Application of Developmental Theories to Education

Application of Developmental Theories to Education Part 1. Purpose My classroom will be a place of respect. It will provide an inclusive and safe environment  that will encourage students to learn. Students are to play an active role in their learning and are  also expected to respect each other and the teacher. Our classroom will foster positive interactions with safe and open communication between students and teachers alike. All individuals shall be respected and respectful of the differences of others. Our classroom will become a community of learners encouraging one anothers personal and academic success. In our classroom we will obey all the rules, be respectful, be organized, and create a safe and positive learning environment. All students will do their best and be successful in all they do. Part 2. The Learner Age and Developmental Characteristics Infants and Toddlers Social Physical Cognitive Emotional Attachment: baby  settles when parent  comforts; toddler  seeks comfort from  parent, safe-base  exploration  5 mo: responsive to  social stimuli; facial  expressions of  emotion 9 mo: socially  interactive; plays  games (pattycake) with caretakers   11 mo: stranger  anxiety; separation  anxiety; solitary play 2 yr: imitation, parallel and symbolic, play Newborn: rough, random, uncoordinated,  reflexive movement   3 mo: head at 90 degree angle, uses arms to  prop; visually track  through midline 5 mo: purposeful grasp; roll over; head lag disappears; reaches for objects; transfer objects  from hand to hand;  plays with feet;  exercises body by  stretching, moving;  touch genitals, rock on stomach for pleasure 7 mo: sits in tripod; push head and torso up off the floor; support weight on legs; raking with hands 9 mo: gets to and from sitting; crawls, pulls to standing; stooping and recovering; fingerthumb  opposition; eyehand  coordination, but  no hand preference 12 mo: walking 15 mo: more complex  motor skills 2 yrs: learns to climb up stairs first, then down Sensori-motor: physically explores environment to learn about it; repeats movements to master them, which also stimulates brain cell development 4-5 mo: coos, curious and interested in environment 6 mo: babbles and imitates sounds 9 mo: discriminates between parents and others; trial and error problem solving 12 mo: beginning of symbolic thinking; points to pictures in books in response to verbal cue; object permanence; some may use single words; receptive language more advanced than expressive language 15 mo: learns through imitating complex behaviors; knows objects are used for specific purposes 2 yrs: 2 word phrases; uses more complex toys and understands sequence of putting toys, puzzles together Birth-1 yr: learns fundamental trust in self, caretakers, environment 1-3 yr: mastery of body and rudimentary mastery of environment (can get others to take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad 18-36 mo: Can recognize distress in others beginning of empathy 18-36 mo: are emotionally attached to toys or objects for security Preschool Social Physical Cognitive Emotional Birth-1 yr: learns fundamental trust  in self, caretakers, environment 1-3 yr: mastery of body and  rudimentary mastery of environment (can get others to  take care of him) 12-18 mo: terrible twos may begin; willful, stubborn, tantrums 18-36 mo: feel pride when they are good and embarrassment when they are bad Can recognize distress in others beginning of empathy Are emotionally  attached to toys or objects for  security Physically active Rule of Three: 3 yrs, 3 ft, 33 lbs. Weight gain: 4-5 lbs per year Growth: 3-4 inches per year Physically active, cant sit still for long Clumsy throwing balls Refines complex skills: hopping, jumping, climbing, running, ride big wheels and tricycles Improving fine motor skills and eye-hand coordination: cut with scissors, draw shapes 3- 3  ½ yr: most toilet trained Ego-centric, illogical, magical thinking Explosion of vocabulary; learning syntax, grammar; understood by 75% of people by age 3 Poor understanding of time, value, sequence of events Vivid imaginations; some difficulty separating fantasy from reality Accurate memory, but more suggestible than older children Primitive drawing, cant represent themselves in drawing till age 4 Dont realize others have different perspective Leave out important facts May misinterpret visual cues of emotions Receptive language better than expressive till age 4 Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities School Aged Social Physical Cognitive Emotional Friendships are situation specific Understands concepts of right and wrong Rules relied upon to guide behavior and play, and provide child with structure and security 5-6 yr: believe rules can be changed 7-8 yrs: strict adherence to rules 9-10 yrs: rules can be negotiated Begin understanding social roles; regards them as inflexible; can adapt behavior to fit different situations; practices social roles Takes on more responsibilities at home Less fantasy play, more team sports, board games Morality: avoid punishment; self interested exchanges Self-esteem based on what others tell him or her Increasing ability to control emotions; less emotional outbursts Increased frustration tolerance Better delay gratification