The document provides an interactive game about fair use basics that covers the four factors of fair use including purpose and character, nature of the copyrighted work, amount and substantiality, and effect on the potential market through a series of multiple choice and true/false questions. The game educates on what types of uses may be considered fair such as educational or parody purposes versus uses that would not qualify as fair use like plagiarism or commercial sales. Players learn about fair use guidelines through playing the game.
This document provides a rubric for providing feedback on tutorials. The rubric contains 12 criteria for evaluating tutorials, including content, organization, design, visuals, interactivity, narration, grammar, audience, creativity, credits, and humor. For each criteria, the rubric describes what is needed to meet expectations at the excellent, good, and poor levels. The document instructs that this rubric should be used as a guide for providing constructive feedback to improve tutorials.
This document summarizes the results of a technology needs assessment at A.A. Champion Elementary using the School Technology and Readiness (STaR) Chart. The STaR Chart evaluates the school across four key areas: teaching and learning, educator preparation, leadership and support, and infrastructure. The assessment found that leadership and infrastructure areas are in constant decline, while teaching and learning has improved. Overall, the school is at about 50% technology development and not meeting its long-term technology goals. The document recommends focusing on technology teachers, equipment, infrastructure, and involving student and teacher voices to reach the target technology level.
This document provides an overview of a group project examining factors that contribute to teachers' apprehension about technology integration. It identifies key issues such as insufficient technology skills and knowledge, lack of proper attitudes and motivation, limited resources and access to technology, and insufficient funding. The document recommends addressing these issues through increased awareness, incentives, patience, and continued professional development. It discusses the relevance of technology integration to education, noting both its potential positive impacts on learning and importance given technology trends.
This document discusses the use of PowerPoint in the classroom. It provides a brief history of PowerPoint and addresses challenges to its use in education. It offers video tutorials and guidance for teachers and students on how to make engaging PowerPoint presentations. It also discusses the learning environment needs to support PowerPoint and supplemental materials that can enhance presentations. Research findings on the benefits of PowerPoint in education are presented, showing that it can help students retain information better and improve academic achievement.
This document outlines activities to establish a new community for a 3rd grade class. The activities are designed to expand students' understanding of communities by meeting objectives like identifying community needs and establishing rules. Background knowledge is built through lessons and presentations. Students then participate in activities like selecting community leaders through voting, and establishing rules through discussion and group work. The activities are grounded in theories of social learning, cognitive development, and metacognition to improve students' social skills, confidence, and ability to learn from each other.
This document outlines factors that may favor or oppose a finding of fair use when using a copyrighted work. It considers the purpose of the use, the nature of the copyrighted work, the amount of the work used, and the effect of the use on the market for the copyrighted work. These factors are analyzed case-by-case to determine whether a particular use should be considered fair use or copyright infringement.
The document discusses the SOLO taxonomy, which describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. Each level is defined by the type of thinking used and example questions are provided to illustrate the differences. The levels of the SOLO taxonomy parallel the achievement standards of the New Zealand Curriculum, with prestructural, unistructural, and multistructural matching not achieved, and relational and extended abstract matching achieved, achieved with merit, and achieved with excellence respectively. The reader is advised to identify the level of thinking required by exam questions and assess their own answers.
Oliver Alexander received marks for their AS coursework in various areas. They scored 17/20 for planning, 49/60 for their main construction task, and 15/20 for their evaluation. In the evaluation, Oliver provided proficient answers to most questions, thoroughly discussing topics like conventions used, representation of social groups, and a suitable distribution company. Their answers covered intended audiences and technologies used during the process. Overall, Oliver demonstrated proficient digital skills and communication abilities across their body of work, achieving a total of 81/100.
This document provides a rubric for providing feedback on tutorials. The rubric contains 12 criteria for evaluating tutorials, including content, organization, design, visuals, interactivity, narration, grammar, audience, creativity, credits, and humor. For each criteria, the rubric describes what is needed to meet expectations at the excellent, good, and poor levels. The document instructs that this rubric should be used as a guide for providing constructive feedback to improve tutorials.
This document summarizes the results of a technology needs assessment at A.A. Champion Elementary using the School Technology and Readiness (STaR) Chart. The STaR Chart evaluates the school across four key areas: teaching and learning, educator preparation, leadership and support, and infrastructure. The assessment found that leadership and infrastructure areas are in constant decline, while teaching and learning has improved. Overall, the school is at about 50% technology development and not meeting its long-term technology goals. The document recommends focusing on technology teachers, equipment, infrastructure, and involving student and teacher voices to reach the target technology level.
