Lisa has just declared she's a Buhddist, and the next shot is a tight shot of Homer, "While you're living under my roof, you'll live by my beliefs." Or shomething like that. "Now, BUTTER YOUR BACON!"
Many (mostly older) librarians, for example, relish their roles as gatekeepers to information.
Being a librarian, I'm sure you've read Eco's The Name of the Rose. I read it in French while working in-country with a professor of Medieval French Culture, and I had a discussion with a historian at the Abby of Notre-Dame de Senanque where he claimed the story to be very caricaturial, which I assumed it to be.
But then we tried to see an original manuscript in the municipal library in Axe-en-Provence. We had been in libraries from Paris and Arras, all the way to Provence, and we were always able to study the manuscript firsthand. Of course, we had always done our homework, studied microfiche, etc., and only needed the manuscript for a few moments to inspect a few details. Well, the librarian in Axe was more of the archivist tradition. Her main complaint about us getting to see it was that she herself had only seen it once or twice.
From that time on, I've considered Eco's portrayal of librarians as gatekeepers more truthful than fiction.
I teach Teacher Ed Technology courses and it's interesting the insights outsiders can give on tech issues, such as Wikipedia.
Last year, when we were having this discussion, one of the students pointed out that the "equal" speech component of Wikis is a mis-nommer. "Not everyone has a voice in Wikis," she said, "just the last person to speak." I had to agree with her.
It sounds like you've run into the same issue. It matters not who has authority, for all are under the same umbrella. You could fight the removal of your entries and become, again, the last person to speak, but how long will that last?
When HP Lovecraft wrote his work, IIRC, copyright was for 14 years, with a possible 14 year extension.
He died in 1937, meaning all of his work would have been public domain by 1965. Specifcally, The Reanimator in 1922 would have expired in 1950.
In 1976, the US extended copyright retroactively to the life of the artist plus 50 years. So, Lovecraft's work was then removed from public domain. All of his work would be copyrighted until 1987.
Then, in 1996 - thanks to Sonny Bono - copyright was again retroactively extended to life + 70 years. So Lovecraft's work is now copyrighted until 2007.
Even the supposed official HPL site says, "Please note that Lovecraft's fiction is still considered to be under copyright by Arkham House, and any texts presently available on the web without their consent are in violation of that copyright." ( http://www.hplovecraft.com/writings/fiction/hwr.ht m )
Notice the "home"? That makes the Betamax a gray area when applied to public education.
It was the Senate hearings post Betamax that set the guidelines for time-limited recording for education (which is not "home" use) purposes. (See grandparent)
Of course, I have never found a case where this has been tested, but it matters less than the fact that *every* educational system I've been involved with has this rule, and that edus are so quick to back down from threats of legal action regarding non-print infringement. Can we not agree that this differs from print to electronic media?
When I first got into Linux (when KDE2 was new), my wife made me config her login to use Gnome. Why? Because she liked "the cute mushroom and ladybug icons."
5.) More dynamic universe? by Zarhan Battlegrounds are a nice feature, but despite them, the World of Azeroth is quite static place. There have been few events - like the orphan week - but nothing big. Are you planning to introduce "events" into the gaming world that would actually shape it permanently, like in Asheron's call?
No, you do not own the content on your video cassette, or DVD, etc. Try looking it up:
Copyright Infringements (Audio and Video Recorders): Hearings on S. 1758 Before the Senate Judiciary Comm., 97th Cong., 1st & 2d Sess. (1981, 1982); Home Recording of Copyrighted Works: Hearings on H.R. 4783 et al. Before the House Subcomm.on Courts, Civil Liberties and the Administration of Justice of the House Judiciary Comm., 97th Cong., 2d Sess. (1982); Video and Audio Home Taping: Hearings on S. 31 and S. 175 Before the Senate Judiciary Comm., 98th Cong., 1st Sess. (1983).
Notice the senate held hearings to discuss "Audio and Video Recorders", which puts print out of the scope of the legislation. Further, had they tried to revoke, say, the right of first sale on books and other printed material, which is what the Home Viewing License does for videos, they would have had to turn their backs on almost a century of fair use doctrine.
Fair use is not necessarily governed by copyright law, but usually by court decisions, and, therefore, not applicable equally to all media. For example, the reason you can copy journal articles for school work resulted from Williams and Wilkins Co. v. United States (NIH), 1973.
