Oh, oh... Executive Officers clean up overflowing toilets. Not so they get an appreciation of what is being done, but for the general entertainment of the rest of us!
and put the health of the whole workforce at risk? I think NOT.
What do you mean pay? Earth money won't mean shit on Mars. Once you're there, you work for the right to breathe the air inside the dome, or you go outside.
From the record company, the artist gets something, although maybe you and I agree that it could be a lot more. From you, they get nothing in exchange for something.
Until the rise of the internet, it was the only way any artist could hope to achieve any fame or commercial success. The label provides the capital to record the record, the experts to make it happen, the promotional machine to get people to buy it, the money to mass-produce discs, and the contacts with retail to get those discs into stores. If your independant garage-band went to the Wal-Mart headquarters and asked if they would like to sell your music, it wouldn't matter how good you are: You'd be laughed out of the building.
It's a little better now - with the internet, it's possible for an artist to achieve some level of fame without a label (see Jonathan Coulton) and even commercial success, but even for the most talented their dreams of one day being superstars playing to packed stadiums are impossible without the marketing machine and business management that only a label can provide.
It sounds like you're saying that the artists are getting something of value in exchange for signing those contracts. Or am I reading you wrong?
Anyway, regardless of the (alleged) evil in those contracts, you are not helping the artists by making unauthorized copies of their works. They do get paid something (although not much) out of what paying customers shell out. If they aren't happy with it, your copying their works without paying anybody doesn't help them at all. It doesn't tilt the scales in their favor. If you want to help independent artists, pay THEM for their work. But don't pretend you're being anything other than selfish when you use their work and don't pay anybody.
IR never said size at all. That's the trouble. Anything smaller than the hypothetical machine that could generate and contain the exotic matter ain't going to be a starship.
Even the use of the word "piracy" prevents us from reaching an effective (or at least a working) solution. Many simple ideas are out of question when you slam the table and starts yelling "where is my money?".
But then, it's not directly about money, is it?
You're right. A more accurate term is "freeloader."
And of course it's about the money. When offered an opportunity to pay for what you used, did you do it, or are you saying you were not offered any opportunity to exchange money for some form of license-to-use that the copyright owner would accept? Or are you arguing that the terms were so objectionable that even if the right-to-use were offered free of charge you would still not accept it?
TFA said they're going to try to construct a tabletop version.
Only thing is, the whole concept rests on constructing (and containing) a ring of exotic matter. They don't have any of that, do they?
I don't see the relevance of the hardware support since NEXTSTEP had to be ported to PPC, and both it and X11 had been implemented already on x86. Getting X11 to work on PPC couldn't have been too much of a problem because Apple made X11 available on their OS X machines too, but it wasn't used as the primary GUI or even installed by default.
... and then you have "parasitic-welfare-recipient-entitlement-mom" accusing you of bias because you put her kid in the "re-re" class.
Have fun in court.
Don't you think it would be a good deal easier for the district to defend against such suits if they had statistical data that shows Mrs. Y is the best teacher for students with similar democraphics and test score history? Right now, they have nothing.
This claim in particular lacks any objective justification. Were children not fed? Were they not treated for medical conditions that needed treatment? I the problem of hunger not less today than it was at.any time before 1964?
I don't know how the Chicago district proposes to measure "teacher performance" but it is possible to measure actual teacher performance. Chicago is a big system over which most teachers' actual performance can be measured:
Compare last year's test scores of the kids who are in each teacher's class with the end-of-term test scores of those same kids to measure their progress. Now compare the progress scores of that class of kids to the average progress of other kids in the district who had similar scores at the end of the previous term. In this way, you remove (to first order) the differences between particular groups of kids. What's left is attributable to other factors, such as performance of the teacher, the classroom, administration, time of day at which the class is taught (yes, I think this makes a difference), etc.
Each teacher teaches several groups of students. A system like this can do a lot of good. They get real, meaningful feedback, probably for the first time ever. It's likely that some teachers will get a great progress score on one class and a bad score on another class. And they may sometimes be very much surprised by the rating. Because they only see how hard or easy it is to teach a class of this kind or that kind of students, not whether it can be done better.
Such a system also should identify top performers by category. Mr. X does a fantastic job with top performers but totally fails teaching slow kids. Mrs. Y does a poor job challenging the really bright kids but is good at helping slow kids catch up. They're both stand-out teachers in particular areas. So have Mr. X help teach other teachers how to work with top performing students and have Mrs. Y teach other teachers how to help the slowest students, deal with troublemakers and motivate slackers. Assign the students that are hard to teach to a group of teachers headed by Mrs. Y. Move the faster students to another group headed by Mr. X.
That at least can work in core subjects like math, science, reading and history, and any subjects where what is being taught is specific facts or skills. But some subjects are hard to evaluate in an objective way. How do you judge the merit the art that students produce? The quality of their music? The validity of their debating points? There's still a lot we don't know how to and maybe can't ever be really measured in education.
If you care about your rights, working in a call center is not the right job for you. Only drones can tolerate it for long. It seems you have hit your limit, so go take a permanent bathroom break and find yourself a new job.
Slashdot Mirror
It takes a large temperature difference and a high heat flow to generate much electricity this way.
Oh, oh... Executive Officers clean up overflowing toilets. Not so they get an appreciation of what is being done, but for the general entertainment of the rest of us!
and put the health of the whole workforce at risk? I think NOT.
But representing n bit numbers is.
It looks like a description of the way every communication network functions and has since the '70s.
It always runs on drones who are getting screwed over, even when the business is screwing over other drones.
What do you mean pay? Earth money won't mean shit on Mars. Once you're there, you work for the right to breathe the air inside the dome, or you go outside.
