My e-mail adress: rross@uhunix.uhcc.Hawaii.Edu
Or, write to me right Now.
Feel free to e-mail me about anything.
(When e-mailing me with a request to make a link, please include my anchor and the address of your labreport and anchor. Thank You. Also let me know if you would like me to let you know when I have made the link.)

My Home Page
My glossary
Instructor's Weekly Comments - Homework Assignments
Other 409 students' lab reports
Lab reports of 459 students

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Lab Report Index

Weeks 1-3
  • e-macs
  • Time Limits - 90 min. limit for modems.
  • Lynx Bug

    Week 4 - Finding Info. in a Hypertext Environment.

  • Syllabus and Weekly Comments -How I maneuver through the class syllabus and the instructor's weekly comments.
  • Emotions - How I feel while I am navigating.
  • Misc.- Pico.

    Week 5 - My reactions to Suzette Tokuda's Lab Reports.

  • My reactions- How I feel while reading about someone else's experiences with the net.
  • All Caps- Why what I type appears in capital letters.
  • Accomplishments- What Suzette Tokuda accomplished.
  • State of mind- Suzette Tokuda's state of mind.
  • What I learned - From reading these lab reports.

    Week 6- Searching on the net.

  • Searches - How to search for information.
  • Getting Kicked Out
  • Delays - Having to wait for a connection to be made.

    Week 7- Misc. Comments

  • Turning the Computer On- At least I know how to do that!
  • Time factor - Reading others' people's lab reports is time consuming.
  • Humor - One way to relieve tension.
  • Traffic - A search for traffic docs.
  • Group Solidarity -Misery loves company.

    Week 8 - More Misc Comments.

  • Fallingbehind - The flu.
  • Library -Accomplishing other homework on the net.

    Week 9 - 1991 Course-Integrated Online Socializing Files

  • Others' Mental Spaces - Is it invasion?
  • Comparison- Different than Real Life?
  • Honesty - Being "open" on-line.
  • Complaints - To a Prof.
  • A change - In topics.
  • Learning Environment - What should it be?
  • The Future - Continuing this approach.
  • Week 9 Part II - Use of Plato.

    Week 10 - Different types of Home Pages.

  • Making choices - Which way do I go?
  • Different types - Artistic, indexical, and standard.
    **********My Artistic
    ##########My Indexical
    @@@@@@@@@@My Standard.
  • What I like - In a HP.
  • Plans - For my Home pages.

    Week 11 - Seeking Meaning, by Carol Kuhlthau

  • What the book is about.
  • About the theory.
  • Understanding and Coping.
  • What she advises - The stages.
  • Is it useful? - To whom?

    Week 12 - Swedenborg Files

  • A Social Exchange
  • What were the results?
  • What were they trying to achieve?
  • How it affected me.

    Week 13 - Maintenance time...nothing here.

    Week 14 - How I relate to Net stuff.

  • Naming Files
  • Naming Anchors and Subheadings
  • Keeping Track of files
  • Organizing my Hardrive
  • Keeping Track in Pine
  • Figuring out others' addresses
  • My suggestions - Not very useful.
  • Week 14 PartII - Comments on instructor's: Psychology of Titles

    Week 15 - What I have accomplished...summing up.

  • Comparing my web pages
  • Accomplishments - What it took.
  • Advice - For future generations.
  • Where did I start - How far did I get?
  • I'm happy with what I've accomplished.
  • Fate - Of future generations.
  • Suggestions - For future generations.

