what is art and how is Serrs's sculpture art. The students had lots of reactive responses to Serra's work. We captured the questions and will post them to the Wiki so we can keep thinking about them. Weirdly they all reacted to the work but only Anna actually looked at the website and read his biography so she knew more than the rest. NO ONE TOLD US that they couldn't get onto the website bc the computers lacked Flash. DUH! Why didn't anyone tell me or someone so we could address the problem? Most kids are posting and I had hoped they would have posted since our discussion but alas no respones to today's class meeting.

13 September What a super group of kids! The last two days have really helped them get past their assumptions about contemporary art, specifically their resistence to Richard Serra's work. The reflections in the last day indicate that the kids can change their minds about something they feel very strongly about. They are ready now to write a review that will reflect a deeper understanding of Serra's work. This leap from unknowing to knowing is a major step in learning to look at art. They generated great questions that attacked Serra's work. We will revisit those questions tomorrow and let them talk about what caused them to see the work differently. I keep reminding them to post a reflection each day. We still have some laggards that need to be reminded that the rubric requires transparent thinking and that is one of the significant ways we will know what's going on in their heads. I LOVE THIS CLASS!

23 September Just finished reading the kid's reflections on listening to podcasts. The ones who listened got the idea for what we willbe doing with William Anderson. Everyone seems pretty excited about meeting him tomorrow and listening to his stories. I think it was Connor who noticed that some of the questions he and Rawson formed may need to be revised after hearing from William. That was a cool insight! This process of brainstorming questions, gathering information then revising questions for the formal interveiw is the most interesting part of what they are doing. It will reveal their thinking and how it changes from before meeting the artist to after meeting the artist. Sometime I think this course should be a year long course bc the skills the students are acquiring could be put to some excitng real world situations. Now they will leave at the end of December and I may not see them again. My hope is they will remember this experience and consider taking the AP art history course in their junior or senior year. I just reread the questions and there is some repitition from one image to the next. Questions like: Who is this? don't really get at the deeper meaning that the photos imply. I wonder if the kids tried to construct a narrative and then develop the questions as I suggested. It's not clear in some of their questions that they have any ideas about the work. I feel pretty certan that after they meet and listen to William their questions will change and they will strat asking bigger questions, like why do you photograph poverty?

7 October, 2007 Mr. Bishop recorded the scripts last week. On Friday I met with everyone afterward and we had a discussion about the experience thus far in the curse. General consensus was that the project with Mr. Anderson was a favorite, specifically getting to meet himn and talk to him about his work was the high light. Anna really liked the serra project, she said she grew from that expeeicne much more. All agreed the two main projects were quite different. Anna said she thought the class would be more about art history but is happy with the way it has been going. We talked a bit about the enxt project, building a msuem from scratch based ona theme. There was a small shake up in the teams but all agreed to work in pairs again with a different arrangement. The major burden for making the podcast a reality now lands in Mr. Bichops court. He e-maiied me this afternoon asking for images so I know her's working on it for class tomorrow. I am getting nervous about leaving the kids at this juncture. It's the most exciting project they willbe doing and not being able to be aprt of it from the start is making me sad. I know the barker/Bishop/ Rich team wilol be great but I will miss the daily conatct with the kids. I can always cehck in on the web site to read their reflections. That willbe acool way to stay in touch.

title: Art History/Reflections/Ms. Davis


text:
Art History/Reflections/Mr. Bishop

Mr. Bishop's Reflections

I truly appreciate my inclusion as an instructional partner in this class, a class that allows students to conduct research in a process that includes collaboration and open communication. I believe harnessing the power of web 2.0 tools such as wikis and podcasting expands learning to include new forms of expression for everyone involved in the learning process.

Students at Westminster are certainly driven and motivated in a way that is often missing from other college preperatory schools, yet this success sometimes leads to a lack of instructional technology integration as tried and true methods continues to produce very much above average students. Success should never hinder a critical evaluation of instructional and learning practices. The class instructor, Maggie Davis, has taken a hard look at how students learn and wishes to integrate new technology, an initiative I much admire.

We are coming to the end of the second week of school and I feel a great amount of enthusiasm for the class. A number of items still need to be worked on and finalized, especially pre-planning and evaluation of student work. As we progress I will begin to reflect on individual assignments and how they work within the greater goals of the class.

