This document discusses copyright law and guidelines for educators to follow when using images, videos, music and other copyrighted materials in their teaching. It covers the concept of fair use and exceptions for nonprofit educational use. The document provides examples of what would and would not be considered fair use and advises educators to obtain permission when in doubt and to properly cite sources. It also provides suggestions for software and web designers to help teachers easily evaluate fair use and properly attribute digital resources in their lessons.
International Communication Association (ICA) Fair Use Code ExplainerPatricia Aufderheide
This video explains the International Communication Association's Code of Best Practices in Fair Us, which allows communication scholars in the US to understand how to employ the copyright doctrine of fair use. Fair use permits the use of unlicensed copyrighted material, under some circumstances.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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!
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.
2. You are anEDUCATOR you want to use IMAGES VIDEOS MUSIC GRAPHS you want to create unique worksPowerPoints Multimedia movies Publications Web pages you need to know…..
3. Copyright Law The Congress shall have the Power... To promote the Progress of Science and useful Arts, by securing for limited Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries... The United States ConstitutionArticle I, Section 8, Clauses 1 and 8 Easterling & Jay 2009
5. Fair Use: Section 107 The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes The nature of the copyrighted work The amount and substantiality of the portion used in relation to the copyrighted work as a whole The effect of the use upon the potential market for, or value of, the copyrighted work Easterling & Jay 2009
6. Copyright Appendixes Appendix A: The Copyright Act of 1976 Appendix B: The Digital Millennium Copyright Act of 1998 Appendix C: The Copyright Royalty and Distribution Reform Act of 2004 Appendix D: The Satellite Home Viewer Extension and Reauthorization Act of 2004 More at http://www.copyright.gov/title17/ Easterling & Jay 2009
7. Do you Know? Can a teacher make back-up copies of all their critical CD/DVD’s Is this Fair Use? Can a teacher download audio clips from MP3.com to integrate into a curriculum unit Is this Fair Use ? Can a teacher post lesson plans on the web using images, music & video from file sharing websites Is this Fair Use ? Easterling & Jay 2009
8. Create Unique Works 1. Students, faculty and staff may incorporate others' works into a multimedia work display and perform a multimedia work in connection with or creation of class assignments curriculum materials remote instruction examinations student portfolios professional symposia. 2. Be conservative. Use only small amounts of other's works. 3. Don't make any unnecessary copies of the multimedia work. Easterling & Jay 2009
12. Copyright integrity We sow a thought and reap an act;We sow an act and reap a habit;We sow a habit and reap a character;We sow a character and reap a destiny. (Thackeray) Thackeray, William. (1987). Quoted in Building Character In the Pubic Schools. Leadership Reports. Alexandria, Virginia: National School Boards Assn. Easterling & Jay 2009
13. Guidelines to Remember Fair Use Guidelines does not extend to the World Wide Web (most of the time). Copyrighted items cannot be included in student projects published on the Web without the copyright holder’s permission. “Fair Use” does not mean “unlimited” use. Have a Fair Use chart to use as a reference when planning with a curriculum---More planning and checking early will result in less work or breaking the law later ! Easterling & Jay 2009
14. Guidelines to Remember ALWAYS--- Cite sources for the content you did not create under the Fair Use Guidelines AND require your students to do the same! ALWAYS--- Get written permission from the student and parents before posting anything on a website. *Important: Make permission notices specific for parents so they know exactly what is being posted. Easterling & Jay 2009
15. What can software & web designers do to help teachers use digital resources in ethical manner?
17. Designers should let teachers know exactly how to cite their product to avoid breaking copyright laws. A list of appropriate situations or content areas would help teachers quickly evaluate the proper use of materials. Designers should use various Appropriate Use Policies from school districts….In other words, don’t create a program we can’t use! Easterling & Jay 2009
18. Make it easy for teachers to evaluate work as fair use. Include a fair use checklist that focuses on specific features included in the program. Include all materials and sources for teachers. List all copyrights and how to obtain additional copyrights in the classroom. Avoid designing software programs that do not allow for teachers or students to reproduce or manipulate parts of the program. Software can be designed and distributed as fair use programs. Easterling & Jay 2009
21. Website Ethics Global World Wide Web Cultural differences Third party suppliers Responsibility Easterling & Jay 2009
22. Sources Fair Use Guidelines for Educational Multimedia http://www.adec.edu/admin/papers/fair10-17.html Additional Guidelines for Electronic Reserves http://www.usg.edu/copyright/site/additional_guidelines_for_electronic_reserves/ A Teacher's Guide to Fair Use and Copyright http://home.earthlink.net/~cnew/research.htm#Introduction Ethical Use of Technology Reminders http://vista.bu.edu/webct/urw/lc919016122041.tp919016146041/RelativeResourceManager/sfsid/1114292808051 Easterling & Jay 2009
23. Sources Creative Commonshttp://creativecommons.org/ Hall Davidsonhttp://halldavidson.net/downloads.html Website Copyright Infringement Issues http://www.toucher.co.uk/website_copyright.html Copyright Basics http://www.copyright.gov/fls/fl102.html Fairy Use Tale http://www.youtube.com/watch?v=CJn_jC4FNDo Ethical Edge in Education http://www.goehner.com/copyright.htm Easterling & Jay 2009
Editor's Notes
(Edwards/Leahy Digital Telephony Legislation (HR 4922/S 2375