Chapter 4 lecture notes - p. 46

Topic: Music recording, promotion, distribution - changes and effect on copyright
Possible to protect against C infringement?
Should we bother?

Big changes - democratization - anyone can make, promote, distribute music
anybody can be a musician (make)
anybody can be a critic (promote) - blogs, vendor sites (amazon)
anybody can be a distributor - file sharing - P2P - this is a big legal gray area

Irony - easy to make, promote, distribute music - but also easy to steal!

How to stop copyright infringement?

Debate - music co + some musicians - strict laws
tech/file sharing co - want freedom
others - no solution

Conc. - need new models for paying artists and recording companies

Survey project schedule

November 21 - confirm topics and begin to draft questions (in class)

November 28 - pilot questions in class and refine your questions based on the feedback
**** bring 4 copies of your survey questions to class

December 5 class - we will discuss various ways to present data

HW for December 12 - do the survey and collect the data; start to analyze the data and think about how you will present the information

December 12 - bring your data and your analysis notes to class - we will work on them in class

December 19 - start to prepare your presentation - we will have some time in class to do that

January 9 - 3 presentations
January 16 - 1 presentation and exam

How to make a survey

The Steps in a Survey Project

1. Establish the goals of the project - What you want to learn?
2. Determine your sample - Whom you will interview?
3. Choose interviewing methodology - How you will interview?
4. Create your questionnaire - What you will ask?
5. Pre-test the questionnaire, if practical - Test the questions
6. Conduct interviews and enter data - Ask the questions
7. Analyze the data - Produce the reports

1. What do you want to learn?

This is the important first step to your survey project. Choose a topic you are interested in and want to find out about people's behavior and/or their opinions about one topic. It can be about lifestyle, culture, education, politics, commerce - anything is fine as long as it is clear and doable.

2. Your interview subjects

To get a large population of respondees, it is advisable to ask students. If you have another group of people that is large, then you can survey them instead. The point is that the people you ask should be relevant to your topic, and the method for surveying is suitable to the people. Also, you need to get a large enough sample in order to make any conclusions about your results. 100 respondents is ideal - what can you manage? Remember that some people will not answer your survey or they will not answer it completely, so you need to throw those surveys away. The way to count the survey respondents is by counting the fully completed surveys only. 

3. How will you conduct the interview?

You have the choices of a paper survey (using a paper you distribute), a one-on-one interview, or an online survey. For the last option, surveymonkey is a popular web survey making site where you can make your survey for free. 

4. What will you ask?

This is a very very important step. You need to have clear questions that will give you the results you need. Here are some tips for making good questions.

Question Types 

Researchers use three basic types of questions: multiple choice, numeric open end and text open end (sometimes called "verbatims"). 

Rating Scales and Agreement Scales are two common types of questions that some researchers treat as multiple choice questions and others treat as numeric open end questions. Examples of these kinds of questions are: 

Question and Answer Choice Order 

There are two broad issues to keep in mind when considering question and answer choice order. One is how the question and answer choice order can encourage people to complete your survey. The other issue is how the order of questions or the order of answer choices could affect the results of your survey.

Ideally, the early questions in a survey should be easy and pleasant to answer. These kinds of questions encourage people to continue the survey. In telephone or personal interviews they help build rapport with the interviewer. Grouping together questions on the same topic also makes the questionnaire easier to answer. 

Whenever possible leave difficult or sensitive questions until near the end of your survey. Any rapport that has been built up will make it more likely people will answer these questions. If people quit at that point anyway, at least they will have answered most of your questions.

Answer choice order can make individual questions easier or more difficult to answer. Whenever there is a logical or natural order to answer choices, use it. Always present agree-disagree choices in that order. Presenting them in disagree-agree order will seem odd. For the same reason, positive to negative and excellent to poor scales should be presented in those orders. When using numeric rating scales higher numbers should mean a more positive or more agreeing answer.

Other General Tips 

*Keep the questionnaire as short as possible.  More people will complete a shorter questionnaire, regardless of the interviewing method. If a question is not necessary, do not include it. 
*Start with a Title (e.g., Leisure Activities Survey). *Always include a short introduction - who you are and why you are doing the survey. Reassure your respondent that his or her responses will not be revealed to your client, but only combined with many others to learn about overall attitudes. Ask the respondents to do the survey and thank them in advance for doing it. Write your name and your class name.
* Do not put two questions into one. Avoid questions such as "Do you buy frozen meat and frozen fish?" A "Yes" answer can mean the respondent buys meat or fish or both. Similarly with a question such as "Have you ever bought Product X and, if so, did you like it?" A "No" answer can mean "never bought" or "bought and disliked." Be as specific as possible. "Do you ever buy pasta?" can include someone who once bought some in 1990. It does not tell you whether the pasta was dried, frozen or canned and may include someone who had pasta in a restaurant. It is better to say "Have you bought pasta (other than in a restaurant) in the last three months?" "If yes, was it frozen, canned or dried?" Few people can remember what they bought more than three months ago unless it was a major purchase such as an automobile or appliance. 
*Avoid technical terms and acronyms, unless you are absolutely sure that respondents know they mean. *Make sure your questions accept all the possible answers. A question like "Do you use regular or premium gas in your car?" does not cover all possible answers. The owner may alternate between both types. The question also ignores the possibility of diesel or electric-powered cars. A better way of asking this question would be "Which type(s) of fuel do you use in your cars?" The responses allowed might be:

