If you have a young child, it is likely that you considered giving them piano lessons by Music Teachers Network or perhaps having them learn some other type of instrument. To be certain, having music in their lives is going to benefit them in many ways. Not only is it going to be seen in the fact that they will be able to read music and appreciate it more fully, it tends to help them to be more adjusted. You not only have the option of having piano for kids available, you can also give them kids guitar lessons which will help to introduce music to them and provide them with the benefits that you desire.
If you’re planning on introducing those lessons to your child at a young age, it’s important for you to consider the person is going to provide the lessons for them. Take a little bit of time to research the options that are available in your area. You can do this research online in many cases and discover quite a bit a feedback that is provided from current and former students. You may also want to interview each of the teachers to see if they are going to provide your child with what you need for them. Finally, make a choice as to whether you’re going to be having the music lessons at your location or if you are going to be sending them out to another location to take the lessons. Although teaching them at your house is going to be the most convenient option, it is not going to be one that is available to everybody.

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The following paragraphs summarize the work of musical educations experts who are completely familiar with all the aspects of musical educations. Heed their advice to avoid any musical educations surprises.

Those of you not familiar with the latest on musical educations now have at least a basic understanding. But there's more to come.

Why do people network? Some expect to establish contacts that will help them advance in their careers. Others are looking for new friends or a sports partners. Others, believe it or not, simply do it because they like people. Whatever your reason is, networking has the potential to improve the quality of your life by helping you find others who will help you advance your objectives.

Before you decide to refine your networking skills it is important to decide what your objectives are. Aimlessly meeting and talking with people is rarely productive and is sure to become arduous and tedious over the long haul. You need to figure out what your expectations are and how they can be achieved. Once you do this, you are in a position to build and maintain a network of professional and personal contacts.

You can meet new people, increase the quality of your relationships, find a new job, become better informed through your contacts and -- well, the sky is the limit. You simply have to decide what your goals are -- and then develop a plan to achieve them. It's all a matter of how wide you cast your net and in which direction.

Identify Your Network. Your network like almost all networks is dynamic. It is constantly changing, growing or shrinking based on your activities and the way you interact with people you have met or are meeting while out in the big, wide world.

Networks increase access to information, development opportunities, support and influence. If you are being proactive and not leaving things to happenstance, chances are you are exchanging information with others, finding sources for new business, making new friends, and cultivating and building relationships you already have.

As a networker, you have the potential to not only draw on your own circle of influence (that's all the people you know or have met or are connected to from your entire life) but the circles of influence of all the people you know. Chances are you'd need a calculator to figure out how many people that is. If you extrapolated that number out past your secondary circle of influence to your tertiary circle of influence --and that it still a group of people you can potentially reach -- you'd need a computer to figure out how many people you might have access to! The sheer numbers here suggest power. And we're going to explore how to tap into that source of power.

Have a Strategic Plan. Take stock. What do you want from your network? Are you looking for new friends? Do you want more business? How can building your network help you achieve your goals? Once you answer these questions you will have a direction in which to proceed. Be honest with yourself. Networking is work. No one has the time or energy for false starts.

Networking is also a two way street. You need to understand that you have to help others and be available to support them if you expect them to be there for you. What do you have to give? What are you prepared to give? Understand from the get-go that you need to put yourself out to others to help them in order to engender the kind of respect and reciprocity you would like. This is not an issue of quid pro quo. It's a matter of liking people and wanting to help others. It is easy to identify a networker who is purely self-serving -- and that's not the way you want others to identify you.

Target People You Want to Meet. Make a list of people you know. That is your present circle of influence. Now identify gaps in your network to help you figure out who you would like to meet. Think about why you want to meet them, how you can help them and how they, potentially, can help you. Once you know who you would like to meet you can put together a plan on how to go about meeting them. You are about to embark on a lifelong strategy to build relationships for work, fun, and mutual benefit.

Do your homework. Know something about the people you would like to meet and how you might come into contact with them. Who do you know in common? What events do they go to? Where do they work out? Decide what organizations you would like to join and who you might be able to connect with there. Figure out not only what the organization has to offer but what you can potentially accomplish at individual events and all the events on their calendar. Know in advance of going to a meeting who you want to approach (and don't forget the speaker).

Make a point of meeting people from as many different worlds as you can. People in other industries. People from other countries. People of different faiths. People with different interests. You will not only increase your probability of meeting other people from those worlds, you will be in a position to make strategic introductions for your friends and business associates. When you help others it is inevitable that you will find yourself on the winning side as well.

Learn from the Experts. Did you ever wonder how the rich and powerful got to be the rich and powerful? Sure, some of them were born into it. But many figure out how to gain entrance to the elite club, and it isn't by being a wallflower. Some go to schools where they get great educations and make the acquaintance of others who help them on their journey to the top. Others join clubs where they can hobnob with contacts who help them. Some join city and country clubs to make great contacts. Political fundraisers can be fruitful. And then, there is always flying first class. This group may not be your target, but it does provide a sense of how the network thing is done.

Find the Right Places to Network. Networking is an activity that requires planning to be successful. You need to identify networks in which you would like to participate and then devise a way to access those networks. This can be achieved by joining formal or informal networks. Formal networks include professional institutes and organizations, business organizations, and industry groups. Informal networks include conferences and business retreats, sports and social clubs -- even attending parties and social hours.

