https://www.dropbox.com/s/a32py0304jhz0ud/image-source-redo.zip?dl=0
And here's an image, so this post isn't totally boring:
Thursday, January 28, 2016
Alternative download for image html file
Here's a link to an alternative download for that "image source" file - not sure this one will work better for those of you who were having issues, but try it out:
https://www.dropbox.com/s/a32py0304jhz0ud/image-source-redo.zip?dl=0
And here's an image, so this post isn't totally boring:
https://www.dropbox.com/s/a32py0304jhz0ud/image-source-redo.zip?dl=0
And here's an image, so this post isn't totally boring:
My name is Mark Aguiniga and I am a third year
student attending Sierra Nevada College. I am a transfer from UC Davis. I am a Fine Arts major and a entrepreneur major. I enjoy designing, drawing, creating things, thinking of ideas, and bringing them to life.
I am in
the Soccer and Cross Country team in Sierra Nevada College. I like to play
soccer, basketball, cruise on my skateboard, ride my bike, go swimming on the
lake, falling on my face if I snowboard, and a bunch of other stuff. I love to laugh and eat.
Tuesday, January 26, 2016
References/Homework, Tuesday 1/26
TAGS WE'LL BE LOOKING AT TODAY:
The "href" tag:
http://www.w3schools.com/tags/att_a_href.asp
The "img" tag:
http://www.w3schools.com/tags/tag_img.asp
Aligning images with CSS:
http://www.devlounge.net/design/aligning-images-the-right-way-using-css
Here's a downloadable zipped file with css and an image to play with:
https://www.dropbox.com/s/6z01mv6uvnsnsq5/css-image-alignment.zip?dl=0
Here's a paragraph from a story we'll be talking about today -- and creating some hyperlinks with, today or Thursday, 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):
'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.
The "href" tag:
http://www.w3schools.com/tags/att_a_href.asp
The "img" tag:
http://www.w3schools.com/tags/tag_img.asp
Aligning images with CSS:
http://www.devlounge.net/design/aligning-images-the-right-way-using-css
Here's a downloadable zipped file with css and an image to play with:
https://www.dropbox.com/s/6z01mv6uvnsnsq5/css-image-alignment.zip?dl=0
Here's a paragraph from a story we'll be talking about today -- and creating some hyperlinks with, today or Thursday, 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.'
Jorge Luis Borges, 'The Garden of Forking Paths'
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.
If you wish to continue investigating 'hypertext' and 'narrative theory', you may find it beneficial to examine the weblinks provided in the 'links' section of this website, as it is far easier to unearth information online than from physical texts. However, if you prefer to examine text books, I suggest you track down some of the following.
- Amiran, Eyal and John Unsworth; Essays in Postmodern Culture, (Oxford University Press, 1993)
- Bal, Mieke; Narratology: Introduction to the Theory of Narrative, (University of Toronto Press, 1997)
- Barthes, Roland; S/Z, trans. Richard Miller, (1970)
- Coste, Didier; Narrative As Communication, (University of Minnesota Press, 1989)
- Currie, Mark; Postmodern Narrative Theory, (Macmillan Press Ltd, 1998)
- Danow, David K.; Models of Narrative: Theory and Practice, (St. Martin's Press, 1997)
- Genette, Gerard; Narrative Discourse: An Essay in Method, (Cornell University Press, 1979)
- Gibson, Andrew; Towards a Postmodern Theory of Narrative, (Edinburgh University Press, 1996)
- Landow, George; Hypertext: the Convergence of Contemporary Critical Theory and Technology, (1992)
- Landow, George; Hyper/Text/Theory, (The Johns Hopkins University Press, 1994)
- Lehman, Daniel W.; Matters of Fact: Reading Nonfiction over the Edge, (Ohio State University, 1997)
- Martin, Wallace; Recent Theories of Narrative, (Cornell University Press, 1986)
- Mitchell, W.J.T.; On Narrative, (University of Chicago Press, 1981)
- Phelan, James; Narrative As Rhetoric: Technique, Audiences, Ethics, Ideology, (Ohio State University, 1996)
- Rabinowitz, Peter J.; Before Reading: Narrative Conventions and the Politics of Interpretation, (Ohio State University, 1997)
- Richardson, Brian; Unlikely Stories: Causality and the Nature of Modern Narrative, (Univeristy of Delaware Press, 1997)
- Richter, David H.; Narrative/Theory, (Longman Publishers, 1995)
- Roemer, Michael; Telling Stories: Postmodernism and the Invalidation of Traditional Narrative, (Rowman and Littlefield Publishers, 1995)
- Schank, Roger C. and Gary Saul Morson; Tell Me a Story: Narrative and Intelligence, (Northwestern University Press, 1995)
- Tabbi, Joseph and Michael Wutz; Reading Matters: Narrative in the New Media Ecology, (Cornell University Press, 1997)
| Last updated: Monday, 10th May 1999 | [ back | five standing | the team | technical considerations | links ] |
Thursday, January 21, 2016
For Today (1/21)
HTML - basic definitions.
