Tuesday, January 31, 2012
I'll use the file manager to upload the files:
This is a free service through 000webhost.
Here is some more information on how to deploy images as backgrounds for a page:
Setting a background image via CSS.
Setting a background image to 100% of a browser window.
Here are some references for a couple html tags we'll be examining today:
HTML: the iframe tag.
Download a "vanilla" table with comments:
Please download the above file, and using some of the methods shown in class, I want you to make the following adjustments to the table:
1. Give the table a border.
2. Make one table cell an iframe.
3. Use one instance of a colspan or a rowspan.
4. Adjust the color of at least one table element.
5 Incorporate two images into your table.
If you can do all this quickly, then take a shot at using css to style some of these elements, rather than inline html. Here is a reference for styling tables with CSS:
Here is a great gallery of css-styled tables:
And here's a table with some css styling, for you to download and play with:
Lastly, here is your assignments due before the start of Thursday's class:
On the blog, post a one or two paragraph description of the website you'd like to make for the first major "website project" for this class, and provide at least five links to websites that are in the same "genre" of the website you'd like to make -- make sure at least two of the links are sites you think are designed particularly well. In your paragraph, be sure to include who you think the audience for your website will be.
Wednesday, January 25, 2012
The "img" tag:
Aligning images with CSS:
Here's a downloadable zipped file with css and an image to play with:
Here's a paragraph from a story we'll be talking about today -- and creating some hyperlinks with as well:
I said out loud: I must flee. I sat up noiselessly, in a useless perfection of silence, as if Madden were already lying in wait for me. Something--perhaps the mere vain ostentation of proving my resources were nil--made me look through my pockets. I found what I knew I would find. The American watch, the nickel chain and the square coin, the key ring with the incriminating useless keys to Runeberg's apartment, the notebook, a letter which I resolved to destroy immediately (and which I did not destroy), a crown, two shillings and a few pence, the red and blue pencil, the handkerchief, the revolver with one bullet. Absurdly, I took it in my hand and weighed it in order to inspire courage within myself. Vaguely I thought that a pistol report can be heard at a great distance. In ten minutes my plan was perfected. The telephone book listed the name of the only person capable of transmitting the message; he lived in a suburb of Fenton, less than a half hour's train ride away.
Here's the wikipedia page for the story, which contains a link to the full text of it.
Lastly, for Thursday's class, I'd like you to read the below article about hypertext (from the defunct website "five standing"), and answer the following questions (print out your responses and bring them to class):
a. List three ways in which reading on the internet is different than reading from a book.
b. How is the web-reading experience "non-linear"? And how does linear thinking differ from non-linear thinking?
c. In what way does non-linear reading invite us to be the "author" of texts that we read, even if we didn't in fact write those texts?
'Naturally my attention was caught by the sentence, "I leave to various future times, but not to all, my garden of forking paths." I had no sooner read this, than I understood. The Garden of Forking Paths was the chaotic novel itself. The phrase "to various future times, but not to all" suggested the image of bifurcating in time, not in space. Re-reading the whole work confirmed this theory. In all fiction, when a man is faced with alternatives he chooses one at the expense of the others. In the almost unfathomable Ts'ui Pen, he chooses - simultaneously - all of them. He thus creates various futures, various times which start others that will in turn branch out and bifurcate in other times. This is the cause of the contradiction in the novel.'
The Internet brings with it a new format of communication and thus affects and challenges our assumptions regarding textuality, reading, writing, and authorship. Hypertext implies and, paradoxically, demands new methods of writing and inevitably produces an extended text, one that is made up of individual, and sometimes, independent fragments that coalesce to create a whole greater than the sum of its constituent segments.
There are numerous essential differences between a hypertext and a written text. Primarily, instead of encountering it in a paper copy, the text is read on a computer screen. Contemporary screens, which have neither the portability (unless one owns a lap or palmtop computer) nor the tactility of printed books, make the act of reading somewhat more difficult - imagine sitting back on your bed or couch, a steaming cup of coffee on the table next to you and your favourite book in your lap. Now imagine doing this with a computer screen. Impossible. This is an immediate hindrance.
Reading a hypertext does, however, offer certain advantages - the reader can change the size and even style of font to facilitate the act of reading. Although such vacillate modifications cannot be permanently implemented in the text as seen by others, the reader is capable of making them whenever he or she wishes to. More importantly, the reader is in control of the text. He or she can move forwards and backwards through the text, changing and manipulating the text into fresh permutations, each alteration bringing new meaning to the text, increasing the interpretory vicissitude and creating a perceptual dissonance unique to the reader.
