Art History – Evaluative Essay

 

Analysis of

Portrait of a Lady with a Lap Dog

Rembrandt van Rijn

Oil on Canvas

1665

 

In this evaluative essay, I will be analyzing “Portrait of a Lady with a Lap Dog”, painted by Rembrant van Rijn. I will be discussing my first impressions of the painting, how the painting incorporates the elements of art, how the painting used the principles of art, the medium used, and the context of the painting. I will conclude with my overall impression of the painting and why I think it has been deemed worthy to be shown in an art gallery.

Upon first glance of this painting, I noticed how the artist has used the principle of contrast to highlight the figure. A black background surrounds the lady in the portrait which caused my eye to focus immediately onto the woman’s face, more specifically her eyes. Her eyes mimic the darkness of the background, but provide a fierce contrast to the paleness of her skin. As my eyes traveled down her body they were caught by the highlights on her two necklaces. The artist has again used the principle of contrast, this time prompting my eye to examine the jewelry that the lady is wearing. The jewelry that the lady is wearing (two necklaces, two pearl bracelets, earrings, and a metal hair clip) suggests to me that this lady belongs to a fairly wealthy family. After examining her jewelry, my eyes were allowed to travel along the rest of the painting to analyze her clothes, the dog, and the fabric she is holding. Her regal, flowing clothes are further an indication of her wealth, along with the fabric in her arms, which I believe to be a type of fur blanket. The dog was hard to notice in the painting because of its size and lack of emphasis. Despite having white patches of fur on its head, it was not the first thing I noticed in the portrait. It was only after my eyes were able to travel down the woman’s body that I realized she was holding a small dog in between her palms.

The most prominent elements of art that were used in this painting were the elements of size, texture, space, and line. The element of size is prominent in the relationship between the size of the woman and the size of the dog. The woman occupies the majority of the painting, where the dog occupies a very small portion of the overall composition. It seems odd that the painting would be titled “Portrait of a Lady with a Lap Dog” when the small dog is overshadowed by the size of the woman. The element of texture helps indicate the wealth of the lady in the portrait. The dress she is wearing appears to have been made out of a large amount of fabric, a sign that the dress would have been very expensive, so she could possibly be a lady of a higher status. Additionally, the implied texture of the fabric she is holding suggests that it could be some kind of fur or animal skin, which is a further indication of wealth. The element of space is used to add emphasis to the content of the portrait. The completely black background (negative space) forces the viewer to only look at the woman and the dog (positive space). Lastly, the element of line both pulls you into the painting and leads you out of it. Due to the fact that the Western world views images from top left corner to bottom right corner, the viewer’s eyes are led directly to the face. Once you see the eyes of the lady, you follow her invisible line of sight out of the painting.

The principles of design that were used in this portrait were the principles of contrast and proportion. The principle of contrast, as previously mentioned, is used to emphasize the content of the painting. The portrait of the lady and the dog are the only contents of the painting, and this is what the artist had intended the viewer to focus on. The contrast between the completely black background and the skin colour of the lady is the most prominent contrast in this painting. The principle of proportion is used between the size of the lady and the size of the dog. While the lady seems to be the “normal” size, the dog is almost too small for what one would expect a dog to be. The dog almost fits between the lady’s cupped hands which makes it hard to notice it initially. This connects to my earlier point referencing how the title doesn’t seem to match the proportions in the painting.

When creating this portrait, Rembrant van Rijn used oil paint on a wooden canvas. I could not see if this had any effect until I ventured closer to the painting. When I was viewing the painting from approximately one to two feet away, I noticed that all the depth and highlights of the painting were not visible at all. Up close, the techniques to create these illusions of depth and light only looked like blobs of paint. I concluded that this portrait should only be viewed from a distance. When seen up close, I found the realistic qualities of the painting to be ruined.

In terms of the actual content of the portrait itself, I developed a few inquiries regarding components that I found to be unclear. My first question is in regards to the use of the black background. In other portraits that I have viewed that were painted around the same time period, the background was never completely black like it is in this portrait. The closest I’ve seen to a completely black background was a portrait in front of a black wall with the rays of a light source cast upon the wall and the floor. In this painting, there appears that there is no light source, as if the lady is just floating in space. Even if the majority of the light source was focused on the lady’s face, there would still be rays of light casting onto the background surface. Another question I have is about the age of the woman in the portrait. By my best guess, I could estimate her age to be between eighteen and thirty-five. Knowing the age of the woman would help clarify the purpose and story behind the portrait. It would help answer questions like “Did she have this portrait commissioned?”, “Why is she so important that this portrait was made of her?”, and “What is the purpose of her holding the dog in the portrait?”.

