Media and Information Literacy (MIL) Legal, Ethical, and Societal Issues in Media and Information (Part 1)
Topics:
1. Intellectual Property in International
and Local Context
2. Fair Use and Creative Commons
LEARNING COMPETENCIES:
1. explain intellectual property and its different types (SSHS);
2. explain copyright, fair use, etc.vis-a-vis human rights (MIL11/12LESI-IIIg20);
3. discuss current issues related to copyright vis-à-vis gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
4. put into practice their understanding of the intellectual property, copy right, and fair use guidelines (MIL11/12LESI-IIIg17); and
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22);
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
Content
8. Opportunities, Challenges, and Power of Media and Information
a. Economic, Educational,
Social, and Political
b. Threats, Risks, Abuse, and
Misuse
Learning Competencies
The students will be able to…
1. realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);
2. create infographics showing opportunities and challenges in media and information (SSHS); and
3. research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25)
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb-5);
2. compare “Medium is the Message” by McLuhan with cultural determinism (SSHS);
3. search latest theory on information and media (MIL11/12EMIL-IIIb-7);
4. discuss the Normative Theories of the Press (SSHS); and
5. evaluate the type of media in the Philippines using the Normative Theories of the Press (SSHS).
Topic Outline
I. The Evolution from Traditional to New Media
A. Traditional vs. New Media
B. Media is the Message vs. Cultural Determinism
C. Normative Theories of the Press
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Media and Information Literacy (MIL) 7. Legal, Ethical, and Societal Issues i...Arniel Ping
Erratum.Page 23 0f 29. Formative Assessment Question no. 1 is ''Why is plagiarism?''. The correct question is ''What is plagiarism?''. Thank you very much.
Legal, Ethical, and Societal Issues in Media and Information (Part 3)
Topic: Plagiarism:
Learning Competencies
a. define plagiarism;
b.identify and explain the different types of plagiarism;
c. value the importance of understanding the different types of plagiarism; and
d. practice academic honesty and integrity by not committing plagiarism.
Media and Information Literacy (MIL) - 5. Media and Information SourcesArniel Ping
I- Media and Information Sources
A. Sources of Information
Indigenous Knowledge
1.Library
2. Internet
3. Mass Media
B. Pros and Cons of the Different Types of Media as Sources of Information
C. Evaluating Information Sources
Learning Competencies
1. compare potential sources of media and information (MIL11/12MIS-IIIe-13)
2. assess information quality by studying the pros and cons of different types of media as sources of information (SSHS)
3. interview an elder from the community regarding indigenous media and information resource (MIL11/12MIS-IIIe-14)
Media and Information Literacy (MIL) - 8. Opportunities ,Challenges, and Powe...Arniel Ping
Content
8. Opportunities, Challenges, and Power of Media and Information
a. Economic, Educational,
Social, and Political
b. Threats, Risks, Abuse, and
Misuse
Learning Competencies
The students will be able to…
1. realize opportunities and challenges in media and information (MIL11/12OCP-IIIh-24);
2. create infographics showing opportunities and challenges in media and information (SSHS); and
3. research and cite recent examples of the power of media and information to affect change (MIL11/12OCP-IIIh-25)
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify traditional media and new media and their relationships (MIL11/12EMIL-IIIb-5);
2. compare “Medium is the Message” by McLuhan with cultural determinism (SSHS);
3. search latest theory on information and media (MIL11/12EMIL-IIIb-7);
4. discuss the Normative Theories of the Press (SSHS); and
5. evaluate the type of media in the Philippines using the Normative Theories of the Press (SSHS).