9/7 - Mrs. Davis, Mrs. Barker, and I met on Tuesday to discuss the class and plans for the next few weeks. I really enjoyed the collaboration and ideas expressed by each of us, communication that resulted in some tremendous plans including a podcast with a visiting artist to begin teaching skills needed for the final project. The idea started with an assignment involving the viewing of the artist's work, and grew to include a much more introspective, creative, and involving project. This is why I enjoy collaborating with other teachers so much, the ability to present a topic, followed by discussion culminating in something more substantial. So often educators work in a vacuum that does not allow ideas to germinate. The greatest part of this class for me is being invited into a collaborative process from start to finish.

My only critique involves some students reluctance to fully take ownership of the class and make more suggestions. I really want the students to stear the class by taking a lead role, however, this is a new way of learning for many of them so I understand the timidness. Hopefully the reluctance to take the lead will fade as we move on to new projects.

9/21 - Our preparations for Mr. Anderson's visit including the podcast and videotaping seem to be going pretty well. Ms. Davis began the process by showing photographs from Mr. Anderson's exhibit along with questions to be asked including the various ways we see art. Student observations were a little limited at first, but critical thinking skills began to take hold as the dialogue lengthened. A student bias based on an economically and socially affluent background did seem apparent as some of the observations and questions disclosed an ignorance of the power of racism and poverty in American society. Exposing students to powerful images of disenfranchisement with accompanying context will hopefully dispel many of the myths (i.e. laziness, lack of will, et cetera) so many in our society have blindly accepted concerning racial and economic dynamics. The questions students ask Mr. Anderson on Wednesday should be very revealing regarding the process leading up to the artist interview and podcast.

I do feel some students are failing to adequately update their respective reflection and homework portions of the wiki. Perhaps a sheet with due dates and assignments needs to be more clearly instituted to insure work is done.

I'm really looking forward to the next few weeks as we work through the podcast and see the results.

9/25 - Mr. Anderson spoke to the class yesterday, providing context for images that many of the students were unable to fully understand without the reflections of the art's creator. Mr. Anderson's humble demeanor provided a rural sensibility reflective of the work's subjects, people who live(d)in circumstances quite removed from the popular conscience. His connection between humanitarian acts by his parents and his ability to capture the living conditions of those around him was quite illuminating and powerful. Hearing someone who has seen and experienced so much in their life is one of the most powerful teaching tools available to any educator. Our follow up discussion on Wednesday should be just as powerful and informative, for both the students and anyone who hears Mr. Anderson's explanation and reflections on the subjects of his work.

10/9 - The students have finished recording their portions of the podcast. I'm going to edit and combine the audio with images from the exhibit being discussed to create the finished product. I feel the podcast process has been beneficial but I would of preferred the students have a little more involvement in the editing process to combine their commentary with more specific snippets of Mr. Anderson's interview. As always, lessons learned from this inaugural class will be quite helpful for forthcoming classes.

Ms. Davis, Ms. Barker, and I also met to discuss and assign grades for each student. Most student work certainly shows a level of improvement, with a number of students grasping the idea of the reflections section more clearly than others. Everyone understands the descriptive aspect, however, the reflective portion concentrating on thoughtful critiques of the process for finding needed information seems to escape some students. I believe this eminates from the often rote learning many students encounter, a process that can hinder deeper questions and interpretive meaning.

10/24 - Each group gave a progress report including their final theme for the project and four or five images best representing the theme. Students have a grasp on the concept of their themes but still chose images which seemed somewhat random within the greater idea. Here are my observations of each group.

Alison and Alek will need to refine their theme of religion given the broadness of the concept. Finding a narrower theme within the greater topic of religion is a must before they can produce a cohesive project with connections between images. Further discussion and suggestions are needed.

Connor and Rawson seemed to have a better grasp on their topic of power and authority. As a class we made some connections to seemingly divergent images that fit the theme.

Sona and Anna have some questions concerning their topic of race, class, and gender which Ms. Davis is best qualified to answer. Should each image they choose encompass race, class, and gender as a whole, or can they create a section for each concept?

Kristen and Elizabeth have a very good start with mortality and immortality. They made some very interesting connections across cultures and mediums that should create a very interesting final project.

Yeshwanth and Emma were cut a little short today so we only received part of their progress report on power, politics, and glory. The images they chose today represented tributes to power including a portrait of Henry VIII and the pyramids. I think they are well on their way to a great final project too.

Certainly more discussion and critical analysis is needed as the project moves forward, however, the beginning steps seem quite promising. My enjoyment of the class and the lessons learned for web 2.0 projects in the future has been invaluable.

