GRADING RUBRIC MUST BE FOLLOWED TO PASS
NOTE: Your writing proficiency in your responses to all three questions will be evaluated as a measure of your professional communication. Responses must demonstrate your ability to synthesize information appropriate to each business situation, and presented in a clear, concise, and organized manner. Supporting evidence must be drawn from reliable sources in the literature and referenced using accurate APA Style.Include a Title Page with your Exam ID number (no names).
Start a new page for each question (i.e., questions 1, 2 or 3). Sub-questions (i.e., parts a, b, c, d) can begin on the same page as the last sub-question completed).
Provide an introductory statement to each question and summarize briefly the main points of the response in the conclusion.
Use proper writing skills including: mechanics, usage, grammar, and spelling.
Make sure to apply APA style conventions for citations, quotations, references, headings, spacing, etc.
Include an APA formatted reference page(s) at the end of your exam. (It is not necessary to include a separate reference page at the end of each question.)
1. Provides a comprehensive evaluation of key issues and trends caused by economic globalization. Analyzes the business and financial impacts and recommends feasible and strategic solutions that leverage the trends to meet sustained business success.
2. Analyzes and prioritizes needs of diverse stakeholders from a personal, social and corporate perspective. Evaluates business situations to recommend feasible, ethical, and legal actions.
3. Synthesizes and clearly expresses the complexities in a given business problem in a clear, concise, and logical manner. Reflection, application, and analysis of business concepts are presented in a succinct, systematic, and thorough manner well supported by sound evidence and current research.
4. Comprehensive and extensive review of the literature from a variety of appropriate sources, extracting the important information and applying it in an in-depth response to the business problem. Comprehensively analyzes a business problem by gathering and assessing relevant information, diagnosing underlying causes, considering and evaluating possible alternatives, and determining and defending an appropriate, well-reasoned solution or course of action. Decisions show a high level of cultural sensitivity.
Question #1-Strategic Thinking (Rubric Items: 1, 3 and 4)
Business organizations come in all shapes and sizes as well as legal structures. Normally the strategic purposes for the business organizations are defined in their legal structures and policies. What are the elements of fully stated general large corporate missions, according to the literature on strategy formulation and implementation? Once you have the proper template of a full mission statement developed from the literature, analyze the vision, mission and values of C-Corps, S-Corps and B-Corps in a contrast-compar ...
Business Ethics and Sustainability Module Assignment Question (wor.docxhumphrieskalyn
Business Ethics and Sustainability Module Assignment Question (worth 60% of the module mark).
As an individual, select a single company that is within one of the industries listed in the table below. Please note you will be asked to select this company in your seminar in week 8. Companies are not permitted to be selected by more than one student. By week 8 you should have explored and investigated the company of your choice in relation to the following question:
Critically analyse the actions of your selected company in relation to the following 3 elements. You should conclude based on the extent to which the company engages with the three aspects.
To answer this question you must respond to the following aspects:
a) The business ethics conducted by the company
b) Their CSR approaches
c) Their engagement with sustainability practices.
Each component will be marked equally out of 100. Your mark will be an average across the three components. The word limit is 2500 words.
DEADLINE: 4pm – Friday 8th of January 2016
Automotive
Medicine
Fashion
Aviation
Cosmetics
Science
Education
Finance
Travel
Alcohol
Logistics
Legal
Television
Recreation
Tourism
Hotels
Tobacco
Retail
Restaurants
Consulting
Energy
IT
Banking
Sports
Technology
Engineering
Farming
SMEs
Utilities
Food
Assignment Marking Criteria
Essays will be marked based on the following criteria, please consider the following points:
1. The adoption and analysis of suitable and relevant theory relevant to the company under investigation.
2. The integration of case study material and organisational examples.
3. Critical analysis should be included which explores the topics in question.
4. Essays should answer the assignment question specifically and not discuss irrelevant/random issues.
5. A suitable essay structure should be adopted.
6. All material must be reference correctly within the text itself (main body).
7. A thorough and complete reference list must be included at the end of the essay in accordance to Harvard standards (please see guide).
8. Any advice provided during your presentation should be taken into account.
9. Both questions should be given a proportionate amount of preparation and have an equal word count. They will be marked equally.
10. Valid arguments should be presented and supported with evidence.
11. A coherent introduction and overall conclusions should be included.
12. Please consider the matrix below which is used when marking.
13. Please do not rely on internet sources; varied academic sources are required.
Business Ethics and Sustainability Module: Assessment Knowledge and Understanding/Transferable skills Criteria
Knowledge and Understanding (maximum of 5)
On successful completion the student will be able to:
1. Develop an understanding of the scope and interrelationships between Business Ethics, CSR and Sustainability, demonstrating how Business Ethics and CSR models and theories can be applied to modern national and ...
MAT 300 StatisticsWeek 10 DiscussionWeek 10 Discussion .docxalfredacavx97
MAT 300: Statistics
Week 10 Discussion
Week 10 Discussion
Part 1: Employees from Company A and Company B both receive annual bonuses. What information would you need to test the claim that the difference in annual bonuses is greater than $100 at the 0.05 level of significance? Write out the hypothesis and explain the testing procedure.
Bottom of Form
Part 2/Student Response:
Pamela Poteat
RE: Week 10 Discussion
Top of Form
Hi Professor & Class,
I use the Hypothesis test for difference in population means: Z test
The Null Hypothesis μ1 - μ2< 0
The Alternative Hypothesis μ1 - μ2 > 0
The type of test Z
The critical value at 0.05 one tail test is 1.645
Bottom of Form
PUBLISHED
Answer both questions fully and separately
1. What difficulties do you anticipate during the process of implementing your Individual Development Plan? How do you use appropriate coaching or mentoring techniques to meet the end goals? Explain.
2. Discuss the importance of having scheduled "check-ins" or "check points" to monitor and assess your mentee's progress. Why is consistent follow-up critical to your mentee's success?
SOC 300: Sociology of Developing Countries
Week 10 Discussion
"Act Local." Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
Please respond to at least one (1) post from your peers.
Part 2/Student Response:
RE: Week 10 Discussion
Hello Professor and Classmates,
The developing country I selected is Kenya. This country is improving the health of the people using homeopathy and complementary medicine. Kenya is assisting street children with education and providing them with homes. In order to assist orphans, vulnerable children, poor parents and communities to maximize their God given potential through the provision of quality education, healthcare, and employment. For example, Kenya is making progress through rehabilitating disadvantaged youth through technical training. Last, but not least, Kenya is taking action against hunger and situations which cause famine, through nutrition, water, and sanitation, health, and food security programs.
Regards,
Vrenda
Bottom of Form
Bottom of Form
CRJ 310: Law Enforcement Operations and Management
· Week 10 Assignment 4 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Special Problems and Challenges and the Future of Policing In America
Due Week 10 and worth 200 points
Modern law enforcement operations and strategies are driven by best practices in t.
Week Four Discussion NuclearPowerMust post first.CHE1.docxtroutmanboris
Week Four Discussion: Nuclear
Power
Must post first.
CHE101 Introductory Chemistry WE
Discussions List View Topic Settings Help
Subscribe
This week contains a discussion question that you are required to answer.
"We're not in a clean energy revolution; we're in a clean energy crisis," says
climate policy expert Michael Shellenberger. His surprising solution: nuclear.
In this passionate talk, he explains why it's time to overcome longstanding
fears of the technology, and why he and other environmentalists believe it's
past time to embrace nuclear as a viable and desirable source of clean
power.
Watch this TED talk and join the conversation about Nuclear Power, Clean
Energy and Climate Change.
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
1 of 3 11/13/22, 1:03 PM
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Rubric for Discussion Board
Start a New Thread
Filter by:
Sort by:
Least Recent Activity
You must start a thread before you can read and reply to other
threads
For your main post share:
• Your opinion about the talk
• Your opinion about Nuclear Power
• A link to source to learn about Nuclear Power. It can be an article, a
video, a website, etc...
Contribute to the conversation with two comments to somebody else's
post.
Don't forget to add references to data and statements you use to express
your opinion. References validate your position and the information on your
post.
Due dates:
• Main post Friday 11:59pm, 300 word minimum (not including
citations)
• Comments due Sunday 11:59pm
All Threads
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
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ASSESSMENT 7:
EDAD 5473 – SPECIAL PROGRAMS PROJECT
New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.
NELP Elements: 5.3, 6.3, 4.4
1.
Description of the Assessment
This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will
communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community(Element 5.3.
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Case Study, Stage 2 Data Flow Among Health Care Systems Before .docxwendolynhalbert
Case Study, Stage 2: Data Flow Among Health Care Systems
Before you begin this assignment, be sure you have read the “UMUC Family Clinic Case Study”, the course readings assigned to date, and feedback on your graded Stage 1 assignment.
Purpose of this Assignment
This assignment specifically addresses the following course outcomes to enable you to:
· Analyze the flow of data and information among disparate health information systems to support internal and external business processes
· Examine the implications of ethical, legal, and regulatory policy issues on health care information systems
UMUC Family Clinic Medical Practice
In your Stage 1 assignment, you created process models for the patient visit process in the UMUC Family Clinic. For the Stage 3 assignment, you will identify an Electronic Health Records System that will address the process problems at the Clinic. The EHR system you identify will initially be implemented at the UMUC Family Clinic, but will soon need to be able to connect and communicate with external systems. As part of analyzing the requirements for the new system, one step is to consider how that system will enable the UMUC Family Clinic to exchange electronic data with other health organizations – such as other providers, pharmacies, insurance companies, and even patients themselves. The case study mentions several of these. For this assignment you will select two types of external organizations and describe what kind of data would flow between the UMUC Family Clinic and those organizations and how that can be done effectively.
Assignment
1. Review the UMUC Family Clinic Case Study and identify two types of external organizations (e.g., hospitals, nursing homes, rehabilitation centers, laboratories, pharmacies, etc.) with which the UMUC Family Clinic needs to communicate and the purpose of the communication.
2. Make a list of at least five data elements or items of information that would be shared with each external organization, and explain whether that information is going out from the UMUC Family Clinic or coming in from each of the two external organizations. Note: More than five data elements are required to earn full points.
3. Conduct some external research and find at least one data interchange standard that would apply to the data that is exchanged with each organization. Provide a brief description of what the standard is, what it requires, and why it is important. (There are some specific data interchange standards that apply to health data exchange; if the same standard applies to the data exchange with both organizations, explain how it relates to each.)
4. Research, list and discuss three legal, regulatory, or ethical considerations that would relate to this data exchange and explain what needs to be done to ensure compliance with each. You must include at least one legal/regulatory consideration and at least one ethical consideration.
Formatting
For academic writing, the writer is expec ...
Assignment 1 Careers in AccountingAccounting is the study.docxfredharris32
Assignment 1: Careers in Accounting
Accounting is the study of how businesses track their income and assets over time. Accountants engage in a wide variety of activities besides preparing financial statements and recording business transactions. These activities include computing costs and efficiency gains from new technologies, participating in strategies for mergers and acquisitions, quality management, developing and using information systems to track financial performance, tax strategy, and health care benefits management.
Write a one to two (1-2) page paper in which you:
1. Describe at least two (2) career options someone with an accounting education can pursue. Be sure to reference sources such as the Bureau of Labor Statistics and the American Institute of Certified Public Accountants.
2. Describe one (1) researched accounting position, and explain the essential skills that would make a candidate successful in the position. Articulate the primary manner in which the researched accounting positions could add value to the company seeking candidates.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Assignment 2: Leadership Personal Issues and the Rules of Law
Law enforcement in America has seen drastic changes over the past one hundred years, from the educational requirements of officers to the interpretation of the bill of rights. Law enforcement officers today are expected to perform their duties at a very high level of professionalism and morality. Unfortunately, when officers don’t perform at this high level it is their commanders who ultimately may be held responsible for their actions. Use your textbook, the Internet, and / or Strayer library to research credible sources on the aforementioned issues as they relate to law enforcement operations and management.
Write a five to seven (4) pages
1. Examine the higher (postsecondary education) requirements that police hiring agencies have for potential candidates. Support or critique the requirement that officers possess such an education.
2. Compare and contrast the fundamental differences between arrest and searches and seizures conducted with and without warrants. Provide a rationale for why these areas are important as they relate to the Bill of Rights and Fourth Amendment guarantees.
3. Compare and contrast the main ways in which Packard’s crime-control model and the due process model differ in the matter of police ethics. Provide your opinion on which of the two (2) approaches lends itself to the possibility of ...
AMERICANS WITH DISABILITY ACT 5
Americans with Disability Act
Deanna Buchanan
Southern New Hampshire University
Americans with Disability Act was enacted in 1990 and prohibited the discrimination of individuals based on disabilities in all areas of life, whether private or public, in schools, transportation, and jobs. The main aim of the act is to ensure that all people who have disabilities are treated fairly and given similar opportunities as people without disabilities, in this case in higher education schooling institutions. In schools, the act requires the school administration, board of governors, teachers, subordinate staff, and the students who are not physically challenged to give the physically challenged students equal opportunities in extra-curricular activities such as clubs and bands and in academics (Francis & Silvers, 2015).
The stakeholders in the high school institution, are required to ensure that all the buildings can be accessed by any student who is physically challenged. For instance, all the buildings constructed after the act was enacted should be fully accessible by the physically challenged, ramps and wheelchair parking space, for example should be taken care of during constructions (Zazove et al. 2016) The club matrons and patrons, with permission from the school principal should move the extracurricular activities’, for example band classes to other rooms that are more accessible by the physically challenged. An interpreter should also be supplied in school events in case there are students who are hearing impaired.
The act has been effective after it was enacted. The managerial stakeholders have made an effort by modifying the way experiments and tests in laboratories are done and the class schedules to accommodate students with disabilities. They have allocated extra time for classes for the blind, who use the braille and note-takers, for example. The high school institutions have also helped the deaf and the blind get note-takers and readers in the library. Also, some high school institutions that offer computer classes have purchased special computer equipment for the visually and hearing impaired.
Most institutions, however, have insufficient funds to take care of the Act’s requirement. It is recommendable that they partner with welfare institutions such as USAID, private hospitals and the government to meet the stipulated requirements and to accommodate all the students equally.
References
Francis, L., & Silvers, A. (Eds.). (2015). Americans with disabilities. Routledge.
Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine, 91(7), 979-986.
Discu ...
Business Ethics and Sustainability Module Assignment Question (wor.docxhumphrieskalyn
Business Ethics and Sustainability Module Assignment Question (worth 60% of the module mark).
As an individual, select a single company that is within one of the industries listed in the table below. Please note you will be asked to select this company in your seminar in week 8. Companies are not permitted to be selected by more than one student. By week 8 you should have explored and investigated the company of your choice in relation to the following question:
Critically analyse the actions of your selected company in relation to the following 3 elements. You should conclude based on the extent to which the company engages with the three aspects.
To answer this question you must respond to the following aspects:
a) The business ethics conducted by the company
b) Their CSR approaches
c) Their engagement with sustainability practices.
Each component will be marked equally out of 100. Your mark will be an average across the three components. The word limit is 2500 words.
DEADLINE: 4pm – Friday 8th of January 2016
Automotive
Medicine
Fashion
Aviation
Cosmetics
Science
Education
Finance
Travel
Alcohol
Logistics
Legal
Television
Recreation
Tourism
Hotels
Tobacco
Retail
Restaurants
Consulting
Energy
IT
Banking
Sports
Technology
Engineering
Farming
SMEs
Utilities
Food
Assignment Marking Criteria
Essays will be marked based on the following criteria, please consider the following points:
1. The adoption and analysis of suitable and relevant theory relevant to the company under investigation.
2. The integration of case study material and organisational examples.
3. Critical analysis should be included which explores the topics in question.
4. Essays should answer the assignment question specifically and not discuss irrelevant/random issues.
5. A suitable essay structure should be adopted.
6. All material must be reference correctly within the text itself (main body).
7. A thorough and complete reference list must be included at the end of the essay in accordance to Harvard standards (please see guide).
8. Any advice provided during your presentation should be taken into account.
9. Both questions should be given a proportionate amount of preparation and have an equal word count. They will be marked equally.
10. Valid arguments should be presented and supported with evidence.
11. A coherent introduction and overall conclusions should be included.
12. Please consider the matrix below which is used when marking.
13. Please do not rely on internet sources; varied academic sources are required.
Business Ethics and Sustainability Module: Assessment Knowledge and Understanding/Transferable skills Criteria
Knowledge and Understanding (maximum of 5)
On successful completion the student will be able to:
1. Develop an understanding of the scope and interrelationships between Business Ethics, CSR and Sustainability, demonstrating how Business Ethics and CSR models and theories can be applied to modern national and ...
MAT 300 StatisticsWeek 10 DiscussionWeek 10 Discussion .docxalfredacavx97
MAT 300: Statistics
Week 10 Discussion
Week 10 Discussion
Part 1: Employees from Company A and Company B both receive annual bonuses. What information would you need to test the claim that the difference in annual bonuses is greater than $100 at the 0.05 level of significance? Write out the hypothesis and explain the testing procedure.
Bottom of Form
Part 2/Student Response:
Pamela Poteat
RE: Week 10 Discussion
Top of Form
Hi Professor & Class,
I use the Hypothesis test for difference in population means: Z test
The Null Hypothesis μ1 - μ2< 0
The Alternative Hypothesis μ1 - μ2 > 0
The type of test Z
The critical value at 0.05 one tail test is 1.645
Bottom of Form
PUBLISHED
Answer both questions fully and separately
1. What difficulties do you anticipate during the process of implementing your Individual Development Plan? How do you use appropriate coaching or mentoring techniques to meet the end goals? Explain.
2. Discuss the importance of having scheduled "check-ins" or "check points" to monitor and assess your mentee's progress. Why is consistent follow-up critical to your mentee's success?
SOC 300: Sociology of Developing Countries
Week 10 Discussion
"Act Local." Please respond to the following:
Based on the lecture and Webtext materials, address the following:
Select one (1) developing country, and discuss the fundamental actions that the leadership of the selected country is — or is not — taking to improve the living standards of its people. Next, using this same country, cite one (1) specific example of progress or regress that its government is making in terms of the economy, the political system, and the environment.
Please respond to at least one (1) post from your peers.
