I would say yes to buy songs over and over, but I think the industry practice of changing media formats to sell more content has ended as we know it. The iPod and iTunes has changed it all. We can now change the hardware as needed and maintain our collection digitally.
Apple has done a great job of creating an environment for people to buy music affordably and in a simple manner. I think the key to minimizing piracy is to provide the content in a way that piracy is not worth the hassle and using value added content and services to the purchase.
Monday, March 15, 2010 - 08:24 PM
I don't buy music at all. The idea to me is one that really angers me in that it implies you have no right to have "EARS" when walking by a song or music that has been published. That your "EARS" should only function when you pay for the sound to be heard. We always come up with ways to stop music from being pirated, if that's the case, why not also lower the boom on those who want to invade our listening space with "BOOM-BOOM" music in the car next to us? It seems to me the the industry has plagued us with artificial laws and rules from just enjoying music when it is - JUST MUSIC!
I do believe that there has been many strives to curtail Piracy, but by that same token, these are the same people who find ways to get music to the ears of those not having been exposed to begin with just to get them addicted to "BUYING".. Hum? sounds like a similar campaign the cigarette companies used in the 50's and 60's to lure in young smokers?
"Cindi Jobe Alright, I will have to show my age (born in 1962!) and say that I remember listening to Simon and Garfunckel's "Bridge Over Troubled Water" album until my mom couldn't take it anymore. I still know the words to "Cecilia" and of course "Sounds of Silence", "I Am a Rock", "Homeward Bound", and "Scarborough Fair". I think there was a time when I was about 10 or 11 when I did some sort of talent show dance to one of these songs. Times were different - it was radio or buy the album, so we got attached due to the lack of opportunity to own a lot of different albums. Memories! Tuesday, March 9, 2010 - 01:16 PM"
You're still a 'YOUNGON' (Young-one)! But I can tell you that Simon and Garfunkel were among many of which I remember most. If for nothing else, for the Vietnam era. Well, perhaps music prior to that like the music created by Motown and the such. Jimmy Hendricks who's music may have become the iconic theme song of many Vietnam Vets (HA-HA, I was still too young to be in the heat of the war, but old enough to know it's impact).
I have a slight memory of listening to Big Band era music almost before the Beatles were featured on the Ed Sullivan Show.. WHOA.. did I just age myself?
Topic #2: Why do you think educators are so resistant to change, especially when it comes to technology? How do other institutions, such as business, deal with technological change?
Educators are of a special breed. They seek to influence and broaden the minds of their followers (students). The tools they use in fact are secondary to their purpose as what is to be achieved is a shared enlightenment of knowledge.
What does all this mean? Simply put, you really don’t need technology to teach. If you think about it, there are factors that have become the catalyst for creating a need for educational technology. Reaching the masses, sharing of a concept, creating a volume of sort – to name a few. However, lets ponder on these questions.
- Do we address goals like, individual development planning, and lesson retention? - How about addressing human contact and social integration? - Have we really captured the essence of educating for the sake of educating or… - Are we just perpetuating a need to ‘amass’ the chains of tools that might hold us back from achieving our original purpose, which was to teach?
The bottom line is this; until there is an earnest attempt to define purpose in educational technology, the educational purist may find it difficult to accept and trust technology not for what it is, but rather, for what it portrays itself to be – a silver bullet to solving educational needs.
I am so happy the the term MAC in this case is not associated with the clown or the burger we as a country grew to obesity.
Donna presented this blog addressing and reflecting on innovations and usages the MAC products are making available to the end user. I am typically reluctant to venture outside the normal software package typically associated with new computer platforms other than the Apple. Perhaps, it's been a repercussion of things gone wrong with past PC products. But when it comes to Apple products, I'm quite at ease and feel secure of the software being created for it's platform.
I know many of our class members never used a Mac before embarking on their Full Sail adventure. With the intensity of the course most probably haven't even had the opportunity to explore all the features and programs that come with the system or those that were shipped as part of our technology package.
However, even Mac veteran users might be missing out on exploring some of the fascinatingly useful (and some useless) programs that are available. I've been using Macs consistently since 1993 and have seen commercial products incorporated into system upgrades and wished that few others could be too.
Many of the programs I have tried over the years have seen the light of my screen only briefly before being discarded as useless (to me), clumsy, annoying, or downright dangerous to the health of my system! But a few have become firm favorites that I wouldn't do without. The first is MenuCalendarClock by objectpark software. It was probably THE first program I installed after receiving my PowerBook Pro.
Available in two flavors - free - and - not free - this unobtrusive little program's most useful feature is the date icon it adds to the menu bar. To tell the truth, I'm still puzzled over why such a feature still isn't a part of the OS X system. A paid registration adds some nice touches - including complete integration with iCal calendars that puts your upcoming schedule one click away to view and to hide. Anyone recognize this upcoming schedule??
