Well, I think that/etc probably does stand for et cetera, but I don't think the fact that somebody made those comments constitutes proof, or any sort of evidence other than that whoever inserted the comments might've thought so.
We are interested in the origin of/etc, not the comments affixed to some very modern installation./sbin?/mount? I don't recall these existing 25 years ago. Unfortunately, I don't have an old system handy to check. Perhaps somebody can give a listing from, say V6 or V7 or BSD 2 or some such./etc used to have lots of good stuff in it: binary executables, configuration files, whatever.
Too often, teachers send masses of homework which students either flounder on (because they don't get it) or find tedious (because they do get it yet it is till time-consuming).
Assignments should exercise very well-defined ideas such that they can be done successfully in a short amount of time *if the student understands the concept being reinforced*. If the student does not understand, he or she might have to spend extra time -- at home or at school -- to get it.
The idea that it should be normal to do lots of rote work at home indicates to me bad course design. At least the sharp students should, except for projects as noted, be able to do the work in school.
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Let's see what sort of exclusionary license Microsoft will impose before crowing that they have capitulated.
Well, I think that /etc probably does stand for et cetera, but I don't think the fact that somebody made those comments constitutes proof, or any sort of evidence other than that whoever inserted the comments might've thought so.
We are interested in the origin of /etc, not the comments affixed to some very modern installation. /sbin? /mount? I don't recall these existing 25 years ago. Unfortunately, I don't have an old system handy to check. Perhaps somebody can give a listing from, say V6 or V7 or BSD 2 or some such. /etc used to have lots of good stuff in it: binary executables, configuration files, whatever.
Too often, teachers send masses of homework which students either flounder on (because they don't get it) or find tedious (because they do get it yet it is till time-consuming).
Assignments should exercise very well-defined ideas such that they can be done successfully in a short amount of time *if the student understands the concept being reinforced*. If the student does not understand, he or she might have to spend extra time -- at home or at school -- to get it.
The idea that it should be normal to do lots of rote work at home indicates to me bad course design. At least the sharp students should, except for projects as noted, be able to do the work in school.