However, the best place to start getting to know the wonderful world of copyright and fair use is: Sony Corp. of Am. v. Universal City Studios, Inc., 480 F. Supp. 429 (C.D. Cal. 1979), rev'd, 659 F.2d 963 (9th Cir. 1981), rev'd, 464 U.S. 417 (1984).
Agreed. It's nice to get a bar chart showing what students respond to certain questions. Although I don't do it, some teacher record the serial numbers on the clickers, so students aren't just "guessing" because it will affect their grade.
I teach teacher ed, and just today we were supposed to use clickers. 20 minutes before class, I found out that they hadn't been returned (we don't use them enough to have the students buy one). We meet in a lab where each student has a laptop (their own, or one they check out) and a wireless connection, so I quickly hacked together a php/mysql site that had the basic functionality I needed.
Not only did it work, but it worked better than the clickers. I like them, but if your students have computers, it's kind of redundant.
I find this to be an interesting collision of digital copyright rationale and print. I teach teacher ed, and in my lesson on copyright we address the limit on keeping tapes of television broadcasts - 10 days is the rule of thumb. So, if you tape some historical speech or event, the network only allows you to keep that tape 10 days....
But, I happen to have found a leaf of a newspaper dated Aug 8, 1974, blowing across my lawn one day. It's the editorial page, and almost exclusively addresses Watergate. Because the newpaper is governed by a different set of copyright traditions, I can make an overhead of it, copy articles for handouts, etc.
So, what's the difference between newspapers and video? Video wasn't around when the 13 colonies were trying to break away. Using print as a loophole was useful to getting PGP out of the States, but, this lawsuit is evidence of interested parties trying to close it.
time and time again those who sell information (in whatever format, music, movie, now books) are constantly standing in the way of progress.
Interesting, considering the original intent of copyright law:
"Article 1, Section 8, Clause 8: To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;" (emp. added)
I'd have to agree, not on the point of fairness to consumers, but on fairness to other utility companies that are allowed to pass the extra rural costs onto rural customers.
When I was in grad school, I had a few upstairs neighbors that got on the bandwagon and bought new houses out in the boonies that were being developed. Of course, their monthly payment was about as much as we were paying in rent, so they new they would have to tighten their belts a bit to pay the insurance costs, extra gas, etc.
In the end, they wound up having to sell their houses at losses within a year because they couldn't afford the utilities. It seems water, sewer, garbage, and other utilities costs up to twice as much on the other side of the lake.
I never heard phonelines included in the gripes, but that may have been because the smart ones just got cell phones.
Someone who is motivated can learn a whole lot by themselves. For example, the ratio of in-class instruction to material expected to be learned decreases with each level (Grammar School to Secondary to College all the way to Post Doc.).
If students could be motivated, perhaps by some change in the inverse meritocracy, they could be left at home to study more on their own, only requiring the relatively occasional meeting with teachers and peers to discuss, trouble shoot, etc.
Good though luck, getting kids motivated (read: interested) in anything you are forcing them to learn. But it's still better thantrying to solve a social issue with technology.
I work in Arabic education (as a measurement specialist, not an Arabist) and I have both taken Arabic and traveled to the Arab world. On top of that, I also have access to two of the largest databases of Arabic education in the US (EELIAS and the NMELRC surveys) and it is indeed, disturbing.
On top of the issues with the language (BTW Koranic Arabic and Modern Standard are not the same) most of the Arabic teachers in the unies are not language professors by trade, but literature teachers. I have a degree in French Lit, so I respect good lit programs, but, for the CIA/NSA/FBI, etc., they need language people to teach, and they have simply been mostly excluded from the Academy. They may teach as lecturers, but very few have a chance at tenure.
Further, Lambert's Law, that half of all language students attrit every year, makes it so that, for every 1 more language graduate you want, you have to add 8 at the freshman level. At some institutions, Arabic loses a lot more than 50% each year.
One more thing, I have known several 3+ speakers of Arabic who *wanted* to work for the government, but failed the lie detector test. The most common question that tripped them up was, "Are you spying for a foreign country?" One of them said he was trying hard not to laugh at that point.
On the contrary, I've always been amazed at the rate of price/performance evolution in HD technology.
If I could make a not-so-appropriate industrial comparison to the article summary:
Pretty much every time a faster F1 engine is released, there are always a few that are marveled by the rate at which carts get faster but loathe the sluggish rate that diesel engines evolves.
HDD and CPUs are different beasts that do different tasks, and fight different issues. It is not surprising that one can pick up speed and the other capacity.
Hey, nobody got the idea to patent smileys yet! And everything should be patented by SOMEBODY! I mean, we can't have any concept not OWNED by someone, can we?
