image by MacRumors.com

So for those up us with current accounts or those who want to keep their previously created iWeb site on the Internet, we have about a year to figure out how to replace mobileme hosting. This applies to all current emdt students and graduates from the past three years. Those who did not activate their mobileme accounts are out of luck and will need to find alternatives right now. I’ve been looking through numerous articles ranging from speculation to top ten lists on the iCloud transition and possible solutions. I will list them in the Sources section below.

iWeb on Dropbox

I found an excellent step-by-step instruction on how to host any website using Dropbox’s Public folder here: http://wiki.dropbox.com/TipsAndTricks/HostWebsites. I’m going to adapt their instructions for our purposes.

Basically the idea is that we are going to save our iWeb site to a folder and that folder will be in the Dropbox Public folder. The dropbox folks note that “You are limited to client side scripts and HTML since Dropbox cannot run any server side stuff.” With that limitation in mind lets begin.

1. Create a folder in your Public folder in your Dropbox folder (in my example I created a folder called month11 - remember to avoid using spaces or punctuation in your folder title)
2. In iWeb, from the Site Publishing Settings page, in the Publish to: menu select Local Folder
3. Still in the Site Publishing Settings page, in the Folder Location section, chose the folder you created in step one. Leave the Website URL blank for the moment.
4. If you are working or updating an iWeb site save your work (file menu > save).
5. After you’ve saved your work (or if you are just moving your website to the new location), select the Publish Site button.

Because of how iWeb creates it’s folder structure you might have to search around a little bit before you find the correct folder and html file that will act like your index.html or home.html file that you want to put in the Website URL section of the iWeb Site Publishing Settings page and to bookmark and share.

In my example website (above) I created a folder in my Public folder named month11 and called the website edm613 (which iWeb name as a folder inside of my month11 folder). When I drilled down I found a folder named Home and the Home.html file that I needed to point to get the functional website URL: http://dl.dropbox.com/u/[DropboxID]/month11/edm613/Home/Home.html. Remember that after the domain name, such as dropbox.com, upper case letters make a difference, so be aware of this in your URL. Also the designation [DropboxID] will be your special dropbox ID number. Finally, because iWeb wants complete control of the folder where your website is saved to please do NOT remove or rename any file in the folder you’ve chosen to save your iWeb website to. If you are successful you should have a fully function website now. enjoy.

test iWeb site on dropbox

Domain Names: The dropbox wiki ends with the following information:

If you own a domain, you can create a CNAME record that points to dl.dropbox.com. From this, you can create links such as download.yourdomain.com/u/[DropboxID]/interestingpicture.png. For more information, see here: http://forums.dropbox.com/topic.php?id=7897&replies=17.

Alternatively, you can use TinyUrl or bit.ly to create a shorter, custom link to your page or setup a redirect from a domain name you already own.

Sources:

• Ten ways to replace iWeb and MobileMe hosting By Steven Sande, http://www.tuaw.com/2011/06/13/ten-ways-to-replace-iweb-and-mobileme-hosting/ retrieved 6/22/2011.
• From iCloud to Dropbox: 5 Cloud Services Compared By Brian X. Chen, http://www.wired.com/gadgetlab/2011/06/cloud-services-compared/ retrieved 6/22/2011.
• What to do with your MobileMe-hosted site post-iCloud By Geoffrey Goetz, http://gigaom.com/apple/what-to-do-with-your-mobileme-hosted-site-post-icloud/ retrieved 6/22/2011.
• MobileMe: Some speculation about the transition to iCloud By Steven Sande, http://www.tuaw.com/2011/06/07/mobileme-some-speculation-about-the-transition-to-icloud retrieved 6/22/2011.
• Apple reviving expired MobileMe logins for iCloud transition By ipodnn staff, http://www.ipodnn.com/articles/11/06/16/requires.ios.5.os.x.lion/ retrieved 6/22/2011.
• Opinion: Why Apple scrapped MobileMe for iCloud: What went wrong with MobileMe By Jackie Dove, http://www.macvideo.tv/distribution/news/index.cfm?newsId=3286864&pagType=allchandate retrieved 6/22/2011.
• MobileMe Support By Apple, http://www.apple.com/support/mobileme/ retrieved 6/22/2011.
• Make Your Own Website By by SebastianH/DropBox, http://wiki.dropbox.com/TipsAndTricks/HostWebsites retrieved 6/22/2011.
• Steve Jobs Confirms Discontinuation of iWeb in iCloud Transition By Eric Slivka, http://www.macrumors.com/2011/06/12/steve-jobs-confirms-discontinuation-of-iweb-in-icloud-transition/ retrieved 6/22/2011.
• image: Clouds by karindalziel, http://www.flickr.com/photos/nirak/644335254/ retrieved 6/22/2011.