Topic Outline
I. The Evolution from Traditional to New Media
A. Traditional vs. New Media
B. Media is the Message vs. Cultural Determinism
C. Normative Theories of the Press
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digit...Arniel Ping
Media and Information Literacy (MIL) - Digital Citizenship, Netiquette, Digital Footprints, and Digital Issues
Topic: Legal, Ethical, and Societal Issues in Media and Information (Part 2)
Learning Competencies
1. explain digital citizenship, netiquette, and digital footprints (SSHS);
2. demonstrate proper conduct and behavior online (netiquette, virtual self) (MIL11/12LESI-IIIg18);
3. Identify some of the digital issues in the Philippines (SSHS);
4. put into action personal resolve to combat digital divide, addiction, and bullying (MIL11/12LESI-IIIg19)
5. explain actions to promote ethical use of media and information (MIL11/12LESI-IIIg22)
6. enumerate opportunities and challenges in media and information (MIL12LESI-IIIg-23)
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Topic
MIL - Media and Information Languages (Genre, Codes and Conventions)
Learning Competencies
1. evaluate everyday media and information with regard to codes, conventions, and messages; in regards to audience, producers, and other stakeholders (MIL11/12MILA-IIIf15)
2. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf16)
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Legal, Ethical, and Societal Issues in Media and Information.pdfkenneth218994
Legal, Ethical, and Societal Issues in Media and Information.
Objectives
Identify the importance about legal, ethical, and societal issues in media and information. Develops a clear understanding about the consequences, advantages, and
disadvantages.
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy for TeachersArniel Ping
Media and Information Literacy for Teachers
It is a Facebook group for MIL teachers in the Philippines. It is a venue where teachers can learn more by sharing information and exchanging ideas related to MIL.
https://www.facebook.com/groups/230985000654384/
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL) - 9. Current and Future Trends in Media ...Arniel Ping
Learning Competencies
Students will be able to…
1. describe massive open on-line (MIL11/12CFT-IIIi-26)
2. evaluate current trends in media and information and how it will affect/how they affect individuals and the society as a whole (MIL11/12CFT-IIIi-26)
3. predict future media innovation (MIL11/12CFT-IIIi-27)
4. synthesize the overall knowledge about media and information with skills for producing a prototype of what the learners think is a future media innovation (MIL11/12CFT-IIIi-28)
I- Current and Future Trends in Media and Cummunication
A. Ubiquitous Learning
B. Massive Open Online Course
C. Wearable Technology
D. 3D Environment
II- Performance Task: Project
A. Prototyping for Empathy
Media and Information Literacy (MIL) - Text Information and Media (Part 1)Arniel Ping
I- TEXT INFORMATION AND MEDIA
A. Definition, Characteristics, Format and Types, Sources, Advantages and Limitations, and Value
B. Text as Visual
C. Selection Criteria
D. Design Principle and Elements
Learners will be able to…
1. define text in the context of multimedia (SSHS);
2. describe the different dimensions of text information and media (MIL11/12TIM-IVb-3);
3. comprehend how text information and media is/are formally and informally produced, organized, and disseminated (MIL11/12TIM-IVb-4)
4. evaluate the reliability and validity of text information and media and its/ their sources using selection criteria (MIL11/12TIM-IVb-5)
Legal, Ethical, and Societal Issues in Media and Information.pdfkenneth218994
Legal, Ethical, and Societal Issues in Media and Information.
Objectives
Identify the importance about legal, ethical, and societal issues in media and information. Develops a clear understanding about the consequences, advantages, and
disadvantages.
Media and Information Literacy (MIL) - 11. People MediaArniel Ping
11. Media and Information Literacy (MIL) - People Media
Learning Competencies
Students will be able to…
cite studies showing proofs of positive and negative effects of media, information on individual and society (MIL11/12PM-IVa-1);
describe the different dimensions of people media (MIL11/12PM-IVa-1); and
categorize different examples of people and state reasons for such categorization (MIL11/12PM-IVa-2).