Rudimentary sense of self Understands concepts of right and wrong Self-esteem reflects opinions of significant others Curious Self-directed in many activities Use language as a communication tool Perspective taking: 5-8 yr: can recognize others perspectives, cant assume the role of the other 8-10 yr: recognize difference between behavior and intent; age 10-11 yr: can accurately recognize and consider others viewpoints Concrete operations: Accurate perception of events; rational, logical thought; concrete thinking; reflect upon self and attributes; understands concepts of space, time, dimension Can remember events from months, or years earlier More effective coping skills Understands how his behavior affects others Self esteem based on ability to perform and produce Alternative strategies for dealing with frustration and expressing emotions Sensitive to others opinions about themselves 6-9 yr: have questions about pregnancy, intercourse, sexual swearing, look for nude pictures in books,magazines 10-12 yr: games with peeing, sexual activity (truth/dare, boy-girl relationships, flirting, some kissing, stroking/rubbing, re-enacting intercourse with clothes on) Social Physical Cognitive Emotional Young (12 14): psychologically distance self from parents; identify with peer group; social status largely related to group membership; social acceptance depends on conformity to observable traits or roles; need to be independent from all adults; ambivalent about sexual relationships, sexual behavior is exploratory Middle (15 17): friendships based on loyalty, understanding, trust; self-revelation is first step towards intimacy; conscious choices about adults to trust; respect honesty straightforwardness from adults; may become sexually active Morality: golden rule; conformity with law is necessary for good of society Growth spurt: Girls: 11-14 yrs Boys: 13-17 yrs Puberty: Girls: 11-14 yrs Boys: 12-15 yrs Youth acclimate to changes in body Formal operations: precursors in early adolescence, more developed in middle and late adolescence, as follows: Think hypothetically: calculate consequences of thoughts and actions without experiencing them; consider a number of possibilities and plan behavior accordingly Think logically: identify and reject hypotheses or possible outcomes based on logic Think hypothetically, abstractly, logically Think about thought: leads to introspection and self-analysis Insight, perspective taking: understand and consider others perspectives, and perspectives of social systems Systematic problem solving: can attack a problem, consider multiple solutions, plan a course of action Cognitive development is uneven, and impacted by emotionality Psycho-social task is identity formation Young adolescents (12-14): self-conscious about physical appearance and early or late development; body image rarely objective, negatively affected by physical and sexual abuse; emotionally labile; may over-react to parental questions or criticisms; engage in activities for intense emotional experience; risky behavior; blatant rejections of parental standards; rely on peer group for support Middle adolescents (15-17): examination of others values, beliefs; forms identity by organizing perceptions of ones attitudes, behaviors, values into coherent whole; identity includes positive self image comprised of cognitive and affective components Additional struggles with identity formation include minority or biracial status, being an adopted child, gay/lesbian identity Diversity In every classroom there will be all types of diversities. A few examples of different types of diversity are: students come from all different racial, ethical, and religious backgrounds. As a teacher it is our job to treat every student equally no matter what kind of background they come from. Some students in our classroom may be originally from a different country and may not speak English; but we have to make accommodations to make sure this child can learn and succeed. In our classrooms we will also have students with different learning disabilities. We have to these into consideration when we plan our lesson making sure we make modifications to help ensure the childs needs are being met. Through out the textbook Comprehensive Classroom Management Creating Communities of Support and Solving Problems, the authors Vern and Louise Jones gathered reasearch and wrote about diversity in the classroom in several chapters. Here is the important information that I found that will assist in having a well managed classroom with a diverse student body. When teachers begin a new school year it is important to get to know who the students are. It is important to get an understanding of their background so a teacher can apply this knowledge to their classroom management. The textbook has a quote from Shevalier and McKenzies (2012) review on culturally responsive teaching that shares where classroom management arose from. It quotes classroom management arose from a family-like community defined by a shared vocabulary, with all responsible to one another to do the right thing. By communicating with the students and their families the teacher learns what is and is not accepted or taught at home. Learning what is accepted in their culture will guide the teacher in how to apply the lesson to