Report #1
Monitoring My
Information Behavior
By: Chris Nerona
Instructions
for this report may be found at
www.soc.hawaii.edu/leonj/leonj/leonpsy22/409a-g22-report1.htm
Introduction:
Wassup?
My name is Chris Nerona and I am currently studying psychology with a
minor in political science. I am 2002
graduate from
The following
are task reports that will enlighten us to the world of the Internet. These reports are done on a weekly basis and
will help me to become unafraid of publishing my works on the Internet. It may be a dark, unexplored tunnel, however
with the most detailed instructions; I hope to shed some light on the unknown
world of the World Wide Web.
Section A:
In this section
of report 1 I will be familiarizing myself with this new concept of reporting. This section entails me to look and critique
previous generational reports. My
critique will compose of how the student felt and thought of the task at hand,
their actions and conclusions from the task, and how these reactions were
applicable to my report. I will do the
best of my ability to complete this task, and future tasks to the stringiest of
‘T’s’. Hopefully, I will manage to
triumph over this intimidating and daunting initial task.
The first report I examined was composed by
Hae Lin Han. This student’s report can
be found at www.soc.hawaii.edu/leonj/409af2003/han/report1.htm.
At the get go Hae Lin admitted that he was a rookie to this
new format, as am I. Immediately I grew
a liking towards this character just because he seemed to be in the same boat
as I right now. Continuing onwards, Hae
Lin thought that the tasks would be rather simplistic and straight forward
considering the instructions were given to him step by step. So instead of taking personal suggestions
from Dr. James, he took his own approach to tackling the task. He realized what a dreadful mistake he had
made. Instead of printing out the
instructions (which I didn’t do as well, oops) he glanced at the multiple open
screens on his computer and struggled to complete the task. Hae Lin concluded that in order to succeed in
his course was to simply follow instructions and not to overwhelm himself by
overreacting to the task.
The one insight
that Hae Lin gave me was to simply FOLLOW INSTRUCTIONS. I am sure I am not alone when I say that if
there is indeed a shortcut, show me the way.
Why is it necessary to biblically follow the steps if you know a faster,
less time consuming approach? Well, from
here on out, I will not underestimate the instructions.
The second victim, I mean report, I
examined was Jacquelyn Lim from generation 19.
Ms. Lim’s webpage can be found at www.soc.hawaii.edu/leonj/409af2003/lim/report1.htm.
Like Hae Lin
Han, she too had to register with the social science department to obtain a
user name and just like Mr. Han, she ran into an unforeseen problem. That one problem caused Jacquelyn to go into
what some might categorize as a temper tantrum, but after quickly making the
necessary adjustments, she managed to control her emotions and completed task 1
with relative ease. Ms. Lin felt a
little frustrated at the fact that the report was becoming too repetitive. Jackie concluded that when she actually
commits the time to read the instructions thoroughly she can accomplish the
tasks quickly and efficiently.
That was one
conclusion that could really help me in the future. I’m very similar to Jackie and Hae Lin, due
to the fact that they both have had similar characteristics that could possibly
delay me finishing the task at hand.
Jacquelyn pointed out that she needed to read the instructions
thoroughly. Without the full
comprehension of the instructions it’s going to be a bumpy ride for the rest of
the semester.
The third report
I examined was composed by Sean Arakaki of generation 18. His reports can be found at www.soc.hawaii.edu/leonj/409bs2003/arakaki/research.htm.
Sean took a very unique approach on reporting task 1. Sean was required to do something very
similar to what I am being asked to do in task 1 for this generation. He’s being required to analyze and learn, in
a sense, from past generations. It
seemed to me that Sean took the task head on without a single hindrance of
confusion. Using four sublevels of
analysis ((1) Uncertainty
and Frustration, (2) Clarity and Motivation, (3) Mastery, and (4) Reflection) Sean’s report
was clear, concise, and enjoyable to read.
Mr. Arakaki was very motivated by his peers combine that with his
personal confidence for himself, Sean steamrolled through this task.
Although some may perceive Sean as being cocky and arrogant, I admire
his confidence for believing in himself to finish the task. Throughout his entire report there was not a
single sense of failure. I came away
with renewed confidence within myself to get these assignments done. Mr. Arakaki showed me that if there’s a will
there is most definitely a way.