Your job is to match your interests and objectives with the plethora of networking opportunities that are available. All you have to do is figure out in which areas you want to expand your circle of contacts. Then you find groups that match the demographics you are looking for. Potential places to network include:

Chambers of Commerce
Business clubs and organizations
Professional institutes and organizations
Industry groups
Social and service clubs
Volunteer groups and charitable organizations
Community organizations and special-interest groups
Faith organizations - synagogues, churches, etc.
Neighborhood organizations
Meetup groups
LinkedIn and other online groups

Whatever you do, remember it is not enough to simply join these groups. You have to get involved. Getting involved requires time but it is time well spent. You will meet new people, make new friends and contacts, and be seen as a person who is interested and can be depended upon. That will over time help you achieve your networking goals. In the meantime, you will be enjoying a rewarding experience that enriches your life as well as the lives of the people you touch.

Now might be a good time to write down the main points covered above. The act of putting it down on paper will help you remember what's important about musical educations.

When you think about musical educations, what do you think of first? Which aspects of musical educations are important, which are essential, and which ones can you take or leave? You be the judge.

See how much you can learn about musical educations when you take a little time to read a well-researched article? Don't miss out on the rest of this great information.

How many times have you wished you had time to learn to play piano? Millions of people wish they could play, but just don't seem to have the time. Getting in the car, driving to wherever the lesson is, paying for blocks of time with money you may not have to spend, and practice between lessons can be very time consuming and expensive.

Why not learn to play online?

Whether you want to learn to read the sheet music or play by ear, there is a lesson plan online for you. Some plans you have to pay for, while others are free. Some allow a free trial, and you pay nothing for a set time frame. A little research can help you find one that works for you.

Traditional piano lessons are set to go at a certain pace. Some of us have a hard time keeping up with the class, or the teacher, and struggle. If you learn to play piano online, you can move at your own pace. That means that you can rush through parts that you get easily, and take your time on pieces and lessons that are more difficult for you.

Maybe you have children that want to learn to play the piano? If you do, it may be difficult to afford or to get to the lessons. Try letting them take online piano lessons. They can learn at their own pace, with no distractions and pressure.

Maybe you work a lot? Between work, children, and household duties, many of us find we have no time during the day to do the things we like. If you learn to play piano online, you can take your lessons at three a.m. or three p.m. There is never a bad time for the teacher, because the teacher is you.

You may not think that learning anything online is possible. But look at all the people in this world who are getting college educations online and making better lives for themselves in their spare time at home. If you can get a degree by learning online, you can learn to play piano.

No matter what level you are, from beginner to advanced player, there are lessons available. Any age, any profession, any skill level can learn. All you really need is a piano or a keyboard. So, stop wishing you could learn to play piano, and take some online piano lessons in your spare time. You have nothing to lose!

If you've picked some pointers about musical educations that you can put into action, then by all means, do so. You won't really be able to gain any benefits from your new knowledge if you don't use it.

The following article includes pertinent information that may cause you to reconsider what you thought you understood. The most important thing is to study with an open mind and be willing to revise your understanding if necessary.

Truthfully, the only difference between you and musical educations experts is time. If you'll invest a little more time in reading, you'll be that much nearer to expert status when it comes to musical educations.

It has been shown that since the 1990s minority small business grants have flourished. This has allowed people, who were once thought of as a non-integral part of their community, to become a huge asset to it. These grants were first offered as a stimulus to our community members within a minority sector, and from the looks of it they are working wonders. The minority groups have risen and funded companies of their own, bought homes and paid for their children to go to college for further educations. But many Americans may not even know that this money is available to them.

It is important to understand that there are literally millions of dollars set aside for minority grants every year. These are to specifically advance American minorities in getting a hold of a financial strength and increasing the equally between each of us in the long run. And the minority small business grants can consist of several different groups of people including African Americans, Asian Americans, Hispanics, and Indian Americans.

These specific and very detailed small business grants for minorities are actually listed on every allocation site. They do not have a specific site of their own. However, it is important to know that there are also loans and grants for minority business owners that are given out by non-profit groups, states, and other entities such as the Montana Indian Equity Fund or the FAME Renaissance Center, which may be more difficult for many of us to locate.

These are separate funds that are set aside for specific groups of people in the form of minority small business grants. And the types of people who receive these grants are varied and not limited to just one or two. Plus they can range from grants for starting a small daycare business to ones for a large manufacturing corporation. But, remember, if you are interested in receiving minority small business grants or loans, you must have certain things in place such as having your business plan formulated.

This step will be required in order to receive a grant or loan for your business. It is very important that you, with some bit of certainty, are sure that your business will be able to stand the test of time once your grant funds are allocated and used. It is also recommended that you formulate a five-year plan for your business venture. You need to know what direction your company is heading and where you plan for it to be in the next few years. Will it prosper and will you be a viable part of the community after this grant money gets you off to a good start? If so, you stand a great chance at receiving a grant.

Those who only know one or two facts about musical educations can be confused by misleading information. The best way to help those who are misled is to gently correct them with the truths you're learning here.

The following article includes pertinent information that may cause you to reconsider what you thought you understood. The most important thing is to study with an open mind and be willing to revise your understanding if necessary.