Part 2/Student Response:
RE: Week 10 Discussion
Hello Professor and Classmates,
The developing country I selected is Kenya. This country is improving the health of the people using homeopathy and complementary medicine. Kenya is assisting street children with education and providing them with homes. In order to assist orphans, vulnerable children, poor parents and communities to maximize their God given potential through the provision of quality education, healthcare, and employment. For example, Kenya is making progress through rehabilitating disadvantaged youth through technical training. Last, but not least, Kenya is taking action against hunger and situations which cause famine, through nutrition, water, and sanitation, health, and food security programs.
Regards,
Vrenda
Bottom of Form
Bottom of Form
CRJ 310: Law Enforcement Operations and Management
· Week 10 Assignment 4 Submission
Students, please view the "Submit a Clickable Rubric Assignment" in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 4: Special Problems and Challenges and the Future of Policing In America
Due Week 10 and worth 200 points
Modern law enforcement operations and strategies are driven by best practices in t.
Week Four Discussion NuclearPowerMust post first.CHE1.docxtroutmanboris
Week Four Discussion: Nuclear
Power
Must post first.
CHE101 Introductory Chemistry WE
Discussions List View Topic Settings Help
Subscribe
This week contains a discussion question that you are required to answer.
"We're not in a clean energy revolution; we're in a clean energy crisis," says
climate policy expert Michael Shellenberger. His surprising solution: nuclear.
In this passionate talk, he explains why it's time to overcome longstanding
fears of the technology, and why he and other environmentalists believe it's
past time to embrace nuclear as a viable and desirable source of clean
power.
Watch this TED talk and join the conversation about Nuclear Power, Clean
Energy and Climate Change.
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
1 of 3 11/13/22, 1:03 PM
https://nationalu.brightspace.com/d2l/home/41800
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https://nationalu.brightspace.com/d2l/le/41800/discussions/List
https://nationalu.brightspace.com/d2l/le/41800/discussions/List
Rubrics
Rubric for Discussion Board
Start a New Thread
Filter by:
Sort by:
Least Recent Activity
You must start a thread before you can read and reply to other
threads
For your main post share:
• Your opinion about the talk
• Your opinion about Nuclear Power
• A link to source to learn about Nuclear Power. It can be an article, a
video, a website, etc...
Contribute to the conversation with two comments to somebody else's
post.
Don't forget to add references to data and statements you use to express
your opinion. References validate your position and the information on your
post.
Due dates:
• Main post Friday 11:59pm, 300 word minimum (not including
citations)
• Comments due Sunday 11:59pm
All Threads
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
2 of 3 11/13/22, 1:03 PM
javascript:void(0);
javascript:void(0);
Week Four Discussion: Nuclear Power - CHE101 Introductory Chemistry https://nationalu.brightspace.com/d2l/le/41800/discussions/topics/1724...
3 of 3 11/13/22, 1:03 PM
ASSESSMENT 7:
EDAD 5473 – SPECIAL PROGRAMS PROJECT
New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.
NELP Elements: 5.3, 6.3, 4.4
1.
Description of the Assessment
This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will
communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community(Element 5.3.
· Avoiding Unauthorized Practice of LawIt is widely known that u.docxLynellBull52
· Avoiding Unauthorized Practice of Law
It is widely known that utilizing paralegals is a frequent concern for practicing attorneys, especially when a paralegal’s actions may leave them performing tasks (e.g., advising on legal rights, negotiation or settlement, management of a law practice, etc.) which could result in the unauthorized practice of law. Per the American Bar Association, one must possess a law license in order to perform such tasks.
Write a five to six (5-6) page paper in which you:
1. Determine three (3) most important characteristics of an effective paralegal. Justify your response.
2. Develop at least three (3) general guidelines for conducting legal research that a new paralegal should follow on in order to ensure that the attorney for whom the paralegal works is referencing valid laws within his / her legal documents.
3. Propose two (2) strategies that a paralegal could take in order to avoid the unauthorized practice of law. Provide a rationale to support your response.
4. Compare and contrast the key differences between the activities of paralegals versus those of attorneys in preparing a case for trial.
5. Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Analyze what paralegals do, the career choices available to paralegals, their role in the legal profession, and the need for continuing education and training.
. Examine the paralegal workplace, tasks, and functions of a paralegal and accounting procedures in the law office.
. Use technology and information resources to research issues in paralegal studies.
. Write clearly and concisely about paralegal studies using proper writing mechanics.
BCJ 2001, Theory and Practices of Law Enforcement 1
Course Description
Presents the historical development of law enforcement, organization, administration, and systems of local, state, and
federal policing with an emphasis on theories as they relate to practices.
Course Textbook
Dempsey, J. S., & Forst, L. S. (2011). Police. Clifton Park, NY: Delmar.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and discuss conventional crimes, as well as economic crimes, from historic and contemporary
viewpoints.
2. Assess and describe the growing menace of syndicated crime and the changes t.
Case Study, Stage 2 Data Flow Among Health Care Systems Before .docxwendolynhalbert
Case Study, Stage 2: Data Flow Among Health Care Systems
Before you begin this assignment, be sure you have read the “UMUC Family Clinic Case Study”, the course readings assigned to date, and feedback on your graded Stage 1 assignment.
Purpose of this Assignment
This assignment specifically addresses the following course outcomes to enable you to:
· Analyze the flow of data and information among disparate health information systems to support internal and external business processes
· Examine the implications of ethical, legal, and regulatory policy issues on health care information systems
UMUC Family Clinic Medical Practice
In your Stage 1 assignment, you created process models for the patient visit process in the UMUC Family Clinic. For the Stage 3 assignment, you will identify an Electronic Health Records System that will address the process problems at the Clinic. The EHR system you identify will initially be implemented at the UMUC Family Clinic, but will soon need to be able to connect and communicate with external systems. As part of analyzing the requirements for the new system, one step is to consider how that system will enable the UMUC Family Clinic to exchange electronic data with other health organizations – such as other providers, pharmacies, insurance companies, and even patients themselves. The case study mentions several of these. For this assignment you will select two types of external organizations and describe what kind of data would flow between the UMUC Family Clinic and those organizations and how that can be done effectively.
Assignment
1. Review the UMUC Family Clinic Case Study and identify two types of external organizations (e.g., hospitals, nursing homes, rehabilitation centers, laboratories, pharmacies, etc.) with which the UMUC Family Clinic needs to communicate and the purpose of the communication.
2. Make a list of at least five data elements or items of information that would be shared with each external organization, and explain whether that information is going out from the UMUC Family Clinic or coming in from each of the two external organizations. Note: More than five data elements are required to earn full points.
3. Conduct some external research and find at least one data interchange standard that would apply to the data that is exchanged with each organization. Provide a brief description of what the standard is, what it requires, and why it is important. (There are some specific data interchange standards that apply to health data exchange; if the same standard applies to the data exchange with both organizations, explain how it relates to each.)
4. Research, list and discuss three legal, regulatory, or ethical considerations that would relate to this data exchange and explain what needs to be done to ensure compliance with each. You must include at least one legal/regulatory consideration and at least one ethical consideration.
Formatting
For academic writing, the writer is expec ...
Assignment 1 Careers in AccountingAccounting is the study.docxfredharris32
Assignment 1: Careers in Accounting
Accounting is the study of how businesses track their income and assets over time. Accountants engage in a wide variety of activities besides preparing financial statements and recording business transactions. These activities include computing costs and efficiency gains from new technologies, participating in strategies for mergers and acquisitions, quality management, developing and using information systems to track financial performance, tax strategy, and health care benefits management.
Write a one to two (1-2) page paper in which you:
1. Describe at least two (2) career options someone with an accounting education can pursue. Be sure to reference sources such as the Bureau of Labor Statistics and the American Institute of Certified Public Accountants.
2. Describe one (1) researched accounting position, and explain the essential skills that would make a candidate successful in the position. Articulate the primary manner in which the researched accounting positions could add value to the company seeking candidates.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Assignment 2: Leadership Personal Issues and the Rules of Law
Law enforcement in America has seen drastic changes over the past one hundred years, from the educational requirements of officers to the interpretation of the bill of rights. Law enforcement officers today are expected to perform their duties at a very high level of professionalism and morality. Unfortunately, when officers don’t perform at this high level it is their commanders who ultimately may be held responsible for their actions. Use your textbook, the Internet, and / or Strayer library to research credible sources on the aforementioned issues as they relate to law enforcement operations and management.
Write a five to seven (4) pages
1. Examine the higher (postsecondary education) requirements that police hiring agencies have for potential candidates. Support or critique the requirement that officers possess such an education.
2. Compare and contrast the fundamental differences between arrest and searches and seizures conducted with and without warrants. Provide a rationale for why these areas are important as they relate to the Bill of Rights and Fourth Amendment guarantees.
3. Compare and contrast the main ways in which Packard’s crime-control model and the due process model differ in the matter of police ethics. Provide your opinion on which of the two (2) approaches lends itself to the possibility of ...
AMERICANS WITH DISABILITY ACT 5
Americans with Disability Act
Deanna Buchanan
Southern New Hampshire University
Americans with Disability Act was enacted in 1990 and prohibited the discrimination of individuals based on disabilities in all areas of life, whether private or public, in schools, transportation, and jobs. The main aim of the act is to ensure that all people who have disabilities are treated fairly and given similar opportunities as people without disabilities, in this case in higher education schooling institutions. In schools, the act requires the school administration, board of governors, teachers, subordinate staff, and the students who are not physically challenged to give the physically challenged students equal opportunities in extra-curricular activities such as clubs and bands and in academics (Francis & Silvers, 2015).
The stakeholders in the high school institution, are required to ensure that all the buildings can be accessed by any student who is physically challenged. For instance, all the buildings constructed after the act was enacted should be fully accessible by the physically challenged, ramps and wheelchair parking space, for example should be taken care of during constructions (Zazove et al. 2016) The club matrons and patrons, with permission from the school principal should move the extracurricular activities’, for example band classes to other rooms that are more accessible by the physically challenged. An interpreter should also be supplied in school events in case there are students who are hearing impaired.
The act has been effective after it was enacted. The managerial stakeholders have made an effort by modifying the way experiments and tests in laboratories are done and the class schedules to accommodate students with disabilities. They have allocated extra time for classes for the blind, who use the braille and note-takers, for example. The high school institutions have also helped the deaf and the blind get note-takers and readers in the library. Also, some high school institutions that offer computer classes have purchased special computer equipment for the visually and hearing impaired.
Most institutions, however, have insufficient funds to take care of the Act’s requirement. It is recommendable that they partner with welfare institutions such as USAID, private hospitals and the government to meet the stipulated requirements and to accommodate all the students equally.
References
Francis, L., & Silvers, A. (Eds.). (2015). Americans with disabilities. Routledge.
Zazove, P., Case, B., Moreland, C., Plegue, M. A., Hoekstra, A., Ouellette, A., ... & Fetters, M. D. (2016). US medical schools’ compliance with the Americans with Disabilities Act: findings from a national study. Academic Medicine, 91(7), 979-986.
Discu ...
Database reports provide us with the ability to further analyze ou.docxwhittemorelucilla
Database reports provide us with the ability to further analyze our data, and provide it in a format that can be used to make business decisions. Discuss the steps that you would take to ensure that we create an effective report. What questions would you ask of the users?
Data presentation should be designed to display correct conclusions. What issues should we think about as we prepare data for presentation? Discuss the different methods that we can use to present data in a report. What role does the audience play in selecting how we present the data?
1 PAGE AND A HALF
.
DataInformationKnowledge1. Discuss the relationship between.docxwhittemorelucilla
Data/Information/Knowledge
1. Discuss the relationship between data, information, and knowledge. Support your discussion with at least 3 academically reviewed articles.
2. Why do organization have information deficiency problem? Suggest ways on how to overcome information deficiency problem.
.
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State Legislatures
(Part I)
POLS 2212
Legislatures, Policy-Making, and Political Science
• Legislative process is only one part of policy-making
• States are better venue for understanding policy-making
process overall
• Interactions between components are more transparent
• Less ‘political theater’ than national level
• More cases, more variation, more data
• What role do legislatures play in the overall policy-making
process??
• How do legislative-executive relations affect policy outcomes??
Agenda Setting
Formulation /
Negotiation
Adoption /
Enactment
Implementation
Evaluation
Revision /
Termination
• Public attention is focused on an issue
• Collective recognition of problem
Agenda Setting
• Potential solutions are offered
• Some public discourse over options
Formulation / Negotiation
•
Solution
is agreed upon and made into official policy /
law
Adoption / Enactment
• Policy is converted into actionable rules
Implementation
• Fairness, effectiveness, efficiency of policy and rules are
evaluated
Evaluation
• Improvements or changes to policy are made
Revision / Termination
Agenda Setting
• Parties
• Public opinion
• Advocacy groups /
entrepreneurs
Formulation /
Negotiation
• Party leadership
• Interest groups
• Legislature type
• Legislative-executive
relations
Adoption / Enactment
• Legislative-executive
relations
Implementation
• Type of executive
• Bureaucracy
Evaluation
• Social scientists
• Advocacy groups
• Legislative
committees
• State courts
Revision / Termination
• State courts
• Federal courts
‘Professional’
Model
‘Citizen-
Legislator’
Model
Work Load
Nearly full-
time
Part-time
Session
Year-round,
annual
Short-term,
possibly
biannual
Compensation
Medium-high
(over median
for state
employees)
Fairly low
Staff
Large, semi-
permanent
Small, likely
shared
Conceptualizing State Legislatures
Professional Hybrid / Mixture Citizen
State Legislatures
• GA Legislature
• $17k base +per
diem
• $22k – $24k total
Discussion Question
• What are some of the potential benefits /
drawbacks of each of these two models??
State Legislatures and Political Careers (Peverill Squire)
• ‘Career’ Legislatures (Congress)
• Sufficiently high pay
• Minimal incentive to ‘move up’
• Expectation of long tenure
• Heavy time commitment
• ‘Springboard’ Legislatures
• Other positions have higher pay, more prestige
• Expectation of limited tenure
• May be term lim.
DataIDSalaryCompa-ratioMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GradeDo not manipuilate Data set on this page, copy to another page to make changes154.50.956573485805.70METhe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 228.30.913315280703.90MBNote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.334.11.100313075513.61FB460.91.06857421001605.51METhe column labels in the table mean:549.21.0254836901605.71MDID – Employee sample number Salary – Salary in thousands 674.11.1066736701204.51MFAge – Age in yearsPerformance Rating - Appraisal rating (employee evaluation score)741.41.0344032100815.71FCService – Years of service (rounded)Gender – 0 = male, 1 = female 822.80.992233290915.81FAMidpoint – salary grade midpoint Raise – percent of last raise9731.089674910010041MFGrade – job/pay gradeDegree (0= BS\BA 1 = MS)1023.31.014233080714.71FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint1124.31.05723411001914.81FA1259.71.0475752952204.50ME1341.81.0444030100214.70FC14251.08523329012161FA1522.60.983233280814.91FA1648.51.213404490405.70MC1763.11.1075727553131FE1836.21.1673131801115.60FB1923.91.039233285104.61MA2035.51.1443144701614.80FB2178.91.1786743951306.31MF2257.61.199484865613.81FD2322.20.964233665613.30FA2453.41.112483075913.80FD2523.61.0282341704040MA2622.30.971232295216.20FA2746.21.156403580703.91MC2874.41.111674495914.40FF2975.61.129675295505.40MF3047.50.9894845901804.30MD3122.90.995232960413.91FA3228.10.906312595405.60MB3363.71.117573590905.51ME3426.90.869312680204.91MB3522.70.987232390415.30FA3624.41.059232775314.30FA3723.81.034232295216.20FA3864.61.1335745951104.50ME3937.31.202312790615.50FB4023.71.031232490206.30MA4140.31.008402580504.30MC4224.41.0592332100815.71FA4372.31.0796742952015.50FF4465.91.1565745901605.21ME4549.91.040483695815.21FD4657.41.0075739752003.91ME47560.982573795505.51ME4868.11.1955734901115.31FE4966.21.1615741952106.60ME5061.71.0835738801204.60ME
Week 1Week 1: Descriptive Statistics, including ProbabilityWhile the lectures will examine our equal pay question from the compa-ratio viewpoint, our weekly assignments will focus onexamining the issue using the salary measure.The purpose of this assignmnent is two fold:1. Demonstrate mastery with Excel tools.2. Develop descriptive statistics to help examine the question.3. Interpret descriptive outcomesThe first issue in examining salary data to determine if we - as a company - are paying males and females equally for doing equal work is to develop somedescriptive statistics to give us something to make a preliminary decision on whether we have an issue or not.1Descriptive Statistics: Develop basic descriptive statistics for SalaryThe first step in analyzing data sets is to find some summary descriptive statistics for key variables. Suggestion: Copy the gender1 and salary columns from the Data tab t.
DataClientRoom QualityFood QualityService Quality1GPG2GGG3GGG4GPG5GGG6PGG7GGG8GPG9PGP10GGG11GGG12PPP13GGG14GGG15GGP16PPP17GGG18GGG19PGP20PGP21GGG22PGP23PPP24GGG25GGG26GPP27GPG28GGG29PPP30PGG31GGG32PPP33PGG34PGP35GGG36PGP37GGG38PGP39GGG40GPG41GPG42GGG43GGP44PGP45PGG46PGG47GPP48GGG49GPP50PPP51GGG52PPG53PPP54GGG55GGG56GGG57GGP58GGG59GPP60PGP61GPP62GGG63GPG64GGG65PPP66GPG67GGG68GGG69GGG70GGP71GGG72GGG73GGG74GGP75GGP76PPP77GGG78GGG79GGP80GGG81GGG82GGG83PGG84GGG85GGG86GPP87GGG88PPP89GGG90PGP91GGG92GGG93GPG94GGG95GPP96PPP97PPP98GPG99PGG100PPP101GPP102PGP103PPG104GPG105GPG106GGG107PGG108PPP109GGG110GGG111GGG112GGG113GGG114GGG115GGG116GGG117GGG118PPP119PPG120GGG121GGG122PPP123GGG124GGG125GGG126GGG127GGG128GGG129PPP130GGG131GGP132PPP133GGG134GGG135GGG136GGG137GGG138GPG139PPP140GGG141PPP142GGG143GGG144PPP145GGG146GGG147GGG148GGG149GGG150GGP151GGG152GGG153GGG154GGG155GGG156GGG157PPP158GPG159GGG160GGG161GGG162PPG163GGP164GGG165PGP166GPG167GGP168PGG169GGG170GGP171GGG172PPP173GGG174GGG175GPG176GGG177GGG178PPG179GGG180GGP181GGG182GGG183GGG184GGG185GPP186GGG187GGG188GGG189GGG190GGG191GGG192GGG193GGG194GGG195GGP196GGG197GGG198GGG199GPP200GGG
Sheet1Room QualityFood QualityService QualityMeanMedianRangeSTDCoefficientVariationComparision
Corporal Punishment: Legal Reform as a Route to Changing
Norms
Jo Becker
Social Research: An International Quarterly, Volume 85, Number 1, Spring
2018, pp. 255-271 (Article)
Published by Johns Hopkins University Press
For additional information about this article
Access provided by Ebsco Publishing (8 May 2018 07:55 GMT)
https://muse.jhu.edu/article/692752
https://muse.jhu.edu/article/692752
social research Vol. 85 : No. 1 : Spring 2018 255
Jo Becker
Corporal Punishment:
Legal Reform as a Route
to Changing Norms
THE TERM “HARMFUL TRADITIONAL PRACTICES” TYPICALLY BRINGS TO MIND CHILD
marriage, female genital mutilation/cutting, and so-called “honor kill-
ings,” but rarely corporal punishment. Yet corporal punishment is
arguably the most pervasive harmful traditional practice children expe-
rience today. In nearly every part of the world, parents use physical
punishment to “discipline” their children. Such corporal punishment
typically takes the form of hitting a child with a bare hand or an object
such as a stick or paddle. A 2014 survey found that four of every five
children between the ages of two and 14—an estimated 1 billion glob-
ally—experience physical punishment in their home on a regular basis
(UNICEF 2014, 96).
