HDTenEightyP/NetNews huggingface dataset:
Newsgroups: bit.listserv.allmusic
Date:         Thu, 7 Jan 1993 22:45:12 -0500
From:         mjferzig@MIDWAY.UCHICAGO.EDU
Subject:      Re: MTV

>Triple m-ster sez:
>
>> Here's a thread for ya:  For those who watch MTV and hate it, what
>> videos would you like to see on there to give MTV a kick in the ass?
>>
>

One of my personal favorite videos was always "Take on Me" by A-Ha. I also
happen to like the song, but this was my favorite video from when I used to
watch MTV (forgive me, I was, like, 12.)

Marsha

Marsha J. Ferziger
University of Chicago School of Law
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Date:         Fri, 8 Jan 1993 10:35:29 CST
From:         Dave <USTS060@RUST1.DPO.UAB.EDU>
Subject:      Re: MTV

 Date:          Fri, 8 Jan 1993 10:28:35 EST
 From:          spideroni <REWOICC%ERENJ.BITNET@AUVM.AMERICAN.EDU>
 Subject:       Re: MTV
>
> with regards to the reverand's comments that a theme video destroys the
> possibility of alternative interpretations, i concede that that can and
> has happened. visual memory tends to be more vivid than aural memory.
> but i'd rather at least have an idea of what the artist thinks the song
> is about than five minutes of stage show. and regardless of what the
> artist's intent of the song is, i can always interpret it as i will.
>
> also, i think that a well-done video will be ambiguous enough that a
> listener's interpretation is still possible.
>
> woj

    The best case scenario would be an interpretive video that was of
a level that required interpretation of itself (i.e. the video).  One
such video is Peter Gabriel's "Digging in the Dirt" stylisticly,
thematically and technically its an excellent video and one that is
open to debate and discussion.  Much more so than say Micheal
Bolton's latest video or the schmaltz that Kenny G. puts out.
Another idea might be to publish more than one video, each providing
a different angle on the same song.
    One of the saddest things about the mass audience today is thatt
there does not seem to be any thought put into the music listened to.
 It's just taken and digested.  No one wants to chew up a piece,
breaking it down and going over each bit piece by piece (sorry, its
getting near lunch).  My fear of the video is that it makes it even
easier not to think while listening.  Thereby further relegating the
analytical part of the brain to becoming analogous with the appendix.















======================================================================
Rev. Dave Hall                |  "It's not the voting that's
usts060@rust1.dpo.uab.edu     |   democracy, it's the counting.
                              |     -- Tom Stoppard
======================================================================
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Date:         Mon, 11 Jan 1993 10:49:19 -0500
From:         mjferzig@MIDWAY.UCHICAGO.EDU
Subject:      Re: James Cotton

>James Cotton is a legend he played with the Muddy Waters Band at one time
>(which is considered by those in-the-know as the best blues band ever), he's
>not Little Walter, but he's good. His album Mighty Long Time is very good
>he surrounds hisself with good musicians and thats what makes the album so
>good...........L.W.

Funny you should mention...the blues bar I went to is on Muddy Waters Blvd
(43rd St.) in Chicago!

Marsha

Marsha J. Ferziger
University of Chicago School of Law
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Date:         Fri, 8 Jan 1993 13:37:01 CST
From:         Leonard Watkins <ISTS024@UABDPO.BITNET>
Subject:      LW listened to PG

I borrowed a co-workers copy of PG's Passion and gave it a ride at lunch
and i kinda liked it and i'm gonna check out some more of PG's stuff, I
doubt his other stuff is like Passion , but i'll know soon. BTW i liked it
well enuff to dub me a copy..(but don't tell the copyright cops)..L.W.

Do you sometimes feel guilty when you copy something, like your ripping off
the artists, keeping them from some of their royalties. If someone was copying
your stuff without paying for it, would it bother you. To be honest it kinda
bothers me sometimes, especially artists that need support. How do you feel.?
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Date:         Thu, 7 Jan 1993 10:59:26 PST
From:         Dan Strong <DANS@UCSFHC.BITNET>
Subject:      Re: Free country?? I'd beg to differ...