Most of this information comes straight from the musical educations pros. Careful reading to the end virtually guarantees that you'll know what they know.

Keeping the kids amused on a vacation is a pressing concern for any parent, grandparent, or caregiver. The key is to plan ahead and research the kid-specific activities a city has to offer. Chicago is a wonderful city to visit, especially if you have children. Chicago is home to some of America's finest museums, theater experiences, and has a long standing history with the Ferris wheel.

There are numerous Chicago attractions that will keep the kids, and Mom and Dad too, entertained for hours. The pick of the bunch of these Chicago attractions to make sure you visit the next time you're in the Windy City include the Adler Planetarium & Astronomy Museum, The Shedd Aquarium, the Museum of Science & Industry, and Navy Pier.

#1: Adler Planetarium & Astronomy Museum

The Adler Planetarium & Astronomy Museum has been entertaining children and adults alike for over 75 years. The Adler gives kids a chance to put the universe into perspective and have a load of fun doing it. As well as housing one of the world's largest antique instrument collections, the Adler features two Planetarium theaters, and the Doane observatory. Additionally, the Galileo Café has been voted one of the Chicago attractions with the best view of the City and Lake Michigan.

In the Sky Theater and the Definiti Theaters, a mix of cartoon, entertainment, and educations short movies are shown. What sets these two theaters apart from the regular cinema is that the movie is projected onto the dome of the planetarium for 360 degree viewing.

#2: The Shedd Aquarium

The Shedd Aquarium is home to one of the largest aquatic collections in America with over 30,000 creatures. The Aquarium, with its Oceanarium and Wild Reef, has developed time-saving tours for kids, big or small. Take the Ten Fun Finds for Tots, or Ten Fun Finds - Shedd's Best Dressed, or Ten Fun Finds - Names to Make You Hungry.

The Aquarium also has a 4-D Special FX Theater, which entertains kids with explorations of the world's coral reefs or SpongeBob SquarePants in 4-D.

#3: The Museum Of Science & Industry

This 75 year old Grandfather of Chicago attractions holds over 14 acres of adventure and learning. The Museum has a variety of permanent and temporary exhibits, including the only German submarine in America. The Museum also holds live science demonstrations where kids can get hands-on experience in chemistry and biology.

#4: Navy Pier

Navy Pier is one of the Chicago attractions steeped in history. In 1893, the first Ferris wheel was built in Chicago as a rival to the Eiffel Tower. Later destroyed in 1906, Navy Pier carries on the Ferris wheel tradition in Chicago. The Navy Pier Ferris wheel is 150 foot high and is well worth a ride. Also at Navy Pier's 50 acres of parkland are the Chicago Children's Museum, free musical and theater performances, and the Chicago Shakespeare Theater. During the summer, a free fireworks display illuminates the night sky every Wednesday and Saturday.

Jon Buschlen is an author for Trusted Tours & Attractions, an online resource for discount tickets to the country's best sightseeing tours, attractions and museums. Their website features tickets from the New York hot spots to Chicago Attractions and everything in between.

Now you can understand why there's a growing interest in musical educations. When people start looking for more information about musical educations, you'll be in a position to meet their needs.

Have you ever wondered if what you know about musical educations is accurate? Consider the following paragraphs and compare what you know to the latest info on musical educations.

Those of you not familiar with the latest on musical educations now have at least a basic understanding. But there's more to come.

We left the doctor's office in a state of shock the day we learned that our three-and-a-half-year old son had Asperger's Syndrome, which is an autism spectrum disorder. Fortunately, we took notes that day. Looking back over the notes from that day, the psychologist gave us some excellent advice.

1) Keeping a sense of humor will go a long way.

I do not recall what we said to her, but I do remember her response. "It is good that you have a sense of humor about this, it will go a long way in helping you raise your son through all the challenges." I am not by any means trying to down play the seriousness of this diagnosis. It has been very challenging and difficult. Being able to laugh when we really wanted to scream or cry did help. I remember one day my husband came into the bedroom looking like he was about to lose it. Our son had gone twenty straight minutes of repeating the word "Underwear" in various musical styles. I just busted out laughing at the lunacy and the fact that the crazy song will forever be stuck in my head. My husband also started laughing instead of losing his temper.

2) Stay off the Internet.

While I agree staying off the Internet in the beginning was a great piece of advice for parents first receiving the diagnosis of autism spectrum disorders, I would not agree they should forever stay off the Internet. It is best to read books, magazine, studies and articles by well-respected and acknowledged experts in the field until you have a good handle on autism. There can be a lot of misinformation available to the public that is not helpful. Once you have formed an opinion on what is credible and what is not, then the Internet is an excellent source of information for current studies, news, forums, education, laws, etc.

3) Be cautious of which support groups you join.

Again, while I agree with her initial warning, I would not discourage any parent from joining a support group. Receiving the diagnosis of autism did leave us shell shocked for a while. At first we walked around not knowing what to think. Then we grieved for a while over the lost dreams. Then we went into research mode and read everything we could get our hands on and talked to other parents. Eventually we settled down into a pattern of advocating for our child and eventually others. There are all kinds of support groups available. Our doctor was concerned we might land in a group which be "stuck in grief." She was also concerned about groups that "are militant in their ideas about treatments, cures, advocacy, lobbying, etc." Once we had a good handle on what we believed about autism we were in a much better position to find a group that was right for us. I am not making a comment on the various types of groups, just suggesting not jumping into a group right away when you are still in shock.