the class. Students that move to the United States may have different interpretations of gestures and words and it is important for teachers to know this so no students are offended or class is disrupted. Another important area of a students background is where they live. Being aware of students home life and if they live in poverty areas helps the teachers learn to establish a postitive learning environment. The textbook discusses the article A Framework for Culturally Responsive Teaching written by Raymond Wlodkowski and Margery Ginsberg. (1995) It discusses in poverty areas a learning environment has to emphasize intrinsic motivation. The atmosphere that is created has students and teachers respecting each other, making what is taught relavent to the students, having creative learning experiences that include students input, and making students feel that they are effective in learning something they value. Where students live and what cultures they come from are not the only things that cover classroom diversity. Under the Individuals with Disabilities Education Act (IDEA) teachers are to include students with Kathleen Slamka 3 both physical and learning disablities in the general education classroom. Working with in their IEP team it is important for teachers to make these students feel they are competent to participate in class. They need to be treated the same as the other students and to be an effective teacher you need to consider this and work it into your lesson plans. When becoming a teacher it is important for teachers not to just learn how to teach but understand who they are teaching. Classroom diversity is an important part of good classroom mangement. When a teacher goes that extra mile to become involved in students life then the students will succeed under their care Motivation and High Expectations Causes of Low Motivation in Students Pressure Some students respond negatively to pressure and avoid participation because of fear of failure. They appear not to care but are using this to cover their anxiety. Low Classroom Expectations Teachers having poor attitudes and does not focus on students needs and mutual respect. Lack Of Home Support- Parents are less invloved in the students learning and show a lack of importance toward education. Low income parents- Parents are working more and not home enough to meet childs personal and emotional needs. Parents may not make much therefore students are left with little food and clothes that are worn out or outgrown. Low Self Esteem Students- have low self image and see themselves not capable and tasks to hard for them. They avoid doing tasks for fear. According to our textbook (2016), one of the main components of creating high motivation and expectations is creating a safe, calm, and healthy classroom environment. If students feel like they are safe and cared for, they more than likely will do their best. Students can come from all different backgrounds and home lives and it is our job as teachers to take that worry away from them and make them feel safe and loved at school. Another component is making students feel like they can accomplish anything they set their minds to. Some things that organize our thinking about motivation are: Intrinsic Value, which is a students interest or enjoyment with engaging in a task; Attainment Value, which is when a student feels like they can achieve or accomplish a task; and Utility Value, which is when the students feel like what they are learning and doing will benefit their career one day. Teachers feel that student dont see the value in learning the curriculums taught in the classroom. As teachers, we have to create a learning environment that establishes inclusion, develops attitude, enhances meaning, and engenders competence. We have to create a classroom environment where everyone feels respected and valued including the teachers and students; we have to try our best to create a favorable disposition for learning through their personal relevance, we have to create learning that is challenging, and we need to make students feel like they are learning about something they value. Finally, students that are low motivators need help understanding the value of their learning goals, understand the learning process, be involved in the process, have goals, experience success, self-evaluate, receive appropriate rewards, and experience a safe and well-organized learning environment. Academic Learning Goals Teachers responsibility regarding safety Creating a safe classroom environment is one of the key factors for a successful classroom, and it is very important for the students. A lot of classroom problems can be prevented by creating a safe and positive environment for the students. Research has indicated that when students perceive their relationships with their teachers and peers to be positive and supportive their motivation and positive behavior increases dramatically. Students academics will be enhanced when the teacher takes time to respond to the students psychological and personal needs. Creating a safe environment for students will benefit their social, mental, physical, and spiritual needs. A student will always remember a teacher who took the time to get to know them and cared about them. Alabama Educator Code of Ethics Important