Content
A. People as Media and People in Media
1. Definition
2. Characteristics
3. Format and Types
4. Advantages and Limitations
5. Value
6. Others
Media and Information Literacy (MIL)- Visual Information and Media (Part 1)Arniel Ping
Learning Competencies:
1. define visual information and visual media (SSHS);
2. discuss the purpose and importance of visual media (SSHS);
3. describe the different dimensions of visual information and media (MIL-11/12VIM-IVc-7);
4. discuss the elements of visual design (SSHS);
5. comprehend how visual information and media is/are formally and informally produced, organized and disseminated (MIL11/12-VIM-IVc-8); and
6. evaluate the reliability and validity of visual information and media and its/ their sources using selection criteria (MIL11/12-VIM-IVc-9).
Topic Outline
I- VISUAL INFORMATION AND MEDIA
A. Definition
B. Purpose and Importance
C. Types and Formats
D. Visual Design Elements
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Media and Information Literacy (MIL)- Visual Information and Media (Part 2)Arniel Ping
Learning Competencies:
1. discuss visual design principles (SSHS);
2. identify and evaluate visual design principles used in different visual media (SSHS); and
3. produce and evaluates a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media
A. Visual Design Principles
Media and Information Literacy (MIL) 1. Introduction to MIL (Part 2)- Charact...Arniel Ping
Learning Competencies:
Learners will be able to...
share media habits, lifestyles, and preferences to other people (MIL11/12IMIL-IIIa-4);
identify the characteristics of responsible users and competent producers of media and information (MIL11/12IMIL-IIIa-3); and
editorialize the value of being a media and information literate individual (MIL11/12IMIL-IIIa-3).
Topic Outline
I. Introduction to Media and Information Literacy (Part 2)
A. Media Habits, Lifestyle, and Preferences
B. Characteristics of a Media and Information Literate Individual
C. Importance of Media and Information Literacy (MIL)
Media and Information Literacy (MIL) - 3. Information Literacy - Information ...Arniel Ping
Learning Competencies
Learners will be able to...
1. define information needs (MIL11/12IL-IIIc-8);
2. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
3. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
4. create an audio- visual presentation about what information literacy is and why information literacy skills are important (SSHS); and
5. produce and evaluate a creative text, visual, and audio presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Topic Outline
I-Information Literacy
A.Definition and Importance
B.Components of Information Literacy
C.Ethical Use of Information
II- Performance Task- Project
A. Cooperative Work: Audio- Visual Presentation
Media and Information Literacy (MIL) - 10. Media and Information Literate Ind...Arniel Ping
Content
10. Media and Information Literate Individual
a. Improved Quality of Life
b. Greater Political Participation
c.Better Economic Opportunities
d. Improved Learning Environment
e. More Cohesive Social Units
Learning Competency
1. Students will be able to synthesize the overall implication of media and information to an individual (personal, professional, educational, and others) and the society as a whole (economic, social, political, educational, and others) MIL11/12MILI-IIIj-29
Media and Information Literacy for TeachersArniel Ping
Media and Information Literacy for Teachers
It is a Facebook group for MIL teachers in the Philippines. It is a venue where teachers can learn more by sharing information and exchanging ideas related to MIL.
https://www.facebook.com/groups/230985000654384/
Media and Information Literacy (MIL) Types of Media (Part 1)- Types of Media ...Arniel Ping
Learning Competencies
Learners will be able to…
1. identify the different types of media (SSHS);
2. classify contents of different media types (MIL11/12TYM-IIId-10);
3. discuss the effects of social media in society (SSHS); and
4. define media convergence through current examples (MIL11/12TYM-IIId-11).
I- Media
A. Types
Media and Culture
II- Media Convergence
A. Definition
B. Examples
Media and Information Literacy (MIL)- Visual Information and Media (Part 3)Arniel Ping
Learning Competencies:
1. create a text and visual media composed of digital posters that will share valuable information to the public (SSHS); and
2. produce and evaluate a creative visual-based presentation using design principles and elements (MIL11/12-VIM-IVc-10).
