The site I besided to evalute was " Sacred Music In Schools" the link is http://www.nafme.org/about/view/sacred-music-in-schools
Who
1.Has someone taken responsibility for the content of this Web site?
Yes, the National Association for Music Education has taken responsibility.
2. Can you contact the company or author through a real world postal address or phone number?
Yes, this site offered several ways to contact them which included a physical address, three telephone numbers, a fax number, there hours of operations to contact them and finally fourty six staff member email addressed listed by their position in the organization.
3. Are there any links to in-depth information about the author or organization?
Yes, they are listed on the side of the web page it contains information like the National Association for Music Education history and its policies.
What
1. Does the site clearly state the topics that it intends to address?
Yes, the site offers clear labeled tabs for each section that the topic envolves.
2. Does the Web site offer a list of further in-depth resources or links to such resources?
Yes, the site has alot of resources links and tabs at the top of the page that provides a collection of differnet resources.
3. Does the site offer more than one viewpoint?
No, the site is only from the viewpoint that music is impportant for education there are not viewpoints disagreeing.
When
1. Is it important that the information you're looking for be absolutely current?
I would have to say yes.This site is set up to encourage people keep music in education so I think that the information should be very current.
2. Is a reference date provided to show when the material was put online, or when it was last updated?
No, I saw no date to let me know when the site was put up or when the information was posted.
3. Do the links work?
Yes, I had no trouble following the additional links to other sites that provided more information.
Why
1. Can I get the information faster offline?
I would have to say no that it would not be faster to find this information offline because it offered many resources on line that would take a long time to resource off line.
2. Does the online material I'm finding suit my needs?
Yes, I wanted a site that would support why music in education is important
3. Am I able to verify this information?
Yes, the site is an organization that supports music in schools. It offers a copyright center and a advcacy and public policy allowing you to see where all the information comes from.
Wednesday, February 29, 2012
Website Evalution #1
Who
1. Has someone taken responsibility for the content of this Web site?
Yes, Lyle Zapato has taken responsibilitynfor the site while the Kelvinic University branch of the Wild Haggis Conservation Society has taken responsibility for the content of this article.
2. Can you contact the company or author through a real world postal address or phone number?
No, there was contact information on the site but it provided only two email address for Lyle Zapato.
3. Are there any links to in-depth information about the author or organization?
No, at that bottom of the site there is a link to a homepage that tells you about Zapato Production Intradimensional but it does not provide in depth information about the site.
What
1. Does the site clearly state the topics that it intends to address?
Yes, this site provided several tabs for topics it would cover and they were clearly labeled.
2. Does the Web site offer a list of further in-depth resources or links to such resources?
Yes, this site offered in-depth resources by providing other site with tree octopus species research and it also provided a list of literature to read about the tree octopus and videos.
3. Does the site offer more than one viewpoint?
Yes and No, on the site it offers a cephaloblog for people to chat about the tree octopus however, the posting only support the tree octopus no disagreeing viewpoints.
When
1.Is it important that the information you're looking for be absolutely current?
Yes, because they are asking for support for the endangered Pacific Northwest Tree Octopus by providing you with informative information so it should be current.
2. Is a reference date provided to show when the material was put online, or when it was last updated?
Yes, it was created on 8-29-2001 and updated by 1-6-2011
3.Do the links work?
Yes, I had no trouble following the links to additional information
Why
1.Can I get the information faster offline?
I would have to say no. This site offers alot of informative information from several different types of sources. it would take longer to look each one up offline.
2. Does the online material I'm finding suit my needs?
Yes, I think it does I do like reading about endangered animal and how to help them
3.Am I able to verify this information?
When trying to verify the information I had to check several facts and the information on the site seems to be correct. However, when using "easywhois" it related to me that the site was available for registration.
1. Has someone taken responsibility for the content of this Web site?
Yes, Lyle Zapato has taken responsibilitynfor the site while the Kelvinic University branch of the Wild Haggis Conservation Society has taken responsibility for the content of this article.
2. Can you contact the company or author through a real world postal address or phone number?
No, there was contact information on the site but it provided only two email address for Lyle Zapato.
3. Are there any links to in-depth information about the author or organization?
No, at that bottom of the site there is a link to a homepage that tells you about Zapato Production Intradimensional but it does not provide in depth information about the site.
What
1. Does the site clearly state the topics that it intends to address?
Yes, this site provided several tabs for topics it would cover and they were clearly labeled.
2. Does the Web site offer a list of further in-depth resources or links to such resources?
Yes, this site offered in-depth resources by providing other site with tree octopus species research and it also provided a list of literature to read about the tree octopus and videos.
3. Does the site offer more than one viewpoint?
Yes and No, on the site it offers a cephaloblog for people to chat about the tree octopus however, the posting only support the tree octopus no disagreeing viewpoints.
When
1.Is it important that the information you're looking for be absolutely current?
Yes, because they are asking for support for the endangered Pacific Northwest Tree Octopus by providing you with informative information so it should be current.
