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Just a few issues I have now with the player, etc... etc.... They probably WONT be listened to. But, I'll state them anyways: 1. There should not be three players for 1 work just because that work has multiple movements. Certainly, you can set it up to where if a person uploads multiple movements of a work, it will create a playlist in 1 player. It's very annoying having to constantly stopping all the players from playing. 2. (and this is in relation to the first) The idea of having the comments and the players on 1 page is very appealing BUT... certainly, you can have ALL the work on one page. Many works on this forum are in multiple movements, it's ridiculous that this is even an issue. 3. Organizationally... the new uploads thing is a mess. Where are the clear cut categories? Why can't we just have the works upload into their respective folders and then those who wish to access that particular folder can do it? A person asked me to look for his piece (a piano work) It took me so long finding it in the list that I just gave up. We had a GOOD, organized system before... now all we have is a hot mess. 4. The forum page looks horrible now that things are gone - and by this I mean, we now have a 3 inch gap between the end of the forums and the 'Our Board Statistics'. I like that you wanted to clean up dead forums... but... can't you resize the page afterwards so it doesn't look so.... bad? That's enough of my gripe for now. I hope this is listened to. This place is really starting to fall apart from what I see. Kind of sad. :(

Its stupid stuff like this that makes YC less and less attractive of a place for people to spend time.

You'd hope that, as pop music does contain tonal harmony (somewhat less complicated than Bach for the most part, but still), stuff like harmony and writing cadences would still be part of the curriculum, but no. Apart from the fact that far too many students base their worldview on guitar chords, meaning stuff like four-part voice-leading isn't even on their radar (OMG im like the first person ever to discover power chords! Wooo! rock n' ROLL!!!!), pop and jazz gets taught via a 'social' perspective: i.e. the fact that a song influenced/was influenced by the Velvet Underground (everything leads to the Velvet Underground eventually) and influenced a stoner in a North London squat who then invented pscho-trance-punk for a few months in 1979 before dying aged 19 from an overdose, is all waaaaaaay more important than how the chords move into one another, or the interval between bass and melody. Anything even vaguely connected to social rights or politics, or Nirvana, is untouchable and heretics are burned by a mob for uttering a word of dissent against it. It's often rather laughable how some derivitave pop landfill is elevated to the status of some seminal and massively-important-to-your-education monument, yet no proper analysis can be done on it because there's nigh-on nothing to analyse. Three chords, over and over again. Pop and rock is fun to dance to. But it doesn't offer much to study academically. Yet students are increasingly taking these 'soft' options and missing out on dull-but-important things like chorale harmony. This does apply more to the sixth-form, but as first-year undergrads have only just finished the upper sixth, the problem lingers into university. Lecturers are aghast at how much they overestimate what first-years can understand and simply can't teach at a higher level. Some students do work, though, and as you say a lot of the 'chaff' gets weeded out pretty early on. But universities are businesses now, and they don't care too much who comes as long as they pay. The rot seems to be spreading though. I am being utterly truthful when I say that a lecture on 'Gender sterotypes in Missy Elliot's 'Work It' video' was held at Senate House in Bloomsbury last year. This from a serious and prestigous academic institution.