A basic HTML intro, from a great web design resource site, W3schools:
http://www.w3schools.com/html/html_intro.asp
HTML elements:
http://www.w3schools.com/html/html_elements.asp
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 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):
Here is a battery of links that may be useful to you in the formatted poem, our first html-based assignment:
I want you to take a poem or song lyrics, and use text formatting to "design" the text in ways that emphasize properties of the poem/song (for instance, if there is a line that's very angry, perhaps the font is larger and red for that section). I want you to use at least six different text properties (color, font face, size, alignment, etc.) in the course of the poem/song.
Links to CSS text and font info:
http://www.w3schools.com/css/css_text.asp
http://www.w3schools.com/css/css_font.asp
The "span" tag (for modifying elements outside of "p" and "header" tags):
http://www.w3schools.com/tags/tag_span.asp
Web colors:
http://www.w3schools.com/html/html_colors.asp
Link to CSS examples:
http://www.w3schools.com/CSS/css_examples.asp
An online resource for getting the text of a poem:
http://www.bibliomania.com/
This is some basic html text styling code – utilizing inline CSS – that I thought might be helpful as a "base file" for you to build your poem out of. Hopefully it gives an idea of some basic text-styling syntax (I'll break it down in class):
EDIT: actually, dowload an html document version of this I've posted to dropbox by clicking on this link (I solved the "smart dash" issue on this one).
------------------------------------------------
<!DOCTYPE html>
<html>
<head>
<style>
body {color:red;}
h1 {color:yellow;}
p.ex {color:rgb(0,0,255);}
.bluebackgrounditalicboldetc
{
background-color:#6495ed;
font:italic bold 28px Georgia,serif;
}
.greenspaced
{
color:#00ff00;
letter-spacing:5px;
}
</style>
</head>
<body>
<h1>This is heading 1</h1>
<p>This is an ordinary paragraph. Notice that this text is red. The default text-color for a page is defined in the body selector.</p>
<p class="ex">This is a paragraph with class="ex". This text is blue.</p>
<p class="bluebackgrounditalicboldetc">This is a paragraph that has been styled with a class that has multiple elements controlled by it – background color, italics, bold, 28 points, in the Georgia font.</p>
<p>This is an ordinary paragraph, but I've modified this one word – <span class="greenspaced">HERE</span> – using the span tag, styled to a unique class.</p>
And </br>
lastly </br>
I'm </br>
including </br>
some </br>
line </br>
breaks </br>
with </br>
the </br>
break </br>
tag.
</body>
</html>
------------------------------------------------
A basic HTML intro, from a great web design resource site, W3schools:
http://www.w3schools.com/html/html_intro.asp
HTML elements:
http://www.w3schools.com/html/html_elements.asp
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 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, our first html-based assignment:
I want you to take a poem or song lyrics, and use text formatting to "design" the text in ways that emphasize properties of the poem/song (for instance, if there is a line that's very angry, perhaps the font is larger and red for that section). I want you to use at least six different text properties (color, font face, size, alignment, etc.) in the course of the poem/song.
Links to CSS text and font info:
http://www.w3schools.com/css/css_text.asp
http://www.w3schools.com/css/css_font.asp
The "span" tag (for modifying elements outside of "p" and "header" tags):
http://www.w3schools.com/tags/tag_span.asp
Web colors:
http://www.w3schools.com/html/html_colors.asp
Link to CSS examples:
http://www.w3schools.com/CSS/css_examples.asp
An online resource for getting the text of a poem:
http://www.bibliomania.com/
This is some basic html text styling code – utilizing inline CSS – that I thought might be helpful as a "base file" for you to build your poem out of. Hopefully it gives an idea of some basic text-styling syntax (I'll break it down in class):
EDIT: actually, dowload an html document version of this I've posted to dropbox by clicking on this link (I solved the "smart dash" issue on this one).