Topic Outline
I- Visual Information and Media (Part 3)
A. Performance Task: Project
1. Text and Visual Media: Digital Posters
Media and Information Literacy- Performance Task (Video Project) Short FilmArniel Ping
Learning Competencies
Students will be able to…
A. produce a short film that will educate the viewers about a specific issue related to legal, ethical, and societal issues in media and information (SSHS);
B. produce and assess the codes, convention, and messages of a group presentation (MILI11/12MILA-IIIf-16); and
C. organize a creative and interactive symposium where students will present their short film and discuss its subject and message to junior high school students (SSHS).
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Example
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy (MIL) - Text Information and Media (Part 2)Arniel Ping
I- Text Information and Media
A. Performance Task: Project
1. Statement T- Shirt Design
Learning Competencies:
1. design a statement t-shirt applying design principles and elements in text (SSHS); and
2. produce and evaluate a creative text-based presentation (statement t- shirt) using design principle and elements (MIL11/12TIM-IVb-6).
Media and Information Literacy (MIL) - 6. Media and Information Languages (Pa...Arniel Ping
Media and Information Literacy (MIL)
Topic:
I- Video Project
A. Camera Techniques
B. Treatment
C. Storyboard
Objectives
At the end of the lesson, learners should be able to:
a. discuss the different camera techniques in film making;
b. produce a video treatment and a storyboard for a 30-50 seconds story applying the different camera techniques;
c. shoot and edit the video using a smartphone (mobile applications);
d. share their video in the class; and
e. value the importance of video treatment and storyboard in video project.
Media and Information Literacy (MIL) 2. The Evolution of Traditional to New M...Arniel Ping
ERRATUM In my PowerPoint Presentation “2.MIL 2. The Evolution of Traditional to New Media (Part 2)- Functions of Communication and Media, Issues in Philippine Media”, the word “PLATFORM” was incorrectly written as “FLATFORM”. The correct sentence should read: “PROVIDE A PLATFORM FOR PUBLIC DISCOURSE”. -Arniel Ping
Learning Competencies
1. discuss the functions of communication and media (SSHS);
2. editorialize the roles and functions of media in democratic society (MIL11/12EMIL-IIIb-6); and
3. discuss issues in Philippine Media (SSHS).
Topic Outline
I- THE EVOLUTION OF TRADITIONAL TO NEW MEDIA (Part 2)
A. Functions of Communication and Media
B. Issues in Philippine Media
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Sheet
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 1)- Definitio...Arniel Ping
Learning Competencies
Learners will be able to…
1. define media literacy (SSHS);
2. discuss and value the importance of media literacy (SSHS);
3. explain the fundamental elements of media literacy (SSHS);
4. value the importance of critical thinking in media literacy (SSHS); and
5. apply critical thinking by identifying fallacies in arguments (SSHS).
Topic Outline
I- Media Literacy
A. Definition and Importance
B. Fundamental Elements of Media Literacy
C. Critical Thinking
1. Definition
2. Importance in Media Literacy
3. Fallacies of Thinking
Media and Information Literacy (MIL) Performance Task - Video Project (Cooper...Arniel Ping
Media and Information Literacy (MIL) Performance Task - Video Project (Cooperative Learning)
Topic:
1. Media and Information Languages (Genre, Codes, and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Cyber bullying, Plagiarism, and Internet Addiction)
Understanding IPR and Copyright Law Presentation Jorhat Kendriya Mahavidyalay...Dr. Utpal Das
Understanding IPR and Copyright Law are important for the general public. Librarians are the stakeholders in making the general public aware of these rights to its users.
