This document provides an overview of key concepts related to using copyrighted works, including orphan works, public domain works, digitization, fair use, and mass digitization. It discusses determining whether a work is protected by copyright or in the public domain. It also examines the four factors of fair use - the purpose and character of the use, the nature of the work, the amount used, and the effect on the market. The document provides guidance on applying fair use principles to activities like teaching, research, and creative works.
Presentation on copyright in higher education. Topics include what copyright is, the purpose of copyright, using copyrighted works (permissions, exemptions, fair use), author rights, and open access.
Free and Legal: Copyright and Online ContentRino Landa
A guide for library staff to basic copyright information and using images, audio, and video legally for library programs and marketing. Provides an brief overview of copyright laws applicable to libraries. Additionally, Creative Commons licenses and sources of free multimedia (e.g. images, videos, sounds) are included.
Presentation for 2013 Research Resources Forum at Northwestern University Library. Welcoming event for incoming PhD students in humanities and social sciences.
This PowerPoint slide is about copyright and creative commons. A simple but understanding slide for students to know what the basic differences are and how to use them under certain conditions to ensure that they do not infringe the legal rights.
Presentation for 2011 Electronic Resources Forum, an event for incoming PhD students in humanities and social sciences at Northwestern University.
Later versions of this presentation may be found at the CSCDC SlideShare presentation site: http://www.slideshare.net/cscdc/presentations
Presentation on copyright in higher education. Topics include what copyright is, the purpose of copyright, using copyrighted works (permissions, exemptions, fair use), author rights, and open access.
Free and Legal: Copyright and Online ContentRino Landa
A guide for library staff to basic copyright information and using images, audio, and video legally for library programs and marketing. Provides an brief overview of copyright laws applicable to libraries. Additionally, Creative Commons licenses and sources of free multimedia (e.g. images, videos, sounds) are included.
Presentation for 2013 Research Resources Forum at Northwestern University Library. Welcoming event for incoming PhD students in humanities and social sciences.
This PowerPoint slide is about copyright and creative commons. A simple but understanding slide for students to know what the basic differences are and how to use them under certain conditions to ensure that they do not infringe the legal rights.
Presentation for 2011 Electronic Resources Forum, an event for incoming PhD students in humanities and social sciences at Northwestern University.
Later versions of this presentation may be found at the CSCDC SlideShare presentation site: http://www.slideshare.net/cscdc/presentations
Presentation for the Northwestern University Scholarly Resources and Technology Series, by Claire Stewart, Head, Digital Collections & Scholarly Communication Services. Addresses authors rights, basics of U.S. copyright law, exemptions in the law, open access, data sharing, and related issues. Intended audience is faculty and graduate students at Northwestern University.
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Jayne Hunter from Charlotte's McGuide Woods gave us a presentation on Copyright Basics for Photography. With her permission we are able to show you all what went on. This is not considered council please see a qualified representative to discuss your needs & options.
These are slides from the copyright session of the Building Legal Literacies for Text Data Mining (Building LLTDM) Institute. Hosted by the University of California, Berkeley Library's Office of Scholarly Communication Services.
Presentation for the Northwestern University Scholarly Resources and Technology Series, by Claire Stewart, Head, Digital Collections & Scholarly Communication Services. Addresses authors rights, basics of U.S. copyright law, exemptions in the law, open access, data sharing, and related issues. Intended audience is faculty and graduate students at Northwestern University.
Presented by Dr. Sanjaya Mishra , Education Specialist, eLearning, COL and Principal Investigator, ROER4D Project at the Workshop on OER for Development supported by IDRC, Canada
Jayne Hunter from Charlotte's McGuide Woods gave us a presentation on Copyright Basics for Photography. With her permission we are able to show you all what went on. This is not considered council please see a qualified representative to discuss your needs & options.
These are slides from the copyright session of the Building Legal Literacies for Text Data Mining (Building LLTDM) Institute. Hosted by the University of California, Berkeley Library's Office of Scholarly Communication Services.