------------------------------------------------
<!DOCTYPE html>
<html>
<head>
<style>
body {color:red;}
h1 {color:yellow;}
p.ex {color:rgb(0,0,255);}
.bluebackgrounditalicboldetc
{
background-color:#6495ed;
font:italic bold 28px Georgia,serif;
}
.greenspaced
{
color:#00ff00;
letter-spacing:5px;
}
</style>
</head>
<body>
<h1>This is heading 1</h1>
<p>This is an ordinary paragraph. Notice that this text is red. The default text-color for a page is defined in the body selector.</p>
<p class="ex">This is a paragraph with class="ex". This text is blue.</p>
<p class="bluebackgrounditalicboldetc">This is a paragraph that has been styled with a class that has multiple elements controlled by it – background color, italics, bold, 28 points, in the Georgia font.</p>
<p>This is an ordinary paragraph, but I've modified this one word – <span class="greenspaced">HERE</span> – using the span tag, styled to a unique class.</p>
And </br>
lastly </br>
I'm </br>
including </br>
some </br>
line </br>
breaks </br>
with </br>
the </br>
break </br>
tag.
</body>
</html>
------------------------------------------------
Hi! I'm Meghan. I'm a New Media Journalism major here at SNC. I'm also EIC of the school paper, the Eagle's Eye. I work at Moonshine Ink and Tahoe Quarterly here in Tahoe. I also have a cute 4 year old named Kara.
Website: www.mcsweeneys.net
Personal Website/Portfolio: www.brainssmear.wordpress.com
Website: www.mcsweeneys.net
Personal Website/Portfolio: www.brainssmear.wordpress.com
Bliss Summerstone Intro
My name is Bliss. I am a Journalism and Digital Art Major. I love Music and Art. Please visit my website at https://blissism.wordpress.com.
Arno Ruymaekers Intro
Hi everyone,
My name is Arno and I'm from Sydney, Australia.
I'm currently doing a psych degree here at SNC. I decided to come to SNC mostly for the snow and the beautiful lake Tahoe. I love snowboarding and anything to do with the snow really. I also love to travel and want to visit as much of the US as possible while I'm here.
One of my favorite websites to go to is backcountry.
My name is Arno and I'm from Sydney, Australia.
I'm currently doing a psych degree here at SNC. I decided to come to SNC mostly for the snow and the beautiful lake Tahoe. I love snowboarding and anything to do with the snow really. I also love to travel and want to visit as much of the US as possible while I'm here.
One of my favorite websites to go to is backcountry.
Wednesday, January 20, 2016
My name is Andrew Clifton and I'm from Santa Cruz, CA.
I’m currently attending Sierra Nevada College and living in Incline
Village, NV. When I’m not in school I enjoy taking photos, building trails,
biking, skiing, and eating burritos.
I’m excited for this course and learning
the foundations of building my own website.
Here is a website I enjoy: www.pinkbike.com
Monica Wilson Intro
Hi everyone! My name is Monica and I've spent all 21 of my years growing up in California! I'm an art major of some sort at this point. Beyond that its all a mystery. I love photography and art and animals and exploring new places! I love learning, whether its a concept or a new perspective, so if you've got something good I'm all ears! I opened a new page to see what Google Chrome suggested and sadly it was the SNC website, Amazon, and Gmail. But here's another one of my favorites! Ted Talks are the best when you're thirsty for knowledge!
My name is Ian Von Herbulis, I was born and raised here in Tahoe. I went to high school in Virginia. I'm a Junior and a fine arts major here at SNC. I loving skiing, the lake, traveling, and being with friends and family. Right now I'm working at the Lone Eagle Grill as a back server. I spend time on this website newschoolers.com
My name is Sage Sauerbrey and I'm pushing through my last semester at SNC right now before driving back up to my home state of Idaho. I lead river trips through the Idaho wilderness during the summer and that occupies most of my in class day dreams. That, and thinking about chutes, spines, and pillow lines.