The second program I'd most recommend is a wonderfully robust application whose features seem unending - every time I start a new project I seem to find another aspect to explore. Called NoteBook by Circus Ponies, and billed as "organization for a creative mind," this powerful program could be considered my most used tool as a researcher. Though it can be used for far, far more than that.
I have many favorite features with this program; two in particular. The first is the ability to create "clipping" pages in a notebook. Once this is done, highlight a portion of a document, web page, etc, and your right-click contextual menu in almost any program – including web browsers – will give you the option to send the information direction to your clipping page of choice. Along the way you can even annotate as you go, include hyperlinked web addresses and more. It's a fantastic way to keep track of the bibliographic reference information for all those website resources!
My other favorite is the program's automatic indexing feature. This indexes every word entered into the notebook and hyperlinks it for easy reference.
The possibilities and features of this product seem endless and I've seen people use it in so many different ways I recommend you check out it's 30-day free trial. Just be prepared - once the trial ends the only way to access the information in a notebook is to use a licensed copy of NoteBook. Of course - you can publish the entire thing as a website with a couple of clicks.
Neither of these products will break the bank. A full MenuCalendarClock license is less than $20, and Called NoteBook will set you back a mere $50 – or $30 for an academic license.
I originally discovered these programs as part of software bundles that effectively reduced their costs to pennies. Bundles are usually offered for short periods of time and offer a varying number of programs with varying degrees of usefulness. The bundle prices make it affordable to try out full programs and find potential gems that you just can't work without. The applications included are usually an eclectic mix and often include a well-known product as a bonus when so many bundles are sold.
Bundle sites to check out:
MacHeist nanoBundle 2 7 applications for $19.95 - available thru March 9, 2010.
The Mac Sale 10 applications for $49.95 - available thru March 15, 2010.
TheMacBundles No bundle currently available.
MacFriendly No bundle currently available.
Mac Bundle Box No bundle currently available.
Mac Update Promo No bundle currently available.
Caution:
Do a bit of research before purchasing a bundle. Sometimes there are free apps available that are very similar to those in the bundles. Sometimes you won't retain upgrade advantages and other license options with bundled software that you would in the full-priced versions. With my own experiences, however, purchasing software in bundles has helped me discover some very useful programs that I would no-longer choose to do without - along with a lot of software that I haven't had the chance (or sometimes, desire) to try out. Even so, by purchasing bundles I still paid far less for the programs I habitually use than buying them individually.
Some additional programs I have purchased through bundles and found truly useful include DragThing, Parallels (for when you really, really have to have Windows), Moneywell, NetBarrier, Posterino,
WHAT A CONCEPT! Treat others as you would have them treat you!!!
I am really excited that Benjamin Zander has brought to the surface, a long awaited "Apology" sought to speak, on the behavior of many who are in charge or in position of power. It's quite one thing to influence others through the process of rote and tradition but quite another to do it with care and respect.
The idea that so much can be accomplished through the power of 'sharing power' that it may have been too simple a concept to warrant the interest of the elite and affluent and even a greater feat, for the intellectual to fathom.
In his passage, he spoke of events plagued with ritualistic behavior (during times when 'Maestros' conducted Orchestra). Many conductors thought themselves to be Master and Lord of their ship (Conducting an Orchestra in layman's term [WHOOA - Did I just become snobbish??]).
His ability to detach himself from "himself" allowing others to peer into the realm of participation especially at these crucial points of events serve to prove that a leader learns to lead by following and setting examples. GOOD JOB Mr. Sanders!
There are many computer-aided learning (CAL) programs available for the educator, however few programs address the needs of the autistic. The autistic child is typically classified as withdrawn with limited to no social skills; however, depending on the classification of autistic level, they may be highly intelligent and highly functional.At this level, the use of special CAL programs may provide the means to normal social interaction. A side note: of course, there are economical and social barriers that hinder many programs addressing autism from evolving. Of that, there are even fewer that specifically support autistic research and education.Programs like Learning English Proficiency (LEP) and funding for Supplemental Education Services (SES) needs to be expanded to include this effort.
II. Introduction
Problem Addressed
The purpose of this content proposal is to draw attention to a growing need of tailored programs to provide the autistic individual with the social behavior skill sets needed to function in main street society. The problem is that there is no clear understanding of what autism is and is not.A solution is to engage the advantages of (CAL) using a two-tiered approach: first, by bringing the condition (autism) to the forefront of the debate of social behavior and, second; redirecting and modifying existing technical resources that explore autistic traits at length.
Target Audience
The initial target audiences are professionals in the education field as well as researchers looking to promote the advancement of social interaction within the realm of the autistic. The project itself is to be used as a launch platform for present and future exploration involving both public and private sectors interested in the same endeavor.
This project is not intended for use in the classroom unless the definition of the ‘classroom’ is redefined to accommodate flexibility when incorporating the use of special programs geared to assist the autistic in mind.Since the thrust of program is to help the autistic deal with the affects of social trauma, an environment, not a classroom should be populated using assessments tallied through computer interactions.