11/14 - The students are moving in to the final stretch and seem to have a lot of great ideas coupled with some trepidation concerning the overall effectiveness of their images when compared to the themes they are utilizing. An open dialogue between student and teacher seems to remedy many of the questions, but an emphasis on defining themes and student understanding of them in the future will be needed to alleviate some of the hesitancy students have when locating images. Some of the structure and brainstorming necessary for increased student confidence just wasn't there in the beginning due to the newness of the class. I guess we'll chalk it up to lessons learned and build for the future while trying to provide as much structure as possible in the present.

Tomorrow we'll introduce more print resources and check for contextual information that informs those viewing the student collected images. Hopefully, the contextualization will give students a better understanding of the image and provide the basis for an accompanying podcast. This is my chance to provide additional resources for background information that students may not be aware of.

I also have an idea for using Audio Thread or Flicker to post the finished student products on the web. By using one of these applications we can circumvent the school website hosting issues.

11/15 Ideas for next time:

1. Begin the research process for images with an annotated bibliography based on assigned themes to give students a better idea of resources available in the library. Also, stucture an assignment around library databases that highlights their content.

2. Construct the wiki as a class to provide students with a better understanding of how they work and the value of their input.

3. Assign dates when reflections should be posted to the wiki along with expectations for content.

4. Provide more oppotunities for podcasting throughout the semester.

5. Take time to respond to wiki reflection entires from students in the wiki, not just in class.

6. Create a virtual museum in addition to the print collection compiled in a book.

7. Have students interview individual artists and podcast their results.

12/6 - We're coming in to the home stretch with a definite time crunch in effect. The combination of creating a podcasts for the final project, making the book, and finishing last minute entires for the images is taking more time than I had envisioned. Everything will be fine in the end, but lessons have definitely been learned for the next installment of the class.

The first student I worked with while creating her podcast seemed to catch on very quickly regarding editing and re-recording sections of audio. As I show each student how to record a track, they should be able to show their partners with little difficulty. The audio program Audacity is such a great tool for simple recording. It really demystifies the whole process.

1/5 - As I think more about the final project I wish we would of created a more problem based assignment with a set of needs necesitating various solutions such as the inclusion of funding, location, procurement of art, et cetera. Our project was more linear and lacked some of the problem based solutions necessary to garner a deeper understanding. Overall, the class was a positive start that will require dissection and retooling for the next school year to bring about the best problem based class we can create.

title: Art History/Reflections/Mr. Bishop


text:
Art History/Reflections/Ms. Barker

Ms. Barker's Reflections

30 August 2007 I am really enjoying the technical aspects of this class. I like puzzling out new technology, and haven't had the chance to play around with wikis. I've made several HUGE mistakes, and someone over in Germany was nice enough to get it all straightened for me and teach me how to do things properly. One of the biggest mistakes I made was when I created new pages instead of subpages: instead of creating pages that were a part of the Intro to Art History wiki, I was creating all new pages! Eeek!

Listening to Ms. Davis's presentation took me back to my Art History class at Furman, and I loved it. That was one of my favourite classes.

I'm looking forward to figuring out how to post the flyers that the students are turning in.

6 September 2007 I can't believe it's been so long since I've posted! I've got to do better with this because I truly believe that it's such an important part of the class. Speaking of class, I was very impressed with today's discussion about self-evaluation. I heard some very discerning remarks today from people (about themselves) and was very encouraged by it. When you're willing to be honest about yourself and the quality of your work, you are able to GREATLY improve yourself. So, in that spirit, I have to say that I don't think I've been doing a very good job with this wiki. I really love trying to puzzle things out and learn new technology, but TIME is such a factor as it is with everyone. I hate to use that as an excuse... so I won't! I'll just say that I need to do better, and attempt to do so. I *did* get the rubric posted today, so huzzah! My next project is to get the first projects posted, and I think I've figured out the best way to do it. It's labor-intensive, but will work out well. Ok, back to focusing on reference now.

24 September 2007 The artist William Anderson came to our class today and used various photographs as a jumping off point to discuss greater social issues. Not only was it incredibly valuable to hear an artist talking about his work-- giving us an opportunity to better understand the work-- but it was a wonderful chance to hear History speaking. Mr. Anderson's parents were what he consistently described as "humanitarians" and this had a profound impact on how he sees the world. I was INCREDIBLY moved when he spoke of how he once met violence with violence, having been hit twice by a white sheriff and then shoving the sheriff down two flights of stairs. The emotion-- never overwrought, but even more powerful because of his restraint-- when he spoke of how committing that violent act made him "sub-human" was soul-stirring.