  • My Final Comments

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    Lab Report 1

    Weeks 1-3
    e-macs anchor
    	Well, I really HATE e-macs.  Working with it has been the most
    frustrating experience yet.  I keep forgetting that I can't just backspace
    what I've typed.  Everytime I hit the backspace key by accident, it takes
    me to the e-macs help.  You would think that would be helpful, but it
    doesn't feel that way.  It's very frustrating having to remember all the
    commands and it's also frustrating to have to type so many extra
    keystrokes.  There must be an easier way!  The Instructor comments on this.
    As does  Kyle Fujii. So does Jae Isa from Psy 459. 
    	I just went to go see how this looks, and I have no idea how to do
    automatic hyphenation.  Anyway, I also get a great feeling when something
    actually works properly!!  I feel lucky that my links work and I can see
    what I've typed.  While I was trying to edit my Home Page, I started to
    feel very frustrated because things weren't linking well.  I still can't
    get a grip on the address thing.  I decided that I would just try to
    relax, and that there was no reason to feel rushed.  I thought maybe I
    felt that way because in the beginning the system kept hanging up on me. 
    But that hadn't happened for a while so I relaxed.  About five minutes
    later, it actually hung up on me!!  I was dumbfounded. 
    Time Limit Anchor
    	When I first sign on, it says that they limit the sessions to 90
    minutes.  Jae Isa from Psy 459 makes a comment on this, see
    it? I wonder if you are allowed to keep calling back, or if that is
    considered rude.  I also wondered if anyone would know if I called right
    Lynx Bug Anchor
    	While I was going back and forth between the syllabus and my Home
    Page to figure out the link commands, I got the following message: 
    Congratulations, you have found a bug in Lynx Ver 2.3Beta.  If a core file
    was generated in your directory list please run 'dbx lynx' (or
    'dbx/path/lynx' if the lynx executable is not in your current directory)
    and then type: dbx>where........  This scared me.  I tried doing what it
    said, but did not get anywhere and of course, I had no idea what it was
    talking about.  I went back to what I was doing, and 3 minutes later it
    hung up on me again.  When I logged back in, the system was moving in slow
    motion.  I was worried for a minute that it was because of something that
    I had done, but I consoled myself with the thought that they probably have
    the system set up so that people that don't know what they are doing can't
    do any harm.  I hope!  I need to concentrate on relaxing, and I'm fairly
    confident that the more I learn, the more relaxed I'll get with it. 
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    Week 4 anchor

    Finding Info. in a Hypertext Environment

    Syllabus and Weekly Comments anchor The *easy* way to go through the syllabus and the instructor's weekly comments for me, is to just page through it with the space bar. This may not be the most time efficient way of doing it, but at least nothing bad happens. Occasionally, I try searching for a string, and this usually works. If however, I get frustrated by something, I find it reassuring to go back to a method that I am confident in. Sometimes I would much rather sacrifice time, than my state of mind. I have also found that typing a "u" successfully moves me up. As far as navigating through the course files, the only way I have been able to do that is by following links. If I hit a stumbling block, I merely hit a "u" as many times as necessary, and start again. Emotions Anchor When we first started this venture, I would get very upset and would feel extremely frustrated. I have since, learned a couple of techniques for dealing with these emotions. The first one is accept the fact that I cannot speedily accomplish anything! Before I try to accomplish anything, I remind myself that what I am about to do is going to take a lot of time. That way, I never feel rushed by a time restriction. Another thing I try to keep in mind is that, even if I don't accomplish what I was trying to accomplish, next time I try it, I will know more than I knew this time! Another element of my new found confidence, is that I met a couple of people that are willing to answer an occasional question for me. At first I felt that this was somehow cheating, but I rationalized this in my mind because these people, I met on the Internet. We communicate only by e-mail, as they are not in this state, and so I feel as though I am only using my resources well. The link on my home page to "NCSA's Beginner's Guide to HTML", is courtesy of one of these helpful people. Misc. Anchor I have two additional topics to discuss, that do not fit into the pattern of the homework assignment, and have therfore labelled this section, misc. One is that, on the recommendation of a fellow classmate, I am now using pico instead of e-macs. I know Dr. James said that we would regret the change over later, and I'm sure that he's right, but for now, it has relieved a large part of my anxiety, and I felt that in this time and place, this would be best for my current state of mind. My next topic is that of my glossary. I can get into it with lynx, but cannot access it through the link from my home page. One classmate suggested that I try putting some text in. I have since done that, yet I am still unsuccessful. I am however, confident that I will find the problem. I am anxious to go see what happens after I attempt using pico for the first time with my glossary. Okay, I figured it out. I just had the wrong address. It seems so Go to Top Week 5 anchor

