Please note that • The subject matter for this Essay must includes the texts i posted. • The answers to the questions should be regarded as brief essays. Hence, you should take care of • the structure or outline of your argument; and of • citation / referencing: This means that whenever you refer to or quote from a text - both primary and secondary literature – you should reference it properly. • For paraphrase, quotes and bibliography of works cited you may follow the citation style of your choice (APA, MLA etc.), provided you use it consistently. • Please, do not use long quotes.
Despite the fact that they represent very different philosophical schools, John Stuart Mill’s and Simone de Beauvoir’s approach to the question of women’s oppression is in some respects similar. Both compare the subjection of women to other oppressed groups and both are also keen to expose ‘the logic of naturalization’ with regard to the status of women.
(a) Describe Mill’s and Beauvoir’s comparison of women to other oppressed groups. Why do they make the comparison, i.e. what is its point? Pay attention to similarities and differences in their comparison and the reason(s) for the comparison.
(b) Describe how Mill and Beauvoir expose ‘the logic of naturalization’ in their texts and give an example from each text.
(c) Simone de Beauvoir describes women’s position as that of ‘Other’. Explain what de Beauvoir means by the label of ‘Other’ and reflect on the contemporary situation: is Beauvoir’s diagnosis still relevant? Give an argued answer.
This course does involve a lot of technical information and theory, but what really matters is how this knowledge can be used to identify and remediate real-world security issues. What you learn in this course should be directly applicable to your work environment. The course project that you will complete is designed to further this goal. In the first part of the project, you will choose an organization from one of two given scenarios (below) and identify potential security weaknesses, and in the second part of the project, you will recommend solutions. The first part of the project is due in Week 3, and the second part of the project, along with the first part (presumably revised based on instructor feedback) is due in Week 7. This project constitutes a significant portion of your overall grade. This is an individual assignment and may not be completed in teams.
Guidelines
Phase I – Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company
In this phase, you will choose either Aircraft Solutions or Quality Web Design as the company you will work with. The scenarios are in Doc Sharing in the Course Project select area. You will then identify potential security weaknesses.
Security weaknesses – You must choose two from the following three areas (hardware, software, and policy – excluding password policies) and identify an item that requires improved security.
To define the asset or policy with sufficient detail to justify your assessment, your assessment must include:
the vulnerability associated with the asset or policy the possible threats against the asset or policy the likelihood that the threat will occur (risk) the consequences to mission critical business processes should the threat occur how the organization’s competitive edge will be affected should the threat occur To clarify an item that requires improved security, you must identify one of these items:
one hardware and one software weakness one hardware and one policy weakness one software and one policy weakness Other required elements include:
Cover sheet APA-style In-text citations and Reference section Minimum length 3 pages, maximum length 5 pages (not counting cover sheet, diagram(s), references). Do not exceed the maximum length. Phase II: the Course Project (comprised of Phase I and II) – Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company
In this phase of the project you will include Part I (presumably improved as needed based upon Week 3 feedback) and then you will recommend solutions for the security weaknesses you identified in the Phase I.
Definition of the solution – Hardware solutions must include vendor, major specifications with an emphasis on the security features, and location of placement with diagram. Software solutions must include vendor and major specifications, with an emphasis on security features. Policy solutions must include the complete portion of the policy that addresses the weakness identified. Any outsourced solution must include the above details and the critical elements of the service level agreement.
Justification – You must address the efficacy of the solution in terms of the identified threats and vulnerabilities; the cost of the solution, including its purchase (if applicable); and its implementation, including training and maintenance.
Impact on business processes – You must discuss any potential positive or negative effects of the solution on business processes and discuss the need for a trade-off between security and business requirements using quantitative rather than simply qualitative statements.
Other required elements include:
Cover sheet APA-style In-text citations and Reference section 5 reference minimum Minimum length of solutions: 6 pages, maximum length 10 pages (not counting cover sheet, diagram(s), references). Do not exceed the maximum length. Grading Rubrics
The course project will consist of two deliverables:
Phase I (Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company); and Phase II: the Course Project (comprised of Phases I and II - Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company).
