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<title>Shameless Digressions</title>
<link>http://blogs.setonhill.edu/KaylaSawyer/</link>
<description></description>
<copyright>Copyright 2008</copyright>
<lastBuildDate>Sun, 05 Oct 2008 13:13:01 -0500</lastBuildDate>
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<docs>http://blogs.law.harvard.edu/tech/rss</docs> 


<item>
<title>SNSG Ch 10</title>
<description><![CDATA[<p>&#8220;Most student publications have a relatively rigorous policy for selecting the top editor&#133; Generally candidates have to go through a formal process that may include writing a letter of application or an action plan, interviewing with a selection committee and making a presentation to the staff.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/10/sngs_ch_10/">Ch. 10, The Student Newspaper Survival Guide by Rachele Kanigel</a>, p. 78</p>

<p>This is one of those times when the book&#8217;s advice isn&#8217;t remotely applicable to the Setonian. There is never any competition for the position of editor-in-chief, or any editorial positions, so it&#8217;s impossible to have a lot of standards or any formal process. <br />
</p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/10/snsg-ch-10.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/10/snsg-ch-10.html</guid>
<category>Media Lab</category>
<pubDate>Sun, 05 Oct 2008 13:13:01 -0500</pubDate>
</item>

<item>
<title>Requesting an InterLibrary Loan at SHU</title>
<description><![CDATA[<p>Yet another tutorial for <a href="http://jerz.setonhill.edu/EL405/2008/10/ex_22_shu_screencast/">Ex 2-2: SHU Screencast</a>.</p>

<p><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/MUxLbmSEIxo&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/MUxLbmSEIxo&hl=en&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object></p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/requesting-an-i.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/requesting-an-i.html</guid>
<category>New Media Projects</category>
<pubDate>Tue, 30 Sep 2008 20:33:58 -0500</pubDate>
</item>

<item>
<title>Ex 2-1: Inform 7 Screencast</title>
<description><![CDATA[<p>Even though I enlarged the text size, you can't read anything in my <a href="http://jerz.setonhill.edu/EL405/2008/09/ex_21_inform_7_screencast/">Ex 2-1: Inform 7 Screencast</a> when it plays on YouTube, but you can when it's viewed in Windows Media Player. </p>

<p><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/X1S7I2eLas0&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/X1S7I2eLas0&hl=en&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object></p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-21-inform-7.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-21-inform-7.html</guid>
<category>New Media Projects</category>
<pubDate>Sun, 28 Sep 2008 14:25:43 -0500</pubDate>
</item>

<item>
<title>Ex 2-2: SHU Screencast</title>
<description><![CDATA[<p>E-mail Forwarding at SHU -- <a href="http://jerz.setonhill.edu/EL405/2008/10/ex_22_shu_screencast/">Ex 2-2: SHU Screencast</a></p>

<p><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/hA3R882KdpA&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/hA3R882KdpA&hl=en&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object></p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-22-shu-scree.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-22-shu-scree.html</guid>
<category>New Media Projects</category>
<pubDate>Sun, 28 Sep 2008 14:09:30 -0500</pubDate>
</item>

<item>
<title>EL 200: Comprehensive Reading Reflection Blog Entry</title>
<description><![CDATA[<p>The Universal Experience of Newswriting</p>

<p><em>The Student Newspaper Survival Guide</em>, by Rachele Kanigel, discusses <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch-69.html">the advantages of being a student journalist</a>. She believes that because of the typically young age of students, they have unique contributions to make. And though this book was written for <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch2.html">an audience of staff members that participate in large student newspapers</a>, I still find the information <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch3.html">applicable to the very small staff of the Setonian</a>. I have yet to read a chapter that isn't relatable in some way. </p>

<p>Large or small, all newspapers function in similar ways. They all <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch5.html">use language that relates to their readership</a> and they all have the same problems, <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch4.html#comments">like worrying about false sources</a>. Regardless of the size of a student paper, they are the <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch1.html">best way to gain experience</a> in journalism.</p>

<p>And with the Internet, student newspapers can put their <a href="http://blogs.setonhill.edu/KaylaSawyer/2008/09/eoj-ch-13.html">content online and watch it grow</a>. They can gain experience in new media as well as journalism. Each new group of staff members can contribute more innovative applications to their campus newspaper's website so that it is constantly evolving. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/el-200-comprehe.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/el-200-comprehe.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 24 Sep 2008 13:17:10 -0500</pubDate>
</item>