    Week 5

    My reactions to Suzette Tokuda's Lab Reports

    My reactions anchor I had mixed feelings about reading someone else's Lab Reports. On the one hand, it was good to hear that someone else was feeling similarly to the ways in which I was feeling. On the other hand, I didn't find a lot of what she wrote personally interesting. She talked a lot about the things that she found on the Internet that interested her, and unfortunately, these things did not interest me too. I actually wished that she had talked more about how she was feeling than about the information that she had found. All Caps Anchor I need to get off the previous topic for one second...I just went to save what I had written just to make sure that I don't lose anything, (not that I have had this problem [yet], but I just finished reading other people's lab reports which mention this problem quite frequently. See other students' lab reports. Anyway, when I went to save, I noticed that everything that I had just written was in all caps. I noticed before, that Cheryl Renata had this same problem. I panicked at first, and thought "oh great, what am I going to do now!" Then I figured I would try a paragraph marker even though I use Pico a nd not e-macs, and guessed what, IT WORKED!!!!! I'm thrilled! accomplishments anchor In my estimation, and despite the fact that I only received 4 of her lab reports, Suzette Tokuda, accomplished a lot. At the point that I am at concerning what I can and can't do, makes me appreciate all of her accomplishments, not matter how small. She learned how to retrieve quite a bit of information, in quite a few different ways. However, as far as her affective behavior (see Ryan Higa's definition of),is concerned, I'm not so sure she was dealing with them any better at the end than she was throughout the 5 reports. In the final report that I have, she is still avoiding what she doesn't like/know that much about (lynx), and using what she does like/know. state of mind anchor Suzette Tokuda's state of mind, wavers back and forth throughout all 5 reports, from anxiety to excitement. She gets excited whenever she is able to accomplish something. She talks a lot about being anxious whenever she cannot accomplish what she is trying to accomplish, and she gets very anxious when the computer takes a long time to perform what she has asked it to perform. Her "up and down" emotional state can best be typified by the following excerpt, "I don't like when the computer can't find..." "I'm glad the monitor's here..." "I hate when the monitor doesn't tell me what the problem was." She then talks about how anxiety producing it is for her when the computer doesn't find what she wants, and how frustrating it is when the monitor doesn't tell her how to fix the problem. She also talks a lot about how the things she found made her happy or sad (not the finding of them, the actual things). What I learned anchor From reading these lab reports, I learned several things. Most importantly for me, I learned that I am not alone in many of the feelings that I have been experiencing. Allison Asahina finds solace in this too. To be made aware that others are feeling similarly, puts me more at ease. I also learned how important being aware of how you are feeling is; how it can be helpful in getting a task done. If you are aware that you are feeling a certain way, and you understand why you are feeling that way, it makes it much easier to put everything into the proper perspective. I also learned about several methods of accessing information on the Net. Go to Top Week 6 - Searching on the Net Search anchor To do this week's homework, I started by linking to Webcrawler WebC from the instructor's home page. It was taking a long time, so I did cntr-z to stop it, and went to the instructor's old bookmark entries. Jill Kaneshiro makes a comment about this see it? From there I linked to FTP-Archie. From there, I linked to archie: substring search of ftp sites. I chose this one based merely on the fact that the word "substring" sounded familiar. I then entered the word "traffic". The computer stated that it was making the gopher connection. This again took too long. I was not at all getting frustrated, I just knew that I needed to accomplish something so that I *wouldn't* get frustrated. So I hit my trusty cntrl-z again. I got thrown out of where I was, so I had to retrace my steps using links. This time when I got back to the instructor's old bookmarks, I chose "search gopherspace using veronica". From there I followed the link to search gopherspace (veronica) via PSINet. Trudy Moore was surprised that I got results using Veronica. I again searched for "traffic", and found a list of 756 items matching the search string. I linked to one item, to fulfill the homework requirement of summarizing the article, but found it very boring. So I decided to try again. Getting Kicked Out anchor I just hit "u", (I'm really becoming emotionally attached to the letter "u"!) I tried to link to "traffic and police dept." Making the gopher connection took a long time again. I didn't want to hit contr-z again and get kicked out again and have to retrace my steps *again*. I got aggrevated at myself for not making links in my bookmark file the last time I got kicked out. I decided the only way to make this right, was to go do that this time. I made links to my bookmark file along the way, and ended up back where I was. This time however, it told me, "too many connections, try again soon." It was only Tuesday, so this didn't bother me in the slightest. Delay anchor I figured I had seen a little bit of veronica, and know it was time to try something else. I tried a new link, and was asked to please logon. The computer would not let me type anything. I figured I would wait a couple of minutes, to see if it would change its mind about having me type something. Instead, I got a message that said "connection closed by foreign host." I decided that I was getting a little frustrated, should forget about the homework for now, and just look around. I found some Mac software for psychologists, and tried downloading something to see what would happen. The program was downloaded to my directory. I wanted to get it to my home computer, thought there was something in my notes about this, found the notes but they applied to information going in the opposite direction. I went to pine and e-mailed someone to ask how to do it. (I got the directions about 5 minutes later, and successfully downloaded, but didn't have enough ram to unpack it.) I absolutely *love* the immediate gratification I have been getting from e-mail, it erases all my frustrations immediately! Go to Top Week 7 - Misc. Comments Turning the Computer On anchor As I was reading through the comments made by other students, I was hit by a comment made by Allison Asahina see here. She talks about not even knowing how to turn the computer on, and it hit me, in the past two weeks, I have helped three people turn on their computers. When I think about the very beginning, how I was unsure of everything, and now I'm helping people! It's a wonderful feeling; it gives me confidence, and this in turn, spurs me on to achieve more. Time factor anchor The next thing I would like to comment on, is the time that it takes to read each person's lab report. This is a very time consuming activity, Carol almares, also comments on the time factor, see here.but I was surprised to find how much I actually learned from reading other peoples lab reports. I really wish that I had more time to read and to think over what I have read. There is so much to be gained by reading the perspectives of other people on both how they manipulate the computer, and how they feel about it. Humor anchor I loved reading Diane Beauchemin's Fun Things to do in an Elevator. Sometimes when the tension of the computer work gets to be too much, a quick piece of humor that gets a smile on your face, can really relieve the tension. Once you get rid of the tension, you are able to see your problems from a different perspective. Sometimes, a different perspective is all you need to make a complicated problem seem really simple. If you're tense, and have a couple of minutes,try this link, "useless WWW pages." Traffic anchor I agree whole-heartedly with Tina Smith's discussion of her sentiments towards the traffic assignment. see them here. I am currently still very frustrated with this assignment, because, although I have found several traffic documents, which by the way, I enjoyed being able to locate, I still have not read and summarized them. This facet of the assignment had been holding me up for a long period of time. I was not looking foward to doing this, and I therefore allowed myself to fall way behind. Since I was having major trouble motivating myself to do this, I decided to go ahead with the next assignement. I have yet to go back and complete that assignment, but I will. I just read Kyle Fujii's comments on the traffic assignment, see them here. I actually laughed out loud when I read them. I wish that I could have as carefree an attitude as Kyle. I'll see how far I get with the assignment before time for midterm grading. If I still can't bring myself to read the traffic docs., maybe I'll try putting a bunch of fun links that I found while searching for the traffic docs, in hopes of appealing to Dr. James' funny bone while he is grading my report! Week 7 PartII anchor Group Solidarity anchor When I was reading the instructor's as part of the Week 7 assignment, I came across the section about the class discussions. The instructor talks about the "group solidarity feelings." I felt this way by the second meeting of the class. I've never felt this before in any of my classes, and this feeling really helps combat all the frustrations that I have felt with this course. I find that it really helps beyond belief, to know that you are not alone, and that other people are experienceing the same things that you are. I really feel as though these shared feelings, really bring the individuals together as a group. For evidence of this concept in action, see Terri Slaughter's lab report from Psy 459. Go to Top Week 8 anchor - More Misc. Comments falling behind anchor Well, I've had the worst case of the flu since I was about 10 years old. I'm way behind in my work for this class, and this adds an enormous weight of frustration. Well, maybe not frustration, maybe it's fear. This class covers so much information and new skills to learn, that fallling behind adds a fear that I don't feel in my other classes. For the other classes, it is just a matter of putting in the effort. For this class, I am afraid that "I wont be able" to catch up. Shane Akagi also mentions that it is difficult once you fall behind see it? Hopefully recognizing that this element exists will help me realize why I am reluctant to get to it. I'll try to think "happy thoughts", and muddle through. I'm going to go try and find some incouraging words in the lab reports of the Psy 459 students! Library anchor Josephine Allen from Psy 459 commented on some uses for the Web see them? Since I've been sick, I've used my home computer instead of going to the library. I've found more than I feel I would have found in the library. I am in awe of a ll the things the Internet has to offer. I may never return to the library!