Laws for Teachers Bullying Laws Alabama has anti-bullying laws and policies. The Student Harassment Prevention Act was signed by Bob Riley on May 29, 2009. Cyberbullying is included in these laws. According to Alabamas Student Harassment Prevention Act says that research confirms that victims of school bullying and harassment suffer detrimental psychological problems that could lead to suicide, behavioral problems, and lower levels of academic achievement. As teachers it is our job to make sure our students are not being bullied, and if we see bullying to take certain protocols to resolve the bullying. No student shall engage in or be sujected to harassment, violence, threats of violence, or intimidation by any other student that is based on any of the specific characteristics that have been identified by the board in this policy. Students who violate this policy will be suject to disciplinary sanctions. IDEA IDEA is the Individuals with Disablities Education Act. This act ensures services for students with disabilities. They provide special education and intervention to students who need the help. IDEA is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities Due Process According to myaea Students first Act was adopted by the legislature during the 2011 regular session. This act imposed a new tenure system and education support professionals in Alabama.Teachers have the right to hear and contest charges that are placed against the before they lose their jobs. Teachers have a right to a hearing and have the right to appeal the hearings findings. Discipline of Special Needs Students According to IDEA, students with disabilities can be suspended or expelled for violating the schools code of conduct. There are some procedures though, the length of time and type of action, the nature of the conduct that led to the action, and whether it is connected to the students disability. These situations are handled case by case. Dress Teachers are to dress professionally and by their schools dress code policy. Every school district is different in what they have their teachers to wear. FERPA FERPA is the Family Education Rights and Privacy Act. It is to ensure that parents have access to their childrens educational records and to protect the privacy rights of parents and children by limiting access to these records without parental consent. Works Cited Page Denton,Paula, Kriete, Roxann. A Conflict Resolution Protocol for Elementary Classrooms. Creducation.Retrieved from http://web.archive.org/web/20081031103405/http://www.responsiveclassroom.org/pdf_files/feature_10.pdf Jones, Vernon, Jones, Louise. Comprehensive Classroom Management Eleventh Edition p. 4, 49-50, 172-174, 298-299. Alex.State.al.us>stop bullying>mode Http://alex.state.al.us/leadership/Alabama_Educator_Code of_Ethics.pdf http://www.Idea.ed.gov http://www.myaea.org Http://www.brighthubededucation.com/teaching-methods-tips/19619-advantages-of-group-work-in-the-class/ Due Process Laws Vary for Teachers by State. (2014, September 23). Retrieved November 24, 2015, from http://www.edweek.org/ew/articles/2014/09/24/05tenure.h34.html

BCOM 275 Article Rebuttal Essay

Smoking bans, specifically in public places, has been a topic of debate for several years now. This debate has been originated primarily from medical or health-related origins. Many have felt strongly against the ban of smoking in public places. Although, almost an equal amount of people support the smoking ban. This paper will acknowledge the pros to proceeding with the smoking ban to rebuttal the argument presented in the article titled, â€Å"The case against smoking bans† by Thomas A. Lambert and analyze the reliability, credibility, and validity of the data used to support his argument. According to Lambert (2012), â€Å"Government-imposed smoking bans are unwise†. â€Å"Risk based argument are insufficient because the slight risks associated with ETS cannot justify the substantial privacy intrusion occasioned by sweeping smoking bans† (p 34). The author’s support against the smoking ban is based on the fact that the statements regarding the need for the ban due to the increase of health care costs for the smoker and those effected by the second-hand smoke. Lambert supports his argument based on the findings of a comprehensive study in the New England Journal of Medicine in 1997. The study states, â€Å"†¦smoking probably has the effect of reducing overall healthcare costs because smokers die earlier than nonsmokers. The study’s authors concluded that in a population in which no one smoked, health care costs would be 7 percent higher among men and 4 percent higher among women than the costs in the current mixed population of smokers and nonsmokers† (Government-imposed smoking bans are unwise, 2012, p 36). Although, this data is credible based on its source, this information cannot wholly be deemed valid based on no stated facts to compare healthcare costs of the nonsmokers. â€Å"Logical fallacie s are errors in reasoning† (Cheesebro, T.,  O’Connor, L., & Rios, F., 2010). There are four types of common logical fallacies, which are: faulty causation, hasty generalization, either/or thinking, slippery slope and faulty comparison. The justification based on the other data is an example of a hasty generalization and faulty comparison. A