Instructions for the Report on
Generational Discussions

Note: Before you proceed, please check the instructions for your generations.html file and your newsgroups.html file on how to format the various sections of this report. The instructions there also apply here.

This report must have the following main heading: (H1or H2 tag in HTML)

Generational Discussions:
xxx


Note: The xxx means you need to add your own sub-heading to reflect your theme or approach. You can do this after most of your report is done so you know what it's focus is.

Reminder: The ** stars tell you that this should be a separate section, and  is to be listed in the Table of Contents as a bookmark link (or anchor).

_____ 1) **Take a look at the G9 Discussions here and the G8 Discussions here.  Describe what the students are talking about by making a list of topics with a brief annotation for each.   If you know how, construct a topical thread (for examples of these, see Newsgroups).

_____ 2) **Analyze the level of the topics you identified.  Make sure you have a paragraph on each of these:

_____ 3) **How do the students differ in the three classes:

_____ 4) **Search the CSS engine and Site Indexes for anything on Learning the Internet in the Online Generational Curriculum, or, browse through the Index to All Prior Student Generations. Summarize and link to those you find that discuss their leraning the internet in this course.

_____ 5) **Discuss your own involvement this semster with our class discussion.   Do you find them instructive?  In what way?  Have you participated in this type of exchange before?  How is this different? Does it allow you to practice new skills?  Should we keep these class discussions for future generations? Should we introduce changes?

_____ 6) **Select one topic from your list in section 1 above.  Now analyze this topic in terms of how the students handled it.  Make a Table as follows:

Statement or Behavior Described in Email Message Negative Assumptions I can see Positive Alternatives I can think of
Getting mad at people who are driving slow. These people are in the way and refuse to accommodate to others on the road. These people have a different way of driving and   have the right to do that.
That driver should not get mad and should just get over it. There is something wrong with him. He needs to be taught emotional skills in self-control.
(continue here)    

After making up this Table, discuss each item to make sure it's clear why you picked that example and what you made of it.  As you are explaining this, be sure to add what you know about Psychology that relates to these phenomena--this is required!!   For example, here are some of the concepts used in Driving Psychology by Dr. James:

socialization process; cognitive dissonance, stereotypes; childhood influences; self-management skills; positive and negative reinforcement; intelligence level, prejudice, self-concept, selfishness, moral IQ, self-serving bias, self-modification techniques, baseline-intervention techniques, scripts and schemas, affective/cognitive/sensorimotor, automatic pilot, level of adaptation, etc. etc.   Consult your old textbooks!!  Also, DrDriving's articles on Driving Psychology.

_____ 7) **Find out if any students in your generation (all classes) have done this report (send an email message in the discussions explaining what you're doing and what you're looking for.  Describe your impressions and reactions. How does their report compare with yours in
(a) content, (b) approach, and (c) presentation.
Note: hurry up and post your draft of this report so others can complete this part of it!! Please email the class when your report is first posted.

_____ 8) **Now make some actual observations of your own behavior.  If your topic is driving, describe how you drive and how you feel about how you drive (e.g., what are your pet peeves, what are the negative assumptions, what should be the positive, and how you're going to acquire the ability to be more positive.  Be sure to give details.   If your topic is cyber psychology, describe how it applies to you.  It's recommended that you refer to pages in your textbook that you can relate to your topic in this report.

_____ 9) **What are your suggestions for future generations who can study this report and are interested in going further with it? Recommend some directions to take, especially how to take the topic deeper. Review what you have done, what others in class have done, put it together and suggest how to go further. See your notes from lecture discussions on this, including class email discussions.

_____ 9) Add a centered h1 or h2  heading, calling the document:

Generational Discussions:
xxx

Note:  the XXX means you have to make up your own sub-title--something that reflects your approach, style, and theme.  Do this after you finish your report and you know how it turned out!  But don't forget to do it--don't leave the XXX there!!

_____ 10) Put this in your HTML [title] field (or use Page Properties command): Gender Differences in Driving by FN/ LN, Gxx/ Year, University of Hawaii

_____ 11) Place a Table of Contents at the top of the document with links to all the sub-sections.

_____ Note: Students often forget this item--but it is required: The first item in the Table of Contents MUST be called Instructions for this Report and it must be a live link to this document.  Points will be deducted if you forget this requrement!  Do it now.

_____ 12) Be sure you add a Navigation Table and e-mail button at the bottom of the document.  This is a requirment for all your documents.  Check now now to see if you have on in all your documents.  Do it now!

_____ 13) Using your web browser, check your document screen by screen: no screen should be made of just one paragraph (i.e., no paragraph should exceed one screen full--it's too hard to read that way!)  Just look at every screen:  it should not be made up of all text--separate using paragraph breaks.

_____ 14) Spell check your document before uploading!!

_____ 15) Check the visibility of your text: patterned backgrounds are not allowed. Darker colors are not allowed. White bgcolor is always excellent, especially if you vary the font face, color, and size to enhance visibility and emphasis (no blinking text allowed). Remember: your text looks different in different browsers and computers, so you need to experiment and ask others. You may also use graphic enhancers such as color bars, color dots, icons. However, animated icons are a problem if they distract attention from the text. Using the Table tag in html allows easy control over the color of each column and the placement of text on the screen. See this example for how to change the color of fonts. See this student's effective use of varied font faces, colors, and sizes.

_____ 16) Check the way your document loads after it contains everything. How long does it take? Does text appear on the screen while one waits, or is it blank? Slow loads and blank screens are not allowed, so you must choose graphics that are low in memory size!

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