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    Week 91991 Course-Integrated Online Socializing Files
    Others' Mental Spaces While perusing the Integrated Online Sicializing Files, I felt as though I was invading others' Mental Space. It felt a little like eavesdropping on someone else's conversations. But once I acknowledged that I had been given permission to eavesdrop, it was a little bit easier. I started to get into the topics, and had reactions of my own. I felt like adding in my own two cents to several of the conversations. I actually found it to be a little frustrating that it was not going on now, and that I could not add in what I had to say. I would have liked to have participated.
    Compared to real life Several thoughts crossed my mind while reading others' comments. I found it amusing to read that one person did not like using Plato and then have the very next message discussing how that person did like using Plato. I'm sitting here wondering why did I say amusing? I guess because when two people are having a conversation in real life, they are not usually so quick to offer a completely different opinion before they agree with some of what has been said. Maybe it's because people are more afraid of rejection in an in-person conversation, so they start out with a, "yeah, I agree with this, but" and then go on to say what they don't agree with.
    Being more "open" on-line It was also interesting to see so much honesty was going on between the students and the Professor. I've certainly never heard a room full of people complain to a professor about how the work that he is assigning is too time consuming or so many complaints about having to do papers. People writing things on the computer seem to be more open and more honest (especially considering they barely know eachother). Another thing that was interesting, was the use of nicks. I think that these tell you a lot about the person using it. Can you get the same insight into a person when you just meet them in-person?
    Complaints After reading so many complaints about the time factor involved with doing the computer work, and having done quite a bit of my own complaining, I started to wonder. Does the computer work really take up so much more time than we spend on our other homework? Or could it be just that we have to be somewhere specific to do it? It's hard to say especially since Dr. James was the Prof. for that class as well as this one.
    Changing topics One thing that I found difficult to adjust to was the change in topics. You don't have this in-person. Maybe it's like walking around a party, and getting into different conversations with different people, but then you know it's coming. My problem may have been that the conversation got switched on me without warning. It was hard for me to switch gears. Especially when the conversation went from affect and Plato (which I was getting into, and thinking about), right into another comment about multiple choice tests.
    Learning Environment Another topic I found interesting was the one about what kind of environment there should be in and around the classroom. Should socializing become an integral part of studying? Are there studies on this? I just noticed that I keep asking questions. Am I still in Plato mode, where I think my questions will be answered? My last reaction was that I wanted to hit the person who made the pre-menstrual math problem (even though I was laughing for a few minutes).
    Continuing this approach As far as continuing this approach to learning, I wonder about what is already out there. I'm pretty sure I've heard of classes taught completely on-line. It's probably the wave of the future. When everyone has a set-up in there in homes that allows you see the teacher, and the teacher to see you, what will be lost? But that's a ways off. As far as improving what's available right now, the only suggestion I would have is to separate the topics. I would prefer going to one page for each topic, and then switching topics at my leisure.
    Week 9 Part II - Instructor's article on the use of Plato.