26 September 2007 (This is a continuation of my thoughts from Monday). I was disappointed in the shallowness of the student's questions. I wish that they'd thought more deeply about what motivated Mr. Anderson to take the photo, and taken the oppportunity to learn more about his social agenda. To have an artist in front of you, willing to answer whatever questions you put forth, and then to ask only superficial questions about the photo itself was a letdown. At least part of the purpose of this class is to have students react to art on an emotional level-- we're to look at it with our eyes, minds, and hearts. I hope to see more of this from the students.

title: Art History/Reflections/Ms. Barker


text: Category:Art history

title: Category:Art history


text:
Template:Please write only AFTER this line

 * Welcome to the sandbox of Wikiversity

At this page you can try out the wiki syntax as you wish (just do not delete the first line please).

If you want have a look first at Cheatsheet and Tutorial.

Have fun ! (Tide)


text: File:TBOL3 Fear.ogg

title: File:TBOL3 Fear.ogg


text:
Northern Arizona University/Environmental Ethics/Journals/Jeff Downard's journal

My aim in this first set of entries is to reconstruct Leopold's argument in "The Land Ethic". As I work through the parts of the argument, I will attempt to identify the key philosophical ideas and questions that are both explicitly and implicitly at play in the argument.

The first thing I note is that Leopold is making a historical comparison between the ethical values that helped to guide the lives of Greek citizens at the time of Homer and the ethical values that help to guide our lives in 21st century America. The comparison is interesting both for the dramatic differences between these two worlds, as well as the remarkably similarities between the kinds of lives that people lived then and the ones we are living now.

Leopold's first main claim is that over the course of centuries, there have been significant changes in these values.


text: File:TBOL3 Surprise.ogg

title: File:TBOL3 Surprise.ogg


text: File:TBOL3 Sad.ogg

title: File:TBOL3 Sad.ogg


text:
Northern Arizona University/Environmental Ethics/A Land Ethic

Please read The Land Ethic by Aldo Leopold, from A Sand County Almanac, 1948)

You can find it e.g. on the following webpage


text:
Australian Law

Australia inherited the common law tradition from the UK.

Legal Education in Australia
To be admitted to the legal profession in Australia applicants are usually required to hold a 4 year Bachelor of Laws (LLB) or equivalent (such as Postgraduate degrees in law, including JD), and meet the practical requirements required by the governing legal professional body.

The practical requirements for admission vary by state:

 * Queensland Law Society
 * New South Wales Law Society
 * Law Institute of Victoria

{| style="width:100%;"
 * style="background-color: cream; border: solid 1px gray; padding: 1em;" valign="top" |

Topics
Topics usually covered by Australian legal education include:

 * /Institutions and Method/
 * /Tort/
 * /Contract/
 * /Criminal/
 * /Constitutional/
 * /Administrative/

 * /Property/
 * /Equity/
 * /Trusts/
 * /Commercial/
 * /Corporations/
 * /Civil Procedure/
 * /Professional Responsibility/

 * }

Legal Institutions and Method
The purpose of this topic is to give readers an overview of the legal system of Australia. This overview will provide the necessary framework for readers to understand how substantive law operates.

Topics covered:
 * History of the Common Law system
 * Reception of English Law to Australia
 * Australian Federation
 * Sources of Law
 * Stautory Interpretation
 * Jurisdiction & Doctrine of Precedent
 * Legal Problem Solving (IRAC)

Tort Law
Tort law is the body of law that governs injuries. The purpose of the following overview is to give readers an understanding of the fundamental areas and concepts of Tort Law and introduce readers to legal problem solving.

Contract Law
Contract law is the body of law and principles that govern obligations. The following overview is designed to give readers an understanding of the fundamental mechanisms and concepts of Contract Law and further develop legal problem solving.

Resources

 * /Tax avoidance/
 * Freedom of information in Australia
 * Freedom of information in Australia
 * Freedom of information in Australia

title: Australian Law


text:
User:Belagun

my name Antwi Kennedy, very happy about the great opportunity given.i'm student at university of ghana pursuing my first degree in social science(social work).i wish to share knowledge with people worldwide.i'm interested in human right issues.

title: User:Belagun


text:
User talk:Belagun

Hello Belagun, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you can not wait to edit, how about you try out what you just read in our Sandbox ? There you can not damage something with your edits :-)

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 23:34, 24 August 2007 (UTC)

title: User talk:Belagun


text:
Blender/In Class

Lecture

The very start of the creation process for 3D graphics is the model. You could start elsewhere, but it with out the models to test things like lights and camera position the efforts wouldn't be very helpful. For now well focus on the UI, and modeling. Assuming you have read the tutorials, you know Blender is very heavy on keyboard shortcuts. This organization is for speeding up the work. It is not that unusual that time much more time seems to have gone by while you're working, and you look at the clock to see that it hasn't. Importantly, there is no real substitute for memorizing these keyboard shortcuts.