The practice of corporal punishment is rooted in both cultural
norms and religious belief. Parents often believe that corporal pun-
ishment will teach children good behavior. They hit their children be-
cause it is socially accepted and because they themselves often were
hit growing up. Some religious teachings appear to justify the prac-
tice.1 The adage “spare the rod, spoil the child,” rooted in the Old Tes-
tament Book of Proverbs, suggests not only that corporal pun.
Database Project Charter/Business Case
Khalia Hart
University of Maryland Global Campus
February 21, 2020
Introduction
A database is an electronic collection of data that is built by a user so that they can access, update particular information in the database coherently or rapidly. Today firms employ integrated technology to increase their capacity to serve more clients, keep information well or effectively, organize activities according to the urgency or priorities, accounting records (Tüttelmann F, 2015). Most of the integrated technology depends on multiple databases that supply information relevant in making the decision. Since the business started using databases, their performance increase because the business decisions they make are sound and practical.
Business Problem
The supply chain management is one of the most complicated processes in the business and often at times due to need of detail it gets hard for the supply chain manager to keep the record of the work covered effectively, have enough data to make the decision and also have enough data to monitor the chain of operation (William, 2019). The supply chain has been so crucial for the business because it determines the performance of the company in the industry by assessing the quality of the product produced in the organization, cost of production, the time and effectiveness of distribution network, and overall production operation of the organization.
Operation management has been named as the leading cause of business failure caused by a lack of a system, which the manager or the supervisor can use to monitor the whole system. This is the problem to solve using the database (William, 2019). Using a database, the manager can observe or watch the entire chain from their office, make better decisions by fore- planning approach of the database also make changes within the system when there is the need to cut costs or making the process effective.
Project Scope
Most business organizations are spread in operation, and this is the challenge that makes the supply chain management complex (Tüttelmann F, 2015). This is because the chain is in different localities, and therefore, coordination of operation among the user or the workers becomes a challenge. Through the database system, the business will enjoy proper coordination using the wide Area Network (LAN). Through the LAN network, the company can link computers and cost-effectively share data and communication. Through this system, the company will have a connection and coordination of the processes within the organization. The number of connected devices will range from 10 to 1000, depending on the type of tools and system that is set to facilitate this connection.
Goals and objectives of the system
The purpose of the system that I want to install in the supply chain management is to;
· Monitoring of the supply chain- the system will enable the manager to monitor the system and every process in the order (Gattor.
Databases selected Multiple databases...Full Text (1223 .docxwhittemorelucilla
Databases selected: Multiple databases...
Full Text (1223 words)
Kraft Reformulates Oreo, Scores in China
Julie Jargon. Wall Street Journal. (Eastern edition). New York, N.Y.: May 1, 2008. pg. B.1
Abstract (Summary)
Kraft, the world's second largest food company by revenue, reported a 13% drop in first-quarter net income Wednesday
because of high commodity costs and increased spending on product research and marketing. Television commercials
showed kids twisting apart Oreo cookies, licking the cream center and dipping the chocolate cookie halves into glasses of
milk.
(c) 2008 Dow Jones & Company, Inc. Reproduced with permission of copyright owner. Further reproduction or distribution
is prohibited without permission.
Unlike its iconic American counterpart, the Oreo sold in China is frequently long, thin, four-layered and coated in chocolate. But
both kinds of cookies have one important thing in common: They are now best sellers.
The Oreo has long been the top-selling cookie in the U.S. market. But Kraft Foods Inc. had to reinvent the Oreo to make it sell
well in the world's most populous nation. While Chinese Oreo sales represent a tiny fraction of Kraft's $37.2 billion in annual
revenue, the cookie's journey in China exemplifies the kind of entrepreneurial transformation that Chief Executive Irene
Rosenfeld is trying to spread throughout the food giant.
Kraft, the world's second largest food company by revenue, reported a 13% drop in first-quarter net income Wednesday
because of high commodity costs and increased spending on product research and marketing. Its international business,
which now represents 40% of Kraft's revenue thanks to the company's recent acquisition of Groupe Danone's biscuits
business, was a bright spot in the quarter, aided by the weak dollar. Kraft's profit in the European Union rose 48%, excluding
special charges, and its profit in developing markets rose 57%.
To try to increase growth at the company, Ms. Rosenfeld has been putting more power in the hands of Kraft's various
business units around the globe, telling employees that decisions about Kraft products shouldn't all be made by people at the
Northfield, Ill., headquarters.
To take advantage of the European preference for dark chocolate, Kraft is introducing dark chocolate in Germany under its
Milka brand. Research in Russia showed that consumers there like premium instant coffee, so Kraft is positioning its Carte
Noire freeze-dried coffee as upscale by placing it at film festivals, fashion shows and operas. And in the Philippines, where
iced tea is popular, Kraft last year launched iced-tea-flavored Tang. Ms. Rosenfeld has also been encouraging marketers to
"reframe" product categories, no longer thinking, for example, that an Oreo has to be a round sandwich cookie.
Oreos were first introduced in 1912 in the U.S., but it wasn't until 1996 that Kraft introduced Oreos to Chinese consumers.
Nine years later, a makeover began. Shawn Warren, a 37-year-old .
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN1DATABASE SYS.docxwhittemorelucilla
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 1
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 19
Table of Contents
1. Database System Overview 3
1.1 Business Environment 3
1.2 Database system goals and objective 4
2. Entity Relationship Model 7
2.1 Proposed entities 7
2.2 Business rules 8
2.3 Entity–Relationship Model 9
2.3.1 Relationship Types 9
2.3.2 Normalization form 12
2.3.3 Benefit of using database design 14
3. Structured Query Language (SQL) Scripts 15
3.1 Data definition language (DDL) 15
3.2 Data manipulation language (DML) 16
3.3 SQL report 17
3.4 Benefit of using database queries 19
4. Database Administration Plan 20
5. Future Database System Implementation Plan 21
6. References 22
1.
Database System Overview
1.1 Business Environment
Office Depot, Inc is an American retail store company founded in 1986 and headquartered in Florida, United States. The company provides office and school supplies with 1400 retail stores and e-commerce sites. The supply includes everything to their customer like latest technology, core school and office supplies, printing and documenting service, furniture and other services like cell phone repair, tech and marketing service etc.
Recently there were too many complaints from existing and new customer that the online site is super glitch and lagging. Another customer posted that the delivery did not come on the scheduled day. And they cannot track down the order because the website does not have tracking information. Also when the website is down, customer service cannot help to see the order details either and therefore, they feel it’s frustrating to order online and therefore want to cancel the order. One other customer posted in the website grievance section that the “label maker” showed available in the stock even though it was out of stock when verified with the customer service representative. With every product not in stock, we lose opportunity of sale which costs the store. This not only affect customer but also affect company. We are so dependent on the data, most of the time staff has to correct accounting report, sales estimates and invoice customer manually which is very time-consuming in an excel sheet.
In order to solve above issues and avoid sales loss, Office Depot must have a database to store and maintain correct count of the products. This database will help inventory management i.e. tracking products, update inventory, find popular or less popular item, loss prevention, track inventory status and perform data mining. The staff can access this database via a computerized database. (Gerald H., Importance of inventory database retail)1.2 Database system goals and objective
The mission of the company is to become number one retail company by creating inclusive environment and great shopping experience where both customer and employees are respected and valued. To achieve the retail store mission, we are committed to provide secure and robust data base system for ou.
Database Security Assessment Transcript You are a contracting office.docxwhittemorelucilla
Database Security Assessment Transcript You are a contracting officer's technical representative, a Security System Engineer, at a military hospital. Your department's leaders are adopting a new medical health care database management system. And they've tasked you to create a request for proposal for which different vendors will compete to build and provide to the hospital. A Request For Proposal, or RFP, is when an organization sends out a request for estimates on performing a function, delivering a technology, or providing a service or augmenting staff. RFPs are tailored to each endeavor but have common components and are important in the world of IT contracting and for procurement and acquisitions. To complete the RFP, you must determine the technical and security specifications for the system. You'll write the requirements for the overall system and also provide evaluation standards that will be used in rating the vendor's performance. Your learning will help you determine your system's requirements. As you discover methods of attack, you'll write prevention and remediation requirements for the vendor to perform. You must identify the different vulnerabilities the database should be hardened against.
Modern healthcare systems incorporate databases for effective and efficient management of patient healthcare. Databases are vulnerable to cyberattacks and must be designed and built with security controls from the beginning of the life cycle. Although hardening the database early in the life cycle is better, security is often incorporated after deployment, forcing hospital and healthcare IT professionals to play catch-up. Database security requirements should be defined at the requirements stage of acquisition and procurement.
System security engineers and other acquisition personnel can effectively assist vendors in building better healthcare database systems by specifying security requirements up front within the request for proposal (RFP). In this project, you will be developing an RFP for a new medical healthcare database management system.
Parts of your deliverables will be developed through your learning lab. You will submit the following deliverables for this project:
Deliverables
• An RFP, about 10 to 12 pages, in the form of a double-spaced Word document with citations in APA format. The page count does not include figures, diagrams, tables, or citations. There is no penalty for using additional pages. Include a minimum of six references. Include a reference list with the report.
• An MS-Excel spreadsheet with lab results.
There are 11 steps in this project. You will begin with the workplace scenario and continue with Step 1: "Provide an Overview for Vendors."
Step 1: Provide an Overview for Vendors
As the contracting officer's technical representative (COTR), you are the liaison between your hospital and potential vendors. It is your duty to provide vendors with an overview of your organization. To do so, identify infor.
Database Design Mid Term ExamSpring 2020Name ________________.docxwhittemorelucilla
Database Design Mid Term Exam
Spring 2020
Name: ____________________________
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. A Relationship Database system consists of 3 parts: a client front end for sending information to a command processor, a middle tier that interprets user commands, and a management frame work for storing, organizing and securing data.
a. True
b. False
3. What are the 3 components of a table:
A. Row, column, value
B. Row, top, bottom
C. Column, row, top
D. Top, middle, end
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _______ key is an attribute that uniquely identifies a record in a table.
9. A _______ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A ____________ attribute can either be stored on retrieve on an ad hoc basis.
16. Briefly describe the advantages and disadvantages of storing a derived attribute?
17. A database can process many types of data classifications. Which of the following is not a data classification or architecture that databases can process:
A. Structured
B. Semi-structured
C. undelimited
D. Unstructured
18. The process by which functional/partial dependency and transitive dependency is removed from a database table is called:
a. sharding
b. normalization
c. defragmentation
d. reallocation
.
Database Justification MemoCreate a 1-page memo for the .docxwhittemorelucilla
Database Justification Memo
C
reate
a
1-page
memo for the project stakeholder
explaining
why they should migrate towards a database driven application system
rather
than a static website.
Discuss
the benefits and drawbacks of the proposed changes
AND
Web Services Memo
Create
a 1-page memo to the project stakeholder on the importance of web services including security considerations, scalability, and compatibility.
.
Database Dump Script(Details of project in file)Mac1) O.docxwhittemorelucilla
Database Dump Script
(Details of project in file)
Mac:
1) Open up the terminal, or if already in MySQL, get out by typing "exit" and pressing enter.
2) Type:
/usr/local/mysql/bin/mysqldump -u root -p [database name] > /tmp/filename.txt
...where [database name] is the name of the database you want to export. When prompted, type the password. Check the /tmp file for your output.
.
Database Design 1. What is a data model A. method of sto.docxwhittemorelucilla
Database Design
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. Which of the following are the most important elements of a security program for databases:
a. Integrity, referential index, user rights
b. Confidentiality. Integrity and Availability
c. Availability, multi-master replication, high-bandwidth
d. DBA, System Admin, and PMO
3. Suppose that you have a table with a number of product sales. The product code may repeat in the table as it is likely the same product could be sold multiple times. If you want to produce a list of the unique products that are sold, you could use which of the following keywords in the SELECT statement:
A. LIKE
B. ORDERED BY
C. DISTINCT
D. DIFFERENT
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _____________ key is an attribute that uniquely identifies a record in a table.
9. A _____________ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A __________ attribute can either be stored on retrieve on an ad hoc basis.
16. Which of the following is not considered a characteristic of distributed management systems:
a. Concurrency Control
b. Business intelligence
c. Transaction management
d. query optimization
17. A database can process many types of data classifications. Which of the following is not a data class.
Database reports provide us with the ability to further analyze ou.docxwhittemorelucilla
Database reports provide us with the ability to further analyze our data, and provide it in a format that can be used to make business decisions. Discuss the steps that you would take to ensure that we create an effective report. What questions would you ask of the users?
Data presentation should be designed to display correct conclusions. What issues should we think about as we prepare data for presentation? Discuss the different methods that we can use to present data in a report. What role does the audience play in selecting how we present the data?
1 PAGE AND A HALF
.
DataInformationKnowledge1. Discuss the relationship between.docxwhittemorelucilla
Data/Information/Knowledge
1. Discuss the relationship between data, information, and knowledge. Support your discussion with at least 3 academically reviewed articles.
2. Why do organization have information deficiency problem? Suggest ways on how to overcome information deficiency problem.
.
DataHole 12 Score67575554555554555757756555656565556556565565666434686664656566664555575656546555557554556655655465555565546555655467555646457664545665556555644554585456546654565546664566665566666675675665665656766555565486555567676645645575555575665455554655556556575555555455654555655666667665654655556657656558536666536755465655455755755666665545656565655555545545666564656443545655646445567547565654565545565676456544455446455755645655665567565554465466665
State Legislatures
(Part I)
POLS 2212
Legislatures, Policy-Making, and Political Science
• Legislative process is only one part of policy-making
• States are better venue for understanding policy-making
process overall
• Interactions between components are more transparent
• Less ‘political theater’ than national level
• More cases, more variation, more data
• What role do legislatures play in the overall policy-making
process??
• How do legislative-executive relations affect policy outcomes??
Agenda Setting
Formulation /
Negotiation
Adoption /
Enactment
Implementation
Evaluation
Revision /
Termination
• Public attention is focused on an issue
• Collective recognition of problem
Agenda Setting
• Potential solutions are offered
• Some public discourse over options
Formulation / Negotiation
•
Solution
is agreed upon and made into official policy /
law
Adoption / Enactment
• Policy is converted into actionable rules
Implementation
• Fairness, effectiveness, efficiency of policy and rules are
evaluated
Evaluation
• Improvements or changes to policy are made
Revision / Termination
Agenda Setting
• Parties
• Public opinion
• Advocacy groups /
entrepreneurs
Formulation /
Negotiation
• Party leadership
• Interest groups
• Legislature type
• Legislative-executive
relations
Adoption / Enactment
• Legislative-executive
relations
Implementation
• Type of executive
• Bureaucracy
Evaluation
• Social scientists
• Advocacy groups
• Legislative
committees
• State courts
Revision / Termination
• State courts
• Federal courts
‘Professional’
Model
‘Citizen-
Legislator’
Model
Work Load
Nearly full-
time
Part-time
Session
Year-round,
annual
Short-term,
possibly
biannual
Compensation
Medium-high
(over median
for state
employees)
Fairly low
Staff
Large, semi-
permanent
Small, likely
shared
Conceptualizing State Legislatures
Professional Hybrid / Mixture Citizen
State Legislatures
• GA Legislature
• $17k base +per
diem
• $22k – $24k total
Discussion Question
• What are some of the potential benefits /
drawbacks of each of these two models??
State Legislatures and Political Careers (Peverill Squire)
• ‘Career’ Legislatures (Congress)
• Sufficiently high pay
• Minimal incentive to ‘move up’
• Expectation of long tenure
• Heavy time commitment
• ‘Springboard’ Legislatures
• Other positions have higher pay, more prestige
• Expectation of limited tenure
• May be term lim.