4) Start contacting the school system.

While she was right to send us to the public school system to look into what services might be available for our child, she was wrong to suggest that the school system is under legal obligation to provide these services. Under the federal law Individuals with Disabilities Educational Act (IDEA) a child with a disability is not automatically eligible for special education and related services under the law, which states the child must meet two requirements. First, the school system must make the determination that the child has a disability as defined by the law. Second, a special team made up of school personnel and parents together (called the Individual Educational Plan or I.E.P. team) must determine the disability prevents the child from benefiting from their free and appropriate public education (F.A.P.E.) without special education or related services. Knowing this important distinction can save parents a lot of anger, frustration and misunderstanding.

5) Take it one day at a time and do not tackle everything at once.

The diagnosis is for a lifetime. Do not try to learn about it and treat it in the first few days. As my son grows older I am finding that some of his issues are gone, but new ones come. It can be overwhelming for both you and the child to try to tackle the behavioral issues, the sensory issues, the social skill issues and other issues all at once. Pick one or two of the most pressing or disruptive issues and work on them. When you are comfortable you have these down or resolved, then pick up the next two or three. For example, when our son was first diagnosed, potty training and getting him to leave the house without a fight were our first two issues. No preschool programs would take him without being potty trained and we knew he needed the socialization to make it in kindergarten. Likewise, our lifestyle just did not allow us to remain at home because it was easier. Our doctor prescribed and our insurance company paid for an Applied Behavioral Analyst to come to our home and work on these issues. After we were a couple months into the program, we tackled the next issues.

That year, the psychologist's advice went a long way in helping us. I will add my own piece of advice. Take notes when you are at the doctor's office. It will help you remember what the doctor told you, especially if you are receiving some shocking information.

When word gets around about your command of musical educations facts, others who need to know about musical educations will start to actively seek you out.

The best course of action to take sometimes isn't clear until you've listed and considered your alternatives. The following paragraphs should help clue you in to what the experts think is significant.

Hopefully the information presented so far has been applicable. You might also want to consider the following:

Ask anyone who graduated from college and they will tell you that they wish they knew a certain piece of insider information before they went to school. College is full of myths and half-truths. Here's a list of the top five.

Myth 1: You don't have to know what you want to do until your junior year.
This myth has been perpetuated by counselors and academic advisors all throughout the country, on both the high school and university levels. Although it is true that you don't need to choose a major until your junior year, you better have some clue about what you want to do before you say yes to that acceptance letter.

If you are an entering freshman, and you have absolutely no clue what major to choose, two years of taking general educations requirements will not magically bestow you with educational clarity. If anything, two years of multidisciplinary exposure will leave you with more questions than answers. Figure out what your goals are before you get to school. You can always change your mind, but if there are certain things that you know you want to experience (i.e. traveling aboard, taking an internship, creating your own major or combining different majors), then you're more likely to accommodate these considerations if you know what you want to get out of school before you arrive.

Myth 2: You must to choose from a rigid set of majors and class schedules.
College is very customizable. If your major isn't offered at your school of choice, then try to create it. If you want to take a course on 21st century terrorism, and the class doesn't appear on the schedule, then make it up. Independent studies are awesome. If your proposed courses of study are approved (usually through the tacit support of a professor or academic advisor), then you can set your own curriculum. You read what you want, write what you want, and your only class time is face to face discussion sessions with your advising professor (usually during office hours). These tailor-made learning experiences can be very rewarding, because they can be created by you to suit your own personal academic interests.

Myth 3: College is one big party.
Sure you're going to rage it up while you're in school, but if you don't get your stuff done, you won't be partying for very long. Time management is extremely important in college. If you allot enough time for work, you'll still have plenty of time to play. Just make sure you know when to say not tonight, I have to cram.

Myth 4: Living on campus is fun.
If you're an incoming freshman, nothing sounds cooler than living on campus. You get to meet new people and you live just outside your classes. You can stumble out of bed and stroll into your lecture without a problem. If you have the opportunity to live off campus, do so. On campus living is overrated. You could be faced with the dreaded my-roommate-is-a-chump syndrome. If you want peace and quite, you might have to complain to your noisy neighbors. If you want to be noisy, you might have to deal with your complaining neighbors. Live with people who you like and respect, and live off campus. When you live off campus, you can immerse yourself in school when you need to and remove school from your living situation when it's necessary.

Myth 5: College is too expensive.
College is by no means cheap, but there are endless opportunities for you to secure extra funds while going to school. Fill out FAFSA forms early and religiously. Apply for every grant you can. Exhaustively explore every scholarship option. If your mother's second cousin was an Eskimo employed by the Coca-Cola Company, then there's a scholarship out there waiting for you. Make a list of every category that you qualify for (race, class, gender, religious beliefs, athletic abilities, musical prowess, subject and career-specific interests, company-specific employment and so on), and apply for as much free money as you can.

College is an experience that is different for everyone. What's true for one university may not be standard practice for another university, so make sure to do your research. Ask as many questions as you can before you commit to a particular institution or program. Talk to students past and present, schedule a visit and meet with professors before you decide on a particular school. The more informed you are, the better.

