E-MAIL ADDRESS: alamares@uhunix.uhcc.hawaii.edu

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IMPORTANT REMINDER--look here for an important tip about modem use and data loss.

Carol's MetaIndex--looking for something specific? Don't want to have to wander aimlessly searching for it? Visit here, simplify things for yourself in my Index of indexes. Every file, anchor, and link I've created, and every site I've seen, will be listed here.

Carol's Home Page
Carol's Definitive Home Page
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Instructor's Home Page
Instructor's Weekly Comments
Lab reports of other Psy 409 Students
My Glossary

Weekly Labreports
Topical index of the weekly labreports

Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15

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Week 2 & 3

I'm sorry but this document cannot be viewed yet, as I am having problems uploading the word processing document in which I created my first report. Hopefully you'll see it soon.

Well I quit!!! I've tried again and again to upload my word processing documents and regardless of what I do, or whose directions I follow, the end result is still the same, no document. I'm just going to have to retype it so that those of you who are interested may see it, here we go.

Navigation

Unix
Getting into, and then around in Unix was my first challenge, as I have to do 99% of my work at home. My schedule is so full (I work full-time, go to school full-time, and have two young boys to deal with the rest of the time), I can rarely ever get to the labs at school. Getting through to the Pearl server using a modem can be a grueling task sometimes taking up to an hour of dialing in before connecting. When I finally got through to the Pearl server I chose selection number 1 (connects to Unix1) from the menu on the screen (assume that pressing "enter" follows for all commands, in the programs discussed, if the action chosen does not activate without it). At the Unix prompt I entered my account name and password, but was told I was using an incorrect password, therefore I was stuck and could go no further. I disconnected and called the IBM Lab in Keller Hall to see if they could help me out. They did. I was told to try logging onto one of the other Unix options and see if those would accept my password. Viola! I got in through Unix2 (selection #8). That's when the fun really began (pun intended). The following events took several tries because I was either thrown out, disconnected, or sent gibberish, a number of times. If you' like to see what Jai Isa, from the PSY 459 class has to say about this topic, choose this link Navigation. The condensed version, and final outcomes of my computer endeavors is as follows.

E-mail
At the Unix prompt I typed "pine" and "enter", so that I could learn how to use this program to do e-mailing and complete my homework assignments. This action presented me with the Main Menu for the Pine program. The first thing I did was view the "help" file (^G), I then typed "p" to print out a copy of the help page, after this I exited help returning to the main menu. I then typed "c" to compose a message to Dr. James (my first homework assignment). After I finished typing my message, I typed ^x to send the message. The Pine program saved a copy for me to a "sent messages file". I then added Dr. James e-mail address to my address book by typing "a" and following the onscreen directions. Pleased with this small amount of progress I then exited the program by typing "q".

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Lynx
At the Unix prompt I typed "telnet" and then "lynx", so that I could view Dr James home page. This didn't work. I didn't understand why and tried a few more times. Still having no success I returned to Unix and went back to the Pine program to write Dr. James a message requesting help. However, the message never got there, it was sent right back to me. At this point I decided to quit for the night.

Getting online Help
After a good nights rest I realized what I had done wrong. I obviously didn't enter all the needed commands! I checked my notes, found that I had to log onto the CSS server before I could access Lynx, oops. I had to wait another day before I could test this theory out however, because I couldn't get in to the Pearl server that day. When I finally got in I typed in "help". A screen popped up which displayed not only the commands for Unix, but for other programs and servers which are available for use on the system, and how to access their help files. I exited Unix help by typing "e" and at the Unix prompt typed "help telnet". The telnet help page appeared and gave me the answer to my problem, I had forgotten to type "open". I exited the help file and then at the Unix prompt typed "telnet", then "open", then "www.soc.hawaii.edu" to go to the CSS server. After logging onto and out of the server to activate my account (not without some problems, like the computer changing my password and account name from "alamares" to "almares", Kevin Bogan helped me solve this problem through e-mail, he's great!!), I then telnetted back, in and in a few seconds was in to Dr. James home page. Progress at last!! It was extremely gratifying

Browsing Dr. James Home Page
Once at Dr. James home page I used the up and down arrow keys to move up and down through his document. After reading the entire document I then selected the 409 syllabus link, which took me to the syllabus for this class. After reading this I typed "u" to return to the previous link (Dr James home page). I went through the same procedure for every other link on this page. Afterwards I exited the program by typing "q", I then typed "logout" to leave the CSS server, and then again to exit Unix. At the Pearl prompt I typed "bye" to disconnect.

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Access Problems
From Jan 23rd through Jan. 31, I made several attempts, at all hours of the day and night, to access Unix from home, so that I could do my homework for class with no success. On Friday the 25th I went into the IBM Lab at Keller Hall, and again ran into the password problem I previously mentioned. However, this time, the problem was not solved. I was told they were working on the problem and to come back later. Well I couldn't, I had to be somewhere else later in the day, so I kept trying from home. Over the weekend I managed to get to into the Pearl server but was the presented with (over and over again) the statement that all Unix systems were down!. AAAAARRRGGHHH!!! The following Monday I went back to the IBM Lab at Keller, and had the same thing happen as had occured the last time I was here!!I came back later, no change. As of 12:30 A.M., Tuesday Jan. 31st, I was still unable to access the system. I could not complete my homework assignment. MAJOR STRESS!!!! As a result I had to type my labreport in my word processing program, and then try to upload the file to this report, and as noted previously, I've yet to solve this problem.

Resources
Everything was not all doom and gloom. As a matter of fact, I actually accumulated alot of information. I downloaded the pine help page to my printer by following the printing directions in Pine. This now provides me quick access to the answers I need when using the program. I've also managed to access Veronica and Gopher and veiwed their main screens, to see what they had to offer as possible resources for my research. From Unix I printed out help files for telnetting, ftp-ing, and Unix commands.

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Library Resources
I also accessed the UHCARL library system (choose #4 from the Pearl Main Menu) to look for documents, articles, and books relative to the research I am currently engaged in. I entered the system following the onscreen directions and selected the type of search I wanted to initiate (what database, type of search, and search string). This system functions in the same manner as the terminals at the physical site (UH libraries), which I am already familiar with, so I had no problems with finding the information I was looking for. I retrieved a number of abstracts and call numbers for books and journal articles that I needed from UH Hamilton, thereby decreasing my in library time by at least half. It must be mentioned though, that again I experienced loss of connection, inability to connect, signal interrupts, gibberish spewing across the screen and lockups that a number of times had nothing to do with the commands that I had given, or the lack thereof (that I was aware of). Although keystroke mishits are a common problem, this mistake is not the culprit everytime.