The grading standards for each deliverable are as follows:
Phase I (Identify potential weaknesses from either the Aircraft Solutions or Quality Web Design Company)
Category Points Description Security Weaknesses 80 Identifies two plausible and significant weaknesses from required list (hardware, software, policy). Includes realistic vulnerability(s) associated with the asset or policy, plausible and likely threats against the asset or policy, an estimation of the likelihood that the threat will occur (risk), the consequences to mission critical business processes should the threat occur, and how the organization’s competitive edge will be affected should the threat occur. Presentation 20 Writing quality and flow demonstrates a graduate-level writing competency and does not contain misspellings, poor grammar, incorrect punctuation, and questionable sentence structure (syntax errors). Total 100 A quality paper will meet or exceed all of the above requirements. Phase II – the Course Project (comprised of Phase I and II) – Recommend solutions to the potential weaknesses from either the Aircraft Solutions or Quality Web Design Company
Category Points Description Security Weaknesses 60 Identifies two plausible and significant weaknesses from required list (hardware, software, policy). Includes realistic vulnerability(s) associated with the asset or policy, plausible and likely threats against the asset or policy, an estimation of likelihood that the threat will occur (risk), the consequences to mission critical business processes should the threat occur, and how the organization’s competitive edge will be affected should the threat occur Definition of Solution 30 Includes vendor and major specifications, and identifies the relevant security features as related to the weakness identified. If hardware, includes location of placement with diagram. Policy solutions include the complete portion of the policy that effectively address the weakness identified. Any outsourced solution must include the above details and the critical elements of the service level agreement. Justification 30 Demonstrates the efficacy of the solution in terms of the identified threats and vulnerabilities. Includes complete costs, including purchase, implementation, training, and maintenance as needed. Impact on Business Processes 25 Addresses plausible, potential positive, or negative effects on business processes. Discusses trade-off between security and business requirements using quantitative statements. Presentation 25 Writing quality and flow demonstrates a graduate-level writing competency and does not contain misspellings, poor grammar, incorrect punctuation, and questionable sentence structure (syntax errors). Total 170 A quality paper will meet or exceed all of the above requirements. Best Practices
Course projects cause many students anxiety. Some anxiety is probably healthy; it means you want to do a good job. But too much anxiety usually interferes with performance. There is writing assistance available in the Tutor Source link under Course Home and here are some tips you may want to consider as you plan and create your course project.
Read the Course Project Requirements and the Course Project Sample Template (in Doc Sharing) early. Here’s why: if you have in mind the required specifications of the assignment as you start the weekly assignments and other activities, you’ll be able to recognize when you come across information that you might want to use in your project. Keep a separate project notebook. Don’t worry about keeping it highly organized and documented; just jot down ideas as they come to you. You’ll be surprised how much anxiety you prevent by simply having ideas ready when you sit down to write. Use the “mull” method. This means spend a few days mulling over the assignment. Don’t force yourself to think about it, but, if you’ve read over the project requirements and have your project notebook with you as you do your regular class activities and your regular daily activities, your brain will work on the assignment all by itself. As it does so, more ideas will come to you and all you have to do is jot them down. Don’t try to write the paper from the beginning to the end correctly the first time. If you do, you’ll probably forget all kinds of things and your sentence structure and word choice, not to mention spelling and grammar, will likely not be as good as it should be. Don’t edit as you write. Just write. That way the ideas can come out with less effort. Edit later. Use your text to help you get ideas. For example, when considering vulnerabilities, check the index at the back of the text for the word “vulnerabilities” and browse through those pages. When you’re designing the network, look through the chapter on security in networks. Use available sources such as the DeVry Library, our course Lectures, discussions, other books, journals, the Internet, and so forth. Keep a digital notebook. When you find an interesting article (or even an article that looks as if it could be useful), copy it and paste it into your document along with the address (URL), date, author, and so forth. You can read through these later and keep what seems useful and discard the rest. Make a schedule and keep to it. For example, you may set aside an hour to research topics. Use the suggestion in #7, pasting down articles and parts of articles to read later. Set aside another hour or two later to read through the material you collected. If it’s of no use, delete it so that your digital notebook becomes more refined and useful. If you start work early and schedule smallish times to do your work, you’ll find that, a) you learn a lot more, b) you have much less anxiety, and c) you end up with a better grade. Try it!