This document provides an overview of a group project examining factors that contribute to teachers' apprehension about technology integration. It identifies key issues such as insufficient technology skills and knowledge, lack of proper attitudes and motivation, limited resources and access to technology, and insufficient funding. The document recommends addressing these issues through increased awareness, incentives, patience, and continued professional development. It discusses the relevance of technology integration to education, noting both its potential positive impacts on learning and importance given technology trends.
This document discusses the use of PowerPoint in the classroom. It provides a brief history of PowerPoint and addresses challenges to its use in education. It offers video tutorials and guidance for teachers and students on how to make engaging PowerPoint presentations. It also discusses the learning environment needs to support PowerPoint and supplemental materials that can enhance presentations. Research findings on the benefits of PowerPoint in education are presented, showing that it can help students retain information better and improve academic achievement.
This document outlines activities to establish a new community for a 3rd grade class. The activities are designed to expand students' understanding of communities by meeting objectives like identifying community needs and establishing rules. Background knowledge is built through lessons and presentations. Students then participate in activities like selecting community leaders through voting, and establishing rules through discussion and group work. The activities are grounded in theories of social learning, cognitive development, and metacognition to improve students' social skills, confidence, and ability to learn from each other.
This document outlines factors that may favor or oppose a finding of fair use when using a copyrighted work. It considers the purpose of the use, the nature of the copyrighted work, the amount of the work used, and the effect of the use on the market for the copyrighted work. These factors are analyzed case-by-case to determine whether a particular use should be considered fair use or copyright infringement.
The document discusses the SOLO taxonomy, which describes five levels of understanding - prestructural, unistructural, multistructural, relational, and extended abstract. Each level is defined by the type of thinking used and example questions are provided to illustrate the differences. The levels of the SOLO taxonomy parallel the achievement standards of the New Zealand Curriculum, with prestructural, unistructural, and multistructural matching not achieved, and relational and extended abstract matching achieved, achieved with merit, and achieved with excellence respectively. The reader is advised to identify the level of thinking required by exam questions and assess their own answers.
Oliver Alexander received marks for their AS coursework in various areas. They scored 17/20 for planning, 49/60 for their main construction task, and 15/20 for their evaluation. In the evaluation, Oliver provided proficient answers to most questions, thoroughly discussing topics like conventions used, representation of social groups, and a suitable distribution company. Their answers covered intended audiences and technologies used during the process. Overall, Oliver demonstrated proficient digital skills and communication abilities across their body of work, achieving a total of 81/100.
Frullo samuel as cw evaluation and overall feedback sheetSamFrullo
This document provides the coursework marks and feedback for a student named Samuel Frullo. It includes marks and comments for planning, construction of their main task, and evaluation. Overall, the student received a total mark of 77 out of 100, with proficient use of digital skills and ability to communicate throughout their work.
Oliver Booth received a mark of 70 out of 100 for his AS coursework. He scored 16 out of 20 for planning, 39 out of 60 for construction of his main task, and 15 out of 20 for his evaluation. The evaluation comments indicate that Oliver provided proficient answers to the evaluation questions, demonstrating his understanding of conventions, representation, distribution, audience, and reflection on his work, though some answers could have benefited from more examples or been made more visual.
Curtis lily a2 cw evaluation and overall feedback sheetlilycurtis
This document provides an overall marks sheet for a student named Curtis Lily for an A2 coursework. It includes marks and comments for various components of the coursework, including planning (15/20), the main construction task (25/40), and two ancillary construction tasks (6/10 and 7/10). It also provides comments and a mark of 14/20 for the evaluation component, commenting on the student's answers to four evaluation questions using various digital tools like Adobe Spark video, PowerPoint, and emaze. The total marks awarded to the student were 67 out of 100.
Hudson lauren as cw evaluation and overall feedback sheetlaurenhudson13
Lauren Hudson received marks of 15/20 for planning, 47/60 for the main construction task, and 14/20 for the evaluation portion of an AS coursework. The evaluation comments indicated that Hudson provided proficient answers to the seven evaluation questions, using a variety of digital tools and media to communicate their responses. While some answers could have been strengthened by additional examples, data analysis, or visual elements, the evaluator deemed Hudson's work across the course to be proficient overall.