I need some help. My CBR Project, Phase I, will be underway quickly; it involves my students composing music and putting it to a silent film. However, I know that most silent films are black and white and they are fairly old. However, I don’t know if there are copyright laws that would pertain to that genre of film. Is there a public domain cut-off for this type of film? If I need to get permission for something I would like to use, if it meets certain criteria, then I need to get it ASAP. Please point me in the right direction. Thanks, MM

So copyright law says, basically, that you need to ask permission to use any copyrighted material and any media created in the past 70 to 100 years, unless otherwise specifically licensed, is copyrighted. For your project what this means that you need to either use movies that were published in or before 1911 or look for movies that were licensed differently or track down the copyright holder(s) of the movies that you want to use and get permission.

There is a tiny education Fair Use loophole. But the test as to whether something can be used under this loophole is:

Can you still teach the same unit/lesson if the specific piece of media were removed or replaced.

I’m guessing that the answer is “yes,” you can replace the silent film with any other silent film and still do the lesson. Therefore the educational Fair Use loophole does NOT apply. You are not really teaching about that film directly, but using it to teach something. Also, even if you could not replace the media, you would not be able to use the whole film because the law states that you can only use a “small portion” of the whole work.

So, a better solution would be for you to go to http://www.ourmedia.org/ or http://creativecommons.org/ to find media that can be used for your projects. These website were specifically created to enable creatives and educators to legally use media and train the next generation of creatives. Hope that this helps. jbb

Resources:

• Chaplin Image by tonynetone, http://www.flickr.com/photos/tonynetone/5185166037/, retrieved on May 8, 2011
• filmstrip clipart by microsoft, http://office.microsoft.com/en-us/images/results.aspx?qu=movie%20camera#ai:MM900162967|mt:3|, retrieved on May 8, 2011

by emdt student, by Saray Taylor-Roman

I was touched in so many levels by the first four chapters of this book. And, I feel like sharing this personal anecdote.

In 1996, my whole family moved to the U.S. from Mexico because my dad was getting his master’s degree. My sister and I did not know any English and this was the day before school. Our parents called us to the living room and told us something that went like this: we want you to know that to us you are the most beautiful, intelligent, funny, and amazing daughters in the whole world and nothing or no one will make us think differently of you. We know that you don’t know any English. We know that you will struggle, and when you get a failing grade, we want you to know that we will see an A because we see the effort you put in, because we see you growing, because we see you becoming women of outstanding character. Don’t worry about grades, go live and enjoy our two years here. Make the most of it and if in the way, your grades happen to be A’s, so be it… That evening, a huge weight was lifted from my shoulders, I was no longer scared, I was ready to take over the world!

Needless to say, my sister and I did extremely well. Due to language immersion, we were proficient in English within 4 months. I went on to tutor in Spanish, French, and Chemistry after school and took some extra courses to graduate a year early. My parents believed in me and that made the difference. I was given an A and the rest was history.

Sources:
Original post, http://thetaylor-roman.blogspot.com/2011/02/wk2-reading-initial-response.html posted 02/09/2011

“Labs Versus Classrooms” is a video essay about the most effective ways to implement technology on a school site.


“Goldilocks & Tech Implementations” is a video essay about how to properly implement a tech program.

“Tools to Manage The Classroom” is a video essay detailing my first experiences using technology as a classroom teacher.

“Tools to Create Curriculum” is a video essay about how I used technology to meet the needs of my students beginning from my first years as a classroom teacher to being school site tech coordinator.

Two Bonus videos:

An introductory look at the video journalism program that I created using 5th grade reporters/editors and 6th grade news-anchors and studio personal. We even had second graders reading the news

“Welcome 2 the Real World” was a music video inspired by the 80s Jane Child song. Students wrote a paragraph about what the word “Real World” mean to their parents and I recorded them reading their essays and added that to footage I’d shot in Downtown Long Beach.