Ask questions. The Q & A forum in the threaded discussions in the course shell is an excellent place to ask questions. This isn’t cheating; this is working together to increase everyone’s knowledge. You’re not asking someone to write your paper, you’re asking for ideas (or answering other students’ questions). Contact your instructor with questions. Your instructor is the expert on what is expected, so use this resource. Read about APA-style citations by clicking the link, APA Guidelines for Citing Sources, near the bottom of the Course Syllabus. You will save a lot of time by addressing these style issues as you write your paper rather than trying to do this at the end. Once you’ve written your rough draft, start the editing process: Look over the Course Project Requirements, particularly the Grading Standards, and make sure that you’ve addressed every element that is required. Remove any unnecessary sentences or phrases. This project is not supposed to be long (remember that there is a 12-page maximum for the final project – not counting the cover page, graphics, references, etc.), it’s supposed to be good. Any extra wording should be deleted. For example, “All of these weaknesses happen on a regular base and in order to make sure that they do not occur, the company needs to step in and make modification that will not only correct existing issues but prevent future ones as well,” could be written effectively as, “These vulnerabilities are ongoing and action needs to be taken.” The key to good technical or business (and some would say creative) writing is being clear and effective. Don’t try to make the paper sound “educated.” For example, instead of writing “This document is set forth to identify and address potential security issues…,” just say what you need to say. Much better would have been, “This report addresses security issues….” This type of clear writing is a lot easier on the writer and on the reader. When you use an acronym for the first time, spell it out. For example, “…the use of a VPN (virtual private network) is common among….” After that, just use the acronym. Whenever you use pronouns like “it” or “they” that refer to something mentioned earlier, be sure that it is clear to what or to whom “it” or “they” refer. For example, “The company has implemented a firewall at corporate headquarters and a packet filtering router at the branch office. It has functioned well since then.” In this case, the “It” could refer to the company, the firewall, the headquarters, the branch office, or the packet filtering router. Clearer would be, “The company has implemented a firewall at corporate headquarters and a packet filtering router at the branch office. Network perimeter security has functioned well since then.” Read your work out loud. You may find lots of little mistakes and sentence structure errors this way. Use spell check and grammatical correction features of your word processing software, but don’t rely on them. Correctly spelled words will two often be red as bean write when they are whey off. Proofread when you are not tired and when you have had some time away from your work on the paper. Your goal should be to catch ALL mistakes or omissions. Professional or academic papers that contain errors send a message to the reader that a) you are not a reliable source of information or b) you don’t care about the reader. Neither of these may be true but, that’s the message you send when you send errors. Be sure that all ideas that you got from outside sources are accompanied by an in-text citation (not a footnote) and that the in-text citation refers to an item in the References section. Be sure to use APA-style. As much as possible, avoid direct quotations. Only use direct quotations when necessary. For example, “…as Bill Gates once famously said, ‘No one will ever need more than 640K of memory’….” Since the writer is stating a specific (and silly) idea expressed by a well-known person, this little direct quotation is appropriate. But longer “cut-and-paste” sections are almost always unnecessary in this project, and most instructors don’t feel comfortable giving you a grade for a paper that was, to any significant extent, written by someone else. Usually a paper that contains more than 15-20% direct quotations is considered unacceptable. Some instructors think even this is way too high. When in doubt, contact the instructor. In any case, if you use a lot of direct quotations, expect to receive a poor grade and, if you use ANY direct quotation, be sure to use quotation marks and an in-text citation. If you don’t, you risk disciplinary action for violation of the academic integrity policy. See the course syllabus for more details. Of all these tips, probably the most important are: start early and ask questions. Your instructor is committed to helping you get the most out of the course. If you start early, you’ll be able to ask questions that will save you time and effort. If you wait until the last minute, you’ll be stressed and won’t have time to incorporate feedback from your instructor.