Self Witnessing Reports

Sensorimotor behavior -- Because I have a computer at home which I use for various reasons, I am familiar with the keyboard. this familiarity however, does not imply accuracy. As a result, I made many mistakes at first, in typing in both the command mode and when entering text, requiring that I repeat myself a number of times, i.e. resulting inexcessive and repetitive keystrokes slowing me down, and tiring my hands and fingers. Once I realized this I slowed down not only the speed at which I was typing, but was also more careful about checking my entries before pressing "enter", and ended up saving time in the long run! This also helped in avoiding command mode errors which could throw me out or lock me up.

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Eye strain
Staring at the screen for to long can create eye strain. Knowing this, every ten or fifteen minutes I will look elsewhere for about thirty seconds or so (at something further away, which is supposed to help relieve the stress from one's eyes straining to hold the same position and focal point for too long a period of time). Want to see what Kyle Fujii has to say about it, select this link. I also shifted my sitting position every so often for the same reasons. It must also be noted that in order for me to get into Unix regularly I have had to alter my sleeping patterns. If I can't get in by ten or eleven p.m., I go to bed as usual, and then get up at three in the morning, working til I'm done, and if I'm lucky enough to not get thrown out to much, go back to bed until I have to get up for work or school. I believe the grogginess I am experiencing, both while I'm working and in the morning when I get up for the day, affects how and what I imput, and my attention level. This should diminish the more I practice this new behavioral pattern. Want to know what Joleen say about this topic? Choose this linkStaring to hard

Affective behavior -- I was very excited at first about getting into this class and gaining access to the Internet. My excitement quickly changed to frustration. At first, my attempts to gain access to Unix and the Internet were not promising. I was either getting locked up, or thrown out, at times by no fault of my own, and at others, because of my lack of knowledge regarding the various programs and their commands, leaving me feeling extremely powerless. I responded most vehemently and vulgarly, on a regular basis in order to vent my anger and frustration. However, once I did accomplish any miniscule function I became elated. This was my saving grace, giving me the desire to continue, regardless of my frustrations and failures. I knew that if I could get back in, I could do more and go further than I had previously. I must comment though that along with the elation, I felt pretty stupid and embarrassed, on numerous occassions when I did find out how simple it was to complete the tasks I was trying to do in the various programs.

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Stress
Last, but not least, I have been experiencing a great amount of stress over my inability to get my homework done, and on time. Points count and this lack of access I have experienced to the resources I need to get my homework done can affect my grade!!! I am an honor roll student who has always previously gotten work completed, not only on time, but usually more than adequately. This is an instance where the usual outcome was expected, but didn't occur, this situation is extremely distressing to me.

Cognitive behavior -- I ran into alot of problems trying to get around in this new and unfamiliar environment, and at times this drove me to thinking and behaving in rather irrational ways. At first I blamed the computer, my terminal program, modem, and the UH computer and its' systems for the many problems I ran into. I cursed at it and threatened to throw it out the window. The UH system and the people using it were keeping me out, !@#$%^&*!!! Get the idea?

Helpful HEAD Hints
This didn't stop me though, I know from experience that persistence pays off in the long run. I also know that I won't get very far without asking for help. People who know the language and lingo of this environment are very valuable resourses, which I know I should try to make use of (or try to use when I can gain access to them), to help me learn this new and what now appears to be complex and varied language. I have been telling myself that even though I didn't get my homework done, that I tried my best, and must accept that that is all I can do for now, and that my efforts were all valid and worthwhile. However that is still not enough to relieve all of the stress I am experiencing. There is also the lingering thought that "that's not good enough, try harder!". This thought holds both positive and negative connotations and implications for me which, on one hand help, on the other, hinders me. However, it gives me the determination to try harder next time. For other suggestions about where to get help, or how to help yourself get around in what can be a very bewildering environment,(in an easy to understand format), choose one of these links Suggestions for the future, Roadmaps, or More technological and psychological help.

Plans
To begin with I plan to take time off from work so that I can spend time after class at the IBM Lab, and get help from Kevin if I run into any problems while working on my home page and other documents. I also plan to ask more questions in class, and of anyone who I think might know about why and how, the errors and problems I am having occured and how they can be fixed. Before I go on to any other programs I need to familiarize myself more throughly with Unix, Pine, Telnet, and Lynx commands. I will also be updating my "pine" address book, so that it contains the addresses of all my classmates, and Kevin Bogan the TA. Then I plan to send a greeting to them all and see who replies.

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Week 4

This is the beginning of my first lab report created with pico (I went back later to type the preceding report, as mentioned above). I will continue to work through pico, as we have seen that trying to do my work using "emacs" from my pc has its shortcomings. Also, what you read next is a rewritten version of my week 4 report because after typing most of it in someone in my home picked up the phone and disconnected me. I lost my work. A suggestion for home users is to either a) have a private phone line put in for modem use only, or b) make sure everyone knows that you are on the line and to pick up the phone could have dire results.

Navigation

As soon as I could actually get access to Lynx I went wild, I selected every link that I saw and wandered from here to god knows where in the process. Essentially I was now doing what is called "surfing the web, or surfing the Internet" even though it was a relatively unstructured attempt. Whatever the case, I did it!!! It's a great feeling. I looked at the home pages of the CSS Server, I went into Gopherspace and beyond. What I'm saying is that I went crazy, suffering from some kind of reverse INFOSHOCK, viewing and following every link presented to me. For more information about this subject, select this link Infoshock. For the first few weeks I had no information seeking strategies per se, and got lost a number of times. However, now that I've acquired a little bit of familiarity with moving around in this type of environment my approach has changed.

Information acquisition strategies
The approach I now use when in a hypertext environment is much more structured. After several sessions in which I experienced numerous roadblocks, failures, and errors (mainly self generated), I have developed several skills and techniques, both affective and cognitive which have allowed me to define and refine my approach and as a result increase my success at achieving my goals. See what I have to say about this subject in my Cognitive processes section.

Goals
I have three goals in mind now when browsing or searching through this environment: 1. to gather new information and knowledge, 2. to find and use information relative to completing my home work assignments (for this and other classes), and 3. to accomplish this in the shortest and quickest way possible. The amount of time I can allot to these endeavors is somewhat limited, not only by my personal time frame, but also by the 90 minute on-line time allowance imposed by the University of Hawaii concerning off campus modem access. Because of the restrictions it is of utmost importance that I use my time both wisely and efficiently.

Resources

Contained in this section are descriptions of the cognitive, affective and sensorimotor skills and techniques which I have learned. I find that I usually learn something through behavioral processes long before I become cognizant of what action or thought is invovled therefore sensorimotor and affective behavior will be examined first if you would like to view the cognitive aspect first choose this link Cognitive Processes.