<item>
<title>SNSG Ch 6-9</title>
<description><![CDATA[<p>&#8220;Student newspapers should offer upclose reporting on college life and culture&#133; Young journalists want to be lke older professionals and don&#8217;t realize that their greatest resource is being themselves - young and surrounded by student life.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/09/sngs_ch_69/">Ch. 8, <i>The Student Newspaper Survival Guide</i> by Rachele Kanigel</a>, p. 64</p>

<p>This chapter is about the arts and entertainment section about how being young means we have a different perspective to offer. However, I think this can be applied to all of the sections. </p>

<p>When writing news articles on topics that the <i>Tribune Review</i> has already covered, I&#8217;ve found they often miss important details. This is probably because we have more access to the SHU staff than they do. Our contacts are better and easier to access. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch-69.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch-69.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 24 Sep 2008 12:50:55 -0500</pubDate>
</item>

<item>
<title>EOJ Ch 1-3</title>
<description><![CDATA[<p>&#8220;Where 1.0 was all about establishing an online presence and providing news, information, and entertainment for users to consumer, Web 2.0 is all about engaging people in many ways, empowering them to become active participants in the communication process. Indeed, we have entered the age of the &#8216;We&#8217; in new media.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/09/eoj_ch_13/">Preface, <i>The Elements of Online Journalism</i> by Rey G. Rosales</a></p>

<p>It makes sense that we would find ways to adapt and utilize the Internet in new and improved ways. We have moved beyond the &#8220;exploration&#8221; phase of all that is the Internet and are now personalizing it to fit our unique tastes. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/eoj-ch-13.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/eoj-ch-13.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 24 Sep 2008 12:48:41 -0500</pubDate>
</item>

<item>
<title>Inform 7 Games</title>
<description><![CDATA[<p><a href="http://jerz.setonhill.edu/EL405/2008/09/inform_7_tutorial_1/">Inform 7 Games</a></p>

<p>I played <a href="http://ifdb.tads.org/viewgame?id=mohwfk47yjzii14w">&#8220;Lost Pig&#8221;</a> and <a href="http://ifdb.tads.org/viewgame?id=20f753czrlhoorfh">&#8220;House of Dream of Moon&#8221;</a> because they didn&#8217;t require any downloading. Trying to find an interactive fiction game that can be played without downloading is nearly impossible. Most of them even require downloading interpreter programs. </p>

<p>The games were basically the same. A lot of wandering around, picking things up, examining, and asking about. Eventually I&#8217;d get stuck after I&#8217;d been in every room, examined every object and picked up everything that I could. <br />
</p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/inform-7-games.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/inform-7-games.html</guid>
<category>New Media Projects</category>
<pubDate>Fri, 19 Sep 2008 12:23:25 -0500</pubDate>
</item>

<item>
<title>SNSG Ch5</title>
<description><![CDATA[<p>"Translate jargon. Interpret bureaucratic, legal, scientific or technical language for readers." - <a href="http://jerz.setonhill.edu/EL200/2008/09/snsg_ch5/">Ch. 5, <em>The Student Newspaper Survival Guide</em> by Rachele Kanigel</a>, p. 42</p>

<p>Technical language can't be used in general newspapers because the audience is wide. They can only be used in magazines or journals with specific audiences. Internet jargon is being used in most general newspapers, however, because they are becoming common terminology. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch5.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch5.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 10 Sep 2008 17:15:42 -0500</pubDate>
</item>

<item>
<title>Ex 1-2: Practice Screencast</title>
<description><![CDATA[<p><a href="http://jerz.setonhill.edu/EL405/2008/09/ex_12_practice_screencast/">Ex 1-2: Practice Screencast</a></p>

<p>Topics: Adjusting the Screen, Zooming, Altering the Shape, Adding Color, and Adjusting Color Specifics</p>

<p>1. Press the middle mouse button to adjust the screen so you can see the shape.<br />
2. Scroll to zoom in or out.<br />
3. To change the shape, go to Edit Mode.<br />
4. Right click and drag to alter the shape, and left click when finished.<br />
5. To color, click &#8220;Material buttons&#8221; in the panel.<br />
6. Select the box next to &#8220;Col&#8221;.<br />
7. Select a color.<br />
8. Drag the bars in Specular and Mirror to find a specific color.<br />
9. To alter the hue and saturation, click HSV and drag the bars.</p>