Write a reflective response on your character’s participation and achievements in the Greenwich Village game. Use the format below for this assignment.
Title of your response: john jack reed
Part A: List the goals of your character as indicated on your role sheet (This section only can be done in bullet points)
Part B: Answer the following questions giving specific details. (This section should be several pages long)
1. How well did your character meet their objectives? 2. What strategies did your character employ? 3. What resources did you use to inform your research? 4. What would you do differently if you could play again?
Part C: Reflect • Do you think the game was an effective way to learn about early 20th century American desires for change? Why or why not? (2-3 paragraphs)
Due Date: Tuesday Nov. 24, 10am (no responses will be accepted after Nov. 24 – consider submitting it early)
Week 6 Forum Topic 300 WORD MINIMUM, NO QUOTING OR REFERENCES PLEASE! - The Stanford Prison Experiment ( 3 messages - 3 unread ) Click View Full Description to view Week 6 Forum topic instructions, then post your Week 6 Forum posts here Hide Full Description Chapter 10 of our textbook discusses one of the most famous psychological experiments of all time, conducted by Dr. Philip Zimbardo and his colleagues at Stanford University. To read more of the details of this experiment, visit http://www.prisonexp.org. After reading about the experiment and exploring the website, answer the following:
1. Was it ethical to do the prison study in the way that Zimbardo conducted it? Why or why not? Explain your position substantively.
enlightened In responding to the above, keep in mind that morals and ethics aren't the same thing. Morals are right vs. wrong behavior internal compasses that guide personal life decisions and are grounded in family beliefs, faith traditions, etc. Ethics are standards of behavior established by a professional organization, such as the American Psychological Association. You may have very strong feelings about whether the Zimbardo study was moral, but here we are discussing ethics.
2. How do the social psychology concepts of conformity and the power of the social situation that we are studying this week relate to what happened during the brief period of time that the prison study ran. Where in the description of how the study unfolded did we see evidence of these concepts?
enlightened Ground your answer to the questions in #2 in our assigned readings for this week and think social psychology. For example, the guards were given power over the prisoners and having power may affect others' obedience to one's rules, but one can affect obedience one-on-one as we see in the Milgram study. What we mean when we say "the power of the social situation" is the impact that being with others in a group setting, whether public or private, has on people's behavior, such as the degree to which they conform to perceived norms).
Forum General Posting Requirements:
The following are general requirements for all of the course forums. They are included on each forum for easy reference. Click this forum's topic to view topic-specific requirements.
Your “Initial Post” is the post to be posted in response to each forum topic's instructions. It is due by Wednesday by 11:55p.m., Eastern Time (ET). The initial post length requirement is 300 words. It is to be posted before replies to classmates.
Quoting is not permitted in forum posts and if included will result in point loss. This is because we are having a conversation and you are demonstrating the meaning you make of learning materials rather than an ability to incorporating quotes into your writing (this is something you will do in essay and research paper composition in future courses; just not on the forums here).
After reading Candide, write a paper comparing the optimistic philosophy of Pangloss with the pessimism of Martin. Explain how Voltaire uses this contrast to challenge the assumptions of the Age of Reason. Note how Voltaire attacks philosophical reasoning generally, along with the irrationality of organized religion.
