Oct.24th, 2006; HW#4; Writing Project Reflection
The first step I had taken regarding what technology to use to develop a user's instructions was if I wanted to use those technlologies that we, as students in ENG. 111, use daily to complete our assignments. Those technologies being: this one, blogger; pageflakes; furl; WebCT through our college; mycomplab. I, personally, thought I would up very boring, have no enthusiasm for constructing instructions for these.
So, with that in mind, I ask Shelley if could possibly a different web-site. I have begun to work-out, and I thought of the instructions for the technology of an on-line exercise diary/log. I chose ActiveLog.com.and I was o.k.ed by Shelley to use it.
I, next, looked at this site with a more critical eye; not as a user, but rather as technical writer.
After numerous rounds of "cutting & pasting" the 3 pages that a new user would be accessing initially into a blank word-processing document, I then began writing the actual instruction steps. The 'cutting & pasting' aspect was the worst portion of this whole HP process!
After getting the first draft written and close getting finishing we were required to send as an e-mail attachment, our HP to 2 other classmates for peer-review. Oh, wow! My classmates are way cool! Joshua gave me excellent suggestions but he "topped it off" by giving me the heads up about a software called 'SnagIt'. I can't afford that specif software; however, there is a free-ware version, called, Gadwin PrintScreen'. Thank you, Josh! You are a life-saver!! Without his initial suggestion, I have a hunch I would have been so frustrated.
Prior to using the freeware, all the graph/ table lines of ActiveLog were retained. Now, all the images look like mirrors of the original.
When I felt satisfied with the final images, I corrected and modified the instructions according to Elizabeth's and Josh's suggestions.
Wednesday, October 25, 2006
Monday, October 23, 2006
Visual Checklist [from "Concise Guide. . . " page 180]
The first image I have within my HP #2, is of the initial page of the Web-site "www.activelog.com". This visual assists the reader in identifying what the Web-site looks like.
Since I'm giving instructions {within HP #2} on how to use Active Log, it is appropriate to use its initial page.
The visual has the name, "ActiveLog" on all pages, to identify it, but they aren't numbered; only in the instructions I had given.
All areas are labeled, within the image, and in the instructions I developed.
The visuals are all referred to in each of the instructions. Also, the visuals are directly below the pertinent instruction step.
I had not obtained written permission to use these images; however, at the end of my document, I have the Copyright statement.
The first image I have within my HP #2, is of the initial page of the Web-site "www.activelog.com". This visual assists the reader in identifying what the Web-site looks like.
Since I'm giving instructions {within HP #2} on how to use Active Log, it is appropriate to use its initial page.
The visual has the name, "ActiveLog" on all pages, to identify it, but they aren't numbered; only in the instructions I had given.
All areas are labeled, within the image, and in the instructions I developed.
The visuals are all referred to in each of the instructions. Also, the visuals are directly below the pertinent instruction step.
I had not obtained written permission to use these images; however, at the end of my document, I have the Copyright statement.
October 3, 2006; HW #6; Theoretical Ethical Question
( from #1 of "Concise Guide. . ." pgs 115-116)
First off, I'd make absolutely certain that this software that I, as a technical communicator at Callista Incorporated, would preparing and distributing documents for, does indeed have this illegally acquired algorithm from my company's competitor [Io Industries].
As to the ethical issues themselves, I fee my relationship to myself (my self-respect, self-esteem} is of prime importance--no job no matter what the pay range, is worth losing my self-respect over! So, with that being written, I believe what I would do is quit my job, voluntarily, before the proverbial "s___ hits the fan", and without my publishing the illegally acquired algorithm.
Now, on 'the flipside'--as a technical writer for Io Indutries, I would certainly hold any other technical communicator ethically "liable" for publishing and benefiting from this acquisition.
In the theoretical situation posed in our textbook, I am now part of the ethical committee of a technical communicators professional organization and as such, I'm make a judgment regard this dilemma. I would indeed make a judgement in favor of Io Industries {the 'wronged', in this instance} to publish this information because Callisto Inc. had no right to that algorithm as it had been acquired illegally.