    From complainting to having fun To see the Prof's discussion ofthe Plato community, click here. It was interesting to read about how everyone starts out complaining about having to use the computer, and then it switches soon to how much fun they are having. I also experienced this. Except, I was having too much fun! I neglected to complete the homework assignments before wandering around the net. I think that having some "fun" things qualify as part of the homework, was a good aspect of the Plato useage.
    Affect and Plato To see the Prof's discussion ofaffect and Plato, click here. The Prof. says mentions some things in this article that he feels the student acquires through the Plato ueage. Things like self-esteem, the ability to share, and the ability to see oneself from a generational perspective. What I wonder about, is do these things transfer into real life. And if so, how do they transfer?
    Notesfiles on Plato To see the Prof's discussion of his Plato notesfiles, click here. This somewhat addresses my earlier comment about separating the topics. He separates the general topics, but I would still prefer to have them separated even more. Maybe it's just me.
    Nicknames To see the Prof's discussion ofNicks on Plato, click here. Well, this section sure cleared up a lot of things that I was wondering about earlier. Want to see them? I hadn't realized that the true identities were being kept a secret. I think that is a great idea. No wonder these people were able to open up so much. But where does being held responsible for your comments fit into this? Is the party at the end where you reveal your identity enough to keep people in check? I wonder if there were ever any problems with this.