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Sensorimotor Processes -- Through many hours of sitting in front of my computer, I have found that the are three things which assist me in functioning if not efficiently, then better. To begin with it is absolutely neccessary for me to be sitting in a comfortable chair, which is at the right height for me to type comfortably. If this is not achieved you will find as I did that your irritability level increases relatively quickly, thereby influencing how you percieve the task at hand; pleasant versus unpleasant, and carpal tunnel syndrome can be acquired as a result of this improper usage of one's hands. Second, a proper light level also helps in this area; tired eyes greatly decreases the amount of time one invests in staring at their computer screen. Last, but not least, the power of punching keys and making wonderous things happen with a few simple keystrokes has an extremely positive reinforcing component for me, and may for others too. See what Beverly Diaz has to say about this subject.

Affective Processes -- As I acquire more information and skills in writing HTML documents and understanding how they work, I am beginning to view this process much more favorably. It is now a rather rare event for me to feel like I want to do physical damage to my computer, manifesting this through shouting, screaming, threatening, and desk pounding. I have found a number of tools which greatly decrease the neccessity of such measures, they are as follows. I now know what commands to use to allow me to move through various documents and software environments.

Searching techniques
When I enter lynx (and pico) to do my homework or just browse, I use several commands and approaches. Whenever I begin a session in lynx I first go to my home page, this is the quickest way for me to gain access to whatever it is I need or want to work on. From there I go to the instructors home page skimming the various levels of this document if the information I want is not already on my home page, or in the other documents I have created.

Power Tools
My most powerful tools are the selecting "numbered links", "return to main menu", the back of the page switch " / " and "u" commands within Lynx. With these three commands I can go almost anywhere, get the help I need, and return home very quickly. Add to this a growing, base of knowledge regarding the commands required to execute actions, such as making links to other peoples documents and beautifying my own within an HTML environment, and I find myself feeling less stressed and frustrated, and smiling much more often during the process. I find I am also less prone to notice any bodily discomfort I may be experiencing from sitting transfixed in front of my screen or typing furiously for a long period of time.

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Cognitive Processes -- I am much more aware now of how I am feeling and thinking while working and wandering through this hypertext environment. How I label what I am feeling and thinking has also changed as a result. Where previously I perceived my failures and frustrations as a personal affront. I now veiw frustrations of my efforts as challenges to my information gathering skills and creativity. I know if I slow down and think the process through, examine it carefully and then try to resolve it myself, that I have done the best that I can and that is a worthy effort, so now I don't feel depressed or at fault, for what is occuring, and I know that if all else fails its o.k. to ask for help, I haven't failed, I've just gotten stuck. Positive affirmations of my abilities and faculties assist me in the information acquisition process, and in my feelings and perceptions regarding that process.

Plans for the future
To begin with I plan more excursions out onto the Net. As I go along I will add more links to my bookmark files and my documents. When I have a little extra time I would like to clean up and beautify my documents. Last, but not least, I will work harder at trying to ask for help. This is not something I do on a regular basis so I have to improve my "help requesting" habits, since I know that this is sometimes the only way to find the help I need. As I have found through numerous queries online help files are limited in what they provide.

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Week 5

This week's assignment covers reactions to the Generational Curriculum Papers which were assigned as reading in class. If you're not familiar with them you can get more information by following this link The Generational Curriculum Archives Home Page

IMPORTANT REMINDER -- SAVE YOUR WORK AS YOU GO !! I got so worked up while writing my report that I forgot about the time limit imposed upon modem users (90 minutes). I lost all of Week 5's work, and a good portion of Week 6, when I was thrown out by Unix. DON'T LET THIS HAPPEN TO YOU! See what Danell Saito has to say about this topic in his Labreports

Resources

Praise for my predecessor
Before discussing my reactions to these papers I would like to give credit to the person who unknowingly helped me immensely, and whose papers I used for this exercise. That person is Renee Nakamoto from last semester's PSY 409 class (Fall 94). The way in which Renee presented her information gave me guidelines not only about the basic areas to be addressed, but helped me to understand what it was the professor was asking us to do when we write labreports. Without her imput I wouldn't have known how to set up, and adequately present my ideas in a structured understandable format. The contents were all releant to the experience I am now having, as a result of taking this class. TAKE A BOW RENEE !!

Piggybacking for Success
Like Diane Beauchemin, I too presented my views on these papers the first day that Dr. James asked for volunteers to present orally, and so I had to go back and read them again as I had forgotten a lot of the content. However, my estimation of Renee has not lessened even though I know more now. There are certain things I won't forget though, like following in her footsteps and checking out Gopher and Veronica, choose these links for definitions of what these programs are about. I used her directions to get to these programs, her successes, became mine too. By using her knowledge I made my job (doing my homework assignments) a little easier, and less stressful.

Learning and accomplishments
In my estimation Renee learned alot from this course. She began as a complete novice. She couldn't even turn the computer on by herself in the beginning, by the end of the class she was "surfing the net" like a pro. She learned how to get around in this new and unique environment through trial and error, just as we are doing now. She traveled all over finding diverse information and programs which not only assisted her with her class assignments, but also in gathering skills and information which she could either enjoy, and use for recreational purposes, or apply to other areas of her life. I'd call that alone a great accomplishment. However, she learned much more. She learned how to monitor her sensorimotor, affective, and cognitive processes, thereby becoming more aware of how each interacts and effects the other. Her persistence enabled her to build up confidence with each task she completed. I'd call these pretty mean accomplishment for someone who started out being computer illiterate, wouldn't you?

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Estimation of the affective state of my predecessor
Now here's a woman with some backbone. She took an unknown situation and environment and turned it into one which she could work with. Although she was initially nervous, flustered, and embarrassed at her ineptitude, she quickly turned this around by changing her cognitive and affective thoughts and feelings from negatives to positives by changing her perceptions of the process. Rather than viewing this new environment and her assignments as insurmountable she chose to view them in not so harsh a light. Yes, she ran into metaphorical "brick walls", but she refused to view them as impassable, instead she chose to see them as obstacles to be gotten around or removed. By using this approach she opened the door to success rather than failure. She turned what she at first thought was an unattainable goal into an attainable one. By viewing each failure and frustration as an obstacle to be overcome she created challenges for her self that supplied intrinsic rewards at the end which justified the mean ie.., empowerment through acquisition of new skills. She was methodical and forthright not only in asking for help, but, in using her own resources to achieve her goals. In doing so she increased her estimation of herself and her abilities. Her dogged determination and meticulous approach to each task set the tone for each following success and failure.

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What I learned from these reports
After hearing the reports of other students and their estimation of the student whose papers they had, I felt very lucky. I was gifted with the papers and reports of a woman who refused to give up. This helped me alot when I was ready to give up. If she could do it, so could I! Her positive approach and veiw helped me keep a cooler head and view the various predicaments I got into a little less negatively. By following her directions I managed to accomplish a number of tasks, such as getting out onto the Web, which I could not have done on my own. But, most importantly, by using her positive affirmations and approaches I managed to change my frustration to determination. As a result, I am now an active participant in this new and evergrowing process and environment. I can now say with pride that I am still a novice, but an active one in this new and exciting place. I'm a bonafide "websurfer" on the Internet!!