I don't feel that my ethical standards would change as my self-interest is affected. Each ethically challenging situation needs to be determined or judged individually
( from #1 of "Concise Guide. . ." pgs 115-116)
First off, I'd make absolutely certain that this software that I, as a technical communicator at Callista Incorporated, would preparing and distributing documents for, does indeed have this illegally acquired algorithm from my company's competitor [Io Industries].
As to the ethical issues themselves, I fee my relationship to myself (my self-respect, self-esteem} is of prime importance--no job no matter what the pay range, is worth losing my self-respect over! So, with that being written, I believe what I would do is quit my job, voluntarily, before the proverbial "s___ hits the fan", and without my publishing the illegally acquired algorithm.
Now, on 'the flipside'--as a technical writer for Io Indutries, I would certainly hold any other technical communicator ethically "liable" for publishing and benefiting from this acquisition.
In the theoretical situation posed in our textbook, I am now part of the ethical committee of a technical communicators professional organization and as such, I'm make a judgment regard this dilemma. I would indeed make a judgement in favor of Io Industries {the 'wronged', in this instance} to publish this information because Callisto Inc. had no right to that algorithm as it had been acquired illegally.
I don't feel that my ethical standards would change as my self-interest is affected. Each ethically challenging situation needs to be determined or judged individually
Sunday, October 22, 2006
October 17, 2006: HW#2; Annotated Bibliography
From the "main page" for this assignment within our syllabus
http://office.microsoft.com/en-us/FX011548701033.aspx:
Chose this regarding 'SharePoint':
http://office.microsoft.com/en-us/assistance/HA010929711033.aspx
This is a great tool to utilize; however, until I 'up-date' my Operating System, I'm unable to use this tool. It does sound like a whole lot of fun!!
From the "main page" for this assignment within our syllabus
http://office.microsoft.com/en-us/FX011548701033.aspx:
Chose this regarding 'SharePoint':
http://office.microsoft.com/en-us/assistance/HA010929711033.aspx
This is a great tool to utilize; however, until I 'up-date' my Operating System, I'm unable to use this tool. It does sound like a whole lot of fun!!
October 17, 2006; HW #4; Reflection of HP #2
I reviewed Elizabeth's and Josh's HP#2--Instructions. I learned from my classmates that they are pretty "on-the-ball", with this course as well as grasping the fairly complex "chore" of developing a set of instructions that are understood, in total.
There was very little I saw in my own draft of HP #2 that really needed to be altered; however, those same individuals reviewed my draft--oh, my!! Much thanks, to Josh for informing me of "SnagIt"!
Tho I did find a freeware version of it, and used it to give my draft a more 'professional' look to it.
I reviewed Elizabeth's and Josh's HP#2--Instructions. I learned from my classmates that they are pretty "on-the-ball", with this course as well as grasping the fairly complex "chore" of developing a set of instructions that are understood, in total.
There was very little I saw in my own draft of HP #2 that really needed to be altered; however, those same individuals reviewed my draft--oh, my!! Much thanks, to Josh for informing me of "SnagIt"!
Tho I did find a freeware version of it, and used it to give my draft a more 'professional' look to it.
October 24, 2006; HW#1; Reading Reflection
from "mycomplab" [course website] --"Workplace Literacy", Ch.2: Stating and Analyzing the Problem; Ch. 3: Identifying the Document's Readers, Purposes, and Constraints
The 5 steps to a well-written problem statement:
Begin with questions,
Also, the information from Chapter # from "Workplace Literacy"--
Within the environment of any workplace, I will need to consider 3 components as I write and they are
from "mycomplab" [course website] --"Workplace Literacy", Ch.2: Stating and Analyzing the Problem; Ch. 3: Identifying the Document's Readers, Purposes, and Constraints
The 5 steps to a well-written problem statement:
- what exactly is the problem that makes me want to scream in: a)frustration, or b) anger? (Or punch someone's lights out, depending on the situation!LOL!!)
- in the workplace environment, the problem needs to gain credibility and action-promotion by how has this problemaffected not just myself but also for the company I work for , as well as others within the company [fellow employees, supervisors,etc] and outside the company [customers, especially].
- a full explanation as to the why should people care about this certain problem
- there needs to be a balance of the ideal -- description of what a ideal situation may be WITH reality -- what is the situation, now: in the text, the author had the 'ideal situation' as the "A" part that connected to the "B" part, reality portion of this "equation".