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    Week 10 - My experiences with Home Pages

    Choices For definitions of the various pages, see Jill Kaneshiro's glossary. I've seen many Home Pages, since this class started. I wouldn't even be able to guess how many. Making choices about where to go next, is always the hardest thing for me to do. I rarely come across a page where I only want to follow one link. Sometimes I follow the link that I see first, sometimes the one that seems most interesting, and sometimes the one that I think I might not see again. It all depends on my mood at the time.

    Types of HP's In my explorations, I have come across many more indexical home pages than any other type. (Either that, or I'm just more aware of it becuase I find it annoying when there is no description.) I've also come across many that don't seem to fit into one specific category. A lot of them seemed to have different things happening on the same page. I also noticed that many started out very creative, and then seem to get plainer. I was also suprised to see how many said, "under construction". The more things that I see able to be done, the better I understand the concept of never being "finished".

    What I like in a HP I like the one's that show more of who the person is than just what you get from what links they have on their page. I think how people organize their pages, and design them, tells you something about the person. I also like the ones that have pictures of themselves on the page. I like to see what the person behind the page looks like. It's interesting to see how the photo matches the links.

    What I'm planning There are a lot of interesting things that I have seen, that I would like to try on my Home pages, but I don't know how to do them. It is not always as easy as hitting the slash to see what they have done. My main goal for my own pages is to try and a show a little of who I am. How I am going to achieve this, I don't know.

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    Week 11 - Seeking Meaning: A Process Approach to Library and Information Sciences
    What it's about This book, by Carol Kuhlthau, is about a theory on the process of gathering information and giving meaning to that information. Also included, are many studies pertaining to this theme. She starts off by discussing the process starting from directing people to the proper sources to how they will go about using the information. She then goes on to discuss a specific theory of learning which gives a perspective from which you can study the whole issue of information gathering. She tells us about a study that was does done on how people look for information, and she breaks this process down into stages. She tries to verify the validity of this model by means of two statistical studies. In the next chapter she continues to verify the model by describing two longitudinal studies.
    About the Theory She describes the ways in which people go about seeking information. She proposes a theory based on the "Uncertainty Principle". Allison Asahina defines the Uncertainty principle in her glossary, as does Jill Kaneshiro. The uncertainty is prevalent when you first begin your research. It makes you anxious but as you get clearer on what you are doing, you get more confident. She goes on to describe how to make use of the theory and specific interventions that the librarian can make with the information seeker. She discusses how to find out what the problems are and how to decide what kind of intervention needs to be made.
    Understanding and Coping If I know what to expect at certain stages, then I will not be upset by them. I won't get crazy and I also may be able to help the librarian help me by telling him/her where I am in the stages. I will be able to comfort myself, and therefore become more focused on what I am doing. If I think to myself, it will become clearer and I can't expect it to happen all at once, I will be more relaxed and therefore be able to do a better job.
    What she advises - the stages She says that choosing a topic makes you anxious (stage two) so I shouldn't put off picking a topic. She also advises to try not to bypass the stages too quickly. The third stage is exploring a general topic in order to gain a focus. She suggests that we not rush through this, that we have to realize that we must get general before specific, and we must tolerate the enormous amount of available information. Being aware of this should prevent some frustration, and in so doing, prevent the urge to drop the whole thing. The forth stage is when you get a focus. You begin to get a direction and feel more confident about what you're doing. You have to form a focus otherwise it can be overwhelming. This enables you to go on to next stage. The fifth stage is getting the information pertaining to that specific focus - the research becomes easier because you know what you're looking for, and you get more interested. The last stage is when you have finished the research and you start writing. You begin to get a sense that you've done what you needed to do or you've done enough, and it's time to get on to the writing. Summing up, when you have a better idea of what the process is, you can to a better job. Useful I felt the book was primarily directed at librarians, telling them how to help the people that come to them. But, anyone who is interested in gathering information can profit from understanding the process. A special significance, is that this is the information age, and the world is getting richer and richer in its information resources and ways of obtaining this information. People need help in order to take maximum advantage of what is and what is becoming available.