DataIDSalaryCompa-ratioMidpoint AgePerformance RatingServiceGenderRaiseDegreeGender1GradeDo not manipuilate Data set on this page, copy to another page to make changes154.50.956573485805.70METhe ongoing question that the weekly assignments will focus on is: Are males and females paid the same for equal work (under the Equal Pay Act)? 228.30.913315280703.90MBNote: to simplfy the analysis, we will assume that jobs within each grade comprise equal work.334.11.100313075513.61FB460.91.06857421001605.51METhe column labels in the table mean:549.21.0254836901605.71MDID – Employee sample number Salary – Salary in thousands 674.11.1066736701204.51MFAge – Age in yearsPerformance Rating - Appraisal rating (employee evaluation score)741.41.0344032100815.71FCService – Years of service (rounded)Gender – 0 = male, 1 = female 822.80.992233290915.81FAMidpoint – salary grade midpoint Raise – percent of last raise9731.089674910010041MFGrade – job/pay gradeDegree (0= BS\BA 1 = MS)1023.31.014233080714.71FAGender1 (Male or Female)Compa-ratio - salary divided by midpoint1124.31.05723411001914.81FA1259.71.0475752952204.50ME1341.81.0444030100214.70FC14251.08523329012161FA1522.60.983233280814.91FA1648.51.213404490405.70MC1763.11.1075727553131FE1836.21.1673131801115.60FB1923.91.039233285104.61MA2035.51.1443144701614.80FB2178.91.1786743951306.31MF2257.61.199484865613.81FD2322.20.964233665613.30FA2453.41.112483075913.80FD2523.61.0282341704040MA2622.30.971232295216.20FA2746.21.156403580703.91MC2874.41.111674495914.40FF2975.61.129675295505.40MF3047.50.9894845901804.30MD3122.90.995232960413.91FA3228.10.906312595405.60MB3363.71.117573590905.51ME3426.90.869312680204.91MB3522.70.987232390415.30FA3624.41.059232775314.30FA3723.81.034232295216.20FA3864.61.1335745951104.50ME3937.31.202312790615.50FB4023.71.031232490206.30MA4140.31.008402580504.30MC4224.41.0592332100815.71FA4372.31.0796742952015.50FF4465.91.1565745901605.21ME4549.91.040483695815.21FD4657.41.0075739752003.91ME47560.982573795505.51ME4868.11.1955734901115.31FE4966.21.1615741952106.60ME5061.71.0835738801204.60ME
Week 1Week 1: Descriptive Statistics, including ProbabilityWhile the lectures will examine our equal pay question from the compa-ratio viewpoint, our weekly assignments will focus onexamining the issue using the salary measure.The purpose of this assignmnent is two fold:1. Demonstrate mastery with Excel tools.2. Develop descriptive statistics to help examine the question.3. Interpret descriptive outcomesThe first issue in examining salary data to determine if we - as a company - are paying males and females equally for doing equal work is to develop somedescriptive statistics to give us something to make a preliminary decision on whether we have an issue or not.1Descriptive Statistics: Develop basic descriptive statistics for SalaryThe first step in analyzing data sets is to find some summary descriptive statistics for key variables. Suggestion: Copy the gender1 and salary columns from the Data tab t.
DataClientRoom QualityFood QualityService Quality1GPG2GGG3GGG4GPG5GGG6PGG7GGG8GPG9PGP10GGG11GGG12PPP13GGG14GGG15GGP16PPP17GGG18GGG19PGP20PGP21GGG22PGP23PPP24GGG25GGG26GPP27GPG28GGG29PPP30PGG31GGG32PPP33PGG34PGP35GGG36PGP37GGG38PGP39GGG40GPG41GPG42GGG43GGP44PGP45PGG46PGG47GPP48GGG49GPP50PPP51GGG52PPG53PPP54GGG55GGG56GGG57GGP58GGG59GPP60PGP61GPP62GGG63GPG64GGG65PPP66GPG67GGG68GGG69GGG70GGP71GGG72GGG73GGG74GGP75GGP76PPP77GGG78GGG79GGP80GGG81GGG82GGG83PGG84GGG85GGG86GPP87GGG88PPP89GGG90PGP91GGG92GGG93GPG94GGG95GPP96PPP97PPP98GPG99PGG100PPP101GPP102PGP103PPG104GPG105GPG106GGG107PGG108PPP109GGG110GGG111GGG112GGG113GGG114GGG115GGG116GGG117GGG118PPP119PPG120GGG121GGG122PPP123GGG124GGG125GGG126GGG127GGG128GGG129PPP130GGG131GGP132PPP133GGG134GGG135GGG136GGG137GGG138GPG139PPP140GGG141PPP142GGG143GGG144PPP145GGG146GGG147GGG148GGG149GGG150GGP151GGG152GGG153GGG154GGG155GGG156GGG157PPP158GPG159GGG160GGG161GGG162PPG163GGP164GGG165PGP166GPG167GGP168PGG169GGG170GGP171GGG172PPP173GGG174GGG175GPG176GGG177GGG178PPG179GGG180GGP181GGG182GGG183GGG184GGG185GPP186GGG187GGG188GGG189GGG190GGG191GGG192GGG193GGG194GGG195GGP196GGG197GGG198GGG199GPP200GGG
Sheet1Room QualityFood QualityService QualityMeanMedianRangeSTDCoefficientVariationComparision
Corporal Punishment: Legal Reform as a Route to Changing
Norms
Jo Becker
Social Research: An International Quarterly, Volume 85, Number 1, Spring
2018, pp. 255-271 (Article)
Published by Johns Hopkins University Press
For additional information about this article
Access provided by Ebsco Publishing (8 May 2018 07:55 GMT)
https://muse.jhu.edu/article/692752
https://muse.jhu.edu/article/692752
social research Vol. 85 : No. 1 : Spring 2018 255
Jo Becker
Corporal Punishment:
Legal Reform as a Route
to Changing Norms
THE TERM “HARMFUL TRADITIONAL PRACTICES” TYPICALLY BRINGS TO MIND CHILD
marriage, female genital mutilation/cutting, and so-called “honor kill-
ings,” but rarely corporal punishment. Yet corporal punishment is
arguably the most pervasive harmful traditional practice children expe-
rience today. In nearly every part of the world, parents use physical
punishment to “discipline” their children. Such corporal punishment
typically takes the form of hitting a child with a bare hand or an object
such as a stick or paddle. A 2014 survey found that four of every five
children between the ages of two and 14—an estimated 1 billion glob-
ally—experience physical punishment in their home on a regular basis
(UNICEF 2014, 96).
The practice of corporal punishment is rooted in both cultural
norms and religious belief. Parents often believe that corporal pun-
ishment will teach children good behavior. They hit their children be-
cause it is socially accepted and because they themselves often were
hit growing up. Some religious teachings appear to justify the prac-
tice.1 The adage “spare the rod, spoil the child,” rooted in the Old Tes-
tament Book of Proverbs, suggests not only that corporal pun.
Database Project Charter/Business Case
Khalia Hart
University of Maryland Global Campus
February 21, 2020
Introduction
A database is an electronic collection of data that is built by a user so that they can access, update particular information in the database coherently or rapidly. Today firms employ integrated technology to increase their capacity to serve more clients, keep information well or effectively, organize activities according to the urgency or priorities, accounting records (Tüttelmann F, 2015). Most of the integrated technology depends on multiple databases that supply information relevant in making the decision. Since the business started using databases, their performance increase because the business decisions they make are sound and practical.
Business Problem
The supply chain management is one of the most complicated processes in the business and often at times due to need of detail it gets hard for the supply chain manager to keep the record of the work covered effectively, have enough data to make the decision and also have enough data to monitor the chain of operation (William, 2019). The supply chain has been so crucial for the business because it determines the performance of the company in the industry by assessing the quality of the product produced in the organization, cost of production, the time and effectiveness of distribution network, and overall production operation of the organization.
Operation management has been named as the leading cause of business failure caused by a lack of a system, which the manager or the supervisor can use to monitor the whole system. This is the problem to solve using the database (William, 2019). Using a database, the manager can observe or watch the entire chain from their office, make better decisions by fore- planning approach of the database also make changes within the system when there is the need to cut costs or making the process effective.
Project Scope
Most business organizations are spread in operation, and this is the challenge that makes the supply chain management complex (Tüttelmann F, 2015). This is because the chain is in different localities, and therefore, coordination of operation among the user or the workers becomes a challenge. Through the database system, the business will enjoy proper coordination using the wide Area Network (LAN). Through the LAN network, the company can link computers and cost-effectively share data and communication. Through this system, the company will have a connection and coordination of the processes within the organization. The number of connected devices will range from 10 to 1000, depending on the type of tools and system that is set to facilitate this connection.
Goals and objectives of the system
The purpose of the system that I want to install in the supply chain management is to;
· Monitoring of the supply chain- the system will enable the manager to monitor the system and every process in the order (Gattor.
Databases selected Multiple databases...Full Text (1223 .docxwhittemorelucilla
Databases selected: Multiple databases...
Full Text (1223 words)
Kraft Reformulates Oreo, Scores in China
Julie Jargon. Wall Street Journal. (Eastern edition). New York, N.Y.: May 1, 2008. pg. B.1
Abstract (Summary)
Kraft, the world's second largest food company by revenue, reported a 13% drop in first-quarter net income Wednesday
because of high commodity costs and increased spending on product research and marketing. Television commercials
showed kids twisting apart Oreo cookies, licking the cream center and dipping the chocolate cookie halves into glasses of
milk.
(c) 2008 Dow Jones & Company, Inc. Reproduced with permission of copyright owner. Further reproduction or distribution
is prohibited without permission.
Unlike its iconic American counterpart, the Oreo sold in China is frequently long, thin, four-layered and coated in chocolate. But
both kinds of cookies have one important thing in common: They are now best sellers.
The Oreo has long been the top-selling cookie in the U.S. market. But Kraft Foods Inc. had to reinvent the Oreo to make it sell
well in the world's most populous nation. While Chinese Oreo sales represent a tiny fraction of Kraft's $37.2 billion in annual
revenue, the cookie's journey in China exemplifies the kind of entrepreneurial transformation that Chief Executive Irene
Rosenfeld is trying to spread throughout the food giant.
Kraft, the world's second largest food company by revenue, reported a 13% drop in first-quarter net income Wednesday
because of high commodity costs and increased spending on product research and marketing. Its international business,
which now represents 40% of Kraft's revenue thanks to the company's recent acquisition of Groupe Danone's biscuits
business, was a bright spot in the quarter, aided by the weak dollar. Kraft's profit in the European Union rose 48%, excluding
special charges, and its profit in developing markets rose 57%.
To try to increase growth at the company, Ms. Rosenfeld has been putting more power in the hands of Kraft's various
business units around the globe, telling employees that decisions about Kraft products shouldn't all be made by people at the
Northfield, Ill., headquarters.
To take advantage of the European preference for dark chocolate, Kraft is introducing dark chocolate in Germany under its
Milka brand. Research in Russia showed that consumers there like premium instant coffee, so Kraft is positioning its Carte
Noire freeze-dried coffee as upscale by placing it at film festivals, fashion shows and operas. And in the Philippines, where
iced tea is popular, Kraft last year launched iced-tea-flavored Tang. Ms. Rosenfeld has also been encouraging marketers to
"reframe" product categories, no longer thinking, for example, that an Oreo has to be a round sandwich cookie.
Oreos were first introduced in 1912 in the U.S., but it wasn't until 1996 that Kraft introduced Oreos to Chinese consumers.
Nine years later, a makeover began. Shawn Warren, a 37-year-old .
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN1DATABASE SYS.docxwhittemorelucilla
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 1
DATABASE SYSTEMS DEVELOPMENT & IMPLEMENTATION PLAN 19
Table of Contents
1. Database System Overview 3
1.1 Business Environment 3
1.2 Database system goals and objective 4
2. Entity Relationship Model 7
2.1 Proposed entities 7
2.2 Business rules 8
2.3 Entity–Relationship Model 9
2.3.1 Relationship Types 9
2.3.2 Normalization form 12
2.3.3 Benefit of using database design 14
3. Structured Query Language (SQL) Scripts 15
3.1 Data definition language (DDL) 15
3.2 Data manipulation language (DML) 16
3.3 SQL report 17
3.4 Benefit of using database queries 19
4. Database Administration Plan 20
5. Future Database System Implementation Plan 21
6. References 22
1.
Database System Overview
1.1 Business Environment
Office Depot, Inc is an American retail store company founded in 1986 and headquartered in Florida, United States. The company provides office and school supplies with 1400 retail stores and e-commerce sites. The supply includes everything to their customer like latest technology, core school and office supplies, printing and documenting service, furniture and other services like cell phone repair, tech and marketing service etc.
Recently there were too many complaints from existing and new customer that the online site is super glitch and lagging. Another customer posted that the delivery did not come on the scheduled day. And they cannot track down the order because the website does not have tracking information. Also when the website is down, customer service cannot help to see the order details either and therefore, they feel it’s frustrating to order online and therefore want to cancel the order. One other customer posted in the website grievance section that the “label maker” showed available in the stock even though it was out of stock when verified with the customer service representative. With every product not in stock, we lose opportunity of sale which costs the store. This not only affect customer but also affect company. We are so dependent on the data, most of the time staff has to correct accounting report, sales estimates and invoice customer manually which is very time-consuming in an excel sheet.
In order to solve above issues and avoid sales loss, Office Depot must have a database to store and maintain correct count of the products. This database will help inventory management i.e. tracking products, update inventory, find popular or less popular item, loss prevention, track inventory status and perform data mining. The staff can access this database via a computerized database. (Gerald H., Importance of inventory database retail)1.2 Database system goals and objective
The mission of the company is to become number one retail company by creating inclusive environment and great shopping experience where both customer and employees are respected and valued. To achieve the retail store mission, we are committed to provide secure and robust data base system for ou.
Database Security Assessment Transcript You are a contracting office.docxwhittemorelucilla
Database Security Assessment Transcript You are a contracting officer's technical representative, a Security System Engineer, at a military hospital. Your department's leaders are adopting a new medical health care database management system. And they've tasked you to create a request for proposal for which different vendors will compete to build and provide to the hospital. A Request For Proposal, or RFP, is when an organization sends out a request for estimates on performing a function, delivering a technology, or providing a service or augmenting staff. RFPs are tailored to each endeavor but have common components and are important in the world of IT contracting and for procurement and acquisitions. To complete the RFP, you must determine the technical and security specifications for the system. You'll write the requirements for the overall system and also provide evaluation standards that will be used in rating the vendor's performance. Your learning will help you determine your system's requirements. As you discover methods of attack, you'll write prevention and remediation requirements for the vendor to perform. You must identify the different vulnerabilities the database should be hardened against.
Modern healthcare systems incorporate databases for effective and efficient management of patient healthcare. Databases are vulnerable to cyberattacks and must be designed and built with security controls from the beginning of the life cycle. Although hardening the database early in the life cycle is better, security is often incorporated after deployment, forcing hospital and healthcare IT professionals to play catch-up. Database security requirements should be defined at the requirements stage of acquisition and procurement.
System security engineers and other acquisition personnel can effectively assist vendors in building better healthcare database systems by specifying security requirements up front within the request for proposal (RFP). In this project, you will be developing an RFP for a new medical healthcare database management system.
Parts of your deliverables will be developed through your learning lab. You will submit the following deliverables for this project:
Deliverables
• An RFP, about 10 to 12 pages, in the form of a double-spaced Word document with citations in APA format. The page count does not include figures, diagrams, tables, or citations. There is no penalty for using additional pages. Include a minimum of six references. Include a reference list with the report.
• An MS-Excel spreadsheet with lab results.
There are 11 steps in this project. You will begin with the workplace scenario and continue with Step 1: "Provide an Overview for Vendors."
Step 1: Provide an Overview for Vendors
As the contracting officer's technical representative (COTR), you are the liaison between your hospital and potential vendors. It is your duty to provide vendors with an overview of your organization. To do so, identify infor.
Database Design Mid Term ExamSpring 2020Name ________________.docxwhittemorelucilla
Database Design Mid Term Exam
Spring 2020
Name: ____________________________
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. A Relationship Database system consists of 3 parts: a client front end for sending information to a command processor, a middle tier that interprets user commands, and a management frame work for storing, organizing and securing data.
a. True
b. False
3. What are the 3 components of a table:
A. Row, column, value
B. Row, top, bottom
C. Column, row, top
D. Top, middle, end
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _______ key is an attribute that uniquely identifies a record in a table.
9. A _______ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A ____________ attribute can either be stored on retrieve on an ad hoc basis.
16. Briefly describe the advantages and disadvantages of storing a derived attribute?
17. A database can process many types of data classifications. Which of the following is not a data classification or architecture that databases can process:
A. Structured
B. Semi-structured
C. undelimited
D. Unstructured
18. The process by which functional/partial dependency and transitive dependency is removed from a database table is called:
a. sharding
b. normalization
c. defragmentation
d. reallocation
.
Database Justification MemoCreate a 1-page memo for the .docxwhittemorelucilla
Database Justification Memo
C
reate
a
1-page
memo for the project stakeholder
explaining
why they should migrate towards a database driven application system
rather
than a static website.
Discuss
the benefits and drawbacks of the proposed changes
AND
Web Services Memo
Create
a 1-page memo to the project stakeholder on the importance of web services including security considerations, scalability, and compatibility.
.
Database Dump Script(Details of project in file)Mac1) O.docxwhittemorelucilla
Database Dump Script
(Details of project in file)
Mac:
1) Open up the terminal, or if already in MySQL, get out by typing "exit" and pressing enter.
2) Type:
/usr/local/mysql/bin/mysqldump -u root -p [database name] > /tmp/filename.txt
...where [database name] is the name of the database you want to export. When prompted, type the password. Check the /tmp file for your output.
.
Database Design 1. What is a data model A. method of sto.docxwhittemorelucilla
Database Design
1. What is a data model?
A. method of storing files on a disk drive
B. simple representation of complex real-world data structures
C. name of system for designing software
D. method of designing invoices for customers
2. Which of the following are the most important elements of a security program for databases:
a. Integrity, referential index, user rights
b. Confidentiality. Integrity and Availability
c. Availability, multi-master replication, high-bandwidth
d. DBA, System Admin, and PMO
3. Suppose that you have a table with a number of product sales. The product code may repeat in the table as it is likely the same product could be sold multiple times. If you want to produce a list of the unique products that are sold, you could use which of the following keywords in the SELECT statement:
A. LIKE
B. ORDERED BY
C. DISTINCT
D. DIFFERENT
4. What does the column represent in a table?
a. Attribute of the table records
b. A complete record in the table
c. The system log from the database
d. A list of database tables
5. What does a row in the table represent?
a. A complete data record
b. List of system logs
c. A list of file systems on database server
d. The primary keys from all the tables.
6. Which of the following is an example of data definition language (DDL)?
a. UPDATE
b. V$SYSLOG
c. CREATE
d. DETAIN
7 . Which of the following is an example of data manipulation language (DML)?
A. SELECT
B. ABORT
C. GRANT
D. REVOKE
8. A _____________ key is an attribute that uniquely identifies a record in a table.
9. A _____________ key is an attribute that is a primary key in one table and is used as a reference in a second table to establish a relationship between the two tables.