Suggestions for future generations
I have a number of suggestions for those who follow. Many have already been discussed, and more will be produced such as the suggestion you'll find in my Week 6 section The pioneers and other friends. However, for those who "surfed" here, rather than reading the whole document, choose one of these links Getting online help, or Helpful "HEAD" hints. The best suggestion I have though is "READ THE LABREPORTS OF PREVIOUS STUDENTS". Many times the information I needed was found in other people's documents, yes it takes a good amount of time to do this, however, BELIEVE ME IT'S WORTH IT! Remember, these people have been through it already, or are at the same stage as you and might provide useful insights which you may not have thought of. Last, but not least, don't be afraid to try something new, and if you get locked up, or thrown out of the system don't give up! Next time, or the time after that will be better, at least that is what I have learned as a result of my endeavors. You are an explorer, use the maps (documents and advice) which other people have created or suggested to help you get along, they're invaluable!!
Choose this link to see what I and others have to say about this subject in Roadmaps.

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Week 6

Adding hot links to other students labreports and locating traffic related documents and information proved to be harder than I thought. Adding them into my document was not the problem, the time it took to read all the reports, and then choose which three documents and which six links to use was. I found many happening links, and comments to make for every document and labreport I read, so I had a really hard time deciding which of them to include. See what Rebecca Ross and Allison Asahina have to say about this week's assignment.

Navigation

Problems with using Veronica
First let's get the bad part of my adventures out of the way. I went to Dr. James home page, and chose the Jump to Gopher Jewels Main Menu" link. Once there I chose the "Search Gopherspace using Veronica" link. This didn't work out too well. Every server I chose took so long to respond that I ended up staring at the words "NO CARRIER" every time. I'm sure modem users like myself can relate to this and the frustration that goes along with being thrown out of the system. However, in between my attempts at accessing Veronica, I did succeed, quite quickly, in the task of finding traffic related documents by using the "Gopher" sites offered in "WEBCRAWLER" which can be found on Dr. James Home Page (along with a number of other neat websites and search engines scattered throughout the document). Or, if you want to go directly there from here, choose this link, WEBCRAWLER


Crawling around with WEBCRAWLER
Wow, I went all around the world using this program, and the various servers which WEBCRAWLER offers access to. This is one powerful tool! I went not only all around the world using this nifty search tool, but it also took me right to the types of documents I wanted, in a minimal amount of time (most of the time and compared to Veronica). Cool..! Great commercial promo, Huh? WEBCRAWLER is a search engine which is quite easy to use. At the WEBCRAWLER Home Page I chose option number seven, which is a simpler way to search WEBCRAWLER. I have a rather primitive communications program so couldn't access the system from the main page. I thought it was very thoughtful of the WEBCRAWLER designer to take this access problem into consideration. From here you hit "s" and then are asked to type in your search string. Viola, you then receive a list of documents which contain the word or words which you specified in your search. Usually this list will consist of directories, and sometimes, files which can either be viewed or downloaded. With the directories you can choose which you want to view and work your way down through subsequent directories in the same fashion until you reach your source file, which again can either be viewed or downloaded. If you could use a little more technical and psy chological support check out the More technical and psychological help, and Navigation Tips
sections in this document.
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A friendly face
For my first WEBCRAWLER search I used the terms "traffic" and "ergonomics". I thought that this might provide me with traffic information which I might find useful for another class I am currently taking. WEBCRAWLER came up with a list which included, get this a) Dr. James Home Page, b) The Students of PSY409 Home Pages, and c) "The Injury Control Resource Information Network". I got very excited when I saw our class could be accessed by anyone if they were so inclined. It finally hit home that, yes we are a "real" and functional part of the Internet community. I thought it was really cool, others could use our work as a component of theirs. Dr. James always said we were a part of this, but I really didn't believe it until I saw it for myself, and as a result I felt a sense of pride and accomplishment for what we've done. Our work is out there for the whole world to see if they want to.

Traffic related documents
From this directory list I chose the "ICRIN" (Injury Control....) link which then provided me with a list of Internet resources in the field of Injury Research and Control. From there I journeyed through the following locations, by selecting these successive links, The Department of Transportation's Home Page, then "FIND" which took me to What's new at the DOT, then DOT Main Gopher Server", then "The Bureau of Transportation Statistics", next, I chose the directory Traffic Data for 1988-1993, then The Traffic Safety Facts Annual Report, this document presented me with a list of "BIN" files and a read me first file which I did. This file let me know that the format for all the BIN files was Word Perfect 5.1., I returned to the report and chose the BIN file labeled Contents, and downloaded the file to my directory. Contained in this file was a variety of information related to traffic statistics, how they are gathered, what the trends are, and what the actual counts are for traffic accidents and fatalities.

HOT! HOT! HOT! SITE
For my second WEBCRAWLER search I chose to use the terms "traffic" and "psychology", the search results provided me with a list of potential sites and engines which had these terms somewhere in their contents. Once again, I found our class and Dr. James home page listed. COOL!, as well as a number of other sites. Out of curiosity I chose one which didn't sound like they would be what I wanted, but, might be of interest anyway, and I was right. I chose Joe's WWW Hotlist and WHOA NELLIE, was I in for a surprise. You name it, this list of sites and search engines has it all, from artwork and games to science and sports. WOW! While browsing through the list I found The San Diego Traffic Report which is an error because this link actually takes you to "The Southern California Real-time Traffic Report", although the San Diego Report is on this page. From here you can take a virtual tour of California, check out weather satellite data, get traffic data for areas from San Diego to San Franscisco, or get updates on various weather conditions and factors which could affect the flow of traffic.

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A new type of traffic
It occured to me that what we are now doing, in our class and on the Internet, is learning how to drive or navigate from point A to point B, just like we do when we're driving. The only difference is that we can't physically see or experience the "drive". So for my last search I went looking for documents that might help people learn how to "drive" on the Internet.

The Pioneers and other friends
Again, the documents and labreports created for this class play an important role. Looking for directions? Well we have them in abundance. We are leaving directions and maps for others to use, learn and follow. Wanna see? Just choose this link Lab reports of other Psy 409 Students and any students name from the list you're presented with, and that's what you'll find.

Searching the CSS Server
Bored with WEBCRAWLER at this point, I decided to check out the CSS Server to see if it might have what I'm looking for. It did. I went to The College of Social Sciences Server, and selected Search the WWW pages on the CSS server. This is a searchable document which can be activated by pressing "s" and then typing in a "search string". I chose "driving" as my search term. the search returned two documents. One document had no relevance, the other however was just what I was looking for, Tools on this server. Contained within this document are conversion programs and help files related to creating and using HTML documents and format (all of which can be downloaded now, or in the near future). So, in this case I didn't have to go very far for the needed information.

