DOCSLIB.ORG

Dangers Lurking with Internet

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Dangers Lurking with Internet Warrior athletes Seniors, are you ready? Building a better prepare for spring pages 13-17 future with language sports - Soccer on classes - page 3 Ogden, UT page 21 PRSRT STD PRSRT Permit No. 208 U.S. Postage Paid WEBERWEWEBEB HIGH SCHOOL 430 WEST WEBER HIGH DRIVE PLEASANT VIEW, UT 84414 E H T TH May 2014 SINCE 1946SinceSince 19461946 VOLUME: Volume:Vol u285me: ****** Issue:IsISSUE:sue: **** 6** Odds The ballots have Dangers ‘n’ been counted and lurking Ends the officers are... with Counting Calories internet ____________________________ Every time you By Aleesha Mauchley stick a Assistant to the Chief stamp, you ____________________________ consume 1/10 of a While many people cannot sur- calorie. vive a day without internet technol- ogy, some don’t realize the danger associated with its use. Josi Anger- hofen from Netsmartz and Kyson Famous Face Dana from Fight the New Drug program headed a PTSA assembly Former at Weber High on Mar. 5. Their bas- purpose informs parents and teens ketball on internet safety. superstar Netsmartz is an organization that helps teens and others be safe Michael In order to become an SBO, candidates had to entertain students during an assembly.Photos above: on the internet. “We need to think Jordan is about the things we are posting and the most recognized face McKay Hunt (left) demonstrates how much his the people we are interacting with. in the world, more than the mouth can hold. If we post inappropriate or illegal Pope himself. Adam Olpin (right) performs the Irish jig. things, we can lose college and job opportunities,” Angerhofen says. Her opening topic was internet No Jumping Jacks 6%2FDQGLGDWHV¿OOHGWKHFRPPRQV predators. “Predators do what is with posters, so they could catch War- called grooming. You think of get- rior’s attention and get their vote. ting your dog groomed or groom- Photo top right: Kelton Stokes candi- ing your hair. Essentially grooming is getting ready for something. So dacy was endorsed by ET. an internet predator grooms you to Photo bottom right: Stetson Hohman get you ready to do inappropriate and Dawn Gross act out a skit to an- things,” she says. nounce Kayla Green as a 2014-2015 Angerhofen described predators RI¿FHU as approximating 26 years-old, and they target females and males. Photo bottom left: After students spent “Also a thing to remember is that Elephants are the only ani- two day voting, the new SBOs were what you post can attract internet mals that can’t jump. announced during the Morp Assembly. predators. These internet predators heading Weber next year are (left to are going to try to win your atten- Musical Genius right) Kelton Stokes, Adam Olpin, Mi- tion by telling you that they have all the same interests. They will kah Meyer, Kayla Green, Mckay Hunt, try to isolate you from friends and Matt Thorpe and Chase Cragun. family, and they will try to talk to Photos by Cara Darr, Levi Easley, Bert Whitt Internet safety continues and Brittany Slater on page 3 Teachers chosen for yearly honor Humor in classroom keeps students involved in teachers’ classes Mozart wrote the nursery ____________________________ rhyme “Twinkle, Twinkle, begin to have more sets of chores, by shooting, right after our season Little Star” at the age of 5. By Chase Doughty and Brenna the house gets messier, laundry got over. Dealing with that was an Huggard gets faster, the pantry goes empty adjustment, plus living in Fresno, No Quacks Staff Reporters quicker, and so it was a really big California, is not the safest place. ____________________________ adjustment. To be honest with you, Compared to living in Utah, I don’t A duck’s quack I’m still adjusting.” know if I was mature enough to doesn’t Each year, students have the op- /DUVHQ XQGHUVWDQGV WKH GLI¿FXO- handle that. I didn’t like coming portunity to vote on teachers who ties of a mixed family. “Growing home and not feeling safe, having echo, they feel go above and beyond their up, my parents were both married your stuff stolen or people on the and no job as a teacher. Through their ded- and divorced and then remarried, corner asking you for money. I re- one ication and talents, teachers are se- and I too had step brothers and ally had to look at myself and say, knows lected as outstanding professionals. sisters. It was an adjustment going ‘is this really where I want myself why. The recipients of the Teacher of the to live for the next three years?’ I Year Award are Coach Larsen and didn’t.” Mrs. Perry. “I love the kids. I Kool Smack Larsen transferred to BYU Ida- still see the students ho and played two more years of Mr. Larsen basketball. “I went from the most Kool- Mr. Larsen gives some help to his student Nikki Pittman, &RDFK /DUVHQ WHDFKHV ¿QDQFLDO I have taught who not-safe place to the safest, most junior, during his Financial Literacy class. Aid was literacy and sports marketing, and sheltered place on the planet,” he Photo by Levi Easley originally he is also the boys’ basketball and are 25 years-old says. He played his sophomore marketed baseball coach. However, he is also and now have a year and graduated with his associ- didn’t have to be necessarily in from the beginning of February to as “Fruit a husband and father. ates. “I then went up to Utah State education. I just knew that I loved the end of the school year.” Smack.” “Three years ago it was me and career.” to be a walk on and during summer coaching and helping. Because I Eventually, he was offered a job my nine year old, Peyton. I got di- training, I dislocated my shoulder. couldn’t play anymore, I still want- at Weber. vorced about seven years ago when from mom’s house on the weekend I ended up having surgery, and that ed to be a part of it.” “Dave Green, here at Weber, of- Peyton was between one and two or going to my dad’s house. That’s was the end of my basketball ca- His great coaches were the big- fered me a job in business market- Inside This years old and got remarried two something that I grew up with, too. reer.” JHVWLQÀXHQFHRQKLPEHFRPLQJD ing, and that’s when my teaching years ago. I went from me and a It honestly didn’t help at all dealing After his shoulder surgery, Lars- coach and getting involved in the job began here.” Larsen has now Issue nine year old to three step children with it now,” he adds. en decided to pursue education. education program. “After getting a been teaching at Weber for 10 years for a total of four, overnight. About As a freshman at Fresno State, “I got into the education program shot to help with a coach that I had and says as the school changes, he 15 months later, my wife and I had California, Larsen got a basketball at USU and majored in business played for, that’s when I decided enjoys seeing new faces. News - Pages 1-6 RXU ¿UVW FKLOG WRJHWKHU &KDVHO\Q scholarship. “It was great. I had marketing and I minored in P.E. education was for me.” “I love the kids. I still see the Editorial- Page 7 so now we have a nice ‘Brady to learn to grow up and deal with My junior year I decided I wanted ³:KHQ , JRW PDUULHG WKH ¿UVW students I have taught who are 25 Brunch’ little family,” says Larsen. the challenges I faced. There were to be involved with kids and pass time, I student taught at Murray years-old and now have a career. Feature - Pages 8-12 Having a mixed-marriage family some things that happened off the on what I have learned that helped High School. Then I subbed for You always talk about the good Graduation - Pages GRHVQRWFRPHZLWKRXWVRPHGLI¿- court that really made me question me,” he says. “That injury is where three weeks and was lucky enough times or things that you picked up 13-17 FXOWLHV³,WZDVPXFKPRUHGLI¿FXOW whether that was something I really ,KDGWRVLWEDFNDQGUHÀHFWDQGUH- that a teaching job in business mar- than I thought it would be. Nothing wanted to be,” he says. alize that my athletic career won’t keting opened up at South Ogden Teacher of the Year Sports - Pages 18-24 against my step kids or me, but I He continues, “I actually had a go forever. I had to decide what Junior High. I was also fortunate continues on page 2 went from having one to four. You team mate get murdered in a drive- I wanted to do as a career, and it enough they hired me, and I taught 2 Warrior News NEWS May 2014 Teacher of the Year continues from page 1 New improved standards, Common core aims for best in class or learned, and it’s never istry you had or the friendships that a formula or a lecture. It’s always, you made.” He adds both teaching ‘Hey, I remember you really push- and coaching have a lot of similari- ____________________________focusing on math, English ing me to be on time every day,’ or ties. His students and players both bar for students in learning ca- ‘You really pushed me to be orga- have expectations and the drive to By Landon Wood and Elizabeth reers,” added Jessop. He also said nized, so I could carry that onto my get better as well as commitment. Josephson Common Core isn’t as complex as college career.’” “They carry over, and that’s why I Staff Editors people think.
