Unit 10 Blog
This week was pretty nostalgic for me since I constructed a relational database more than twenty years ago. The application I used called ADBM, is still around, with its most recent release 7.4 featuring capabilities for 250 tables per database with 4000 fields per table, those interested can learn more at http://www.maconsys.com/ . Of course the system I constructed is nowhere near that complex. I did get familiar with adding users and setting permissions as I constructed my RDBMS. The GUI features of the 7 series are far more user friendly than the DOS version I used to construct my relational database. I still use the DOS version every day on our LAN as does my staff. The readings and exercises in this unit really made me understand why ADBM has all those very strange rules and constraints that forced me to create fields and properties and links that would work together to do what I wanted the system to do, more or less anyway. For example, The Not Null constraint in MySQL is equivalent to the Required Field in ADBM.
After just a few days of reading and hands on I have a much deeper understanding of what is going on under the hood of my relational database system. Pretty sure that what I did more than 20 years ago, and still use today, would not be held in high esteem by most DBA personnel but hey it has allowed me to retrieve , search and sort data in ways that would otherwise be impossible.
I'm still trying to get my head around the join routines, inner, outer and full so perhaps after reading the activity postings this week some of this will be clearer. When I constructed my ADBM RDBMS I did learn about primary keys that had to be unique and dynamic value tables that allowed me to create brief codes for products that made data entry consistent and fast. I've been told by a succession of our IT guys that my DOS RDBMS is a poor excuse for a DB but I've challenged them to come up with a replacement for twenty years using MS Access or anything else. To date the sound of crickets is an apt metaphor for their response.
As I learn more about DBA I'll be revisiting my ADBM RDBMS and will try to use the lessons learned in DigIn to improve the functionality of the system. Hey, who says you can't teach an old dog new tricks...
Sunday, July 25, 2010
Monday, July 19, 2010
Unit 9 DB
Unit 9 Blog Databases
I found the concept of cardinality difficult and I'm not sure that I understand it well enough to create a simple ERD. However, it seems from a scan of the literature as represented in this week's readings that cardinality relates to the minimum and maximum instances of an Entity that can be associated with another Entity. For example one invoice can list many items but each invoice can have only one customer. A customer may have many invoices but only one customer billing address.
Entity relationships seem to break down when there is a many to many relationship. The example we encountered in the readings involved a Student Entity and a Class Entity. There are many students and each student may be taking more than one class. Each Class Entity has many students. So with that a many to many relationship develops. This condition or relationship will cause problems for the database. Apparently the solution is to construct a bridge table entitled Student/Class with a concatenated primary key joining the Student PK and the Class PK.
I found the same problem when developing my Artists, Works, Museums database. The simple solution would have been to say each artist may create or or more works of art and each work can have one and only one artist. Thus preserving a one to many relationship between the Artist and Works tables. But with collaboration such a large part of the the digital world this is really not now if it ever was a useful or sustainable perspective.
Since one artist may create many works and each work may be the result of one or more artists the problematic many to many relationship arises. To solve this problem, I inserted a bridge table between the Artist Table and the Work Table entitled Artist/Work Table with the primary key being a concatenation of the Artist ID and the Work ID. In this bridge table , I added columns for the the Artist ID and Work ID so that both became non-key attributes. This restored a one to many relationship between the Artist Table and the Artist/Work Table as one artist may have many works in which she collaborated, but that part of the collaboration by a particular artist relates back to that one artist. Also each work may be the collaborative result of one or more artists but that particular instance of collaboration relates to one and only one work. A one to many relationship also exists between the Artist/Work Table and the Work Table.
At least I think...
I found the concept of cardinality difficult and I'm not sure that I understand it well enough to create a simple ERD. However, it seems from a scan of the literature as represented in this week's readings that cardinality relates to the minimum and maximum instances of an Entity that can be associated with another Entity. For example one invoice can list many items but each invoice can have only one customer. A customer may have many invoices but only one customer billing address.