10. When running a ‘SELECT’ join, what is returned from the table:
A. ROW
B. Column
C. single attribute
D. all tables in the database
11. When running a ‘PROJECT’ join, what is returned from the table:
A. COLUMN
B. ROW
C. Single Attribute
D. a list of tables in the database
12. What are the 3 types of relationships commonly shown on an entity relationship diagram?
A. 1 to 1
B. 1 to Many
C. Many to Many
D. All the above
E. None of the above
13. What is an entity relationship diagram (ERD)?
A. graphical representation of all entities in a database and how the entities are related
b. list of the log files in the database.
C. list of all the tablespace names in a database
D. A diagram that shows how data is written to a physical disk drive.
14. The definition of an attribute in a table that has no value is:
A. ZERO
b. NULL
c. ZILTCH
D. NONE
15. A __________ attribute can either be stored on retrieve on an ad hoc basis.
16. Which of the following is not considered a characteristic of distributed management systems:
a. Concurrency Control
b. Business intelligence
c. Transaction management
d. query optimization
17. A database can process many types of data classifications. Which of the following is not a data class.
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
GRADING RUBRIC MUST BE FOLLOWED TO PASSNOTE Your writing prof.docx
1. GRADING RUBRIC MUST BE FOLLOWED TO PASS
NOTE: Your writing proficiency in your responses to all three
questions will be evaluated as a measure of your professional
communication. Responses must demonstrate your ability to
synthesize information appropriate to each business situation,
and presented in a clear, concise, and organized manner.
Supporting evidence must be drawn from reliable sources in the
literature and referenced using accurate APA Style.Include a
Title Page with your Exam ID number (no names).
Start a new page for each question (i.e., questions 1, 2 or 3).
Sub-questions (i.e., parts a, b, c, d) can begin on the same page
as the last sub-question completed).
Provide an introductory statement to each question and
summarize briefly the main points of the response in the
conclusion.
Use proper writing skills including: mechanics, usage, grammar,
and spelling.
Make sure to apply APA style conventions for citations,
quotations, references, headings, spacing, etc.
Include an APA formatted reference page(s) at the end of your
exam. (It is not necessary to include a separate reference page
at the end of each question.)
1. Provides a comprehensive evaluation of key issues and trends
caused by economic globalization. Analyzes the business and
financial impacts and recommends feasible and strategic
solutions that leverage the trends to meet sustained business
success.
2. 2. Analyzes and prioritizes needs of diverse stakeholders from a
personal, social and corporate perspective. Evaluates business
situations to recommend feasible, ethical, and legal actions.
3. Synthesizes and clearly expresses the complexities in a given
business problem in a clear, concise, and logical manner.
Reflection, application, and analysis of business concepts are
presented in a succinct, systematic, and thorough manner well
supported by sound evidence and current research.
4. Comprehensive and extensive review of the literature from a
variety of appropriate sources, extracting the important
information and applying it in an in-depth response to the
business problem. Comprehensively analyzes a business
problem by gathering and assessing relevant information,
diagnosing underlying causes, considering and evaluating
possible alternatives, and determining and defending an
appropriate, well-reasoned solution or course of action.
Decisions show a high level of cultural sensitivity.
Question #1-Strategic Thinking (Rubric Items: 1, 3 and 4)
Business organizations come in all shapes and sizes as well as
legal structures. Normally the strategic purposes for the
business organizations are defined in their legal structures and
policies. What are the elements of fully stated general large
corporate missions, according to the literature on strategy
formulation and implementation? Once you have the proper
template of a full mission statement developed from the
literature, analyze the vision, mission and values of C-Corps, S-
Corps and B-Corps in a contrast-comparison among the three.
All three of these business organizations must balance profit
optimization with ethical business practices. So, in your
analysis describe and explain the challenges and facilitators of
each type of legal corporation as listed above. Then, decide on
which type of corporation might be established to perform best
in achieving the dual purposes of stockholder equity and
3. stakeholder fiduciary duties. Please explain your decision and
support it in solid peer-reviewed and relevant industry research.
Question #2-Divergent Thinking (Rubric Items: 1, 2, 3 and 4)
In financial management, marketing management and operations
management, ethical challenges exist faced by their respective
professionals in doing business in a global organization. Choose
from your DBA core one of the functional management
disciplines listed above, and then analyze the top five ethical
challenges faced by those professionals and how they assure
they can perform properly in a highly diverse and full-
globalized organization. Provide a real, recent example for such
an organization from industry journals and trade magazines.
Identify all affected stakeholders and their claims on the
organization and how those claims may challenge the global
organization to perform ethically. Suggest preferred courses of
action. Use theories and concepts from the academic literature
to support your recommendations.
Question #3-Informed Decision Making (Rubric Items: 1, 3 and
4)
Identify and describe an American company of your choice that
has taken a considerable loss in market share in a slow growth
market sector. The company must regroup and engage in a
retrenchment strategy that may or may not include possible
divestiture, spinoff, selected bankruptcy and/or liquidation.
Given its recent strategic actions that landed the organization in
a non-competitive position, given that it is cash poor and given
that the company stock has lost about 20% of its value, identify
the decision process it should go through to re-establish a
competitive position in the market and regain its original stock
value. Specifically, what strategy assessment tools might you
use to determine its market position and its strengths,
weaknesses, opportunities and threats, and what tools would you
use to decide on a new strategic direction? Please use those
tools to assess the organization’s situation and choices for
growth going forward. Use theories and concepts from the
academic literature to support your recommendations for the
4. organization’s new strategic plan.
Why the Technology, Education
and Copyright Harmonization Act
Matters to Librarians:
Two Cheers for the TEACH Act
Henry V. Carter
ABSTRACT. Librarians with an interest in electronic reserves
were, for
the most part, disappointed by The Technology, Education and
Copy-
right Harmonization Act (TEACH Act). The Act provided
classroom
instructors with relatively clear guidelines as how they could
use copy-
righted materials online classes without violating the law.
Mention of
libraries, however, was conspicuously absent and the Act
offered no
direct guidance for what sort of library materials could be
placed on
the Internet. The guidance it offers though is more indirect. It
gives some
sense of how the legislative branch views the rights and
responsibilities
of educators in the use of online materials. It will offer
guidance to
the judiciary when, inevitably, a copyright dispute involving
electronic re-
serves ever goes to court. It is important that librarians
understand the
6. The Technology, Education and Copyright Harmonization Act
(TEACH Act) was essentially an extension of Eair Use. It was
estab-
lished to help educators use copyrighted material in the digital
environ-
ment without the difficulty and expense of seeking permission.
For
educators who used the Internet as a teaching tool, this was a
welcome
development. Lawmakers had been slow to recognize how
digital tech-
nology had rendered existing copyright law obsolete. When they
did
take action, the primary beneficiaries had been content owners.
With
the TEACH Act, Congress had recognized the rights of
consumers as
well. Libraries, working with electronic reserves were
disappointed.
The TEACH Act fails to take into account the concet ns of
electronic
re.serve programs. It specifically ignores thetn. Still, there are
cotnpel-
ling reasons for those involved in electronic reserves to become
familiar
with the details of the TEACH Act. The Act clarifies and
reinforces
rights and privileges claimed by educators but never spelled out
in law.
The TEACH Act provides a better idea of the limitations of Fair
Use,
and what rights educational institutions have when reproducing
and
redistributing copyrighted material for class room use.
7. The impetus for the TEACH Act evolved from the growth in
distance
education. Lawmakers cited the needs of students in isolated
rural com-
munities. The true beneficiaries have been non-traditional
students. These
are mostly older individuals seeking post-graduate degrees to
augment
their skills or make a career change. The demographic indicates
that these
individuals tend to have career or family obligations that
traditional four
year college students do not (Jenkins and Downs, pp. 218-219).
They
do not have time to devote to travel, scheduled daytime class
periods and
library research during normal business hours. For them, the
ability to at-
tend lectures, participate in class discussions and access
assignments over
the Internet has made attaining a degree an easier and more
realistic op-
tion. At the same time, a new generation of undergraduates has
arrived
on campus. They have grown up with personal computers, the
Internet
and the World Wide Web as an integral part of their lives. They
are accus-
tomed to using these technologies as more than just research
tools, but as
a means of communication. This group also wants the
convenience and
Henry V. Carter 51
8. efficiency that online resources and twenty-four hour access
offered.
Many administrators and faculty also recognized the value of
online media
as a teaching and research tool.
THE BACKGROUND TO THE TEACH ACT
There are a number of obstacles. Many of them involve
technological
and legal issues. More traditional concerns, related to
implementation,
are costs and supporting resources. Once the initial startup costs
were
paid, universities must deal with regular operating expenses.
One of
these, often overlooked, expenses is seeking, and often paying,
for
copyright compliance. Not only paying the copyright holder, but
the
labor and time involved in finding, contacting the person or
corporation
to secure permission. For some schools, this represents the
single great-
est expense incurred for distance education programs. [Young,
p. A35,
also see Hafner, p. 1]. The only hope for educators is to seek, or
assume
an exception for the library from the burden of the regulations.
Fortu-
nately, there is a precedent for an exception.
The 1976 Copyright Act had given teachers in the classroom
certain
exemptions from restrictions on the use of copyrighted material.
9. The
instructor could screen a film, play music or read from a play
without
it being considered a "public performance." According to the
law, all
the Teach Act was required to do was to be able to, reasonably,
demon-
strate that the work was relevant to the course (previous law: 17
U.SC.
110(2) (A)). If the school had access to a closed circuit
television sys-
tem, material could be transmitted from one fixed location to
another,
provided it was not broadcasted over publicly accessible cable
channels
or the airwaves.
It was never clear if these privileges applied to the growing
number
of online or distance education courses in the digital
environment. Many
institutions assumed that it does without the necessary legal
support. The
1976 law did not envision or mention any technological change
beyond
the existing analog forms of transmission. The online classroom
is very
different from its physical counterpart. Students do not gather at
a fixed
place or time, instead visiting a website at a time convenient to
them and
staying as long as they wish. The various digital formats were
problem-
atic because some could be easily duplicated and distributed.
The legal climate has not been hospitable to consumers and
10. educa-
tional institutions of copyrighted material. Recent revisions to
the Copy-
right Law, the Digital Millennium Copyright Act [DMCA] and
the Sonny
52 Journal of Interlibrary Loan, Document Delivery &
Electronic Reserve
Bono Copyright Extension Act, have favored the rights of
copyright
holders over users. As the Napster case demonstrated, copyright
holders
and publishers regard digital copying as far greater threat to
their profits
than other method of duplication (A&M Records Inc vs. Napster
Inc).
They demonstrated a willingness to take copyright disputes to
court,
and, thus far, have been quite successful. The targets of these
cases have
been profit-making entities and consumers rather than large
nonprofit
institutions. There are reasons to believe, and the historical
precedent
to support that belief, that the courts may treat nonprofits
differently, par-
ticularly educational institutions. This belief has not been
adequately
tested. It could ultimately come with definitive legal guidelines,
either
in the form of new statutes or of judicial decisions.
Historically, the Fair Use doctrine of the Copyright code [17
11. USC
504(c) (2)] has offered educators some protection, but
interpretation of
this statue has been both ambiguous and controversial. The
Conference
on Eair Use (CONFU) held in April 1997, between copyright
holders,
represented primarily by publishers, and users including
educators, rep-
resented an attempt by the concerned parties to negotiate terms
accept-
able to both sides without resorting to litigation. While common
ground
was established in some areas, there was no consensus on the
limits of
Fair Use where electronic reserve materials were concerned.
Some even
suggested that Fair Use did not apply to electronic media at all
(Crews,
p. 1343).
WHERE THE TEACH ACT HELPS
The TEACH Act has helped clarify some of these issues. The
law
was designed to give the instructor of an online course the same
basic
rights and privileges they would enjoy in the classroom. This
means that
an instructor can post a variety of materials to a website,
whether it is
textual, audio, and/or video, provided it is used for educational
pur-
poses. The instructor does not need to find and pay royalties to
the copy-
right holders every time they show their student a picture or
12. play music
over the Internet, they must abide by the restrictions also
written into the
law. The restrictions are:
• The course must be taught at an accredited, nonprofit
educational
institution.
• The institution must have a copyright policy in place.
Henry V. Carter 53
• The institution must make a reasonable effort make sure that
only
students registered for that elass have aeeess to the material.
• They canriot make unauthorized eopies.
• A notiee of eopyright must be attaehed to eaeh item.
• For a complete list of restrictions see Harper, p. 1.
The instructor must also be careful about what materials they
make
available. The amount of material must be "reasonable and
limited" and
should be no longer than would be used in a regular class
session. If
the material is unavailable in digital format, then the user is
permitted to
make a digital copy. If, however, a digital copy already exists,
the user
must make an effort to obtain access to that copy. Any material
that is
published specifically for distance education classes, must also
13. be pur-
chased and used according to the terms of the license which
usually re-
stricts any user copying and redistribution.
A careful reading of the law leaves those who deal with
electronic re-
serves feeling disappointed. Electronic reserve is not
specifically men-
tioned in the law, but it is mentioned explicitly in the Senate
report that
accompanies the TEACH Act, which clearly states that
lawmakers did
not intend to include Electronic Reserves programs, (Senate
Report
107-031, p. 10). While this passage does not have the force of
law, it is
possible that a judge could interpret the intent of the lawmakers
that
electronic reserve is a practice covered by the TEACH Act. A
Power-
Point slideshow that contains illustrations scanned from a book
would
qualify as legitimate under TEACH Aet ptovided it is of
sufficient
length that it could be viewed in a single class period. Music
can be
posted, as well as film clips, if they are of a "reasonable and
limited"
length. Most problematic is the insistence that material be of
the type
"comparable to that, which is typically displayed in the course
of a live
classroom session." Most material placed on electronic reserve
consists
of chapters from books and journal articles, not the sort of
14. material an
instructor would ask students to read during class. Those
working with
electronic reserves should continue to rely on Fair Use to guide
and jus-
tify their work.
WHA T LIBRARIANS CAN LEARN
FROM THE TEACH ACT
There are reasons to welcome the TEACH Act. Fair Use
guidelines re-
main ambiguous and controversial. The failure of CONFU to
establish
54 Journal of Interlihrary Loan, Document Delivery &
Electronic Resen>e
a tnutual agreement meant there is the danger that copyright
holders
might seek redress through the judicial process. This would be
done to
forestall the sympathetic leanings of the legislative branch since
they
have shown some sympathy for and support for the interests of
educa-
tional institutions.
Digital information is becoming more commonplace and
educational
institutions have demonstrated that digital tnedia can be used as
a teach-
ing tool in a manner similar to older and more established
formats. It is
15. now harder to claim that Fair Use does not apply to digital
media. The
TEACH Act also gives some guidance to educational users on
how to
respect and protect the interests of copyright owners. Even
though Li-
braries are not covered by the letter of the TEACH Act, it would
be pru-
dent to voluntarily follow the spirit of the restrictions it
mandates.
ESTABLISHING EFFECTIVE COPYRIGHT
G UIDELINES AND PRA CTICES
Institutions that do not have an up-to-date copyright policy
should
make development of a policy a priority. The Hbtary should
play an in-
tegral role in developing a policy because it faces copyright
issues on a
regular basis. It has a valuable and experienced perspective to
add to the
process. It must make sure that the interests of library users of
electronic
reserves are represented in the process.
If an institution has an up-to-date policy, staff involved in
electronic
reserves must be familiar with it, and make sure that they
operate within
its guidelines. It is also prudent for libraries to make certain
that faculty
tTtembers also understand this copyright policy in an active
way:
• Is the tnaterial online there only for a specific class?
16. • Does the posted material seems irrelevant to the subject of the
class?
• Does the amount of material seem excessive?
• The instructor must be able to explain why they need an item
or the
amount of a single item.
• Are items posted items frorn required textbooks or
workbooks?
What copyright holdet s fear the most is that libraries will cut
into their
profits.
It is critical to be aware of what is available in digital format.
Many
books are available in digital fomiat, and can be added to the
library's
Henry V. Carter . 55
collection. Thousands of journals and magazines are also
available in
both paper and online or exclusively online. They are
occasionally avail-
able free, but most are only available through a publisher's
subscription
or through a full text database. Terms of licensing are often
written to su-
persede copyright law. It is necessary to make sure that the
subscription
allows the necessary uses, like electronic reserves, as well as
for suffi-
17. cient access to archived back issues and allows for persistent
links. Tak-
ing this approach will generally avoid copyright questions in
addition to
saving the time and effort of scanning textual materials.
A crucial factor is to keep current with changing technology.
The
TEACH Act requires that users make reasonable efforts to
prevent un-
authorized individuals from accessing materials and anyone
from mak-
ing unauthorized copies. These are many software programs
available
that offer various degrees of security. Reasonable means a
system that
is sufficiently user-friendly for library staff and students to
operate as
well as being affordable. This could take the form of something
as sim-
ple as password protecting the course page, and asking students
not to
redistribute any downloaded material. There is no system that
cannot be
circumvented by a persistent individual with the right skills.
Copyright is still a thorny issue for those who administer
electronic
reserve programs, and the TEACH Act does little to change that.
Fair
Use, with all its vagaries, retnains the primary guide for
whether or not
to copy, or scan, needed material. After years of laws that favor
content
owners, it is gratifying to educators and librarians to see
Congress do
18. something to redress the balance. Weak as it is, the TEACH Act
does
offer some instruction and guidance as to how far one can go
before
they step over the line from responsible use of other people's
material
for educational purposes and exploitation of those people's
efforts. If a
library is involved in maintaining an electronic reserve system,
then
educating staff about copyright law is an essential task.
REFERENCES
Copyright Law 17 U.S.C. 101 etseq.
A&M RECORDS, INC. V. NAPSTER, INC. No. 00-
6401,2001U.S.App.LEXIS
194l(9thCir. Feb. 12,2001).
Digital millennium Copyright Act of 1998 112 stat.2860 (1998).
Sonny Bono Copyright Term Extension Act of 1998, 112 Stat
2827 (1998).
Technology, Education, and Copyright Harmonization Act of
2002, Pub. L. No.
107-273, 116 Stat. 1758, Title III, Subtitle C, 13301.
56 Journal of Interlibrary Loan, Document Deliveiy &
Electronic Reserve
Crews, Kenneth D. "Electronic Reserves and Fair Use: The
Outer Limits of CONFU."
Journal of the American Society for Information Science, Dec
1999, Vol. 50 Issue
19. 14, p. 1342-1345.