The purpose of this unit is to examine the different modeling tools blender has to offer, and for the instructor to iron out any problems that arise in the first week. (software issues, UI user mistakes, etc...)

In Class Assignment

 * Open Blender
 * Duplicate the default cube about 20 times, and put each cube in a different space on screen.
 * Click on a cube, enter edit mode.
 * Use the special menu (w key) and apply one of the options to the cube.
 * Exit edit mode, select different cube, repeat with different selection from special menu.
 * Write down what each option does to the cube, and which options complement each other. Skip the last 3 options.
 * Experiment with mesh tools in edit mode (buttons window F9)

title: Blender/In Class


text:
Wikiversity:General fund

The Wikiversity general fund is a proposed entity within Wikiversity that will collect donations for specific use within Wikiversity. Funds from this pool could be doled out based on consensus of the community. Bureaucrats within Wikiversity could have the role of actually following through with the consensus of the community and allocating funds as the community demands.

Fundraising
Wikiversity could have an annual and on going fundraising drive in a similar fashion to the actual parent project of the Wikimedia Foundation.

Discussion/comments
Such a Wikiversity-specific fund raising effort might be a way to fund projects such as Sandbox Server. The alternative is to have projects like Wikiversity support a general fund raising effort by the Wikimedia Foundation and then request funding for special projects from the Foundation. --JWSchmidt 02:12, 26 August 2007 (UTC)

Putting my money where my mouth is
I am willing to pledge $100 towards funding projects on Wikiversity, whether this go towards the General fund or whether it can be earmarked in Wikimedia donations to go towards Wikiversity. I am willing to donate this money to any project the community deems worthy, so long as it goes towards furthering Wikiversity's mission specifically, and I have some measure of confidence that it will be used for its intended purpose. --Remi 23:14, 1 September 2007 (UTC)

title: Wikiversity:General fund


text:
Wikiversity talk:Course protection policy

I propose that this be finalized and enough consensus be built so that this (or some permutation) can be made into an official policy. --Remi 00:38, 25 August 2007 (UTC)
 * Try requesting input at Colloquium. --JWSchmidt 02:21, 25 August 2007 (UTC)

Identifying a responsible person
One of the biggest problems with the recent Technical writing case was that it was difficult to identify or contact the person who was responsible. A course protection policy should probably have some guidance in it about formally naming a contact person in any protection template, and advising them to be available during active course times. If course participants then start running amok with their lack of wiki-ability, it is easier for custodians to take non-invasive action. McCormack 04:22, 25 August 2007 (UTC)
 * Maybe we need to be sure that pages such as Wikiversity teachers and School and university projects clearly explain the idea that teachers bringing students to Wikiversity should first create a plan and ask if their plan makes sense. Such a "plan" could be very short, and the main purpose of asking that a plan be posted on wiki would be to identify the person in charge. I think the entire Main Page should be re-done to be more simple and direct about leading new visitors to information about how to participate. --JWSchmidt 14:27, 25 August 2007 (UTC)

After teaching the first round of Technical writing I'd like to add a few observations...

I'm sure I'll have more comments soon, and I look forward to the next round of the course where I can put some of our experiences into improving the course. TWFred 14:12, 3 September 2007 (UTC)
 * No clear course writing workflow. I just jumped in and started making a course.  I had no idea what the process should be, so I just put text on pages, learning by doing.  It would be helpful if there were some sort of step-by-step instructions for course originators.
 * Unclear policies. Most policies are still not obligatory, leading the unsuspecting (me!) to think they are only suggestions.  Hence, my class violated namespace rules, redirect rules, and who knows what else.  This wasn't through ill-will, but lack of knowledge.  As JWSchmidt notes, the Main Page could have this sort of information along with the new instructor guidelines.  Will there be a push to formalize policies soon?
 * Need for student/instructor spaces. Instructors and students ought to have someplace where they
 * 1) Put their contact information (preferably using the wikiversity mail so real names need not be shown)
 * 2) Put their completed assignments (in the writing course this was a big problem, resulting in our annoying namespace violations). I suppose the current username setup could be made to work, but I'm sure there's a better solution.  Consider that a single user could be simultaneously the instructor of two courses and a student in three.  Should that be split into five unique pages, or kept all together on one?  Could we have sub-pages for users?