It never hurts to be well-informed with the latest on musical educations. Compare what you've learned here to future articles so that you can stay alert to changes in the area of musical educations.

Imagine the next time you join a discussion about musical educations. When you start sharing the fascinating musical educations facts below, your friends will be absolutely amazed.

Truthfully, the only difference between you and musical educations experts is time. If you'll invest a little more time in reading, you'll be that much nearer to expert status when it comes to musical educations.

The Yamaha DJX keyboard was launched by Yamaha many years back as part of its strategy to introduce newer products and technologies in the market, and also because yamaha spotted a demand in the market for dance music based products. When it was launched, the yamaha djx was quite different from the other keyboards that were available at that time... in the sense that it focused more on dance music and related music genres like Hip-Hop, Rap, and Techno.

The Yamaha DJX keyboard has as many as hundred superb quality styles based on Hip Hop, R&B, Rap, Techno and Rave, and was meant primarily for users interested in contemporary dance music. For these styles to sound as authentic as possible, the styles were developed in the US and Europe - the place of origin of these genres. This keyboard is great if you want to have a much better understanding of these genres of music.

In terms of other features, the Yamaha DJX keyboard has all the functions that you would expect to find in a digital music keyboard. To begin with, it has the standard 61 full size keys and includes an internal GM voice set, which gives you a variety of sounds. Since it is a music keyboard that focuses more on dance music, it obviously comes with a variety of digital effects. This keyboard is lightweight, very easy to carry around, and can run on batteries as well.

Since it has a midi slot, it is easy to connect the Yamaha DJX keyboard to external midi based recording devices - be it a hardware mixer or a software based sequencer, where you can record your tracks and create your complete mix. It even has a built-in sequencer for you to be able to record your own musical ideas and songs. So go ahead and let your imagination run wild without worrying where to store those musical ideas. With this built-in sequencer you can do multi-track recording as well i.e. record one track at a time to come up with the final song.

Ideally, with such superb built-in dance styles, you will get an awesome effect if you connect the Yamaha DJX keyboard to an external amplifier or even to your home music system. But do not despair if you do not have any of these. The DJX keyboards have a decent pair of built-in stereo speakers; the various dance styles sound great on these speakers as well. Want to practice at night? No issues, since you also have the option of connecting headphones to your Yamaha DJX keyboard for silent practice.

In the last couple of years, the demand for these keyboards has been diminishing and its availability is no longer assured. It is not available with many of the leading online stores. If you have been looking for a suitable digital keyboard, you can have a look at the other series of keyboards from Yamaha. The PSR series in particular, from Yamaha, has a wide range of models for beginners as well as advanced players. The PSR keyboard also includes hundreds of contemporary styles, similar to the Yamaha DJX keyboard.

Now you can understand why there's a growing interest in musical educations. When people start looking for more information about musical educations, you'll be in a position to meet their needs.

If you're seriously interested in knowing about musical educations, you need to think beyond the basics. This informative article takes a closer look at things you need to know about musical educations.

If you don't have accurate details regarding musical educations, then you might make a bad choice on the subject. Don't let that happen: keep reading.

If you were one of those wondering just what goes into the making of a radio broadcast, a professional one at that, Maryland Radio Schools have the solutions you're looking for. A career such as that in radio covers studies of all sorts, from sound engineering to computer technology to marketing and promotions. With its broadcast scope extending beyond its very own major metropolises and all the way to Washington DC, Maryland radio is considered a strong and rich player at a national soundscape level.

The quaint days of a lone disc jockey spinning vinyl as he riffs into a microphone are largely a thing of the old times. With radio broadcasts today, you get to observe some of the most advanced sound technology available, you'll get a crew with the proper schooling to tirelessly work and control all the gears behind the scenes, and you'll alse have a team of disc jockeys going in and out, mostly with formal and intense educations in radio. If you're studying at Maryland Radio Schools, you could easily be one of these people.

With a solid training in radio, you can easily find a station fitting with your style, even with distinct musical preferences, such as the following: latest hits, classic rock, oldies but goodies, hip-hop, or some songs from the '80s or '90s. With the broad expansion of digital radio broadcasting, this is an area that will be looking for more well-trained professionals to fill the places of the radio revolution.

Just think about it, the kick of getting to sit in the sound booth as you monitor a radio show, you could find yourself taking the DJ's seat, and your voice beams out to listeners from all over the big state of Maryland.

It's not all glitz and glamour, though, as you'll find out the down and dirty methods necessary for street promotion of a radio station, or the deceptions of the trade when it comes to branding a station and taking its name out to listeners. Market research is significant in determining what kind of music is played at an radio station and when the best time is to play it.

You don't need to believe you have to be a math wizard, but you will get to learn statistics basics so you can fully realize this area in the world of radio that's rather important. Fear not. At Maryland radion schools, you'll gain solid ground and the know-how and the wisdom so you can work at a radio station that's initially deemed okay and make is extraordinary.

Take time to consider the points presented above. What you learn may help you overcome your hesitation to take action.

If you have even a passing interest in the topic of musical educations, then you should take a look at the following information. This enlightening article presents some of the latest news on the subject of musical educations.

You can see that there's practical value in learning more about musical educations. Can you think of ways to apply what's been covered so far?