Lecture presented by Atty. Christopher E. Cruz at PAARL Forum on the occasion of the 31st Manila International Book Fair held at SMX Convention Centre, SM Mall of Asia, Pasay City on 15 September 2010
IN THIS PRESENTATION WE DISCUSS THE FOLLOWING:-
-Concept of IPR
-History of IPR
-Rights related to IPR
-Branches of IPR
-Emerging issues in IPR
-Benefits of IPR
-Conclusion
Similar to Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and Creative Commons (20)
Media and Information Literacy- Performance Task (Project) Audio- Visual Pre...Arniel Ping
Learning Competencies
Students will be able to…
A. define information needs (MIL11/12IL-IIIc-8);
B. locate, access, assess, organize, and communicate information (MIL11/12IL-IIIc-8);
C. demonstrate ethical use of information (MIL11/12IL-IIIc-9);
D. create and audio- visual presentation about being a media and information literate individual applying the learning competencies listed in information literacy (SSHS); and
E. produce and evaluate a creative text, visual, and audio based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10/ MIL11/12AIM-Ivd)
Media and Information Literacy- Performance Task (Project) Digital Poster Ma...Arniel Ping
Learning Competencies
Learners will be able to…
A. create a text and visual digital poster which will campaign for high school students to be a responsible user and competent producer of media information (SSHS);
B. organize a creative and interactive symposium where students will present their posters and discuss its subject and message to junior high school students (SSHS); and
C. produce and evaluate a creative text and visual based presentation using design principle and elements (MIL11/12TIM-IVb-6/ MIL11/12VIM-IVc-10)
Media and Information Literacy (MIL)
Performance Task - Video Project (Cooperative Learning)
Video Project Storyboard Example
Topics:
1.Media and Information Languages (Genre, Codes and Conventions)
2. Legal, Ethical, and Societal Issues
in Media and Information (Intellectual Property, Netiquette, Addiction, Flaming Wars, and Plagiarism)
Media and Information Literacy (MIL) 4. Types of Media (Part 3): Performance...Arniel Ping
Learners will be able to…
1. apply strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A.Preview of the Questions for Deconstructing Media messages
B.Formative Assessment: Class Discussion
C.Deconstructing Media Messages: TV Commercial
D.Performance Task: Written Output
1. Deconstructing Media Messages: TV Commercial
Media and Information Literacy (MIL) 4.MIL Media Literacy (Part 2)- Key Conce...Arniel Ping
Learners will be able to…
1. identify and explain the key concepts in media analysis (SSHS);
2. discuss key questions to ask when analyzing media messages (SSHS); and
3. apply the discussed strategies in analyzing and deconstructing media messages (SSHS).
I- Media Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Class Activities
Formative Assessment: Analyzing and Deconstructing Media Messages
Media and Information Literacy (MIL) 4. Types of Media (Part 3)- Understandin...Arniel Ping
Learners will be able to…
define propaganda;
1. discuss how to identify propaganda materials;
2. analyze the spread of propaganda in social media;
3. evaluate the dangers of propaganda; and
4. value the importance of understanding propaganda.
I- Propaganda
A.Definitions
B.Importance of Understanding Propaganda
C.How to Spot Propaganda
D.Propaganda in the Digital World
II- Performance Task: Written Work
III- Assignment
IV- Agreement
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Media and Information Literacy (MIL) - Intellectual Property, Fair Use, and Creative Commons
1. MEDIA AND INFORMATION LITERACY (MIL)
LEGAL, ETHICAL, AND SOCIETAL ISSUES
IN MEDIA AND INFORMATION (PART 1)
INTELLECTUAL PROPERTY
FAIR USE AND CREATIVE COMMONS
Mr. Arniel Ping
St. Stephen’s High School
Manila, Philippines
MIL PPT 16
Updated: June 11, 2017
2. LEARNING COMPETENCIES
Learners will be able to…
define intellectual property (SSHS);
identify and explain the different types of intellectual
property (SSHS);
explain copyright, fair use, etc.vis-a-vis human rights
(MIL11/12LESI-IIIg20);
discuss current issues related to copyright vis-à-vis
gov’t./provide sectors actions (MIL11/12LESI-IIIg21);
3. LEARNING COMPETENCIES
Learners will be able to…
put into practice their understanding of the
intellectual property, copy right, and fair use
guidelines (MIL11/12LESI-IIIg17); and
explain actions to promote ethical use of media
and information (MIL11/12LESI-IIIg22);
4. TOPIC OUTLINE
I- Legal, Ethical, and Societal Issues in media and Information
(Part 1)
A. Current Events: Digital Piracy in the Philippines
B. Intellectual Property in International and Local Context
1. Definition of IP
2. Types of IP
3. IP Rights (WIPO and R.A. 8293)
B. Fair Use (Fair Dealings) and Creative Commons
5. CURRENT EVENTS 1
UB: Mahigit P100-M halaga ng pirated DVD,
nakumpiska sa Quiapo, Manila
(Aug. 2, 2016). GMA News and Public Affairs. YouTube.