In conclusion, I enjoy this portrait because after analyzing it I discovered that there were many mysteries and questions surrounding it. I believe that a good piece of art should make you respond in this way. This is also why I think that this piece rightfully belongs in a museum. A piece of such simplicity allows you to push past its face value and dive into the discovery of what it truly means. This gives the viewers an interactive viewing experience, which increases the level of enjoyment and provides the communication that I believe a good art piece should possess.

 

Formal Essay – Interactive Gaming as a Learning Tool – First Attempt

In our current century, gaming has become an effective method of entertainment for members of every generation. Educators, seeing the effect that the gaming culture has on members of today’s society, have been trying for a number of years to use interactive gaming as a learning tool. This essay will explore three articles that relate the use of interactive gaming as a teaching method. The first article, “Savannah: mobile gaming and learning?” talks about a study that was conducted on young children with the aim to teach them about animal behaviours through the use of interactive gaming. The second article, “Serious gaming in women’s healthcare”, discusses the negative aspects of using interactive gaming as a teaching method, while the third article “Simulation gaming in nurse education; entertainment or learning?” discusses the positive aspects of this method. This essay will conclude with my own personal opinion regarding the use of interactive gaming to learn based on the articles that I read.

 

This article “Savannah: mobile gaming and learning?” documents the study conducted by K. Facerw, R. Joiner, D. Stanton, J. Reidz, R. Hullz, and D. Kirk from NESTA Futurelab, Bristol, UK; University of Bath, UK; Hewlett-Packard Laboratories, Bristol, UK; and University of Nottingham, Bristol, UK, respectively. The purpose of the study was to explore how mobile gaming (physical movement in junction with interactive gaming) can effectively work as a teaching and learning tool. This study aimed to teach the group of students about the behaviours of lions in the Savannah using an interactive environment and mobile gaming devices.

This study was conducted with children aged eleven to twelve and run twice, once with a set of five girls, and once with a set of five boys. Each trial took two days to complete, with the first day acting as a sort of “tutorial” where the children were able to explore their environment (a playing field 100m x 50m) and learn how to use the equipment, and the second day acting as a opportunity to use those new found skills in scenarios presented by the game servers (hunger, heat exhaustion, bush fires, angry elephants). Each student was given a GPS that would track them as they moved around the playing field, and a person digital assistant (PDA) that acted as their main method of interaction with the game. This PDA allowed them to interact with the virtual world by communicating what their lion saw, smelt, and heard through the use of pictures and voice commands. Additionally, there was a room known as the “Den” that the children would return to when the simulation had concluded. Here, the students were to reflect upon their experiences with the guidance of the teacher. With the use of an interactive flip chart, the student were able to see their movements across the playing field and view the locations of the markers they posted (for smells documented, etc).

At the conclusion of the study, it was seen that the students were able to make the connection between what they were doing in the game and how a lion would need to behave in the wild. The students quickly learned that they had to work together to take down larger prey, which prey to avoid, which situations were safe and which were dangerous, and how to keep their energy levels up. In the debriefing (the “Den” discussions), the students were saying “I actually thought that what was on the screen was actually what was real”, “It felt like Africa”, and “When there were flies I was like [turning head, to check where the flies were]’” (Facer, Joiner, and et al 399-409). This showed that the students were connecting with what it meant to be a lion in the Savannah, effectively learning about animal behaviours. Undetermined to be concluded was the question of whether this method taught the students more effectively than conventional classroom methods. However, it was definitely realized that this method could connect with the students and allow them to absorb the intended information while remaining entertained.

 

The article, “Serious gaming in women’s healthcare”, written by L. de Wit-Zuurendonk and S. Oei, contains arguments that are against the use of gaming as a learning tool. The first argument is that “the dynamic colourful world of a computer game will distract the student’s attention from the learning process.” (de Wit-Zuurendonk, and Oei 17-21). The authors argue that asking the student to learn while being bombarded by flashing lights and graphics won’t enable them to absorb the intended information. This can be true, especially for people diagnosed with ADHD. It can be very difficult to concentrate on learning when there are multiple point of information coming towards you all at once. The second argument that this article makes is that “the present generation contains a different type of learner” (de Wit-Zuurendonk, and Oei 17-21). This refers to the fact that serious gaming could be an effective learning tool for certain generations, but not for others. By this, I am referring to digital natives (those under the age of 18) versus people over the age of 40. Individuals over the age of 40 have only been exposed to technology for half their lives, and this could influence their ability to interact with these games and effectively learn from them. People in this category are used to attaining their information through different methods, so the serious gaming may not be an effective tool.