How many times have you wished you had time to learn to play piano? Millions of people wish they could play, but just don't seem to have the time. Getting in the car, driving to wherever the lesson is, paying for blocks of time with money you may not have to spend, and practice between lessons can be very time consuming and expensive.

Why not learn to play online?

Whether you want to learn to read the sheet music or play by ear, there is a lesson plan online for you. Some plans you have to pay for, while others are free. Some allow a free trial, and you pay nothing for a set time frame. A little research can help you find one that works for you.

Traditional piano lessons are set to go at a certain pace. Some of us have a hard time keeping up with the class, or the teacher, and struggle. If you learn to play piano online, you can move at your own pace. That means that you can rush through parts that you get easily, and take your time on pieces and lessons that are more difficult for you.

Maybe you have children that want to learn to play the piano? If you do, it may be difficult to afford or to get to the lessons. Try letting them take online piano lessons. They can learn at their own pace, with no distractions and pressure.

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Introduction

With increased globalization people have seen the need to increase wealth creation especially within the underdeveloped Third World. It has also become evident that neither the government nor the formal sector can supply the necessary job creation without a sustained effort and partnerships between all sectors of the economy. One means of creating work opportunities will be the development of entrepreneurial and innovative skills within the country. The creation of such job opportunities by encouraging entrepreneurial innovation has been well illustrated by Dana, Korot and Tovstiga (2005:12) in Silicon Valley, Israel, Singapore and the Netherlands. These authors report that in the narrow 35 mile by 10 mile corridor within Silicon Valley 6,500 technology enterprises are located. Singapore is home to almost 100,000 entrepreneurs and had a per capita GDP of US$42,948.00 during 2004 and an annual growth rate of 8.8% (Singapore Statistics, 2006).

In addition higher education has become a prime export commodity of total world services trade, amounting to a staggering 3% (Grundling & Steynberg, 2006:5). With the increased interest in entrepreneurial innovation as an economic driver there is a need to develop expertise within this area. Thus there is a need to develop entrepreneurial innovation knowledge within higher education institutions to ensure the maintenance of a competitive edge in an under developed market. Dana, et al. (2005:10) define knowledge as "the integration of information, ideas, experience, intuition, skills and lessons learned that creates added value for a firm". In addition Dana et el. (2005) define innovation as "the process by which knowledge is transformed into new or significantly modified products and/or services that establish the firm's competitive edge". It can thus be seen that it is imperative that higher education in South Africa actively pursue a policy to encourage entrepreneurial innovation to ensure the creation of expertise, the development of new industries and the empowering of students to establish themselves within an entrepreneurial innovative culture. Higher education will be required to become a key player in domesticating knowledge and diffusing it into the economy in order to serve as engines for community development and social renewal (Grundling & Steynberg, 2006:6).

Problem statement

The research question under discussion is formulated as What minimum requirements should be set in an entrepreneurial and innovation framework in order to support entrepreneurial and innovation knowledge creation at institutions of higher education?

Purpose

This article attempts to develop a framework to encourage entrepreneurial thinking within a higher education environment, taking into account consideration policy and infrastructural requirements, knowledge creation fundamentals and institutional arrangements.

Policy intervention

Policy initiatives within higher education institutions are essential to establish guidance for entrepreneurs, funding agencies, industry, labour in general and for students and institutions of higher education in particular. From a higher education perspective government as well as institutional policy requirements will be discussed in brief.

·Government policies

If this is to be accomplished it will require government intervention to construct policies which should include the reduction of taxation in the form of capital gains tax rate, providing incentives for increased spending on research and development, encouraging active venture capital markets, an alteration of the 'hiring and firing' labour regulations, and encouraging the spending on new technology shares (Da Rin, Nicodano & Sembenelli, 2005:8).

·The higher education institution policies

The higher education institution must provide a working atmosphere in which entrepreneurship can thrive. Venkataraman (2003:154) proposes that it is not merely the injection of capital that enhances the development of entrepreneurship. Rather, it is the tangible infrastructural essentials such as capital markets, advanced telecommunications, sound legal and transportation systems. In addition, intangible components must be in place. These intangibles are access to novel ideas, informal forums, role models, region specific opportunities, access to large markets, safety nets and executive leadership. As policy within the institution is developed it must consider and include a planning process to accommodate these essentials.

Policy must also augment the entrepreneurial culture within the higher education institution as a new mindset of students must be established from one of expecting to be employed, to one of providing work opportunities for others. Technology licensing offices (TLOs) must be established at the higher education institutions. Stanford University sponsored research expenditures of US$391 million generated 25 TLO start ups in 1997 (Gregorio & Shane, 2003:209). An investment in patent rights by the higher education institutions will ensure future capital investments into the institution. Intellectual property (IP) policies should be framed so as to capture the wealth generated and to distribute it equitably between investors, partners, the university and the entrepreneur. Such rewards will generate future interest for both the investors and the entrepreneurs. Policies, procedures and network contacts to capture venture capital must be established.

Research and Development policies in entrepreneurship must be refined and focused. Currently, the focus of entrepreneurial research at Tshwane University of Technology in South Africa falls within the three niche areas of business clustering, business development and management of innovation. In each of these niche areas it will be necessary to develop Masters and Doctorate programmes in entrepreneurship and innovation. This in turn will mean a need for the improvement of the staff qualification profile within these areas. Along with the Masters and Doctorate programmes, accredited research outputs must be produced in entrepreneurship and innovation (Grundling & Steynberg, 2006:6). In addition to the Masters degrees in Entrepreneurship and the Masters degree in Comparative Local Development, a Masters degree in Cognitive Reasoning should be considered for the future. Such a course should include a thorough foundation in finance reasoning along with creative thinking and business planning.

