AjaHannah

Final Project - Inform Extension

2010-11-16T17:49:59Z

My term project for EL405: New Media Projects will be an extension of my Inform Seven "Rebellion Run" game. Not only do I intend to add more detail, but I want to make a fuller story, closer to my original desire for the unit two project. I am not yet sure if I want to create it as a separate chapter/a whole new game, or a new scene, or just an add on to the rest.

By Thursday, I will have the rest of the rooms created and, hopefully, detail in the appropriate places. This will challenge me to come up with a creative storyline (extended from where I am now, and shortened still from my original thought). This will also challenge me technologically because I will need to create more commands and interaction with characters. I also will have to more closely understand what my players expect from my wording because the end won't be so simple now.

By Tuesday, I want to have an understanding of what commands will be difficult to implement and where I need to spend my time. I want to be able to reach/make one distinct ending (though overall I'd like to have several endings).

I feel confident in my understanding of Inform Seven and abilities to work on it by myself if necessary. I also find this to be the most fun option out of the three to work with. It gives me creative ability not found in Scratch, but with structure so I'm limited and don't overwork myself.

So recap:

Extension of Inform Seven Game
By Tues - all rooms and simple descriptions
By Thurs - one working ending
Goals - To have fun, not be too stressed
Refresher - On code for keys and locks, and character interaction
Confidence - Creative capability

Revised and Updated: New Media Portfolio

2010-11-11T14:24:45Z

Since my last portfolio, I have conducted more usability tests that were recorded and uploaded to YouTube. I have continued to show my mental flexibility in creativity and technical writing. I now not only have complete projects, but projects that are more detailed and complex throughout the game or website.

Unit One: Scratch, Aja, and Africa

In this I simplified the keys for the user, added more instruction, and expanded the original game.

Unit Two: Rebellion in Inform Seven

For this revision, I worked on deeper descriptions, a way to encourage the player to interact with another character, and a last ending for those who get stuck.

Unit Three: HTML and the iPad

This was the easiest fix by far, mostly because I had Dr. Jerz and Maddie Gillespie's help. I plan to further this project for my final project. My goal is to create a more complex website for Eye Contact, and a simple way for submitters to download the Guidelines as an app. I forsee a problem though because I cannot find my own iPad to work with at this time.

See Other Students Portfolios

It's Really A Resume

2010-11-11T14:08:53Z

My last project was an html page that was suited for the iPad. I would like to be able to download it as an app for my final project. Though the webpage is not optimized for every browser (explorer), the page shows up well on the iPad.

Before my first test, I changed the color to a darker red as some had suggested before. I also centered my picture and made all the links even.

After my first recorded usability test, I found that my tester did not realize the home page was a resume. So I added the word resume to the title and inserted three supplemental resumes as pdfs to the homepage. Maddie Gillespie was able to assist me with this.

A last problem was the format for the iPad. When turned on its side, the screen wasn't fitted properly and would not zoom in or out to compensate. This would have been a big issue, but Dr. Jerz had the coding answer and I was able to simply plug it in.

The last thing that came up was the preference to color. My tester actually did not like the darker red and would like to see it lightened up. This may be something I explore further for my final project.

Changes on Unit One and Two

Money and Conflict

2010-11-08T17:12:29Z

"Instead of yearning for a bigger budget, decide how to do things differently and successfully with what's available. Start thinking from zero-based premises" (110).

I found this interesting and I must have missed it in the original source. Eye Contact's budget is shrinking and it seems like we're trying to do everything with what we have and still raise money. Recently, we've decided to cut some things. We're cutting the amount of copies so as to have a larger book. We've raised just enough money to have a color cover next year.

We've put off ordering T-shirts, pencils, and other things that we'd like to have. We aren't printing the Pirates issue, but putting it online. We have a thermometer poster to show us how much we've raised. We're cutting corner's where we can and focusing on what we do have rather than what we don't.

"Anticipate trouble. Move quickly to confront it. When appropriate, apologize fully" (111).

This doesn't always help and my main problem is: "Don't bear grudges. Have an argument -- then move on to new business" (111).

This also interferes with the Setonian. When someone fails to write an article or gets into a personal conflict with me, it is difficult for me to let go and move forward with them. Really, I end up excluding them and I'll have to work on that.