Charlotte Lambert received marks of 13/20 for planning, 37/60 for construction of her main task, and 12/20 for evaluation. Her evaluation answers showed proficient use of various digital tools like mindmaps, PowToon, and Prezi. She demonstrated a proficient understanding of representation, distribution, audiences, and the production process. However, her answers could have been strengthened with more examples and visual elements. Overall her work was judged to be proficient.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
White faegan as cw evaluation and overall feedback sheetf43g4n
Faegan WHITE received marks of 17/20 for planning, 54/60 for construction of their main task, and 17/20 for their evaluation. Their evaluation consisted of answering 7 questions using various digital tools like vodcasts, Prezi, PowerPoint, Photoshop, and PowToon. The evaluator praised Faegan's excellent use of examples, analysis, and digital skills to communicate throughout their evaluation. Faegan received an overall mark of 88/100 for their AS coursework.
William Adams received a grade of B for his AS coursework with an overall mark of 76 out of 100. He scored 17 out of 20 for planning, 45 out of 60 for construction of his main task, and 14 out of 20 for evaluation. The evaluation comments noted that Adams showed good understanding of genres, audiences, and technical elements in most questions, but questions needed more visual evidence and confidence with different technologies.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Joseph Pinder received marks of 15/20 for planning, 47/60 for construction of the main task, and 15/20 for evaluation. Overall, he earned a total of 77/100 for the coursework. The evaluation assessed seven questions using various digital formats like Prezi, Powtoon, PowerPoint, and vodcasts. The evaluator praised Joseph for his proficient use of examples, details, and footage to communicate reflections on representing social groups, choosing a distributor, identifying the audience, and improving from the preliminary to final tasks.
Colquhoun cameron as cw evaluation and overall feedback sheetCameron2511
Cameron Colquhoun received marks of 13/20 for planning, 34/60 for construction, and 11/20 for evaluation on their AS coursework. The evaluation comments note that the responses showed some understanding but lacked analytical detail, good use of images, and research. Issues were also identified with fully answering some questions and reflecting on how to improve weak areas. Overall, the student received a grade of D and was advised to proofread for spelling, punctuation, and capitalization errors.
The document provides guidelines for presenting a Kickbox project. It outlines the key topics to address in a concise presentation format, including who you are, why you are presenting, a summary statement of the project, hypotheses about the problem, solution, business model and customer validation data, as well as key unknowns and risks. The presentation should conclude with a specific request for resources to further validate the project hypotheses. Discussion with feedback from attendees should take up the majority of the meeting time. Effective presentations focus on telling a personal story with pictures and keep text on slides to a minimum.
The document discusses whether usability is a matter of perception. It argues that perception plays a key role in usability as designers rely on their own perceptions, based on knowledge and rules, to understand how users will perceive a design. While usability testing is ideal, perception is the main tool designers have to evaluate whether users will understand, like, and be able to use a design. Perception should be invested in and developed as a key asset for designers.
Talking Bayes to Business: Marketing Spend Usecase (EARL2019)Yizhar Toren
Nadia, a marketing director, wants to know if a new video ad campaign will be effective. She discusses impact tracking and key performance indicators with the speaker before launching the campaign. The speaker recommends taking a Bayesian approach when evaluating marketing campaigns, even when A/B testing is not possible. This involves using tools like CausalImpact to build a model based on historical data, simulate what would have occurred without the campaign, and compare it to actual post-campaign data to estimate the campaign's impact. The speaker provides a workflow example using Bayesian time series modeling and CausalImpact to help Nadia evaluate her new ad spend policy for a website, without running a controlled experiment.
Platt olivia as cw evaluation and overall feedback sheetoliviaplatt
Olivia Platt received marks of 16/20 for planning, 49/60 for the main construction task, and 15/20 for the evaluation portion of an AS coursework. Across seven evaluation questions, Olivia provided proficient to excellent answers using various digital tools like PowerPoint, Prezi, and video. The evaluator praised Olivia's proficient use of conventions, representation of social groups, analysis, and reflection. Overall, Olivia's work was deemed a high proficient body that earned a total mark of 80/100.
Solomon Collier received a grade of C for their AS coursework with an overall mark of 67/100. They scored 13/20 for planning, 43/60 for their main construction task, and 11/20 for evaluation. The evaluation comments noted that Solomon showed some understanding of concepts like mise-en-scene and audience but answers lacked analytical detail, images, and effective use of technology. Minor issues with spelling, punctuation and capitalization were also pointed out.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Frullo samuel as cw evaluation and overall feedback sheetSamFrullo
This document provides the coursework marks and feedback for a student named Samuel Frullo. It includes marks and comments for planning, construction of their main task, and evaluation. Overall, the student received a total mark of 77 out of 100, with proficient use of digital skills and ability to communicate throughout their work.