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The time trap
God, this part of the assignment took forever to complete! As mentioned previously, in Problems with using Veronica, waiting for a response from the system which is being queried can often consume large amounts of time. Boy is that frustrating, you either have to sit there and wait, do something else while your waiting, get thrown out in the process, or hang up and start over again, which isn't always that easy either. Achieving the successes which I did helped alot with fighting off depression and boosting esteem, especially the part about our documents appearing as a result of my searching. As with previous endeavors, there are pitfalls, and rewards, determination and persistance is what brings the rewards, and keeps me coming back for more.

Comments and observations
When browsing through the pages of other students lab reports I found two main themes which I felt could never be spoken about enough, because they comprise the core of whether or not we will learn to successfully manuever through this most complex environment. What I am talking about is the strategies and techniques which we have learned (and continue to learn), and use to successfully deal with navigating (getting around) both physically and mentally in this computer environment. Each of us has different ways of dealing with this issue. I found the following to be very helpful, perhaps others reading this document will to.

Navigation Tips

Road Maps
Trudy Moore brought up a very important point and tip which I believe we need to more carefully address. We here about all these great places to go and things to see, yet we can't get there if we don't know how. Therefore, it is very important that we leave records of what we did, and how we got there for others to follow and find. I know alot of my frustrations have been relieved by following the paths of those before me, so I will also try to return the favor for those who follow. Want to see what Trudy has to say choose this link Trudy's Week 7-paragraph 2

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Changing habits
Trudy also had another good point, which is how we approach searching for information. By using the standard approach of starting at the top of all documents and working my way through to the bottom, I end up cheating myself. Usually I run out of energy after reading a few labreports and so stop. When I come back the next time I've forgotten where I was and tend to reread old information, or new information in the same document, instead of going on to new stuff. Well I tried Trudy's approach, Trudy's Week 7, para. 4. Wow! was I surprised. You want to see a happening page layout? Check out Linda Wong's Labreport. It's very nicely designed, I thought. She also gives a detailed description of her approach to searching hypertext and navigating which I also found to be the most useful and expediant.

Helping others
Rayson Noguchi provided an excellent description of what the Generational Curriculum Files are about and their usefulness for future generations as does Grant Harada. Want to see? Choose Rayson's Lab Report, or Grant's Lab Report for their views related to this subject.

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Week 7

This week's homework assignment covers adding new links to other students documents and responding to Dr. James article Students Internet Feelings and Thoughts. For this assignment I chose to continue along the same avenues as previously discussed and explored. I believe that you can never say enough or pass on all the information to others that is available, or necessary, to the user when working in this environment. As a result, I went looking for more helpful information to pass on to future generations. Sorry if this seems repetitive, but hey practice makes one not perfect, but definitely more skilled.

More psychological and technical help
Want some more technical help with Veronica? Linda Wong has some great advice, suggestions and directions in her Week 6 lab report sections O.K. next, Keep trying & using Veronica", and Gopher Jewels. Need IBM help, information, or software? Check out what Joleen Lai found, and what she has to say about it here Higher education in IBM. I have just begun to skim the surface of this IBM treasure trove, and plan on futher exploration in the future. Tina Smith has some good tips about Linking to others in LYNX, she also discusses the therapeutic value of class interactions and activities. This is a must read document for future PSY409 generations. Need some "words of wisdom"? Ryan Higa has come up with a number of comments, insights and advice which I believe will prove to be invaluable for future generations of Internet Novices. Check it out here Ryan's advice.

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Therapy for PSY 409 students
I must agree with Dr. James and Tina Smith. Being able to talk about our frustrations and then solve them, interactively, by getting help not only from the instructor, but also the other students, decreases the negative feelings which many students report experiencing, myself included. Also self esteem and a sense of cummunity are generated as we help each other learn and solve. Dr James discusses this quite thoroughly in his Atmosphere section of his paper "Student's Internet Feelings and Thoughts". I was appalled by the mere idea of not receiving any internet instructions as the previous generation did. How they managed I can't begin to comprehend, but I must say I admire them immensely. I'm having a hell of a time even with instruction and assistance (although it's getting better). Yes, they were forced to work together out of neccessity, and it worked, but I don't know if I could have managed in that fashion with my busy schedule.

Internet adaptation
I can definitely relate to the first two levels of Dr James Three Stages in Internet Adaptation. I have "oriented" myself to this new technical environment, learned enough of its' lingo to move somewhat confidently around in it, create and gather information. In doing so I have graduated to the second stage. Yes, I am motivated by my accomplishments and persistent in my usage and presentation. Each accomplishment in the first level bolstered my confidence and desire to achieve more, I am confident now in my abilities, which raises my self esteem and my desire to continue and learn more. However I must say my skills and abilities are not well balanced. I am still somewhat shaky in the file management department.

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Week 8

This week we'll be searching and commenting on the labreports of Dr. James Psychology 459 class, along with commenting on and making links to the Instructors Weekly Comments file. I ran into the same problem I did with the previous assignment; lots of good stuff, which to pick? Well I decided it was time to lighten up and find fun things to do, see, and talk about, or perhaps laugh about. Hope you enjoy what I found, I did!

Fun stuff from the PSY459 class
Take a break! Diane Beauchemin has come up with some driving humor that cracked me up. Check it out in her Insurance Humor segment. God, the things people say and do. Try just browsing through her Topical Index. Her brief commentaries about her own Internet experiences are both humorous and heartwarming. I've personally been through a number of the experiences she mentions, and before you leave make sure to check out her "HOT LINKS and HUMOR" section which follows. It's HOT!!

Old Folks
Do old people who drive too slow make you crazy? They do me. Joleen Lai and Rayson Noguchi, also have something to say about this. See Joleen's Too Old, and Rayson's The elderly comments. While I agree with their point of view now, I also know that one day I too will be old, and my perspective and attitude may change. Todd Takitani has an interesting interlude in his labreport that may not have anything to do with the assignment, but fits most appropriately into the subject of the elderly and their perspective. It gave me something to think about, see Todd's Interlude.

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Laugh a little more
The students aren't the only ones who found information that might be helpful in relieving tension. Dr. James has found or created a number of hilarious comments, stories, documents, and sites which, I believe, can be quite helpful in relieving the stress many of us have encountered in our adventures with computers and on the Internet. Try looking at Technophobia laugh & cry. This document can also be found in a number of Dr. James sites and definitely had me cracking up. As a result, I now look at computers and my dealings with them with a little more humor, thereby decreasing the level of frustrastion I can (and often do) develop when working in this environment. This is a good thing!

