පහල බැනරය මගින් register වෙන්න.
Thursday, September 12, 2013
Saturday, June 15, 2013
Music
Music is an art form whose medium is sound and silence. Its common elements are pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics, and the sonic qualities of timbre and texture. The word derives from Greek μουσική (mousike; "art of the Muses").[1]
The creation, performance, significance, and even the definition of music vary according to culture and social context. Music ranges from strictly organized compositions (and their recreation in performance), through improvisational music to aleatoric forms. Music can be divided into genres and subgenres, although the dividing lines and relationships between music genres are often subtle, sometimes open to individual interpretation, and occasionally controversial. Within the arts, music may be classified as a performing art, a fine art, and auditory art. It may also be divided among art music and folk music. There is also a strong connection between music and mathematics.[2] Music may be played and heard live, may be part of a dramatic work or film, or may be recorded.
To many people in many cultures, music is an important part of their way of life. Ancient Greek and Indian philosophers defined music as tones ordered horizontally as melodies and vertically as harmonies. Common sayings such as "the harmony of the spheres" and "it is music to my ears" point to the notion that music is often ordered and pleasant to listen to. However, 20th-century composer John Cage thought that any sound can be music, saying, for example, "There is no noise, only sound."[3] Musicologist Jean-Jacques Nattiez summarizes the relativist, post-modern viewpoint: "The border between music and noise is always culturally defined—which implies that, even within a single society, this border does not always pass through the same place; in short, there is rarely a consensus ... By all accounts there is no single and intercultural universal concept defining what music might be.
source - here
Thursday, June 6, 2013
Music history
The methods of music history include source studies (esp. manuscript studies), paleography, philology (especially textual criticism), style criticism, historiography (the choice of historical method), musical analysis, and iconography. The application of musical analysis to further these goals is often a part of music history, though pure analysis or the development of new tools of music analysis is more likely to be seen in the field of music theory. (For a more detailed discussion of the methods see the section on "Research in Music History" below) Some of the intellectual products of music historians include editions of musical works, biography of composers and other musicians, studies of the relationship between words and music, and the reflections upon the place of music in society.
Although most performers of classical and traditional instruments receive some instruction in music, art pop, or rock and roll history from teachers throughout their training, the majority of formal music history courses are offered at the college level. In Canada, some music students receive training prior to undergraduate studies because examinations in music history (as well as music theory) are required to complete Royal Conservatory certification at the Grade 9 level and higher. Particularly in the United States and Canada, university courses tend to be divided into two groups: one type to be taken by students with little or no music theory or ability to read music (often called music appreciation) and the other for more musically literate students (often those planning on making a career in music).
Most medium and large institutions will offer both types of courses. The two types of courses will usually differ in length (one to two semesters vs. two to four), breadth (many music appreciation courses begin at the late Baroque or classical eras and might omit music after WWII while courses for majors traditionally span the period from the Middle Ages to recent times), and depth. Both types of courses tend to emphasize a balance among the acquisition of musical repertory (often emphasized through listening examinations), study and analysis of these works, biographical and cultural details of music and musicians, and writing about music, perhaps through music criticism.
More specialized seminars in music history tend to use a similar approach on a narrower subject while introducing more of the tools of research in music history (see below). The range of possible topics is virtually limitless. Some examples might be "Music during World War I," "Medieval and Renaissance instrumental music," "Music and Process," "Mozart's Don Giovanni." In the United States, these seminars are generally taken by advanced undergraduates and graduate students, though in European countries they often form the backbone of music history education.
The methods and tools of music history are nearly as numerous as its subjects and therefore make a strict categorization impossible. However, a few trends and approaches can be outlined here. Like in any other historical discipline, most research in music history can be roughly divided into two categories: the establishing of factual and correct data and the interpretation of data. Most historical research does not fall into one category solely, but rather employs a combination of methods from both categories. It should also be noted that the act of establishing factual data can never be fully separate from the act of interpretation.
Archival work may be conducted to find connections to music or musicians in a collection of documents of broader interests (e.g., Vatican pay records, letters to a patroness of the arts) or to more systematically study a collection of documents related to a musician. In some cases, where records, scores, and letters have been digitized, archival work can be done online. One example of a composer for whom archival materials can be examined online is the Arnold Schoenberg Center.[1]
Performance practice draws on many of the tools of historical musicology to answer the specific question of how music was performed in various places at various times in the past. Scholars investigate questions such as which instruments or voices were used to perform a given work, what tempos (or tempo changes) were used, and how (or if) ornaments were used. Although performance practice was previously confined to early music from the Baroque era, since the 1990s, research in performance practice has examined other historical eras, such as how early Classical era piano concerti were performed, how the early history of recording affected the use of vibrato in classical music, or which instruments were used in Klezmer music.
Biographical studies of composers can give a better sense of the chronology of compositions, influences on style and works, and provide important background to the interpretation (by performers or listeners) of works. Thus biography can form one part of the larger study of the cultural significance, underlying program, or agenda of a work; a study which gained increasing importance in the 1980s and early 1990s.