Harper, Georgia. TEACH Act Checklist
http://www.lib.ncsu.edu/scc/legislative/
. teachkit/checklist.html.
Hefner, Katie "Lessons Learned At Dot-Coni U". New York
Times, 5/2/2002, Vol.
151 Issue 52106, p E l , Op, Ic.
Jenkins, Stephen J, Downs, Elizabeth. "Demographic, Attitude,
and Personality Dif-
ferences Reported by Students Enrolled in Online Verses
Traditional Courses."
Psychological Reports; Aug. 2003, Vol. 93 Issue I, p. 213-221,
9p, 2 charts.
Young, Jeffrey R. "Pricing Shifts by Blackboard and WebCT
Cost Some Colleges Much
More." Chronicle of Higher Education, 4/19/2002, Vol. 48 Issue
32, pA35, 7/8p.
Senate Report 107-031.
Received: 08/06
Revised: 09/06
Accepted: 10/06
doi:10.1300/J474vl8n01 06
20. DOCUMENT RESUME
ED 479 254 IR 022 044
AUTHOR Alexander, Suann; Baird, Diane
TITLE The Wrinkle in Your Research and Teaching: Copyright,
DMCA,
Guidelines, and Public Domain.
PUB DATE 2003-04-00
NOTE 10p.; In: Teaching, Learning, & Technology: The
Challenge
Continues. Proceedings of the Annual Mid-South Instructional
Technology Conference (8th, Murfreesboro, Tennessee, March
30-April 1, 2003); see IR 022 027.
AVAILABLE FROM For full text: http://www.mtsu.edu/-
itconf/proceed03/
98.html/.
PUB TYPE Guides Non-Classroom (055) -- Reports Descriptive
(141)
Speeches/Meeting Papers (150)
EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage.
DESCRIPTORS *Copyrights; *Fair Use (Copyrights); *Federal
Legislation;
Federal Regulation; Higher Education ; International Law;
Reprography
IDENTIFIERS Berne Convention; Digital Millennium Copyright
Act 1998;
21. *Public Domain; World Intellectual Property Organization
ABSTRACT
This paper presents an overview of copyright issues for
research and teaching. The first section provides historical
background from
the origin of the concept of copyright in 1557 in Britain to the
present. The
second section looks at fair use, including parameters and
guidelines for
reproduction. The following sections discusses the Berne
Convention, the WIPO
(World Intellectual Property Organization) Copyright Treaty
Act, the DMCA
(Digital Millennium Copyright Act), the TEACH (Technology,
Education, and
Copyright Harmonization) Act, and the Sonny Bono Copyright
Term Extension Act
of 1998. The final section addresses public domain. (Contains
22 references.)
(MES)
Reproductions supplied by EDRS are the best that can be made
from the original document.
4
The Wrinkle in your Research and Teaching:
Copyright, DMCA, Guidelines, and Public Domain
1
By: Suann Alexander & Diane Baird
22. PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY
R.C. Jones
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
2 BEST COPY AVAILABLE
The Wrinkle in Irgur Research and Teaching: Copyright,
DMCA, Guidelines,...lic Domain I Mid-South Instructional
Technology Conference I 7th Annual
23. Eighth Annual
Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Challenge Continues
March 30-April 1, 2003
2003 Conference Proceedings
The Wrinkle in Your Research and Teaching:
Copyright, DMCA, Guidelines, and Public Domain
By: Suann Alexander, Diane Baird
Track 4 - Policies, Standards, and Issues
Interest: General :: Lecture/Presentation :: Level: Beginner
Abstract
Iron out the wrinkle created by copyright! Information about
recent copyright legislation will equip you to
iron out those wrinkles that can affect your academic work.
Copyright is constantly changing in scope
and concept. Legal expertise is often the ultimate answer. But a
basic understanding of the historical
background, constitutional basis, some of the accepted
guidelines, current legislation, and the public
domain advocacy issue will help to avoid any problem wrinkles
that copyright might create in your
research and teaching.
Proceeding
Think about it. Everything is going smoothly with your research
paper, web page design, or class
preparation, when up pop the copyright questions. Can I use this
24. quote or this material without breaking
copyright law? How much of this material can I legitimately
photocopy for my class or put on Reserve?
Can I use the material from this web page, or put this music on
my web page? How does copyright
protect the material I have created? Copyright can certainly put
a wrinkle in the research, writing, and
class planning process that was going along so smoothly. And
new laws and guidelines are coming so
fast that you cannot keep up with all the new wrinkles that those
copyright laws create. You will either
have to learn to deal with copyright before it messes up your
nicely ironed research paper, or you will
have to learn to iron faster. Here is some information that will
hopefully help with all those wrinkles and
make your research, writing, and teaching a much smoother
process.
A Little History
Copyright is not a modern institution. The concept of copyright
began in Britain in 1557 to protect
intellectual property and was considered important enough to be
included in the Constitution of the
United States of America. The primary purpose of copyright,
according to the framers of the
constitution, is to "promote the progress of science and the
useful arts" (Article 1, Section 8) by giving
authors exclusive rights to their writings for a reasonable time.
It prevents persons other than the author
from profiting from the work.
Enacted in 1790, the first United States Copyright Act was a
close replica of an earlier English statute.
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This act has had numerous revisions, including the major
revision act of 1976. The 1976 act has been
amended more than 30 times with many more changes expected.
Because of changes in law, science,
technology, and international relations it is necessary to amend
the copyright law to protect works not
previously covered and to comply with international treaties.
Since 1989, we have experienced at least
four major acts concerning intellectual property the Berne
Convention, the Copyright Term Extension
Act (Sonny Bono Act), the Digital Millennium Copyright Act
(DMCA), and the Technology, Education and
Copyright Harmonization Act (TEACH). Most changes were a
gradual effort to truly protect intellectual
property. However, it does not appear that these answer the
needs, so we can expect more changes in
the near future. All these factors have radically changed the
concept of intellectual property, creative
efforts, fair use, copyright, and public domain.
Fair Use
The Federal Convention of the United States established
copyright protection in the final draft of the
United States Constitution "To promote the Progress of Science
and the useful Arts, by securing for
limited Times, to Authors and Inventors, the exclusive Right to
their respective Writings and
26. Discoveries." Fourteen years was the time limit set in 1790 and
the limit has now been stretched to the
author's life plus 70 years. The Copyright Act of 1976 is the last
comprehensive copyright act passed by
Congress and is still in effect because it included inclusive
language that would not limit format or
technology. This act is one academia has dealt with successfully
because of the important
accompanying Fair Use doctrine or privilege (Section 107). The
1976 act truly implemented the
Constitutional goal of promoting progress of useful information
by allowing exceptions for educational
purposes even when faced with extension of exclusive rights.
The Founding Fathers realized the
importance of utilizing information as a foundation for growth
and expansion of creativity and science for
the benefit of all. The Fair Use privilege is unique because it
allows exception to copyright
exclusiveness and recourse for copyright holders and even
punishment for copyright infringement. It
does not define fair use in a quantitative aspect; any
infringement must be decided through legal action
on a case-by-case basis. Reproduction of copyright material
considered fair would be for criticism,
comment, news reporting, teaching, scholarship, and research.
Reproduction is set within parameters
outlined by four factors in Section 107 of Title 17, U.S. Code:
1. the purpose and character of the use, including whether such
use is of commercial nature or is
for non-profit educational purposes;
2. the nature of the copyrighted work
3. amount and substantiality of the portion used in relation to
the copyrighted work as a whole; and
4. the effect of the use upon the potential market for or value of
27. the copyrighted work.
These factors have been utilized, quoted, promoted, reviled, and
bowed to since 1976 and many have
become inured of their importance. These factors are the
essence of using copyright material in
academia. They must be protected, utilized, adhered to, and
championed by academia. Copyright
protects the creative expression of the copyright holder; it does
not protect the ideas, systems, or factual
information conveyed or contained in the work. That is the basis
of fair use; allowing enough
reproduction to present the idea, system, or facts available
without compromising the creativity of
presentation. The Fair Use Act or Doctrine of Fair Use should
not need to be explained FAIR is the
operative word.
However there are many myths surrounding fair use. One of
these is that as long as it is for
educational purposes and you cite it, you can use as much of
someone else's work as is needed.
Remember, this is a myth. Since the Fair Use Act is qualitative
and not quantitative it only perpetuates
these myths. Because there is much confusion about what can
and cannot be reproduced many
associations have agreed on guidelines to help ease the way for
fair use of copyrighted material. Many
of these are available on-line for educational purposes from
kindergarten to space. In general,
reproduction of copyright material should be based on:
1.
Text: up to 10 percent or 1,000 words of a copyrighted text may
be used, an entire poem may be
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used if it's less than 250 words; for longer poems, a limit of 250
words may be used, a chapter of a
book or one article in a journal could be use.
2. Music and lyrics: Up to 10 percent of a copyrighted
composition may be reproduced, but should be
limited to 30 seconds of an individual composition.
3. Visual images: A photograph or illustration may be used in
its entirety but no more than five
images by an individual artist or photographer. Up to 10 percent
or a limit of 15 images of a
collective work may be copied.
4. Films and videos: Up to 10 percent of a copyrighted work or
approximately three minutes may be
reproduced.
Remember, these are guidelines or suggestions and should not
be confused with legal descriptions.
Guidelines are the beginning point for consideration in
reproduction of copyrighted material. Fair use
compliance is always necessary and citing your source is always
advisable.
The Berne Convention
29. In 1886, the first major international convention on copyright
was held. The result of this convention was
an international treaty with standards for copyright protection.
The convention members include most of
the major industrialized countries of the world. However, the
United States did not become a member
until March of 1989 when it. became the 77th member country
to join the convention. The Berne
Convention protects the literary, artistic and scientific works of
members of the Convention in any of the
other member countries. Therefore, your creative work has the
same protection in most other countries
as it does here in the United States. The Convention also made
written notice or registration of works
first published after March 1, 1989 optional for basic copyright
protection in any of the Convention
member countries. From the moment you put your work in a
tangible form it is protected unless it was
published before the United States became a member in 1989.
However, you should register your
copyright for greater protection if you should ever have to bring
suit. Each country must offer a minimum
standard of copyright protection that includes: a time limit of
the author's life plus 50 years; a provision
for fair use of the copyrighted work; and the author's moral
rights to his/her work. The moral rights
clause protects the integrity of the copyright holder's work from
change or distortion without permission
and cannot be transferred to a third party.
The WIPO Treaty
In 1996, the United States signed the WIPO (World Intellectual
Property Organization) Copyright Treaty
Act that builds on the Berne Convention to include copyright
30. protection for digital works and computer
software. Under this international treaty, it would be an
infringement of copyright to make unauthorized
copies of material on a website or to remove or alter the
copyright owner's information from a digital
work. All the countries that signed the treaty are required to
enact copyright laws to protect work in
digital format. The United States amended its copyright law in
1998 to comply with this treaty. The
result was the Digital Millennium Copyright Act (DMCA).
Digital Millennium Copyright Act (DMCA)
The Digital Millennium Copyright Act (DMCA) was passed by
Congress on October 12, 1998. The
DMCA was signed into law by President Clinton on October 28,
1998 and conformed to the World
Intellectual Property Organization's efforts to provide a level
playing field for countries' treatment of
ownership and protection of intellectual property. The United
States is a major exporter of intellectual
property in various formats, print, software, music, and film. It
was imperative that U.S. law protect
American citizen's creative output for export as well as
protecting intellectual property imported into the
United States.
The issue of copyright in the digital environment is very
challenging to educators and librarians alike.
Technological developments force us to continuously re-
examine and re-apply our understanding of
intellectual property management. The DMCA is an effort to
balance the rights of copyright owners and
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users in the digital environment. The availability of and easy
transmission of information has created an
atmosphere of skepticism and assertive protection of intellectual
property. The development of the
DMCA spanned five years from 1993 to 1998. The DMCA is
divided into five titles that address
numerous aspects of digital intellectual property.
Title I, WIPO Treaties Implementation.
Title II, Online Copyright Infringement Liability Limitation.
Title III, Computer Maintenance or Repair Copyright
Exemption.
Title IV, Miscellaneous Provisions
Title V, Protection Of Certain Original Designs
Title I establishes the DMCA as a globally effective protection
of U.S. citizen's intellectual property. It
provides legal protection against circumventing technological
protection measures and tampering with
copyright management information. It prohibits the
circumvention of any effective technological
protection measure installed to restrict access, be it password or
technology. Acceptable limitation for
circumvention is available for nonprofit library, archive and
educational institutions. This title also
32. includes language stating that nothing in the act affects fair use
or other information user privileges. The
activities of reverse engineering and encryption research are
limited by stated exceptions that must be
met to protect against copyright infringement. Title I places
very extreme penalties for copyright
infringement offenses.
Title II outlines protection for online service providers (OSP)
from copyright infringement liability. The
OSP is the institution, such as a library or university, providing
the connections for digital online
communication service. An OSP must meet certain conditions to
qualify for protection. When notified of
copyright infringement by copyright holders, the OSP must have
in place a method of terminating
service to subscribers who are repeat offenders. . The OSP is
not only the conduit for data information,
but also provides the copyright holder a point of complaint.
Title III allows an owner or lessee of a computer to make a copy
of a software program to maintain or
repair the computer. The software must be a lawfully obtained
program and the copy must be destroyed
after the repair or maintenance has been completed.
Title IV has several areas that impact educators and librarians.
It allows for nonprofit libraries and
archives to make up to three digital copies of copyright material
for preservation purposes as long as
they are not made available outside the archive or library. It
also allows making a digital copy of a work
into a new format if the original format is obsolete. Title V of
the DMCA has a minimum effect on
education and the academic arena, unless you are designing a
boat hull, and will not be discussed in
33. this paper.
The distance education aspect of the DMCA was woefully
inadequate, by design. Congress expressed
an interest in promoting distance education through legislation
and included in the DMCA a directive that
the Copyright Office conduct studies and report within six
months of DMCA enactment. The report
resulted in the Technology, Education, and Copyright
Harmonization Act (TEACH) that was passed by
Congress in October 2002 and was signed into law by President
Bush in November 2002.
Teach Act
The TEACH Act is an opportunity for distance education
providers because it allows accredited,
nonprofit educational institutions to utilize copyright protected
materials for distance education without
obtaining permission or paying royalties. The act outlines the
responsibilities, limitations and procedures
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that must be observed for non-infringement of copyright.
Distance education is a vital and growing
aspect of most academic institutions and it behooves educators
to understand and utilize the TEACH
Act benefits for instruction in distance education. The basic
34. concept of traditional teaching is inherent in
the act, but it still provides potential for distance education to
utilize needed copyright materials.
Materials must be used within the context of "mediated
instructional activities", the expectation being
that students will access each session within a limited time
period. The time period will eliminate the
necessity to store or retrieve materials later during the academic
term. Faculty must also limit the
portion of copyrighted materials used, portions would be
comparable to that used in traditional
classroom instruction. The educational institution must provide
restricted access to the material
available in distance education courses, but may retain
restricted limited copies. The Teach Act is a
major improvement, but does have restrictions that faculty and
educational institutions must be aware
of. Educators should avail themselves of the benefits of the act
and explore methods to produce a
satisfactory atmosphere of learning. An imperative is the
application of the law of fair use.
The TEACH Act expanded the allowed works to include the
display and performance of nearly all types
of works. This usage is subject to quantity limitations,
reasonable and limited portions as outlined in the
act or fair use. This transmission should be a mediated
instructional activity supervised by the instructor
and related to the teaching content and limited to students
enrolled in the class. The TEACH Act does
not include transmission of supplemental materials that students
would be expected to utilize outside the
classroom. The Act expands the locations where the information
may be received; with limited access
distance education students can receive classes at any location.
Educational institutions have in the
35. past been allowed to record and retain copies of distance
education transmissions, this is still allowable,
but the time frame is limited, and should be used only for
transmission for distance education, and
placed in storage unavailable to students. If copyrighted
material is not available in digitized form, it
may be digitized in order to facilitate transmission. The Act
specifies that students should be notified
that materials included in distance education transmission may
be subject to copyright protection and
notification should be included on distribution materials for
class.
The passage of the TEACH Act is fairly recent and the true
impact on distance education, fair use, and
course construction is still being tested. In the coming months
there will be much commentary on the
act, and methods of utilizing the act, to accommodate the
process of instruction within the academic
arena.
The Sonny Bono Copyright Term Extension Act of 1998
In October of 1998, Congress enacted the Sonny Bono
Copyright Term Extension Act. This act
essentially added twenty years to the term of copyright for all
works still under copyright at the date the
act went into effect as well as for future works. The following
table shows the basic duration of copyright
as it stands as of this time.
Copyright Duration Table
Date and Nature of Work
Published before 1923
Published 1923-1963 and never renewed
37. 1. It must be used for noncommercial or archival purposes only
2.
3.
A good faith search must determine that the work is not subject
to normal commercial
exploitation." Some sources explain this as the work not being
available for sale.
And that any use of the work would cease if the owner of the
copyright provides notice to the
contrary.
It is wise, anytime the boundaries of fair use are extended, to be
absolutely sure that the work is in the
public domain or that permission from the copyright holder is
given. The penalties for copyright
infringement, if brought to court, can be anywhere from $200 to
$150,000 and could include prison time.
PUBLIC DOMAIN
There is at present a cadre of legislators, educators, lawyers and
citizens that are questioning the
correctness of several aspects of current copyright provisions.
This reluctance toward the copyright
arena deals with the original intent of the U.S. Constitution
provision of limited exclusive rights and the
concept that copyright protects the creative process, not the
facts, of the copyright material and that
technology may inhibit the Fair Use provision The Sonny Bono
Copyright Extension Act has been
scrutinized against the intent of the U.S. Constitution and the
Supreme Court has upheld it. The
38. argument is that the Extension Act could be deemed
unconstitutional because it diminishes the
effectiveness of public domain. As things now stand, if an
author publishes at thirty and lives to sixty-
five years of age the copyright on his work could be effective
for more than one hundred years.
Compare this to the fourteen years allowed in the first copyright
law of 1790. Currently, there is
apprehension that copyright has been driven by economics
without regard to the benefits for society.