Institutional structures to be established

The higher education institution will have to establish itself as a seamless knowledge node into which a variety of parties can contribute. Parties contributing to such a knowledge node might include industrial partners, specialists from industry, relevant government agencies, foreign investors, community forums, labour unions, academic specialists, research foundations, funding agencies, students and potential entrepreneurs. Such a node would provide the necessary contact between entrepreneurs, funding agencies, industry and labour. This will ensure exposure of research and innovative ideas to the relevant parties. It would also provide a relevant export/import platform for entrepreneurship within the country. In addition to this, regular colloquia should be held to allow potential entrepreneurs to expose their innovative ideas to the funding agencies. An information network connecting entrepreneurs to venture capitalists should be established within this knowledge node.

Such forums would allow industrial partners to present commercially-oriented research proposals to the higher education institution which funding agencies in turn would be willing to fund. Gregorio and Shane (2003:212) also emphasize the need for the higher education institution to demonstrate intellectual eminence. It is suggested that better quality researchers are more likely to exploit inventions than lesser qualified researchers. The intellectual eminence also makes it easier for researchers involved to start enterprises and to exploit their inventions (Gregorio & Shane, 2003:212). In addition, more eminent researchers provide a better knowledge base and this in turn will attract better qualified researchers and students. To ensure an intellectual eminence of their outputs, higher education institutions should select students carefully.

The higher education institution should also encourage the development of incubators, either close to the institution or close to the involved industry. This will certainly influence the start up capital expenditure. Gregorio and Shane (2003:213) suggest that such incubators would allow entrepreneurs to "ripen" technologies in close proximity to inventors and specialists.

The establishment of technology parks could be instituted at the institution. Dana, et al. (2005:12) report that the first technology parks were established in the Netherlands. It is hardly surprising that the Netherlands is one of the leading nations in promoting entrepreneurship, comparing favourably with Israel, Singapore and Silicone Valley. Perhaps such parks could be established in conjunction with the government and serve to expose students to the entrepreneurial culture.

Information networks connecting entrepreneurs to venture capitalists should be established within the higher education institution. Dushnitsky and Lenox (2004:618) reinforce this view. Gregorio and Shane (2003:214) also recommend that in exchange for taking an equity stake in TLO start-ups the institution should pay patenting, marketing or other up-front costs. These measures would encourage the formation of start-up enterprises. Furthermore, locating a higher education institutional foundation presence in physical proximity to the enterprises donating the capital might be an advantage (Gregorio & Shane, 2003:211).

Strategy to develop an entrepreneurial innovative culture

·Re-curriculation of syllabi within Entrepreneurship programmes

When training entrepreneurs two realms of knowledge should be recognized, "tacit" and "explicit". "Explicit knowledge is easily identifiable, easy to articulate, capture and share. By contrast, tacit knowledge consists predominately of intuition, feelings, perceptions and beliefs, often difficult to express and therefore difficult to capture and transfer. Of the two, tacit knowledge carries the greater value in that it is the essence of innovation" (Dana et al., 2005:10). Perhaps an illustration given by Ali (2001:339) serves to illustrate the difference between the skills involved in producing an artifact. The engineer is a man of action developing mental skills but seldom having the opportunity to develop manual skills. The craftsman uses his hands more than his head, tools more than instruments and rarely uses science or mathematics. Both are geared towards inventing. The engineer is concerned with ideas and artifacts, while the craftsman is concerned with the making of artefacts. The craftsman has no ready made methods and the technique is devised during the process. The engineer draws mainly on explicit scientific skills while the craftsman draws on intuitive, tacit knowledge. This person is involved in the creation of something new, an innovative skill. The engineer's plans and blueprints might well involve tactic knowledge.

In curriculum design one must recognize the difference between infrastructure supporting recursive skills which are typically routine in nature and infrastructure supporting the nurturing of innovation and making skills. These involve designing, innovating, communicating in groups, problem solving, face-to-face communication, idea generation and group-work (Ali, 2001:41). Brown and Duguid (1991) quoted by Ali (2001:342) make use of the expression "communities of practice" to describe the social context for developing work, learning and innovation. Lin, Li and Chen (2004:4) and Markman and Baron (2003:291) make use of the term "social capital" to describe the ability to establish networks of supporting relationships. This ability is seen as a means of mobilizing environmental resources to overcome obstacles and threats within the entrepreneurial process. Others have noted how important social capital is in the creation of new business ventures. Lin, et al. (2004:4) recognize the need for formal and informal funding relationships within the business environment. Such entrepreneurs are termed "business angels" for they gain access to required resources, such as capital investors, suitable distributors and talented employees from the external environment. Lin, et al. (2004:6) thus regard social capital as "entrepreneurial social infrastructure". Harris, Forbes and Fletcher (2000:125-126) suggest that planning "dampens" the entrepreneurial spirit and that emergent problems tended to be better training triggers than planned approaches. It is proposed that the learning style for entrepreneurs should be one using facilitators, learning by doing, interactive classroom approaches, peer group work, problem solving, grasping opportunities and holistic approaches. It is recommended that inputs should be made by outside speakers and entrepreneurs (Harris, et al., 2000:126). Johnson (1987:31, in Harris et al., 2000) states that an entrepreneur's planned approach to any problem should be problem awareness, problem diagnosis, the development of solutions and the selection of a solution. Once again the need for "an emergent" approach rather than a "planned approach" is emphasized. In addition, Harris, et al. (2000:133) emphasize the need for long standing close relationships in the development of the entrepreneur. Such partners can share vision, and serve as sounding boards for ideas and concerns. These relationships are vital for the development of innovative thinking. The findings suggest that entrepreneurs must be trained in a less structured way, which involve group work, class discussions, specialist input, a concentration of social skills, communicating and conflict management. The methodology must involve face to face contact and the developing of lasting relationships.