Hard to get the hot side hot enough and to keep the cool side cool enough.
From the record company, the artist gets something, although maybe you and I agree that it could be a lot more. From you, they get nothing in exchange for something.
Don't pretend that's a virtuous act on your part.
Until the rise of the internet, it was the only way any artist could hope to achieve any fame or commercial success. The label provides the capital to record the record, the experts to make it happen, the promotional machine to get people to buy it, the money to mass-produce discs, and the contacts with retail to get those discs into stores. If your independant garage-band went to the Wal-Mart headquarters and asked if they would like to sell your music, it wouldn't matter how good you are: You'd be laughed out of the building. It's a little better now - with the internet, it's possible for an artist to achieve some level of fame without a label (see Jonathan Coulton) and even commercial success, but even for the most talented their dreams of one day being superstars playing to packed stadiums are impossible without the marketing machine and business management that only a label can provide.
It sounds like you're saying that the artists are getting something of value in exchange for signing those contracts. Or am I reading you wrong?
Anyway, regardless of the (alleged) evil in those contracts, you are not helping the artists by making unauthorized copies of their works. They do get paid something (although not much) out of what paying customers shell out. If they aren't happy with it, your copying their works without paying anybody doesn't help them at all. It doesn't tilt the scales in their favor. If you want to help independent artists, pay THEM for their work. But don't pretend you're being anything other than selfish when you use their work and don't pay anybody.
IR never said size at all. That's the trouble. Anything smaller than the hypothetical machine that could generate and contain the exotic matter ain't going to be a starship.
Who held a gun to these artists' heads and made them sign contracts? Or did they do it because at the time they believed that the deal was acceptable?
interestingly, that island has a long history of piracy.
Even the use of the word "piracy" prevents us from reaching an effective (or at least a working) solution. Many simple ideas are out of question when you slam the table and starts yelling "where is my money?".
But then, it's not directly about money, is it?
You're right. A more accurate term is "freeloader."
And of course it's about the money. When offered an opportunity to pay for what you used, did you do it, or are you saying you were not offered any opportunity to exchange money for some form of license-to-use that the copyright owner would accept? Or are you arguing that the terms were so objectionable that even if the right-to-use were offered free of charge you would still not accept it?
Right you have absolutely no options.
because they don't sell iTunes cards for cash
and banks won't take your cash and put it in a checking account you could draw from to pay your on-line bills
and you don't have a credit card.
Say, did you print that cash yourself?
TFA said they're going to try to construct a tabletop version. Only thing is, the whole concept rests on constructing (and containing) a ring of exotic matter. They don't have any of that, do they?
I don't see the relevance of the hardware support since NEXTSTEP had to be ported to PPC, and both it and X11 had been implemented already on x86. Getting X11 to work on PPC couldn't have been too much of a problem because Apple made X11 available on their OS X machines too, but it wasn't used as the primary GUI or even installed by default.
Because students are entitled by law to a free public education in every state of the United States and every other country worthy of calling modern.
... and then you have "parasitic-welfare-recipient-entitlement-mom" accusing you of bias because you put her kid in the "re-re" class.
Have fun in court.
Don't you think it would be a good deal easier for the district to defend against such suits if they had statistical data that shows Mrs. Y is the best teacher for students with similar democraphics and test score history? Right now, they have nothing.
This claim in particular lacks any objective justification. Were children not fed? Were they not treated for medical conditions that needed treatment? I the problem of hunger not less today than it was at.any time before 1964?
The speed of light applies because the information travels with the entangled particles.
I don't know how the Chicago district proposes to measure "teacher performance" but it is possible to measure actual teacher performance. Chicago is a big system over which most teachers' actual performance can be measured:
Compare last year's test scores of the kids who are in each teacher's class with the end-of-term test scores of those same kids to measure their progress. Now compare the progress scores of that class of kids to the average progress of other kids in the district who had similar scores at the end of the previous term. In this way, you remove (to first order) the differences between particular groups of kids. What's left is attributable to other factors, such as performance of the teacher, the classroom, administration, time of day at which the class is taught (yes, I think this makes a difference), etc.
Each teacher teaches several groups of students. A system like this can do a lot of good. They get real, meaningful feedback, probably for the first time ever. It's likely that some teachers will get a great progress score on one class and a bad score on another class. And they may sometimes be very much surprised by the rating. Because they only see how hard or easy it is to teach a class of this kind or that kind of students, not whether it can be done better.
Such a system also should identify top performers by category. Mr. X does a fantastic job with top performers but totally fails teaching slow kids. Mrs. Y does a poor job challenging the really bright kids but is good at helping slow kids catch up. They're both stand-out teachers in particular areas. So have Mr. X help teach other teachers how to work with top performing students and have Mrs. Y teach other teachers how to help the slowest students, deal with troublemakers and motivate slackers. Assign the students that are hard to teach to a group of teachers headed by Mrs. Y. Move the faster students to another group headed by Mr. X.
That at least can work in core subjects like math, science, reading and history, and any subjects where what is being taught is specific facts or skills. But some subjects are hard to evaluate in an objective way. How do you judge the merit the art that students produce? The quality of their music? The validity of their debating points? There's still a lot we don't know how to and maybe can't ever be really measured in education.
If you care about your rights, working in a call center is not the right job for you. Only drones can tolerate it for long. It seems you have hit your limit, so go take a permanent bathroom break and find yourself a new job.
Anybody know why Apple didn't use the X11 GUI in Mac OS X?
If a bot can be "more human" than actual humans, what's next?
Robot Love!
Or have advertisers use my name and reputation to recommend stuff they'd like others to buy, without my specific consent or any compensation?