Entity relationships seem to break down when there is a many to many relationship. The example we encountered in the readings involved a Student Entity and a Class Entity. There are many students and each student may be taking more than one class. Each Class Entity has many students. So with that a many to many relationship develops. This condition or relationship will cause problems for the database. Apparently the solution is to construct a bridge table entitled Student/Class with a concatenated primary key joining the Student PK and the Class PK.
I found the same problem when developing my Artists, Works, Museums database. The simple solution would have been to say each artist may create or or more works of art and each work can have one and only one artist. Thus preserving a one to many relationship between the Artist and Works tables. But with collaboration such a large part of the the digital world this is really not now if it ever was a useful or sustainable perspective.
Since one artist may create many works and each work may be the result of one or more artists the problematic many to many relationship arises. To solve this problem, I inserted a bridge table between the Artist Table and the Work Table entitled Artist/Work Table with the primary key being a concatenation of the Artist ID and the Work ID. In this bridge table , I added columns for the the Artist ID and Work ID so that both became non-key attributes. This restored a one to many relationship between the Artist Table and the Artist/Work Table as one artist may have many works in which she collaborated, but that part of the collaboration by a particular artist relates back to that one artist. Also each work may be the collaborative result of one or more artists but that particular instance of collaboration relates to one and only one work. A one to many relationship also exists between the Artist/Work Table and the Work Table.
At least I think...
Sunday, July 11, 2010
Unit 8 Technology Plans
I found the Gerding and MacKellar reading “Applying for Technology Grants” to be an especially informative survey of technology resources. I had no idea for example that there were hundreds of community based technology centers funded by the US Dept of Education established to bridge the national digital divide. Also the Gerding and MacKellar article points out some of the best studies and reports on how technology and the internet has and will impact American life. These web sites are sources that I plan to access on a regular schedule going forward, in fact I have added each site to my Google RSS reader.
Another reading I found very helpful was the Dugan reading “Information Technology Plans.” Dugan reminds his readers of a theme that permeates all of the readings this week, that technology plans must advance and support the institution's mission and goals. This gets into the whole vision and strategic directions discussion with many questioning whether technology hasn't often been an end in itself rather than a tool in service to a larger end. Technology is so complex and multifacted that it is easy to fall into the trap of becoming enmeshed in the details of technology deployment while failing to evaluate how well the technology is furthering the larger cause of the organization. At a college this might be as simple as asking the question: “has the acquisition and application of technologies improved learning?”
Planning would seem to be at the core of ensuring that technology is not an end in itself but rather a means to an end. Hence the need for the technology plan. Like the larger strategic plan the technology plan involves lots of stakeholders and participants but one should be careful not to let the process drag on for so long that the plan becomes obsolete. After all a strategic plan and especially a technology plan is a document that charts a course of action over the next 12 to 36 months. It is not a long range plan which is really another type of management document. Aligning the planning process timeline with the fiscal budget cycle is a good pratical recommendation by Dugan.
One of the authors this week observed that libraries formerly constructed stacks designed to be serviceable for 50 years or more. Today technology cycles range from 18 to 36 months. There really is no precedent for this kind of environment. Our planning is often overwhelmed by the pace of change.
To meet this challenge , metrics should be constructed to measure progress and outcomes. Is the tech plan on time and within budget? How well does the plan advance the mission of the organization? The last measurement being subjective and difficult to quantify. The Balanced Scorecard metric is one structured approach to this sort of management problem that has proven helpful. This metic measures success from four perspectives including 1) user perspective, 2) internal processes (workflow efficiency), 3) the finance perspective, 4) how well does the technology plan as realized help us to met new challenges? It is also important to understand that the plan will need to be recalibrated and revised at annual intervals to keep the implementation of the technology plan on schedule, on course and aligned with the mission of the organization.