2. Is a reference date provided to show when the material was put online, or when it was last updated?
Yes, it was created on 8-29-2001 and updated by 1-6-2011
3.Do the links work?
Yes, I had no trouble following the links to additional information
Why
1.Can I get the information faster offline?
I would have to say no. This site offers alot of informative information from several different types of sources. it would take longer to look each one up offline.
2. Does the online material I'm finding suit my needs?
Yes, I think it does I do like reading about endangered animal and how to help them
3.Am I able to verify this information?
When trying to verify the information I had to check several facts and the information on the site seems to be correct. However, when using "easywhois" it related to me that the site was available for registration.
Sunday, February 26, 2012
Friday, February 24, 2012
Double Entry Journal # 6
Quote:
"There is no better way to understand and experience the diversity and commonality of humanity than through art. At the heart of art's contribution is improved attitudes toward self, citizenship, and community. Art increases our understanding of the breadth and the depth of humanity, including not only cultural awareness but also personal growth." (Ohler,2000)
Response:
I believe that art is an important part of the educational curriculum and it can also offer the students a great way to express themselves. Through art they get a chance to explore other ways of life, different races and genders, and it offers them a better understanding of the cultural diversities present in our society. I think that art also offers them artistic expression in which they can find self reflection so that the students can explore their sense of self and share their life experiences. I think art is the process of creating new idea's and promoting growth within the students by letting them use visual expression to express their feelings with having to put them into words. I feel that if art was not a part of the educational curriculum many students would not have this opportunity to express themselves concerning personal and social issues that are affecting their everyday lives.
Reference:
http://www.youtube.com/watch?v=LKXN_Lj8lao
"There is no better way to understand and experience the diversity and commonality of humanity than through art. At the heart of art's contribution is improved attitudes toward self, citizenship, and community. Art increases our understanding of the breadth and the depth of humanity, including not only cultural awareness but also personal growth." (Ohler,2000)
Response:
I believe that art is an important part of the educational curriculum and it can also offer the students a great way to express themselves. Through art they get a chance to explore other ways of life, different races and genders, and it offers them a better understanding of the cultural diversities present in our society. I think that art also offers them artistic expression in which they can find self reflection so that the students can explore their sense of self and share their life experiences. I think art is the process of creating new idea's and promoting growth within the students by letting them use visual expression to express their feelings with having to put them into words. I feel that if art was not a part of the educational curriculum many students would not have this opportunity to express themselves concerning personal and social issues that are affecting their everyday lives.
Reference:
Ohler, J. (2000, October). Art Becomes The Next R. Educational Leadership, 58(2), 16-19. Retrieved February 24, 2012, from https://online.fairmontstate.edu/webct/urw/lc15057011.tp0/cobaltMainFrame.dowebct
Related Source:
http://www.youtube.com/watch?v=LKXN_Lj8lao
Wednesday, February 22, 2012
My Voki
While listen to my Voki talk I realized I used the word meaningful alot in my reflection so I had to go chance some of my words. Another thing that I noticed is that I had some places where my sentence structure was not easy to understand and they really did not make sense so I had to go back and rewrite several sentences to get them to flow smoothly.
Tuesday, February 14, 2012
Deconstructing Arnold
1. What do you see? (Describe the pictures, objects, colors, etc...)
On the first magazine cover of Arnold they used bright colors of orange and yellow to grab your attention while he was dressed in very neutral colors of grey and black. The magazine used big font sizes again to capture your attention to the magazine. Lastly Arnold is the only person on the cover of the magazine so that he appear to be the center of attention as if saying exercise and look like me. On the second magazine cover of Arnold they used a different approach and used the traditional colors of America red, white, and blue. Arnold is then dressed in a sharp suit of black with a striking tie of red and white. The magazine used medium font size so not to take away from the picture of Arnold making him front and center. There was only one other picture on the cover and it was small, white and on the side of the magazine cover.
2. How does he make you feel?
On the first magazine cover he makes me feel that exercising will get you great results and could possibly make you the center of attention, maybe even front page magazine cover. This cover also makes me feel that it empowers men to want to workout and be the center of attention while it is not centered toward women wanting the same results . The second magazine cover makes me feel that he wants to be trusted. He is using the American colors and pointing at you as if to say I want to know you and for you to trust me. I feel he's point is that how can you not trust me I'm an American.
3. How do those "looks" influence how you feel?
The look on the first magazine cover influenced my feeling because he wasn't smiling and he was dressed like he was in a solemn mood and it made him seem unapproachable. It also seemed like he wasn't having fun with said to me that working out is serious business and should not be taken lightly. The look Arnold had on the second magazine cover is a lot more friendly and inviting. Arnold is smiling with perfect white teeth and dressed very nicely. I get the feeling that I am welcome to view this magazine as if I have been chosen to because Americans buy American products and from the magazine cover colors its all American.