The DMCA provision for copyright through no circumvention
could inhibit the provision of fair use of
copyright materials. If you cannot access material because of
technological blocks you cannot invoke
fair use. In light of the fact that no laws or acts have impacted
the Fair Use Act this could present some
interesting legal questions. Fair Use infringement is determined
by legal proceedings and the language
of the aggressive protection of technological materials in the
DMCA is often not clear. Copyright is
determined on the aspect of originality and a tangible medium,
and when imposed on software the
concern is on the question of fact versus originality. The
concept of computer programs and databases
as literary works could be questioned. The new copyright laws
apply to limited areas of creative
endeavor, strongly favoring fine artists, software companies,
writers, movie producers and recording
artists. Often, writers, recording artists and software
programmers will contract with publishers or
companies to produce their work and so do not totally own the
rights to their creative product.
Academia is both producer and user of information and
dependent on intellectual property management
and policies. The current DMCA has not fully appreciated the
39. contributions of academic research and
intellectual property. Individuals supporting a better balance
between proprietary rights and information
access are aware of the contribution and utilization of academia.
Much research on campuses begins
with material that is, or at least should be, a part of public
domain. How the diminishing public domain
and the constriction of fair use will impact the acceptable
process of research is still being questioned.
Advocates of rewriting the DMCA and reversing the Extension
Act can paint a very depressing scenario
for the future, but any action should appreciate the need of
information providers and users.
CONCLUSION
Copyright does not need to impede academic research and
teaching. Copyright, ideally, is constructed
to balance the interests of copyright owners with the interest of
the users of copyrighted materials. The
Constitution of the United States provides a basis for the
concept of copyright and the advancement of
science and art. Fair Use is the vehicle that allows use of
copyrighted materials without infringement of
the law, but does not allow unlimited and flagrant violation of
Copyright Law. Technological and global
interests have added an element of copyright that must be
addressed for adherence to the laws of
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copyright. Academic utilization of technology has enhanced
research, teaching, and information
delivery. This provides an exciting and creative atmosphere of
challenges. Changes in copyright
interpretation and laws are a challenge. The very technology
that drives these changes is also the tool
used to keep abreast of current trends. Access to Internet, Web
Pages, list serves, and e-mail are the
tools to understanding your rights to use copyrighted materials
for non-profit educational use. For all the
current activity toward copyright protection, nothing has
replaced the Copyright Law or Fair Use Act of
1976, they only complicate it.
BIBLIOGRAPHY
Association of American Universities. Intellectual Property;
Federal Policies Must Balance User and
Producer Rights. AAU.
http://www.aau.edu/intellect/IntoPropTP.html. 1/9/2003
Band, Jonathan. The Digital Millennium Copyright Act.
America Library Association.
http://www.ala.org/washoff/band.html. 3/6/2003
Bollier, David. Silent Theft: The Private Plunder of Our
Common Wealth. New York: Routledge Press,
2002.
Crews, Kenneth D. Copyright Essentials for Librarians and
Educators. Chicago: American Library
Association, 2000.
41. Crews, Kenneth D. Copyright, Fair Use, and the Challenge For
Universities: Promoting The Progress of
Higher Education. Chicago: University of Chicago Press, 1993.
Crews, Kenneth D. The Technology, Education and Copyright
Harmonization (TEACH) Act: New
Copyright Law for Distance Education: The Meaning and
Importance of the TEACH Act. American
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12/3/2002.
Fishman, Stephen. The Copyright Handbook: How to Protect
and Use Written Works. Berkeley, CA:
Nolo, 2001.
Gasaway, Laura N. and Sarah K. Wiant. Libraries and
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1990s. Washington, D.C.: Special Libraries Association, 1994.
Harper, Georgia. The TEACH Act Finally Becomes Law.
University of Texas.
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Lessig, Laurence. The Future of Ideas: The Fate of the
Commons in a Connected World. New York:
Random House, 2001.
Litman, Jessica. Digital Copyright: Protecting Intellectual
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Prometheus Books, 2001;
McLeod, Kembrew. Owning Culture: Authorship, Ownership, &
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National Academy Press. 2000.
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Patterson, L. Ray and Stanley W. Lindberg. The Nature of
Copyright: Law of User's Rights. Athens:
University of Georgia Press, 1991.
Talab, R. S. Commonsense Copyright: A Guide for Educators
and Librarians. Jefferson, N.C.:
McFarland & Company, 1999.
U.S. Copyright Office. The Digital Millennium Copyright Act
of 1998; U.S. Copyright Office Summary.
http://loc.gov/copyright/legislation/dmca.pdf. 2/1/2003.
U.S. Copyright Office. Project Looking Forward: Sketching the
Future of Copyright in a Networked
World. Final Report (May 1998), by Professor I. Trotter Hardy.
Washington, D.C.: Library of Congress,
1998.
U.S. Copyright Office. Reproduction of Copyrighted Works by
Educators and Librarians. Washington,
43. D.C.: Library of Congress, 1992
Vaidhyanathan, Siva. Copyrights and Copywrongs: The Rise of
Intellectual Property and How It
Threatens Creativity. New York: New York University Press,
2001
Wherry, Timothy Lee. The Librarian's Guide to Intellectual
Property in the Digital Age.
Chicago: American Library Association, 2002.
I 0
http:// www. mtsu .edu /- itconf /proceed03 /98.html (8 of 9)
[4/16/2003 9:55:54 AM]
U.S. Department of Education
Office of Educational Research and Improvement (OEM)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
NOTICE,
Reproduction Basis
This document is covered by a signed "Reproduction Release
(Blanket)"
form (on file within the ERIC system), encompassing all or
classes of
documents from its source organization and, therefore, does not
require a
"Specific Document" Release form.
44. This document is Federally-funded, or carries its own
permission to
reproduce, or is otherwise in the public domain and, therefore,
may be
reproduced by ERIC without a signed Reproduction Release
form (either
"Specific Document" or "Blanket").
EFF-089 (1/2003)
57The Journal of Continuing Education in Nursing · Vol 41, No
2, 2010
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Open Access is Almost Here: Navigating
Through Copyright, Fair Use, and the TeACH Act
Margaret G. Lyons, MSN, CRNI
abstract
Dealing with the complexities of copyright, fair use, the
TEaCH act, and the concept of open access can confuse
even the most experienced educator. Online education has
added to the dilemma. This article discusses the latest infor-
mation on copyright issues, current guidelines for interpret-
ing fair use and incorporating the TEaCH act, and recent
developments in open access publishing.
J Contin Educ Nurs 2010;41(2):57-64.
45. Ms. Lyons is Program Coordinator for Continuing Education,
Vil-
lanova University College of Nursing, Villanova, Pennsylvania.
The author discloses that she has no significant financial
interests in
any product or class of products discussed directly or indirectly
in this
activity, including research support.
Address correspondence to Margaret G. Lyons, MSN, CRNI,
Pro-
gram Coordinator for Continuing Education, Villanova
University
College of Nursing, Driscoll Hall, 800 Lancaster Avenue,
Villanova,
PA 19085-1690.
doi:10.3928/00220124-20100126-03
Open access describes the concept of no-cost, no-wait, online
access to scholarly works. An open
access article has limited copyright and licensing restric-
tions, which means that anyone, anywhere, with access
to the Internet, may read, download, copy, and distrib-
ute that article (Suber, 2007). There are no user fees or
permissions—just click, copy, and transform, and any-
one can use materials for any purpose. “The only con-
straint on reproduction and distribution should be to
give authors control over the integrity of their work and
the right to be properly acknowledged and cited” (Open
Society Institute, 2002). Open access is the ideal that all
educators would like to see. The problem is that not all
research is available in an open access format.
TimeliNe TO OpeN ACCess
46. The timeline to open access (Sidebar 1) began with
the first copyright laws enacted in the 1700s (Associa-
tion of Research Libraries, n.d.). These laws had limited
HOW TO OBTAiN CONTACT HOUrs BY
reADiNG THis issUe
instructions: 2.3 contact hours will be awarded for this activity.
a
contact hour is 60 minutes of instruction. This is a learner-
paced
Program. Vindico Medical Education does not require
submission
of the quiz answers. a contact hour certificate will be awarded
4-6 weeks following receipt of your completed registration
Form,
including the Evaluation portion. To obtain contact hours:
1. read the article: “Open access is almost Here: Navigating
Through Copyright, Fair Use, and the TEaCH act,” on
pages 57-64, carefully noting the tables and other illustrative
materials that are provided to enhance your knowledge and
understanding of the content.
2. read each question and record your answers. after completing
all questions, compare your answers to those provided within
this issue.
3. Type or print your full name and address and your social
security
number in the spaces provided on the registration Form.
indicate
the total time spent on the activity (reading article and
completing
quiz). Forms and quizzes cannot be processed if this section
48. Earn 2.3 Contact Hours
cne
arTiClE
time restrictions for copyright and later required the use
of the copyright symbol and a renewal process to re-
tain copyright (Association of Research Libraries, n.d.).
These laws were followed by the Copyright Act of 1976,
also called Title 17 of the U.S. Code. Within that code is
Section 107, which discusses a concept called “fair use.”
This code, which is still in effect today, has been modi-
fied. In the early 1990s, the World Wide Web became a
part of everyday lives and teaching formats. Questions
began to arise about copyright and the web. In 1994, as a
part of the U.S. government’s National Information In-
frastructure Initiative, interested parties from industry,
academia, and libraries formed a working group to nego-
tiate guidelines for the fair use of copyrighted electronic
content in nonprofit educational environments (Associ-
ation of Research Libraries, n.d.). This group had a series
of meetings that came to be known as the “conference on
fair use” (CONFU) and in 1996 agreed on “multimedia
fair use guidelines” (Lehman, 1998). In 1998, the Digi-
tal Millennium Copyright Act was passed in response to
new treaties adopted by the World Intellectual Property
Organization (Association of Research Libraries, n.d.).
In an effort to decrease confusion, the TEACH Act of
2002 was developed. More recently, the Prioritizing Re-
sources and Organization for the Intellectual Property
Act of 2008 (PRO-IP Act) provided additional amend-
ments to U.S. copyright laws. The PRO-IP Act impos-
es stiffer fines for those who engage in Internet piracy
(Udell & Pressman, 2008).
WHAT is COpYriGHT?
50. known as the Sonny Bono Copyright Term Extension
Act of 1998 (U.S. Copyright Office, n.d.). Any work
created before 1923 is open to the public.
There is no such entity as the “copyright police.” To
determine culpability, those who violate copyright laws
must be sued, and the court makes a judgment. The
minimum fine is $750 per infringement (whether done
intentionally or not). Willful violators can be fined up to
$250,000.00 per infringement. A prison sentence can be
included for up to 5 years, as per the PRO-IP Act (Udell
& Pressman, 2008).
There are some exceptions to copyright, such as ideas,
short phases, and common knowledge. Slogans can be
protected under trademark laws (Stim, 2007). Works that
are in the public domain are also exempt from copyright
law (Stim, 2007).
pUBliC DOmAiN
Works in the public domain (Sidebar 2) include a range
of abstract materials that are not owned or controlled
by anyone (Stim, 2007). This designation indicates that
these materials are considered “public property” and are
available for anyone to use for any purpose. “Of all the
books found in the world’s libraries, it is estimated that
currently, only about 15 percent are in the public do-
SiDEbar 1
TimeliNe FOr OpeN ACCess
1700s U.S. copyright laws enacted
1976 Copyright act (Title 17, U.S. Code, Section 107, Fair
Use)
51. 1994 to 1996 Conference on Fair Use
1998 Copyright Term Extension act (Sonny bono Copyright
Term Extension act)
1998 Digital Millennium Copyright act
2002 Technology, Education, and Copyright Harmonization
act
2008 Prioritizing resources and Organization for the intel-
lectual Property act of 2008
? Open access legislation
59The Journal of Continuing Education in Nursing · Vol 41, No
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main. Only 10 percent of all books are still in print; the
remaining 75 percent are books which remain unavail-
able because they are still under copyright protection”
(Kelly, 2006).
A website (www.librarycopyright.net/digitalslider) can
be used to determine a work’s copyright protection status
quickly by sliding the red arrow to the date of the work
in question. A yes, no, or maybe answer will be provided,
with the option of clicking on additional information that
52. links to key copyright websites (Sidebar 2).
FAir Use
Another exemption to copyright in certain circum-
stances is discussed in Sections 107-121 of Title 17. Section
107 relates to the concept of fair use (Sidebar 3). Fair use
is a legal principle that provides certain limitations on the
exclusive rights of copyright holders. Fair use is not a spe-
cific law that exempts a person from copyright infringe-
ment; rather it is a legally defensible position if copyright-
ed materials are used without the holder’s permission.
The language and criteria for determining fair use are
deliberately vague. The idea is for a court to determine
whether an infringement has occurred. Each of four fac-
tors must be considered when deciding whether to use
copyrighted materials (Sidebar 3).
First Factor
The literature notes that courts have upheld the first
factor as the primary indicator of fair use: the purpose
of the work, meaning what is the work being used for?
Nonprofit educational purposes versus commercial ven-
tures would favor fair use (Stim, 2007).
second Factor
What is the nature of the work? Is it published or un-
published? Using unpublished works is less likely to be
seen as fair use. Is the work factual or artistic? The more
a work leans toward factual expression, the more likely it
is that the use would be judged as fair (Stim, 2007). This
factor can come into play when an educator thinks about
53. adding music or a cartoon to instructional materials ver-
sus a factual chart from a scientific journal.
Third Factor
The third factor that is considered is the amount of the
work that is used. Less is best; it is important to avoid us-
ing the heart of an author’s work if economic gain could
be affected (Stim, 2007).
Fourth Factor
The last factor is the use of the copyrighted work
on the potential market. Will the copyright holder lose
money from the use of the work? If the answer is yes,
then the use may not be fair.
Fifth Factor
Some of the literature refers to a “fifth factor” for de-
termining fair use—good faith. Consideration is given if
efforts were made to obtain permission and if the pro-
posed uses are deemed “honorable.” This consideration
has come about because in studying court cases, judges
tended to favor fair use if the user made attempts to con-
tact authors or cited their source and used the works for
efforts seen as worthy or honorable (i.e., educational as
opposed to entertainment) (Copyright Website, Field vs.
Google, n.d.).
SiDEbar 2
FOUr WAYs FOr WOrks TO eNTer THe
pUBliC DOmAiN
Copyright expired: illustrations from Gray’s Anatomy are
54. old enough to enter the public domain because they were
published before 1923.
Owner failed to follow copyright rules: Owner did not renew
copyright during the right time frame.
Dedication: author deliberately placed the work in the public
domain (e.g., Flickr, Creative Commons).
Work was not protected by copyright: Federal government
work and laws are examples. However, work created by
state workers is subject to copyright protection.
Note. Data adapted from Stim (2007).
SiDEbar 3
FAir Use
The exact quote from section 107 is:
“Fair use of copyrighted work, including such use by repro-
duction in copies or phonorecords or by any other means
specified by that section, for purposes such as criticism,
comment, news reporting, teaching (including multiple cop-
ies for classroom use), scholarship, or research, is not an
infringement of copyright.
in determining whether the use made of a work in any par-
ticular case is ‘fair use,’ the factors to be considered shall
include:
The purpose and character of the use, including whether
such use is of a commercial nature or is for nonprofit educa-
tional purposes;
The nature of the copyrighted work;
56. of law, many people support them as “reasonable” mea-
sures to protect the rights of copyright owners while
also advancing nonprofit educational efforts through
multimedia (Lehman, 1998). These guidelines, known
as “Fair Use Guidelines for Educational Multimedia”
or “the Guidelines,” are not laws and were intended to
reflect the minimum amount of material that could be
used without getting into legal difficulty. The CONFU
guidelines were endorsed by the American Association
of Community Colleges; the Society of Journalists and
Authors; the American Society of Composers, Authors
and Publishers; the United States Copyright Office; Mc-
Graw-Hill and Time Warner; and others (Lehman, 1998)
(Sidebar 4).
These guidelines finally provided educators with
clear-cut “rules” about copying. Unfortunately, follow-
ing the rules can be restrictive and also requires measur-
ing and counting numbers of letters. The guidelines re-
fer to teaching in the classroom setting, leaving distance
learning and online instruction in states of continued
confusion.
DiGiTAl milleNNiUm COpYriGHT ACT
The CONFU was followed by the Digital Millen-
nium Copyright Act, a U.S. Copyright Law that imple-
ments two 1996 treaties of the World Intellectual Prop-
erty Organization. Its main focus is Internet piracy and
other crimes. The Digital Millennium Copyright Act
heightens the penalties for Internet copyright infringe-
ment. It attempted to include distance learning language
in the copyright law (http://hrrc.org/File/H.R._2281-
_final_text.pdf). Section 110 refers to classroom activi-
ties, but was changed to include a broadened definition
57. of classroom. It clarified the meaning of educational
transmissions and redefined teaching activities within a
course (http://hrrc.org/File/H.R._2281-_final_text.pdf).
Section 107 on fair use remained unchanged because
the courts believed that the language was “technology
neutral.” Unfortunately, this law still left educators con-
fused about copyright violation, especially in the areas of
online and distance learning.
TeACH ACT
The TEACH Act (Technology, Education, and Copy-
right Harmonization Act), was passed on November 2,
2002. This act essentially revised Sections 110(2) and 112
of the existing copyright law that governs the conditions
under which accredited nonprofit educational institu-
tions in the United States may use copyrighted materials
without permission from the copyright owner and with-
out payment of royalties (Gasaway, 2001).
Language was added to Section 110 that allows the
use of a multitude of works as long as certain criteria are
met (Sidebar 5). First and foremost, the institution must
be an accredited nonprofit educational institution, which
would include K-12 schools, colleges, universities, teach-
ing hospitals, and certain continuing nursing education
providers. Then, the accredited nonprofit educational
institution must have formal policies that govern the use
of copyrighted materials (Gasaway, 2001).
Once the accreditation and institutional require-
ments are met, the faculty/student criteria would be
applied to the development of any educational project
(Copyright Management Center, 2008). For example,
when creating online continuing education modules,
the first criterion to consider is the amount of content
58. to be provided. Is it comparable to the amount of con-
tent shown during a “live” classroom session or “trans-
SiDEbar 4
FAir Use GUiDeliNes FOr eDUCATiONAl
mUlTimeDiA (“THe GUiDeliNes”)
Portions of works can be used for instructional activities at
educational institutions if:
The network is secure, and only for 2 years.
You make exactly two copies of the work, one for yourself and
one for an archive.