From The Little Prince, 1943, by Antoine de Saint-Exupéry (The Little Prince's conversation with a businessman who claimed to own the stars - emph. added):
"How is it possible for one to own the stars?"
"To whom do they belong?" the businessman retorted, peevishly.
"I don't know. To nobody."
"Then they belong to me, because I was the first person to think of it."
"Is that all that is necessary?"
"Certainly. When you find a diamond that belongs to nobody, it is yours. When you discover an island that belongs to nobody, it is yours. When you get an idea before any one else, you take out a patent on it: it is yours. So with me: I own the stars, because nobody else before me ever thought of owning them."
[...]
And the little prince went away. "The grown-ups are certainly altogether extraordinary," he said simply, talking to himself as he continued on his journey.
When I was working for a lab at my uni, specializing in less-commonly-taught language materials development, the uni spun off a company to produce and market language materials and they asked me and two other workers in my lab to meet with them and "make any suggestions".
The first thing they did was shove an NDA in our face. Both I and my manager protested, and they tried to pass the "friendly" line to us. So, we did two things: First, we read and re-read the entire NDA in front of the other guys, taking up their valuable meeting time. Then we let them tell us everything they wanted, and said, "Well, it looks good. We don't really have anything to add."
They weren't paying us anything but lunch, and they were looking for validation more than suggestions anyway. Because the contract gave them ownership of any "joint development", any comments, ideas, or improvements we could have suggested would have been their exclusive property.
It's not as serious as a non-compete, but, especially when you are providing a service to another person or organization, don't let them screw you over with NDAs and the like. Typical caveats apply.
My HP L2000 came with a full XP Home disc. I used it to repartition the drive, reinstall XP, used the "applications and drivers" disc to choose the extra stuff I wanted, then installed Mepis on the other partition.
My HP desktop did come with an annoying recovery partition, especially since it's not hidden and Avid automatically chooses it for content creation.
The professor that got me into regex, who, interestingly enough, was a professor of medieval French, told me, "You'll know you've gotten carried away when you start thinking of problems to solve."
That is the difference between most geeks and most athletes. With the exception of perhaps moutain climbers, most athletes have others propose the problem-task and then they craft the solution-performance.
I work in Arabic education and that's a language that has its own issues like this.
Basically, you have FusHa, or Modern Standard Arabic (MSA) that is the officaly language of all the Arabic countries (some add French in there too). All the news broadcasts, newspapers, political speeches, etc. are all done in MSA.
The true form of MSA is fully cased with vowel ending to mark word functions. The marks usually do not appear in text, but can be written in to be explicit. I have seen news clips where the anchor speaks perfect MSA with cases (reading from the telepromptor) and then turns to talk to the correspondent appearing on the screen next to them. Suddenly, their cases are all screwed up because they're no longer reading the prompt.
Of course, most all of the populace in the Arab world can understand MSA, but only the educated can speak it, and most of them can only fake the cases. They also do not expect to hear it on the street. Saying, "Kayf al-haal al-yom?" to someone in a cafe is like saying, "How goest thou?" in America.
In fact, I knew I guy who asked a police officer for directions in Syria, using full MSA (and this guy was an ILR 3+ in speaking) and the officer replied in colloquial, "I don't speak Finnish."
However, most Arabs do think that MSA is the proper Arabic and the only Arabic worth being taught. So, when I got in a cab in Cairo and my American buddy who had been in Cairo for a year told the cabby where we wanted to go, he (the cabby) decided to lecture us on how we should speak MSA, and whoever taught us Amiyya (colloquial) should know better... All this while speaking Amiyya.
Needless to say, it is difficult for Arabic programs in the US to decide which to teach. Amiyya is localized, though most will understand Egyptian, while MSA is more-or-less the same across the board. However, learning MSA and not Amiyya means you won't be able to converse with people on the street.
The military, for example, only budgeted one test per language. So, the military Arabic test is in MSA. Supposedly, they also teach colloquials, but what gets tested gets taught.
So, to sum up, there are languages that are actually worse off than English when it comes to bastardized versions of the "real" language.
Slashdot Mirror
The transition date was chosen to not interfere with college football bowl games [...] Dec. 31, 2008
What planet are they on?
You have to ste the stage properly:
Lisa has just declared she's a Buhddist, and the next shot is a tight shot of Homer, "While you're living under my roof, you'll live by my beliefs." Or shomething like that. "Now, BUTTER YOUR BACON!"