Hypertextual Consciousness is the science of writing displaced into a cyberspatial geography, a transcendental region where language is able to evolve, adapt and synchronise itself with the machine. Once this symbiotic interaction between language and narrative environment makes its way into cyberspace's eidolonic reality, then the Hypertextual Consciousness itself, as an 'event horizon' in the development of the gestalt-self, makes it possible for a discursive network to continually circulate without any need for something as overdetermined as the single reader (or indeed, the singleauthor.
Hypertext, as a concept, suggests an alternative to the more inflexible, authoritarian linearity of a conventional text. In the middle of reading a hypertext (and it is arguable that the reader is continuously in the middle of reading a hypertext), the reader is supplied with a number of options to select from so as to break away from the text-block being presently read, thus the reader become complicit in the manner in which the text unfolds and enabling him or her to immediately enter a new writing or textual space.
These options are reminiscent of the remote-control devices we use to 'channel-surf' with our televisions. A hypertextual viewing style would be one where the reader actively 'clicks' their way into new graphological, textual or audio-visual spaces. Hypertext, as a more narratologically-generated,
manually manipulated reading format, can be construed as a kind of literary MTV.
Roland Barthes describes an ideal textuality that precisely matches that which has come to be called hypertext. That is to say, a text composed of blocks of words (or images) linked electronically by multiple paths, chains, or trails in an open-ended, perpetually unfinished textuality described by the terms link, node, network, web, and path: 'In this ideal text,' says Barthes, 'the networks are many and interact, without any one of them being able to surpass the rest; this text is a galaxy of signifiers, not a structure of signifieds; it has no beginning; it is reversible; we gain access to it by several entrances, none of which can be authoritatively declared to be the main one; the codes it mobilises extend as far as the eye can reach, they are indeterminable...; the systems of meaning can take over this absolutely plural text, but their number is never closed, based as it is on the infinity of language'.
Like Barthes, Michel Foucault conceives of text in terms of network and links. In The Archaeology of Knowledge, he points out that the 'frontiers of a book are never clear-cut,' because it is caught up in a system of references to other books, other texts, other sentences: it is a node within a network... a network of references'.
Like almost all structuralists and poststructuralists, Barthes and Foucault describe text, the world of letters, and the power and status relations they involve in terms shared by the field of computer hypertext. Hypertext, a term coined by Theodor H. Nelson in the 1960s, refers also to a form of electronic text, a radically new information technology, and a mode of publication. 'By 'hypertext,'' Nelson explains, 'I mean non-sequential writing - text that branches and allows choices to the reader, best read at an interactive screen. As popularly conceived, this is a series of text chunks connected by links which offer the reader different pathways'. Hypertext denotes text composed of blocks of text - what Barthes terms a lexia - and the electronic links that join them.
Hypermedia extends the notion of the text in hypertext by including visual information, sound, animation, and other forms of data. As hypertext links one passage of verbal discourse to images, maps, diagrams, and sound as easily as to another verbal passage, it is relatively easy for the computer based medium to effectively combine these into an aggregate product - hypertext intimates an information medium that links verbal and nonverbal information. Electronic links connect lexias 'external' to a work as well as within it, thereby creating a text that is experienced as a nonlinear, or, more properly, as multilinear or multisequential. Although conventional reading habits apply within each lexia, once one leaves the shadowy bounds of any text unit, new rules and new experience apply.
|Last updated: Monday, 10th May 1999||[ back | five standing | the team | technical considerations | links ]|
Tuesday, January 24, 2012
Monday, January 23, 2012
Thursday, January 19, 2012
More in-depth summaries, with links to the full text of the bills:
Govtrack's summary of SOPA is here.
Govtrack's summary of PIPA is here.
If you are in the "support of SOPA" or the "support of PIPA" group, come to Tuesday's class with a one-page paper, printed out, listing three reasons why the bill should be supported. On a second page, list the websites (including URLs) you used to research your argument.
If you are in the "opposition to SOPA" or the "opposition to PIPA" group, come to Tuesday's class with a one-page paper, printed out, listing three reasons why the bill should be opposed. On a second page, list the websites (including URLs) you used to research your argument.
If you want to share your personal opinion with your Congressional Representatives while the bills are still under discussion, here is the Nevada Senators and Representatives contact info:
If you're registered to vote in another state, you can look up your congressional Representatives from the main page:
Here is an example of something on the web, that has recently been going viral, which could potentially be a target of SOPA or PIPA if passed:
A basic HTML intro, from a great web design resource site, W3schools:
A guide on how to write html using TextEdit (taken from about.com):
If you use a Macintosh, you don't need to buy or download an editor to write HTML. You have a perfectly functional editor built into your operating system -- TextEdit.
For many people this is all the HTML editor they will ever need.