Presented by Martin Wolf, Head of Open Research at the University of Liverpool Library on Head of 14th June 2021.
Covers:
* What is copyright?
* How does copyright impact on your thesis?
* Practical steps to take
* Copyright and academic publishing
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Model Attribute Check Company Auto PropertyCeline George
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
4. What is Public Domain?
• The state of belonging or being available to
the public as a whole.
• Not subject to copyright.
5. What is Digitizing?
• Convert (pictures or sound) into a digital form
that can be processed by a computer.
6. What is Mass Digitization?
• It is the conversion of texts or images to digital
format on a very large scale using robotic
equipment capable of scanning hundreds of
pages per hour
7. What is Fair Use:
• Transformative uses that repurpose no more
of a work than is needed to make the point, or
achieve the purpose, are generally fair use.
8. Two Important Questions:
1. Is the use you want to make of another's
work transformative :
Does it add value to the work and repurpose
the work for a new audience.
2. Is the amount of material you want to use
appropriate to achieve your transformative
purpose?
9. What if the Purpose is not
Transformative?
Question:
What if you want to copy several chapters from a textbook for your students to read?
Answer:
Textbooks are created for an educational audience. When we are the intended
audience for materials, or when we use a work in the same way that the author
intended it to be used when she created it, we are not "repurposing" the work for a
new audience.
Question:
What if you are repurposing the work for a new audience and adding value to it by
comparing it, critiquing it or otherwise commenting on it, but you want to use a lot
more than is really necessary to make your point?
Answer:
In cases like these we also look at whether the copyright owner makes her work
available on the open market -- whether there is an efficient and effective way to buy
or access the work for our use, or get permission from the owner to do what we want
to do. If not, the difficulty in acquiring the work, access to it, or permission to use it
may support our relying on fair use due to the market's failure to meet our needs.
10. Steps to Consider
for the Following Works:
• 1. Unprotected works
• 2. Library-licensed works
• 3. Creative Commons licensed works
• 4. Is the work available freely on the open
Web without an express permissions
statement,
and therefor covered by an implied license?
11. Unprotected works
• Works that lack originality
– logical, comprehensive compilations (like the phone book)
– unoriginal reprints of public domain works
• Works in the public domain
• US Government works
• Facts
• Ideas, processes, methods, and systems described in copyrighted
works
• The presence or absence of a copyright notice no longer carries the
significance it once did because the law no longer requires a notice.
Older works published without a notice may be in the public
domain, but for works created after March 1, 1989, absence of a
notice means virtually nothing.
12. • Lolly Gasaway and by Peter Hirtle explain the rules for determining whether a
protected work is in the public domain in two excellent resources. These rules are
complex and somewhat hard to describe, partly because they changed many,
many times during the 20th century. At their most basic, excluding anonymous
works and works for hire, the rules can be summarized as follows:
• Any work published on or before December 31, 1922 is now in the public domain.
• Works published between January 1, 1923 and December 31, 1978, inclusive, are
protected for a term of 95 years
from the date of publication, with the proper notice.
– But, if the work was published between 1923 and December 31, 1963, when there was a non-
automatic "renewal term,"
the copyright owner may not have renewed the work. If he or she did not renew, the original
term of protection (28 years)
will have expired and these works will be in the public domain. Check the Stanford
"Determinator" to determine renewal status for books published during these years.
13. • After 1978, the way we measure the term of protection
changes. It no longer begins on the date of
publication, rather, it
runs for 70 years from the date the author dies
(called, "life of the author" plus 70 years).
Further, publication is irrelevant.
Works are protected whether they are published or
not.
• Finally, those works that were created before
December 31, 1978, but never published, are now
protected for
the life of the author plus 70 years
15. Creative Commons licensed works
• Learn to do effective Creative Commons
searches! You may find exactly what you need
with the rights you need to use it, available
online for free
16. • Is the work available freely on the open Web
without an express permissions statement,
and therefor covered by an implied license?
17. • People who place materials on the open Web do so knowing that
other people will use our works in certain ways
• For example: Downloading, making personal copies, sending copies
to friends, etc.