I have been involved in a host of technology initiatives over the course of my career. These include, in roughly chronological order, training personnel in the use of Lexis and Westlaw first generation hardware - dedicated terminals; writing annual tech budget requests; installing and utilizing PCs for legal research and library and office administrative tasks; designing and configuring a relational database system to monitor library expenditures, acquisitions, and equipment inventory control; managing the installation and implementation of the library's LAN; migrating the relational database system to a LAN configuration; introduction of web access to the court and public, serving on the hiring committee for the court's first dedicated LAN administrator; managing the installation, operation and maintenance of a WAN CD Tower; serving as a trainer on the first statewide judicial laptop distribution project, training personel in the efficient use of web based legal research resources; supervising the creation and maintenance of the law library's web site; hiring and supervising the library's pc analyst; implementing an internal virtual reference service to judges and court attorneys; participating as a node in a statewide 800 general information line; supervising the implementation of the library's first generation ILS; supervising the implementation of the library's second generation ILS; training library staff to operate both generations of the library's ILS.
Dedicated professional network technologists were not available in the courts until the mid 1990's and even today few if any are available to support library operations. So for the most part initiatives are still local or develop from a community of similarly situation law libraries in other counties.
All of the technology projects listed above involved extensive planning and documentation on my part. These included annual budget proposals sufficient to articulate the needs, constituencies, costs, outcomes and evaluation methodolgy for the technology requested. I would have benefited from having researched the literature of technology planning more systematically as I have done this week. Resources like TechSoup and WebJunction would have been a great help but weren't available back then. The literature I read this week had not yet been published when I began my involvement in technology planning, procurement and implemenation going back as far as the mid 1980's.
I will end this week's blog right now, not wanting to further exhaust the reader.
Another reading I found very helpful was the Dugan reading “Information Technology Plans.” Dugan reminds his readers of a theme that permeates all of the readings this week, that technology plans must advance and support the institution's mission and goals. This gets into the whole vision and strategic directions discussion with many questioning whether technology hasn't often been an end in itself rather than a tool in service to a larger end. Technology is so complex and multifacted that it is easy to fall into the trap of becoming enmeshed in the details of technology deployment while failing to evaluate how well the technology is furthering the larger cause of the organization. At a college this might be as simple as asking the question: “has the acquisition and application of technologies improved learning?”
Planning would seem to be at the core of ensuring that technology is not an end in itself but rather a means to an end. Hence the need for the technology plan. Like the larger strategic plan the technology plan involves lots of stakeholders and participants but one should be careful not to let the process drag on for so long that the plan becomes obsolete. After all a strategic plan and especially a technology plan is a document that charts a course of action over the next 12 to 36 months. It is not a long range plan which is really another type of management document. Aligning the planning process timeline with the fiscal budget cycle is a good pratical recommendation by Dugan.
One of the authors this week observed that libraries formerly constructed stacks designed to be serviceable for 50 years or more. Today technology cycles range from 18 to 36 months. There really is no precedent for this kind of environment. Our planning is often overwhelmed by the pace of change.
To meet this challenge , metrics should be constructed to measure progress and outcomes. Is the tech plan on time and within budget? How well does the plan advance the mission of the organization? The last measurement being subjective and difficult to quantify. The Balanced Scorecard metric is one structured approach to this sort of management problem that has proven helpful. This metic measures success from four perspectives including 1) user perspective, 2) internal processes (workflow efficiency), 3) the finance perspective, 4) how well does the technology plan as realized help us to met new challenges? It is also important to understand that the plan will need to be recalibrated and revised at annual intervals to keep the implementation of the technology plan on schedule, on course and aligned with the mission of the organization.
