This document summarizes MISD's copyright guidelines and policies. It outlines U.S. copyright law and what rights it provides creators, as well as what uses are permitted under fair use exemptions for educational purposes. The policy states that employees cannot make unlawful copies on district equipment or use unlawful copies. It also describes guidelines for using audiovisual works, including only using short clips that support curriculum, obtaining principal approval, and notifying parents for certain types of videos. Overall, the document provides information to help educators understand and comply with copyright law.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Africa represents a significant growth opportunity for consumer products businesses. The continent has a growing population and middle class, with consumer spending rising rapidly at 16% annually. While Africa offers enormous potential, it also poses complexity due to its diversity of markets. To succeed, companies must make strategic decisions around which countries and market segments to prioritize, as well as how to structure their organization and operations to execute consistently across varied and changing markets over the long term.
ESPN is developing new hologram technology that would allow sports fans to view game replays and analysis in three dimensions rather than just on a flat screen. This could let viewers see plays from any angle as if they were watching the game live. The holograms aim to give fans an immersive new way to experience and understand sports replays through a three-dimensional representation of the game.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Session Description: Join this session to explore what U.S. Copyright law has to say about video in schools. We’ll cover the major instances people use video in schools, including showing analog and digital videos in the classroom, libraries lending videos, and students/faculty using video clips for assignments. The session will end with a brainstorming session on how best to educate students and faculty on copyright.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Africa represents a significant growth opportunity for consumer products businesses. The continent has a growing population and middle class, with consumer spending rising rapidly at 16% annually. While Africa offers enormous potential, it also poses complexity due to its diversity of markets. To succeed, companies must make strategic decisions around which countries and market segments to prioritize, as well as how to structure their organization and operations to execute consistently across varied and changing markets over the long term.
ESPN is developing new hologram technology that would allow sports fans to view game replays and analysis in three dimensions rather than just on a flat screen. This could let viewers see plays from any angle as if they were watching the game live. The holograms aim to give fans an immersive new way to experience and understand sports replays through a three-dimensional representation of the game.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
O texto apresenta um teste de língua portuguesa com questões sobre três diferentes textos literários. As questões abordam temas como a análise de versos poéticos, a compreensão de trechos e a identificação de palavras-chave nos textos. O teste é destinado a alunos do 4o ano e inclui uma questão de produção textual sobre a criação de um objeto para ajudar um super-herói.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Claude Monet was a famous French Impressionist painter born in 1840 in Paris. He showed an early interest in art but his father wanted him to take over the family grocery store. After his mother's death in 1857, he left school to study art. During his mandatory military service, he met other artists like Renoir and Bazille who would become lifelong friends. Monet is renowned for his paintings of nature, landscapes, and scenes depicting the effects of light. He helped develop the Impressionist style through his use of loose brushstrokes, vivid colors, and focus on capturing fleeting visual impressions rather than strict accuracy.
The document is a mobile handset survey that collects information from respondents about their gender, age, profession, current mobile handset, price of handset, when it was purchased, factors considered during purchase, influences on purchase decision, reasons for changing the last handset, and monthly income. The survey contains 13 multiple choice questions to gather these details for analyzing preferences and usage of mobile handsets by different demographic groups.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
This document outlines the committees and responsibilities for the Sunshine Committee at McKenzie Elementary for the 2012-2013 school year. Key details include: rotating roles for committees including POPS, showers, secret pals and special recognitions; guidelines for occasions warranting flowers or gifts; and scheduled eat days bringing treats for staff. Funds are collected from all staff as dues to support the activities of recognizing and celebrating colleagues through the year.
Wordle is a web-based tool that creates word clouds from input text. The size of the words in the cloud corresponds to how frequently they appear in the text. Users can customize the clouds with different fonts, layouts, and color schemes. The tool removes common words but may treat subtle word differences as separate words. Users can take screenshots of their clouds and import them into other programs. Wordle allows customizing colors, arranging words, and setting language and image preferences. Suggested uses include analyzing speeches, stories, vocabulary, and historical documents.
This document from Mesquite ISD provides information about bullying prevention. It states that everyone in the school community, including administrators, teachers, staff, parents, and students, has a role to play in stopping bullying. It defines bullying and notes its harmful effects. The document outlines signs that a student may be bullying or being bullied, and stresses the importance of all staff members taking immediate action when bullying is observed and reporting incidents to administrators. It provides guidance on setting clear expectations against bullying for students and bystanders.
Claude Monet was a famous French Impressionist painter born in 1840 in Paris. He showed an early interest in art but his father wanted him to take over the family grocery store. After his mother's death in 1857, he left school to study art. During his mandatory military service, he met other artists like Renoir and Bazille who would become lifelong friends. Monet is renowned for his paintings of nature, landscapes, and scenes depicting the effects of light. He helped develop the Impressionist style through his use of loose brushstrokes, vivid colors, and focus on capturing fleeting visual impressions rather than strict accuracy.
This document summarizes copyright guidelines for classroom teachers. It outlines the five exclusive rights granted to copyright owners, including the rights to reproduce, distribute, publicly perform and display the work. It discusses exceptions like the face-to-face teaching exemption and fair use statute. The fair use statute considers the purpose of the use, nature of the work, effect on the market, and amount used. Specific rules are provided for using media, off-air recordings, instructional television programs, and creating multimedia works with copyrighted content. Teachers should follow these guidelines to avoid penalties for copyright infringement.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
This document provides an overview of copyright restrictions and exceptions for educational use, including Fair Use and the TEACH Act. It explains that as an educator, one is responsible for ensuring all copyrighted content used in courses either has permission, falls under Fair Use guidelines, or is covered by the TEACH Act. Faculty are expected to comply with copyright law and policies, and copyrighted content cannot be used without proper permission or exception. The TEACH Act allows certain uses of copyrighted works for distance education if specific conditions are met regarding accredited non-profit institutions, reasonable portions of works, direction of instructors, and limiting access to students in the course.
Fair use allows for the use of copyrighted material without permission under certain circumstances. It is important for education as teachers integrate digital video and encourage students to share what they've learned. For educational use of videos without public performance rights, the video must be used in a nonprofit classroom setting directly related to the lesson. Portions of legally acquired videos can be used in student-created mashups if the use is transformative, the amount taken is appropriate, and it does not cause excessive economic harm. Whether something qualifies as fair use is determined by considering the purpose and character of the use, nature of the work, amount of the original used, and the economic effect on the original work's market.
Fair use allows for the use of copyrighted material without permission under certain circumstances. It is important for education as teachers integrate digital video and encourage students to share what they've learned. For educational use of video without public performance rights, it must be used nonprofit in a classroom and directly related to a lesson. Portions of legally acquired videos can be used in student-created mashups if the use is transformative, the amount taken is appropriate, and it does not cause excessive economic harm. Whether something qualifies as fair use is decided on a case by case basis considering factors like the purpose and character of the use, nature of the work, amount taken, and effect on the market.
This presentation discusses fair use guidelines for using copyrighted materials in teaching. It explains that fair use allows limited use of copyrighted works for purposes like commentary, criticism, or education without permission. The four factors judges consider are the purpose, nature of work, amount used, and effect on the market. Examples are provided of both fair and unfair uses of videos in classroom settings. The presentation concludes with citations of its sources on copyright and fair use.
Ethics and Copyright issues for using Digital Media in Educationjoeleaton
The document discusses ethics and rights issues related to using digital media for teaching and learning. It addresses the importance of trust and preventing harm to learners. Guidelines are provided around explaining how resources will be used, avoiding content that portrays people in a vulnerable way or expresses offensive views. Copyright and intellectual property rights are also discussed, including exceptions for educational use, ownership of content, and strategies for clearing rights.
LIbrary Media Center Faculty Orientation 2009-2010tvice7
The document provides an orientation for faculty on resources available from the library media center, including online resources through the learning portal, databases for finding videos, and guidelines for using copyrighted materials in teaching. Faculty can obtain videos for lessons through the library collection, Discovery video streaming, and Medianet and are provided information on copyright exemptions that allow use of videos for educational purposes in the classroom. The media center staff can assist faculty with finding and using resources.
Ethics for Professional AccountantsLet’s Go to the Movies Et.docxtarifarmarie
Ethics for Professional Accountants
Let’s Go to the Movies: Ethical Lessons from Hollywood
In teams of 4-6 students, students will come up with a list of “Best Ethics Picture Nominees” by watching, reporting on, and preparing a presentation summarizing several movies that illustrate some type of ethical dilemma. Teams have discretion in the choice of movies (within reason) and are encouraged to be creative. You don’t necessarily have to select the most recent or famous movie on a Wall Street scandal. It can be an old or new film. It can focus on a character who was unethical or one who did the “right thing” when confronted with an ethical dilemma. The movie must illustrate some type of ethical dilemma (even if not the main plot). The lessons learned must apply to business, even if the movie itself is not about business.
Required:
1. Each team member will identify and report back to their teams on a movie for potential nomination. Use the attached form to brief your teammates on your movie selection.
2. Each team members should submit their summary form to the instructor for approval to be included in the presentation. The form will summarize the movie plot, characters, ethical dilemma and resolution for each movie.
3. Teams will meet to select the “best picture” from the list of nominees. You can use whatever criteria you choose to select the best picture.
4. The final deliverable will be a 10-15 minute presentation that summarizes the nominees and highlights the ethical issue brought out in each film. The video should culminate in the selection of one movie as “Best Picture”.
5. Every team member must present. You are encouraged to use “short” video clips to highlight the ethical issues.
6. Please be respectful of other students when selecting your scene. Try to refrain from using scenes with extreme profanity or situations that would make members of the class uncomfortable.
7. My understanding of copyright laws (which are constantly evolving, especially for digital media) is that limited footage from the films can be re-produced for multi-media presentations so long as the original source was legally obtained and it meets the “fair use” and “educational” provision of US Copyright law. See attached guidelines excerpt from the proposed Educational Guidelines on Fair Use (fairuse.stanford.edu)
Deliverable Dates:
11/5 Nomination Summaries Due (one per team member). I will review and get back to you if I have any concerns about your nominations.
11/26 and 11/28: In class presentations.
Team Members:______________________________________________
Movie Title: _________________________________________________
Year of Release: ___________ Production Co. ___________________
Plot Summary (in your own words. Do not plagiarize)
Main characters (Actor/Actress):
Ethical Dilemma: Provide a brief summary of the ethical issue depicted in the movie.
Values in conflict: W.
The document provides guidance on copyright limitations and exceptions for educational uses of copyrighted works. It discusses the concept of fair use and its four factors, limitations on exclusive rights for performances and displays in nonprofit educational institutions, and provides rules of thumb for using, digitizing, and incorporating others' works in educational multimedia materials and distance learning. It also analyzes several scenarios involving uses of copyrighted materials in educational settings.
This document provides an overview of copyright law and fair use guidelines for educators. It discusses the fundamental rights of copyright holders, what constitutes fair use, and limitations on copying printed works, audiovisual works, software, and other copyrighted materials for educational purposes. Specific allowances and restrictions are provided for photocopying, off-air recording of broadcasts, use of music, and creating multimedia presentations with copyrighted content. Additional resources on copyright are also listed.
O texto apresenta um teste de língua portuguesa com questões sobre três diferentes textos literários. As questões abordam temas como a análise de versos poéticos, a compreensão de trechos e a identificação de palavras-chave nos textos. O teste é destinado a alunos do 4o ano e inclui uma questão de produção textual sobre a criação de um objeto para ajudar um super-herói.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
Claude Monet was a famous French Impressionist painter born in 1840 in Paris. He showed an early interest in art but his father wanted him to take over the family grocery store. After his mother's death in 1857, he left school to study art. During his mandatory military service, he met other artists like Renoir and Bazille who would become lifelong friends. Monet is renowned for his paintings of nature, landscapes, and scenes depicting the effects of light. He helped develop the Impressionist style through his use of loose brushstrokes, vivid colors, and focus on capturing fleeting visual impressions rather than strict accuracy.
The document is a mobile handset survey that collects information from respondents about their gender, age, profession, current mobile handset, price of handset, when it was purchased, factors considered during purchase, influences on purchase decision, reasons for changing the last handset, and monthly income. The survey contains 13 multiple choice questions to gather these details for analyzing preferences and usage of mobile handsets by different demographic groups.
Taskit is a business that helps connect people who need tasks completed with "seekers" who can perform those tasks. Seekers find clients and complete everyday tasks for them like posting online, writing articles, errands, shopping, and other jobs. Once a task is complete, the client pays the seeker through the Taskit system. A portion of the payment goes to the nonprofit or person in need that the seeker chooses. Taskit provides business credit cards for seekers to purchase items for clients and links to affiliate websites to help seekers find work. The goal is to help others through small tasks while also benefiting charities.
This document outlines the committees and responsibilities for the Sunshine Committee at McKenzie Elementary for the 2012-2013 school year. Key details include: rotating roles for committees including POPS, showers, secret pals and special recognitions; guidelines for occasions warranting flowers or gifts; and scheduled eat days bringing treats for staff. Funds are collected from all staff as dues to support the activities of recognizing and celebrating colleagues through the year.
Wordle is a web-based tool that creates word clouds from input text. The size of the words in the cloud corresponds to how frequently they appear in the text. Users can customize the clouds with different fonts, layouts, and color schemes. The tool removes common words but may treat subtle word differences as separate words. Users can take screenshots of their clouds and import them into other programs. Wordle allows customizing colors, arranging words, and setting language and image preferences. Suggested uses include analyzing speeches, stories, vocabulary, and historical documents.
This document from Mesquite ISD provides information about bullying prevention. It states that everyone in the school community, including administrators, teachers, staff, parents, and students, has a role to play in stopping bullying. It defines bullying and notes its harmful effects. The document outlines signs that a student may be bullying or being bullied, and stresses the importance of all staff members taking immediate action when bullying is observed and reporting incidents to administrators. It provides guidance on setting clear expectations against bullying for students and bystanders.
Claude Monet was a famous French Impressionist painter born in 1840 in Paris. He showed an early interest in art but his father wanted him to take over the family grocery store. After his mother's death in 1857, he left school to study art. During his mandatory military service, he met other artists like Renoir and Bazille who would become lifelong friends. Monet is renowned for his paintings of nature, landscapes, and scenes depicting the effects of light. He helped develop the Impressionist style through his use of loose brushstrokes, vivid colors, and focus on capturing fleeting visual impressions rather than strict accuracy.
This document summarizes copyright guidelines for classroom teachers. It outlines the five exclusive rights granted to copyright owners, including the rights to reproduce, distribute, publicly perform and display the work. It discusses exceptions like the face-to-face teaching exemption and fair use statute. The fair use statute considers the purpose of the use, nature of the work, effect on the market, and amount used. Specific rules are provided for using media, off-air recordings, instructional television programs, and creating multimedia works with copyrighted content. Teachers should follow these guidelines to avoid penalties for copyright infringement.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
Fair use allows for the limited use of copyrighted works without permission for purposes such as teaching. It has become more important with the rise of digital video. Teachers can integrate short portions of copyrighted videos into lessons as long as it is directly related to the lesson and does not cause economic harm. Uploading full copyrighted videos would violate copyright law but short portions can be included in student-created mashups or remixes if they are transformative and do not excessively harm the original creator economically. Fair use is decided on a case by case basis balancing these factors.
This document provides an overview of copyright restrictions and exceptions for educational use, including Fair Use and the TEACH Act. It explains that as an educator, one is responsible for ensuring all copyrighted content used in courses either has permission, falls under Fair Use guidelines, or is covered by the TEACH Act. Faculty are expected to comply with copyright law and policies, and copyrighted content cannot be used without proper permission or exception. The TEACH Act allows certain uses of copyrighted works for distance education if specific conditions are met regarding accredited non-profit institutions, reasonable portions of works, direction of instructors, and limiting access to students in the course.
Fair use allows for the use of copyrighted material without permission under certain circumstances. It is important for education as teachers integrate digital video and encourage students to share what they've learned. For educational use of videos without public performance rights, the video must be used in a nonprofit classroom setting directly related to the lesson. Portions of legally acquired videos can be used in student-created mashups if the use is transformative, the amount taken is appropriate, and it does not cause excessive economic harm. Whether something qualifies as fair use is determined by considering the purpose and character of the use, nature of the work, amount of the original used, and the economic effect on the original work's market.
Fair use allows for the use of copyrighted material without permission under certain circumstances. It is important for education as teachers integrate digital video and encourage students to share what they've learned. For educational use of video without public performance rights, it must be used nonprofit in a classroom and directly related to a lesson. Portions of legally acquired videos can be used in student-created mashups if the use is transformative, the amount taken is appropriate, and it does not cause excessive economic harm. Whether something qualifies as fair use is decided on a case by case basis considering factors like the purpose and character of the use, nature of the work, amount taken, and effect on the market.
This presentation discusses fair use guidelines for using copyrighted materials in teaching. It explains that fair use allows limited use of copyrighted works for purposes like commentary, criticism, or education without permission. The four factors judges consider are the purpose, nature of work, amount used, and effect on the market. Examples are provided of both fair and unfair uses of videos in classroom settings. The presentation concludes with citations of its sources on copyright and fair use.
Ethics and Copyright issues for using Digital Media in Educationjoeleaton
The document discusses ethics and rights issues related to using digital media for teaching and learning. It addresses the importance of trust and preventing harm to learners. Guidelines are provided around explaining how resources will be used, avoiding content that portrays people in a vulnerable way or expresses offensive views. Copyright and intellectual property rights are also discussed, including exceptions for educational use, ownership of content, and strategies for clearing rights.
LIbrary Media Center Faculty Orientation 2009-2010tvice7
The document provides an orientation for faculty on resources available from the library media center, including online resources through the learning portal, databases for finding videos, and guidelines for using copyrighted materials in teaching. Faculty can obtain videos for lessons through the library collection, Discovery video streaming, and Medianet and are provided information on copyright exemptions that allow use of videos for educational purposes in the classroom. The media center staff can assist faculty with finding and using resources.
Ethics for Professional AccountantsLet’s Go to the Movies Et.docxtarifarmarie
Ethics for Professional Accountants
Let’s Go to the Movies: Ethical Lessons from Hollywood
In teams of 4-6 students, students will come up with a list of “Best Ethics Picture Nominees” by watching, reporting on, and preparing a presentation summarizing several movies that illustrate some type of ethical dilemma. Teams have discretion in the choice of movies (within reason) and are encouraged to be creative. You don’t necessarily have to select the most recent or famous movie on a Wall Street scandal. It can be an old or new film. It can focus on a character who was unethical or one who did the “right thing” when confronted with an ethical dilemma. The movie must illustrate some type of ethical dilemma (even if not the main plot). The lessons learned must apply to business, even if the movie itself is not about business.
Required:
1. Each team member will identify and report back to their teams on a movie for potential nomination. Use the attached form to brief your teammates on your movie selection.
2. Each team members should submit their summary form to the instructor for approval to be included in the presentation. The form will summarize the movie plot, characters, ethical dilemma and resolution for each movie.
3. Teams will meet to select the “best picture” from the list of nominees. You can use whatever criteria you choose to select the best picture.
4. The final deliverable will be a 10-15 minute presentation that summarizes the nominees and highlights the ethical issue brought out in each film. The video should culminate in the selection of one movie as “Best Picture”.
5. Every team member must present. You are encouraged to use “short” video clips to highlight the ethical issues.
6. Please be respectful of other students when selecting your scene. Try to refrain from using scenes with extreme profanity or situations that would make members of the class uncomfortable.
7. My understanding of copyright laws (which are constantly evolving, especially for digital media) is that limited footage from the films can be re-produced for multi-media presentations so long as the original source was legally obtained and it meets the “fair use” and “educational” provision of US Copyright law. See attached guidelines excerpt from the proposed Educational Guidelines on Fair Use (fairuse.stanford.edu)
Deliverable Dates:
11/5 Nomination Summaries Due (one per team member). I will review and get back to you if I have any concerns about your nominations.
11/26 and 11/28: In class presentations.
Team Members:______________________________________________
Movie Title: _________________________________________________
Year of Release: ___________ Production Co. ___________________
Plot Summary (in your own words. Do not plagiarize)
Main characters (Actor/Actress):
Ethical Dilemma: Provide a brief summary of the ethical issue depicted in the movie.
Values in conflict: W.
The document provides guidance on copyright limitations and exceptions for educational uses of copyrighted works. It discusses the concept of fair use and its four factors, limitations on exclusive rights for performances and displays in nonprofit educational institutions, and provides rules of thumb for using, digitizing, and incorporating others' works in educational multimedia materials and distance learning. It also analyzes several scenarios involving uses of copyrighted materials in educational settings.
This document provides an overview of copyright law and fair use guidelines for educators. It discusses the fundamental rights of copyright holders, what constitutes fair use, and limitations on copying printed works, audiovisual works, software, and other copyrighted materials for educational purposes. Specific allowances and restrictions are provided for photocopying, off-air recording of broadcasts, use of music, and creating multimedia presentations with copyrighted content. Additional resources on copyright are also listed.
This document provides guidance on copyright and fair use for educational purposes. It outlines that educational fair use does not supersede copyright law and outlines criteria for fair use including the purpose of use, nature of the work, amount of the work used, and the effect on the marketplace. It provides examples of acceptable amounts of various types of copyrighted works that can be used under fair use for educational purposes and reminds users to properly credit sources. The document indicates what uses are allowed, such as showing portions of broadcast TV programs or movies to support lesson objectives, and what is not allowed, such as editing videos or using cartoon characters for decorations.
Professional Development Learning Module Presentation FinalBlackbart5
This document outlines Benjamin Harris's presentation on using multimedia and video in the classroom. It discusses having students actively create content like podcasts and videos rather than just passively consuming information. The presentation covers legal issues around copyright and fair use when using or creating media. It provides examples of how different subject areas like reading, science, social studies, and math can incorporate student-created videos. The document also addresses cyberbullying, piracy, and evaluating download sources for legal content.
The client brief outlines a project to create a promotional video for Cheadle and Marple Sixth Form College's Film Studies course. The goal is to encourage student enrollment and provide information about the course. The video will include interviews with current students and teachers about their experiences and opinions of the course. It will highlight course content, creative opportunities, and benefits. Constraints include a limited budget and April/May 2013 deadline. The target audiences are 15-18 year old prospective students and their parents aged 38-50. Legal and ethical considerations around copyright and offensive content must be observed.
Copyright for educators_09v4-presentationRenee Setser
The Forney ISD does not discriminate and ensures equal access to programs and activities. Copyright law protects particular expressions of ideas and facts, not the ideas themselves. Fair use allows use of copyrighted works for purposes like teaching under certain guidelines regarding factors such as the portion used and the work's nature. Teachers should follow multimedia guidelines and district policy on video usage to ensure legal use of copyrighted materials.
The client brief requests a promotional video for the Film Studies course at Cheadle and Marple Sixth Form College. The goal is to encourage student enrollment and provide information on the course. The video will include interviews with current students and teachers about their experiences and opinions of the course. It will highlight course content such as film genres and the opportunity for hands-on experience. The project will be carried out with the college's approval and within legal, ethical and budgetary constraints, with the final product aiming to professionally represent the college to prospective students.
This document provides an overview of copyright law and fair use guidelines for teachers and students. It explains that copyright protects all original works of authorship, and outlines penalties for infringement which can include fines and felony charges. The concept of fair use is discussed, including the four factors used to determine if a use is fair. Detailed fair use guidelines are provided for different media like text, images, audio/video, and more. Specific dos and don'ts are listed to help educators understand what copyrighted material can be used in the classroom within legal bounds.
The document outlines a plan to create a promotional video for a college creative media course. It will include interviews with students and teachers about what the course offers and their opinions of it, as well as footage of the facilities and students working. The video will have background music and be edited together with footage of the college, interviews, and student work. Considerations around copyright, confidentiality, and avoiding offensive content will be made. The target audience is 16-18 year olds interested in creative media or college. A cameraman, sound person, and editor will be needed, and the college will provide equipment and resources.
Social Responsibility recognizes the importance of information a.docxjensgosney
"Social Responsibility" recognizes the importance of information and the teaching of ethical behavior to a democratic society. This series of columns will explain copyright issues to the clients of the school library media specialist: students, teachers, administrators, parents, community members.
You are a high school English teacher. It is that time of the year when your classes begin studying Shakespeare. You have a great idea: the students will read Romeo and Juliet in the original Shakespeare and then compare it to a televised version you have found advertised in your newspaper's TV guide. Your strategy is to tape the televised version and use it in class. If the lesson works out well, you decide that you will keep the tape and use it in future classes. Can you do this legally, or is there a copyright violation involved?
In 1981, Congress unofficially accepted (did not enact into law) a series of proposed guidelines for off-air taping by educators. The "Guidelines for Off-Air Recording of Broadcast Programming for Educational Purposes" have not been tested in court, nor do they have the force of law. However, they do offer educators limited access to many broadcasts under the Fair Use Guidelines.1
Below are some general provisions that pertain only to free television programs broadcast over the air. Cable programs are excluded.
* Television programs may be taped by individual teachers (at school or at home), or at teacher(s) request. For example, a teacher may ask the school library media specialist to make a specific tape.
* These programs may be used with students during a ten-day instructional period following the original taping.
* The programs may be used one time for instruction and one more time for reinforcement (for a total of two times).
* The teacher may keep the tape for up to forty-five days for the purposes of teacher evaluation and use in student assessment.
* At the end of forty-five days, the tape must be erased or destroyed. You cannot ask your best friend, grandmother, or other teachers to also tape the broadcast so that you can use it for an additional forty-five-day period. This off-air taping is a one-time privilege.
* The tape may not be edited; for example, while you do not need to use an entire off-air recording, it is not to be physically altered. You may not create a new videotape with selections from this one. If there are commercials in the tape, they must stay in. However, you can use the remote control device to cue up specific sections or bypass the commercials.
* Copying just the audio track is not permissible, as this represents a derivative copy.
* Taping is for educational use only.
* Limited copies may be made of the tape for use by teachers of other classes, but the rules above still apply.
* All such off-air taping should include the copyright notice as originally seen on the program.2
There are exceptions to the rules above. For example, if you obtain permission from the broadcast owner, you may ke.
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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3. U.S. copyright law gives these
rights to the creator of a work:
Reproduction
Adaptation
Distribution of copies by sale, gift, rental,
lease or lending
Public performance
Public display
Digital audio transmission
4. MISD copyright policy states
that employees may not:
Make unlawful copies on district-owned
equipment
Use unlawful copies of materials on
district equipment
Use unlawful copies in district facilities or
at district functions/events
5. MISD legal and/or insurance
protection will not cover:
employees who copy materials unlawfully
OR
employees who use unlawfully copied
materials
6. How can educators legally use
copyrighted works in their
teaching???
FAIR USE
7. Four Tests of “Fair Use”:
For non-profit educational purposes
The nature of the copy
The amount of the work being used
The effect of the use upon the potential
market value of the copyrighted work
8. Fair Use of Audiovisual
Materials
Public performance is the key…
9. What is a “public
performance”?
When audiovisual material is used in
“a place open to the public or at any place
where a substantial number of persons
outside of a normal circle of a family or its
social acquaintances is gathered…”
10. Fair Use for Audiovisual
Materials
The performance must be presented by
instructors or students, AND
The performance must occur in the course of
face-to-face teaching activities, AND
The performance must take place in a classroom
or similar place of instruction, AND
The performance must be of a legally acquired
copy of the work
11. Use of audiovisuals for
entertainment or reward is
strictly prohibited under fair
use
Reward or entertainment is not
considered “face-to-face teaching”
and so does not meet the criteria of
the fair use exemption
12. MISD Guidelines for Use of
Video
All videos must be previewed by the teacher
All videos must enhance/support grade level and
subject matter curriculum
Rental video, feature films, theatrical releases and
programs taped off broadcast television must be
approved by the principal before showing
– G and PG rating OK all levels
– PG-13 OK only at secondary level with principal
approval and parent notification
– R is NEVER acceptable for any level
13. MISD Guidelines for Use of
Video
Parent notification is required when any rental,
feature film, theatrical release or programs taped
off broadcast television are to be used in their
entirety
Parent notification is required before showing
any video dealing with a controversial subject
Videos containing offensive language,
stereotypes, excessive violence or nudity are not
appropriate
14. MISD Guidelines for Use of
Video
All provisions of U.S. Copyright Law shall be
observed
Videos should not be shown for entertainment or
reward because it is a copyright violation
Teachers should use good judgment in the
selection/use of video
Teachers are encouraged to use a short “clip”
rather than a video in its entirety
Parent notification and off-air recording forms
are available from your principal
15. A final word…
You don’t take what isn’t yours
without asking first.
A person who creates a copyrighted work has six rights regarding that work: 1.Reproduction – The creator is the only one who can make and use copies of the copyrighted work. 2. Adaptation – The creator is the only one who can modify or change the work in any way. 3. Distribution – The creator is the only one who can give out copies of his work 4. Public performance – Applies to literary, musical or dramatic works; dance; motion pictures. The creator is the only one who can show or perform his work. 5. Public display – Applies to pictures, images, art, etc. The creator is the only one who can display his work. 6. Digital audio transmission – Applies to music on web pages or radio station transmission via Internet. The creator of the music is the only one who can publish it on the Web.
Policy 646
Also Policy 646 If you use copyrighted materials inappropriately, you are on your own! So…
Copyright law provides an exception to the copyright law for educators, called the “Fair Use” exemption. This exemption allows copyrighted materials to be used for educational and research purposes, while still protecting the rights of the author/creator. This is good news, but it doesn’t mean that we can use whatever we want, whenever we want.
Courts take all of these factors into consideration when determining if the use of copyrighted material in a given situation is legal or not. All educators can meet this test, but this is not the only thing that you have to consider. What is the material that is being copied or shown? The more creative a work is the more highly protected it is. Copying and passing out a page from the Texas Almanac showing the average rain fall in Dallas County for the year 2000 is most likely OK. Copying several poems about rain from a library book and putting them all together in a packet for each student is not. The less you can use of a work the better. Using or copying a work for your students must not adversely effect the ability of the author to sell their creation. Consider all of these criteria before making copies of someone else ’s work.
The same fair use guidelines that apply to printed materials don ’t work for audiovisuals. Because of the nature of the audiovisual medium, producers worry not only about unauthorized copies, but also about losing profits from unauthorized performances of copyright protected works. Producers of music, movies, and television programs make their money from licensing those works for public exhibition and broadcast, as well as from direct sales, so they are especially concerned about what end users will do with the copy they have purchased.
According to this definition of a public performance, a classroom full of students and teachers qualifies. This means that to show a video or a web site would require a public performance license or permission from the producer to do so.
Luckily, the law does provide a “fair use” exemption for the performance or display of audiovisual works in schools. All four of these requirements must be met in order for the public performance of a video to be considered acceptable under the fair use exemption. If these four factors were rephrased into yes or no questions, you would have to answer YES to each in order for the use of the video to be considered “legal.” The first factor is easy to accomplish. Face-to-face teaching means that the showing or performance must be directly related to the curriculum that is being taught at the time of the showing. Example of a non face-to-face teaching situation: The freshman English curriculum requires that students read Shakespeare ’s Romeo and Juliet in September. At the end of the semester, the English teacher decides to show the film version of the play to occupy her students while she works on grading final exams. The video should be shown while students are studying the play to meet the fair use guidelines. Always ask yourself, “Is this video an integral part of the unit I am teaching right now?” Also, beware of loose or questionable links from audiovisual material to the curriculum. Showing The Lion King during a study of Africa is not a reasonable tie-in that will help your students master the TEKS. There are many more appropriate materials that you could select. 3. Classrooms, auditoriums, gymnasiums, libraries, etc are examples of acceptable locations. School buses, churches, or other nonstandard locations are not. 4. When considering if a tape has been legally acquired, ask: Has it been paid for? If you have purchased it, you have legally acquired it. If you borrow a copy from the library or a friend who purchased it, it has been legally acquired. If you rent a copy of it from Blockbuster, the store purchased the item, so it has been legally acquired. One exception to this rule: taping a program off broadcast television. Programs that have been taped off the free airwaves may only be used for 10 days after the taping. After 10 days, the tape is no longer legal. Also, there is NO FAIR USE EXEMPTION for taping off of cable or satellite channels. Each cable channel retains the right of reproduction. It is advisable to contact ITV for information about getting a copy of a program that has aired on a cable channel.
A school would need to have public performance rights for any movie or program that is shown for reward or entertainment.
Policy 633e
This is what copyright compliance is all about. Educators have a lot of leeway under the fair use guidelines, but if you can ’t meet those requirements, you can ask for permission to use material from the copyright holder. All he can say is no…and he might say YES! It is up to us to model ethical and legal behavior for our students. In fact, 8 th grade Social Studies TEKS require that students identify examples of responsible citizenship, including obeying rules and laws. Just remember the Fair Use Guidelines and if those don ’t make your use of the material legal, then ask permission. Pass out Copyright Compliance forms for teachers to sign and return to librarian.