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    Week 12 - Swedenborg Discussion Files
    My exploration of This was an odd experience for me. I had some of the same reactions that I had when reading the 1991 Course-Integrated Online Socializing Files, which I made comments on duringWeek 9. In addition to these reactions, I was also affected by the topic. When I first started reading, I was annoyed by the exchange that was going on. It seemed to me that they were mostly interested in arguing for the sake of arguing. And they all seemed like circular and foolish arguments to me. Little of it made sense to me, as it is in my opinion, that the things they were discussing were all subjective matters. I saw little sense in trying to discuss the topics using logic.
    A Social Exchange As I read on, I saw less arguing, and more sharing of personal opinions. The more I read, the more I was enjoying it. There seemed to be more "accepting" going on later in the "discussion". I did not find the exchange "rational", although I do think there was an attempt to make it rational. But as I said before, I don't think this would be possible.
    Results Did it get anywhere? Logically, I don't feel they "got anywhere". However, if you consider an open communication of ideas as "getting somewhere", then yes, they did. I don't think a person could have been in that conversation without walking away with something new whether or not their original opinion had changed.
    What were they trying to accomplish? I'm not sure what the participants were trying to achieve, but it seemed as though (by the end), it was a group of people who respected one another and enjoyed the "discussion". If they were trying to achieve a simple exchange of ideas, then they succeeded.
    How it affected me Reading others peoples thoughts on subjective matters is always interesting to me, there is no way to walk away without having learned something. This could be something about yourself, the people you are communicating with, or your own ideas. I felt like I got a little insight into how other people see certain things of which, in my opinion, there are no right answers.

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    Week 14 - How I Relate
    Naming files I am new to the Internet, but I am not new to computers. When I first started using the computer, I would always forget what I named something, and not be able to find it without looking through many, many documents. It took me a while finally get into the habit of naming my files with something that I would easily recognize and remember. I name them as closely as possible to match exactly what it is. I also make sure if it's a later version of something that already exists, that I add either the date, or the time to the file, so I know which one is the latest version. I also try to remain as consistent as possible, this makes it easier to remember. As far as interpreting other peoples files, I'm not sure what Dr. James is talking about. I don't need to interpret them, just copy them.

    Naming Anchors and Subheadings Again, like with my files, I try to name my anchors and subheadings to match as closely as possible to the main topic. They're like buzz words for the paragraph. In my labreports, if the paragraph covers a few interrelated topics, I usually name the anchor or subheading according to the first topic mentioned.

    Keeping track of files Between my unix account and my CSS account, I've found the best way to keep track of everything is to keep it as clean as possible. This means to me, as empty as possible. When I upload or download something I always make a note to myself to make sure that I remember to remove it from wherever it came from. I'm having a little trouble keeping my CSS account clean at the moment though becuase I named a few things with parentheses. At the time, I didn't know you couldn't do that. Now, when I try to do anything with these files, it won't let me. Having these things in my directory, grates on my nerves everytime I see them there. But I guess not too much, otherwise I would have done something about it by now.
    My Hard Drive My hard drive is organized similarly to my files. Everything as clearly labelled as possible. Many folders within folders within folders. Sometimes if I need to go back and forth between several items, I'll put them all in a folder labelled "now". And when I'm done, I move everything back to where it belongs. This may seem like extra steps, but it keeps my sanity, and actually saves time because then I don't have to look around for anything.

    Keeping track in Pine To keep things neat in Pine, I have a lot of folders with everything clearly labelled. At the end of each month, I download the folders with the communications that I want to keep. I then compress them (a def. for this can be found in my glossary)and store them. That way they are not in my way, they take up little memory, and they are there if I need them. To keep track of addresses in Pine, I just use the take address command for every address I think I might want. I clean it up periodically, and throw out the addresses that I didn't end up needing (if I see no future need).

    Figuring out others' addresses and anchors To view an address, I use the slash, the equal sign, and when I'm having trouble with these, I use my bookmark file. I'll save the link to my bookmark, and then view it in there. One time I remember having to save the bookmark to another file, and then being able to view it. I have no idea why sometimes any of these three work and why sometimes they don't. I'm sure if I kept better track of what I was doing, it would become evident, but I'm usually too rushed for time to be a good notetaker.

    Suggestions My only suggestions to others would be to try and be as organized as possible, and be as specific in naming as possible. And that when all else fails and you can't figure something out, keep trying you just might stumble on something that will get the job done.

    Week 14 Part II - Instructor's Article-Psychology of Titles

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    Week 15 - Summing up How do you web pages compare to others in class?
    Compared to some of my classmates, my Web pages do not even come close. But as I look at others, I must say, I pretty happy with what I have accomplished. I have seen so many great pages out there. The major reason that I am not 100% content with my pages, is that the time I spent doing my homework from home, far outweighs the time I spent at the lab. From home, I cannot access a Browser, but am currently working on that problem. As a matter of fact, I just learned that I can access other programs on my computer while I am downloading. So, at this very moment, I am downloading software that will hopefully enable me to use my PPP account and Browser. Anyway, my pages may not look as pretty as they could, but I'm not any less excited or taken with the Net than anyone else. My pages may not compare in looks, but I am nonetheless proud of what I have accomplished this semester, and am looking forward to what I will be accomplishing.
    **What did it take to accomplish this? Was it worth it? Why?
    What I did accomplish, took quite a bit of time, and energy. The time was spent: learning, reading, trial and error, etc. The energy was spent on dealing with the emotions that I experienced during all this time. Was it worth it? Definately! I am absolutely amazed by the entire experience. No matter how much frustration and time this took, I feel the experience has been irreplaceable for me. I feel like I was introduced to an entire new world. I also learned a lot about myself. I l earned to pay attention to what I'm experiencing emotionally, and I learned ways of dealing with these emotions.
    **What suggestions and advice do you have for future generations of students?
    To students who don't like computers, I would advise to definately not take this class. To students who are afraid of computers, I say, you must take this class. To students who do like computers, I say, if you don't take this class, you are an idiot! Once you're in the class, I advise acknowledging the fact that you must spend an enormous amount of time doing your homework. Once you accept this fact, I think that relieves a lot of tension that arises from rushing to just get your homework done. I a dvise to be careful how much time you spend exploring instead of doing homework (I got caught in this trap). I advise taking good notes, not being afraid of trial and error, finding ways of dealing with the frustration before it builds, and, most of all, remember to have fun!
    **Where did you start with this class and how far did you get? What would you do differently?
    When I started this class, I new a decent amount about my computer, that's about it. What I know know, cannot even compare. I have also learned enough to know, that what is still out there for me to learn, is not even fathomable. The only thing that I would do differently, is maybe to have played a little less, and worked a little more. I say maybe, because I really learned quite a bit while I was playing. Okay, what I would do differently, is to have done my homework, before I played.
    ** Are you happy with what you have accomplished? What future do you see for yourself on the World Wide Web?
    I am extremely happy with what I have accomplished. I may not have reached the standards of my classmates, but they may also not have seen and experienced all of the things that I have. I would not trade the number of links that I have made with the th ings I have seen, the feelings I have experienced, or the friends that I have made. As far as a future for me on the Web, I'll probably be here for the rest of my life.
    ** What do you think should be done with this generation's files? What do you expect will happen?
    I think that whomever wants to have their files available to the next generation should leave them on-line for those who want to access them. I'm not sure if I am in favor of having them maintained, because I think a lot of the information in them, will probably soon be obsolete. I do not intend to leave my files on on the Web. I'm just not crazy about the idea of someone reading my thoughts, and knowing my feelings. These things to me are personal, and I guess I'm not a big "sharer" when it comes to things like this. I may revisit the cyberspace learning area in the future, just to see how much things have changed. I expect that everything will be radically different in a very short period of time. I think that is the nature of the Net and its technology.
    ** Any suggestions on changes for next semester's generation?
    The only suggestion, that I can think of, is for the Professor to try to incorporate a little bit more freedom into the homework assignments. I know this is probably very difficult to do, but I know for myself, this would have made a difference. One suggestion might be to instead of assigning 6 links to classmates reports, 3 links to classmates reports, and 3 links to anything you want. I know links to individual places of interest should be rewarding in and of themselves enough to inspire students to do it, but the time factor needs to be considered. I would recommend an award for the most remote link. Although, know that I think about it, that might be difficult to judge.
    In parting, I must say, I have never been happier about having chosen a particular class, I have never learned as much in a class, and I have never walked away with as much, as I have from this class.

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