Load more

Recommended publications
  • Slovenian Folk Music and Identity Maintenance In
    SLOVENIAN FOLK MUSIC AND IDENTITY MAINTENANCE IN PORT LINCOLN, SOUTH AUSTRALIA Kathryn Hardwick-Franco B.A. (Hons) Grad.Dip.Ed. Submitted in fulfilment of the requirements for the degree of Master of Music Elder Conservatorium of Music Faculty of Humanities and Social Sciences The University of Adelaide December 2009 1 TABLE OF CONTENTS PAGE ABSTRACT ......................................................................................................................................... 4 DECLARATION ................................................................................................................................... 6 ACKNOWLEDGEMENTS .................................................................................................................... 7 FOREWORD ....................................................................................................................................... 8 1 CHAPTER ONE — INTRODUCTION ............................................................................................. 10 1.1 Terms and definitions .............................................................................................................. 11 1.1.1 Slovenian Folk Music ...................................................................................................... 11 1.1.2 Identity ............................................................................................................................ 14 1.1.3 Music and Identity ..........................................................................................................
    [Show full text]
  • Scanned Using Book Scancenter 5131
    Stjohn's College Student Bi-Weekly April 20,1995 Volume 0 Issue X Better Jobs on Campus in the Fall i Fin2.11y, the dirt on AAA3rk-Stlldyi —^Jeimifer Chenoweth Pending the Board of Visitors and Governors approval of the 1995- Studentjobs will increase from 10 hours per week to 12hoursper 96 budget, and pending a stable enrollment in the fall, the Finance week. That is the difference in Entry Level Federal Work-Study Committee has approved my proposal for a new College Work- Awards, from $1,700 to $2,015 per year. Some students already Study Program. work more than that now, and don’t get paid for it. I will encourage While talking with students about on-campus jobs, I hear com­ supervisors to work with students needing to work within office plaints from all sides. Some students need jobs that pay well, and on- hours to be flexible. campus jobs at $5.25 per hour are not an option. Annapolis students How this affects a Financial Aid Award receive some pay increases, while Santa Fe students do not. Some The increase in hours, from 10 to 12 per week, will be subtracted work diligently on-campus for years in the same department, with from college grant. This is the financial benefit forthe administration. greater responsibihty each year, with no reward or pay raise. Some The increase by promotion, to $6.25 or $7.50 per hour, will be students work an on-campus job for 10 hours a week and a job in subtracted from LOANS. This is the big financial benefit for town for 10-15 hours per week.
    [Show full text]
  • INTERVIEWS the ONE JLA-Habexo
    HABITABLE EXOMUSIC INTERVIEW ANSWERS Jacob Anderskov, August 2015 INDEX: THE QUESTIONNAIRE 3 THE ANSWERS 5 DJANGO BATES 7 MARC DUCRET 9 ELLERY ESKELIN 10 FRANK GRATKOWSKI 11 MARY HALVORSON 12 HERB ROBERTSON 13 STEN SANDELL 14 NILS WOGRAM 16 Habitable Exomusic Interview Answers – Jacob Anderskov 2 The Questionnaire A number of my favourite musicians and colleagues from around the globe were asked to respond to the same five questions. The interviewees were all – by choice of mine – musicians that I had personal contact to beforehand, most of them because we had performed together at some point. All interviews reprinted in this text were done by e-mail correspondence, with no following up to the questions. No editing was made except for spelling and graphic considerations. The questionnaire went like this: “ … The SUBJECT in brief: I am interested in to what extend leading improvisers of today are concerned with / interested in “definable post tonal material structuring principles”. When I talk about “definable post tonal material structuring principles”, I am thinking about concepts like melodic serialism, quasi-serialism or limitation to a few intervals at a time - melodic symmetry - “cells” - “set theory” - concepts of consistency of dissonances - multiple simultaneous tonalities - tone grids and twisted spectres - etc. … (1) … The QUESTIONS: – To what extend have your Processes as an imProviser been informed/influenced by definable material structuring PrinciPles? – e.g. from specific concepts/theories, or specific parts of recent music
    [Show full text]
  • Sounding the Cape, Music, Identity and Politics in South Africa Denis-Constant Martin
