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Sound Recordings (sound + recording)

Distribution by Scientific Domains

Humanities and Social Sciences	50%

Selected Abstracts

Copyright, Parallel Imports and National Welfare: The Australian Market for Sound Recordings

THE AUSTRALIAN ECONOMIC REVIEW, Issue 4 2000
Theo Papadopoulos
For more than a decade now there has been considerable, often heated, debate over the issue of the parallel importation of sound recordings into Australia. Citing anti-competitive monopolistic distribution, an increasingly integrated global market and the challenges of new technologies, the Australian government recently passed the Copyright Amendment Act (No.2) 1998, which permits the parallel importation of ,non-infringing' copies of a sound recording. This paper investigates the economic rationale underpinning this regulatory change and, using a partial equilibrium model, attempts to measure the likely welfare effects on consumers, copyright owners and the nation. In addition the paper examines the likely welfare impact of piracy within the new regulatory framework. This paper demonstrates that in a global music market characterised by exclusive territorial licences and price discrimination, the removal of parallel import restrictions by a small net-importer of intellectual property may be welfare enhancing for the nation. This welfare gain is at the expense of largely foreign copyright owners. [source]

Teaching and Learning Guide for: Memoryscape: How Audio Walks Can Deepen Our Sense of Place by Integrating Art, Oral History and Cultural Geography