See more from other students

Informing Users On My Inform Seven Skills

2010-11-04T17:28:48Z

In this blog, I demonstrate my ability to find and fix coding errors in a code more flexible than Scratch. This also gave me the ability to create my own commands (like to flush). My Inform 7 game "Rebellion Run" first needed to be expanded in the ways of synonyms.

Before testing, I implemented (to the best of my ability) changes to the game that my three previous testers discussed.

Like most Interactive Fiction, players want to be able to use different words for the same action. This fix was easy: "understand 'object' as synonym" or make multiple commands with the other word inserted.

I had some scenery as well that needed to be elaborated on even though it had little to do with the story. I had included it and therefore should do something with it.

A big difficulty was the secondary character. To get to endings, you must interact with her. My first tester did not know how to ask her things and I didn't want to give too much away. There are "ask [character] about 'blah'" would end up with a result, and so would "tell about" or "show". I tried to give these hints to her verbally. To solve this problem, I changed some of the verbiage and added more synonyms or responses that would lead to the proper answer. My second tester was able to not only find an ending, but the winning one.

The last major problem was that when the user got so far in the game to move the secondary character, I forgot to add a description of her in the room she entered. So there was some mix-up and the tester didn't know what to do until the timer ended the game for her. This can be heard at the end of the first screencast.

Changes from Unit One and Unit Three

End Scratch: Still So Late

2010-10-26T17:44:13Z

After my second go-round of usability testing in which I recorded screencasts for Late to Class 2.0, I realized that though taking out the clicks helped, the testers were frustrated having to sit through the whole beginning again and again.

I tried clicking the screen to change the background, but the character's costume needed to be synched up as well. I started to make a skip button, but I couldn't get the code to match up. I went back to my first idea of the screen and found a way (creating a new broadcast) to link up the screen and the costume.

My next major change was to the text and directions. I gave two hints/tips. The first to click the screen to skip to the action. The second to not hold down the keys. I didn't say which keys to click to move (I didn't want to make it too easy), but I found the testers were holding down the keys to move the player and that would inevitably lead them the wrong way.

The last change actually came up after the game was uploaded. I found that the character showed up on the FAIL screen and the caption did not. Dr. Jerz helped me work through this because in my coding offline there was no such problem. It ended up that script stopped too soon. So I moved the "stop script/all" button to after the character is hidden rather than immediately after the background showed up.

Another student played the game and, though she brought up new ideas, she showed that I was able to fix the major kinks.

Changes to Unit Two and Three

Logging On and Importing Pictures to Layout

2010-10-25T14:08:26Z

As a New Media Journalism student at Seton Hill University, I realize the difficulties in creating a print paper in Quark and InDesign. Because I am the arts and entertainment editor of the school paper The Setonian, its part of my job to help students new to the program. For EL 200: Media Lab, I have created two screencasts that demonstrate how to log on to the server (different from logging on to the computers) and how to import pictures into the layout.

Below you will find my written instructions:

Know what pictures you need. Talk to the photo editor about which ones need to be imported. If there is no photo editor, talk to the section editor or the layout editor.
Make sure the photos are in black and white. To do this follow step three to log on, but at "j" choose "Photos" intead of "Layout". If they are not B&W, start the grayscale process.
Pull up the proper Quark layout file. It will be in the Setonian server, in the current semester/year/issue.
First connect to the server.
Go to "Go" on the Finder menu screen and scroll down to "Connect to Server"
Choose the long "afp://ximages02.setonhill.edu" and click connect.
Enter name and password as shown on papers beside the computers.
Select Users and click OK
By this time, you should have connected. If going on the internet and it asks for a keychain, click cancel.
In the list of Users, find "setonian"
Open Setonian file
Pick appropriate semester and year
Pick Layout
Open working Quark layout. There should be only one.
Find the pages that still need photos inserted and start.
Click the empty picture frame you want to put a picture into. Picture frames should be black and 0.5 pt.
Go to File. Then Import Picture.
Make sure you're choosing from Setonian, the proper issue, and photos folder.
When you single click on a picture, it will pull up a shot of it. If it is not in black and white, do not insert. Make sure here the blacks and black and whites are as white as possible for the best final image in the paper. If the picture is not bright, go to Photoshop and fix it please. When you're satisfied you have the right and best picture, click open/insert/ok/return.
The picture should now appear in the frame. To move the whole frame, use the item or compass key above the content key.
To move just the picture, use the content key as seen in the top left corner here.
This picture is not big enough for the picture frame. Once a photo is in Quark, it cannot be formatted. In this case, record the X and Y readings (seen here in top tool bar, second set of measurements) and take those numbers to Photoshop to resize.
Save the new picture on the Setonian server under the Photos folder and under an identifiable name with the tag "- resized".
SAVE ALL CHANGES in the under the original name. Do not create a new Quark file.