Retrieved on Oct 5, 2016, from
https://www.youtube.com/watch?v=bABC_7wOI5g
6. CURRENT EVENTS 2
BT: Suspek sa Pamimirata ng mga Pelikula at TV
Series, Arestado
(Oct. 3, 2016). GMA News and Public Affairs. YouTube.
Retrieved on Oct 4, 2016, from
https://www.youtube.com/watch?v=BaALtvPAUnA
7. WHY IS DIGITAL PIRACY A CRIME?
(Source: www.quickmeme.com and www.imgflip.com)
8. WHAT IS INTELLECTUAL PROPERTY?
INTELLECTUAL
PROPERTY (IP)
refers to creations of the
mind, such as inventions;
literary and artistic works;
designs; and symbols, names
and images used in
commerce
(Source: http://www.wipo.int/about-ip/en/)
10. WHAT ARE THE DIFFERENT TYPES OF
INTELLECTUAL PROPERTY?
11. WHAT ARE THE DIFFERENT TYPES OF
INTELLECTUAL PROPERTY?
TYPES OF IP
COPYRIGHT PATENT TRADEMARKS
INDUSTRIAL
DESIGN
GEOGRAPHICAL
ORIGIN
12. TYPES OF INTELLECTUAL PROPERTY
TYPES OF IP DEFINITION
1. Copyright • a legal term used to describe the rights
that creators have over their literary and
artistic works
• books, music, paintings, sculpture and
films, to computer programs, databases,
advertisements, maps and technical
drawings
15. VIDEO PRESENTATION
The Creative Industry: Artists' Intellectual Property Rights.
(2012). cictcreativecontent's channel. YouTube.
Retrieved September 19, 2016, from
https://www.youtube.com/watch?v=jA6q-jgyhgc
16. REPUBLIC ACT 8293
INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
LITERARY WORKS During the lifetime of the author plus 50
years after death
ART 25 years from the date of creation
PHOTOGRAPHIC
WORK
50 years from publication
AUDIO- VISUAL
WORK
50 years from publication
17. REPUBLIC ACT 8293
INTELLECTUAL PROPERTY CODE OF THE PHILIPPINES
COPYRIGHT VALIDITY PERIOD
SOUND RECORDING 50 years from year recording took place
BROADCAST
RECORDING
20 years from date of broadcast
TRADEMARK Valid for 10 years and may be renewed
for a periods of 10 years
INVENTION PATENT Valid for 20 years from filing date
application
19. TYPES OF INTELLECTUAL PROPERTY (IP)
IP DEFINITION
2. Patent • an exclusive right granted for an
invention
• provides the patent owner with the right
to decide how - or whether - the
invention can be used by others
24. THE SHOES THAT MADE MICHAEL JACKSON’S ANTI-
GRAVITY LEAN POSSIBLE
25. TYPES OF INTELLECTUAL PROPERTY (IP)
IP DEFINITION
3. Trademarks • a sign capable of distinguishing the
goods or services of one enterprise from
those of other enterprises.
29. TYPES OF INTELLECTUAL PROPERTY (IP)
IP DEFINITION
4. Industrial
Design
• constitutes the ornamental or aesthetic
aspect of an article
• may consist of three-dimensional
features, such as the shape or surface of
an article, or of two-dimensional features,
such as patterns, lines or color
35. TYPES OF INTELLECTUAL PROPERTY (IP)
IP DEFINITION
5.
Indications
and
Appellations
of Origin
• signs used on goods that have a specific
geographical origin and possess qualities,
a reputation or characteristics that are
essentially attributable to that place of
origin
• most commonly includes the name of the
place of origin of the goods.