The last report I examined was Carol Ohta’s Generational
Curriculum and Cyberspace.
(Click on the underscored text to transport you to her report.)
Carol’s report was a rather simplistic task to say the least, unless it
wasn’t a task, rather than an assignment.
She looked at the primitive generations’ websites and reports and simply
commented on what each of them wrote.
Carol seemed a bit too overzealous when she was writing her report, but
who would deny finding happiness when doing homework? Chugging along here, she summarized the basis
for each report and jotted it down for her report. Personally speaking this task seemed to be a
trick task. It was too simplistic and
lacked the confusion most people experience when attempting to do their task. However, there was one lesson I learned from
Carol.
Ms. Ohta mentioned that this was a her second consecutive class with Dr.
James and although I had my reservations about Dr. James, it looks as if that
disregarding his lengthy career, he still was able to teach Carol something
new. I look forward to learning new
perspectives and lessons from a most admired professor.
Section B:
British
Journal of Social Psychology
March
2004, Vol. 43, Issue 1, p99, 14p, 1
Abstract:
The
research presented in this paper uses memory work as a method to explore six
women's collective constructions of two embodied practices, sweating and pain.
The paper identifies limitations in the ways in which social constructionist
research has theorized the relationship between discourse and materiality, and
it proposes an approach to the study of embodiment which enjoins, rather than
bridges, the discursive and the non-discursive. The paper presents an analysis
of 25 memories of sweating and pain which suggests that Cartesian dualism is
central to the women's accounts of their experiences. However, such dualism
does not operate as a stable organizing principle. Rather, it offers two
strategies for the performance of a split between mind and body. The paper traces the ways in which dualism can be both functional
and restrictive, and explores the tensions between these two forms. The
paper concludes by identifying opportunities and limitations associated with
memory work as a method for studying embodiment.
Response
and Reaction:
First
off, I thought that this publishing was a bit too complex and complicated for
my simple mind. I am not one to divulge
into the exact reasoning of minute areas of life, in this case sweat and
pain. However, to comply with the goal
at hand this abstract as well as its report was an enlightening reading. Basically these psychologists tried to
demonstrate the functional and restrictive abilities of the mind and body in
context to the Cartesian Dualist Discourse.
And from what I understood, the functionalistic approach to the mind and
body was that each entity has a specific purpose in pain or sweat. With the example of pain, the body was to
find a method to relieve the pain. The
restrictive counter-argument is more of a cultured approach. For example, the mind and body is supposed to
act in a manner that is culturally appropriate, meaning culturally defined
gender identities.
I
found this publishing to be interesting, however rather mundane. Going with a concept I’ve learned from
another class this semester, maybe I found the reading to be boring because I
wasn’t motivated to find the positive or beneficial aspects to me.
The
persistent link to find this article:
http://search.epnet.com/login.aspx?direct=true&db=pbh&an=12787719.
Journal
for the Scientific Study of Religion
June
1990, Vol. 29, Issue 2, p277, 2p
Abstract:
The
year 1988 marked the tricentennial of the birth of
the Swedish scientist, theologian, and revelator Emanuel Swedenborg.
Swedenborg and His Influence consists
of 25 papers originally presented at a symposium held by the Academy of the
Response
and Reaction:
There
wasn’t much too this article written by Emanuel Swedenborg. From my understanding, it’s a complete
autobiography on his own accomplishments linking
philosophy and theology. I also
comprehended that his father was a Theology professor at a nearby university
which predisposed Emanuel to theology, however he did have a mild passion for
philosophy, thus his approach to define religion via philosophy and theology.
Once
again I was not quite as motivated to understand how this article is important
towards the class concept which is Driving Psychology. Furthermore, I tend to have an apparent problem
with ideas and concept of small importance that are pretty much across the
world. I see it as if it’s not affecting
me why should I bother reading about it.
The
persistent link to find this article:
http://search.epnet.com/login.aspx?direct=true&db=f5h&an=9604085487
Section C:
Previous
generational thoughts:
Shawna Honeycutt’s report two can be found at:
http://www.soc.hawaii.edu/leonj/leonj/409af96/honeycut/report2.html
Shawna Honeycutt’s report two asked her to explore the
internet. Initially she was a bit
baffled yet determined to accomplish the task at hand. She thought that the end would never arrive
and the worse will happen to her in the course, not figuratively speaking. Inevitably she reached the end by following
the instructions specified in great detail by professor
James. Her advice to future generations
was to keep tackling the tasks because there is indeed an end and if you comply
with the detailed instructions, you will accomplish each and every task.