Subpages
Although subpages are clearly the best way of organising a group of course pages, I wouldn't know where to send someone to find that out. But then I'm not the brightest spark here. But then on the other hand one shouldn't need to be either. I tend to agree with TWFred. -- McCormack 14:26, 3 September 2007 (UTC)

 * Personal resources/blogs/notes/contact info/etc can be kept on each participant's user pages. Feel free to create subpages of your userpage. I think the Main Page needs to be changed. There are several pages where such changes have been discussed (Main page design changes, Introduction Overhaul Taskforce, Talk:Main Page). Someday we may actually make changes! "step-by-step instructions for course originators" <-- We can always use more/better help pages, tutorials, policy pages, etc. Content development and Wikiversity teachers need to be improved. Wikiversity is so new that almost everything still needs to be done. --JWSchmidt 14:31, 3 September 2007 (UTC)

Maybe this page could be renamed to just Course protection.
Maybe this page could be renamed to just Course protection. What say you? --Remi 19:55, 31 March 2008 (UTC)


text:
File:Fanfare mystery.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Fanfare mystery.ogg


text:
File:Short bang.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Short bang.ogg


text:
File:Ending short.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Ending short.ogg


text:
File:Tension.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Tension.ogg


text:
File:Long drama.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Long drama.ogg


text:
File:Bold 2.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Bold 2.ogg


text:
File:Bold.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Bold.ogg


text:
File:Awakening.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Awakening.ogg


text:
File:Mystery.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Mystery.ogg


text:
File:Ending long.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Ending long.ogg


text:
File:Bang long.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Bang long.ogg


text:
File:Attention.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Attention.ogg


text:
File:Attention long.ogg

Example for the WikiU Film School Pop Quiz on Moods

title: File:Attention long.ogg


text:
BCP/Abelia x grandiflora/Logs

2007 Logs

 * SBJ 16:16, 7 June 2007 (UTC)
 * SBJ 09:34, 27 June 2007 (UTC)
 * SBJ 11:46, 4 July 2007 (UTC)
 * SBJ 07:53, 25 August 2007 (UTC)
 * SBJ 18:24, 4 September 2007 (UTC)
 * SBJ 17:27, 2 October 2007 (UTC)
 * SBJ 20:45, 17 October 2007 (UTC)

2008 Logs

 * HortMan 00:53, 13 April 2008 (UTC)
 * HortMan 11:02, 25 April 2008 (UTC)

title: BCP/Abelia x grandiflora/Logs


text:
BCP/Begonia grandis

Begonia grandis

title: BCP/Begonia grandis


text:
BCP/Begonia grandis/Logs

This page contains recent bloom logs for the plant Begonia grandis (Hardy Begonia).

Recent Logs

 * SB Johnny-LM 08:43, 25 August 2007 (UTC)
 * SB Johnny-LM 09:06, 8 September 2007 (UTC)
 * SB Johnny-LM 09:33, 16 October 2007 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * (no archived logs yet)

title: BCP/Begonia grandis/Logs


text:
BCP/Datura stramonium/Logs

This page contains recent bloom logs for the plant Datura stramonium (Jimsonweed).

Recent Logs
=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 08:02, 24 September 2007 (UTC)
 * --SB_Johnny | talk 07:23, 1 October 2007 (UTC)
 * --SB_Johnny | talk 12:29, 24 October 2007 (UTC)
 * --SB_Johnny | talk 10:00, 10 July 2007 (UTC)
 * --SB_Johnny | PA! 10:54, 25 August 2007 (UTC)
 * --SB_Johnny | talk 09:53, 4 September 2007 (UTC)

title: BCP/Datura stramonium/Logs


text:
BCP/Veronica persica

Veronica persica

title: BCP/Veronica persica


text:
BCP/Veronica persica/Logs

This page contains recent bloom logs for the plant Veronica persica (Speedwell).

Recent Logs

 * SBJ 09:18, 27 March 2008 (UTC)
 * SB Johnny-LM 11:37, 4 April 2008 (UTC)
 * Luai lashire 00:58, 10 April 2008 (UTC)
 * --SB_Johnny | talk 19:10, 13 April 2008 (UTC)
 * --Luai lashire 21:37, 28 April 2008 (UTC)
 * Chemgym 19:25, 14 May 2008 (UTC)