It also depends on how often you smoke, for example I smoked about twice
in a month and once was 6 days before a test. all I did was take a bunch of
vitamins and drink gatorade the day of the test and passed. So I think a few
hits won't effect to much. Another friend of mine drank bottles and bottles of
cranberry juice to flush the system, and I have heard of golden seal also.
                                                             Good luck.
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Date:         Mon, 11 Jan 1993 07:46:45 CST
From:         Leonard Watkins <ISTS024@UABDPO.BITNET>
Subject:      Re: Da Bluesssss...
              9 Jan 1993 01:44:46 -0500 from <mjferzig@MIDWAY.UCHICAGO.EDU>

On Sat, 9 Jan 1993 01:44:46 -0500 <mjferzig@MIDWAY.UCHICAGO.EDU> said:
>
>Why do blues fans smoke so much????

So they'll have something in common with the music...:-).L.W.
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Date:         Fri, 8 Jan 1993 11:42:15 -0500
From:         HLC2@PSUADMIN.BITNET
Subject:      Hype/PG (LW)

I couldn't agree more with your feelings on "new-artist" hype and its role in
the rise -- and subsequent fall -- of new artists. Look at Jeff Healey, for
Christ's sake. I'm almost embarassed *for* him. And you're right about Gales,
too. He *is* good, but another casualty of hype.

As for Peter Gabriel's _So_: I ran into the same problem. I have _So_ on
*gasp* vinyl, and couldn't decide whether or not to buy it on disc. I ended up
buying _Shaking the Tree_ instead, which includes "Mercy Street," "Don't Give
Up," "Big Time," "Sledgehammer," and "Red Rain" from _So_. I already owned the
_Say Anything_ soundtrack, so that solved the problem of not having "In Your
Eyes" on disc. I'm pretty happy with that arrangement, maybe it would work for
you, too.

Heather
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Date:         Tue, 12 Jan 1993 14:52:34 CST
From:         Leonard Watkins <ISTS024@UABDPO.BITNET>
Subject:      Re: No cameras allowed

On Tue, 12 Jan 1993 15:47:00 EST <CMBIRCH@INDSVAX1> said:
>    In an attempt to find the way through the maze of
>invasion of privacy laws, I'll give you a couple of examples of
>picture taking.

I think the Rodney King video, answers our question I'm sure the cops (applied
loosely) didn't give the video'r permission..........L.W.
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Date:         Tue, 5 Jan 1993 16:01:17 EST
From:         Scott Hammer <SCOTH@WMVM1.CC.WM.EDU>
Subject:      Re: Saffire degrades men

On Tue, 5 Jan 1993 13:18:50 CST Leonard Watkins said:
>I thought i read where someone said that Saffire was degrading toward men.
>I was wondering what song you are referring to, i kinda like Saffire the
>local record store sales them pretty well so i'm not alone. If your worried
>about someone being degraded i think women have been degraded about as much
>as anyone can be by music...............L.W.
>
As for what song of Saffire's degrades men, I'm not familiar enough with their
repetoire to know song titles, but, taking the stuff they've played the two
times I've seen them live as representative, just about anything from their
entire oeuvre will do.  For example, take their number about why younger men
should prefer older women.

As far as their record sales go, they are representative of popularity and of
the effectiveness of marketing campaigns.  To assert that sales means anything
else is dangerously naive.

It is a given that women have been degraded by music, as well as by just about
everything else in society, but I don't see how that fact applies here.  I
always thought the goal of the so-called women's movement (it is actually a
movement for everyone -- not just women) was to treat *everyone* with respect
in  thought, word, and deed.  I don't think that Saffire does that, and I fail
to see any other redeeming value in their sexist attitude towards men.

-Scott "Indignant Male Feminist" Hammer
 College of William and Mary
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Date:         Wed, 6 Jan 1993 08:34:01 MST
From:         Thumper <watson@HG.ULETH.CA>
Subject:      RE: BBC One recordings released

Paul said:

>There's a blurb in the latest Rolling Stone about a company named ROIR
>(Reach Out International Records, I think) which is about to issue a series
>of recordings made live in the studio during BBC One radio broadcasts. Some
>of the artists were listed, and a few really caught my eye: XTC (who haven't
>performed live for years, so a *real* treat there - I think theirs is from
>a 1980 show), Soft Machine, Caravan, and a couple I can't remember. Of course,