The article, “Simulation gaming in nurse education; entertainment or learning?”, written by Monica Peddle, contains arguments that are for the use of gaming as a learning tool. The first argument is that games “can … mimic processes, networks and systems used in the clinical setting to help learners prepare for their role.” (Peddle 647-649). This argument suggests that exposing the students to potential scenarios that they could be facing will give them an idea of what they will be encountering in the workplace. Then, when they are faced with situations later in life, they can recall the methods they used to solve similar problems when they worked through the game. The second argument is that “simulation gaming allows students to experiment in authentic situations, without risk to themselves or the patient in the clinical setting.” (Peddle 647-649). This is particularly applicable to nursing because the work involves live people. In these games or simulations, the nursing students can see what will happen if they make the wrong decisions. Unfavourable outcomes can be explored in a risk-free environment, which allow the students to satisfy their curiosity as well as deal with these situations. Additionally, the students can learn without risking any kind of damage to live humans.

These two articles, together, summarize the pros and cons of using gaming as a learning tool. As mentioned in the article regarding the children learning about the behaviours of lions, interactive gaming can and has been used as a learning tool. The first article’s secondary argument (learning through gaming is effective only for certain generations) applies to the study conducted on the children. Young children have grown up their entire lives using technology and they can easily work with it. This increases their potential ability to absorb the material that is being presented to them. The second argument of the second article (simulations allow the users to experiment with situations without risk to themselves or others) also pertains to the initial article. It would be very dangerous for the younger children to go out into the African Savannah and observe the lions in their natural habitat, and this simulation allows them to experience the behaviours of a lion without any risk. In the simulation, they can die as virtual lions, but remain untouched in the physical world.

 

In my personal opinion, I believe that interactive gaming is an effective learning tool. The study conducted on the children regarding the behaviours of lions in the wild proved to be an excellent method for communicating the information that was presented. The children were saying that they “actually thought that what was on the screen was actually what was real” and that “It felt like Africa” (Facer, Joiner, and et al 399-409) which showed that they truly connected with the simulation and the experience. I believe that connections like this can heighten our personal learning experiences and enrich our ability to learn. In addition, the students found the simulation to be generally enjoyable. Finding enjoyment in learning can lead to children seeking out knowledge on their own because they associate fun with learning. The article written by Monica Peddle makes an excellent argument for gaming as a learning tool: Simulations and gaming “can … mimic processes, networks and systems used in the clinical setting to help learners prepare for their role” (Peddle 647-649). This argument is especially applicable for students who are training for high risk, high stress jobs. If they are trained using simulations that allow them to work through difficult, fast-paced, high stress scenarios, it can give them an insight to the intensity of potential situations, thus preparing them for these encounters. In response to L. de Wit-Zuurendonk and S. Oei’s argument that “the present generation contains a different type of learner “ (de Wit-Zuurendonk, and Oei 17-21) I believe that interactive gaming shouldn’t be used on which students that haven’t been exposed to technology for most or all of their lives. If a student hasn’t used technology frequently in their lives, it wouldn’t make sense to use a teaching method that incorporated it. To use an analogy, it would be the equivalent of asking a bushman of the Sahara desert to hunt by using guns.  It would be incredibly silly to do this because the bushman has never used a gun, and he has developed his own effective way to hunt without using gun. It doesn’t matter that the use of a gun would make his hunting easier and more successful because his own methods have worked for him his entire life and changing it will only make it more difficult.

In conclusion, I believe that interactive gaming is a great way to learn because the majority of students that will be using this method are digital natives. This group of students will get the greatest use from these technologies and will learn most effectively through them. Technology is becoming the standard way of the future, and the changes in technology will bring about new changes and experiences in learning.

 

Sources:

Serious gaming in women’s healthcare
de Wit-Zuurendonk, L, and S. Oei. “Serious gaming in women’s healthcare.” International Journal of Obstetrics & Gynaecology. 11.118 (2011): 17-21. Web. 5 Nov. 2012. <http://onlinelibrary.wiley.com.ezproxy.lib.ryerson.ca/store/10.1111/j.1471-0528.2011.03176.x/asset/j.1471-0528.2011.03176.x.pdf?v=1&t=h968khzg&s=91341aa330524cf2e7abd3028ce4fbe32334e1c7&gt;.