Oliver Booth received a mark of 70 out of 100 for his AS coursework. He scored 16 out of 20 for planning, 39 out of 60 for construction of his main task, and 15 out of 20 for his evaluation. The evaluation comments indicate that Oliver provided proficient answers to the evaluation questions, demonstrating his understanding of conventions, representation, distribution, audience, and reflection on his work, though some answers could have benefited from more examples or been made more visual.
Curtis lily a2 cw evaluation and overall feedback sheetlilycurtis
This document provides an overall marks sheet for a student named Curtis Lily for an A2 coursework. It includes marks and comments for various components of the coursework, including planning (15/20), the main construction task (25/40), and two ancillary construction tasks (6/10 and 7/10). It also provides comments and a mark of 14/20 for the evaluation component, commenting on the student's answers to four evaluation questions using various digital tools like Adobe Spark video, PowerPoint, and emaze. The total marks awarded to the student were 67 out of 100.
Hudson lauren as cw evaluation and overall feedback sheetlaurenhudson13
Lauren Hudson received marks of 15/20 for planning, 47/60 for the main construction task, and 14/20 for the evaluation portion of an AS coursework. The evaluation comments indicated that Hudson provided proficient answers to the seven evaluation questions, using a variety of digital tools and media to communicate their responses. While some answers could have been strengthened by additional examples, data analysis, or visual elements, the evaluator deemed Hudson's work across the course to be proficient overall.
Charlotte Lambert received marks of 13/20 for planning, 37/60 for construction of her main task, and 12/20 for evaluation. Her evaluation answers showed proficient use of various digital tools like mindmaps, PowToon, and Prezi. She demonstrated a proficient understanding of representation, distribution, audiences, and the production process. However, her answers could have been strengthened with more examples and visual elements. Overall her work was judged to be proficient.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Pinder Joseph received marks of:
- Planning: Comments and mark out of 20 are in the pre-production marks sheet.
- Construction: Comments and mark out of 60 are in the pre-production marks sheet.
- Evaluation: Received 15/20. The evaluator provided comments on each of the 7 questions, noting proficient to excellent answers using various digital tools like Prezi, Powtoon, PowerPoint, and Vodcasts. The candidate demonstrated proficient skills using digital technology and communication abilities. Overall, it was a high proficient body of work with a total mark of 77/100.
White faegan as cw evaluation and overall feedback sheetf43g4n
Faegan WHITE received marks of 17/20 for planning, 54/60 for construction of their main task, and 17/20 for their evaluation. Their evaluation consisted of answering 7 questions using various digital tools like vodcasts, Prezi, PowerPoint, Photoshop, and PowToon. The evaluator praised Faegan's excellent use of examples, analysis, and digital skills to communicate throughout their evaluation. Faegan received an overall mark of 88/100 for their AS coursework.
William Adams received a grade of B for his AS coursework with an overall mark of 76 out of 100. He scored 17 out of 20 for planning, 45 out of 60 for construction of his main task, and 14 out of 20 for evaluation. The evaluation comments noted that Adams showed good understanding of genres, audiences, and technical elements in most questions, but questions needed more visual evidence and confidence with different technologies.
Pinder joseph as cw evaluation and overall marksJoeyPinder
Joseph Pinder received marks of 15/20 for planning, 47/60 for construction of the main task, and 15/20 for evaluation. Overall, he earned a total of 77/100 for the coursework. The evaluation assessed seven questions using various digital formats like Prezi, Powtoon, PowerPoint, and vodcasts. The evaluator praised Joseph for his proficient use of examples, details, and footage to communicate reflections on representing social groups, choosing a distributor, identifying the audience, and improving from the preliminary to final tasks.
Colquhoun cameron as cw evaluation and overall feedback sheetCameron2511
Cameron Colquhoun received marks of 13/20 for planning, 34/60 for construction, and 11/20 for evaluation on their AS coursework. The evaluation comments note that the responses showed some understanding but lacked analytical detail, good use of images, and research. Issues were also identified with fully answering some questions and reflecting on how to improve weak areas. Overall, the student received a grade of D and was advised to proofread for spelling, punctuation, and capitalization errors.
The document provides guidelines for presenting a Kickbox project. It outlines the key topics to address in a concise presentation format, including who you are, why you are presenting, a summary statement of the project, hypotheses about the problem, solution, business model and customer validation data, as well as key unknowns and risks. The presentation should conclude with a specific request for resources to further validate the project hypotheses. Discussion with feedback from attendees should take up the majority of the meeting time. Effective presentations focus on telling a personal story with pictures and keep text on slides to a minimum.