=====Archived Logs===== (If there are more than 5 signatures under the recent logs heading, move the oldest logs to under this heading (generally leave the 3 most recent).
 * --SB_Johnny | talk 18:06, 27 March 2007 (UTC)
 * --SB_Johnny | talk 11:33, 26 April 2007 (UTC)
 * --SB_Johnny | talk 11:26, 4 May 2007 (UTC)
 * --Juan 18:31, 22 March 2008 (UTC)

title: BCP/Veronica persica/Logs


text:
BCP/Cicuta virosa

Cicuta virosa

title: BCP/Cicuta virosa


text:
BCP/Thymus 'Spicy Orange'/Logs

2008 Logs

 * (no archived logs yet)

Recent Logs

 * --SB_Johnny | talk 10:21, 26 May 2007 (UTC)
 * --SB_Johnny | talk 23:49, 31 May 2007 (UTC)
 * --SB_Johnny | talk 10:47, 3 June 2007 (UTC)
 * --SB_Johnny | talk 14:34, 9 June 2007 (UTC)
 * --SB_Johnny | talk 13:43, 31 May 2008 (UTC)
 * --SB_Johnny | talk 11:29, 4 June 2008 (UTC)

title: BCP/Thymus 'Spicy Orange'/Logs


text:
User talk:Jerchia

Hello Jerchia, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

If you're already excited about editing, our sandbox is the perfect place for all test edits. Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! Erkan Yilmaz (evaluate me!, discussion ) 16:00, 25 August 2007 (UTC)

P.S. have fun with our medicine topics: Category:Medicine

 * Hello Jerchia, nice to hear you want to convey the wiki model and certainly we need more expertise from different areas. So again: Welcome. BTW: if you would sign your posts you make it easier to reply to you, e.g. . BTW: here you can test on the Sandbox. Erkan Yilmaz (evaluate me!, discussion ) 16:21, 25 August 2007 (UTC)

title: User talk:Jerchia


text:
Linux/Types of GUI

Here is a list of Graphical User Interfaces (GUI) common in Linux

Desktop Environments

 * XfcE
 * GNOME
 * KDE
 * LXDE

Window Managers

 * FVWM
 * Enlightenment
 * Openbox
 * Fluxbox

Display server communications protocols

 * X11
 * Wayland

title: Linux/Types of GUI


text:
Linux/Directories

Several directories are always available in Linux because they are used by the system. These are:

Users cannot write in any directory but their own home-directory (user pietje can only write in /home/pietje). Only root can write in other directories and can give permission to others to write elsewhere. All directories are readable to anyone unless root restricts it.

Details

 * : Contains basic commands needed for navigation and for the system's initialization scripts.
 * : Generally contains everything needed to boot, including the kernel and its configuration files and any files needed at runtime by your bootloader.
 * Note: "Boot" does not mean get your system into a useful state. It simply means fully execute the kernel and any modules needed to complete that mission.
 * : Device files. In UNIX/Linux, it's often said, "everything is a file."  In   you will find file representations of physical and virtual devices.  Different devices have different representations, and can be interacted with in different ways.  For example, you can   a raw wav file into   (Digital Sound Processor, your sound card) to hear it.  You can use the   command line tool to interact with   to produce a stream of random data.
 * : Contains your systemwide configuration files. Many of these files and directories will be application-specific (you may have  or , but seldom both), but some applications are common across most if not all UNIX/Linux flavors and so some files will be on every UNIX/Linux system (with the same purpose), such as:
 * : Described above.
 * : Contains information on how to resolve hostnames, such as IP addresses of nameservers. Like many system config files, more information can be found on   on most systems by saying
 * : Tables for driving cron, an execution scheduler. There are multiple man pages for crontab.  Try   for information on the file, and   for information on the program.  Also see the section below on man for more information.
 * : Information necessary for mounting your filesystems, including network and other virtual filesystems. Try   for more information.
 * : The file typically containing the system's hostname. The hostname is set at boot time by reading this file, so one way to change your hostname is to edit this file and reboot.  Systems are not required to have this particular file, so it has no man page (on most systems).
 * : Despite its name, this file doesn't usually contain any password information. Instead it has a line for each user, including username, userid, groupid, full name, home directory and login shell.  Most systems come with a tool to allow you to safely edit the file (by doing lint checking when you save) called , which will launch the   environment variable (usually   or  ) to edit the file with failsafes.
 * : Contains user password information, stored cryptographically using a one-way hash. It's worth noting the way this works.  The password, when set, is encrypted using a mathematical algorithm that, in theory, cannot be reversed, so the password cannot be decrypted.  When you login, the same math is applied to the supplied password.  The result is compared with the value in , and if the encrypted strings match, you are allowed to log in.
 * : Not every system has  installed, so not every system will have this file.  If your system doesn't have sudo installed, you'll want to install it right away and add yourself as a sudoer.  Say   for more info, and use   (similar to  ) to edit the file.
 * : User home directories. For most systems, this should be on its own partition.  This will allow a system administrator to migrate to another Linux distro or even operating system, for example, without losing or having to migrate their data and user-specific configurations.  Simply install the new OS without formacodeing this partition.  Another benefit is that a user who uses too much space (if filesystem quotas aren't set up) won't be able to fill up the system's available space, which can be an administrative headache.
 * : Contains shared libraries needed to start your system. Shared library filenames typically end in .so, sometimes followed by dots and numbers indicating version information.  They are analogous to   files in Windows - they contain functionality shared by multiple executable files, such as reading from and writing to files, etc.  This particular directory contains shared libraries required by executables in   and.
 * : Mount point for removable media. This is where your CDROM drive, USB sticks, floppies, etc. will generally be mounted.  Implementation varies by distribution/OS, but a mounted CDROM drive may be accessed through (for example).
 * : Temporary mount point for arbitrary filesystems. You may temporarily mount, for example, a remote SMB filesystem, a loopback device (like a mounted ISO file), or an actual partition on the machine here.  See.
 * : 3rd party software. What's generally installed here is binary-only software not compiled for a specific distribution.  For example, if you download and install [hcodep://www.google.com/earth/index.html Google Earth], it will be installed here by default.  It is statically compiled, meaning it shouldn't require any libraries specific to your system, which means it should be portable across distributions.  That distinguishes it from most other applications on your system.  If you use a lot of these applications, it may be a good idea to also make   a separate partition, since it should be portable across distributions and distribution versions, like.
 * : Root's home directory.
 * : System binaries. Like   except that these binaries are generally only usable by the superuser, or root.
 * : Temporary files. On most modern UNIX/Linux operating systems, this is a special filesystem, like tmpfs, occupying a specific amount of space.  It should have the "sticky" filesystem attribute set, meaning any user can create files here, but users cannot edit each other's files.
 * : Almost a filesystem unto itself,  contains shareable, read-only files.  Shareable in this context means that the files are not host-specific.  You sould be able to share these files with another host, which would mount   remotely and be able to use its contents.