    Sounding the Cape, Music, Identity and Politics in South Africa Denis-Constant Martin To cite this version: Denis-Constant Martin. Sounding the Cape, Music, Identity and Politics in South Africa. African Minds, Somerset West, pp.472, 2013, 9781920489823. halshs-00875502 HAL Id: halshs-00875502 https://halshs.archives-ouvertes.fr/halshs-00875502 Submitted on 25 May 2021 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Sounding the Cape Music, Identity and Politics in South Africa Denis-Constant Martin AFRICAN MINDS Published by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.co.za 2013 African Minds ISBN: 978-1-920489-82-3 The text publication is available as a PDF on www.africanminds.co.za and other websites under a Creative Commons licence that allows copying and distributing the publication, as long as it is attributed to African Minds and used for noncommercial, educational or public policy purposes. The illustrations are subject to copyright as indicated below. Photograph page iv © Denis-Constant
    [Show full text]
  • Weber School District
    WEBER SCHOOL DISTRICT Financial Statements Year Ended June 30, 2020 WEBER SCHOOL DISTRICT Table of Contents Year Ended June 30, 2020 Page INTRODUCTORY SECTION: Letter of Transmittal 1 FINANCIAL SECTION: Independent Auditor's Report 5 Management's Discussion and Analysis 8 Basic Financial Statements: Government-wide Financial Statements: Statement of Net Position 16 Statement of Activities 17 Fund Financial Statements: Balance Sheet – Governmental Funds 18 Reconciliation of the Balance Sheet of Governmental Funds to the Statement of Net Positon 19 Statement of Revenues, Expenditures, and Changes in Fund Balances – Governmental Funds 20 Reconciliation of the Statement of Revenues, Expenditures, and Changes in Fund Balances of Governmental Funds to the Statement of Activities 21 Statement of Revenues, Expenditures, and Changes in Fund Balances – Budget and Actual – General Fund 22 Notes to the Basic Financial Statements 23 Required Supplementary Information: Schedules of the District's Proportionate Share of the Net Pension Liability (Asset) – Utah 44 Retirement Systems Schedules of District Contributions – Utah Retirement Systems 45 Notes to the Required Supplementary Information 46 Combining and Individual Fund Statements and Schedules: Major Funds: Schedule of Revenues, Expenditures, and Changes in Fund Balances – Budget and Actual – General Fund 47 Schedule of Revenues, Expenditures, and Changes in Fund Balances – Budget and Actual – Debt Service Fund 48 Schedule of Revenues, Expenditures, and Changes in Fund Balances – Budget and Actual
    [Show full text]
  • 2019-2020 Title I Schools
    Utah Title I Schools 2019-2020 LEA School Grade Number District Name Number Building Name Span TA SW NEW Address City Zip 1 Alpine School District 107 Bonneville Elementary PK-6 SW 1245 North 800 West Orem 84057 1 Alpine School District 116 Central Elementary PK-6 SW 95 North 400 East Pleasant Grove 84062 1 Alpine School District 118 Cherry Hill Elementary PK-6 SW 250 East 1650 South Orem 84097 1 Alpine School District 128 Geneva Elementary PK-6 SW 665 West 400 North Orem 84057 1 Alpine School District 132 Greenwood Elementary PK-6 SW 50 East 200 South American Fork 84003 1 Alpine School District 161 Mount Mahogany Elementary PK-6 TA 618 N 1300 W Pleasant Grove 84062 1 Alpine School District 414 Orem Junior High School 7-9 TA 765 North 600 West Orem 84057 1 Alpine School District 168 Sharon Elementary PK-6 SW 525 North 400 East Orem 84097 1 Alpine School District 174 Suncrest Elementary PK-6 SW 668 West 150 North Orem 84057 1 Alpine School District 178 Westmore Elementary PK-6 SW 1150 South Main Orem 84058 1 Alpine School District 182 Windsor Elementary PK-6 SW 1315 North Main Orem 84057 2 Beaver School District 104 Belknap Elementary K-6 SW 30 West 300 North, P.O. Box 686 Beaver 84713 2 Beaver School District 108 Milford Elementary K-6 SW 450 South 700 West, P.O. Box 309 Milford 84751 2 Beaver School District 112 Minersville Elementary K-6 SW 450 South 200 West, P.O. Box 189 Minersville 84752 3 Box Elder School District 125 Discovery Elementary K-4 SW 810 North 500 West Brigham City 84302 3 Box Elder School District 150 Lake View Elementary
    [Show full text]
  • Franz Washington 0250E 17325.Pdf
    The Homeric Answer: How By-Ear Learning and Improvisation Enhance the Musicianship of Classical Performers Gwen Ellen Franz A dissertation submitted in partial fulfillment of the requirements of the degree of Doctor of Musical Arts University of Washington 2017 Reading Committee: Melia Watras, Chair George S. Bozarth Patricia Shehan Campbell Program Authorized to Offer Degree: String Department, School of Music ©Copyright 2017 Gwen Ellen Franz !iii University of Washington Abstract The Homeric Answer: How By-Ear Learning and Improvisation Enhance the Musicianship of Classical Performers Gwen Ellen Franz Chair of the Supervisory Committee: Professor Melia Watras String Department, School of Music Throughout the history of non-Western music-making, and common to most art music in cultures around the world, musicians have shared the fundamental practice of learning, transmitting, and composing their art