While I was doing my post christmas CD splurge, I came across the XTC _Live_
CD and upon reading the back, it mentioned the BBC... so, likely, this is from
the series of which you speak.  I really wanted to buy it, but it was pricey --
$30.00.  I guess I should anyhow...  Have any of you Yanks spied this cheaper
in your neck of the woods?  Though, being a commonwealth country, we usually
get stuff from the UK before the US does, so there is an advantage to being
Canadian, perhaps.  :)

Also, if anyone watched this week's episode of _Northern Exposure_, you may
have noticed that they played Loreena McKennitt's _Tango to Evora_ for their
closing scene.  Hey, any TV show that accompanies important scenes with Loreena
and Eno ranks way up there in my books.  Lovely music, lovely program...

- Carol
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Date:         Fri, 8 Jan 1993 21:54:00 CST
From:         Gary Shank <P30GDS1@NIU.BITNET>
Subject:      Re: reality check?

sorry about mailing that stuff to the list.  you'd think i'd
know better by now.  sorry about the waste of bandwitdth
gary shank
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Date:         Mon, 4 Jan 1993 10:14:48 -0700
From:         willd@YVAX.BYU.EDU
Subject:      Educators as Inquirers
Comments: To: QUALRS-L@UGA.CC.UGA.EDU

I am looking for a list or some other source of people talking about
educators as inquirers, teachers as researchers, action research, or the
equivalents of all these as applied to school , teachers, administrators,
and/or professors.  If you know of electronic sources along these lines,
please let me know at any of the addresses below.  I am reading John
Smyth's TEACHERS AS COLLABORATIVE LEARNERS and suspect there may be such
conversations going in Australia, Canada, and/or England but have found no
references to them.  If you are familiar with Goswami and Stillman's
RECLAIMING THE CLASSROOM, Fostnot's ENQUIRING TEACHERS, ENQUIRING LEARNERS,
Hitchcock and Hughes' RESEARCH AND THE TEACHER, Brause and Mayher's SEARCH
AND RESEARCH:WHAT THE INQUIRING TEACHER NEEDS TO KNOW, or Kincheloe's
TEACHERS AS RESEARCHERS: QUALITATIVE INQUIRY AS A PATH TO EMPOWERMENT,
these are the kinds of issues and sources I want to dialogue with.  Gene
Glass suggested starting a list of this sort if one didn't exist already.
Any suggestions or interest?
David D. Williams    Instructional Science Department
201-C MCKB    Brigham Young University    Provo, UT 84602
Voice:  801-378-2765      Fax: 801-378-4017
Internet: willd@yvax.byu.edu. Bitnet: willd@byuvax.bitnet
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Date:         Thu, 7 Jan 1993 16:08:06 -0800
From:         Michael_Roth@SFU.CA
Subject:      student views
Comments: To: qualrs-l@uga.cc.uga.edu

I was wondering if anyone has some idea how to deal with the following
situation concerning the revision of a manuscript:

The context:
I recently completed a project in which I had selected 43 student
statements from various essays/reflections & interviews about a
teaching-learning strategy (concept mapping) and put them together to see
to what degree the students from 3 sections of high school physics
agreed/disagreed (5 point scale SA, A, N, D, SD).  My research
constructions including the "questionnaire" was submitted to about 25% of
the students (reflecting a cross-section in terms of gender, academic
achievement, and agreement/disagreement with teaching learning strategy)
for a critical review (something like a member check).  I used the written
feedback and debriefed all students in audio-taped sessions to modify the
manuscript.

The problem:
The editor of the journal to which I submitted the manuscript asked me to
attend to the following criticisms:
Reviewer 1: All except one of the statements are written in a positive
manner that may tend to bias students toward positive views of concept
mapping.  This structure makes me doubt the validity of the instrument. (In
the remainder of his/her critique, the reviewer asked for quantitative
rather than qualitative work).
Reviewer 2: A methodological concern has to do with the positive phrasing
of all statements in the survey.  My concern was heightened when looking at
the items 2 and 3 on p. 45.  On item 2 (expressed negatively), 51% agreed
with the statement and 38% disagreed.  On item 3 (phrased positively) 51%
also agreed and 29% disagreed.  Thus, two items aske close to the same
thing both get 51% agreement (I don't learn from reflection vs. It helps me
to think about my own learning).  This is problematic.  However in the view
of other data (e.g. member check), one has some more confidence in the
interpretation.  I think though that there need to be some acknowledgement
of the pootential weakness of phrasing all problems in the same
direction there is a high likelyhood of a response set being created.