Sharing the project
The plan is to capture the results of autistic children interacting in a social setting after having gone through phased-based Second Life (SL) activities.To do this, a simulated environment is created whereby multiple children exhibiting the autistic condition are introduced and encourage playing with the avatars within the program.Unbeknownst to the participants, each avatar is assigned to other children in other areas.Over a predefined period of time, the participants are phased into a face-to-face interaction with the recipients (owners) of the avatar they have come to know. This relationship would have been cultivated during their initial experience using SL during their CBL interface.
III. Goals and Objectives
Instructional Goal
The goal of this media project is draw focus on the basic elements that make for a simple but sound way in which to assess the probabilities of success using CAL in encouraging social interaction. One would liken this approach to therapy given to the physically disabled when retraining to walk after an accident or talk after having suffered a stroke.The objective is to help the autistic channel social inhibitions through a medium that is the CAL.While tools are to be introduced at the onset of these programs, participants will then be weaned off of the CAL over a period of time resulting in the applying those skills practiced during their experience while in their virtual environments.
Learning Domain
The project will only focus on two of the three learning domains addressing the autistic condition.They are ‘cognitive’ and ‘psychomotor’.Since the ‘affective’ skill, by far is a ‘by-product’ when demonstrating social interaction, it then becomes mute to make it a focal point. This does not indicate that the autistic is incapable of demonstrating feelings or emotional expressions, but simply that they do not express it in manners accustomed to by main steam society.
Learning Objectives
In order to showcase a platform of possible CAL tools focused on understanding autism in society, the participants will be exposed to the following learning tools:
-SL (Second Life for the Autistic)
-Farmville
These games are designed to attract and engage the user with activities in a non-threatening environment allowing for cognitive development.While the environment and scenery are in a virtual world, the characters are real entities place important counterparts of a social setting allowing psychomotor development.
IV. Presentation
The chosen method for the instructional approach is to apply a combined three-tired solution.
1- Howard Gardner’s (1993) theory of multiple intelligences, i.e.; recognition of verbal, logical, visual, musical, physical, extrovert and introvert traits are recognizable categories from which to select from in order to apply approaches in learning.Gardner’s
3) Eric Jensen’s Brain-Based Learning will provide the theory of environmental requirements that nurtures growth and adaptability.
Lesson Structure
A lesson structure will require that the following matrixes be in place prior to engaging the participants’ interaction.
i.The participants would have had to be assessed for one of Howard Gardner’s learning styles in order to set the base in which the program is to be launched.
iii.An environment for learning is to be customized per Eric Jensen’s ‘Brain-Based Learning’ theory where social/environmental attributes help define an optimal condition conducive to learning.
iv.Programs such as SL and FARMVILLE will be introduced via computer websites and core tool for assimilation.
V. Evaluation
A typical course structure would look like this:Two or more autistic participants are interviewed (ages 3-6) thereby assessing precondition states.Upon completion of the assessment, the participant will fall under pre-defined categories and assigned a program designed with the elements previously described for learning styles. A ratio of staff to student is 1:1 where every one participant will be assigned to one staff member.
The participants will not be in contact with other participants in the same program.They will, however, with the help of the staff, create an avatar in SL or FARMVILLE.All participants are then isolated and launch their programs.The initial simulation period should last no more than 1 week.During that first week, each participant will get to interact with a counterpart avatar and familiarize themselves with certain rules of social behavior.
During the second week, all participants are now brought into a different room and together, will sit around a large round worktable with their computers on hand.They will then be asked to start playing with their playmates in their virtual world.
The objective is to have the participants come to the realization the interaction of their neighbors to the right and left and observe the potential realization of matching avatars with players.
VI.References
Autism Society of America: What is Autism: Facts and Stats. (n.d.). Autism Society of America: . Retrieved February 24, 2010, from http://www.autism-society.org/site/PageServer?pagename=about_whatis_factsstats
Bostock, S. (1996, February 26). Robert Gagne Instructional Design. Keele University. Retrieved March 7, 2010, from http://www.keele.ac.uk/depts/aa/landt/lt/docs/atid.htm
Gardner, H. (n.d.). Howard Gardner. Howard Gardner. Retrieved March 7, 2010, from http://www.howardgardner.com/books/books.html
Trehin, P. (n.d.). COMPUTER TECHNOLOGY AND AUTISM. Autism Resources. Retrieved March 7, 2010, from http://www.autism-resources.com/papers/LINK.htm
What Is A Learning Management System. (n.d.). TrainingForce Learning Management System. Retrieved February 28, 2010, from http://www.trainingforce.com/content/what_is_a_lms.aspx
Zander, B., & Zander, R. S. (2002). The Art of Possibility: Transforming Professional and Personal Life. Boston: Penguin (Non-Classics). (Original work published 1942)