GEOGRAPHY COMPASS (ELECTRONIC), Issue 5 2008
Toby Butler
Author's Introduction This article is concerned with the history and practice of creating sound walks or ,memoryscapes': outdoor trails that use recorded sound and spoken memory played on a personal stereo or mobile media to experience places in new ways. It is now possible to cheaply and easily create this and other kinds of located media experience. The development of multi-sensory-located media (,locedia') presents some exciting opportunities for those concerned with place, local history, cultural geography and oral history. This article uses work from several different disciplines (music, sound art, oral history and cultural geography) as a starting point to exploring some early and recent examples of locedia practice. It also suggests how it might give us a more sophisticated, real, embodied and nuanced experience of places that the written word just can not deliver. Yet, there are considerable challenges in producing and experiencing such work. Academics used to writing must learn to work in sound and view or image; they must navigate difficult issues of privacy, consider the power relations of the outsider's ,gaze' and make decisions about the representation of places in work that local people may try and have strong feelings about. Creating such work is an active, multi-sensory and profoundly challenging experience that can offer students the chance to master multi-media skills as well as apply theoretical understandings of the histories and geographies of place. Author Recommends 1.,Perks, R., and Thomson, A. (2006). The oral history reader, 2nd ed. London: Routledge. This is a wonderful collection of significant writing concerned with oral history. Part IV, Making Histories features much of interest, including a thought-provoking paper on the challenges of authoring in sound rather than print by Charles Hardy III, and a moving interview with Graeme Miller, the artist who created the Linked walk mentioned in the memoryscape article. These only feature in the second edition. 2.,Cresswell, T. (2004). Place: a short introduction. Oxford, UK: Blackwell. A refreshingly clear and well-written guide to the different theoretical takes on what makes places , a good starting point for further reading. 3.,Carlyle, A. (ed.). (2008). Autumn leaves: sound and the environment in artistic practice. Paris, France: Double Entendre. This is a collection of short essays and examples of located sonic media art; it includes interviews with practitioners and includes Hildegard Westekamp's Soundwalking, a practical guide to leading students on a mute walk. Lots of thought provoking, applied reading material for students here. 4.,Blunt, A., et al. (eds) (2003). Cultural geography in practice. London: Arnold. A great book for undergraduate and postgraduate students , concepts explained and lots of examples of actually doing cultural geography. The chapter on mapping worlds by David Pinder is particularly useful in this context. 5.,Pinder, D. (2001). Ghostly footsteps: voices, memories and walks in the city. Ecumene 8 (1), pp. 1,19. This article is a thoughtful analysis of a Janet Cardiff sound walk in Whitechapel, East London. Online Materials http://www.memoryscape.org.uk This is my project website, which features two online trails, Dockers which explores Greenwich and the memories of the London Docks that are archived in the Museum of London, and Drifting which is a rather strange experiment-combining physical geography and oral history along the Thames at Hampton Court, but still makes for an interesting trail. Audio, maps and trails can be downloaded for free, so students with phones or iPods can try the trails if you are within reach of Surrey or London. The site features an online version, with sound-accompanying photographs of the location. http://www.portsofcall.org.uk This website has three more trails here, this time of the communities surrounding the Royal Docks in East London. The scenery here is very dramatic and anyone interested in the regeneration of East London and its impact on local communities will find these trails interesting. Like Dockers, the walks feature a lot of rare archive interviews. This project involved a great deal of community interaction and participation as I experimented with trying to get people involved with the trail-making process. The site uses Google maps for online delivery. http://www.soundwalk.com This New York-based firm creates exceptionally high-quality soundwalks, and they are well worth the money. They started by producing trails for different districts of New York (I recommend the Bronx Graffiti trail) and have recently made trails for other cities, like Paris and Varanassi in India. http://www.mscapers.com This website is run by Hewlett Packard, which has a long history of research and development in located media applications. They currently give free licence to use their mscape software which is a relatively easy to learn way of creating global positioning system-triggered content. The big problem is that you have to have a pricey phone or personal digital assistant to run the software, which makes group work prohibitively expensive. But equipment prices are coming down and with the new generations of mobile phones developers believe that the time when the player technology is ubiquitous might be near. And if you ask nicely HP will lend out sets of equipment for teaching or events , fantastic if you are working within reach of Bristol. See also http://www.createascape.org.uk/ which has advice and examples of how mscape software has been used for teaching children. Sample Syllabus public geography: making memoryscapes This course unit could be adapted to different disciplines, or offered as a multidisciplinary unit to students from different disciplines. It gives students a grounding in several multi-media techniques and may require support/tuition from technical staff. 1.,Introduction What is a located mediascape, now and in the future? Use examples from resources above. 2.,Cultural geographies of site-specific art and sound Theories of place; experiments in mapping and site-specific performance. 3.,Walk activity: Westergard Hildekamp , sound walk, or one of the trails mentioned above The best way , and perhaps the only way , to really appreciate located media is to try one in the location they have been designed to be experienced. I would strongly advise any teaching in this field to include outdoor, on-site experiences. Even if you are out of reach of a mediascape experience, taking students on a sound walk can happen anywhere. See Autumn Leaves reference above. 4.,Researching local history An introduction to discovering historical information about places could be held at a local archive and a talk given by the archivist. 5.,Creating located multimedia using Google maps/Google earth A practical exercise-based session going through the basics of navigating Google maps, creating points and routes, and how to link pictures and sound files. 6.,Recording sound and oral history interviews A practical introduction to the techniques of qualitative interviewing and sound recording. There are lots of useful online guides to oral history recording, for example, an online oral history primer http://www.nebraskahistory.org/lib-arch/research/audiovis/oral_history/index.htm; a more in depth guide to various aspects of oral history http://www.baylor.edu/oral%5fhistory/index.php?id=23566 or this simple oral history toolkit, with useful links to project in the North of England http://www.oralhistorynortheast.info/toolkit/chapter1.htm 7.,Sound editing skills Practical editing techniques including working with clips, editing sound and creating multi-track recordings. The freeware software Audacity is simple to use and there are a lot of online tutorials that cover the basics, for example, http://www.wikieducator.org/user:brentsimpson/collections/audacity_workshop 8.,Web page design and Google maps How to create a basic web page (placing pictures, text, hyperlinks, buttons) using design software (e.g. Dreamweaver). How to embed a Google map and add information points and routes. There is a great deal of online tutorials for web design, specific to the software you wish to use and Google maps can be used and embedded on websites free for non-profit use. http://maps.google.com/ 9,and 10. Individual or group project work (staff available for technical support) 11.,Presentations/reflection on practice Focus Questions 1What can sound tell us about the geographies of places? 2When you walk through a landscape, what traces of the past can be sensed? Now think about which elements of the past have been obliterated? Whose past has been silenced? Why? How could it be put back? 3Think of a personal or family story that is significant to you. In your imagination, locate the memory at a specific place. Tell a fellow student that story, and describe that place. Does it matter where it happened? How has thinking about that place made you feel? 4What happens when you present a memory of the past or a located vision of the future in a present landscape? How is this different to, say, writing about it in a book? 5Consider the area of this campus, or the streets immediately surrounding this building. Imagine this place in one of the following periods (each group picks one): ,,10,000 years ago ,,500 years ago ,,100 years ago ,,40 years ago ,,last Thursday ,,50 years time What sounds, voices, stories or images could help convey your interpretation of this place at that time? What would the visitor hear or see today at different points on a trail? Sketch out an outline map of a located media trail, and annotate with what you hear/see/sense at different places. Project Idea small group project: creating a located mediascape Each small group must create a located media experience, reflecting an aspect of the history/geography/culture of an area of their choosing, using the knowledge that they have acquired over the course of the semester. The experience may be as creative and imaginative as you wish, and may explore the past, present or future , or elements of each. Each group must: ,,identify an area of interest ,,research an aspect of the area of the groups choosing; this may involve visiting local archives, libraries, discussing the idea with local people, physically exploring the area ,,take photographs, video or decide on imagery (if necessary) ,,record sound, conduct interviews or script and record narration ,,design a route or matrix of media points The final project must be presented on a website, may embed Google maps, and a presentation created to allow the class to experience the mediascape (either in the classroom or on location, if convenient). The website should include a brief theoretical and methodological explanation of the basis of their interpretation. If the group cannot be supported with tuition and support in basic website design or using Google mapping with sound and imagery, a paper map with locations and a CD containing sound files/images might be submitted instead. For examples of web projects created by masters degree students of cultural geography at Royal Holloway (not all sound based) see http://www.gg.rhul.ac.uk/MA/web-projects.html [source]