Michelle
Alonzo’s report one can be found at:
http://www.soc.hawaii.edu/leonj/leonj/409af96/malonzo/report1.html
Michelle’s
task for her report 1 required her to analyze what may seem as three previous generations website.
Initially I thought this girl’s got it easy. Why can’t we get this assignment? She further explained that as generations
surpassed generations the technology became more advanced that each student’s
website became more and more aesthetically appealing. For her there wasn’t much to conclude. She was one of the first, the pioneering
students that had this new form of curriculum.
So, like anyone else, she concluded with more advice to future
generations saying that we were the one’s who created this new method of
learning and she hopes that everyone will enjoy this new approach.
Heather
Piper’s Report 1 on research may be found at:
http://www.soc.hawaii.edu/leonj/409as2003/piper/g18research.htm
Unlike
Michelle and Shawna’s exploration of the Internet,
Heather had the task of analyzing these reports and describing her feelings of
the prior generational reports.
Christine Marchadie was the first report to be
analyzed by Heather. Christine was
astoundingly similar to Shawna with her exploration
of the Internet. She, like Shawna, found the Internet to be too vast and
ambiguous. Being completely lost made
her feel like she wasn’t capable to do simple tasks, which is a general
attribute of being lost. Eventually she
too found the light at the end of the tunnel and completed her task at
hand. Heather commented to Christine by
stating that we should be in control of our emotions regardless if we’re
pressed for time. To her, the need of
completion takes priority of how we feel about these tasks.
Heather
analyzed Kai Hansjuergens report of similar
content. Kai began by saying that the
reason we feel vulnerable per se is due to the fact that we’re taking on a task
very unfamiliar to us. Anyone that begins
a new task is a bit baffled at first and feelings of worthlessness set in. By working through these stereotypical
synonyms are we able to find peace via accomplishing the set task. Again Heather commented with straightforward
typical responses of that would only support what the student had spoken of.
Ginger
Andrew’s Report may be found at:
http://www.soc.hawaii.edu/leonj/leonj/409af96/gandrews/report1.html
To conclude section B of this report, I
found a rather easy prior generational report to analyze. Ms. Andrews used only one sentence to
describe the previous generation’s reports before moving on, to what seemed to
be her task. She was asked to how do I react, to being in a generational cyber-community,
in cyberspace?
She reacted in a typical manner that all initial students of Professor
James would react. Ginger was hoping
that these tasks pertaining to the Internet would not be too daunting because
she did not see the future with this report.
She did mention that hopefully someday her children or even
grandchildren would surf the net and find the works of their grandmother. Similar to me, Ginger found the necessity in
taking varied approaches to learning and realized that it may be beneficial towards
her education.
Section D:
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copper mailbox.
http://www.outdoordecor.com/cgi-local/SoftCart.exe/online-store/scstore/p-SASR-JUMPER.html?E+scstore
Section E:
Previous
Generational Thoughts:
To be perfectly
honest, I was not able to complete this portion of Report 1 because I was
having a tremendous amount of difficulty finding previous generational similarities. So continuing to chug along, I will forfeit
this aspect of Report 1 and move onto Task 4.
Section H:
Report 1 was
an eye-opening experience allowing growth in education via a different
method. To me it was trying to
familiarize myself with the Internet and how to do “basic”, personally they
weren’t so “basic”, tasks on the Internet.
I’ve learned that we take the Internet for granted, being how much we
use it and how little we actually know of it.
It takes a good man to sit down and create the pleasures that we have
come to equate with the Internet. That
was the biggest lesson I’ve obtained from this report.
Section I:
Some advice
for future generations…Take it from me, you seriously need to set the time
aside to compose each task of these reports.
From my report 1 which has its pukas, I
realized that in order to achieve that personal pat on the back you need to set
the time aside. Your method of doing so
is up to you, however I believe the more organized you are with your time and
your dedication towards these tasks, the easier and less stress you will
experience.
Class home page: www.soc.hawaii.edu/leonj/leonj/leonpsy22/classhome-g22.htm
My home page: www.soc.hawaii.edu/leon/409as2005/nerona/home.htm