*If you want only one answer from each person, ensure that the options are mutually exclusive. For example: 

This question ignores the possibility of someone living in a house or an apartment in the suburbs. 
*Score or rating scale questions (e.g., "If '5' means very good and '1' means very poor how would rate this product?") are a particular problem. Researchers are very divided on this issue. Many surveys use a ten-point scale, but there is considerable evidence to suggest that anything over a five point scale is irrelevant. This depends partially on education. Among university graduates a ten point scale will work well. Among people with less than a high school education five points is sufficient. In some populations, a three-point scale (good/acceptable/bad) may be all some respondents can understand. 
*Be sure any rating scale labels are meaningful. For example: 

A question phrased like the one above will force most answers into the middle category, resulting in very little usable information. 
Because people like to think of themselves as normal or average, the range of answer choices you give when asking for a quantity or a frequency can affect the results. For example if you ask people how many hours of television they watch in a day and you offer the choices:

you will get fewer people picking 4 or more than if you offered the choices:

The first list of choices makes 4 hours sound extreme, while the second list of choices makes it seem typical.

*Leave your demographic questions (age, gender, income, education, etc.) to the end.
*Paper questionnaires requiring text answers, should always leave sufficient space for handwritten answers. Lines should be about half-an-inch (one cm.) apart. The number of lines you should have depends on the question. Three to five lines are average. 
*Leave a space at the end of a questionnaire entitled "Other Comments." Sometimes respondents offer casual remarks that are worth their weight in gold and cover some area you did not think of, but which respondents consider critical.
*Always consider the layout of your questionnaire. This is especially important on paper, computer direct and Internet surveys. You want to make it attractive, easy to understand and easy to complete. If you are creating a paper survey, you also want to make it easy to enter the answers.

Surveys are a mixture of science and art, and a good researcher will save their cost many times over by knowing how to ask the correct question/

Pre-test the Questionnaire 

The last step in questionnaire design is to test a questionnaire with a small number of interviews before conducting your main interviews. Ideally, you should test the survey on the same kinds of people you will include in the main study. If that is not possible, at least have a few people, other than the question writer, try the questionnaire. This kind of test run can reveal unanticipated problems with question wording, instructions to skip questions, etc. It can help you see if the interviewees understand your questions and give useful answers. 

HW 2 for November 7: The dangers of insufficient sleep for adolescents

From the International New York Times, October 21, 2014http://well.blogs.nytimes.com/2014/10/20/sleep-for-teenagers/?_php=true&_type=blogs&_r=0

Two things to do after reading this article:
#1 Do you remember we discussed this topic of insufficient sleep? Read this very interesting article from the New York Times and find as many reasons as you can in it that contribute to the problem of students lacking sleep. Write your answers in sentences and bring them to class on November 7.

#2 Answer these questions about your sleeping habits:
1. What time do you go to bed, on average, and get up?
2. What do you do in the hours before you go to bed?
3. Do you usually eat breakfast?
4. Do you have any first-hour classes?
5. At what point (what time) in the day do you usually do your homework?

Within a week of my grandsons’ first year in high school, getting enough sleep had already become an issue.

Their concerned mother questioned whether lights out at midnight or 1 a.m. and awakening at 7 or 7:30 a.m. to get to school on time provided enough sleep for 14-year-olds to navigate a demanding school day.

The boys, of course, said “yes,” especially since they could “catch up” by sleeping late on weekends. But the professional literature on the sleep needs of adolescents says otherwise.

Few Americans these days get the hours of sleep optimal for their age, but experts agree that teenagers are more likely to fall short than anyone else.

Researchers report that the average adolescent needs eight and a half to nine and a half hours of sleep each night. But in a poll taken in 2006 by the National Sleep Foundation, less than 20 percent reported getting that much rest on school nights.

With the profusion of personal electronics, the current percentage is believed to be even worse. A study in Fairfax, Va., found that only 6 percent of children in the 10th grade and only 3 percent in the 12th grade get the recommended amount of sleep. Two in three teens were found to be severely sleep-deprived, losing two or more hours of sleep every night. The causes can be biological, behavioral or environmental. And the effect on the well-being of adolescents — on their health and academic potential — can be profound, according to a policy statement issued in August by the American Academy of Pediatrics.