Copyright, Parallel Imports and National Welfare: The Australian Market for Sound Recordings

Wing wear, aerodynamics and flight energetics in bumblebees (Bombus terrestris): an experimental study

FUNCTIONAL ECOLOGY, Issue 4 2001
A. Hedenström
Summary 1,Previous work has shown that wing wear increases mortality rate in bumblebees. Two proximate explanations have been suggested to account for this: increased energy flight costs and increased predation risk due to reduced manoeuvrability. 2,Wing wear was mimicked by experimentally clipping the forewing distal trailing edge, causing a 10% wing area reduction. Experimental and sham control bumblebees were induced to hover in a flight respirometry chamber for measuring metabolic rate of hovering. Simultaneous video and sound recordings were taken for wingbeat kinematic data required for an aerodynamic analysis. 3,In the experimental group with reduced wing area we measured increased wingbeat frequency, lift coefficient and induced power, but a reduced profile power. The mechanical power output, assuming perfect elastic storage in the flight system, remained largely unchanged after the wing-trimming treatment. 4,Metabolic flight costs (CO2 production rate) did not increase significantly in the reduced wing area group, which is in line with the aerodynamic power output. 5,Our results indicate that an increase of flight cost due to wing wear is not a likely explanation for increased mortality rate in bumblebees. Wing wear may, however, affect escape performance from predators. [source]

