˂ ˂Dealing with Affective and Cognitive Feelings  ˂ ˂  Instructions   ˂ ˂     ˂ ˂  Intro   ˂ ˂     ˂ ˂  ˜I am enrolled in Psychology 459, a writing intensive class, and this is one of our assignments. We are instructed to design a homepage and upload our three reports onto the Internet. This is our first report. For this report we were given three tasks to complete and record our cognitive and affective feelings as we are completing the tasks. Dr. James Leon has taught this class for many generations, and I am in generation 19. The purpose of this assignment is to become more aware of our affective and cognitive feelings, as well as learn how to deal with information behavior. The purpose of this assignment is also to learn how to design a homepage and use FTP, and keep track of our errors and subtasks.At the beginning I felt nervous and anxious about what was ahead of me, but I love challenges and I know that this would be a great opportunity to learn more about the Internet and FTP.Just to give you a brief overview of what is ahead, the three tasks that were assigned to us are registering and sending e-mail to the instructor, posting our first week's web discussion messages, exploring the generational curriculum, and last is publishing your homepage and Report 1. I hope you enjoy this report and will relate to things that I am learning in this class.   ˂ ˂  ˂ ˂Task 1  ˂  ˝  ˝  Registering and Sending Email to the Instructor        When I registered for Psychology 459 writing intensive, I knew that the class would be difficult. However, I did not anticipate the amount of work we would be doing with the computer.I am pretty comfortable with using the internet when it comes to searching, or shopping. When it comes to uploading, and homepages I have no idea where to even begin. Although I felt nervous, and scared about this course, I have to keep in mind that this information will be useful to me in the future, and it is great to have a background with this stuff. We were given three tasks to complete by October 17, 2003. The three tasks involved 1) registering and sending e-mail to the instructor, 2) posting your first week's web discussion messages, and 3) exploring the Generational Curriculum. In my opinion, the first task involved the least amount of work, and thinking. The first task was due by September 5, 2003. The first task involved registering as a web user and e-mailing the instructor my first and last name, my course, my e-mail account and a pseudonym if I wanted to do so.When I was given the instructions for this task, I was not too worried about it. I thought I would be able to complete the task without any problems.Before I began registering as a web user I had to sign on to AOL, and type in the web address. When I typed in the address, I forgot about the underscore between lab and user. The screen displayed "Web Address unknown". I checked the web address on my paper and saw that I forgot the underscore.I felt nervous when I thought I had the address wrong. I was reassured however that I could refer back to the instructions for the web address.I knew that the instructions would not be wrong and that made me feel at ease. I tried to register as a lab user on September 4, 2003. After I was logged onto the website I was able to fill out the form so that I could be a lab user. I filled out the form with all of my personal information and clicked the submit button when I was confident that I was finished. When I clicked the submit button, I didn't know what to expect. I wanted to get verification that I filled out the form correctly. I waited patiently thinking, "I hope this is right".The reason why I felt nervous about the form was because I don't have a lot of experience with registering for things on the web. When I got the verification that I would receive an e-mail in a few hours, I knew what to do next. I closed the website and selected "Write Mail" so I could e-mail the instructor.I filled out the e-mail exactly as the directions instructed. The instructions for this task were very detailed.  ˝   ˝ Subject Line: my email address    ˝Message:    ˝Your first and last name in that order (no middle name)    ˝Your course (either 409a, 409b, or 459)    ˝Your email in this format exactly: Leon James leon@hawaii.edu    ˝    Nothing else (delete all other lines or comments).        Since the instructions were so detailed and exact, it was easy for me to do this task, or so I thought. I hit send and was assured that I had completed Task 1. The next day, September 5, 2003, I checked my e-mail for a response from the instructor. I did not receive a response. I felt nervous and worried. I remembered in the previous class a couple of students did not receive e-mails from the instructor. After class I sent another e-mail to the instructor, but this time I added that it was my second e-mail to him and that I had not received one. On Saturday September 6, 2003 I checked my e-mail again and saw that I received an e-mail from the instructor. I felt good that I had completed the assignment on time.For this task I didn't have to ask for any help, but I did need to