Savannah: mobile gaming and learning?
Facer, K, R Joiner, et al. “Savannah: mobile gaming and learning?” Journal of Computer Assisted Living. 20.6 399-409. Web. 5 Nov. 2012. <http://onlinelibrary.wiley.com.ezproxy.lib.ryerson.ca/store/10.1111/j.1365-2729.2004.00105.x/asset/j.1365-2729.2004.00105.x.pdf?v=1&t=h95yr5w9&s=f282cc021388d7c41469fe93b0c0786593ff8e42&gt;.

Simulation gaming in nurse education; entertainment or learning?
Peddle, Monica. “Simulation gaming in nurse education; entertainment or learning?” Nurse Education Today. 31.7 (2011): 647-649. Web. 5 Nov. 2012. <http://journals1.scholarsportal.info.ezproxy.lib.ryerson.ca/tmp/18367332623042512011.pdf&gt;.

CSS 101

What is CSS and how does it work?
CSS stands for Cascading Style Sheets. You can embed CSS code into HTML files or link them together. Like HTML, CSS code is downloaded, interpreted, rendered, then displayed as the final product (web page).

How the CSS syntax works:
Below is an image of the fundamental CSS model

The difference between id and class:
IDs and Classes can be described as “hooks” – meaning they allow us to directly access and modify different portions of the document.
IDs are unique. Each element can only have one ID, and each page can only have one element with that ID.
Classes are not unique. You can use the same class on multiple elements, and you can use multiple elements on one class.

The difference between external style sheet, internal style sheet and inline style:
External Style Sheet – styles are called up using a separate page
example:

<head>
<link href=”style.css” rel=”stylesheet” type=”text/css” />
</head>

Internal Style Sheet – styles are referenced on the same page
example:

<head>

<style type=”text/css”>
<!–
.body {background: #000000;}
–>

</style>
</head>

Inline Style – style attribute goes right on the tag
example:

<p style=”color:sienna;margin-left:20px”>This is a paragraph.</p>

When is it better to use one over the other?
External – when a style is applied to many pages
Internal – when a single document has a unique style
Inline – when only one small section of a document is different

The box model:
The box model is literally a box that wraps around HTML elements. It consists of margins, borders, padding, and the content. The box model allows you to place a border around elements in relation to other elements.

• Margin – Clears an area around the border. The margin does not have a background color, it is completely transparent
• Border – A border that goes around the padding and content. The border is affected by the background color of the box
• Padding – Clears an area around the content. The padding is affected by the background color of the box
• Content – The content of the box, where text and images appear

What does floating and position do?
Position rules are used to position an element in the document flow in relation to other elements.

Floating is when you render two elements so they sit side-by-side with each other.


CSS grouping/nesting:
Grouping is a technique used to minimize code when there are elements with the same style.
Example – the code below:
h1
{color:green;}
h2
{color:green;}
p
{color:green;}
…can be group selector-ed into the code below:
h1,h2,p
{color:green;}

Nesting is a technique used to apply a selector within a selector.
In the example below, one style is specified for all p elements, one style is specified for all elements with, and a third style is specified only for p elements within elements with:
p
{color:blue;
text-align:center;}
.marked
{background-color:red;}
.marked p
{color:white;}

How to align elements:
There are two properties used when aligning elements. The choices are for each property are shown below:

text-align: [left, right, center, justify]
vertical-align: [auto, baseline, sub, super, top, middle, bottom, text-top, text-bottom]

How to build a CSS navigation bar:
Since a navigation bar is simply a list of links, you just need to use the tags for an unordered list <ul> and a link <li>:
<ul>
<li><a href=”default.asp”>Home</a></li>
<li><a href=”news.asp”>News</a></li>
<li><a href=”contact.asp”>Contact</a></li>
<li><a href=”about.asp”>About</a></li>
</ul>

Then you simply remove the bullets, margins, and padding:
ul
{list-style-type:none;
margin:0;
padding:0;}

Self Directed Learning

To be honest, I’m not entirely sure what I’m supposed to talk about here. I mean, I’ve skimmed through the readings I’m supposed to do (they’re big and scary) and I’ve found some charts with items that can potentially be called “skills” related to this topic, but I’m not quite sure how to approach discussing them. Most of the items remind me of things that I would see on a rubric for a high school project. “Students identify, determine, and articulate their own learning goals”…what am I supposed to say about this? “Yes, of course I identify, determine, and articulate my own learning goals, professor. Every good, focused, and determined student does this on a daily basis.” No, of course I don’t say this. To be even more honest, I don’t think I even do this kind of thing for school. I basically follow the format of “this is your assignment, learn this then do that”, in which my learning goals are articulated, determined, and identified already for me.