Look Again, Late Again

2010-10-21T18:18:13Z

Today, I looked at my Scratch game for the first time in a few weeks. I was surprised I remembered so much about my code and how Scratch worked. I had remembered it being really difficult, but this approach was much less stressful.

In only two class periods, I was able to add the down movement, two more levels, solve the problem of giving one arrow key specific directions for specific times and costumes, and add another costume to hide my main character as she goes down a hole.

I also edited some of the backgrounds in order to make them more professional, though my artistic ability is far from professional.

The one thing I very much dislike about Scratch is that only one text box can be used on each background.

Better Me Time

2010-10-18T15:00:54Z

"Getting the problem focused and then getting stuck, and then getting away from it -- to something else -- has always been useful to me...It's when I get distracted." - Jack Fuller

I can agree with this latest section of Coffey (Personal/Work Balance). When I'm trying to write a paper (and I have no idea), the best thing for me is to get distracted or relax and nap until I come up with an idea. The same thing when I'm brainstorming for Eye Contact. I'm trying to think of new ways to update EC and get the campus more involved. The best times to think about that are right after a meeting when my mind was on it to begin with or while clearing my mind.

"Work can be 24/7 if we let it."

I forget this all the time. I forget to shut off and do things that I enjoy. This really impacted me this weekend when things didn't go as smoothly as planned with Eye Contact and other school responsibilities. There are things more important than my fake job and grades. I recently spent a weekend in MD and loved it. I wanted to spend more time there, doing the things I used to, and so I'm looking forward to winter break.

The hardest thing is to figure out how you balance your own personhood, your true self, with the demands of the group."

This was another problem this week. I've wanted to be myself because I get sucked in and have little fun. But at the same time, I cannot lead a group that way. I'm at an impasse now and I need to find what's important to me. Leading EC, being myself, or finding a balance. I can say now that if I can't find a balance then I'd rather be myself.

For now, I'm going to do what Tom Johnson suggests and keep a private list of the things I wish to accomplish for myself.

Newseum - More Than You Want

2010-10-16T19:18:43Z

Earlier this week, I visited the Newseum. As a leader in EL200, I invited students who could not attend the SHU-sponsored D.C. trip. At the last minute, a few spots opened up and those students were able to take the bus. I then visited the museum at my own leisure and it wasn't what I expected.

There were several floors with walkways, glass elevators, and several moving exhibits.

I realized afterwards why the lady at the ticket booth said we could return the next day. There was just so much emotion in once place that it couldn't all be seen and comprehended in one day.

If I had not had class on Wednesday, I would have gone back. I learned a bit about journalism there as well, not really about my goals established in Ex 1, but about journalists and journalism in extreme conditions/tragedies.

Here are three pictures with AP style captions:

Setonian journalist Aja with headphones at the ethics voting booth in the Newseum, October 12, 2010. Aja finds it surprising that more journalists believe in shooting the picture of the child with the vulture on standby rather than feeding the child. (Setonian Online/Carlos Peredo)

After 9/11, The Examiner ran "Bastards" as their sole headline, October 12, 2010. During national tragedies, the formal format of newspapers can be replaced by something more emotional. (Setonian Online/Aja Hannah)

Panels and panels of names of journalists who died in their line of profession, October 12, 2010. Names are always being added as wars and crimes (especially against freedom of speech in other nations) wage on. (Setonian Online/Aja Hannah)

So though I did not attend the museum with any other Setonian students, I did reach a goal of reaching out to them, offering them my assistance and time to bond. Though I learned nothing about the actual skill of laying out the paper, I did learn about the differences in a paper under pressure and during a tragedy, the importance of plans, and how rules can be bent.

Setonian student poses in front of "We had a plan" display at Newseum, October 12, 2010. Despite the government's lack of plan during Hurricane Katrina, a New Orleans paper had a plan and continued to produce issues that chronicled the storm. (Setonian Online/Carlos Peredo)

dinoContinuation

2010-10-16T18:54:57Z

I went to the Society of Vertebrate Paleontology 2010 conference last weekend. For a non-major, a lot of the presentations were over my head, but with a few science classes I think I would understand more. My classes in Latin actually helped as well. I received a packet of the names of the presentations and presenters and much of it was "heterochrony" this and "cetacea" that.