• This is the essence of an implied license. Materials put out without
“expressly" give one the right to do these things, the law assumes
that one must have intended to give you the right to do what a
reasonable copyright owner would expect the public to do.
• Most nonprofit, educational uses would likely be within the scope
of what people expect when they place materials on the open Web.
• The scope of this license might be the same as or different from
fair use, but it's good to know that we have both. Providing
attribution should become automatic for you, whenever you use
others' works.
18. The Four Fair Use Factors:
• Is the use you want to make of another's work
transformative?
• Does it add value to the work for a new audience ?
• Does it have a repurpose of the work for a new
audience?
• Is the amount of material you want to use
appropriate to achieve your transformative purpose?
21. • For transformative uses, use no more than you need to
achieve your transformative purpose.
• If you need to use materials in essentially the same way or
for the same audience as the author intended, or you use
more than necessary to achieve a transformative
purpose, limit materials distributed in
coursepacks, through reserves, learning management
systems and iTunes U to:
• single articles or chapters, or other small parts; several
charts, graphs or illustrations; small parts
of works such as performances (audio, video)
• copies of materials that a faculty member or the library
already possesses legally
(i.e., by purchase, license, fair use, interlibrary loan, etc.)
23. • If the use of the resources is transformative and the amount used is appropriate
for the transformative purpose, digitize them and make them available as
needed, in accordance with the limitations below. In some cases where a use is
transformative and the institution's materials are unique, fair use will support
digitizing them and providing public access. But in other cases, digitized materials
should be made available in accordance with the limitations below.
• If the use is not transformative, for example, in the case of analog slide sets
produced and marketed for an educstional audience, assess the scope and
relevance of licensed digital resources available to meet educator's needs.
• If your needs and the content of licensed digital resources significantly overlap:
Acquire licenses to use the commercially availalble digital collections and
digitize institutional holdings in accordance with the limitations below.
• If there is little overlap in your needs and readily available digital collections, for
example,
if your materials are no longer available or are rare: Digitize and use institutional
works in accordance with the following limitations:
24. Digitizing and Using Other's Works
Creatively
• Students, faculty and staff who wish to use others' works in
creative, transformative ways, may incorporate others' works into
their own original creations and display and perform the resulting
work in connection with or creation of --
• class assignments
• curriculum materials
• remote instruction
• examinations
• student portfolios
• professional symposia
• While creative uses tend to be transformative, we still must be
careful to use no more than needed to achieve the transformative
purpose
• Limit copies and distribution
25. Research Copies
• Making copies as part of the research process
may or may not be transformative.
• Limit research copies to
• single chapters
• single articles from a journal issue
• several charts, graphs, illustrations
• other similarly small parts of a work
26. The Four Fair Use Factors:
• What is the character of the use?
• What is the nature of the work to be used?
• How much of the work will you use?
• What effect would this use have on the market
for the original or for permissions
if the use were widespread?
27. FACTOR 1:
What is the character of the use?
• Criticism
• Commentary
• News Reporting
• Parody
• Repurposing a work, providing a new context, or
otherwise adding value
to the work
• Nonprofit
• Educational
• Personal
• Commercial
28. FACTOR 2:
What is the nature of the work to be
used?
• Fact
• Published
• A mixture of factual and imaginative
• Imaginative
• Unpublished
29. FACTOR 3:
How much of the work will you use?
• Small amount
• An appropriate amount for a transformative
purpose
• More than a small amount or the amount
needed to accomplish a transformative
purpose
30. FACTOR 4:
If This kind of use were Widespread,
What Effect Would it Have
on the Market for the Original or
for Permissions?
31. • Proposed use is transformative and not merely duplicative (first factor) and
amount used is appropriate for the transformative purpose (third factor)
• Original is out of print or otherwise unavailable
• Copyright owner is unidentifiable
• No ready market for permission
• Password protection; technological protection; limited time use
• Use is not transformative
• Competes with (takes away
sales from) the original
• Avoids payment for permission
(royalties) in an established
permissions market