Topic 2:
Google “The Swing” and “Nude on a Sofa” by Rococo artists Fragonard and Boucher, and the neoclassical works “The Oath of the Horatii” and “La Grande Odalisque” by David and Ingres. Write a paper contrasting the amoral decadence and excess of the Rococo painters with the more serious and refined works of the Neoclassicists. Connect Rococo to the reign of Louis XVI and Neoclassicism to the rise of the philosophes and revolutionaries in France.
Please follow APA, add APA citation, direct quotation, and summery from upload source. Write Psychotherapy Integration and the Systems of Psychotherapy. A natural outgrowth of understanding human nature. You understand how things “should” be and how a person has deviated, the next logical step is to come up with strategies to “fix” them. Once you’ve defined how things ought to work, you can define how they go “wrong”.
Reference Okun, B. F. (1990). Seeking connections in psychotherapy. San Francisco, CA: Jossey-Bass.
Your task, intrepid seeker of knowledge, is to find and write about one example for each of the following concepts below. You will need to find them in the Searching for Bobby Fisher video sequence. The concepts are: • Cognitive Apprenticeship • Zone of Proximal Development • Modeling Each time you provide an example, be specific enough to tell what portion of the video you are talking about and describe how that example shows the concept.
This post will be graded on: • Meeting the word requirement of around 250 words • Using, describing, and providing examples for the terms and concepts of cognitive apprenticeship, zone of proximal development, and modeling
The thought paper will be evaluated on two levels: technical and content/style. Below is a copy of the rubric that will be used in grading the thought papers. The rubric tells you exactly what you need to include so be certain to address each required area. Avoid typographical errors and misspelled words - proofread carefully! Also make sure to use appropriate citations. You do not need to use any outside sources but your textbook or class notes should be cited when you are referring to specific terms and the TV show should be cited as well. APA style is preferred but MLA or other appropriate referencing will be accepted. Your responses should be organized in a clear and logical manner. DO NOT just ramble on about a topic. Think about the issue you are discussing and present your ideas in a clear, concise, and organized fashion. Further, your responses should show an appropriate application of concepts from the text, reading or lecture. A strong thought paper is one that integrates the assignment with text reading and class discussion, and shows evidence of critical thinking. Assignment for Thought Paper #2: Applying Personality Theories to TV Characters For this paper, you are going to apply personality theory to the behavior of a television character. • Think of an interesting TV character (perhaps a favorite character or one with a particularly vivid or unique personality). • Focus on a specific episode of the TV show that features that character. Briefly describe the circumstances and plot of the episode and then explain that character’s behavior in terms of one of the major personality theories (i.e., psycho dynamic, humanistic, trait, or cognitive social- learning). Your explanation should clearly indicate your understanding of the relevant theory AS WELL as your application of that theory to your TV character. • You MAY use more than one theoretical approach if you would like. You may also pull in other relevant features from the show that might not be focused on in that episode if they help with your application (e.g. Sam’s mother died when he was young, Mary just broke up with her significant other). Do not feel that you are restricted to characters with negative or maladaptive personalities (i.e., “healthy” characters can be interesting, too). • Write for an “intelligent but naïve” reader. Assume they are not familiar with the TV show or with personality theory.