Sociological studies focus on the function of music in society as well as its meaning for individuals and society as a whole. Researchers emphasizing the social importance of music (including classical music) are sometimes called New musicologists.
Semiotic studies are most conventionally the province of music analysts rather than historians. However, crucial to the practice of musical semiotics – the interpretation of meaning in a work or style – is its situation in an historical context. The interpretative work of scholars such as Kofi Agawu and Lawrence Kramer fall between the analytic and the music historical.
Source - here
Saturday, June 1, 2013
mobile learning
The term m-learning or "mobile learning", has different meanings for different communities, that refer to a subset of e-learning, educational technology and distance education, that focuses on learning across contexts and learning with mobile devices. One definition of mobile learning is, "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies."[1] In other words, with the use of mobile devices, learners can learn anywhere and at any time.[2]
M-learning technologies include handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning focuses on the mobility of the learner, interacting with portable technologies, and learning that reflects a focus on how society and its institutions can accommodate and support an increasingly mobile population. There is also a new direction in m-learning that gives the instructor more mobility and includes creation of on the spot and in the field learning material that predominately uses smartphone with special software such as AHG Cloud Note. Using mobile tools for creating learning aides and materials becomes an important part of informal learning.
M-learning is convenient in that it is accessible from virtually anywhere. M-learning, like other forms of e-learning, is also collaborative. Sharing is almost instantaneous among everyone using the same content, which leads to the reception of instant feedback and tips. This highly active process has proven to increase exam scores from the fiftieth to the seventieth percentile, and cut the dropout rate in technical fields by 22 percent.[3] M-learning also brings strong portability by replacing books and notes with small RAMs, filled with tailored learning contents. In addition, it is simple to utilize mobile learning for a more effective and entertaining experience.
History
Pre-1970s
Arguably the first instance of mobile learning goes back as far as 1901 when Linguaphone released a series of language lessons on wax cylinders. This was followed up in later years as technology improved, to cover compact cassette tapes, 8 track tape, and CDs[4][dubious ]1970s, 1980s
In 1968 Alan Kay and his colleagues in the Learning Research Group at Xerox Palo Alto Research Center [PARC] propose the Dynabook as a book-sized computer to run dynamic simulations for learning. "The Dynabook would carry an encyclopedia of information inside its circuits and plug into readily available networks containing the sum of human knowledge. Anybody from grade school up would be able to program it to do whatever was wanted. And there's no reason it would even have to be a book; it could just as well be a wristwatch, or woven into a T-shirt."[5]1990s
In May 1991, Apple Classrooms of Tomorrow (ACOT) in partnership with Orange Grove Middle School of Tucson, Arizona, used mobile computers connected by wireless networks for the 'Wireless Coyote' project.[6] Universities in Europe and Asia developed and evaluated mobile learning for students. Palm corporation offered grants to universities and companies who created and tested the use of Mobile Learning on the PalmOS platform. Knowledgility created the first mobile learning modules for CCNA, A+ and MCSE certification using the core tools that later became LMA.2000s
The European Commission began to fund the major multi-national MOBIlearn and M-learning projects.Companies, specializing in these three core areas of mobile learning were formed.
- Authoring and Publishing
- Delivery and Tracking
- Content Development
2010 and beyond
As a large number of smart mobile devices came onto the market, m-learning developers faced a decision as to which devices (smartphone or tablet) and operating systems they would target.Apple, Android and Blackberry are currently the three most popular operating systems. Multi-device learning design is becoming increasingly important as learning designers set out to design once and deliver to all three operating systems as well as a variety of device sizes.
2011 and 2012 saw the increasing availability of multi-device authoring tools such as Captivate, Articulate Storyline, Lectora and GoMoLearning. These tools allow e-learning courses to be delivered to a variety of mobile operating systems and devices as well as to PCs, although not all tools output to all operating systems and devices.
Source- here
Thursday, May 30, 2013
Earn money from internet (1st way)
Do mini job and earn quick money
Mini jobs are the best way to start your ernings from internet.There are very simple works.Not difficult works like odesk,freelancer.You will get 0.1 to 0.5 for most tasks you finish.In most of sites you can cashout after you get 10$.In those mini job sites you can create your account freely.No need to pay for sign up.Some sites give sign up bonus also.You can cashout your money using alerpay.moneybookers or paypal.1st - minuteworkers
Basic steps -
Click sign up
Fill the form with your details
Confirm your email
Log in to your account
Click jobs
Select a job and accept it(Don't select jobs that you can't finish)
Submit proof
Employer will review your work and rate within a week.
Success rate is a very important thing in mini job sites.In most of sites you have to maintain it above 75%.