There are only a few steps to creating a Web page with TextEdit:
Open a Finder window
Switch to the Applications folder
Scroll down to TextEdit and double-click on it
Change the format to plain text
TextEdit defaults to a rich text format, so you need to switch it to plain text to write HTML
Open the Format tab
Choose "Make Plain Text"
You can also hit Shift-Apple-T to switch to plain text
Start writing your HTML
Remember that you need to be more careful than in an actual HTML editor. You won't have elements like tag completion and validation.
Save your HTML to a file
This is the tricky part. TextEdit normally saves files as .txt. But since you're writing HTML, you need to save the file as .html.
Go to the File menu
Choose Save As... (or Shift-Apple-S)
Change the file extension from .txt to .html
A popup will ask you if you want to append the extension ".txt" to the end. Choose "Don't Append"
Opening an html file in TextEdit(from www.askdavetaylor.com):
Go to TextEdit --> Preferences...
and choose "Open and Save". You'll see:
The key is the first option under "When opening a file": you want to check Ignore rich text commands in HTML files. Check that option, then quit TextEdit.
It turns out you can also do this by manually selecting File --> Open..., choosing the file, and also selecting the option in the Open dialog window of "Ignore rich text commands", but since i'm always double-clicking on files or otherwise launching TextEdit, it's a much easier solution to simply fix the preferences and never worry about it again.
Here is a battery of links that may be useful to you in the formatted poem:
Links to CSS text and font info:
The "span" tag (for modifying elements outside of "p" and "header" tags:
Link to CSS examples:
An online resource for getting the text of a poem:
Emily Dickinson, defaced via CSS:
My name is Stephen Wojciechowski and I am from Roseville, California. I'm a Ski business major graduating this May. I'm looking forward to learning how to create a website and familiarizing myself with Adobe programs. I enjoy to snowboard and once had a mullet.
I don't use my computer very much besides editing snowboard footage and checking my mail, but one website I frequently check and am pretty stoked on is my buddies website strapdup.com, which is a video sharing network for snowboarders, and you should all check it out!
My name is Matthew Brill, and I'm an alcoholi-----wait, wrong blog...
|I am a student at SNC and should be graduating with an interdisciplinary degree in digital art and computer science come May 2013. I enjoy doing stuff when I'm not doing things, and doing things when I'm not busy doing stuff.|
I couldn't say what websites I frequent, as I tend to surf the net, but I do spend a lot of time reading comics. One of my favorites is Least I Could Do.
Wednesday, January 18, 2012
Hello, My name is Alex Granelli. I transferred to SNC last year from UC Davis seeking a change in my life. Lake Tahoe is a unique place to live and hard to not enjoy. Outside of school I spend much of my time on my Dirt Bike or generally out of the house. I've had an interest in engineering and design from a young age. This interest has allowed me to pursue various types of racing from cars to motorcycles and is still present in my life. I have two dogs and live with my younger brother who is a freshman at SNC. Here is a website that I have used in the past which provides detailed articles on many different topics. http://www.instructables.com/
My name is Kirby Hunt. I was born and raised in the South Shore of Boston. I have been loving the Tahoe lifestyle and looking forward to what life brings next. I plan on traveling around a bit when I graduate. I stumbled upon this website the other day and I'm sure you guys will find it interesting, http://www.thisiscolossal.com/2012/01/riusuke-fukahori-paints-three-dimensional-goldfish-embedded-in-layers-of-resin/. It is an artist named Riausuke Fakahori who paints three-dimensional goldfish embedded in layers of resin. Check it out, it's pretty cool.
A website that has been popular recently for me is www.rollitup.org
Tuesday, January 17, 2012
Hi! My name is Michelle Mattingly.
Friday, January 13, 2012
You have a two-part assignment to complete before next class, on Thursday.
Make a post on this blog. You should: a) write a short paragraph about yourself, b) include a picture of yourself, and c) provide a link to a website that you like or visit often.
Be prepared, next class, to talk about why you like the website for a presentation of five to ten minutes. Write and print out an outline, which you will hand in on Thursday's class (this is not a full paper, but an outline you can refer to in your presentation). Talk about:
1. The design of the site
You should be able to describe the use of:
d) the general layout
How do each of these elements serve (or undermine) the purpose and content of the website? What is the emotional or design quality of each of these elements? For instance, a site designed for children might use colors that are bright, vivid, and friendly -- with a font that appears playful or toy-like.
2. The navigation of the site
How it the site organized? How do you get from place to place? Is the content on the site easily accessible? Are there different navigation schemes on different parts of the site, or is it consistent across the site?
3. The functionality of the site -- what the site "does."
Also, if you have a website of you own, post a link to that as well.
And don't forget -- I highly recommend you order the book "Visual Quickstart Guide to Dreamweaver CS5," online.
Finally -- if you'd like to download a copy of the syllabus, it's here: