Scientists must properly attribute any ideas or work that belongs to others to avoid legal and ethical issues. This involves understanding concepts like trademarks, copyrights, patents, fair use, and plagiarism. Trademarks protect proprietary names while copyright protects specific expressions of ideas; patents protect novel, non-obvious, and useful inventions. Plagiarism involves presenting another's work as one's own while copyright infringement violates a copyright holder's rights over a work. While similar, plagiarism and copyright infringement are distinct, as plagiarism can involve unprotected ideas and copyright can be infringed without plagiarism. Proper attribution and permissions are needed to utilize others' intellectual property.
I thought that I would change the theme all together, size and color of the font on each slide to hopefully give it a little more "umph" in hopes to gain a little more attention drawn to it.
Most commonly asked questions relating to copyrightAhmedTalaat127
The word “copyright” (or “author’s right”) refers to the legal rights that artists hold over their literary and creative works. Books, music, art, sculpture, and films are among the works covered by Copyright, as are computer programmers, databases, advertising, maps, and technical drawings.
Protecting innovation - PATENTS, TRADEMARKS, AND COPYRIGHTS Bagus Anjari
Traditionally, economics and strategy have emphasized the importance of vigorously protecting an innovation in order to be the primary beneficiary of the innovation’s rewards, but the decision about whether and to what degree to protect an innovation is actually complex.
By Bagus Anjari Suwito
Source Schilling (2017pp.183-207) Protecting Innovation (Chapter 9)
I thought that I would change the theme all together, size and color of the font on each slide to hopefully give it a little more "umph" in hopes to gain a little more attention drawn to it.
Most commonly asked questions relating to copyrightAhmedTalaat127
The word “copyright” (or “author’s right”) refers to the legal rights that artists hold over their literary and creative works. Books, music, art, sculpture, and films are among the works covered by Copyright, as are computer programmers, databases, advertising, maps, and technical drawings.
Protecting innovation - PATENTS, TRADEMARKS, AND COPYRIGHTS Bagus Anjari
Traditionally, economics and strategy have emphasized the importance of vigorously protecting an innovation in order to be the primary beneficiary of the innovation’s rewards, but the decision about whether and to what degree to protect an innovation is actually complex.
By Bagus Anjari Suwito
Source Schilling (2017pp.183-207) Protecting Innovation (Chapter 9)
112121, 225 AM Printhttpscontent.uagc.eduprintWincBenitoSumpter862
11/21/21, 2:25 AM Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch05sec5.3&content=all&clientToken=daba91c9-f364-5075-998e-69fabce5ba63&np=ch05sec5.3 1/14
5.3 How Do I Maintain Academic Integrity While Incorporating Research?
Your Road Map to Success: Section 5.3
Learning Outcome 5.3: Demonstrate an understanding of how copyright law and the concepts of public
domain, fair use, and open access are all foundational to appropriate citation when quoting,
paraphrasing, and summarizing information.
Why is this important?
Having an understanding of copyright law and intellectual property can keep you out of legal
trouble online and in school, as well as prevent other people from stealing your ideas and work.
For example, Yolanda has been blogging about her family life ever since she had her first child.
Since the blog has been gaining in popularity, she realizes she needs to be more careful about
the images she posts. Although it is legal for her to post the family pictures she takes, she needs
to consider who else might be using them and in what context. She also realizes she shouldn’t
be using images from other websites without first getting permission from the owners—just as
she wouldn’t want her family photos to be used on other websites without her knowledge.
How does this relate to your success in this course?
Mastering this learning outcome will help you maintain your academic integrity and avoid
violating your school’s policies on academic dishonesty.
Chapter 1 briefly introduced the ACRL threshold concept information has value. Information can be considered
a commodity, a method of education, a way to influence, and a means of understanding the world around you.
Let’s take a closer look at how information can be considered a commodity.
The monetary value we place on certain types of information designates them as a commodity. Think of how
much money you spend on the purchase of books, movies, magazines, newspapers, and cable subscriptions, not
to mention Internet access. Society recognizes the amount of time, thought, and resources that go into the
creation of information and places a monetary value on this process. Now think about the information you
consume online. Much of it seems free to access; however, the hidden cost of doing so includes your exposure to
advertising and the access you provide to your personal information, such as your browsing habits, which we
discussed in Chapter 3. It’s clear, then, that all information has value. Students who are developing their abilities
in the information has value threshold concept
respect the intellectual work of others by crediting the source of original ideas through proper attribution
and citation;
understand that intellectual property is a legal and social construct that varies by culture;
articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and public
domain;
understand how the commercial use of their personal inf ...
112121, 225 AM Printhttpscontent.uagc.eduprintWincSantosConleyha
11/21/21, 2:25 AM Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch05sec5.3&content=all&clientToken=daba91c9-f364-5075-998e-69fabce5ba63&np=ch05sec5.3 1/14
5.3 How Do I Maintain Academic Integrity While Incorporating Research?
Your Road Map to Success: Section 5.3
Learning Outcome 5.3: Demonstrate an understanding of how copyright law and the concepts of public
domain, fair use, and open access are all foundational to appropriate citation when quoting,
paraphrasing, and summarizing information.
Why is this important?
Having an understanding of copyright law and intellectual property can keep you out of legal
trouble online and in school, as well as prevent other people from stealing your ideas and work.
For example, Yolanda has been blogging about her family life ever since she had her first child.
Since the blog has been gaining in popularity, she realizes she needs to be more careful about
the images she posts. Although it is legal for her to post the family pictures she takes, she needs
to consider who else might be using them and in what context. She also realizes she shouldn’t
be using images from other websites without first getting permission from the owners—just as
she wouldn’t want her family photos to be used on other websites without her knowledge.
How does this relate to your success in this course?
Mastering this learning outcome will help you maintain your academic integrity and avoid
violating your school’s policies on academic dishonesty.
Chapter 1 briefly introduced the ACRL threshold concept information has value. Information can be considered
a commodity, a method of education, a way to influence, and a means of understanding the world around you.
Let’s take a closer look at how information can be considered a commodity.
The monetary value we place on certain types of information designates them as a commodity. Think of how
much money you spend on the purchase of books, movies, magazines, newspapers, and cable subscriptions, not
to mention Internet access. Society recognizes the amount of time, thought, and resources that go into the
creation of information and places a monetary value on this process. Now think about the information you
consume online. Much of it seems free to access; however, the hidden cost of doing so includes your exposure to
advertising and the access you provide to your personal information, such as your browsing habits, which we
discussed in Chapter 3. It’s clear, then, that all information has value. Students who are developing their abilities
in the information has value threshold concept
respect the intellectual work of others by crediting the source of original ideas through proper attribution
and citation;
understand that intellectual property is a legal and social construct that varies by culture;
articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and public
domain;
understand how the commercial use of their personal inf ...
112121, 225 AM Printhttpscontent.uagc.eduprintWincBenitoSumpter862
11/21/21, 2:25 AM Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch05sec5.3&content=all&clientToken=daba91c9-f364-5075-998e-69fabce5ba63&np=ch05sec5.3 1/14
5.3 How Do I Maintain Academic Integrity While Incorporating Research?
Your Road Map to Success: Section 5.3
Learning Outcome 5.3: Demonstrate an understanding of how copyright law and the concepts of public
domain, fair use, and open access are all foundational to appropriate citation when quoting,
paraphrasing, and summarizing information.
Why is this important?
Having an understanding of copyright law and intellectual property can keep you out of legal
trouble online and in school, as well as prevent other people from stealing your ideas and work.
For example, Yolanda has been blogging about her family life ever since she had her first child.
Since the blog has been gaining in popularity, she realizes she needs to be more careful about
the images she posts. Although it is legal for her to post the family pictures she takes, she needs
to consider who else might be using them and in what context. She also realizes she shouldn’t
be using images from other websites without first getting permission from the owners—just as
she wouldn’t want her family photos to be used on other websites without her knowledge.
How does this relate to your success in this course?
Mastering this learning outcome will help you maintain your academic integrity and avoid
violating your school’s policies on academic dishonesty.
Chapter 1 briefly introduced the ACRL threshold concept information has value. Information can be considered
a commodity, a method of education, a way to influence, and a means of understanding the world around you.
Let’s take a closer look at how information can be considered a commodity.
The monetary value we place on certain types of information designates them as a commodity. Think of how
much money you spend on the purchase of books, movies, magazines, newspapers, and cable subscriptions, not
to mention Internet access. Society recognizes the amount of time, thought, and resources that go into the
creation of information and places a monetary value on this process. Now think about the information you
consume online. Much of it seems free to access; however, the hidden cost of doing so includes your exposure to
advertising and the access you provide to your personal information, such as your browsing habits, which we
discussed in Chapter 3. It’s clear, then, that all information has value. Students who are developing their abilities
in the information has value threshold concept
respect the intellectual work of others by crediting the source of original ideas through proper attribution
and citation;
understand that intellectual property is a legal and social construct that varies by culture;
articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and public
domain;
understand how the commercial use of their personal inf ...