<p><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/r8VtZd7q_wU&hl=en&fs=1"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/r8VtZd7q_wU&hl=en&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object><br />
</p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-12-practice.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/ex-12-practice.html</guid>
<category>New Media Projects</category>
<pubDate>Wed, 10 Sep 2008 14:29:57 -0500</pubDate>
</item>

<item>
<title>SNSG Ch4</title>
<description><![CDATA[<p>"E-mail Interviews<br />
You're never really sure who is answering your message." - <a href="http://jerz.setonhill.edu/EL200/2008/09/snsg_ch4/">Ch. 4, <em>The Student Newspaper Survival Guide</em> by Rachele Kanigel</a></a>, p. 33</p>

<p>This could be true with phone interviews if you've never met the person or if you just don't remember the sound of their voice. It can also be true of face-to-face interviews if the person is pretending to be someone they're not. No method of interviewing is full proof. </p>

<p>"You can't ask spontaneous questions... Reponses can be stilted or carefully crafted."</p>

<p>These are only important if the article your writing is particularly controversial or delicate in nature. Besides, you can ask follow-up questions and you can ask them in a way that tries to get an answer that isn't PR.</p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch4.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch4.html</guid>
<category>Media Lab</category>
<pubDate>Thu, 04 Sep 2008 12:05:36 -0500</pubDate>
</item>

<item>
<title>SNSG Ch3</title>
<description><![CDATA[<p>&#8220;The most efficient way to cover a campus is to develop a coordinated beat system.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/09/snsg_ch3/">Ch. 3, <em>The Student Newspaper Survival Guide</em> by Rachele Kanigel</a>, p. 20</p>

<p>A beat is a reporter's specialization, a topic they often write about. I don&#8217;t think we really use that term with the Setonian. People have <i>sections</i> that they like to write for. I think that&#8217;s the same thing. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch3.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/09/snsg-ch3.html</guid>
<category>Media Lab</category>
<pubDate>Thu, 04 Sep 2008 12:03:41 -0500</pubDate>
</item>

<item>
<title>SNSG Ch2</title>
<description><![CDATA[<p>&#8220;Some student newspapers have a buddy system that links incoming reporters to more experienced staffers; others assign a senior staffer to act as a writing coach.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/09/snsg_ch2/">Ch. 2, <em>The Student Newspaper Survival Guide by Rachele Kanigel</em></a>, p. 13</p>

<p>I don&#8217;t think that&#8217;s something that has ever been tried by the Setonian staff. The &#8220;buddy system&#8221; seems unrealistic because I doubt people have that kind of luxury in the work place. It&#8217;s more sink or swim. </p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch2.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch2.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 27 Aug 2008 13:05:15 -0500</pubDate>
</item>

<item>
<title>SNSG Ch1</title>
<description><![CDATA[<p>&#8220;Many believe student newspapers, more than journalism degree programs, are the best way to launch a career in the field. The clips and experience you get at your college paper can pave the way to internships and jobs.&#8221; - <a href="http://jerz.setonhill.edu/EL200/2008/09/snsg_ch1">Ch. 1, <em>The Student Newspaper Survival Guide</em> by Rachele Kanigel</a>, p. 8</p>

<p>I agree with this quote. The Setonian is really the only way to get practical writing experience at Seton Hill University. Internships are another way, but those can be difficult to find depending on where you live. The University only offers one course of Newswriting. Writing for the campus newspaper is the only other way to discover a little bit about what it is like to be a journalist. <br />
</p>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch1.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/08/snsg-ch1.html</guid>
<category>Media Lab</category>
<pubDate>Wed, 27 Aug 2008 13:02:22 -0500</pubDate>
</item>

<item>
<title>Forum 4: Emergence and Knowledge in the Digital Era</title>
<description><![CDATA[<p><strong>"Twenty Minutes Into the Future, or How Are We Moving Beyond the Book?" by George Landow, <em>Writing Materials</em>, page 214</strong></p>

<p>Landow asks American undergrads, since they are surrounded by analogue and digital information, "What kinds of books do they experience?" He estimates that their reply is very different than what he would have answered three decades ago (215). </p>