I have been involved in a host of technology initiatives over the course of my career. These include, in roughly chronological order, training personnel in the use of Lexis and Westlaw first generation hardware - dedicated terminals; writing annual tech budget requests; installing and utilizing PCs for legal research and library and office administrative tasks; designing and configuring a relational database system to monitor library expenditures, acquisitions, and equipment inventory control; managing the installation and implementation of the library's LAN; migrating the relational database system to a LAN configuration; introduction of web access to the court and public, serving on the hiring committee for the court's first dedicated LAN administrator; managing the installation, operation and maintenance of a WAN CD Tower; serving as a trainer on the first statewide judicial laptop distribution project, training personel in the efficient use of web based legal research resources; supervising the creation and maintenance of the law library's web site; hiring and supervising the library's pc analyst; implementing an internal virtual reference service to judges and court attorneys; participating as a node in a statewide 800 general information line; supervising the implementation of the library's first generation ILS; supervising the implementation of the library's second generation ILS; training library staff to operate both generations of the library's ILS.
Dedicated professional network technologists were not available in the courts until the mid 1990's and even today few if any are available to support library operations. So for the most part initiatives are still local or develop from a community of similarly situation law libraries in other counties.
All of the technology projects listed above involved extensive planning and documentation on my part. These included annual budget proposals sufficient to articulate the needs, constituencies, costs, outcomes and evaluation methodolgy for the technology requested. I would have benefited from having researched the literature of technology planning more systematically as I have done this week. Resources like TechSoup and WebJunction would have been a great help but weren't available back then. The literature I read this week had not yet been published when I began my involvement in technology planning, procurement and implemenation going back as far as the mid 1980's.
I will end this week's blog right now, not wanting to further exhaust the reader.
Friday, July 2, 2010
Unit 7 XML
Unit 7 Blog
I found the UACBT “Introduction to XML” by Mark Long to be very helpful for learning about XML. Over the last few years I've seen many references to XML but never really understood just what it is or how it relates to HTML. Another term that I've come across a lot in the professional literature is XHTML - same problem - a lot of folks writing about it but until this week I didn't understand that XHTML is really HTML with a structure and rules that makes it more interoperable with XML. While HTML is fat and lazy and is helped out by the “understanding” browser, XHTML is highly structured and won't display properly in a browser unless it is well formed. At least I think that is the concept behind XHTML. Also XML is a way of tagging your data so that it can be reused for a variety of purposes. Generally HTML is good at presentation and style but isn't very good at describing the data embedded in the HTML document.
Anyway returning to XML the UACBT videos are really helpful, and Mark Long is excellent at breaking down the concepts of XML in a way that allows a newbie like myself to understand some of the basics. On the other hand I found the YouTube video “Just Enough XML to Survive” to be way over my head. The pace was too fast; I kept stopping and restarting and the part about XML Schemas was way more than I could digest in this my first week's exposure to XML. I'll try reading more about XML and going through more of the UACBT videos on DTD and XML Schemas before going back to the YouTube video. Perhaps by then it will make more sense.
As to my Ubuntu practice system, everything is operational and going well. I followed all of the directions in the Unit 7 Assignments and all went according to plan. The PuTTY application gave me access to a command line console that I needed in the absence of a monitor. Using my host machine to send commands to the practice system was very cool. Didn't shove my practice system behind the sofa though, since my Ethernet cable isn't that long and I know it needs to be connected to the router. My study is now a hopeless jumble of ups, cables, cable modem, router, desktop, etc. , and likely to remain so until 672 and 675 are completed.
I found the UACBT “Introduction to XML” by Mark Long to be very helpful for learning about XML. Over the last few years I've seen many references to XML but never really understood just what it is or how it relates to HTML. Another term that I've come across a lot in the professional literature is XHTML - same problem - a lot of folks writing about it but until this week I didn't understand that XHTML is really HTML with a structure and rules that makes it more interoperable with XML. While HTML is fat and lazy and is helped out by the “understanding” browser, XHTML is highly structured and won't display properly in a browser unless it is well formed. At least I think that is the concept behind XHTML. Also XML is a way of tagging your data so that it can be reused for a variety of purposes. Generally HTML is good at presentation and style but isn't very good at describing the data embedded in the HTML document.