re-check my work. There were many sub-tasks I had to do before I completed task 1. I had to turn on my lab top, sign-on through my screen name, and enter my password. Once I was signed on, I entered the web address into the bar and waited patiently as the website was found. Once the website was found I had to read all of the instructions before I could fill out the form. After I completed the form, I was able to submit it and sign off. It was interesting for me to keep track of my sub-tasks because there are many that I just forget if I hadn't written them down.The easiest way that I found to keep track of my sub-tasks was I kept a separate file on my word processor and as I was going through the task, I typed in anything I was feeling and what I was doing.        ˝Affective Information Behaviors:    -I feel at ease about this task    -I don't feel I need to rush to do this task since it is so simple    -I felt nervous about typing the web address wrong.    -Registering, as a web user is fun, it's simple and I feel happy that I was able to do so with no problem.    -I felt a little uneasy about entering my personal information on the web    -"Is someone going to steal my identity?"    -My roommate assured me that she has registered for a lot of things before and had no problems    -I feel I need to pay close attention to the instructions for e-mailing the teacher    -I am worried that Dr. James has not e-mailed me back    -Did I do something wrong    -I feel content that I received an e-mail from Dr. James    -This was a boring, but easy task  ˝ Cognitive Information Behaviors:    -I went to the class website to learn how to register as a web user    -I clicked on Register as a web user    -I am going to type in the web address to register as a web user    -I am going to create my WebCt    -I need to enter my personal information    -I waited for response verification e-mail    -I clicked on "Write Mail" to send instructor my e-mail address    -I followed the directions exactly and clicked on "Send Mail"    -I sent a second e-mail because I did not get a response the first time    -I received an e-mail after the second one I sent and I was able to fill out the post ratings  ˝  Errors :Task 1   "79N Error   Type   Solution     Typed the wrong web address    Personal    I referenced back to our instructions     Didn't receive a response e-mail    Personal    I e-mailed the instructor again.     ˌ      ˝   ˝ Task 2      ˝ Posting Your First Week's Web Discussion Messages        For the second task, I had to post my first week's Web discussion message.This task appeared a little tougher to me. I remember registering for WebCt when I went to Kapiolani Community College here on Oahu, and I remember having a little bit of trouble with it. I logged onto AOL and began this task by typing in the web address.Due to the fact that I typed in the wrong address during task 1, I was sure to type in the right address. Once I got to the webct address, I was able to follow the simple directions. On the webct website there are two options. One is to Log On to webct or Create your webct. I knew I had to create my webct first, so I clicked on the Create button to begin the process. I entered my personal information. For example, I entered, my first and last name, my e-mail address, my web ID, and my password. I also had to enter a question that the computer would ask me if in case I ever forgot my password. As I was creating my password, I tried to keep in mind something simple for me to remember. I also wanted to keep my web ID simple as well. Once I chose my web ID and password, choosing a question to ask was easy. After all of that information was done I felt anxious to log onto Webct and begin using it. I was happier that this website gave me a faster confirmation than the lab user site. I went back to the home page of webct by typing in the address in the aol search engine. The home page came up and I was able to log onto webct. I entered my login name and my password. Once it was opened, I chose psychology 459 and was able to get into our class page. I clicked on psychology 459 discussions. I was able to post a discussion comment and also search for one of the topics provided. I decided to comment on a topic before I posted one myself. I wanted to read other people's topics and see how they composed their discussion message. While I was logged into WebCt, I clicked discussions and was able to see all of the topics that were provided for us. I chose Gender Discrimination. I chose this topic because it looked interesting and this is an issue that has existed forever. I wanted to see what someone had to say about it. I read Michelle Tran's dissucssion message. I chose her's because it was the first on the list. I read her discussion message began typing my response. I shared my own experience with her and also searched on google.com for another article that was related to what she was saying. The article I found was at www.adelaid.edu . I thought this would helpful to her if she wanted to further research her topic. After I typed my message, I re-checked it and I was ready to