title: Linux/Directories


text:
Linux/Basic commands

Unix-like operating systems require a working knowledge of several basic commands. Unix®, Linux, BSD and such use a ubiquitous set of these based on the Single UNIX Specification and other standards. Learning to operate a command line interface is a key skill in learning Linux and BSD.

Commands where mistyping could have inconvenient consequences should be drafted in a text editor first and then pasted into terminal, or after a  hash character for temporarily marking the text of the command as a non-executable comment, which is then removed after typing the correct command. Terminal emulators may support marking commands as comment in history through Ctrl+Alt+#.

Unix-like
Like RMS says, "GNU means GNU's Not Unix". Only Unix® is really Unix. Linux and the BSDs are definitely Unix-like though neither one is compliant with the above-mentioned "official" specification. What we present here is based on a set of tools that have been around for a long time. We will be looking at generalizations that behave in similar ways in most *nix environments.

BusyBox
BusyBox is a good example of a more basic collection of utilities and are well suited to the novice. They can be found in Mini Linux distributions, such as Tiny Core Linux.

Exercise 1 Go to TinyCoreLinux.com and check it out.

GNU Core Utilities
The GNU Core Utilities are much more extensive and not for the faint at heart. They are found on most full-sized BSD and Linux systems in their full glory.

Command line arguments
This section lists arbitrary commands that could be useful. Feel free to add any commands you found useful but are not sure where else to add. Some of these commands may require root access (" ").

Devices with example numbers are specified in these examples.

Other useful commands

 * datamash
 * mtail
 * /parallel/
 * /rsync/ advanced copy and synchronization tool including progress indicator
 * /sed/ stream editor for filtering and transforming text
 * stress (command):
 * sudo
 * /tr/
 * /ts/ adds a timestamp to the beginning of each line of input
 * – list files
 * – time since last booting
 * – disk usage of files and directories
 * – total disk usage
 * :  generates an absolute (full) file path
 * – advanced details about a file like multiple date/time stamps, size, inode count, and access rights.
 * – loop device utility
 * – shows information and allows configuring data storage devices, such as read-only mode using.

title: Linux/Basic commands


text:
User:Bennyboyz3000/monobook.js

importScript("User:Bennyboyz3000/recent2.js"); importScript('User:Bennyboyz3000/autoedit.js'); //User:Bennyboyz3000/autoedit.js

title: User:Bennyboyz3000/monobook.js