You're not alone
Ever feel the urge to smash your computer or commit some other violent act against it? Well I have on a number of occasions. Thanks to Dr. James an alternative (and less injurious) outlet to violent actions has been provided. Write about it, rather than fight about it, in Dr. James Testimonials file. Here you can express your anger and frustration without hurting anything (your computer) or anyone (yourself). This is a much more constructive, and less destructive, way of releasing negative and or aggressive feelings. Don't want to write, that's fine. I found just reading anothers tale was very therapeutic. It was very reassuring to read that another person suffers from the same dementia that I often experience when trying to accomplish something on the computer, or in cyberspace, and it is thwarted by some unseen or undecipherable force.

More connections
As stated earlier, we are not alone. Check it out, someone out on the Web checked us out, and left a message for Dr. James relating to traffic psychology and left comments and access information for him, regarding Homepage architecture. Wanna see? Go to Dr. Jame's Tim section. This is so cool, it provides more validation for the belief that what we are doing has merit and value. Believe me, there have been times when I truly questioned this concept. Anyway, wonder when the next communique will turn up?

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Week 9

This week's assignment covers examining another form of self witnessing on the computer and in cyberspace. In The 1991 Course Integrated Online Socializing Files, Dr. James 1991 students were required to access and use the PLATO system throught the term. While the students of the 1991 class were not asked specifically to describe their sensorimotor, affective, and cognitive processes that is what they were inadvertantly doing. Each revealed a type of character or position which was distinctly unique, regardless of the numerous similarities of opinion. By providing a forum for open discussion and debate a cyberspace community was created, filled with information which covers not only opinions, but also college information, computer problems and solutions and helpful hints about teacher student interactions, just as our class is doing now, although the content is more formalized and structured towards a specific goal.

PLATO & the students of 1991
It is somewhat bewildering to start reading these files without knowing what PLATO is, what it does, and why the students were doing what they were doing> However, if you read Dr. James Students Electronic Socializing article, it all becomes much clearer. Reading these student files was a process familiar to me, they read just like the files of PSY 409 and PSY 459 students (once I understood the format of PLATO and the students use, i.e. online-bulletin board). Just like us they experienced many frustrations, expressed their own opinions boldly, and provided a number of different perspectives on the same subject or topic. Also, just like us this provided the students a place in which to offer assistance, or get help themselves (just by looking for it in the files), vent their frustrations, and just plain socialize if they wanted. For PSY 409 students the socializing aspect is achieved through the use of that wonderful little electronic postal system "e-mail".

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Assessing my journey
This was an interesting and stimulating adventure. Roaming the halls of the students electronic minds provided me with alot to think about. As mentioned previously the more I read the more I could see the development of a distinct personality and/or mindset about each user, and the topics they addressed. Yes, I think I would have enjoyed being invovled in such a group and process, as I found myself forming and wanting to give my opinions and perspectives on the various topics the discussed, and get to agree, disagree, or just talk with a number of the cyberspace personalities which I met along the way.

Experimental possibilities

Dr. James provides an excellent description of what I too support as an educational cyberspace environment in his Affective dimensions in education. What would I change? Nothing. What would I add? How about including PLATO, and providing as much, or if possible, more on hands technical support, and allowing internet access to the rest of the world, if anyone is interested in this subject they'll respond. Send out queries to other colleges around the world inquiring if they'd be interested in participating. Let high schools participate, (providing they have the approprite hardware and software). This would create an even larger network possibly multiplying the size, creativity and imput capabilities of the community immensely.

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Preservation and stability.
It has already been shown that stability can be achieved through the process Dr. James has created and established such a working entity through his growing collection and management of the Generational Curriculum files, and as long as courses such as the ones he has taught and recorded exist, or interest from any quarter exists they will remain a powerful source and entity for the dissemination (and creation) of information. In his article Dr. James states that "he attributes the success of his students learning PLATO so quickly to the systems "on-line" help. See his Training comments. I would beg to differ if only a little. Yes PLATO was relatively easy to learn, but what if you don't even know how to turn on a computer? How are you going to get to PLATO? There is nothing like having a living breathing person to tell you what you need to do, instead of sitting in front of a keyboard playing the guessing game for hours. Besides which, I've yet to meet a completely understandable "on-line help" document. Therefore, I would propose that Dr. James take credit for his part in facilitating PLATO learning, and propose that this is also a testimonial to the effectiveness of in-person (live) assistance.

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Week 10

This week's assignment involved creating new homepages, and reporting about the experience. To see my HP's choose Carol's Home Page, Carol's Alternate Home Page, and Carol's Definitive Home Page. All of these home pages will be under constant construction so please bear with me. Hope they're useful.

Journeying to other home pages.
To create these alternate home pages, required visiting a number of others HP's first to get a better grasp of home page construction and what the three types described by Dr. James actually looked like. In his Weekly Comments document is the file The Homepage Publisher- Browse Page, which contains over 1,400 Home Pages, created using the html document maker which this service provides. Whoa Nellie! You are presented with a menu from which you can choose which set of alphabetical settings to view, a-d, e-h, etc...

Stats and other findings
In order to gather the statistical data requested by Dr. James I viewed 40 entries, 8 from each set, by selecting from the list of files presented. I noticed that there was a much higher percentage of males on the lists. As for types and percentages; there were 8 Standard type home pages, 11 Indexical, 16 Artistic, and while many of these documents had a minor intermixing of the other two styles it could be plainly seen that they were distinctly one type or another However, 5 were a combination of all three types and styles. I liked these the best for their variety and creativity and activity, lots to do lots to see. Statistically the artistic approach appears to be the trend within this database of home pages.

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Week 11

This weeks assigments involves responding to Carol Collier Kuhlthau's book "Seeking Meaning: A process approach to library and information services", interconnecting, paragraphs and topics within this labreport and my glossary, and creating a topical index for my Web documents want to see it? Choose this link Carol's MetaIndex.

Response to C.C. Kuhlthau's, "SEEKING MEANING"
I have to agree with and can relate to a numer of things which Joleen Lai talks about in her reactions section. I too approached this book with some reservations and negative past experiences. At first the reading was very dry, however the more I read the more I began to see how it related to my own information seeking efforts, and frustrations during attempts in the past. I must agree with Kuhlthau and Joleen, the initiation stage (select this link to see a definition) of the process is definitely the hardest part. There is no definitive direction for the search, other than a broad topic which, while perhaps easy to locate, may be overwhelming in amount and content, uncertainty is very high at this stage, yes help is most needed at this point. As was obvious from my responses in class, I wholeheartedly agree with Kuhlthau, there is a real need for assistance in this area and that the system currently in use is inadequate, and I agree with Rayson Noguchi's comments in his Class Debate section. The responsibility for change and improvement lies not only with the library professional, but also with teachers and users, each has a responsibility in the learning and search process. Therefore, it is neccessary to work with all three not just lay the burden on the library professional.

What's this book about?