The document discusses whether usability is a matter of perception. It argues that perception plays a key role in usability as designers rely on their own perceptions, based on knowledge and rules, to understand how users will perceive a design. While usability testing is ideal, perception is the main tool designers have to evaluate whether users will understand, like, and be able to use a design. Perception should be invested in and developed as a key asset for designers.
Talking Bayes to Business: Marketing Spend Usecase (EARL2019)Yizhar Toren
Nadia, a marketing director, wants to know if a new video ad campaign will be effective. She discusses impact tracking and key performance indicators with the speaker before launching the campaign. The speaker recommends taking a Bayesian approach when evaluating marketing campaigns, even when A/B testing is not possible. This involves using tools like CausalImpact to build a model based on historical data, simulate what would have occurred without the campaign, and compare it to actual post-campaign data to estimate the campaign's impact. The speaker provides a workflow example using Bayesian time series modeling and CausalImpact to help Nadia evaluate her new ad spend policy for a website, without running a controlled experiment.
Platt olivia as cw evaluation and overall feedback sheetoliviaplatt
Olivia Platt received marks of 16/20 for planning, 49/60 for the main construction task, and 15/20 for the evaluation portion of an AS coursework. Across seven evaluation questions, Olivia provided proficient to excellent answers using various digital tools like PowerPoint, Prezi, and video. The evaluator praised Olivia's proficient use of conventions, representation of social groups, analysis, and reflection. Overall, Olivia's work was deemed a high proficient body that earned a total mark of 80/100.
Solomon Collier received a grade of C for their AS coursework with an overall mark of 67/100. They scored 13/20 for planning, 43/60 for their main construction task, and 11/20 for evaluation. The evaluation comments noted that Solomon showed some understanding of concepts like mise-en-scene and audience but answers lacked analytical detail, images, and effective use of technology. Minor issues with spelling, punctuation and capitalization were also pointed out.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
10. Purpose and Character
10 Points
I copied and pasted a passage for a
school assignment without citing the
source because I’m not using the
whole book.
Fair Use?
Show Answer
11. Purpose and Character
10 Points
Fair Use, Yes. you should be
aware that this is .
Plagiarism is a serious infringement
that can get you in trouble. Refer to
the UTB/TSC Student Code of
Conduct Handbook for information on
student responsibilities.
Back to Board
12. Purpose and Character
15 Points
During a group presentation, a team
member imitated movie and story
characters in a comic way.
Fair Use?
Show Answer
13. Purpose and Character
15 Points
Yes. Whether it’s done with an
educational end or simply to
criticize, parody is a Fair Use
category.
Back to Board
14. Purpose and Character
20 Points
I know I can’t paraphrase from a
business report found on the web and
use it in my job because I’m not at
school.
True or False
Show Answer
15. Purpose and Character
20 Points
False. You don’t have to be in an
educational setting to use
paraphrased information. However,
it needs to be cited appropriately
and must be used as educational
or non-profit.
Back to Board
16. Purpose and Character
25 Points
I can used a film without explicit
permission from the creator even if it’s
on multiple occasions.
True or False?
Show Answer
17. Purpose and Character
25 Points
No. If the film is intended to be
used on many occasions, it’s
necessary to seek permission.
Back to Board
18. Nature of
Copyrighted Work
5 Points
Unpublished work means there is no
copyright owner, therefore it’s safe to
use and can easily be considered as
Fair Use.
True or False
Show Answer
19. Nature of
Copyrighted Work
5 Points
False. The fact of the work being
unpublished doesn’t mean it’s not
copyrighted material. However,
unpublished material is very
unlikely to be favored as Fair Use.
Back to Board
20. Nature of
Copyrighted Work
10 Points
I used my friend’s story manuscript to
present in class as my own since it’s
unpublished and I’m using it for an
educational purpose.
Fair Use?
Show Answer
21. Nature of
Copyrighted Work
10 Points
No. If the work is unpublished, it
is very unlikely to favor as Fair
Use. In this case, you would also
be plagiarizing and be involved in
unethical student behavior.
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22. Nature of
Copyrighted Work
15 Points
Using factual works such as
biographies have greater freedom
than fictional works under Fair Use
guidelines.
True or False Show Answer
23. Nature of
Copyrighted Work
15 Points
True. The use of facts or non-
fiction work is easier to be
supported as Fair Use than created
works such as music.