They should have studied my Calc 2 text book from college. I caught myself asleep and drooling on that poor book more times than I can remember.
Did you sell it back?
Many (mostly older) librarians, for example, relish their roles as gatekeepers to information.
Being a librarian, I'm sure you've read Eco's The Name of the Rose. I read it in French while working in-country with a professor of Medieval French Culture, and I had a discussion with a historian at the Abby of Notre-Dame de Senanque where he claimed the story to be very caricaturial, which I assumed it to be.
But then we tried to see an original manuscript in the municipal library in Axe-en-Provence. We had been in libraries from Paris and Arras, all the way to Provence, and we were always able to study the manuscript firsthand. Of course, we had always done our homework, studied microfiche, etc., and only needed the manuscript for a few moments to inspect a few details. Well, the librarian in Axe was more of the archivist tradition. Her main complaint about us getting to see it was that she herself had only seen it once or twice.
From that time on, I've considered Eco's portrayal of librarians as gatekeepers more truthful than fiction.
I teach Teacher Ed Technology courses and it's interesting the insights outsiders can give on tech issues, such as Wikipedia.
Last year, when we were having this discussion, one of the students pointed out that the "equal" speech component of Wikis is a mis-nommer. "Not everyone has a voice in Wikis," she said, "just the last person to speak." I had to agree with her.
It sounds like you've run into the same issue. It matters not who has authority, for all are under the same umbrella. You could fight the removal of your entries and become, again, the last person to speak, but how long will that last?
Okay, I'm confused.
t m )
When HP Lovecraft wrote his work, IIRC, copyright was for 14 years, with a possible 14 year extension.
He died in 1937, meaning all of his work would have been public domain by 1965. Specifcally, The Reanimator in 1922 would have expired in 1950.
In 1976, the US extended copyright retroactively to the life of the artist plus 50 years. So, Lovecraft's work was then removed from public domain. All of his work would be copyrighted until 1987.
Then, in 1996 - thanks to Sonny Bono - copyright was again retroactively extended to life + 70 years. So Lovecraft's work is now copyrighted until 2007.
Even the supposed official HPL site says, "Please note that Lovecraft's fiction is still considered to be under copyright by Arkham House, and any texts presently available on the web without their consent are in violation of that copyright." ( http://www.hplovecraft.com/writings/fiction/hwr.h
So, what's up with that?
Notice the "home"? That makes the Betamax a gray area when applied to public education.
It was the Senate hearings post Betamax that set the guidelines for time-limited recording for education (which is not "home" use) purposes. (See grandparent)
Of course, I have never found a case where this has been tested, but it matters less than the fact that *every* educational system I've been involved with has this rule, and that edus are so quick to back down from threats of legal action regarding non-print infringement. Can we not agree that this differs from print to electronic media?
When I first got into Linux (when KDE2 was new), my wife made me config her login to use Gnome. Why? Because she liked "the cute mushroom and ladybug icons."
5.) More dynamic universe? by Zarhan
7 2418.stm
Battlegrounds are a nice feature, but despite them, the World of Azeroth is quite static place. There have been few events - like the orphan week - but nothing big. Are you planning to introduce "events" into the gaming world that would actually shape it permanently, like in Asheron's call?
Response -
That's something we're looking into....
You mean, like the plague?
http://news.bbc.co.uk/go/rss/-/2/hi/technology/42
No, you do not own the content on your video cassette, or DVD, etc. Try looking it up:
Copyright Infringements (Audio and Video Recorders): Hearings on S. 1758 Before the Senate Judiciary Comm., 97th Cong., 1st & 2d Sess. (1981, 1982); Home Recording of Copyrighted Works: Hearings on H.R. 4783 et al. Before the House Subcomm.on Courts, Civil Liberties and the Administration of Justice of the House Judiciary Comm., 97th Cong., 2d Sess. (1982); Video and Audio Home Taping: Hearings on S. 31 and S. 175 Before the Senate Judiciary Comm., 98th Cong., 1st Sess. (1983).
Notice the senate held hearings to discuss "Audio and Video Recorders", which puts print out of the scope of the legislation. Further, had they tried to revoke, say, the right of first sale on books and other printed material, which is what the Home Viewing License does for videos, they would have had to turn their backs on almost a century of fair use doctrine.
Fair use is not necessarily governed by copyright law, but usually by court decisions, and, therefore, not applicable equally to all media. For example, the reason you can copy journal articles for school work resulted from Williams and Wilkins Co. v. United States (NIH), 1973.