Begin with questions,
- the usual "who, where, when, why, what", along with "in what ways", and "to what extent" questions
- to 'unpack' a problem--
- Write out a phrase summing up what the problem is, in the middle of a sheet of paper, encircle this as in a bubble;
- above that central bubble/phrase, add 5 to 6 more bubbles, to represent possible causes of the problem-- draw arrows leading to the central bubble/phrase;
- next, create more bubbles above that 1st set, to represent causes of the causes, draw arrows to the originating causes;
- below, the central bubble/phrase, do the same, but these bubbles represent the negative effects of the problem
- contine make another set of bubbles, to represent negative effects of the negative effects
- Lastly, carefully, consider all the created "bubbles" to identify potential solutions
Also, the information from Chapter # from "Workplace Literacy"--
Within the environment of any workplace, I will need to consider 3 components as I write and they are
- the document's many readers--how is this helpful, clear, accurate, easy-to-read/understand/navigate, is it convincing? The restrictions of a document, such as deadlines, politics [ususally only, but not exclusively, within the working environment], budgetary concerns can be overwhelming; however, after carefully "mulling-over" a document can be produced thats valuable as well as "perfect-for-the-job".
- levels of audience--primary [for brevity purposes, I'll use the initial. 'P']those that will use the document in a functional, direct manner, in their workplace or in daily life; secondary [I'll use the initial. 'S'] same as in P, but for reasons less so; tertiary [I'll use 'T'] those that have contact with the document but consider its contents irrelevent to their jobs or lives.
Friday, October 20, 2006
In "Concise Guide to Technical Communications", the issue of ethics is covered in the span of 14 pages. The authors have given the reader a few real-life examples of situations, of which a couple are shared with "Ethics in Technical Communication". Additionally, in the "Ethics. . ." text, the authors draw upon 2 other examples--the Three-Mile Island incident, and the Pentium chip privacy problem.
Of the four perspectives of ethics discussed in chapter 3 of the "Ethics. . ." textbook, "Concise Guide. . ." leans toward the 'ethics of care', though not in the strict sense noted in the "Ethics" text. An example from "Concise Guide" is on page 100, where there is a list of 'obligations', based on the publication. "Media Ethics: Cases and Moral Reasoning", where the editors developed the responsiblities one has to everyone involved, not only within the technical arena, but in day-to-day living.
Of the four perspectives of ethics discussed in chapter 3 of the "Ethics. . ." textbook, "Concise Guide. . ." leans toward the 'ethics of care', though not in the strict sense noted in the "Ethics" text. An example from "Concise Guide" is on page 100, where there is a list of 'obligations', based on the publication. "Media Ethics: Cases and Moral Reasoning", where the editors developed the responsiblities one has to everyone involved, not only within the technical arena, but in day-to-day living.
Friday, October 13, 2006
October 3, 2006; Hw #1 Reading Reflection
To begin, I really wasn't enthused about reading the Nazi atrocities of World War II; however, with all emotion [pathos] aside, the author of our text does present the issues of science and technology [more of a pseudo-science, in the specific instance of the Nazi regime] in a logical manner despite the fact of how incredibly horrible this subject is.
The Nazi doctors submerged themselves into believing these 'experiments' were for the good of the Aryan nation, to avoid 'awareness of, and guilt over their partication in a murderous project." {see page 92 of "Ethics in Technical Communication}
Under Nazi Anti science {pages 92-95}--
some explanations, on a societal level--
racism;
conformity to the government;
on a personal level--
sadism/cruelty;
revenge [some individuals believe they were 'slighted' because of their unethical beliefs and/or behavoir]
A number of ethicists, such as Ellul, Winner, Marx, Monsma, Weaver all are concerned about how science and technology are seemingly indifferent to traditional values.
Treating humans as objects (objectivization) as opposed to human beings that are equal to the researcher, is simply dangerous, and can lead into the same situation as Germany had in WWII, with the Nazis.
In the regard to this course, [Tech. Writing] I do see the need of those that are [and will be] technical writers to be balanced in their writing, meaning, not so heavy on the tech side, but also not "mushy" [sentimental/emotional]. With all things, a balance.
