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Table of Contents
Part 2
Entries
Entry 1: October Day, 2012
This is a sample format for a dated entry. Please substitute the actual date for “Month Day, Year”, and duplicate the level 4 heading to make additional entries.
As an aid, feel free to use the following questions to help you generate content for your entries:
- What action or concept of significance, as related to the course, did you experience on this date?
- Why was this significant?
- What concepts are you dealing with that may not make perfect sense?
- What challenges are you facing with respect to the course?
Remember that 4 is just the minimum number of entries. Feel free to have more.
Entry 2: October Day, 2012
This is a sample format for a dated entry. Please substitute the actual date for “Month Day, Year”, and duplicate the level 4 heading to make additional entries.
As an aid, feel free to use the following questions to help you generate content for your entries:
- What action or concept of significance, as related to the course, did you experience on this date?
- Why was this significant?
- What concepts are you dealing with that may not make perfect sense?
- What challenges are you facing with respect to the course?
Remember that 4 is just the minimum number of entries. Feel free to have more.
Entry 3: October Day, 2012
This is a sample format for a dated entry. Please substitute the actual date for “Month Day, Year”, and duplicate the level 4 heading to make additional entries.
As an aid, feel free to use the following questions to help you generate content for your entries:
- What action or concept of significance, as related to the course, did you experience on this date?
- Why was this significant?
- What concepts are you dealing with that may not make perfect sense?
- What challenges are you facing with respect to the course?
Remember that 4 is just the minimum number of entries. Feel free to have more.
Entry 4: October Day, 2012
This is a sample format for a dated entry. Please substitute the actual date for “Month Day, Year”, and duplicate the level 4 heading to make additional entries.
As an aid, feel free to use the following questions to help you generate content for your entries:
- What action or concept of significance, as related to the course, did you experience on this date?
- Why was this significant?
- What concepts are you dealing with that may not make perfect sense?
- What challenges are you facing with respect to the course?
Remember that 4 is just the minimum number of entries. Feel free to have more.
Keywords
unix Keyword 2
command expansion
Definition
Definition (in your own words) of the chosen keyword.
References
List any sites, books, or sources utilized when researching information on this topic. (Remove any filler text).
- Reference 1
- Reference 2
- Reference 3
unix Keyword 2 Phase 2
shell
Definition
A shell acts as the interface between a user and an operating system in which the user can launch other programs or access directories. There are two types of shells, command line or graphical. A windows operating system uses the graphical interface Windows Explorer to allow users to access programs and view files, where as a Unix systems tend to use the command line interfaces wherein text is typed at the command line prompt in order to launch programs and enter commands to view directories.
References
List any sites, books, or sources utilized when researching information on this topic. (Remove any filler text).
- Harley Hahn's Guide to Unix and Linux by Harley Hahn
Demonstration
Demonstration of the indicated keyword.
If you wish to aid your definition with a code sample, you can do so by using a wiki code block, an example follows:
/* * Sample code block */ #include <stdio.h> int main() { return(0); }
Alternatively (or additionally), if you want to demonstrate something on the command-line, you can do so as follows:
lab46:~$ cd src lab46:~/src$ gcc -o hello hello.c lab46:~/src$ ./hello Hello, World! lab46:~/src$
Experiment 2
Question
What happens if you pipe something to less then to more?
Resources
Hypothesis
Using “| less | more” at the end of a command will negate itself.
Experiment
Enter a grep command and end it with “| less | more”.
Data
*<!DOCTYPE HTML PUBLIC “-W3CDTD HTML 4.01 TransitionalEN” “http://www.w3.org/TR/html4
/transitional.dtd”>;<HTML lang=“en”>;<HEAD>;<META http-equiv=“Content-Type” content=“text/
html; charset=UTF-8”>;<META HTTP-EQUIV=“Pragma” NAME=“Cache-Control” CONTENT=“no-cache”>;<
META HTTP-EQUIV=“Cache-Control” NAME=“Cache-Control” CONTENT=“no-cache”>;<LINK REL=“styles
heet” HREF=“/css/web_defaultapp.css” TYPE=“text/css”>;<LINK REL=“stylesheet” HREF=“/css/we
b_defaultprint.css” TYPE=“text/css” media=“print”>;<TITLE>Class Schedule Listing</TITLE>;<
META HTTP-EQUIV=“Content-Script-Type” NAME=“Default_Script_Language” CONTENT=“text/javascr
ipt”>;<SCRIPT LANGUAGE=“JavaScript” TYPE=“text/javascript”>;<!– Hide JavaScript from olde
r browsers ;var submitcount=0;;function checkSubmit() {;if (submitcount == 0); {; subm
itcount++;; return true;; };else; {;alert(“Your changes have already been submitted.