hasty generalization occurs when â€Å"†¦a few examples are selected to represent the whole of the conclusion† (Cheesebro, T., O’Connor, L., & Rios, F., 2010). By committing to these generalizations, your conclusions may be incorrect because you are only acknowledging the data that will solely support your argument. The author’s argument is also a faulty comparison because he treats the unique situations the same. He strongly believes that there is no significant difference in the costs of health care in comparison to those who do not smoke. But the author fails to mention the health effects of second hand smoke and why it should be banned in public places In contrast, smoking bans in public places should be implemented because there are many studies that reveal that there is a real problem regarding exposure to second hand smoke. According to the CDC (2012), â€Å"Since 1964, 2.5 million nonsmokers have died from exposure to secondhand smoke†. That statement alone, which is evidence based, is a valid argument why smoking in public places should be banned. Non-smokers should not have to be victims caused by careless smokers who are more interested in feeding their addiction and pleasures. It is intrusion of someone’s privacy if they do not want to be exposed to secondhand smoke. Public places refers to as restaurants, parks, multiunit housing and casinos etc. For children, secondhand smoke exposure can contribute to respiratory and ear infections and higher risk of sudden infant death syndrome. For adults, it can cause lung cancer and cardiovascular diseases. With that being said, if we choose not to smoke due to the health effects and increased risk of death, why should we forced to go down with the smokers? We have a choice and it should be respected. If these health conditions can be caused by secondhand smoke alone, consider what effects smoking has on a smoker’s body. As mentioned earlier, those who do smoke die earlier. So how can the statement regarding no difference in health care costs between a smoker and non-smoker be valid? In conclusion, due to the evidence-based bad health effects of secondhand smoke, smoking in public places should be banned. There is no justification for someone who chooses to live a healthy lifestyle in order to live longer,  to have a smoker determine how long they should live or what quality of life they should have. References Cheesebro, T., O’Connor, L., & Rios, F. (2010). Communicating in the workplace. Upper Saddle River, NJ: Prentice Hall. Lambert, T. A. (2007). The case against smoking bans. Regulation, 29(4), 34-40. Retrieved on March 7, 2014 from, http://search.proquest.com/docview/210517192?accountid=458 Smoking and Tobacco. (2012). Centers for Disease Control and Prevention. Retrieved on March 6, 2014 from, http://www.cdc.gov/tobacco/data_statistics/fact_sheets/secondhand_smoke/healt h_effects/index.htm

Developing A Long Term Condition Using Patient Education

Focus groups are a popular method used to capture views and opinions for qualitative research. 3.2 Search Strategy A comprehensive search was undertaken to identify a suitable research paper using a variety of online sources searching for patient experience in managing a long-term condition using patient education. Simple Google searches (including Google Scholar), academic databases (PubMed) and scientific databases (ScienceDirect) were used to identify a paper, using question-specific search terms (Table 1 – PIOT framework question formulation) (Schardt, Adams, Owens, Keitz, Fontelo, 2007) to find papers relevant to diabetes patient education programmes. These were then combined with search terms specific to qualitative research methods such as the term focus group (Flemming Briggs, 2007). This approach filters search results that contain papers most likely to answer the question to be reviewed and exclude those that are irrelevant (Evans, 2002; Flemming Briggs, 2007; Gorecki, Brown, Briggs, Nixon, 2010). Table 2: Search Terms Framework Keywords Database/search engine PubMed ScienceDirect Google Scholar P Patients with Diabetes #1 203522 489189 2130 I Education #2 1036639 1412044 5260 O Adherence #3 104550 244816 2090 T Focus Group #4 46735 2061502 5030 PIOT #1, #2, #3, #4 #5 38 9932 152 3.3 Paper selected for critical appraisal Vermeire, E., Hearnshaw, H., Ratsep, A., Levasseur, G., Petek, D., Van Dam, H., Van Der Horst, F., Vinter-Repalust, N.,Show MoreRelatedTheme And Brief Rationale Of Pressure Ulcers Remain A Major Health Problem For Many Years Essay1148 Words   |  5 Pagestalk about patient safety issues. It is no doubt a patient safety issue as it can lead to serious damage such as life-threatening infections (Robyn). 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Benefits of free music download in iTunes Free Essay Example, 750 words