The question:
I had intended the procedure as a part of my member checking (in
conjunction with debriefing and critique by 25% of the students).  I
explicitly used student statements in the exact phrasing rather than
changing them into my own preferred form.  How can I react to the
reviewers' concerns?

Thanks for any feedback.

Michael

PS: Please send responses to me privately.  If anyone is interested, I
would send out a summary of the responses, unless this is an interesting
problem for a number of people so that the discussion should be made
public.




Wolff-Michael Roth, Ph.D.
Wendy MacDonald Research Fellow
Research Methods & Science Education

Faculty of Education
Simon Fraser University
Burnaby, BC, Canada  V5A 1S6
Tel:       (604) 291-3046
FAX:      (604) 291-3203
internet: Michael_Roth@sfu.ca
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Date:         Mon, 4 Jan 1993 14:02:00 GMT
From:         HIGAB@EGFRCUVX.BITNET
Subject:      Teacher's Stress
Comments: To: ACADV@NDSUVM1.BITNET, ACSOFT-L@WUVMD.BITNET, QUALRS-L@UGA.BITNET,
          PACS-L@UHUPVM1.BITNET, EDPOLYAN@ASUACAD.BITNET,
          EDITORS@BROWNVM.BITNET, INTERCOM@RPIECS.BITNET,
          METHODS@RPITSVM.BITNET, COMMCOLL@UKCC.BITNET

      A doctoral candidate wants to get information about new
and effective psychotherapeutic techniques ( counseling program,
coping skills, relaxation technique...etc.) that can help in decreasing
teachers' stress. She prefers those techniques which can be described
in clear steps, so she can apply them in her study.

      She will acknowledge your help in her dissertation. Any help
would be greatly appreciated. Please, write your name; address and
e-mail address.

                            Happy New Year


                                              Ahmed K. Higab, Ph.D.
                                              The National Center for
                                              Educational Research
                                              Cairo, Egypt

                                              Bitnet: HIGAB@EGFRCUVX
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Date:         Fri, 8 Jan 1993 22:02:33 -0700
From:         WILLD@BYUVAX.BITNET
Subject:      request for feedback

I lost your address so will send this way.  I would like to respond to your draf
   t as soon as possible too.  David Williams, WILLD@yvax.byu.edu
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Date:         Fri, 8 Jan 1993 21:41:00 CST
From:         Gary Shank <P30GDS1@NIU.BITNET>
Subject:      Re: reality check?

phone numbers -- 815-753-8448  office
815-756-9475  home
cant wait to hear how your meeting/session/project with eisner
goes.  its going to sound like i'm harsh on these guys but i'm
really not.  just a pussycat actually...as always, thanks for
all the help    gary
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Date:         Mon, 11 Jan 1993 14:36:34 PST
From:         Lyn Harper <USERHALY@UBCMTSG.BITNET>
Subject:      On my way to the forum...

I'll second (or is it third?) David Morgan's suggestion that
coding and analysis be discussed on the open forum.  I'm in the midst
of my first-ever computer-assisted analysis, and I find myself asking
as many questions about the method as the text.  I'll appreciate learning
from the discussion...
Lyn Harper
userHALY@UBCmtsg
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Organization: University of Innsbruck, Austria
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Date:         Mon, 11 Jan 1993 07:01:54 GMT+0100
From:         "Michael Schratz, Uni Innsbruck" <Michael.Schratz@UIBK.AC.AT>
Subject:      Re: Coding in qualitative analysis
Comments: To: MARKKU LONKILA SOSPO <lonkila@franz.helsinki.fi>,
          QUALRS-L@UGA.BITNET