”);; return false;; };}; End script hiding –>;</SCRIPT>;<SCRIPT LANGUAGE=“JavaScri
pt” TYPE=“text/javascript”>;<!– Hide JavaScript from older browsers ; Function to open
a window;function windowOpen(window_url) {; helpWin = window.open(window_url,,'toolba
r=yes,status=no,scrollbars=yes,menubar=yes,resizable=yes,directories=no,location=no,width=
350,height=400');; if (document.images) { ; if (helpWin) helpWin.focus(); };};
End script hiding –>;</SCRIPT>;</HEAD>;<BODY>;<DIV class=“headerwrapperdiv”>;<DIV class
=“pageheaderdiv1”>;<A HREF=“#main_content” onMouseover=“window.status='Go to Main Content'
; return true” onMouseout=“window.status=; return true” OnFocus=“window.status='Go to Ma
in Content'; return true” onBlur=“window.status=; return true” class=“skiplinks”>Go to M
ain Content</A>;</DIV>;<TABLE CLASS=“plaintable” SUMMARY=“This table displays Menu Items
and Banner Search textbox.”; WIDTH=“100%”>;<TR>;<TD CLASS=“pldefault”>;<DIV class=
“headerlinksdiv2”>; ;</div>;</TD>;<TD CLASS=“pldefault”><p class=“rightaligntext”></p
>;<SPAN class=“pageheaderlinks”>;<A HREF=“/wtlhelp/twbhhelp.htm” accesskey=“H” onClick=“po
pup = window.open('/wtlhelp/twbhhelp.htm', 'PopupPage','height=500,width=450,scrollbars=ye
s,resizable=yes'); return false” target=“_blank” onMouseOver=“window.status=; return tr
ue” onMouseOut=“window.status=; return true”onFocus=“window.status=; return true” onB
lur=“window.status=; return true” class=“submenulinktext2”>HELP</A>;|;<A HREF=“twbkwbis
.P_Logout” accesskey=“3” class=“submenulinktext2”>EXIT</A>;</span>;</TD>;</TR>;</TABLE>;</
DIV>;<DIV class=“pagetitlediv”>;<TABLE CLASS=“plaintable” SUMMARY=“This table displays ti
tle and static header displays.”; WIDTH=“100%”>;<TR>;<TD CLASS=“pldefault”>;<H2>Class Sc
hedule Listing</H2>;</TD>;<TD CLASS=“pldefault”>; ;</TD>;<TD CLASS=“pldefault”><p cla
ss=“rightaligntext”></p>;<DIV class=“staticheaders”>;Spring 2013<br>;Oct 26, 2012<br>;</di
v>;</TD>;</TR>;<TR>;<TD class=“bg3” width=“100%” colSpan=3><IMG SRC=“/wtlgifs/web_transpar
ent.gif” ALT=“Transparent Image” CLASS=“headerImg” TITLE=“Transparent Image” NAME=“web_tr
ansparent” HSPACE=0 VSPACE=0 BORDER=0 HEIGHT=3 WIDTH=10></TD>;</TR>;</TABLE>;<a name=“main
_content”></a>;</DIV>;<DIV class=“pagebodydiv”>;<!– END OF twbkwbis.P_OpenDoc –>
;<BR>;;<INPUT TYPE=“hidden” NAME=“sel_crn” VALUE=“dummy”>;<INPUT TYPE=“hidden” NAME=“assoc
_term_in” VALUE=“dummy”>;<INPUT TYPE=“hidden” NAME=“ADD_BTN” VALUE=“dummy”>;<TABLE CLASS=
“datadisplaytable” SUMMARY=“This layout table is used to present the sections found” width*
Content in stars is the first screen using the following command:
cat spring2013-20121026.html | egrep '^<TH CLASS=“ddtitle” | <TD CLASS=“dddefault”>|' | tr '\n' ';' | less | more
====Analysis====
Based on the data collected:
* Hypothesis is right.
====Conclusions====
If you pipe something to less then to more, the more contradicts the less.