Questions and Topics We Can Help You To Answer: Our founding fathers created a system of government that relies on Representative Democracy. Many American voters do not understand exactly what our representatives do. Use the "Interactive Learning module" link on the course site, to work the "How a Member Decides to Vote", Public Criticisms of Congress", and "The Dynamic Legislative Process" learning modules. Using the material presented in each learning module, write a page or more on what you learned in each module. Papers will be graded in four domains: communication/writing skills, critical thinking, personal responsibility, and social responsibility based on the rubrics contained in the “Rubrics” folder on the course site. It is HIGHLY RECOMMEND that students study the rubrics BEFORE doing anything else on the project. More information on what to include on each module in your essay is below: How a Member Decides to Vote: In this module you need to report your experiences as you participated in the activity. Be specific. Describe the different viewpoints presented regarding the issue of the "flag amendment" that is presented in the module and report what you thought about those viewpoints. Be specific. For example your paper should report “Who said What and Why” regarding the issues. Your paper should also contain several sentences of analysis regarding each “Who said What and Why” presented in the module. How did you vote? Why? What viewpoints influenced you? Why? What did you learn? Did the activity cause you to become more concerned about the viewpoints of others? Do you have any comments about the process? Public Criticisms of Congress: Describe the different Criticisms of Congress presented during the activity. Analyze each criticism and report your viewpoint regarding the criticism. Again, be specific. Each viewpoint presented must be reported, along with your viewpoint regarding the criticism. The Dynamic Legislative Process: Compare the textbook version of how a bill becomes a law to the Dynamic Legislative Process presented in the module. Note: In order to do a good job on this assignment, you should easily have three to five pages. Be specific and elaborate on the answers to the above questions. Put your information into your own words! Think! Use the rubrics to ensure that your paper meets the requirements regarding personal responsibility, social responsibility, critical thinking and writing. Writing Tip: Always assume that your audience knows nothing about the issue. A common mistake students make is leaving out critical information that they have learned, because they know that the instructor already knows the information. However, an instructor cannot give credit for knowledge that is absent from the essay. Your writing should be the evidence that you have the information, and have assimilated it into knowledge. (This was a mistake that I made in writing essays for college classes until an English teacher gave me this advice: "Always write as though the instructor were an ignorant fool that you were attempting to educate about the issue". Use the rubrics for guidance. REQUIREMENTS FOR PAPER: The paper must be: 1. Written in MLA format. 2. Written with Times New Roman 12 point font 3. Double Spaced 4. Minimum of three pages 5. You must submit the finished paper through Safe Assign in the Departmental Assessment portal of Blackboard. I will NOT accept an email version or hard copy. Submit it as required. 6. Spell and grammar check your paper. http://congress.indiana.edu/how-does-congress-work
I need your help please to write this summary. this is Ted talk in Youtube, the title is ( The art of Asking ) Palmer, Amanda (2013). Below you will find the Subtitles and Transcript.
For your information this is what specifically I need to include in summary
1- Introduces the author and title in the first paragraph ( 5 Marks ) 2- Uses reporting language throughout to show attribution. ( 5 Marks ) 3- Includes the main points in the student’s own word. ( 25 marks ) 4- includes enough detail to show evidence of a compete reading/listening with understanding ( 20 marks ) 5-Shows integrity in reporting the ideas of the author, without adding opinion or bias. ( 15 marks ) 6- Shows control over sentence structure, paragraph development and vocabulary. ( 25 Marks) 7- Has had a consultation at the writing centre.( 5 marks )