Anyway returning to XML the UACBT videos are really helpful, and Mark Long is excellent at breaking down the concepts of XML in a way that allows a newbie like myself to understand some of the basics. On the other hand I found the YouTube video “Just Enough XML to Survive” to be way over my head. The pace was too fast; I kept stopping and restarting and the part about XML Schemas was way more than I could digest in this my first week's exposure to XML. I'll try reading more about XML and going through more of the UACBT videos on DTD and XML Schemas before going back to the YouTube video. Perhaps by then it will make more sense.
As to my Ubuntu practice system, everything is operational and going well. I followed all of the directions in the Unit 7 Assignments and all went according to plan. The PuTTY application gave me access to a command line console that I needed in the absence of a monitor. Using my host machine to send commands to the practice system was very cool. Didn't shove my practice system behind the sofa though, since my Ethernet cable isn't that long and I know it needs to be connected to the router. My study is now a hopeless jumble of ups, cables, cable modem, router, desktop, etc. , and likely to remain so until 672 and 675 are completed.
Monday, June 28, 2010
Unit 6 Web Servers
This week the combination of learning something about the elements of HTML or at least enough to post a rudimentary web page with an internal link to an embedded image and hyper links to external sites while also setting up, pinging and configuring a LAN was a tall order. Not sure if I did it all according to Hoyle or even Fulton but it all seemed to work which surprised the heck out of me.
More than once I thought the ship was lost only to find a solution here and there either among the readings or from a haphazard if sometimes desperate investigation of other web sites. One glitch that almost had me down for the count was saving a file with the txt extension using Notepad. Since I wanted to ultimately save the file as a .html document rather than as a .txt this turned out to be surprisingly difficult. With the benefit of doing Assignment 6 "provide Name Resolution via your HOSTS files" I now know that the Notepad app has some quirks that require a bit of knowledge to resolve. Running Notepad as an administrator and using it to edit hidden system files like the etc/hosts file was a first for me. This issue almost got the better of me as I tried to save my HTML work within Notepad as an html document and then send it sFTP to the U of A public web site server. Eventually I learned from a web site named “www.thesitewizard.com” about a nasty eccentricity of Notepad's and a way to work around it.
According to the Wizard “Notepad has the practice of adding a “.txt” extension to your files even when you don't specify it. So if you give your file a name of “blahblahblah.html”, Notepad will change the name to 'blahblahblah.txt” without informing you. Compounding this problem is Windows Explorer's policy of not telling you the fullname of your files. Hence if you use Explorer to check the file, it will only show “blahblahblah.html”.
The solution to this problem involved going into Tools inside Windows Explorer and unchecking the hide file extensions box. I also learned that if you want to force Notepad to save a file without the txt extension it is necessary to put the full file name inside “quotation marks” in the Save As dialog box.
Not sure if others had this problem but it seemed to be a moment of enlightenment on my journey to the illuminating light of the LAMP.
I also had a world of difficulty getting my image file to load in my web page. Apparently the code I was writing wasn't pointing to the location of the img src file although I was able to load the image when working on it off line on my desktop. After using WinSCP to sFTP the files to my Arizona U-System account I failed to see my image load. A website entitled www.amailsender.com revealed that a common reason for this failure was not including the web site address in front of the file name.
I'm pretty sure this is not the “right” way to do this because I think it violates the best practice of linking to a relative location rather than to a fully qualified url and an absolute location, but it worked.
More than once I thought the ship was lost only to find a solution here and there either among the readings or from a haphazard if sometimes desperate investigation of other web sites. One glitch that almost had me down for the count was saving a file with the txt extension using Notepad. Since I wanted to ultimately save the file as a .html document rather than as a .txt this turned out to be surprisingly difficult. With the benefit of doing Assignment 6 "provide Name Resolution via your HOSTS files" I now know that the Notepad app has some quirks that require a bit of knowledge to resolve. Running Notepad as an administrator and using it to edit hidden system files like the etc/hosts file was a first for me. This issue almost got the better of me as I tried to save my HTML work within Notepad as an html document and then send it sFTP to the U of A public web site server. Eventually I learned from a web site named “www.thesitewizard.com” about a nasty eccentricity of Notepad's and a way to work around it.