Instead of going through every single item that I found in this huge PDF file and complaining about how much it sounds like a high school rubric, I shall list them all for you here:

• Students identify learning tasks to achieve the goals
• Students chart their learning processes
• Students challenge themselves and set the standards for the achievement of their learning goals
• Students formulate questions and generate relevant inquiries
• Students explore a range of possibilities and make sound decisions
• Students self‐plan and self‐manage their time
• Students critically reflect on their learning and initiate gathering of feedback from teachers and peers to achieve their learning goal
• Students apply what they have learnt to new contexts
• Students utilize the skills that they have acquired to learn beyond the curriculum contents

See what I mean??? High school all over again! But now that I’ve taken a second to read over the items again, I realize that I do this on a daily basis (when I have school work to do) without stopping to realize that I’m ACTUALLY doing it. Let’s see if I can apply this idea to the blog post I’m currently writing.

1. I was told to write a blog post about the skills I possessed regarding self directed learning. (There’s my learning goal, articulated, identified and determined)
2. I realized that I didn’t know what skills and attributes were associated with self directed learning (I’m going to shorten this to SDL) so I conducted some online research. (That would be me identifying my learning tasks)
3. I started writing a blog post in hopes of communicating the skills I have regarding SDL. (Here I set the standards for achievement)
4. As I was writing the post, I started wondering exactly what I was writing about. (Formulating questions and generating inquiries)
5. I began to think what would happen if I just wrote down exactly what I was thinking, as per most of my other blog posts…and here I am doing just that. (Exploring the range of possibilities, making decisions)
6. I currently have nothing to do for two hours. Seems like a good time to do some school work. (Self – planning and self – managing my time)
7. It has come to my attention that my classmates have been reading my blog posts. If you read this post, please come talk to me about it. I have no idea what I’m talking about, and I want to know who was in the same boat. (Gathering feedback from peers to achieve my goals)
8. I’m actually having a lot of fun making blog posts. I think I might start up my own blog in the future. (That’s probably as close as I can get to utilizing the skills I’ve acquired)

Well, perhaps that made sense. I know it at least made a little sense to me. I think I went off topic approximately eighteen times, but who’s counting? So I guess, in some kind of conclusion, that if we’ve all made it this far, then we all possess some degree of these self directed learning skills. Especially in a course like this, we have to know how to learn on our own.

 

RANDOM OFF-TOPIC MOMENT (#19 I guess?)

I jumped out of a plane on September 30th. It was freaking awesome. When I get the video I will post it so I can share my experience with you. It was definitely life-changing.

BACK TO YOUR REGULARLY SCHEDULED SIGN-OFF

WHITE TEXT MOMENT

Signing off in 3…2…1…

*click*

Bloom’s Taxonomy

Alright, long story short here:

Once upon a time there was this guy named Benjamin Bloom and he developed something called “Bloom’s Taxonomy” which basically explains the stages and requirements of the thinking process. Then later, two of his students came along and decided it wasn’t good enough, so they revised it. The end.

Oh yes, I should probably mention what those stages of the thinking process were. In order from lowest to highest, they are:

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

If you would like a pretty picture of the subdivisions and such, please look below.

So, I see no issue with any of these categories. I fully agree with the revision that his students made. The reason for the ordering of the specific skills or stages is that you cannot move onto one without first conquering the previous stage. So basically if you can’t remember anything, you’re screwed.

Personally I find that I have no issue getting through the first three stages. I have a pretty decent memory that likes to remember the most random things, I possess the ability to understand the information by making connections, and I have no issue applying the knowledge to area of my life. However, I find myself a bit stuck once I reach the analysis portion. I find that I sometimes require a bit of help from someone else in order to properly and fully analyze a piece of knowledge. This may be due to the fact that I can doubt myself sometimes. I may believe that my own personal analysis is not appropriate or totally off the beaten path (which has been the case on more than one occasion), so I seek the assistance of other minds to help me fully analyze something. I don’t, however, view this as an entirely bad thing because when two or more minds collaborate, you get a full rounded picture as opposed to a narrow minded portion of it.