Hang onto your pants this is a long one, rather dry too, but hopefully informative

Skip over this section

This whole book is based on the premise that information seeking is a process of construction, which moves through a series of stages (basic learning principles), rather than the current view and approach used, which focuses on location of information rather than the sense making process required to gather and comprehend information. Patterns of information seeking are defined as follows: a) initiation - recognize the problem, discuss possible topics and approach - b) selection - identify and select topic - c) exploration - gather information relative to the topic - d) formulation - searching becomes more focused - e) collection - gather info on focused topic - f) presentation - organization of data commences.

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The underlying theorectical principle for services is based on the uncertainty principle - which states that uncertainty is a cognitive state which commonly causes affective symptoms of anxiety and lack of confidence. Particular aspects of the uncertainty principle - 1. process corollary - involves the changing of attitude from uncertainty to confidence as searching progresses 2. Formulation corollary - involves the development of understanding, and extending and defining the topic 3. Redundancy corollary - as search continues redundant information is found, increases confindence as uncertainty decreases 4. Mood corollary - the stance or attitude with which one approaches a search 5. Prediction - based on constructs previously formed during a search predictions will be made about the outcome of further actions. 6. Interest corollary - may increase as the search unfolds. Levels of library information service, details levels of service needed and how they may be addressed relevant to assisting the user - from an instruction and reference perspective. Diagnosing need for intervention is an important factor which requires defining levels and zones for treatment.

Programmatic implementation deals with the approach suggested for use (for library and info professionals) when addressing and responding to users needs. Important elements of process oriented library and information services are: 1. identification of the zone of intervention, where does the problem lie, and at what stage of the process 2. establishment of a dialogue as a strategy, 3. acknowledgement of stages in the search process. A number of suggestions and strategies are also discussed which can assist in providing services to the user such as specific forms of writing, charting, and if needed peer support and/or team effort. The book states that a great number of user problems occur within the fifth zone of intervention-where counseling, mediation and and education are all required due to the complexity of of information use. The initiation phase of the process when uncertainty is the highest, is the time at which counseling is most needed. Thereby easing anxiety and assisting the user through the experience.

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The major components, strategies and techniques suggested for the use of library professionals are: Charting - which involves identifying the stage at which a user is having problems using a timeline (the diagram found in table 3.2), which can then be presented to the user to help them understand the process and problem, and help them identify what stage they are at. Conceptual mapping, the timeline technique, and flowcharting are the recommended methods for helping the user connect ideas & organize information during their search. Each technique assists in identifying information and organizing it. Composing - involves keeping a research journal of thoughts, ideas, and information as it is presented to the user - this technique is a helpful tool for formulating thoughts and developing constructs especially in the formulation stage of information seeking. Conversing - we all know what this is, however when practised as part of the information seeking process it helps both the user and library professional, identify problems, discuss possible ideas and topics, provide focus and direction in a user search, and provides access to support for the user during the process. Recalling, summarizing, paraphrasing, and extending - are techniques which the library professional can apply to assist users in the information search process. Recalling involves summoning up the details which are remembered about a given subject. Summarizing invovles identifying the major points or topics of a given subject. Paraphrasing involves stating in one's own words their interpretation of what they have read and are reporting on. Extending involves making new connections and adding information to what has already been gathered.

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The library professional in the information age must change focus from retrieval and production of information to assisting the user in understanding the meaning and the process. In order to accomplish this library professionals need to expand their services and address the user and the problems they may run into during the information seeking process in the same fashion as those in the legal and medical profession do. They must be able to mediate, educate and counsel. This is a very larger order, requiring the library profession become teacher, physician, and psychologist all in one.

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Week 12

For this week's assigment we examined the Swedenborg Discussion Files for Psychology and Theology which can be found on the Swedenborg Home page in Hawaii. As this document was so huge I chose to jump around the files using the available links to get a feel for the various themes and topics which were covered therein. While these files are similar to those we were exposed to when reading the Plato Socialing files for Week 9 (description here), there were specific topics and focus, which I found made them much easier to read, follow and understand. I pretty much skipped the majority of traffic and relationship interactions as I felt I had already experienced this aspect of PLATO already.

Format of the Swedenborg Files
Want to discuss religion well this is the place to do it. Rather then the content and context being entirely social it is a focused forum which provides a platform from which theological topics can be examined and debated. While a number of extremely rational (and some irrational) responses and answers were given for the questions posed, I found them all to be based on only two approaches, one explainable the other to twisted to ever unentangle they are: 1) faith, or 2) circular logic and reasoning. Faith is not something that can be quantified, or measured scientifically, yet it is an integral component of human belief systems, whether it is percieved right or wrong by others is not the issue, rather the unexplainable conviction which such individuals hold is. They believe therefore, for them God is a part of their reality, whether we can prove it or not. Is this a form of delusion or clarity of vision? I don't know. As for the circular logic approach, what can you say> No matter what you do or say it will always come back to the same thing, God is because, God is, or so such proponents espouse. Did they get anywhere with these interactions? I would say yes because any discouse between people which generates either more knowledge, points of view, and or informs more people is a good thing. It provides a means by which to disseminate information, perspectives and beliefs to others, be that good, bad, or indifferent, it's out there for people to see.

What did I learn
Well, I'd be more willing to participate in Plato using this more structured format, however, religion is not a topic which I would choose for discourse. Religious thoughts, beliefs, and practices, have caused as much war and suffering, as peace and love, and are not topics which can be discussed rationally with those who do not hold the same beliefs, as is obvious from past history; religious crusades and wars to numerable to count blacken the history books throughout time. Perhaps this is a subject best kept on a personal and private level, rather than forced unto others (no matter how gently, lovingly, and wisely the giver's intentions are believed to be), humans all have different opinions, beliefs and views; who's to say which one is the true belief or reality. While this cyberspace was interesting, and I would suggest it to those interested in religion, I will not return there unless requested to, since this topic does not interest me. However, I will be keeping my eyes open for BBS's which offer things which I would like to say something about, and learn about. Go back to the top

Week 13

	Clean up time! 

		 Gotta make these files look spiffy

					   See you next week!


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Week 14

This week's assignment covers the cognitive component of identifying, comprehending, organizing, creating and using: titles, filenames, and e-mail or URL addresses and keeping track of files in different programs. This is not an easy task. However, I have found a number of patterns of behavior, and learned a few rules, which other users follow which help me navigate through this often complex environment.