Sources:
MAC Week 1 Blog Post-Free Response iPad Review by mikeficara. http://mikeficara.wordpress.com/2010/04/12/mac-week-1-blog-post-free-response-ipad-review/ retrieved on 4/15/2010.

Here’s a bonus outtake of Dr. Siegel wanting to join in as we were setting up the interview:

Post-Mortem: Educatium only lasted another two episodes which you can find here:

Sources:

Nick Briscoe’s YouTube Videos

"May I axe you a question?" Astro's Got an Axe! by tohoscope

Bob is still looking for his A

Grades in middle school are controversial, especially now that students earn credits to be promoted to the next grade level. Ask a teacher at my school to “give an ‘A’” and their response is likely to be one of confusion, disbelief, laughter, or even anger. Administrators will tell you that grades should be used to measure student success and communicate progress. Unfortunately, many teachers use grades to communicate a very bad message and focus on “principle.” “Its the principle of the matter,” exclaims a colleague. “If you give an ‘A’ to a student who does nothing in your class, what kind of message are you sending the kid who works their butt off?”

So it goes back to measure and comparison (see chapter 2). Giving an A is not about allowing students a free ride and telling hard working students that it is all for nothing. Rather, it is eliminating the “anticipation of failure” and allowing the class to focus on what is more important; learning. It’s all about placing everyone on a level playing field (pardon the competitive sports analogy) and saying, “you already have the grade, what’s next?” It’s likely that the response will involve a feeling of relief and willingness to explore.

Ashley’s always reaching for an ‘A.’

However, I think the next step of giving an ‘A’ is just as important as giving the ‘A’ itself. Teachers who feel that giving an ‘A’ would eliminate student accountability will like this step the most. Requiring that students predict how they have earned the A before they have actually received it, helps them develop goals and builds intrinsic motivation. It also helps them see the possibility of being successful, something many have given up on.

Interested in seeing how I felt about this in October, click here. – Noel Nehrig

And my erudite response:

Grades are a bit like religion. There may have been a point at some time but it’s gotten lost in all of the noise and people are very scared to consider what to do if grades/religion had never existed. In the classroom, has the point of all the effort gotten lost to pursuing a grade? I mean, just like religion, isn’t all of this effort suppose to amount to something intrinsic, some good that goes beyond measure?

Grades are institution solution to communicating student progress and/or position in the A-to-F continuum within the classroom. There the measure, not the point. But i’ve seen instructors at all level quibble looking to seal up any possible loophole that a student might use to game the grading system. At best a grade is an approximation that may or may not be related to student progress fulfilling course requirements. In the end, it’s what we carry in our heads and hearts that matters more than this imperfect approximation. Funny how only those who excel and those who feel besmirched care so much about grades. What’s up with that?

Sources:
Wk 1 Reading- “A” is for Ax Murderer by Noel Nehrig. http://web.me.com/noelnehrig/The_Blog_Prince_for_EMDTMS_MAC/2010_MAC_OCD_Wk1/Entries/2010/2/6_Wk_1_Reading-_%E2%80%9CA%E2%80%9D_is_for_Ax_Murderer.html retrieved on 2/9/2010

Astro’s Got an Axe! by tohoscope. http://www.flickr.com/photos/tohoscope/182444838/ retrieved on 2/9/2010

Stone mason by sk8geek. http://www.flickr.com/photos/sk8geek/3917647300/ retrieved on 2/9/2010

Pretty Princess Picking Her Nose by Pink Sherbet Photography. http://www.flickr.com/photos/pinksherbet/3295969599/ retrieved on 2/9/2010

Full Sail student coping with the end of program requirements… thanks Mary

Image courtesy Getty Images

Do I give my students all A’s? …no.

Why? …because I don’t want my best students to feel like all their hard work is for nothing. I feel strongly that some of my students would take advantage of an automatic A and slack off.

But within the rubrics I design for each lesson, it is very easy to get an A if they complete the assignment. I try to make them aware of this, but perhaps I should try harder. Perhaps I should regard them all as my best students.

However, I am often frustrated that many of my students feel like they deserve an A, they tell me so, even when their work is average at best and they copy answers from other people. I worry that their parents and teachers who have caused them to feel like they deserve an A are being set up for massive disappointments once they hit the real world. The real world doesn’t care, does it?

Regardless.