To begin, I really wasn't enthused about reading the Nazi atrocities of World War II; however, with all emotion [pathos] aside, the author of our text does present the issues of science and technology [more of a pseudo-science, in the specific instance of the Nazi regime] in a logical manner despite the fact of how incredibly horrible this subject is.
The Nazi doctors submerged themselves into believing these 'experiments' were for the good of the Aryan nation, to avoid 'awareness of, and guilt over their partication in a murderous project." {see page 92 of "Ethics in Technical Communication}
Under Nazi Anti science {pages 92-95}--
some explanations, on a societal level--
racism;
conformity to the government;
on a personal level--
sadism/cruelty;
revenge [some individuals believe they were 'slighted' because of their unethical beliefs and/or behavoir]
A number of ethicists, such as Ellul, Winner, Marx, Monsma, Weaver all are concerned about how science and technology are seemingly indifferent to traditional values.
Treating humans as objects (objectivization) as opposed to human beings that are equal to the researcher, is simply dangerous, and can lead into the same situation as Germany had in WWII, with the Nazis.
In the regard to this course, [Tech. Writing] I do see the need of those that are [and will be] technical writers to be balanced in their writing, meaning, not so heavy on the tech side, but also not "mushy" [sentimental/emotional]. With all things, a balance.
Monday, October 09, 2006
September 19, 2006; HW#7; Replies to classmates
I replied to Mirelle's Website choices of "yesforhumanefarms.org", a very timely choice because this is about one of the propositions Arizonans are deciding about in November.http://rustybloggy.blogspot.com/2006/10/hw3-91906-ethics-question-3.html
I found myself saying, "yyyiipppeeee!", for a couple of reasons: 1] to find classmates to have gotten this HW done; and 2] excellent Website examples!
And for the other classmate, Monica:
I replied to Mirelle's Website choices of "yesforhumanefarms.org", a very timely choice because this is about one of the propositions Arizonans are deciding about in November.http://rustybloggy.blogspot.com/2006/10/hw3-91906-ethics-question-3.html
I found myself saying, "yyyiipppeeee!", for a couple of reasons: 1] to find classmates to have gotten this HW done; and 2] excellent Website examples!
And for the other classmate, Monica:
http://drfaustus8.blogspot.com/2006/09/question-3-from-ethics.html
Her first Website was of a radio station , out of Germany, that features bands from Europe. It does have a militaristic flavor to it; however, it isn't offensive, to me.Friday, October 06, 2006
September 26th, 2006; Hw #6; Communication Situations
From our textbook, "Concise Guide. . .", there are a number of product-oriented communication situations listed and detailed in their purpo9se, audience, useability considerations, specific types of each.
In the profession I plan to earn a living from [Web design/development], there is a wide range of product-oriented situations. The most obvious would the Web site/page; however, the specific audience I create [or co-create] for, may be the follow employees within the company, or for the actual product/service the company I work for, wants to promote through the website.
From our textbook, "Concise Guide. . .", there are a number of product-oriented communication situations listed and detailed in their purpo9se, audience, useability considerations, specific types of each.
In the profession I plan to earn a living from [Web design/development], there is a wide range of product-oriented situations. The most obvious would the Web site/page; however, the specific audience I create [or co-create] for, may be the follow employees within the company, or for the actual product/service the company I work for, wants to promote through the website.
October 3rd, 2006; hw#3; Annotated biblography
"Collecting and Pasting Items with Office 2000 Clipboard" for Office 2000; from Microsoft Corporation website Retrieved on Oct. 6, 2006 from:
http://office.microsoft.com/en-us/assistance/HA010552461033.aspx
Since my OS is Word 2000 NT, the link within Oct. 3rd's deadline really doesn't apply for my system; however, I did find this information very useful because for the HP#2, I do plan to "copy & paste" a Website. Now, I believe I know how to do that.
"Collecting and Pasting Items with Office 2000 Clipboard" for Office 2000; from Microsoft Corporation website Retrieved on Oct. 6, 2006 from:
http://office.microsoft.com/en-us/assistance/HA010552461033.aspx
Since my OS is Word 2000 NT, the link within Oct. 3rd's deadline really doesn't apply for my system; however, I did find this information very useful because for the HP#2, I do plan to "copy & paste" a Website. Now, I believe I know how to do that.
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