by ear. For many centuries, Western European art music also took part in this practice. However, as a highly sophisticated notational system evolved, and through-composed music was prioritized, an emphasis in Western classical music on learning to play primarily by reading notation was established. Ironically, this has resulted in causing many classical performers today to find themselves with a limiting handicap: formally trained in an aural art, they often feel incapable of playing music unless they are provided with notation to read. They also have difficulty playing music of their own invention. In contrast, due to the different means by which the brain processes music learned by ear, musicians from oral or oral/ written traditions simultaneously nurture their potential to create their own original music through embellishment, improvisation, and composition.
    [Show full text]
  • Teaching Music, Learning Culture: the Challenge of Culturally Responsive Music Education
    Teaching music, learning culture: The challenge of culturally responsive music education Tracy Rohan A thesis submitted for the degree of Doctor of Philosophy (Music) at the University of Otago, Dunedin, New Zealand. April 2011 ~ i ~ ~ ii ~ Abstract This research investigates experiences of music teaching and learning within culturally diverse school communities and examines the ways cultural diversity informs pedagogical practices in music education. The following key questions were investigated: In what ways is music education, as experienced by the participants, informed by or responsive to cultural diversity? What barriers to culturally responsive and inclusive music education are identified? What do students and teachers believe about content and pedagogy within a successful music programme? The project used a collective case study methodology and sought perspectives from teachers and students within high schools in New Zealand, Australia and the United States, each selected for participation based on its reputation for offering successful music education practice within a culturally diverse school community. The principal conclusions are that while most of the teacher participants articulated positive views regarding cultural diversity, as well as a belief that pedagogical decisions should not privilege Western musics or musicianship, student perceptions reflected a limited understanding of the global diversity of musical expression and experience. Most students expressed interest in participating in more inclusive, culturally diverse music education programmes. Key barriers identified by students and teachers to a more inclusive and informed educational response to cultural diversity were: assessment requirements, the limiting nature of school choral and instrumental ensembles, performance schedules, festivals and competitions, the conservative nature of teacher education experience for some teachers, lack of resources and professional development.
    [Show full text]
  • Adapting Copyright for the Mashup Generation
    ARTICLE ADAPTING COPYRIGHT FOR THE MASHUP GENERATION PETER S. MENELL† Growing out of the rap and hip hop genres as well as advances in digital editing tools, music mashups have emerged as a defining genre for post-Napster generations. Yet the uncertain contours of copyright liability as well as prohibitive transaction costs have pushed this genre underground, stunting its development, limiting remix artists’ commercial channels, depriving sampled artists of fair compensation, and further alienating netizens and new artists from the copyright system. In the real world of transaction costs, subjective legal standards, and market power, no solution to the mashup problem will achieve perfection across all dimensions. The appropriate inquiry is whether an allocation mechanism achieves the best overall resolution of the trade-offs among authors’ rights, cumulative creativity, freedom of expression, and overall functioning of the copyright system. By adapting the long-standing cover license for the mashup genre, Congress can support a charismatic new genre while affording fairer compensation to owners of sampled works, engaging the next generations, and channeling disaffected music fans into authorized markets. INTRODUCTION ........................................................................ 443 I. MUSIC MASHUPS ..................................................................... 446 A. A Personal Journey ..................................................................... 447 † Koret Professor of Law and Director, Berkeley Center for Law & Technology, University of California at Berkeley, School of Law. I thank my sons Dylan and Noah, Peter DiCola, Kembrew McLeod, Gregg Gillis, DJ Guzie, and DJ Solarz for inspiration and background about mashup culture. I also thank Mark Avsec, Jane Ginsburg, Eric Goldman, Molly Van Houweling, David Nimmer, Dotan Oliar, Sean Pager, and participants at the Berkeley Law IP Scholarship Seminar, Berkeley Law Faculty Seminar, and Fifth Annual Internet Law Work-in-Progress Conference for comments.