112121, 225 AM Printhttpscontent.uagc.eduprintWincSantosConleyha
11/21/21, 2:25 AM Print
https://content.uagc.edu/print/Winckelman.6528.21.1?sections=ch05sec5.3&content=all&clientToken=daba91c9-f364-5075-998e-69fabce5ba63&np=ch05sec5.3 1/14
5.3 How Do I Maintain Academic Integrity While Incorporating Research?
Your Road Map to Success: Section 5.3
Learning Outcome 5.3: Demonstrate an understanding of how copyright law and the concepts of public
domain, fair use, and open access are all foundational to appropriate citation when quoting,
paraphrasing, and summarizing information.
Why is this important?
Having an understanding of copyright law and intellectual property can keep you out of legal
trouble online and in school, as well as prevent other people from stealing your ideas and work.
For example, Yolanda has been blogging about her family life ever since she had her first child.
Since the blog has been gaining in popularity, she realizes she needs to be more careful about
the images she posts. Although it is legal for her to post the family pictures she takes, she needs
to consider who else might be using them and in what context. She also realizes she shouldn’t
be using images from other websites without first getting permission from the owners—just as
she wouldn’t want her family photos to be used on other websites without her knowledge.
How does this relate to your success in this course?
Mastering this learning outcome will help you maintain your academic integrity and avoid
violating your school’s policies on academic dishonesty.
Chapter 1 briefly introduced the ACRL threshold concept information has value. Information can be considered
a commodity, a method of education, a way to influence, and a means of understanding the world around you.
Let’s take a closer look at how information can be considered a commodity.
The monetary value we place on certain types of information designates them as a commodity. Think of how
much money you spend on the purchase of books, movies, magazines, newspapers, and cable subscriptions, not
to mention Internet access. Society recognizes the amount of time, thought, and resources that go into the
creation of information and places a monetary value on this process. Now think about the information you
consume online. Much of it seems free to access; however, the hidden cost of doing so includes your exposure to
advertising and the access you provide to your personal information, such as your browsing habits, which we
discussed in Chapter 3. It’s clear, then, that all information has value. Students who are developing their abilities
in the information has value threshold concept
respect the intellectual work of others by crediting the source of original ideas through proper attribution
and citation;
understand that intellectual property is a legal and social construct that varies by culture;
articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and public
domain;
understand how the commercial use of their personal inf ...
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Preparation of generic, chemical and commercial (brand)
names;
Copyrights;
Plagiarism – as copyrights infringement;
Public property;
Patents.
3. LEGAL MATTERS
Scientists must use each other’s ideas and inventions if progress is to
be made. However, using something that belongs to someone else
brings us into the realm of legal, as well as ethical, issues. The rule is
simple – if a work is not yours, find out whose it is and get permission
before you use it. The application of the rule is somewhat more
complex.
Below are some handy things to know. When you have really
important questions about such things as trade names, copyrights,
and patents, consult a lawyer.
4. Trade Names
A manufactured item such as a pharmaceutical product
sometimes has as many as three different types of names. One is
its systemic chemical name, which is often complex. Another is a
shorter, nonproprietary “generic” name. A third is a trade name,
also called a proprietary name. This is the name a manufacturer or
vendor gives to its product; usually such names are registered as
trademarks. If one manufacturer’s product behaves significantly
differently from other similar products, readers may need to know
which one you used in order to duplicate your experimental
results.
In such a case, the trade name should be given somewhere (often
in parentheses or in a reference or footnote rather than directly in
the text). Otherwise, scientific writing generally avoids trade
names.
5. Trade Names
In particular, brand or trademark names should never be
used in titles or summaries. One reason is that their use
makes it appear as though one is advertising products.
Another is that, while generic and systemic names generally
stay the same, trade names often differ greatly from one
part of the world to another. Furthermore, official trade
names can be awkward to use, because many consist of a
long string of words, some of which may appear in all capital
letters.
6. Distinguish carefully between trade names and
common names
The problem is that when a trade marked product comes into general
use, the public often loses touch with the word’s commercial origins.
Proper names or their derivatives begin to function as common nouns,
and for a period of time both styles exist side by side.
7. Substitute generic or chemical names whenever
possible
The use of generic or chemical names for products is usually preferred in
the text and obligatory in titles and summaries. Generic drug names can
be verified in the most recent edition of the USP Dictionary of USAN and
International Drug Names. This useful annual guide is considered the
standard source for U.S. adopted names (USAN). It includes formal
chemical names of drugs, trade names, previously used generic names,
and code (ATC code – Anatomical Therapeutic Chemical) numbers for
investigational drugs, as well as an appendix that details the rules for
coining new names.