However, the best place to start getting to know the wonderful world of copyright and fair use is: Sony Corp. of Am. v. Universal City Studios, Inc., 480 F. Supp. 429 (C.D. Cal. 1979), rev'd, 659 F.2d 963 (9th Cir. 1981), rev'd, 464 U.S. 417 (1984).
Agreed. It's nice to get a bar chart showing what students respond to certain questions. Although I don't do it, some teacher record the serial numbers on the clickers, so students aren't just "guessing" because it will affect their grade.
I teach teacher ed, and just today we were supposed to use clickers. 20 minutes before class, I found out that they hadn't been returned (we don't use them enough to have the students buy one). We meet in a lab where each student has a laptop (their own, or one they check out) and a wireless connection, so I quickly hacked together a php/mysql site that had the basic functionality I needed.
Not only did it work, but it worked better than the clickers. I like them, but if your students have computers, it's kind of redundant.
I find this to be an interesting collision of digital copyright rationale and print. I teach teacher ed, and in my lesson on copyright we address the limit on keeping tapes of television broadcasts - 10 days is the rule of thumb. So, if you tape some historical speech or event, the network only allows you to keep that tape 10 days....
But, I happen to have found a leaf of a newspaper dated Aug 8, 1974, blowing across my lawn one day. It's the editorial page, and almost exclusively addresses Watergate. Because the newpaper is governed by a different set of copyright traditions, I can make an overhead of it, copy articles for handouts, etc.
So, what's the difference between newspapers and video? Video wasn't around when the 13 colonies were trying to break away. Using print as a loophole was useful to getting PGP out of the States, but, this lawsuit is evidence of interested parties trying to close it.
time and time again those who sell information (in whatever format, music, movie, now books) are constantly standing in the way of progress.
Interesting, considering the original intent of copyright law:
"Article 1, Section 8, Clause 8: To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries;" (emp. added)
...flirking snitt!
I'd have to agree, not on the point of fairness to consumers, but on fairness to other utility companies that are allowed to pass the extra rural costs onto rural customers.
When I was in grad school, I had a few upstairs neighbors that got on the bandwagon and bought new houses out in the boonies that were being developed. Of course, their monthly payment was about as much as we were paying in rent, so they new they would have to tighten their belts a bit to pay the insurance costs, extra gas, etc.
In the end, they wound up having to sell their houses at losses within a year because they couldn't afford the utilities. It seems water, sewer, garbage, and other utilities costs up to twice as much on the other side of the lake.
I never heard phonelines included in the gripes, but that may have been because the smart ones just got cell phones.
Someone who is motivated can learn a whole lot by themselves. For example, the ratio of in-class instruction to material expected to be learned decreases with each level (Grammar School to Secondary to College all the way to Post Doc.).
If students could be motivated, perhaps by some change in the inverse meritocracy, they could be left at home to study more on their own, only requiring the relatively occasional meeting with teachers and peers to discuss, trouble shoot, etc.
Good though luck, getting kids motivated (read: interested) in anything you are forcing them to learn. But it's still better thantrying to solve a social issue with technology.
100% Correct.
I work in Arabic education (as a measurement specialist, not an Arabist) and I have both taken Arabic and traveled to the Arab world. On top of that, I also have access to two of the largest databases of Arabic education in the US (EELIAS and the NMELRC surveys) and it is indeed, disturbing.
On top of the issues with the language (BTW Koranic Arabic and Modern Standard are not the same) most of the Arabic teachers in the unies are not language professors by trade, but literature teachers. I have a degree in French Lit, so I respect good lit programs, but, for the CIA/NSA/FBI, etc., they need language people to teach, and they have simply been mostly excluded from the Academy. They may teach as lecturers, but very few have a chance at tenure.
Further, Lambert's Law, that half of all language students attrit every year, makes it so that, for every 1 more language graduate you want, you have to add 8 at the freshman level. At some institutions, Arabic loses a lot more than 50% each year.
One more thing, I have known several 3+ speakers of Arabic who *wanted* to work for the government, but failed the lie detector test. The most common question that tripped them up was, "Are you spying for a foreign country?" One of them said he was trying hard not to laugh at that point.
On the contrary, I've always been amazed at the rate of price/performance evolution in HD technology.
If I could make a not-so-appropriate industrial comparison to the article summary:
Pretty much every time a faster F1 engine is released, there are always a few that are marveled by the rate at which carts get faster but loathe the sluggish rate that diesel engines evolves.