Development Section, April 2008

GEOGRAPHY COMPASS (ELECTRONIC), Issue 3 2008
Cheryl McEwan
EDITORIAL It is a great privilege to serve as Editor for the Development section of Geography Compass. The journal is an exciting new venture in electronic publishing that aims to publish state-of-the-art peer-reviewed surveys of key contemporary issues in geographical scholarship. As the first Editor of this section, it is my responsibility to establish the key aims and innovations for this section of the journal. These include: publishing reviews of scholarship on topics of contemporary relevance that are accessible and useful to researchers, teachers, students and practitioners; developing the range of topics covered across the spectrum of development geography; helping to set agendas in development geography by identifying gaps in existing empirical and conceptual research; commissioning articles from both established and graduate/early career researchers who are working at the frontiers of development geography; and communicating the distinctiveness of Geography Compass. Part of this distinctiveness is in publishing articles that are both of scholarly excellence and accessible to a wide audience. The first volume of Geography Compass was published in 2007, covering a wide range of topics (e.g. migration, children, technology, grassroots women's organizations, civil society, biodiversity, tourism, inequality, agrarian change, participatory development, disability, spirituality) in a number of specific geographical areas (e.g. Africa/southern Africa, Caribbean, China, Peru). Forthcoming in 2008/2009 are articles on the Gambia, Latin America, the Philippines, Southeast Asia, Bangladesh and South Africa, focusing on topics such as food security, comparative post-socialism, foreign aid and fair trade. Building on these diverse and excellent articles, I plan to communicate the distinctiveness of Development in a number of ways. First, I encourage an ecumenical approach to the notion of ,development geography' and welcome contributions from scholars across a range of social science disciplines whose work would be useful to a geography audience. This is important, not least because both development and geography, in disciplinary terms, are largely European inventions. Many scholars in Latin America, Africa and Asia, for example, do not refer to themselves as either development specialists or geographers but are producing important research in areas of direct relevance to students and researchers of ,development geography'. As the first editions illustrate, I also seek to publish articles that reflect ,development' in its broadest sense, encompassing economic, (geo)political, social, cultural and environmental issues. 2008 will be an interesting year for development, with a number of important issues and events shaping discourse and policy. These include: the Beijing Olympics and increasing focus on China's role in international development; political change in a number of African countries (Kenya, Zimbabwe, South Africa); the US presidential elections and potential shifts in policy on climate change, trade and security; the impacts of the Bali roadmap on climate change in the current economic context; the increasing number of impoverished people in Asia (notably China and India), sub-Saharan Africa and Latin America (notably Brazil) that even the World Bank has acknowledged; the implications of the increasing role of philanthropic foundations (e.g. the Gates Foundation and those emerging in India and Russia) in international development. I hope to see some of these issues covered in this journal. Second, I am keen to break down the association between ,development' and parts of the world variously categorized as ,Third World', ,Global South' or ,Developing World' by publishing articles that cut across North and South, East and West. The intellectual and disciplinary practices within (Western) geography that separate those researching issues in the South and post-socialist contexts from those researching similar issues in advanced capitalist economies are, it seems, no longer sustainable or sensible. Moreover, while studies of transnational and ethical trade, neoliberalism, household economies and ,commodity chains', for example, incorporate a multitude of case studies from across the world, these tend to be understood through conceptual lenses that almost always have their theoretical antecedents in Western theorization. The notion of ,learning from' debates, policy and practice in other parts of the world is still relatively alien within the discipline. There are thus issues in how we research and teach ethically and responsibly in and about different parts of the world, and in which this journal might make a contribution. Third, and related, part of my responsibility is to ensure that Compass reflects the breadth of debate about ,development' by publishing articles written by a truly international range of scholars. This has proved to be a challenge to date, in part reflecting the newness of the journal and the difficulties posed by English language publication. However, an immediate aim is to publish the work and ideas of scholars based outside of Anglophone contexts, in the Global South and in post-socialist contexts, and to use international referees who are able to provide valuable commentaries on the articles. A longer-term aim is to also further internationalize the Editorial Board. Currently, one-third of the Editorial Board is non-UK and I plan to increase this to at least 50% in future. Fourth, I plan to ensure that the Development section takes full advantage of electronic publication and the opportunities this offers. Thus, while I am keen to retain a word limit in the interest of publishing accessible articles, the lack of constraint regarding page space enables authors to include a wide range of illustrative and other material that is impossible in print journals. I plan to encourage authors to make greater use of visual materials (maps, photographs/photo-essays, video, sound recordings, model simulations and datasets) alongside text as well as more innovative forms of presentation where this might be appropriate. Finally, in the coming year, I intend to work more closely with other Compass section Editors to realize the potential for fostering debate that cuts across subdisciplinary and even disciplinary boundaries. The journal publishes across the full spectrum of the discipline and there is thus scope for publishing articles and/or special issues on development-related topics that might best be approached through dialogue between the natural and social sciences. Such topics might include resources (e.g. water, oil, bio-fuels), hazard and risk (from environmental issues to human and state security), and sustainability and quality of life (planned for 2008). Part of the distinctiveness of Compass is that electronic-only publication ensures that articles are published in relatively quick time , in some cases less than 3 months from initial submission to publication. It thus provides an important outlet for researchers working in fast-changing contexts and for those, such as graduate and early-career researchers, who might require swift publication for career purposes. Of course, as Editor I am reliant on referees both engaging with Manuscript Central and providing reports on articles in a relatively short space of time to fully expedite the process. My experience so far has been generally very positive and I would like to thank the referees for working within the spirit of the journal. Editing a journal is, of course, a collaborative and shared endeavour. The Development Editorial Board has been central to the successful launch of Development by working so generously to highlight topics and potential authors and to review articles; I would like to take this opportunity to thank Tony Bebbington, Reg Cline-Cole, Sara Kindon, Claire Mercer, Giles Mohan, Warwick Murray, Richa Nagar, Rob Potter, Saraswati Raju, Jonathan Rigg, Jenny Robinson and Alison Stenning. The Editors-in-Chief , Mike Bradshaw and Basil Gomez , have provided invaluable advice while adding humour (and colour) to the editorial process. Colleagues at Wiley-Blackwell have provided superb support, in particular, Helen Ashton who is constantly on hand to provide advice and assistance. I look forward to working closely with these people again in the coming year, as well as with the authors and readers who are vital to ensuring that Geography Compass fulfils its remit. [source]