Movies: 10% or 3 minutes.
Text: 10% or 1,000 words.
Poems: less than 250 words.
Music, lyrics, and videos: 10% or 30 seconds.
illustrations or photos: no more than 5 per author or 10% or
15 images from a collection.
Numerical data: 10% or 2,500 cell entries
Note. Data from lehman (1998).
61The Journal of Continuing Education in Nursing · Vol 41, No
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mission”? If the answer is yes, criteria a, b, c, and d
are applied. Is the course content delivered under the
direction of an instructor (criterion a)? In the example
of the online module, the answer is yes if each mod-
ule is taught by a faculty member or content expert to
supervise the learning. Is the work directly related to
the content of the transmission (criterion b)? The nurse
planner or role equivalent should review each module
and speak to the presenter if there is a question about
the relationship of copyrighted material to the course
content (usually cartoons and certain photographs are
potential violators). Is the copyrighted material avail-
able to participants for a limited time (criterion c)? In
the online module example, the Blackboard teaching
platform that is used is password-protected. The par-
ticipants have access to the materials for 2 months, and
modules have a 2-year expiration date. Does the insti-
tution have policies on copyright and actively promote
compliance (criterion d)? In this case, the website has
clear policies on the home page and posted copyright
notices on every module. The author even saved a copy
of a local newspaper article written about the ways
that her institution enforces student compliance with
its copyright policies. An instructor who can answer
yes to all of the TEACH Act criteria questions can feel
confident in invoking the TEACH Act if questioned
about the use of a copyrighted item.
Under the TEACH Act, it is much easier to decide
what is legal to use and what is not legal to use (Sidebar
6). Materials that are not permitted to be used without
60. permission are items from digital textbooks and course
packs, electronic reserves, and unlawfully acquired cop-
ies (Crews, 2003). These are all materials that could take
money away from the people who created the materials
and thus potentially impair their ability to create future
educational works. Content that a student would nor-
mally have to purchase, such as cardiopulmonary re-
suscitation certification materials, should not be placed
in educational materials without permission, unless the
publisher’s license includes online use. Works that are
allowed under the TEACH Act include nondramatic
literary or musical works, including poetry, short story
readings, and all other music except opera; still images;
and reasonable portions of other works (Crews, 2003).
“Reasonable portions” of other works can be difficult
to define. Some educators have chosen to apply the 1996
CONFU guidelines. According to the Medical Library
Association’s 2007 publication Copyright Law and the
Health Sciences Librarian, still images and reasonable
portions of works are defined as amounts that would be
used in a normal classroom setting. Regardless of copy-
right status, all works must be cited in the reference sec-
tion, where the creator of the work (author or photogra-
pher) receives credit.
Although this act is not a blanket statement allowing
the use of copyrighted materials, it is reassuring that edu-
cators can use certain works without breaking the law. The
language in the TEACH Act essentially spreads liability
for infringements among the educational organization,
the instructor, and the participants enrolled in a course.
prOGress OF THe OpeN ACCess mOVemeNT
The timeline (Sidebar 7) shows that the open access
61. movement is a global initiative. The general concept of
SiDEbar 5
TeACH ACT CriTeriA
institutional criteria
• Has policies that govern the use of copyrighted materials.
• Distributes accurate information on copyright to faculty and
students.
• Promotes compliance with copyright law.
• Provides students or participants with notice that materials
may be covered under copyright law.
Faculty and student criteria
• amount used is comparable to a usual live session.
• Content is delivered under the direction of an instructor.
• Works used are directly related to the course topic.
• Works are made available only to students enrolled in the
course for a limited time.
• Faculty and students must demonstrate compliance with
institutional copyright policies.
Note. These criteria apply only to accredited, nonprofit,
educational
institutions. Data adapted from Copyright Management Center
(2008)
63. open access provides free online access to full-text, peer-
reviewed journal articles arising from taxpayer-funded
research. In 2002 and 2003, nations began to draft state-
ments embracing the benefits of open access. DAREnet
(Digital Academic Repositories), launched in the Neth-
erlands, is a website that facilitates free access to scientific
research. The National Institutes of Health (NIH) is the
largest funder of medical research in the world and the
largest funder of nonclassified research in the U.S. fed-
eral government (NIH, 2009). Its budget for fiscal year
2009 is approximately $30 billion (NIH, 2009). NIH
now asks every scientist who receives an NIH research
grant and publishes the results in a peer-reviewed journal
to deposit a digital copy of the article in the PubMed
Central depository, the online digital library maintained
by the NIH. PubMed Central will then provide free on-
line access to its copy at some point after the article is
published in a journal, with the length of the delay deter-
mined by the author (NIH, 2008).
In April 2008, “in a move to disseminate Harvard fac-
ulty research and scholarship more broadly, the Faculty
of Arts and Sciences voted in 2008 to give the Univer-
sity a worldwide license to make each faculty member’s
scholarly articles available and to exercise the copyright
in the articles, provided that the articles are not sold for
a profit” (de Rosnay, 2008).
The Howard Hughes Medical Institute also an-
nounced that it will require its scientists to publish
their original research articles in scientific journals that
allow the articles and supplementary materials to be
made freely accessible in a public repository within 6
months of publication (Howard Hughes Medical Insti-
tute, 2007). On May 2, 2006, Senators John Cornyn and
64. Joe Lieberman introduced the Federal Research Public
Access Act of 2006 in the U.S. Senate. This act would
mandate open access to most federally funded research
(Albanese, 2009) and was reintroduced to the U.S. Sen-
ate in 2009. An opposing bill called “Fair Copyright in
Research Works Act” (HR801) attempted to prohibit
initiatives such as the Howard Hughes Medical Institute
mandate, citing its unfairness to publishing companies
(Albanese, 2009).
OpeN ACCess WeBsiTes
Sidebar 8 shows examples of open access websites.
Users need to check their policies on use and citation.
Creative Commons, founded by Stanford University
Law School professor Larry Lessig, provides a search-
able database for items in the public domain that are
freely available for noncommercial use, if the author is
given credit. Flickr is a database of photography. The di-
rectory of open access journals can be used to determine
which journals are open and when certain issues will be
SiDEbar 7
exAmples OF WOrlDWiDe OpeN ACCess
iNiTiATiVes
2002 budapest Open access initiative
2003 bethesda Statement on Open access Publishing
2003 berlin Declaration on Open access Knowledge in Sci-
ence and Humanities
2005 DarEnet (Digital academic repositories website
65. started in the Netherlands)
2005 National institutes of Health Public access Policy
2006 Federal research Public access act
2007 Howard Hughes Medical institute Open access Man-
date
2009 reintroduction of the Federal research Public access
act
SiDEbar 8
OpeN ACCess WeBsiTe iNiTiATiVes
Creative Commons (www.creativecommons.org): Nonprofit
corporation dedicated to making it easier for people to share
and build on the work of others, consistent with the rules
of copyright. The site provides free licenses and other legal
tools to mark creative work with the freedom the creator
wants it to carry, so that others can share the material,
remix it, use it commercially, or any combination thereof.
Flickr (www.flickr.com): Online photo management and shar-
ing application website where many users have chosen to
offer their work under a Creative Commons license.
Wikipedia (www.wikipedia.org): Multilingual, web-based, free-
content encyclopedia project.
Teachertube (www.teachertube.com): Website designed for
teachers to provide an online community for sharing instruc-
tional videos.
Disease database (www.diseasedatabase.com): information
66. on diseases, symptoms, physical signs, nonbrand drugs,
and common laboratory abnormalities in conjunction with
the U.S. National library of Medicine.
SciVee (www.SciVee.com): Public website that provides rich
media solutions to the scientific, technical, and medical
market and is open for users to access and researchers
to upload videos of interest, with a distribution option for
publishers and other content providers.
Open access Directory (www.oad.simmons.edu): Wiki
(website allowing input by users) where the open access
community can create and support simple factual lists about
open access for science and scholarship.
Directory of Open access Journals (www.DOaJ.org): list of
open access journals (i.e., scientific and scholarly journals
that meet high quality standards by exercising peer review
or editorial quality control and are free to all from the time of
publication, based on the budapest Open access initiative
definition of open access).
PubMed Central (www.pubmedcentral.nih.gov): U.S. National
institutes of Health free digital archive of biomedical and life
sciences journal literature.
63The Journal of Continuing Education in Nursing · Vol 41, No
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67. opened to the public (usually after a 6-month waiting
period). Peter Suber of Earlham.edu maintains a website
related to all things open access.
AVAilABle TOOls
Sidebar 9 shows examples of tools to use when mak-
ing decisions about the use of copyrighted materials.
The Benedict tool on the Association for the Protec-
tion of Internet Copyright website provides a fair use
checklist similar to the Indiana University site’s Check-
list for Fair Use, but weights the fair use criteria (1 =
35%, 2 = 10%, 3 = 10%, and 4 = 35%) and calculates a
percentage (50% or greater favors fair use). The Stan-
ford University website also provides useful tools to
help with copyright and fair use decisions. This website
includes tools from different universities, such as Duke
University and Baruch College. The Baruch College ex-
ample offers an interactive journey on the “copyright
metro” while learning about copyright issues.
Caution must be used when investigating websites.
Several keep CONFU guidelines as their state-of-the-
art policies on copyright. Others have not incorporated
TEACH Act legislation. Website information should be
dated since at least 2002.
Until there is an absolute, clear, and concrete way to
determine fair use, or until all fixed items have some kind
of label (e.g., “oa” or “o” to indicate open access), the as-
sumption must be made that everything is copyrighted.
Using these strategies can minimize exposure to poten-
tial copyright infringement.
68. CONClUsiON
The goal for educators is open access, and open access
is getting closer. Pending legislation as well as the grow-
ing debate by young people in the creative arts areas of
music remixing and video works will likely lead to spe-
cific laws regarding transformative creations. It is best
to remember that each case is different and that there
are no clear-cut rules to avoid legal issues. However, by
being aware of the copyright laws and developing con-
tent within best practices recommendations, educators
should be able to provide creative multimedia presenta-
SiDEbar 9
AVAilABle TOOls
• North Carolina State University Teach act Toolkit
• University of Texas Copyright Crash Course and UT rules of
Thumb System Guidelines available at http://www.utsystem.
edu/ogc/intellectualproperty/teachact.htm
• indiana University Checklist for Fair Use
• association for the Protection of internet Copyright fair use
visualizer and fair use algorithm available at www.benedict.
com/info/FairUse/Visualizer/Visualizer.aspx
• Stanford University website
• Duke University Teach act Flow Chart
• baruch University Copyright Metro available at
http://fairuse.stanford.edu/charts_tools
69. Best practices
• Check institutional copyright policies to see if you comply
with the TEaCH act criteria.
• Know and apply fair use criteria and Conference on Fair
Use guidelines within the confines of the TEaCH act.
• Use works in the public domain (http://www.librarycopyright.
net/digitalslider).
• Use open access websites.
• include all copyrighted items used to create a paper or proj-
ect in the bibliography. For example, cite books, newspaper
articles, internet pages, images, and multimedia information
included in the project.
• Try to obtain permission, especially for enduring materials.
Web resources
• For-profit photography usage
www.Stockasylum.com
• Copyright law
www.Copyright.gov
• all things government
www.USa.gov
• Health topics from trusted sources
71. cne
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tions without the worry of legal trouble. Open access is
almost here!
reFereNCes
Albanese, A. R. (2009, July 2). Federal Research Public Access
Act (FR-
PAA) reintroduced in Senate. Retrieved from
www.libraryjournal.
com/article/CA6668699.html?nid=2673&source=title&rid=1999
3
95792
Association of Research Libraries. (n.d.). Copyright timeline: A
history
of copyright in the United States. Retrieved from
www.arl.org/pp/
ppcopyright/copyresources/copytimeline.shtml
Copyright Management Center. (2008). Checklist for
compliance
with the TEACH Act. Retrieved from www.copyright.iupui.edu/
teachlist.htm
Copyright Website. (n.d.). Copyright casebook: Field vs.
Google. Re-
trieved from
www.benedict.com/Digital/Internet/Field/Field.aspx
Crews, K. D. (2003). Copyright and distance education: Making
sense
of the TEACH Act. Change: The Magazine of Higher Learning,
72. 35(6), 34-39.
de Rosnay, M. (2008, February 13). Harvard goes open access.
Re-
trieved from http://cyber.law.harvard.edu/node/3462
Gasaway, L. N. (2001). Balancing copyright concerns: The
TEACH Act
of 2001. Retrieved from http://net.educause.edu/lr/library/pdf/
ERM01610.pdf
Howard Hughes Medical Institute. (2007, August 20). Biomed
Cen-
tral announces open access publishing agreement with HHMI.
Re-
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Understanding Copyright, Fair Use, and Creative
Commons, as they apply to Education
Posted By Kelly Walsh On October 24, 2010 @ 7:41 am In Free
Tools & Resources,_
Miscellaneous Tools and Topics | 24 Comments
[1]
As we studied this topic in an online course I’m taking, I realize
d how
little I understood it, and figured I wasn’t alone in that regard.
After studying this topic in the “Implementing Instructional Tec
hnology Innovations [2]”
course I am taking online at UW-Stout [3] with instructor Ann
Bell [4], I wanted to understand
it even better, since I struggled with it in the fast paced course a
75. s we covered it. I have to
imagine that I am not alone in my confusion over how I can or c
an’t use copyrighted
materials, especially in education, where there are some special
allowances.
I assume that when instructors want to know what they can or ca
nnot do with copyrighted
materials, they may often have a hard time figuring it out. I real
ly wanted to understand the
topic and provide resources to help others do the same. Similarl
y, understanding how to
leverage Creative Commons licensing was also not terribly strai
ghtforward, and I wanted to
understand that better too. So I started reading further and learn
ing more.
Using Copyrighted Materials – “Fair Use”
[5]To better understand the topic of Copyright and Fair Use, an
d the
special provisions that have been made for educational uses, I c
ombed
through a lot of materials that our professor had provided. It wa
s a bit
too much to digest all of this content originally, in the rush of g
etting through the week’s
assignments, but at the close of the week, the instructor fortuito
usly reminded me of one
particularly excellent resource.
The resource that really helped to clarify is this excellent 2 pag
e poster-format document
explains Copyright Fair Use in education [6] [Editor’s Note –
76. I just learned that this link is no
longer functional –
I will try find this document again and provide an updated link
– KW
4/24/11]. Thanks to Technology & Learning [7] for this wonderf
ul resource that summarizes
what educators can do with different types of materials and stay
within the guidelines of what
is acceptable as “Fair Use” of copyrighted materials.
Readers, click here [8] if you would like to
https://www.addtoany.com/share
http://www3.uwstout.edu/soe/profdev/innovations.cfm
http://www3.uwstout.edu/index.cfm
http://annamaebell.com/
http://www.emergingedtech.com/wp/wp-
content/uploads/2010/10/CopyRightSymbols.png
http://www.techlearning.com/techlearning/pdf/db_area/archives/
TL/2002/10/copyright_chart.pdf
http://techlearning.com/
http://www.youtube.com/watch?v=islFL7h8ADc
5/5/2016 Emerging Education Technologies » Understanding
Copyright, Fair Use, and Creative Commons, as they apply to
Education » Print
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education/print/ 2/5
[10]
view a video blog entry for this article.
77. To learn more, you might also want to check out this Code of B
est Practices in Fair Use for
Media Literacy Education web page and video [9], which is inte
nded to help educators using
media literacy concepts and techniques to interpret the copyrigh
t doctrine of fair use.
Creative Commons
Creative Commons [10] is an extension of Copyright. Creative
Commons licenses give you the ability to dictate how others ma
y
exercise your copyright rights, allowing them to copy your work
,
make derivative works, distribute it, and so on. Creative
Commons strikes me as a wonderful idea, really helping to
expand on copyright and encourage others to use materials in
ways the creators are comfortable with.
There are 6 different types of Creative Commons license types,
and they each have their own
special icons to indicate that they apply to a given work, but I r
arely seem to see them
displayed on works, even when they are clearly supposed to be
Creative Commons licensed
works (as in Flickr’s “Commons” section [11]). To see the symb
ols associated with each
licensing type, click through to this page that explains CC licen
sing types [12] (following is my
attempt at an even further condensed explanation of these):
78. Attribution: This is the least restrictive license. You can distrib
ute, remix, change, and build
upon the work, even commercially, as long as you credit the ori
ginal creation.
Attribution Share Alike: You can change and build upon the wor
k, even for commercial
reasons, as long as you credit the creator and license your new c
reation under the identical
terms.
Attribution No Derivatives: Allows for redistribution, commerci
al and non-commercial, as
long as it is passed along unchanged and in whole, with credit t
o the creator.
Attribution Non-Commercial: Lets others remix, change, and b
uild upon the work only
non-commercially, and new works must acknowledge the origin
al, but they don’t have to
license those derivative works on the same terms.
Attribution Non-Commercial Share Alike: Others can remix, tw
eak, and build upon a
work non-commercially, as long as they credit the creator and li
cense their new creations
under the identical terms. All new work based will carry the sa
me license (derivatives will also
be non-commercial in nature).
Attribution Non-Commercial No Derivatives: The most restricti
ve license. Often called the
“free advertising” license because it allows others to download
works and share them with
http://www.creativecommons.org/
http://www.centerforsocialmedia.org/fair-use/related-
materials/codes/code-best-practices-fair-use-media-literacy-
education
http://www.creativecommons.org/
79. http://www.flickr.com/search/?w=commons&q=&m=text
http://creativecommons.org/about/licenses/
5/5/2016 Emerging Education Technologies » Understanding
Copyright, Fair Use, and Creative Commons, as they apply to
Education » Print
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education/print/ 3/5
others as long as they mention the source and link back to it, bu
t they can’t change the work
in any way, or use them commercially.
Understanding these license variations can be a little tough, but
I think the bigger challenge
with Creative Commons is the lack of consistency with which th
is licensing is conveyed for
works found online, and the slow adoption of this concept in ge
neral.
Before closing, I want to mention that one cool site I came acro
ss while learning about CC is
the Creative Commons Mixter. [13] where you can download, sa
mple, and share music
licensed under Creative Commons.
I hope this helps to summarize these licenses concepts, and prov
ides a set of resources that
can help you understand what you can and cannot do under thes
e licensing guidelines.
Related Posts (if the above topic is of interest, you might want t
o check these out):