According to the Wizard “Notepad has the practice of adding a “.txt” extension to your files even when you don't specify it. So if you give your file a name of “blahblahblah.html”, Notepad will change the name to 'blahblahblah.txt” without informing you. Compounding this problem is Windows Explorer's policy of not telling you the fullname of your files. Hence if you use Explorer to check the file, it will only show “blahblahblah.html”.
The solution to this problem involved going into Tools inside Windows Explorer and unchecking the hide file extensions box. I also learned that if you want to force Notepad to save a file without the txt extension it is necessary to put the full file name inside “quotation marks” in the Save As dialog box.
Not sure if others had this problem but it seemed to be a moment of enlightenment on my journey to the illuminating light of the LAMP.
I also had a world of difficulty getting my image file to load in my web page. Apparently the code I was writing wasn't pointing to the location of the img src file although I was able to load the image when working on it off line on my desktop. After using WinSCP to sFTP the files to my Arizona U-System account I failed to see my image load. A website entitled www.amailsender.com revealed that a common reason for this failure was not including the web site address in front of the file name.
I'm pretty sure this is not the “right” way to do this because I think it violates the best practice of linking to a relative location rather than to a fully qualified url and an absolute location, but it worked.
Sunday, June 20, 2010
Unit 5 Learning styles and the networked environment
Unit 5 Blog Assignment Learning Styles the Networked Environment
I found this week's readings to be very difficult. The number of links seemed endless and the amout of reading was very challenging. The material was also pretty opaque to me filled as it is with numerous references to acronyms, standards, formats and layers. Despite the videos I am having a hard time understanding many of the concepts. I do now understand, agree with and appreciate the pedagogical caution that was attached to a number of the references in the lecture that “it gets a bit geeky but give it a read and get what you can” and find that advice somewhat reassuring. I'll try rereading some of the text articles and reviewing the videos and maybe it will make more sense, perhaps the light will go on? The whole subnet mask thing still baffles me so if somebody can break it down for me I'm ready to listen.
Not sure what kind of learner I am,(reflective,active ?) perhaps because like everybody else I am a mixture of learning styles rather than one type or another. I must confess that I find myself jumping into things like setting up and configuring hardware and peripherals often with not much prior attention paid to the manual. This usually leads me into problems and then I have to take a step back and rethink and redo the whole process. (Or maybe just read the instructions and then try it?) Patience is something I need to embrace more often but time is always limited and generally there is so much to do.
I understand that the complex nature of the material motivated our instructor to give us a number of different formats and avenues to explore while learning about networking. Maybe I just need to go back over things a second time and with hindsight and a new perspective something will click and I'll have a Eureka moment.
I found this week's readings to be very difficult. The number of links seemed endless and the amout of reading was very challenging. The material was also pretty opaque to me filled as it is with numerous references to acronyms, standards, formats and layers. Despite the videos I am having a hard time understanding many of the concepts. I do now understand, agree with and appreciate the pedagogical caution that was attached to a number of the references in the lecture that “it gets a bit geeky but give it a read and get what you can” and find that advice somewhat reassuring. I'll try rereading some of the text articles and reviewing the videos and maybe it will make more sense, perhaps the light will go on? The whole subnet mask thing still baffles me so if somebody can break it down for me I'm ready to listen.
Not sure what kind of learner I am,(reflective,active ?) perhaps because like everybody else I am a mixture of learning styles rather than one type or another. I must confess that I find myself jumping into things like setting up and configuring hardware and peripherals often with not much prior attention paid to the manual. This usually leads me into problems and then I have to take a step back and rethink and redo the whole process. (Or maybe just read the instructions and then try it?) Patience is something I need to embrace more often but time is always limited and generally there is so much to do.