<ul>
	<li>Books are considered fragile, short-lived, and poorly designed. </li>
	<li>They are no longer the center of our culture.</li>
	<li>They are not our primary means of recording information or entertaining.</li>
	<li>They're in fourth place in sales. Television, movies and video games are winning the race. </li>
</ul>

<p>Landow believes that although contemporary novels and reference <a href="http://onlinebooks.library.upenn.edu/">books will become digitalized</a>, the classic books will always remain printed. <a href="http://missingmanuals.com/">Manuals</a> and <a href="http://www.britannica.com/">encyclopedias</a> would undoubtedly be more useful online than in print.</p>

<ul>
	<li>Landow writes that textbooks are poorly printed, "cobbled-together, non-books" (216). Is your attitude toward particular assignments affected by the form in which you read them? </li>
	<li>He says that books are seen as an "unnatural technological innovation," (218) and that they are "teaching and communicating machines" (219). How are books "machines"?</li>
</ul>

<p><br />
<strong><a href="http://www.littlemag.com/mar-apr01/cass5.html">"Fragmentation and Cybercascades" by Cass Sunstein</a>, <em>Writing Materials</em>, page 453</strong></p>

<p>People like to see advertisements for what they recently purchased. The advertisements comfort them because "they confirm the wisdom of the decision" (456). </p>

<p>Sunstein relates this to filtering. People prefer to read news that comes from organizations that are in favor of the same political party that they are. </p>

<p>Instead of using links to further information, political websites use them to show how disreputable the opposing view is. </p>

<p><u><a href="http://changingminds.org/explanations/theories/group_polarization.htm">Group polarization</a>:</u> discussions engaged by people of similar views "will end up thinking the same thing that they thought before - but in more extreme form."</p>

<p><u><a href="http://www.uow.edu.au/arts/sts/bmartin/pubs/04BRwhistle09.html">Social cascades</a>:</u> information can spread fast; much of it is not reliable.</p>

<ul>
	<li>The Internet can be used to <a href="http://www.truthorfiction.com/">stop rumors as well as spread them</a>. How can you locate valid information?</li>
</ul>

<p><br />
<strong>"The Return of the Word" by Adam Gopnik, <em>Writing Materials</em>, page 180</strong></p>

<p>This essay was all about the Internet's effect on writing. Gopnik compares <a href="http://www.youtube.com/watch?v=cDN-QlCblhw">digital culture</a> to the literary period of the eighteenth century. He relates Internet writing to writers like <a href="http://art-bin.com/art/omodest.html">Jonathan Swift</a> and <a href="http://www2.hn.psu.edu/faculty/jmanis/pope.htm">Alexander Pope</a> because they wrote their pieces and published them in magazines and newspapers that they had created. So they were editing and publishing themselves, just like people do online. </p>

<p>He believes that they would have loved to write online because they wrote rants, "short essays and anonymous accusations." "Two of the most popular Web forms - the rant and <a href="http://www.quoteland.com/">the quote page</a> - are pure eighteenth century revivals" (181).</p>

<p>Gopnik said that "the Internet was the first new medium to move decisively backward, for it is, essentially, written" (180). When someone tells you they've been online, it means that they've been reading and probably writing as well. </p>

<ul>
	<li>The computer is more focused on writing than any other media. When online, are we reading and writing more than we are hearing and viewing?</li>
</ul>

<p><em>E-mails are the new letters</em><br />
Gopnik thinks that people will eventually read the e-mails of notable people like they read collections hand-written letters of Virginia Woolf or Henry James. He believes that e-mail makes us just as conscious of our words as letters did. </p>

<ul>
	<li>Do you agree? Will people ever publish the e-mails of famous authors to read their prose? </li>
	<li>Do you think that because e-mails seem less permanent and arrive instantaneously, they are rushed and the words don't matter as much?</li>
</ul>]]></description>
<link>http://blogs.setonhill.edu/KaylaSawyer/2008/04/forum-4-emergen.html</link>
<guid>http://blogs.setonhill.edu/KaylaSawyer/2008/04/forum-4-emergen.html</guid>
<category>Topics in Media &amp; Culture</category>
<pubDate>Wed, 30 Apr 2008 10:18:04 -0500</pubDate>
</item>


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