00:21 (Breathes in) 00:23 (Breathes out) 00:29 So, I didn't always make my living from music. For about the five years after graduating from an upstanding liberal arts university, this was my day job. 00:40 (Laughter) 00:42 I was a self-employed living statue called the Eight-Foot Bride, and I love telling people I did this for a job, because everybody always wants to know, who are these freaks in real life. 00:54 (Laughter) 00:55 Hello. 00:56 I painted myself white one day, stood on a box, put a hat or a can at my feet, and when someone came by and dropped in money, I handed them a flower -- and some intense eye contact. And if they didn't take the flower, I threw in a gesture of sadness and longing -- as they walked away. 01:22 (Laughter) 01:26 So I had the most profound encounters with people, especially lonely people who looked like they hadn't talked to anyone in weeks, and we would get this beautiful moment of prolonged eye contact being allowed in a city street, and we would sort of fall in love a little bit. And my eyes would say -- "Thank you. I see you." And their eyes would say -- "Nobody ever sees me. Thank you." 02:01 I would get harassed sometimes. People would yell at me from their cars. "Get a job!" (Laughing) And I'd be, like, "This is my job." But it hurt, because it made me fear that I was somehow doing something un-joblike and unfair, shameful. I had no idea how perfect a real education I was getting for the music business on this box. And for the economists out there, you may be interested to know I actually made a pretty predictable income, which was shocking to me, given I had no regular customers, but pretty much 60 bucks on a Tuesday, 90 bucks on a Friday. It was consistent. 02:43 And meanwhile, I was touring locally and playing in nightclubs with my band, the Dresden Dolls. This was me on piano, a genius drummer. I wrote the songs, and eventually we started making enough money that I could quit being a statue, and as we started touring, I really didn't want to lose this sense of direct connection with people, because I loved it. So after all of our shows, we would sign autographs and hug fans and hang out and talk to people, and we made an art out of asking people to help us and join us, and I would track down local musicians and artists and they would set up outside of our shows, and they would pass the hat, and then they would come in and join us onstage, so we had this rotating smorgasbord of weird, random circus guests. 03:31 And then Twitter came along, and made things even more magic, because I could ask instantly for anything anywhere. So I would need a piano to practice on, and an hour later I would be at a fan's house. This is in London. People would bring home-cooked food to us all over the world backstage and feed us and eat with us. This is in Seattle. Fans who worked in museums and stores and any kind of public space would wave their hands if I would decide to do a last-minute, spontaneous, free gig. This is a library in Auckland. On Saturday I tweeted for this crate and hat, because I did not want to schlep them from the East Coast, and they showed up care of this dude, Chris, from Newport Beach, who says hello. I once tweeted, "Where in Melbourne can I buy a neti pot?" And a nurse from a hospital drove one right at that moment to the cafe I was in, and I bought her a smoothie and we sat there talking about nursing and death. 04:29 And I love this kind of random closeness, which is lucky, because I do a lot of couchsurfing. In mansions where everyone in my crew gets their own room but there's no wireless, and in punk squats, everyone on the floor in one room with no toilets but with wireless, clearly making it the better option. 04:49 (Laughter) 04:51 My crew once pulled our van up to a really poor Miami neighborhood and we found out that our couchsurfing host for the night was an 18-year-old girl, still living at home, and her family were all undocumented immigrants from Honduras. And that night, her whole family took the couches and she slept together with her mom so that we could take their beds. And I lay there thinking, these people have so little. Is this fair? And in the morning, her mom taught us how to try to make tortillas and wanted to give me a Bible, and she took me aside and she said to me in her broken English, "Your music has helped my daughter so much. Thank you for staying here. We're all so grateful." And I thought, this is fair. This is this. 05:52 A couple of months later, I was in Manhattan, and I tweeted for a crash pad, and at midnight, I'm on the Lower East Side, and it occurs to me I've never actually done this alone. I've always been with my band or my crew. Is this what stupid people do? 06:06 (Laughter) 06:07 Is this how stupid people die? And before I can change my mind, the door busts open. She's an artist. He's a financial blogger for Reuters, and they're pouring me a glass of red wine and offering me a bath, and I have had thousands of nights like that and like that. 06:24 So I couchsurf a lot. I also crowdsurf a lot. I maintain couchsurfing and crowdsurfing are basically the same thing. You're falling into the audience and you're trusting each other. I once asked an opening band of mine if they wanted to go out into the crowd and pass the hat to get some extra money, something that I did a lot. And as usual, the band was psyched, but there was this one guy in the band who told me he just couldn't bring himself to go out there. It felt too much like begging to stand there with the hat. And I recognized his fear of "Is this fair?" and "Get a job." 07:06 And meanwhile, my band is becoming bigger and bigger. We sign with a major label. And our music is a cross between punk and cabaret. It's not for everybody. Well, maybe it's for you. 07:18 (Laughter) 07:20 We sign, and there's all this hype leading up to our next record. And it comes out and it sells about 25,000 copies in the first few weeks, and the label considers this a failure. 