I should give everyone in my life an A. My father, my daughter, my friends, strangers, everyone… see what happens when I make a point of not accidently taking the wind out of their sails…. -

Aneesa A

My response:

So, what does an “A” mean? An indication of the mastery of the material, a reward for doing all of the assignments (regardless of whether one really understood the assignments), a made up system that designates one’s position within the educational/classroom culture… The Zander’s “ploy” is to get buy-in from the students first, the students write down what they’re going to do to deserve the “A,” then the teacher goes from being the judge to being the coach helping the student realize their goal. Also, at some point we all need to recognize that the value of working hard in the classroom isn’t for a grade but for the education/learning that is supposed to be the point of being in the classroom. All those years that I took Spanish and got a grade (mostly C’s) is meaningless given that I still can’t have a reasonable conversation in the language. Focusing on a grade when the intended goal is clearing missed is fatally flawed. And given all of my years as a student (and educator) I’d have to say that that is the rule and not the exception. Those who have the heart of an educator knows that grades are, at the moment, a necessary evil, but the meaning and worth can’t be represented by a grade.

Sources:
* Week 1 readings: To give an A or not to give an A by Aneesa Adams. http://thoughtthatwas.blogspot.com/2010/01/to-give-a-or-not-to-give-a.html retrieved on 1/16/2010
* Image courtesy of Getty Images.

High Speed Aerodynamics by o b s k u r a

One of the books that I use for my course is the inspirational The Art of Possibility and in one of the opening chapters the authors, Ben & Roz Zander, propose getting rid of grades. This usually invokes strong pros and cons reactions from my students. For example…

“The author of the book, “The Art of Possibility” made a statement that “not just in this case, but in most cases, grades say little about the work done.” This statement could not be more true. The first thing I thought about when reading this chapter is the meetings that I have sat in with administrators that have implied students should earn nothing less than a 50% and that is if they even fail. Today, we are educators, which work in a data driven education system where the author’s statement of this book could not be more applicable. Grades today do not reflect the work or worth of a student for the simple fact that, like Southern California, there are so many other places that are driven by political, or administrative, holds to influence their “data” and/or “funding.” by Melissa C.

Two of Melissa’s classmates responded:

“I feel the exact same way!!! My school wanted us to also not give students anything less than a 50% a couple of years ago and last year the 50% was raised to 60%. When we were told this many of us were livid! I felt like what was the point of grading work if we were just going to GIVE grades. Where is the “Truth in Grading”? Our system depends on data for funding and political purposes. Since our high school graduation rate was so low I believe this was a strategies used to improve it. I don’t understand how passing the children when they clearly have not mastered the material. Giving students a passing grade is being done on all levels and it is so frustrating when students come into my classroom and you are thinking they are on level and find out they are very far behind.” by Nicole

The second classmate said…

“I recently shared this chapter with some of my colleagues at school and you should’ve heard the gasps of horror when I proposed that grades mean a lot less than we think. Of course, they all seem to agree that the way schools are “graded” according to NCLB is unfair. Talk about a double standard. In all actuality, grades can be a good way to provide feedback to students as long as what we are really assessing is mastery. Then again, there are a lot of better ways than grades to do that. I feel lucky that my administrator feels the same way I do (he has also read this book). Unfortunately, we have a steep hill to climb to get everyone on the same page.” by Noel

Being the class professor I had to add my two-cents:

So, part of the problem is that grades are meant to be a way to communicate progress, but rather than track the progress of the learner, they tend to be a crude measure kind of like the height requirement before a little kid could get on a rollercoaster, “rider must be this tall to ride this ride.” It doesn’t tell us anything except for that one data point. So in many ways it fails in it’s primary task. Worse than that is that this crude measure becomes the goal, when what the student is capable might be far beyond “the goal.”

Now your concern is a bit different because administrators are trying to keep students from digging themselves into a hole that they cannot get out of, because if they fail to turn in the first of three assignments, for example, they cannot make up the points needed to pass if they get a zero out of one-hundred the first time out. Now the grade is being used as an accounting tool that needs to be tweaked, which should be a sure sign that something’s amiss. There are some fundamental issues being lost in the need to show a number, forgetting that there might be dozens of reasons for the student not turning in an assignment, beginning with a basic cultural conflict between the needs of the school and the pressures at home and that the student probably can’t read. This is where data is the enemy because it provides excuses and allows decision-makers to hide from the truth that this section of the community/school wall is completely broken and needs more than meetings and studies to repair it.