post. I clicked "Post" and crossed my fingers that it would post. I logged out of WebCt and logged back in to make sure that it was posted. I was ecstatic that it was up there. The second topic I decided to search about was Speed Limit and Drivers. I picked this topic because I must admit I am a speeder. I am from California and I fit the stereotypical phrase "California Driver". I find it very difficult to drive on the highway at 50 miles an hour. I think I definitely use my horn more here than I do at home. So this topic really interested me. The easiest way I found to search for a topic was to use the yahoo search engine, google, and askjeeves. I began this task by searching in askjeeves.com. I entered phrases like history of speed limits, drivers and speeders, and speed limits. I didn't get a lot of the responses I wanted. I felt a little frustrated, but there are so many other search engines that I could use, so I calmed down. I then decided to use yahoo.com. This search engine was much easier. I got a lot of great articles. I found myself reading a lot of articles until I found one that I thought was reasonable to share. The article I chose came from www.highwaysafety.org . I picked this article because I felt it was reliable, and the organization was a great source. I then followed the instructions that were given. After I read the article, I answered all of the questions that were given. When I finished, I re-checked my posting and felt very good about it. I think clicked on "Post". After I did that, I wanted to make sure that this web posting would be up like my previous one. So I logged out of WebCt and then logged back in. I then went to our class, clicked on discussions and saw both of my postings up on the web. I felt very happy that I completed this task. I did complete it eight minutes before it was due, but I was happy it was on time and completed. I enjoyed this task because I was able to read other discussion topics and comment about them. I felt that the topics were interesting as well, and that is important.      ˝  Affective Information Behaviors:    -I felt nervous about this task    -I've used webct before, but I remember having problems    -I really don't want to do this task    -It's not as bad as it seems    -Logging onto webct was easy and that makes me content    -I am worried about posting messages, what if they don't work and it doesn't get posted    -After searching and finding a topic I feel confident I have enough information to discuss on a topic    -I enjoy doing this task because it allows me to dicuss topics that I am interested in    -I feel at ease having to do this task every week      ˝  Cognitive Information Behaviors:    -I had to go to class website to find WebCt    -I clicked on Create    -I entered my name, user name and password    -Now I am able to log on as a WebCt user    -I registered Psy459 under my user name    -I then clicked on Psy459 to open our class    -I clicked on discussions so that I could read and post my own.    -I logged out of WebCt  ˝  Errors: Task 2   "79N Error   Type   Solution       Typed www.webct.edu (wrong address        Personal        I referenced back to the instructions         Login name was used already        System Error        I added a number to my name         I forgot to write down my password        Personal        I clicked on "Forgot Password" and they sent it to me.           ˌ  ˝ Task 3  ˝ Exploring the Generational Curriculum        The final task was to search the Generational Curriculum. I logged onto AOL and typed in the class website in the aol search bar. When the website came up I was able to click on the other generations reports and look at them. I was excited to finally get a chance to look at other people's homepages. I thought I would feel a lot more relaxed and comfortable after seeing them. I also thought that they would help me with ideas for my home page. I knew that this task would take a long time so I set aside a weekend to look at them. On Saturday morning September 20, 2003, I logged into our class website and clicked on Index to Student Home Pages for All Prior Generations. I had a little trouble actually trying to find where the other generation home pages were. I tried prior generations and special awards before I clicked on the Index. I got a chance to look at a lot of different home pages and reports. Particularly in Generation 4, I found Shane Cobb-Adams home page and Canaan Machida's home page. I thought both home pages were very different. Shane had a lot more color and a lot more going on. He looked like he spent some time cutting and pasting and adding cool things to his home page. Canaan's home page was not as decorative, but did have a lot of information. When I looked at both of these home pages, I got really overwhelmed. I felt lost and confused on how I was supposed to put something like that up. I have absolutely no knowledge of this before, so I was feeling very terrified.Looking at the other reports made me feel a little overwhelmed. I have never posted anything on the web and knowing that everyone can see it was a little nerve racking. As