Information technology
Information technology (IT) is the application of computers and telecommunications equipment to store, retrieve, transmit and manipulate data,[1] often in the context of a business or other enterprise.[2]
The term is commonly used as a synonym for computers and computer
networks, but it also encompasses other information distribution
technologies such as television and telephones. Several industries are associated with information technology, such as computer hardware, software, electronics, semiconductors, internet, telecom equipment, e-commerce and computer services.[3][4]
In a business context, the Information Technology Association of America has defined information technology as "the study, design, development, application, implementation, support or management of computer-based information systems".[5] The responsibilities of those working in the field include network administration, software development and installation, and the planning and management of an organisation's technology life cycle, by which hardware and software is maintained, upgraded, and replaced.
Humans have been storing, retrieving, manipulating and communicating information since the Sumerians in Mesopotamia developed writing in about 3000 BC,[6] but the term "information technology" in its modern sense first appeared in a 1958 article published in the Harvard Business Review; authors Harold J. Leavitt and Thomas L. Whisler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT)."[7] Based on the storage and processing technologies employed, it is possible to distinguish four distinct phases of IT development: pre-mechanical (3000 BC – 1450 AD), mechanical (1450–1840), electromechanical (1840–1940) and electronic (1940–present).[6] This article focuses on the most recent period (electronic), which began in about 1940.
Electronic computers, using either relays or valves, began to appear in the early 1940s. The electromechanical Zuse Z3, completed in 1941, was the world's first programmable computer, and by modern standards one of the first machines that could be considered a complete computing machine. Colossus, developed during the Second World War to decrypt German messages was the first electronic digital computer. Although it was programmable, it was not general-purpose, being designed to perform only a single task. It also lacked the ability to store its program in memory. Instead, programming was carried out using plugs and switches to alter the internal wiring.[12] The first recognisably modern electronic digital stored-program computer was the Manchester Small-Scale Experimental Machine (SSEM), which ran its first program on 21 June 1948.[13]
source - here
In a business context, the Information Technology Association of America has defined information technology as "the study, design, development, application, implementation, support or management of computer-based information systems".[5] The responsibilities of those working in the field include network administration, software development and installation, and the planning and management of an organisation's technology life cycle, by which hardware and software is maintained, upgraded, and replaced.
Humans have been storing, retrieving, manipulating and communicating information since the Sumerians in Mesopotamia developed writing in about 3000 BC,[6] but the term "information technology" in its modern sense first appeared in a 1958 article published in the Harvard Business Review; authors Harold J. Leavitt and Thomas L. Whisler commented that "the new technology does not yet have a single established name. We shall call it information technology (IT)."[7] Based on the storage and processing technologies employed, it is possible to distinguish four distinct phases of IT development: pre-mechanical (3000 BC – 1450 AD), mechanical (1450–1840), electromechanical (1840–1940) and electronic (1940–present).[6] This article focuses on the most recent period (electronic), which began in about 1940.
History of computers
Main article: History of computing hardware
Devices have been used to aid computation for thousands of years, probably initially in the form of a tally stick.[8] The Antikythera mechanism, dating from about the beginning of the first century BC, is generally considered to be the earliest known mechanical analog computer; it is also the earliest known geared mechanism.[9] Comparable geared devices did not emerge in Europe until the 16th century,[10]
and it was not until 1645 that the first mechanical calculator capable
of performing the four basic arithmetical operations was developed.[11]Electronic computers, using either relays or valves, began to appear in the early 1940s. The electromechanical Zuse Z3, completed in 1941, was the world's first programmable computer, and by modern standards one of the first machines that could be considered a complete computing machine. Colossus, developed during the Second World War to decrypt German messages was the first electronic digital computer. Although it was programmable, it was not general-purpose, being designed to perform only a single task. It also lacked the ability to store its program in memory. Instead, programming was carried out using plugs and switches to alter the internal wiring.[12] The first recognisably modern electronic digital stored-program computer was the Manchester Small-Scale Experimental Machine (SSEM), which ran its first program on 21 June 1948.[13]
source - here
Sunday, April 14, 2013
1st Lession - E Learning
E-learning refers to the use of electronic media and information and communication technologies (ICT) in education. E-learning is broadly inclusive of all forms of educational technology in learning and teaching. E-learning is inclusive of, and is broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-based training (CBT), computer-assisted instruction (CAI), internet-based training (IBT), web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital educational collaboration. These alternative names emphasize a particular aspect, component or delivery method.
E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1]
E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used.
It is commonly thought that new technologies make a big difference in education.[2] Many proponents of e-learning believe that everyone must be equipped with basic knowledge of technology, as well as use it as a medium to reach educational goals.
E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underly many e-learning processes.[1]
E-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. E-learning is suited to distance learning and flexible learning, but it can also be used in conjunction with face-to-face teaching, in which case the term blended learning is commonly used.
It is commonly thought that new technologies make a big difference in education.[2] Many proponents of e-learning believe that everyone must be equipped with basic knowledge of technology, as well as use it as a medium to reach educational goals.
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