I understand that the complex nature of the material motivated our instructor to give us a number of different formats and avenues to explore while learning about networking. Maybe I just need to go back over things a second time and with hindsight and a new perspective something will click and I'll have a Eureka moment.
Saturday, June 12, 2010
Unit 4 Users and Groups
Unit 4 Users and Groups
The installation routines went surprisingly well this week. Installing Webmin was the most complicated and time consuming assignment but the instructions were so precise and I was lucky enough to avoid any typos or miss including a line of commands that might otherwise have left me hanging out there. Perhaps it would have been a learning opportunity to have gone off on a detour, but everything is challenging enough. I did spend a lot of time studying the readings and reviewing the Griffith tutorials so I think that helped a lot. I find myself waiting until Saturday to confront the linux exercises, my old brain is just too sleep deprived during the week to handle the linux syntax.
Of course, I haven't started the optional practice computer work yet. I plan on trying it out tomorrow. I hope things go as smoothly tomorrow as they did today. I'm reluctant to share any tips for fear of jinxing things. But I've found that if I start early in the morning after a good night's sleep and with a strong cup of Joe nearby that things go well enough. Would never, never, never have been able to figure out how to install Webmin without the step by step instructions.
The command line “add a user” process went the smoothest of all the ways I experimented with to add a user. I did kind of run around the Maypole a little bit while using the Gnome Desktop Adm Utilities. The mouse arrow gets a little lost visually on the remote desktop so that was shaky. Remembered that the sudo password was available on the course home page, so that was helpful. Got a little lost looking for the three tabs [account, user privileges and advanced] but managed to figure it out. The lag between striking a key on my laptop and seeing the response on the remote desktop isn't as disconcerting as it might be othewise. My IT guy set me up with a version of VNC years ago so that I could troubleshoot public PC's at our remote branch library, so I sort of knew what to expect from that. However, I find that the VNC connections do break down over time. I recall he said it was principally due to registery problems, not sure if that's true but even if it is, my knowledge of the registry system is the article we read earlier in this course.
Well thanks for reading this week's blog entry. Until next time...
The installation routines went surprisingly well this week. Installing Webmin was the most complicated and time consuming assignment but the instructions were so precise and I was lucky enough to avoid any typos or miss including a line of commands that might otherwise have left me hanging out there. Perhaps it would have been a learning opportunity to have gone off on a detour, but everything is challenging enough. I did spend a lot of time studying the readings and reviewing the Griffith tutorials so I think that helped a lot. I find myself waiting until Saturday to confront the linux exercises, my old brain is just too sleep deprived during the week to handle the linux syntax.
Of course, I haven't started the optional practice computer work yet. I plan on trying it out tomorrow. I hope things go as smoothly tomorrow as they did today. I'm reluctant to share any tips for fear of jinxing things. But I've found that if I start early in the morning after a good night's sleep and with a strong cup of Joe nearby that things go well enough. Would never, never, never have been able to figure out how to install Webmin without the step by step instructions.
The command line “add a user” process went the smoothest of all the ways I experimented with to add a user. I did kind of run around the Maypole a little bit while using the Gnome Desktop Adm Utilities. The mouse arrow gets a little lost visually on the remote desktop so that was shaky. Remembered that the sudo password was available on the course home page, so that was helpful. Got a little lost looking for the three tabs [account, user privileges and advanced] but managed to figure it out. The lag between striking a key on my laptop and seeing the response on the remote desktop isn't as disconcerting as it might be othewise. My IT guy set me up with a version of VNC years ago so that I could troubleshoot public PC's at our remote branch library, so I sort of knew what to expect from that. However, I find that the VNC connections do break down over time. I recall he said it was principally due to registery problems, not sure if that's true but even if it is, my knowledge of the registry system is the article we read earlier in this course.
Well thanks for reading this week's blog entry. Until next time...
Subscribe to:
Posts (Atom)