HDD and CPUs are different beasts that do different tasks, and fight different issues. It is not surprising that one can pick up speed and the other capacity.
Hey, nobody got the idea to patent smileys yet! And everything should be patented by SOMEBODY! I mean, we can't have any concept not OWNED by someone, can we?
From The Little Prince, 1943, by Antoine de Saint-Exupéry (The Little Prince's conversation with a businessman who claimed to own the stars - emph. added):
"How is it possible for one to own the stars?"
"To whom do they belong?" the businessman retorted, peevishly.
"I don't know. To nobody."
"Then they belong to me, because I was the first person to think of it."
"Is that all that is necessary?"
"Certainly. When you find a diamond that belongs to nobody, it is yours. When you discover an island that belongs to nobody, it is yours. When you get an idea before any one else, you take out a patent on it: it is yours. So with me: I own the stars, because nobody else before me ever thought of owning them."
[...]
And the little prince went away. "The grown-ups are certainly altogether extraordinary," he said simply, talking to himself as he continued on his journey.
Full Text
Wikipedia article
When I was working for a lab at my uni, specializing in less-commonly-taught language materials development, the uni spun off a company to produce and market language materials and they asked me and two other workers in my lab to meet with them and "make any suggestions".
The first thing they did was shove an NDA in our face. Both I and my manager protested, and they tried to pass the "friendly" line to us. So, we did two things: First, we read and re-read the entire NDA in front of the other guys, taking up their valuable meeting time. Then we let them tell us everything they wanted, and said, "Well, it looks good. We don't really have anything to add."
They weren't paying us anything but lunch, and they were looking for validation more than suggestions anyway. Because the contract gave them ownership of any "joint development", any comments, ideas, or improvements we could have suggested would have been their exclusive property.
It's not as serious as a non-compete, but, especially when you are providing a service to another person or organization, don't let them screw you over with NDAs and the like. Typical caveats apply.
Actually, that is not the case with my laptop.
My HP L2000 came with a full XP Home disc. I used it to repartition the drive, reinstall XP, used the "applications and drivers" disc to choose the extra stuff I wanted, then installed Mepis on the other partition.
My HP desktop did come with an annoying recovery partition, especially since it's not hidden and Avid automatically chooses it for content creation.
how can the UN decide that they can control this?
Two words: "Unique legitimacy"
The professor that got me into regex, who, interestingly enough, was a professor of medieval French, told me, "You'll know you've gotten carried away when you start thinking of problems to solve."
That is the difference between most geeks and most athletes. With the exception of perhaps moutain climbers, most athletes have others propose the problem-task and then they craft the solution-performance.
That's OK. I'm pretty sure AC's don't have mod points anyway.
I work in Arabic education and that's a language that has its own issues like this.
Basically, you have FusHa, or Modern Standard Arabic (MSA) that is the officaly language of all the Arabic countries (some add French in there too). All the news broadcasts, newspapers, political speeches, etc. are all done in MSA.
The true form of MSA is fully cased with vowel ending to mark word functions. The marks usually do not appear in text, but can be written in to be explicit. I have seen news clips where the anchor speaks perfect MSA with cases (reading from the telepromptor) and then turns to talk to the correspondent appearing on the screen next to them. Suddenly, their cases are all screwed up because they're no longer reading the prompt.
Of course, most all of the populace in the Arab world can understand MSA, but only the educated can speak it, and most of them can only fake the cases. They also do not expect to hear it on the street. Saying, "Kayf al-haal al-yom?" to someone in a cafe is like saying, "How goest thou?" in America.
In fact, I knew I guy who asked a police officer for directions in Syria, using full MSA (and this guy was an ILR 3+ in speaking) and the officer replied in colloquial, "I don't speak Finnish."
However, most Arabs do think that MSA is the proper Arabic and the only Arabic worth being taught. So, when I got in a cab in Cairo and my American buddy who had been in Cairo for a year told the cabby where we wanted to go, he (the cabby) decided to lecture us on how we should speak MSA, and whoever taught us Amiyya (colloquial) should know better... All this while speaking Amiyya.
Needless to say, it is difficult for Arabic programs in the US to decide which to teach. Amiyya is localized, though most will understand Egyptian, while MSA is more-or-less the same across the board. However, learning MSA and not Amiyya means you won't be able to converse with people on the street.
The military, for example, only budgeted one test per language. So, the military Arabic test is in MSA. Supposedly, they also teach colloquials, but what gets tested gets taught.
So, to sum up, there are languages that are actually worse off than English when it comes to bastardized versions of the "real" language.