Sources:
image: High Speed Aerodynamics by o b s k u r a, http://www.flickr.com/photos/mixedmedia/2650461196/ retrieved on 10/31/2009

Week 3 – Giving an A by Melissa Clark (with comments by Nicole and Noel), http://constantclarke.blogspot.com/2009/10/week-3-giving-a.html retrieved on 10/31/2009

image: Cover of “The Art of Possibility” from Google Books, http://books.google.com/books?id=qLz0SmPL-qgC&printsec=frontcover#v=onepage&q=&f=false retrieved on 10/31/2009

The video prompted the following video response by one of my students (and my response to his video):

My video response:

Sources:
* Eyes on the Fair Use of the Prize directed and produced by Jacob Caggiano/Center for Social Media, http://www.youtube.com/watch?v=0r0pM1hJGU8 retrieved on 10/22/2009

* Save the Prize by Seann Goodman/OnOttButton, article at http://seanngoodman.wordpress.com/2009/10/16/save-the-prize/, video at http://www.youtube.com/watch?v=y8fvmpRtDb0 retrieved on 10/22/2009.

* Save the Prize – Cha-Ching Version by Joe Bustillos, http://www.viddler.com/explore/joebeebee/videos/17/ retrieved on 10/22/2009.

Kevin is a very committed believer and has shared the connection he feels between his beliefs and his actions. There’s something amazingly simple and powerful in this. And in his video he illustrates it so well with the example, if you really believe that the world is beautiful than you should be doing something about it, like picking up the trash and recycling. So simple and so powerful.

I think I know what Kevin means, if we believe in something it should effect how we act and how we live our lives. A frustration that I have, that Kevin may or may not share with me, is the obvious gap between what I consider the prime-directive left by Jesus to his followers and how his followers seem to live with one another:

“”A new command I give you: Love one another. As I have loved you, so you must love one another. By this all men will know that you are my disciples, if you love one another.” (John 13: 34-35 NIV)

Having moved from Southern California to Central Florida, where there seems to be one church for every city block, and sometime two, I’m not sure that I’ve seen much in the way that would convince me that I’m now living among His followers. Perhaps that’s not very fair. Let’s put it this way, I haven’t seen much of a difference between those who have shared their faith with me and the rest as far as quality of life, compassion, you know “By this all men will know that you are my disciples, if you love one another” kind of stuff.

Now there’s a possibility that this region, this place is so saturated with religion and basic Christian principles that the guy in the bar and the guy in the pew are both looking for the same things in life and going about it pretty much the same way, except for one guy sleeps in on Sunday morning and the other doesn’t (and don’t assume which one is which). I don’t know. If someone is trying to persuade me that their faith has something to offer, than I have an expectation that I’m going to see a difference in their life that I wouldn’t see in someone who doesn’t share that belief. I think Kevin was talkin’ about more than just trash when he hummed, “If what you learn doesn’t change what you do, then why you learnin’ it?”

Sources:
YouTube: Change is good by Kevin Hayes, http://www.youtube.com/watch?v=P_Jma04y40I retrieved on October 16, 2009.
Bible Quote: John 12:34-35, http://www.biblegateway.com/passage/?search=John+13%3A34-35&version=NIV retrieved on October 16, 2009

One of the problems with Web 2.0 stuff is that its use often defies the structures previously understood. What is twitter? In a linear world of meetings and memos, Twitter makes no sense. In a world of direct emails and broadcast media Twitter makes no sense.

Some time ago I had the most intense relationship, at a time when I was extraordinarily busy, and the relationship was greatly assisted by both of us having an open IM window where we could drop little thoughts over the course of our work day. We weren’t having long conversations, but there was a strong sense of presence (and unpressurized access). Twitter is like that, a sense of presence. It’s rarely direct conversation or communication. And unlike the video, it’s not a desperate plea for attention. For those with large followings it’s a means of crowd sourcing things. More than a few podcasts who stream their recording sessions live, will often ask the audience questions and get responses through Twitter. For those of us with smaller followings it’s more a way to keep informed on people or institutions of interest. Right now I have 320 followers and I’m following 311 and an increasing number of those I’m following are connected to NASA or science.

I’m a blogger, I spend hours and hours writing articles and creating videos for my blog. I’m used to the idea of sharing my thoughts and ideas with a relatively undefined public. I see Twitter as a way to do the same thing in much smaller chunks. When something isn’t quite worth spending hours on with a full blog entry then I twitter. That’s another thing, I don’t spend hours on Twitter and Twitter comes to me, I don’t go to it.