3. What do you think about this person?
4. What lifestyles, values, points of view are represented or omitted?
5. What are the differences between the two covers? What techniques are used to attract your attention? Pay attention to body language, clothing, camera angle, lighting, color, eye contact, etc...
I think one differences between both covers is that they are trying to reach different genders groups of people from different social classes. The first cover is geared toward men wanting to get muscular while the second cover is more geared to people in America whether they be male or female. In the first magazine cover they use bright colors, side view profile of Arnold, and they cover his eyes so you can't look into them. While the second magazine cover they use the traditional red, white and blue colors. It also has Arnold in a casual pose and looking inviting while smiling at the public.
Monday, February 13, 2012
Reading # 5
- Are there limitations to the amount of pictures, length of music, or video that can be used in a multimedia project?
The article states that " media and media messages can influence beliefs,attitudes, values, and behaviors." So I believe that there should be a limitations on the amount of photos, videos and music used in a multimedia project because these stories are all personal and they can provide people with compelling voices on topics. And so by using to many of these the story would began to lose its effectiveness as the visual and music would carry less meaning.
2. Do you need to request permission from the orginal creator in order to use copyrighted material in a multimedia project for a school related assignment?
No, you do not need to request permission from the orginial creator. This is supported by two different examples of proof from the article. The first being that " these uses of media will not have significant copyright implications,either because the content in question has been licensed or because it is covered by one of the specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act." The second example of proof is "If challenged they would be more likely to recieve special consideration under the fair use doctrine because they occur within an educational settings."
3. What are the general principles educators need to follow to ensure their digital story projects fall under fair use guidelines?
According to the article there are five general principles educators need to follow to ensure there projects fall under fair use guidelines. The first principle is " Employing Copyrighted Material In Media Literact Lessons - which is defined as choosing illustrative material from the full range of copyrighted sources and making them available to learners." The second principle that is stated is " Employing Copyrighted Material In Preparing Curriculum Materials - which is defined as you can integrate copyrighted material into curriculum materials." The third principle stated is " Sharing Media Literacy Curriculum Materials - defined as should be able to share effective examples of teaching about media and meaning with one another. The fourth principle states " Students Use Of Copyrighted Materials In Their Own Academic And Creative Work - defined as should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work." The fifth principle is " Developing Audiences For Students Work - defined as educators should work with learners to make a reasoned decision about distribution that reflects sounds pedagogy and ethical values." So if you follow these guidelines then you will be using the fair use code.
4. Have you heard any of the eight myths listed in the reading, if so, are you surprised with the truth?
Out of the eight myths in the article I was surprised by the truths of two of them. The first being the myth of " Fair Use Could Get Me Sued" i would have thought that people would sue in order to get payment for something they did no matter why they were using it. The second myth that surprised me was " If I'm Not Making Any Money Off It, It's Fair Use. (And If I Am Making Money Off It, It's Not)" I would have thought that using someone else work even if not for money was not ok but it seems if they are used for "noncommerical use" then you are fine.
2. Do you need to request permission from the orginal creator in order to use copyrighted material in a multimedia project for a school related assignment?
No, you do not need to request permission from the orginial creator. This is supported by two different examples of proof from the article. The first being that " these uses of media will not have significant copyright implications,either because the content in question has been licensed or because it is covered by one of the specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act." The second example of proof is "If challenged they would be more likely to recieve special consideration under the fair use doctrine because they occur within an educational settings."
3. What are the general principles educators need to follow to ensure their digital story projects fall under fair use guidelines?
According to the article there are five general principles educators need to follow to ensure there projects fall under fair use guidelines. The first principle is " Employing Copyrighted Material In Media Literact Lessons - which is defined as choosing illustrative material from the full range of copyrighted sources and making them available to learners." The second principle that is stated is " Employing Copyrighted Material In Preparing Curriculum Materials - which is defined as you can integrate copyrighted material into curriculum materials." The third principle stated is " Sharing Media Literacy Curriculum Materials - defined as should be able to share effective examples of teaching about media and meaning with one another. The fourth principle states " Students Use Of Copyrighted Materials In Their Own Academic And Creative Work - defined as should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work." The fifth principle is " Developing Audiences For Students Work - defined as educators should work with learners to make a reasoned decision about distribution that reflects sounds pedagogy and ethical values." So if you follow these guidelines then you will be using the fair use code.
4. Have you heard any of the eight myths listed in the reading, if so, are you surprised with the truth?
Out of the eight myths in the article I was surprised by the truths of two of them. The first being the myth of " Fair Use Could Get Me Sued" i would have thought that people would sue in order to get payment for something they did no matter why they were using it. The second myth that surprised me was " If I'm Not Making Any Money Off It, It's Fair Use. (And If I Am Making Money Off It, It's Not)" I would have thought that using someone else work even if not for money was not ok but it seems if they are used for "noncommerical use" then you are fine.
Code of Best Practices in Fair Use for Media Literacy Education (n.d.). In Center For Social Media. Retrieved February 13, 2012, from http://centerforsocialmedia.org/medialiteracy
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