8. Copyright
Copyright is the right of exclusive ownership by an author of the benefits
resulting from the creation of his or her work. It covers the matter and
form of a literary or artistic work, i.e., how it is expressed. It does not
cover the ideas or data themselves, but just the way in which they have
been presented. Copyright gives authors (or others to whom they
transfer copyright ownership) control over how the work is reproduced
and disseminated. Once copyrighted, a work cannot be indiscriminately
reproduced unless the copyright owner gives permission, usually in
exchange for royalties or other compensation. The issue of copyright
affects both your use of others’ work and your own published writing.
9. Permissions
In the process of preparing a written paper or an oral presentation, you
may find places where you want to use someone else’s material. It may
be a published photograph, some clipart, or a diagram downloaded off
the Web. Can you legally use the material? Later you’ll be preparing a
classroom term paper. Can you include the material then? What about
when you expand the term paper into a journal publication? In fact,
much of this material is probably copyrighted. In many cases you can
use it; in other cases, you can’t. A legal concept called “fair use” is
involved.
10. Public domain
This is the most straightforward of the fair use conditions. After the
original copyright holders have died and their heirs have exercised their
rights for 75 years, anyone can reproduce, record, perform, or
otherwise use the material without the permission of the heirs or
estate.
Public domain can also be declared right from the start. Items such as
clip art collections or certain software programs clearly announce that
they are in the public domain.
11. Patents
Patents do not apply to the expression of ideas, but protect the ideas as
they are put into practice as machines, manufacture, processes, or
composition.
In general, to be patentable, an invention must be proven to be novel,
not obvious, and useful. These criteria all must be supported in written
documentation, requiring you to carefully search and read the literature
on your subject. You must also keep careful records, preferably dated
and signed by witnesses, to be able to prove that you invented it first.
12. Plagiarism – as copyrights infringement
It is important to understand the differences and similarities between
plagiarism and copyright infringement. This is because, even though the
two have a great deal of overlap, they also have key differences that
content creators need to be aware of.
13. Defining Copyright Infringement
Copyright infringement is simply any infringement up on the rights of a
copyright holder.
Copyright law gives a copyright holder (usually the creator of the
work) a set of rights that they and they alone can exploit legally (save
for exceptions such as fair use). Those rights include:
The right to reproduce (copy) a work.
The right to create derivative works based upon it.
The right to distribute copies of the work to the public.
The right to publicly display or perform the work.
This means a wide variety of activities can be copyright infringing
including performing a copyrighted play without permission, writing an
unauthorized sequel to a work or simply making copies of the work.
14. plagiarism is defined as the taking the original work or works of another
auther and presenting it as your own.
The definition of “work” can include a variety of things including ideas,
words, images, etc. Anything that is seen as an unethical and
unattributed use of another’s original creation can be defined as
plagiarism.
However, the definition of plagiarism is not always consistent. Different
industries, for example, have different standards. A lawyer, for example,
is held to different standards than a poet, which is different than a
speechwriter and different from a musician.
Because of this, as with copyright infringement, many cases of
plagiarism are divisive as to whether or not a violation was committed.
15. On the surface, plagiarism and copyright both have a great deal in common.
Most things that can be plagiarized could be copyrighted. After all, most
plagiarism deals with either, creative or academic work and those types of
works, typically, qualify for copyright protection when they are new.
More importantly though, many plagiarisms are copyright infringements.
Plagiarizing a blog post on a new site, copying an encyclopedia article
without attribution for a book report or submitting a photograph someone
else took under your name to a magazine are all examples of both
plagiarism and copyright infringement.
As such, many plagiarisms are actually addressed through the legal
framework provided by copyright law. Plagiarized content posted online is
often removed with takedown notices, commercial plagiarisms, for example
in advertisements, are often dealt with through lawsuits and so forth.
However, not all plagiarisms are copyright infringements and not all
copyright infringements are plagiarisms. Though there’s a lot of overlap
between them, there’s a lot of areas where they diverge.
The Similarities
16. The Differences
In general, it’s possible to infringe a work without plagiarizing it and it’s
equally possible to plagiarize something without committing copyright
infringement.
Plagiarism often covers things that are not covered by copyright. Ideas,
facts and general plot elements are all things that can be plagiarized, at
least in certain situations, but generally don’t qualify for copyright
protection.
17. Bottom Line
Though plagiarism and copyright infringement are often spoken of in
the same breath, especially by victims of plagiarism who are seeking
justice, it’s important to remember that the two are not the same thing.
Another way to think of it is this. While copyright infringement has one
victim, the copyright holder(s), plagiarism has two sets of victims, the
copyright holder(s) and the people who were lied to about the origin of
the work.
The other important way to look at is that plagiarism is an ethical
construct and copyright infringement is a legal one. Though they have a
lot of overlap, they are not the same and can never really be the same.