The world of files as viewed from inside Carol's head
Based on what I had previously learned I know that files need to not only have names which are personally relevant, but, if open to others, must also be specific enough that they can fathom out what is contained in the file, or at least that's the courtesy I have seen others extend and so try to do in return, when possible. Jill Kaneshiro also follows this format see what she has to say in her Labreport. However, this is not the case when looking at system files, which I try to avoid just for that reason. When examining others files I do have certain expectations which most of the time turn out to be correct but not always. Good examples would be when I am staring at a file that is labeled "goodfun" only to find that it is x-rated. Alas this person's interpretation and mine regarding what good fun is, is obviously very different. How about the file named "sci-fi" which turned out to be a christian message, trying to recruit "lost souls", sorry I can't show them to you, I didn't add them to my bookmark files when I originally found them, for obvious reasons. Keeping track of files can be a more complex problem when you start accumulating and creating new ones, especially those files which overlap, related to the topic, are similar in content, or repetitive, but need to remain separate. What I do is begin to add numbers after the name specified such as PSY1, PSY2, etc.

Html Documents anchors, subheadings, and HREF's
The same premises as used above also holds true for when I am working with HTML documents. I try (in most cases, although I occasionally get a little silly) to give my paragraphs and anchors, names which are directly related to the subject matter to be discussed. My anchors are usually compressed versions of the titles, unless they are single words which I believe I will not use again, or can add numbers to, as I add new entries. Again, I search based on the premise that others have also tried to do this when labeling their anchors and subheadings, and it would appear that this is a common practise and rule or premise, as it has been documented in Dr James, Psychology of Titles: Cognitive Characteristics of Titles" second paragraph. BUT, this is not always true when working with HREF's, although many are identified by the person's last name, this can get screwed up by a computer or systems labeling system, which they are working with which may add or delete the first or last part of a name, or add the person's first initial to the filename. In general though that is the exception, not the rule. Another gripe I have though is the fact that once you get out on the WEB and start looking at addresses for other computer systems and Web sites, the names and their functions become incomprehensible, what does "cgi~bin" mean, and first letter designations such as "nsvb" which could mean a number things, since any label which has these letters as the first one in each word, could be in the file. Scary huh? How do you know? You gotta go look, which I've found is fruitless half the time. The more technical the subject the worse it gets Dr James discusses this problem in his Psychology of Titles: Introduction" section. One saving grace, the "standards" such as ".edu", signifying a school, "gov" for government, and ".gif" and ".pif" for icons and graphics, are real helpful along those lines.

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E-mail addresses and files
Some e-mail addresses are hard to figure out because of the reasons I mention previously in my HTML documents paragraph about last name identification, however in general this is not that hard a problem to overcome, usually. Keeping track of and handling my e-mail files is a cinch using the "Pine" mail program. It pretty much runs itself. All I have to do to get rid of old files is type "d" while in the Index, typing "I" at the main menu prompt will take you to your current list of mail files, switching to other files and removing them again require only a few keystrokes, making this a very simple program to use for file maintenance purposes! It also has the delete last months mail file function which I've found to be very handy, you type yes when prompted, and Viola!, bye bye old files. Wish the rest of environment, systems, programs and commands were so simple. HAH!

Suggestions relevant to this topic
What I find most frustrating about working in this environment is the fact that from program to program commands change, can't there be more standardization across programs, in executing the various functions and actions which the program is capable of. It's hard to remember all the different codes and commands, when they multiply each time a new program is accessed. Takes up a lot of time which could be best spent doing other things. Dr James discusses the fact that titles have changed in length, getting longer, progressively since the 1940's. See the documentation here in Dr. James PSY. of Titles: Sensorimotor Characteristics of Titles" paragraphs. On one hand I think this is a good thing because then you are presented with more information on which to base whether or not the file or address you are looking at is something worth investigation, however, this also means that more typing is required each time one wants to name and enable others to get a clearer picture of what is contained within. So we get a speed trade off, in which we loose speed to gain more information. Is it worth it? Yes, for the person perusing the files, and yes for the user creating them, because it will also provide them with more information to jog their memory in reference to what is in the file or text. Do I use this practise? No, I still have a tendency to shorten my labels for the sake of brevity, however I do try to leave enough in the title or anchor, or file name so that others will have a basic idea of what they're looking at.

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Week 15

At last, the end to a long and arduous road, NOT! O.K. now I get to talk about what I think I learned, how hard was it to learn, am I happy with what I learned and accomplished, suggestions relative to this topic, and should Dr. James continue his endeavors in this area? Answers: (in order of presentation) Alot; Very; Definitely; Uh, hang on gotta think about this one; and YES! JUST KIDDING, I've lots more to say and here it comes.

Evaluating PSY 409 accomplishments
To begin with I am very pleased with how my Web pages look and believe that they are up to standard with what others in the class have produced. However, there are some things which I found to stand out in others documents and would like to mention. First, would be Diane Beauchemin's documents. I found them to not only be esthetically pleasing, but to also be extremely humorous and informative. Take a peek by choosing this link Diane's Home Page. Linda Wong unknowlingly played an instrumental role in how my documents look, I used components of her layout to help me construct a number of my pages. Thanks, Linda! Check out her documents from here Linda's Home Page. If you want to see a hot and diverse list of places to go and things to see, then Ryan Higa's bookmarks file is the place. Choose this link Ryan's Bookmarks File

Assessment of my accomplishments in this class
What I learned as a result of participating in this class is manyfold. I learned that persistance pays off. That frustration declines as skills are learned. That what appears impossible, is possible. When I started this course I was overwhelmed by what I didn't know and had to painfully learn through trial and error, yet I have managed to create all that you see here. I'm impressed and proud of myself. While I thought myself to be computer literate, WRONG, how illiterate I actually was plainly revealed quite quickly. I didn't know "doo". Didn't feel to good, yet with each little achievement my knowledge and confidence has grown. This is not to say that I'm all that great now, but I sure do know alot more, and can do alot more in this environment than when I started this class. The only thing I would change, if I could would have been the amount of time I expected to spend and could spend on this project.

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Suggestions, Advice, etc...
For those who follow, be prepared! This class and learning the Internet takes alot of time, patience, energy and effort (at least it did for me). Don't give up! Your persistence and efforts will be rewarded! Read the files of students who came before you. Don't always start at the tops of lists select names of links further down in the list, sometimes the best stuff is at the end. The Generational curriculum files and other students are one of the best resources available, use them!

Thoughts on what's next
I intend to maintain my files and activities out in cyberspace, this is definitely the wave of the future. I predict that within a year or two new systems will have to be designed to handle the explosive and ever growing amount of data, and users. Dr. James and his classes could be instrumental in that area, because each successive generation will add to its growth exponentially. What each new generation comes up with will enrich such an environment and foster new growth and linkages thereby repeating and reinforcing the number of links and their number of occurences, i.e. the more copies available the more likely that some will survive. The only suggestion that comes to mind for next semester's generation would be a Homework assignment focusing specifically just on the concepts of file and directory, creation, maintenence and manuevering. I suggest this probably because I am wek in this area, but then again I think it would be very useful for beginners. Keep on growing Dr. James!

ALOHA, folks and thanks for taking the time to read my documents, hope you found something useful, amusing, or fun to take with you.

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