After the whole process of analyzing is complete, I have little issue advancing through the next stages. I have a (bad?) habit of always seeking perfection, so I am constantly critiquing, checking, and judging my own thoughts, knowledge, and creations. After I have attained as close to perfection as I can, I get to move on to my favourite part, which is the creating. Sometimes I rush just to get to this part because I like it so much.

I’m still not good with conclusions…so I’m just going to end it riiiiiigggggght…..

now.

Signing off in 3…2…1…

*click*

Group Research: Networking-101

What is a computer network?
A computer network is a collection of computer and other kind of hardware connected to one another by communication devices that can be used to share any kinds of information and resources

Define and explain visually the difference between these different types of networks:
Local Area Network: LANs link computers in the close proximity to one another. It makes it easy to share the information on one computer to the other.
Wide Area Networks: WANs do the same as LANS (sharing computer’s information from one to another) but with a far apart proximity of half a mile or more.
Internet: The internet is a global network that connects from any part of the world to another. Using the internet, we can share information all across the planet to anyone.
Intranet: Intranet is a network that is restricted or private on the internet.
Metropoliatan Area Networks: MANs are computer networks made for the size of a city or a very large campus. MANs connect the networks of LANs to form.
Virtual Private Network: VPNs use the Internet to connect intermediate networks to smaller networks that would normally be impossible to connect to.

How do these two types of networks differ?
In a peer-to-peer network a group of computers is connected together so that users can share resources and information. There is no central location for authenticating users, storing files, or accessing resources. This means that users must remember which computers in the workgroup have the shared resource or information that they want to access. It also means that users must log on to each computer to access the shared resources on that computer.

In a server-based network, the server is the central location where users share and access network resources This dedicated computer controls the level of access that users have to shared resources. Shared data is in one location, making it easy to back up critical business information. Each computer that connects to the network is called a client computer. In a server-based network, users have one user account and password to log on to the server and to access shared resources.

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What is the difference between a client and a server?

Client is a smaller computer through which the information or application stored on the server is accessed by the user whereas server is a powerful computer that stores the data files and applications.

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What is the OSI model?
Essentially all networks that are used today are at least partially based on the OSI (Open Systems Interconnection) standard. Developed in 1984 by the International Organization for Standardization (ISO), the standard is based on the OSI Reference Model, which is “a set of seven layers that define the different stages that data must go through to travel from one device to another over a network”

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Identity 5 different network architectures, explain what each does.
LAN – Local Area Network – connects network devices over a relatively short distance
MAN – Metropolitan Area Network – a network spanning a physical area larger than a LAN but smaller than a WAN
WAN – Wide Area Network – connects network devices over a wide distance- the internet is the largest WAN
WLAN – Wireless Local Area Network – connects network devices over a relatively short distance using Wi-Fi connections
SAN – Storage Area Network – connects servers to data storage devices
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Define and visual explain what the following terms mean:
Protocols: Protocols are digital messaging formats which have rules for how to exchange messages in or between computer systems.

TCP/IP: Internet Protocol suite is the set of protocols on the Internet. The are the most popular protocol stacks for the WANs.
FTP: File Transfer Protocol is the regular network protocol that can move one file from one computer to another over the Internet.
HTTP: Hypertext Transfer Protocol is the base of all data communication on the Internet. It is an application protocol which can distribute, collect, and spread information all over the world wide web.
Telnet: Telnet is used on the Internet or LANs for links to be sent from one computer to another.
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What is a router?
Routers transmit information between multiple interconnected networks and relay data to its destination.

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What is a network firewall?
A network firewall protects a computer network from unauthorized access and prevent the interception of data on the network.
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What is the difference between a web and ftp server?
Web servers “deliver […] content, [including] web pages, using the Hypertext Transfer Protocol (HTTP), over the World Wide Web”. The term can equally refer to the computer running the program. The FTP (File Transfer Protocol) server makes it possible to move, upload, download and transfer files online.

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What is an IP address?
Each machine in a network has a ‘unique identifier,’ which is distinct from every other computer. In the TCP/IP protocol this identifier is known as the IP address. IP addresses use binary bits to create a unique string of numbers separated by periods (IP version 4) or colons (IPv6).