07:33 I was like, "25,000, isn't that a lot?" 07:35 They said, "No, the sales are going down. It's a failure." And they walk off. 07:40 Right at this same time, I'm signing and hugging after a gig, and a guy comes up to me and hands me a $10 bill, and he says, "I'm sorry, I burned your CD from a friend." 07:52 (Laughter) 07:57 "But I read your blog, I know you hate your label. I just want you to have this money." 08:02 And this starts happening all the time. I become the hat after my own gigs, but I have to physically stand there and take the help from people, and unlike the guy in the opening band, I've actually had a lot of practice standing there. Thank you. 08:21 And this is the moment I decide I'm just going to give away my music for free online whenever possible, so it's like Metallica over here, Napster, bad; Amanda Palmer over here, and I'm going to encourage torrenting, downloading, sharing, but I'm going to ask for help, because I saw it work on the street. So I fought my way off my label, and for my next project with my new band, the Grand Theft Orchestra, I turned to crowdfunding. And I fell into those thousands of connections that I'd made, and I asked my crowd to catch me. And the goal was 100,000 dollars. My fans backed me at nearly 1.2 million, which was the biggest music crowdfunding project to date. 09:07 (Applause) 09:11 And you can see how many people it is. It's about 25,000 people. 09:19 And the media asked, "Amanda, the music business is tanking and you encourage piracy. How did you make all these people pay for music?" And the real answer is, I didn't make them. I asked them. And through the very act of asking people, I'd connected with them, and when you connect with them, people want to help you. It's kind of counterintuitive for a lot of artists. They don't want to ask for things. But it's not easy. It's not easy to ask. And a lot of artists have a problem with this. Asking makes you vulnerable. 09:57 And I got a lot of criticism online, after my Kickstarter went big, for continuing my crazy crowdsourcing practices, specifically for asking musicians who are fans if they wanted to join us on stage for a few songs in exchange for love and tickets and beer, and this was a doctored image that went up of me on a website. And this hurt in a really familiar way. And people saying, "You're not allowed anymore to ask for that kind of help," really reminded me of the people in their cars yelling, "Get a job." Because they weren't with us on the sidewalk, and they couldn't see the exchange that was happening between me and my crowd, an exchange that was very fair to us but alien to them. 10:49 So this is slightly not safe for work. This is my Kickstarter backer party in Berlin. At the end of the night, I stripped and let everyone draw on me. Now let me tell you, if you want to experience the visceral feeling of trusting strangers -- 11:03 (Laughter) 11:04 I recommend this, especially if those strangers are drunk German people. 11:09 (Laughter) 11:11 This was a ninja master-level fan connection, because what I was really saying here was, I trust you this much. Should I? Show me. 11:24 For most of human history, musicians, artists, they've been part of the community. Connectors and openers, not untouchable stars. Celebrity is about a lot of people loving you from a distance, but the Internet and the content that we're freely able to share on it are taking us back. It's about a few people loving you up close and about those people being enough. So a lot of people are confused by the idea of no hard sticker price. They see it as an unpredictable risk, but the things I've done, the Kickstarter, the street, the doorbell, I don't see these things as risk. I see them as trust. Now, the online tools to make the exchange as easy and as instinctive as the street, they're getting there. But the perfect tools aren't going to help us if we can't face each other and give and receive fearlessly, but, more important -- to ask without shame. 12:32 My music career has been spent trying to encounter people on the Internet the way I could on the box. So blogging and tweeting not just about my tour dates and my new video but about our work and our art and our fears and our hangovers, our mistakes, and we see each other. And I think when we really see each other, we want to help each other. 13:02 I think people have been obsessed with the wrong question, which is, "How do we make people pay for music?" What if we started asking, "How do we let people pay for music?" 13:17 Thank you. 13:18 (Applause)
This website is owned and operated by PFS Limited.
Company Registration office is at:
2875 NE 194st St 404, Miami, FL 33180
Edudorm.com provides writing and research services for limited use only. All the materials from our website should be used with proper references and in accordance with Terms & Conditions