Like my former IM relationship, I’m doing other things when the Twitter happens. I have a Twitter app running in the background (like Tweetdeck or Tweetie) and I’ll occasionally glance over to see who is saying what. Or if I’m standing in a line I’ll check the Twitter on my phone. So for me it’s maintaining a sense of presence and keeping tabs on what’s going on without really having to work at it.

How this works for Education? I can tell you that it won’t work as long as we maintain this sense that education only happens between a set number of hours on a set number of days. It also won’t work as long as we maintain this fiction that teachers aren’t people, that teachers need to maintain a lifestyle unlike the norm we are willing to allow the phone company employee, software engineer and desperate housewife to have. Twitter as an educational tool makes sense when education isn’t something locked in a box, but becomes something where all experiences can be learning experiences and those of us who are called to be teachers find the balance to “Be” and not just “Do.” Anything less is a band aid on a broken system that needs to die and join the buggy-whip and the slate chalk board from whence it came.

Sources:
Are Your Tweets Censoring Free Speech? by Cristina Saileanu-Tuckness, http://notesofnamaste.blogspot.com/2009/08/are-your-tweets-censoring-free-speech.html, retrieved on 08/21/2009

Party On, but No Tweets By ALLEN SALKIN/The New York Times, http://www.nytimes.com/2009/08/09/fashion/09blogfree.html?_r=1, retrieved on 08/21/2009

YouTube video: Twouble with Twitters: SuperNews! by Current, http://www.youtube.com/watch?v=PN2HAroA12w, retrieved on 08/21/2009

Sorry, self-indulgent, no doubt, but damn funny… well, at least for my students who have to suffer through my course, Media Asset Creation. Thanks Abram Siegel

My parody of E-40 and Keak the Sneak’s song “Tell Me When To Go”

No video, just a static picture.

The lyrics can be found here

On a serious note, knowing more specifics about convergent culture and copyright law will help me as the collaboration is a goal of mine for my final project, and the law part will help me stay legal. The book “The Art of Possibility” probably had the greatest impact on me that will not only help me going into the media project and finishing the thesis, but with my teaching as well.- Abram Siegel

Actually, I’ll do the video presentation later, but I just had to share this version because it is so fracking creative and right on! Sorry, self-indulgent? No doubt, but damn funny… well, at least for my students who have to suffer through my course. I love my job and the folks I get to work with. jbb

Sources

Blog gang sign. (n.d.) http://blog.theavclub.tv

Jenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press

Zander, R. & Zander, B. (2002). The art of possibility: Transforming professional and personal life. New York: Penguin Books.

Music: The Golden Age by Mark Heard from the Mosaics CD (out of print)

So after one of our class sessions, one of my more media savvy students made the following comment in his blog:

Copyright is such a touchy subject, it’s getting crazier and crazier, even for students, to try to use resources. It seems like it’s going to get to a point where you have to have a law degree just to understand when and where you can use an image or reference someone else’s works. One solution is to always create your own work and I’m going to try to do that more often, so that I really don’t have to rely on others. But it [the session] really showed us that there are quite a difference of nuances that we really need to be aware of and really pay attention to, especially in our work now (Quinto M.)

I’ve had a number of students who are band, drama or media teachers who have to pay rather large fees out of increasingly non-existent budgets so that they can do their job and teach the next generation of musicians and artists their craft. The more I thought about it and Quinto’s comment about not relying on others the more I got pissed off that this whole copyright thing is backwards. I added the following comment to Quinto’s blog:

This is one of those subjects that one can go on and on and on about. The more that I think about it the more that I’m convinced that there needs to be a special “educational” license to use media because the first step that any artist makes, going back all the way probably to the cave paintings in Lascaux, is to carefully copy the techniques and works of the masters. Every artist owes their livelihood, if they are fortunate enough to make a livelihood to some teacher who taught them their craft. How dare the artists demand payment from the teachers! There would be no artist collecting a fee if it weren’t for the teacher who taught him in the first place!

Sources:
clipart: Task Force Clip Art (c) 1995
image: Quinto Martin 2009
http://web.me.com/tatt2q/Q_Blog/Blog_Week2/Entries/2009/3/11_Copyright_Schooling.html