Markku,
Objektive Hermeneutik was very popular in the German speaking
scientific community a couple of years ago. It was "invented" by
Oevermann in Germany and applied in different areas of social
sciences. It's a very labourious process and difficult to explain in
a few words.
In a collection I recently edited, called "Qualitative Voices in
Educational Research" (Falmer Press), Dietmar Larcher gives a an
application of "objective hermeneutics" (I'm not very happy with the
term, since it bears a contradition in terms - can hermeneutic
processes be "objective"??? after all the discussions on this list),
calling it "Redundancy analysis" and uses it to understand the
incomprehensible, unconscious voice. Taking sociolinguistic theories
as a starting point, he systematically analyzes the social context of
utterances and explores the different shades of their social meaning.
He applies "objective hermeneutics" step by step to investigate
socialization patterns of bilingual people and provides an empirical
base for theory formation in intercultural education.
You may take a look at his chapter, since he describes it with a view
to understand the "method" used in his research.
Hope this helps and other people from the German speaking scientific
community might add from their perspectives.
Michael Schratz
University of Innsbruck
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Date:         Sun, 10 Jan 1993 21:25:24 EST
From:         Jude <JUDE@UGA.BITNET>
Subject:      listowner id change

Dear Folks,
     Most of you know me as "Jude, your friendly listowner" so the
change of id from jgoetz to jude@uga should actually simplify life.
Following a divorce in 1990, I began shifting from Judith Preissle
Goetz to Judith Preissle, and some of you have been asking when I
was going to make the change on e-mail.  Well, here it is.  And for
anyone contemplating attaching an identity to someone else's name,
may I recommend reconsideration?  Relationships are part of what
gives our lives meanings, and I celebrate them in this new year.
Identities are also crucial; surely we can find ways to balance
these two values.  Your friendly listowner, jude.

*************************************************************
* Judith Preissle                                           *
* Professor of Anthropology and Education                   *
* Social Science Education              Voice: 404-542-6489 *
* Tucker Hall                             Fax: 404-542-6506 *
* UNIVERSITY OF GEORGIA                    BITNET: JUDE@UGA *
* ATHENS, GA  30602           INTERNET: JUDE@UGA.CC.UGA.EDU *
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From: tgee@alfred.carleton.ca (Travis Gee)
Subject: Re: Coding in qualitative analysis
Organization: Carleton University
Date: Mon, 11 Jan 1993 01:47:49 GMT

     Being somewhat new to this group, I apologize if my background on the
"coding" thread is somewhat weak. However, my concern is with the
issues of reliability and validity of coding in addition to just the
procedures. This does not appear to have come up in the strands of the
thread which remain in my 'nn' reader. In this post, I will discuss
some of the methods which I have applied in my research to these ends.
     My M.A. thesis in Psychology was primarily qualitative in nature.
(I interviewed 23 top jazz musicians about mental factors in jazz
performance.)  I did not feel bad about not having another
psychologist there to check my codings, because I followed Rom Harre's
school of thought re: negotiating understandings.  The methodology
assured a kind of reliability and validity that standard methods could
not.
     Initially, the copy-edited transcripts were sent back to the
interviewees for verification/clarification and/or additions. This
addresses reliability.  Then the initial things that I was looking for
were coded, and new codes added as I went, writing them directly on
the pages. A qualitative model was derived by me, and sent to a random
group of interviewees for validation.  (That's the 'negotiated
understanding' part.)
     Subsequently, three more top jazz musicians who did not take part
in the original series assessed the model.  This was to ensure that no
personal interest was involved due to prior personal commitment, and I
called it 'mortgaged understanding' (it acknowledges not only the debt
to my collaborators, but the fact that my proverbial butt was on the
line).  All comments were added into the text of the model directly,
denoting previously-interviewed collaborators' comments [thus], and
uninterviewed collaborators' comments {thus}. 
     A modicum of statistical analysis was applied to some of the
characteristics of the data to provide futher support, but the core of
the thesis was the 70-odd page validated model. 
     If anyone would like a copy of the thesis, I have one available
for e-mail distribution.  Requests to:    tgee@alfred.carleton.ca
The reference is 

Gee, Travis (1992). Mental factors in jazz performance. Master's
     thesis, Dept. of Psychology, Carleton University, Ottawa, Canada.

((((((((((((((((((((((((((((((((((((((((((((((((((((((((((
Travis Gee ()  tgee@ccs.carleton.ca     ()
           ()  tgee@acadvm1.uottawa.ca  ()        ()()()()
           ()                           ()              ()
           ()                           ()()()()()()()()() 
Recent government figures indicate that 43% of all statistics
are utterly worthless.
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