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24. Nature of
Copyrighted Work
20 Points
As a student, you don’t have to worry
about choosing publish or non-publish
work because you are always protected
under Fair Use.
True or False
Show Answer
25. Nature of
Copyrighted Work
20 Points
False. You are not always protected
under Fair Use. However, you would
be better protected if you use
published material rather than
unpublished material.
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26. Nature of
Copyrighted Work
25 Points
A personal letter, photo, and company
memo are all examples of unpublished
work.
True or False
Show Answer
27. Nature of
Copyrighted Work
25 Points
True. These works include one, two,
or a couple of copies but have not
been created for distribution to the
public.
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28. Amount and Substantiality
5 Points
I used 20 seconds of music from an
online source as background
enhancement for a PowerPoint
presentation in class.
Fair Use?
Show Answer
29. Amount and Substantiality
5 Points
Yes. Fair Use guidelines permits up to
30 seconds of music or lyrics from an
individual music work.
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30. Amount and Substantiality
10 Points
I obtained free images, photos, and
videos from online business sources. I
have used them in just about every
semester through out my college
courses.
Fair Use?
Show Answer
31. Amount and Substantiality
10 Points
No. The more you use copyrighted
material, the less chance it has to
favor under Fair Use guidelines.
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32. Amount and Substantiality
15 Points
I don’t have to be concern about the
amount of text paraphrased or the
number of pictures used as I would
when using music or videos.
True or False
Show Answer
33. Amount and Substantiality
15 Points
False. Fair Use guidelines also
include amount limitations on text
or pictures.
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34. Amount and Substantiality
20 Points
I used a small amount of the most
significant section from a copyrighted
resource. Since it was only a small
portion, I have nothing to worry about.
True or False
Show Answer
35. Amount and Substantiality
20 Points
False. Although the amount may be
considered legit for an educational
purpose, the substantiality of the work
used may be considered “the heart of
the work”, therefore it might not be
ruled as a Fair Use.
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36. Amount and Substantiality
25 Points
I took many pictures of plants for a
biology class. Should I still be concern
with the number of pictures I use for my
multimedia presentation?
Show Answer
37. Amount and Substantiality
25 Points
No. You may use as many pictures as
you desire because you are the
person who took the pictures. You
have absolute rights as the owner of
those pictures.
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38. Effect Upon
Potential Market
5 Points
I’m selling a few copies of an
educational software program I bought
to my friends and classmates.
Fair Use?
Show Answer
39. Effect Upon
Potential Market
5 Points
No. The statement of “few copies” has
no weight on Fair Use. The fact of
selling the software represents an
economic loss to the copyright holder.
This is not Fair Use.
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40. Effect Upon
Potential Market
10 Points
I ran a few copies of data charts to do
a comparison for a business class
assignment.
Fair Use?
Show Answer
41. Effect Upon
Potential Market
10 Points
Yes. This action has no significant
effect on the market for the work
and it’s being used for an educational
purpose. This will favor as Fair
Use.
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42. Effect Upon
Potential Market
15 Points
Since the copies of the data charts were
extremely helpful, I decided to share
them with classmates and use them in a
couple of business courses.
Fair Use?
Show Answer
43. Effect Upon
Potential Market
15 Points
No. Although it is still for an
educational purpose, the numerous
copies and the continued use of the
same material for an extended amount
of time will not favored under Fair Use.
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44. Effect Upon
Potential Market
20 Points
I purchased Microsoft Office 2010 at
the university’s library. I installed it in
my laptop and desktop.
Fair Use?
Show Answer
45. Effect Upon
Potential Market
20 Points
No. Unless the purchased specifically
states rights to two licenses, you can
only install the software in one
computer. Again, this represents an
economic loss to the copyright holder.
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46. Effect Upon
Potential Market
25 Points
When the use of copyrighted material
does not have an immediate effect on
the market value, it means that it’s
Fair Use.
True or False?
Show Answer
47. Effect Upon
Potential Market
25 Points
No. It should not be assumed that
there will be no effect on the market
value. An economic loss may become
apparent at a later time. This means
that the use of the material may need
to be re-evaluated to determine its Fair
Use.
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49. 25
10
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1
The “50 Points”
Question
As a College or University student, I’m
automatically protected under Fair Use
guidelines when using the copyrighted
material.
True or False?
Show Answer
50. 50 Points
False. Although you may enjoy great
liberty, you have to be careful with the
purpose, nature, amount, and market
effect when using the material.
Nonetheless, crediting authors at all
times is essential.
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