Benefits of free music download in iTunes Music can be defined as ones expression of ones internal personality. When one listens to music, he or she often let him or herself go as the internal beats often move people in various directions. People have their personal taste and preference for a certain kind of music or a treasure of music. Currently, music lovers can benefits from the Internet because they can download the music free of charges. There should also be opportunities to download music free in iTunes. The iTunes require registration after which one pays to download every songs they would wish (Small, 41-68). This suggestion to have free music download in iTunes has received many critics from several quotas because it is argued as a violation of copyrights laws of the reproduction (Jost, 6). However, iTunes should acknowledge that free music download has more advantages than the disadvantages thus people should be allowed to download music freely on their website (Small, 41-68). The need for free music download has facilitated over one-hundred artists and hundreds of thousands of songs to be made available free download on the internet (Raw Downloads 1). We will write a custom essay sample on Benefits of free music download in iTunes or any topic specifically for you Only $17.96 $11.86/pageorder now iTunes has been left behind due to the charges it levies of the songs. Some of the reason music should be downloaded freely includes the benefits from great promotion. When iTunes accepts the need for free download of music on their website, it would provide a better technique of marketing. This should be the chief reason iTunes should offer free music downloads on their website. Through making free music downloads, the music get played by people’s listening cars, devices, radios, major events, clubs, the online websites on the iTunes. When a mass of people are truly attracted to an artist’s music, they will share the music freely through software like Bluetooth. Moreover, this would promote the artist brand name and music thus would get a lot of corporate endorsement (Jost 22). Additionally, music producer in iTunes should tag their instrumentals with something that identifies them (Lenhart, Amanda and Susannah 15). That is to say; they should place their identity on a song, thus making it great promotional tool especially when it can be accessed freely in iTunes. Furthermore, it would permits listeners to identify the musician they are listening to while giving them the advantageous opportunity to check on the musician and stay modernized with the musician’s newer tracks. Secondly free iTunes music download would facilitate the expansion of a fan base. As a result of the promotion of free music downloads on the iTunes, the musician’s fan base would grow while the musician would benefit from more exposure and publicity (Small, 41-68). Increasing a fan base primarily is difficult task, particularly if the musician is working alone without marketing strategies. Thus, free music downloads would be a better way to assist the musicians in broadening their traffic. Under the circumstance that iTunes offer music download at a cost, the expansion of musician’s fan base would have a slow beginning but in contrast, it requires promotion and certain encouragement to grow. However, the iTunes should offer the platform for musicians to grow their fan base and get promotional endorsement by allowing people to download music for free (Small, 41-68). When the musicians grow their fan base through free iTunes free music download, their opportunities increase. For example, some fans would send the works of their coveted music artists, to other producers who would give them the opportunity to work with best producers in the market. Moreover, some music is so adored by fans that if they could be downloaded at a cost then some fans would ever miss the best music they love. Increasing an excellent fan base and musician’s network is perhaps one of the greatest significant things that musicians need to do, while pursuing a solemn music career (Lenhart, Amanda and Susannah 32). ITunes, thus, has the responsibility of supporting artist in growing their popularity by allowing for free music download in their website. Finally, free music downloads would increase the sales. ITunes should appreciate that money should not be the principal motive to for offering music downloads, particularly if a musician’s brand has just started or has not been firmly recognized. In contrast, they should offer free download to enhance the musicians popularity (Aksomitis 8). Nevertheless, free music downloads offer a greater method for individuals to demo, listen to, and test out an artist work. When the masses love the music, there are higher chances that they would be the artist next customer in the future. In conclusion, iTunes should offer free music download to the masses. They should instead impose little charges on the artist for promoting their music in their website to enable more popularity of music, growth of fan base, and increase of sales that directly benefits musicians. Works Cited Aksomitis, Linda. â€Å"Downloading Music. † Detroit: Greenhaven Press, 2007. Print. Jost, Kenneth. â€Å"Copyright and the Internet: Should Consumers Download Music and Movies for Free? † Washington, D.C. : Congressional Quarterly, Inc, 2000. Print. Lenhart, Amanda, and Susannah Fox. â€Å"Downloading Free Music: Internet Music Lovers Dont Think Its Stealing. † Washington, D.C: Pew Internet & American Life Project, 2000. Internet resource. Raw Download. â€Å"The Benefits of Free Music Downloads. † Rawdownloads. com. Web. 05 December 2014. Small, O. "Reshaping the Music Distribution Model: an Itunes Opportunity. " Journal of Media Business Studies 9.4 (2012): 41-68. Print.