    [Show full text]
  • A Year in the Life of Bottle the Curmudgeon What You Are About to Read Is the Book of the Blog of the Facebook Project I Started When My Dad Died in 2019
    A Year in the Life of Bottle the Curmudgeon What you are about to read is the book of the blog of the Facebook project I started when my dad died in 2019. It also happens to be many more things: a diary, a commentary on contemporaneous events, a series of stories, lectures, and diatribes on politics, religion, art, business, philosophy, and pop culture, all in the mostly daily publishing of 365 essays, ostensibly about an album, but really just what spewed from my brain while listening to an album. I finished the last essay on June 19, 2020 and began putting it into book from. The hyperlinked but typo rich version of these essays is available at: https://albumsforeternity.blogspot.com/ Thank you for reading, I hope you find it enjoyable, possibly even entertaining. bottleofbeef.com exists, why not give it a visit? Have an album you want me to review? Want to give feedback or converse about something? Send your own wordy words to [email protected] , and I will most likely reply. Unless you’re being a jerk. © Bottle of Beef 2020, all rights reserved. Welcome to my record collection. This is a book about my love of listening to albums. It started off as a nightly perusal of my dad's record collection (which sadly became mine) on my personal Facebook page. Over the ensuing months it became quite an enjoyable process of simply ranting about what I think is a real art form, the album. It exists in three forms: nightly posts on Facebook, a chronologically maintained blog that is still ongoing (though less frequent), and now this book.
    [Show full text]
  • Course # Course Title Grade Length Fee Credits Comments Course Description 23910 AP Contract 10,11,12 Year Student Must Be Enrolled in at Least 2 AP Classes
    ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2017-2018 REGISTRATION INFORMATION GRADUATION REQUIREMENTS All students graduating from Roy High School must: 1. Earn 27 total credits. 18.5 credits of state core and 8.5 elective credits. See chart below. Career assessment and guidance is offered to students to assist them in designing a course of study that will meet their individual needs. Students have the opportunity to complete a variety of preparation courses. All students are encouraged to enroll in courses which provide for the development of specific job skills, prepare them for post high school education and provide enrichment to life. Requirements are outlined in the chart below. 2. Maintain cumulative attendance credit loss of .75 or less. Attendance credit losses beyond .75 must be made up according to Weber School District policy. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ REQUIREMENTS/RECOMMENDATIONS FOR GRADUATION Unless the College and Career Ready Plan (CCR)
    [Show full text]
  • Live Performance, Touring and Music in the Digital Age Calum Corser
    Live Performance, Touring and Music in the Digital Age Calum Corser Thesis submitted in consideration of the degree of Master of Philosophy The University of Salford School of Arts and Media 2015 I Contents List of illustrations II Acknowledgements III 1. Introduction 1 2. Methodology 10 3. Literature Review 14 4. Live Performance and Touring 44 5. Music In the Digital Age 84 6. Conclusions 128 Bibliography 135 Appendix A 140 II Table of Figures Figure 1 – The River Card sleeping arrangements photo (Mascha Arts) 48 Figure 2 – 924 Gliman Street flyer 61 Figure 3 –Screenshot of The Script’s Facebook post 64 Figure 4 – Screenshot of Nicki Minaj’s Instagram post 78 Figure 5 – The River Card and Alpha & Omega tour poster – unknown credit 142 Figure 6 – Image from Google maps of venue location 146 III Acknowledgements Special thanks go to Claire, Isobel and my family; without their support I may have lost my sanity. I would also like to thank Dr Benjamin Halligan and the late David Sanjek for their time, patience and guidance. Thanks to anyone I have met who have shaped my thoughts on the subject. Also thanks to Mascha Arts for taking cool pictures and letting me use them. IV Abstract Live Performance, Touring and Music in the Digital Age The purpose of this research is to understand the importance and necessity of live performance to the music industry and the state of the music industry in the current digital revolution/era. What is still quite a “manual” aspect of the music industry, live performance and in particular touring, still figures quite heavily in the working life of musicians both major label and grass roots alike.
    [Show full text]