“Sleep is not optional. It’s a health imperative, like eating, breathing and physical activity,” Dr. Judith A. Owens, the statement’s lead author, said in an interview. “This is a huge issue for adolescents.”

Insufficient sleep in adolescence increases the risks of high blood pressure and heart disease, Type 2 diabetes and obesity, said Dr. Owens, pediatric sleep specialist at Children’s National Health System in Washington. Sleeplessness is also linked to risk-taking behavior, depression and suicidal ideation, and car accidents.

She recommends that parents make getting enough sleep a condition for permission to drive.

School start times don’t help the situation. In a 2008 study in Virginia Beach, where classes began at 7:20 to 7:25 a.m., the crash rate for 16- to 18-year-olds was 41 percent higher than in adjacent Chesapeake, Va., where school started at 8:40 to 8:45. The lead author of the study, Dr. Robert Vorona of Eastern Virginia Medical School in Norfolk, suggested that starting the school day later could result in less sleep deprivation and more alert drivers.

Insufficient sleep also impairs judgment, decision-making skills and the ability to curb impulses, which are “in a critical stage of development in adolescence,” Dr. Owens said.

And with the current intense concern about raising academic achievement, it is worth noting that a study by Kyla Wahlstrom of 9,000 students in eight Minnesota public high schools showed that starting school a half-hour later resulted in an hour’s more sleep a night and an increase in the students’ grade point averages and standardized test scores.

“When the students were more alert, they were able to get their work done faster and thus get to bed earlier,” Dr. Owens said. “It takes a sleepy student five hours to do three hours of homework.”

Sleep deprivation can also have a negative effect on mood. Inadequate sleep raises the risk of depression, and sleeping less than eight hours a night has been linked to a nearly threefold increased risk of suicide attempts, after other potential causes are accounted for. The risk of obesity is also increased by sleep deprivation. A study in 2002 estimated that for each hour of sleep lost, the odds of an adolescent’s being obese rose by 80 percent.

Pediatricians, parents and schools need to pay much more attention to the sleep needs of adolescents than they now do. When children reach puberty, a shift in circadian rhythm makes it harder for them to fall asleep early enough to get the requisite number of hours and still make it to school on time.

A teenager’s sleep-wake cycle can shift as much as two hours, making it difficult to fall asleep before 11 p.m. If school starts at 8 or 8:30 (and many start an hour earlier), it’s not possible to get enough sleep. Based on biological sleep needs, a teenager who goes to sleep at 11 p.m. (ha!) should be getting up around 8 a.m.

Middle-school and high school teachers commonly say many students are half asleep or fully asleep during the day’s first period.

Adding to the adolescent shift in circadian rhythm are myriad electronic distractions that cut further into sleep time, like smartphones, iPods, computers and televisions. A stream of text messages, tweets, and postings on Facebook and Instagram keep many awake long into the night. Just the light from a screen can suppress melatonin, the hormone in the brain that signals sleep.

Parents should consider instituting an electronic curfew and perhaps even forbid sleep-distracting devices in the bedroom, Dr. Owens said. Although my grandsons, among many others, use a smartphone as an alarm clock, a real clock that doesn’t have Twitter could easily replace it.

Beyond the bedroom, many teenagers lead overscheduled lives that can lead to short nights. Sports, clubs, volunteer work and paid employment can cut seriously into the time they need for schoolwork and result in delayed bedtimes.

Parental pressure to do well in school can also be a factor. For example, a 2005 study of more than 1,400 adolescents in South Korea, where great emphasis is placed on academic success, found that they averaged 4.9 hours of sleep a night.

Also at risk are many teenagers from low-income and minority families, where overcrowding, excessive noise and safety concerns can make it difficult to get enough restful sleep, the academy statement said.

Trying to compensate for sleep deprivation on weekends can further compromise an adolescent’s sleep-wake cycle by inducing permanent jet lag. Sleeping late on weekends shifts their internal clock, making it even harder to get to sleep Sunday night and wake up on time for school Monday morning.

HW #1 for November 7: Coffee in Japan

Read this article from the October 21st issue of The Japan Times

‘Conbini’ coffee wins praise, profit for convenience stores

http://www.japantimes.co.jp/news/2014/10/21/business/conbini-coffee-wins-praise-profit-convenience-stores/#.VEjrgr6rKDo

"Conbini" (convenience store) operators are competing in a famously cut-throat industry, and one product has come up on top of the market’s top players — coffee.

Millions and millions of cups of it.

Inspired by a popular ¥100 blend launched by McDonald’s Holdings Co. (Japan) in 2008, Seven-Eleven Japan Co. touched off a boom in conbini coffee last year, lifting Japan’s long-stagnant coffee market and rankling rival businesses.