I was looking at the other homepages of the previous generations, I was impressed at how creative each one was. The next generation that stood out to me was generation ten. I looked at Bernadette Jambaro's homepage and was very amazed.I loved the traffic lights and the car that zoomed by the screen. At that point I could feel my head pounding and my palms getting really sweaty. I can't believe that I am going to have to build a homepage. I mainly felt confused on how I would make my home page creative. I spent a few hours on both Saturday and Sunday searching through the previous generations. I think that it was helpful to look at the homepages, but another helpful way for me would have been a class time set aside so that we could look at other generations together. I had a lot of questions as I was going through the generations.      ˝  Affective Information Behavior:    ˝-I am excited to see the other generations    -It is time consuming and boring    -I am nervous and scared because I need to build a homepage    -I don't want to do this task    -Their homepages are so creative and exciting    -HOW DID THEY DO THAT!!??    -I am so terrified about having to build a homepage      ˝  Cognitive Information Behaviors:    ˝-I went to the class website and looked for the past generations    -I clicked on Prior Generations (wrong one)    -I clicked on Special awards (wrong one)    -I found the index for the past generations and clicked on it    -I clicked on all of the generations    -I signed out of AOL  ˂  Errors: Task 3   "79N 쇂  Error    Type    Solution    쇂    Clicked on wrong links        Personal        I concentrated more on the instructions      쇂    I was lost trying to find the homepages        Personal        I called a classmate      쇂    I pressed the back button        Personal        I pressed the forward button      쇂    A call interrupted my internet use  ˌ      Personal  ˌ      I logged on again  ˌ   쯝    ˂    ˝  Pre-Ratings Table   #%02=?J Task 1   Task 2   Task 3   Task 4   Mean      8      9      9      1      6.75       10      10      9      10      9.75       3      5      5      10      5.75       10      10      8      10      9.5       10 ˌ     9 ˌ     10 ˌ     7 ˌ     9 ˌ      8      9      7      7      7.75       10      10      6      5      7.75       6      6      8      2      5.5       4      7      6      10      6.75    쯝   ˝  Post-Ratings Table   #%02=?J  Task 1    ˝ Task 2  ˕    ˝ Task 3  ˕    ˝ Task 4  ˕    ˝ Mean  ˕    쇂  9    9    6    1    6.25    쇂  10    10    7    10    9.25    쇂  2    4    3    10    4.75    쇂  10    9    5    10    8.5    쇂  10    9    8    3    7.5    쇂  10    10    9    3    8    쇂  9    9    4    6    7    쇂  8    8    8    2    6.5    쇂  4    7    4    10    6.25       ˝   ˝   ˝ Task 4  ˂  ˝   ˕  ˂ Publishing Your Homepage and Report 1            I have uploaded my homepage and published my report 1. This project was extremely difficult. I have gone through so many different emotions. My brain hurts. I am so frustrated with this project and the Internet. I am however, glad that this is over. I love the old fashion way of handing in a report and not having to go through this. I think that a computer class should have things like this, not writing intensive.I went into this class thinking my hands and writs would hurt from too much writing. I didn't think my eyes would hurt from the screen. This was definitely an interesting learning experience, but I wish I would have learned it in a computer class so I would appreciate it more and have some sort of background so that I could do things like this.        ˝Affective Information Behaviors: -I hate this    -This is frustrating    -I feel like crying    -I am so nervous    -This is boring, difficult, and stupid    -I am VERY UNHAPPY    -I'm confused    -This is computer intensive, not writing intensive      ˝ Conclusion        This report was a lot more difficult than I anticipated. I went through a rollercoaster of emotions with this report. However, now that it is done I feel that I have accomplished the tasks that were given to me and I also accomplished a few of my own personal goals. I think that the purpose of this report was to pay attention to our errors, cognitive and affective feelings, our subtasks, using FTP and more. I think that this report fulfilled those goals.Advice that I have for future generations is to be patient, expect challenges, expect delays, and just stick with it. After all of the sweat and frustration, it is such a great feeling to see your homepage up and working and see all that you have accomplished. I am very proud of this report and I am thankful for this challenge.  ˂ ~Back to Homepage  ˝     ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝ ˌ  ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˂          ˝              ˝   ˝   ˝                                                             ˌ                  ˝    ˝      ˝      ˝      ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝ ˌ  ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝ ˌ  ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝   ˝ ˌ  ˝