I try not to spend too much time on line, but you gotta have some Netflix n chill from time to time.
And if anybody was wondering what Idaho looks like---->>
And because Reggie is the man ---->>
I try not to spend too much time on line, but you gotta have some Netflix n chill from time to time.
And if anybody was wondering what Idaho looks like---->>
And because Reggie is the man ---->>
Tuesday, January 19, 2016
Octavio Rivas Intro
My name is Octavio Rivas and I'm from Concepcion, Chile. I am currently enrolled as a double major in Finance & Economic and Global Management. Some of my passions include snowboarding, traveling around the world, trying new types of foods, and playing with my husky. Another thing I love to do is to take photos of events that are important to me so that when I'm older I can look back and reminisce.
I like visiting this page pretty often and this one.
I'm sorry but i had to do those links. I actually like visiting http://unofficialnetworks.com/.
At the end there is also a video that always lightens my day.
I like visiting this page pretty often and this one.
I'm sorry but i had to do those links. I actually like visiting http://unofficialnetworks.com/.
At the end there is also a video that always lightens my day.
Hello Everyone! My name is Anna Bunnell and I am from Springville, Utah. Which is about 40 miles south of Salt Lake City. I come from a family of 5 children! Three older brothers, my twin sister and I. I was recruited this last year to play soccer for SNC. I am getting my BFA in Digital Art with a minor in Marketing.
I find myself constantly online shopping! I love getting things in the mail! I mostly use amazon.com for my purchases.
Also here is my video to share with the class :)
Tess Rafello intro post
Hi! My name is Teresa (although most people call me Tess) and I'm originally from Redwood City, CA. I am a very active person who is pretty much always on the go with school, work, and/or my project for my major. I am a Psychology major and, since this is my last semester, I will be performing an experiment for my senior project (I hope all of you can participate!). I love video games, snowboarding, funny videos, and going out on adventures with my boyfriend and his husky, Vesta. Also, don't let my haircut deceive you! I'm very friendly and approachable, and love to say hi to everyone!
Lastly, here is a video that I think is pretty funny (I think a lot of videos are funny, so here's one of many to come from me):
I love browsing Tumblr, so I'll link you to my tumblr page :) I reblog really great and hilarious stuff (all relevant to my other misc. interests), so enjoy!
Lastly, here is a video that I think is pretty funny (I think a lot of videos are funny, so here's one of many to come from me):
Nick Galantowicz
Hi I'm Nick.
^^^That's me!^^^
I like stuff, normal stuff, like books, movies, food and fun.
For fun I ski, snowboard, skate, read, write, design, frolic and spend time with friends and family.
My favorite books are Stephen King's "Dark Tower" series. Everyone should read them!
I'm an editor with SNC's student run newspaper, The Eagle's Eye.
One day I hope to work at NPR.
I find a lot of info and news stories from this site, https://www.reddit.com/.
^^^That's me!^^^
I like stuff, normal stuff, like books, movies, food and fun.
For fun I ski, snowboard, skate, read, write, design, frolic and spend time with friends and family.
My favorite books are Stephen King's "Dark Tower" series. Everyone should read them!
I'm an editor with SNC's student run newspaper, The Eagle's Eye.
One day I hope to work at NPR.
I find a lot of info and news stories from this site, https://www.reddit.com/.
Saturday, January 16, 2016
Welcome - Web Design Class, Spring 2016
Welcome to the blog for the web design class.
You have a two-part assignment to complete before next class, this coming Thursday.
PART ONE
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.
PART TWO
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:
a) color
b) fonts
c) images
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.
Finally -- if you'd like to download a copy of the syllabus, it's here:
https://www.dropbox.com/s/u20zuqftwjy9irg/16SpringDART305-1Lanier.doc?dl=0
And finally, finally - the youtube "clip of the day" times two:
You have a two-part assignment to complete before next class, this coming Thursday.
PART ONE
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.
PART TWO
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:
a) color
b) fonts
c) images
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.
Finally -- if you'd like to download a copy of the syllabus, it's here:
https://www.dropbox.com/s/u20zuqftwjy9irg/16SpringDART305-1Lanier.doc?dl=0
And finally, finally - the youtube "clip of the day" times two:
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