I was able to decipher that "heterochrony" had to do with growth/change of an animal over time, and "cetacea" was about the ocean.

The presentations were only 15 minutes and, despite the pace and jargon, I actually learned a lot. My favorite presentation was "Triceratops: A Model Organism for Deciphering Dinosaur Heterochrony" in which I learned more about the idea that the Torosaurus and Triceratops are actually the same animal.

You may remember this debate: Triceratops Never Existed. Well the man that did the research, J. Scannella, backed up his claim with a presentation that even I could understand. For those not interested in the science aspect, there were also many sessions on how to clean and prepare fossils with the latest tools as well as new and innovative ways of mapping difficult specimens (aka mummy versions).

If you don't want to attend sessions, there is a seller's room where books, tools, and fossils are on sale. No money? There were rows of posters for those who did not present on their research or education experience. I found a lot of posters on reaching out to children and exploring the dinosaur world of science, something not many children get to do, something my capstone really reflects.

I took down a few names and even received a response from Beth Mowry, an educator who took her students to the Big Horn Basic Foundation (the people I worked with). She invited me to lunch for a discussion, but sadly I was out-of-town. I plan to stay in contact and learn what I can from her, about her experience and the children's, and what I can do to help.

I also plan to contact those presenters whose sessions I could not attend. There were so many going on at the same time that I had to chose.

Unit 3: HTML About Me

2010-10-14T16:38:39Z

We were to look at apps on the iPad that related to what we wanted to create. The two websites/apps that really struck me were The New Yorker and Men's Health. The New Yorker has a horizontal navigation bar and a full issue online. Each article is linked on a table of contents. Men's Health even had a tutorial and helpful navigation at the bottom of the app. I wanted to put the Eye Contact issue online as well as guidelines and update the homepage.

I found these goals too lofty though with my minimal education on html. I decided to create a guideline app instead.

To start, I modified my professor's html code to practice by creating my own resume. In the process, I learned how to find my own resources. On one page, I wanted the links to be see-through so the background image would stand out. I searched sites and found w3schools and used their source code for this problem.

background-color:#ffffff;

border:1px solid black;

/* for IE */

filter:alpha(opacity=60);

/* CSS3 standard */

opacity:0.6;

After this, I branched out, creating internal pages, changing the background and styles, and finally starting work on Eye Contact Guidelines. I wanted to create an app that was user-friendly, that submitters could quickly look to when trying to submit work.

I had some trouble-shooting with the arrows and re-sizing/having ellipsis when the page is shrunk. Dr. Jerz was apple to help me with the second problem and I hashed out the first myself. (The problem was in the style sheet/css page.)

I realized there was more to put into the guidelines then I originally thought. I now needed to include a FAQ page, a page about the special issues, and separate pages for the different guidelines' styles. This threw off my plan of reconstructing the Eye Contact homepage with a horizontal toolbar and graphics on the front.

In one test, I found they disliked the EC color, in another I found the links/scrolling don't work the same on different browser formats, in a last the tester was satisfied with the ease of navigation and the website as a whole. I plan to fix these links and formats for the web browsers and change the color slightly.

If I had more time, I would expand the Eye Contact website. I would also tone down the color (as some have suggested) and make the app better adjusted for the iPad (when it flips around). I sketched out what I wanted and right now I have another student who said they would work to complete/fix the site. I hope that what I've done already will help him in that process.

Midterm Portfolio: Not All From Scratch

2010-10-14T15:08:45Z

Introduction: The purpose of this portfolio is to observe the strides I have made in my New Media Projects class. My journey with learning code started with html in Writing for the Web and has come full circle to creating a better website/resume in New Media Projects. So far I have learned the basics of code, how to turn my mind from writing to coding, and learned the appropriateness/place for both. I also improved my skill in assisting others and learning from them, including Usability Testing.

Unit One: The first program I was introduced to was Scratch. My first (and only) scratch game is: Help! Africa is Late. In the beginning, my standards were low and my plan was simple, to take an story and make it interactive. I ended up frustrated by the lack of control and options that I had. By the end, I had complicated my game in code (in a good way). On the outside, it was still simple, but I had specific costumes for scenes and limited actions. I also had a plan for if I took the game further.

In Scratch, I really found the value of Usability Testing as well. Because I didn't know the code as well (I've done IF and html before) and I've never made a visual game, I saw the testers/players use different keys and actions throughout the game.

For Unit Two, our class worked on Interactive Fiction (IF). Though I've written a short game before, I forgot many of the basic steps. After refreshing my mind and creating a plan, I learned some new tricks. My game, created after my own story, was called: "Rebellion Run - The Start of It". I was excited by the endless of expanse of ideas and creations. The problem was figuring out the Recipe book. The book and the error codes were very hard to understand. I got through it with help/translations from friends and the professor and their examples. Through this unit, I learned to manage and think in technical terms.

From Usability testings, I explored teaching Inform Seven because two of the testers had never played the game before. This gave me a better understanding of the game's coding as well.

In Unit 3, we refreshed and rehashed html. I learned the importance of meta-tags and constructing a site for different formats. HTML allows for even more freedom so I found I need a basis to start. I used my professor's example and modified from there. I branched out from a website about me and my achievements to working on Seton Hill University's (SHU) literary and art magazine Eye Contact. In testing this site, I learned that people have different desires when it comes to color, style, and items of importance. Through the whole unit, I also learned the importance of minute details, like closing a tag or adding an order to a specific element (like paragraph) to create a larger change.

Conclusion: From all of this, I would want an employer to know and to see:

my mind is adaptable
I can write creatively and technically
I can combine skills to create a useful, entertaining product.
I can work with a team to create a better product from scratch, including testing and improving
I can take an established product and refine it

The Start of My IF Adventure

2010-09-28T19:56:38Z

Unit Two: "Rebellion Run: The Start"

Review of 2 Interactive Fiction games

The first game I played is my favorite: Lost Pig. From this game, I want to take the ability to wake-up a character (the sleeping gnome) and the idea of escaping a place with another character. Grunk has to find the pig in the beginning, but he ends up needing to escape the underground cave with the pig.

The HitchHiker's Guide to the Galaxy Game was fun to play and the other game I took ideas from. Though I didn't get all the way through, I was happy to recognize familiar events and plot. It inspired me to create my own game after a story I started. This, however, I found is not helpful to other players (as they haven't read my story). Items would have descriptions that progressed the story, but didn't much affect the game if you already knew the story plot.

Setting and tone of your game

The setting of my game is an underground government building in an alternate future. At first the game was supposed to be a serious escape with some romance thrown in. Then, it had to change to a short comedy and romance because of limited time.

Influences (what factors influenced your choices)

I wasn't able to make the whole escape idea so I shortened and changed the game to a comedy/romance that takes place in four rooms. There were also some coding problems that stopped me from making the game too complicated.

For example, I wanted to lock doors. I couldn't do it so I just got rid of those rooms and worked within a single room. I also wanted to have descriptions of a room change when you enter at different points. Maddie Gillespie helped me a little bit with making scenes and moving other characters to other rooms. In other cases, I tried to work around the description by making some things scenery or objects with different options (unused, used/asleep, awake).

Opening

My opening screen is mysterious to set the tone and setting. It tells you that there isn't something right about place that the characters live. The dialogue is between two characters you never meet.

If the player figures out to turn on and off the TV, they learn more about this weird place. Examining other objects like the fridge, bed, or mirror will tell you more.

There is a ringing you have to stop in the beginning. Thanks to Dr. Jerz, the ringing will continue until you find the phone and pick it up. This motivates the PC with a clear objective. Other creative factors include limiting the actions like waking up another character until the phone is taken care of.

Code

I made the coding for cut scene myself. That was my first real accomplishment. I added a "say" to happen after the "take" command. This cut scene also only happens once.

The coding I am most proud of is the "flush" command. I made the "flush" command from scratch (using only the Inform Guide) and put limits on it so that you cannot flush anything, but the toilet. Also, so that flushing at different times produces different results.

After Jessie told me how to end the play, I created three different endings with points myself. This programming was actually easy because by this point I understood the mechanics a bit better. I'm proud of this accomplishment because near the middle of my coding (a few days in) I didn't even know how I would finish the game in time or what the ending would be. Now I have three suitable endings with a variety of points.

Main Body

After the player picks up the phone, I rewarded the player with a cut scene/change in action. There is a crash that happens during the play. The player goes to the scene of the crash and is able to converse with the other character now. I learned to give and to ask other characters things thanks to Jessie Krehlik.

Some descriptions have also changed and there are less restrictions to actions.

I didn't figure out how to make the points earned show up earlier than the ending, that would have been more motivation.

Ending

I was able to create three endings. I wanted four, but I couldn't get the code to work. Once the other character enters another room, I wanted the game to end in so many turns. It ended up that, depending on the action of the PC, the story has two lose screens and one win screen. If the player misses the first action, they will not be able to win. Depending on which end screen you get, you can earn 10, 5, 0 points.

Credits

I primarily used the Inform 7 Recipie Book. A lot of coding help came from my professor Dr. Jerz and my classmates Jessie Krehlik (and her old blogs), Maddie Gillespie, and Megan Seigh.

Usability Test Report

First

The first tester took 20 minutes to complete the game. He needed some encouragement and tips on how to play Inform Seven. I gave him the card, but he still didn't know where to start or the what the command button was.

After he got the hang out it, it went rather smoothly with him examining most everything. From him I found that I needed a description of the faucet, the bedroom items (which didn't even exist), and to change some of the bedroom descriptions after the first cut scene. I added the descriptions, but I couldn't get the coding to work for the multiple descriptions for the bedroom items.

From his dallying near the end, I found he didn't know that Number 21 was a woman or that the FFPU was a fridge. For the next tester, I didn't further describe that 21 was a woman. I did spell out the FFPU the first time and put in the code to understand the acronym.

Second

The second tester had played IF before, but only for a short time. He knew the basic commands and it took him 16 minutes to complete the game. He actually found the win scene. The last tester had found the lose screen, but still earned 5 points.

I learned that when I had made changes after the first tester I messed up the constant ringing and some changing descriptions.

There was the same problem with Number 21 again. He knew it was a person, but didn't know the girl wasn't awake after they fell out of bed. This caused him to try to punch or kick 21. I changed the description of the 21 when the PC tries to wake her to something more obvious. "It seems the fall already did that for you."

I learned some new orders that I would implement if I had time. The tester tried to: set new orders on phone, call on phone, switch off phone, listen to 21 (when she's awake), talk to 21, show 21 the phone, give the phone, unplug the FFPU.

Third

The final tester hadn't played IF before, but new the story from what she'd read of my writing. It took her 25 minutes, but she knew to talk to the character after she woke up. From here, I found the last part always tripped up the testers, but it is supposed to be difficult.

The girl (other character) speaks in quotes/riddles. The testers eventually figured out what she needed (of which there are three options). I decided I would leave this the same. I found that only the last tester turned on or off the TV and didn't even get to the prompts.

Perhaps I should start with the TV off and have it turned on prompt an informational screen. I also found that when the TV is off the description of the living room is still "cartoons play in the background."

Other Students Unit 2 Projects

On Change And Diversity

2010-09-26T20:27:40Z

Two messages to reporters that I want to live by:

"They want the reporter to be passionate for the story, to take risks, to reach for that part of the story others might overlook. Then the editor has to shift gears, making sure that passion doesn't come at the expense of objectivity, making sure that risk doesn't lead to bad reporting and shoddy work." - Norman Pearlstine

One of my goals this semester is to find A&E writers. By this I mean passionate writers and dedicated writers. Their approach may need to be refined, but I want them to like what they do and to do it well. I need diversity to do this.

This week freshman students read from Haiman about the importance of diversity in the paper and in the newsroom. In Coffey, I learned about something similar, my responsibility as a leader to represent diversity. The Setonain is a primarily female driven paper and many times we lose the male perspective (outside of sports). An example would be the article I even wrote on Boyfriends in Bedrooms, a feature about female roommates in relationships getting along.

The dynamics of male relationships were so far from the female and my knowledge that I could not fairly represent their side. This semester I am glad to see two new male faces in the Setonian and in Eye Contact (as a woman dominated publication). I'm also seeing more color as shallow as that may seem. Students from outside of PA, outside of the US will give the Setonian a more rounded perspective.

Eye Contact is spreading diversity as well by looking outside the Greensburg community for contributions. We want not only wants students, professional writers, and residents of Greensburg, but we want first-time writers, moms, out-of-state writers to better our issues.

It's important to keep this diversity, I just don't know how to do that.

Students on Coffey and Haiman tehttp://jerz.setonhill.edu/EL200/2010/09/haiman_37-48_or_coffey_71-89/xt