Another factor that should be written into the curriculum is the ability to deal with problems that arise and then to reschedule goals so as to accommodate the new situation. This is clearly illustrated by Ireland, Kuratko and Morris (2006:12) showing the presence of internal and external triggers of corporate entrepreneurship. External triggers that encourage entrepreneurship arise from developments in the external environment. These include diminishing opportunities, rapid changes in technology, labour shortages, aggressive moves by competitors, change in the market structure or regulatory threats. Internal triggers include employee rewards, directives from managers, tension between staff, problems with cost control, etc. Ireland, et al. (2006:12). Triggers for entrepreneurship may be summed up in the statement "necessity is the mother of invention". This once again emphasis the need for trainers to concentrate on the entrepreneurial process rather than the content, with particular emphasis on change, the unexpected and resolving problems that emerge within any particular process.

Markman and Baron (2003:288) regard self-efficacy as an important success factor in developing entrepreneurs. Self-efficacy is defined as "the extent to which persons believe that they can organize effectively, execute actions to produce given attainments" (Bandura, 1997 quoted by Markman and Baron 2003:288). Successful entrepreneurs will have high self-efficacy and tend to believe that their actions will lead to a successful venture. It is also suggested that entrepreneurs need to recognize opportunities from possible businesses. In addition it is suggested that entrepreneurs need perseverance and need to be able to overcome adversity and uncertainty. The curriculum should thus contain training on self esteem, reliability, perseverance, overcoming setbacks, having a vision, setting goals and rescheduling if things go wrong.

Boussouara and Deakins (1999:204) suggest that a gradual approach into a high technology business can be an advantage in that it allows time to develop contacts, strategy, and networks as well as gives time to acquire funding and income. The latter authors emphasize the need to acquire market-based knowledge for a successful business (Boussouara & Deakins, 1999:205). It is thus recommended that networks and external business agents present relevant market research to the trainees. These findings should be brainstormed and shared in the larger group.

Conclusion

In this article an attempt has been made to develop a framework for the development of entrepreneurial thinking within a higher education environment. This framework needs to be supported by government policy initiatives and include taxation incentives for entrepreneurs, encouraging investment in research and development, incentives for industry for active venture capital and alterations to the labour law to accommodate small entrepreneurial industries. In addition techno-parks should be developed in conjunction with government to expose students to the entrepreneurial culture.

Research should be done within the business development niche area to investigate these policies and communicate the needs to government. If government officials are participating in the knowledge node it might provide the necessary exposure to government.

Policy initiatives from within the higher education institution should establish the knowledge node which should include academic specialists, research foundations, relevant government officials, industrial partners, specialists from industry, foreign investors, community forums, labour unions, funding agencies, students and potential entrepreneurs. Information networks connecting entrepreneurs to venture capitalists should be established within this knowledge node. Intellectual Property policies should be developed by the business development niche area to ensure that possible TLO start-ups within the higher education institution are protected and that patenting, marketing or other up-front costs are paid by the higher education institution or associated enterprises. The higher education institution could liaise with the Innovation Hub established in conjunction with the CSIR. A cooperation agreement could benefit both parties. Research should be carried out by the business clustering niche area to select the most appropriate combinations and networking within the knowledge node.

To ensure intellectual eminence the correct researchers, academics and industrialists should be chosen within the entrepreneurship cluster. Incubators and TLOs should be founded to "ripen' developing technologies and to form small innovative industries. Research within this area could be done by the niche areas business development and management of innovation.

A funding agency for the entrepreneurship innovation (previously termed the institutional foundation) could be located close to the industry partners for fundraising. All three niche areas should be actively networked with industries on an ongoing basis, communicating needs and proposals.

A teaching strategy should be developed to foster tacit knowledge development. Group work, problem solving, idea generation, innovating, designing and face to face communication should be extensively used. Smaller classrooms need to be utilized allowing for group work. Curricula should include topics like self efficacy, perseverance and the need to overcome adversity. In addition market-based knowledge should be presented by specialists from the industry on an ongoing basis. Networking should be a normal part of the curriculum and will allow venture capitalists to be connected to the innovations developed within the knowledge node.

If South Africa and institutions of higher education do not see the need to develop entrepreneurship within all communities, people may be delegated to a life of poverty, with no opportunity to work or to develop South Africa's rich natural resources for future generations.

So now you know a little bit about musical educations. Even if you don't know everything, you've done something worthwhile: you've expanded your knowledge.