Late last month, Lawson Inc. became the latest convenience store chain to offer ¥100 coffee, a move that its president says has already increased sales.

Coffee, more than anything else, attracts both new and repeat customers, who typically also spend money on other items, convenience store executives say. Like other fast-food items, it also carries relatively high margins.

“The impact of coffee on customer traffic is huge,” Lawson President Genichi Tamatsuka said recently.

As convenience store coffee heats up the nation’s ¥1.3 trillion coffee market, Starbucks Coffee Japan Ltd. is planning to step up its premium teas and ready-to-drink products.

Convenience stores have been serving machine-made coffee for years, but it never caught on due to quality reasons.

Lawson changed that in January 2011, starting its over-the-counter drinks service with a menu ranging from blends to lattes to teas. FamilyMart Co.’s self-service espresso machines were launched in late 2012, offering coffee, lattes and frappes.

But it wasn’t until January 2013 that Seven-Eleven gave rivals a jolt with black coffee that was not only low-priced but also considered high quality. The ¥100, grind-on-the-spot all-Arabica “Seven Cafe” started a coffee war that has intensified as FamilyMart and Lawson matched the price.

The popularity of conbini coffee pushed coffee consumption in the world’s fourth-biggest market up 4 percent in 2013 to a record 446,392 tons, according to the All Japan Coffee Association. Seven-Eleven alone aims to sell 600 million cups in the year to next February.

“At ¥100, conbini coffee is very attractive for consumers,” said Toyohide Nishino, the coffee association’s executive director. “Everyone else has to be feeling an impact, ” Nishino said.

Industry insiders say canned coffee, which typically costs more than ¥100, has been hit hardest: about 30 percent of Seven Cafe drinkers have switched over, the company says.

“It’s a step up from canned coffee,” said Hengtee Lim, a contributor at coffee website sprudge.com, calling conbini coffee “serviceable.”

“Starbucks will be fine — their audience is less about coffee and more about dessert drinks and a place to hang out.”

Indeed, Starbucks Coffee Japan last month raised its earnings guidance, citing brisk sales of fruit frappuccinos.

Meanwhile, Seven-Eleven is refining its coffee further with a process called husking to remove the silverskin layer that carries a bitter and rancid taste.

“No other convenience store does this, and neither does Starbucks or Tully’s,” said Seven-Eleven director Yasushi Kamata.

The new blend has boosted daily sales in Kyushu — its first market — by about 15 cups per store already, and will be available nationwide by month-end.

FamilyMart, for its part, hopes to draw customers away from Seven-Eleven and attract more women by adding a chocolate latte next week.

Is it a matter of time before Seven-Eleven offers its own lattes?

“I can’t tell you that,” Kamata said, smiling cryptically. “We first wanted to get the taste of black coffee right.”

Questions to prepare answers for in writing for November 7 class

1. What are 2 things you learned from this article?

2. Research the coffee business in Japan - it starts long ago with kissaten - and maybe even before that. Write what you found and where you found it. Make sure to paraphrase, not copy!

3. Imagine that you will survey people around you - in Gakushuin or on the street outside Gakushuin or online - about their coffee consumption, including where they buy coffee. Make a list of 10 questions you would ask.  We will study about survey making next month, but for this homework, try it on your own. Make sure the questions and answer choices are clear. They should be closed answers - true/false, yes/no, or pick an answer from a list of choices. (Open answers are when each person gives a free answer in their own words.)

Copyright law

The Campus Guide to Copyright Compliance

Copyright protection exists from the moment a work is created in a fixed, tangible form of expression. The copyright immediately becomes the property of the author who created the work. Only the author, or those deriving their rights through the author, can rightfully claim copyright. In the case of works made for hire, the employer—not the writer—is considered the author. 

The First Sale DoctrineThe physical ownership of an item such as a book, painting, manuscript or CD is not the same as owning the copyright to the work embodied in that item.

Under the First Sale Doctrine (Section 109 of the Copyright Act), ownership of a physical copy of a copyright-protected work permits lending, reselling, disposing, etc., of the item. However, it does not permit reproducing the material, publicly displaying or performing it, or engaging in any of the acts reserved for the copyright holder. Why? Because the transfer of the physical copy does not transfer the copyright holder's rights to the work. Even including an attribution on a copied work (for example, putting the author's name on it) does not eliminate the need to obtain the copyright holder's consent. To use copyrighted materials lawfully, you must secure permission from the applicable copyright holders or a copyright licensing agent.

Duration of CopyrightThe term of copyright protection depends upon the date of creation. A work created on or after January 1, 1978, is ordinarily protected by copyright from the moment of its creation until 70 years after the author's death.

Short film: My Milk Cow Cup

Link to the film site is here.