Bilingual Humor, Verbal Hygiene, and the Gendered Contradictions of Cultural Citizenship in Early Mexican American Comedy

JOURNAL OF LINGUISTIC ANTHROPOLOGY, Issue 2 2003
Peter C. Haney
This article examines the paradoxes of linguistic purism in a series of sound recordings of comic dialogues made by Mexican immigrant comedians in San Antonio, Texas, during the Depression. The dialogues present characters who mix English and Spanish as transgressors of gender roles and national identities, reserving their harshest criticism for women. However, bilingual wordplay in the dialogues suggests a dialectically opposed ideological move toward a celebration of linguistic and cultural hybridity. [source]

Copyright, Parallel Imports and National Welfare: The Australian Market for Sound Recordings

Something for posterity or hostage to fortune?

ANTHROPOLOGY TODAY, Issue 4 2010
Archiving anthropological field material (Respond to this article at http://www.therai.org.uk/at/debate)
What do anthropologists do with all the data (both primary and secondary) they accumulate while doing fieldwork? Most continue to draw on it for many years, but there is increasing pressure (e.g. from the ESRC) to place much of it in archives, usually in electronic form. What kind of material could be deposited? What use may be made of such material by others? What are the ethical dilemmas which face anthropologists in depositing confidential data? Are there differences between paper and electronic archives and between textual and other forms of material, such as photos and sound recordings? How can anthropologists best protect their sources? Does anthropology become a form of historiography when its raw data are archived? What forms of ,knowledge' are created by archiving? [source]