38. VIDEO PRESENTATION: FAIR USE
Copyright and Fair Use Animation
.(2014). Common Sense Education. YouTube.
Retrieved September 19, 2016, from
https://www.youtube.com/watch?v=suMza6Q8J08
39. FAIR USE
Fair use means you can use copyrighted
material without a license only for certain
purposes. These include:
Commentary
Criticism
Reporting
Research
Teaching
40. FAIR USE
Guidelines for Fair Use
A majority of the content you create
must be your own.
Give credit to the copyright holder.
Don't make money off of the
copyrighted work.
41. VIDEO PRESENTATION: CREATIVE COMMONS
Creative Commons & Copyright Info
.(2012).Lifestyle & Living. YouTube.
Retrieved September 19, 2016, from
https://www.youtube.com/watch?v=8YkbeycRa2A
42. CREATIVE COMMONS
is an American non-profit organization
devoted to expanding the range of
creative works available for others to build
upon legally and to share. The
organization has released several
copyright-licenses known as Creative
Commons licenses free of charge to the
public.
Website
https://creativecommons.org/about/
43. CREATIVE COMMONS
Attribution: You must credit the creator.
Non-Commercial: You can't make a profit.
No Derivative Works: You can't change the
content.
Share Alike: You can change the content,
but you have to let other people use your
new work with the same license as the
original.
47. CLASS ACTIVITY PART 1
Watch the talk show “Legal HD”
Legal HD Episode 64 - Intellectual Property Code.
(2014). 9 News & Current Affairs. YouTube.
Retrieved September 19, 2016, from
https://www.youtube.com/watch?v=IwEeTscHdng
48. CLASS ACTIVITY PART 1
Answer and discuss the following guide questions:
1. How can the intellectual property protect the rights
of inventors, scientists, and artists?
2. What acts are considered as a violations of the
Intellectual Property Code?
3. What agencies are in-charge of implementing the
Intellectual Property Code?
49. CLASS ACTIVITY PART 2:
Read “The Intellectual Property Law of the
Philippines”,
Textbook pp.72- 75
50. CLASS ACTIVITY PART 2:
Answer and discuss the following guide questions:
1. What are examples of copyright protected works
under the Philippine law?
2. What is the difference between original works and
derivative works?
3. What are examples of works not protected by
copyright?
51. CLASS ACTIVITY PART 2:
Answer and discuss the following guide questions:
4. Why is it important to protect intellectual property?
5. As a student, how can you promote ethical use of
media and information?
52. REFERENCES
Media and Information Literacy Curriculum Guide by
DepEd
Media and Information Literacy by Boots C. Liquigan,
Diwa Learning Systems Inc.
http://www.wipo.int/about-ip/en/
http://www.slideshare.net/DaeBogan/music-publishing-
copyright-administration-in-the-internet-age
What is the news all about?
What Philippine law is being violated by piracy?
What government agency headed this raid in Quiapo, Manila?
What crime was committed by the suspect Rainier Tamayo?
What Philippine law was violated by the suspect?
Who was the complainant in this case?
What is piracy?
the unauthorized reproduction or use of a copyrighted book, recording, television program, patented invention, trademarked product, etc.(www.dictionary.com/browse/piracy)
Definition from http://www.wipo.int/about-ip/en/
World Intellectual Property Organization (WIPO) is the global forum for intellectual property services, policy, information and cooperation
IP is protected in law by, for example, patents, copyright and trademarks, which enable people to earn recognition or financial benefit from what they invent or create. By striking the right balance between the interests of innovators and the wider public interest, the IP system aims to foster an environment in which creativity and innovation can flourish.
World Intellectual Property Organization (WIPO) is the global forum for intellectual property services, policy, information and cooperation
The World Intellectual Property Organization (WIPO) is the UN agency responsible for treaties involving copyright, patent, and trademark laws. WIPO can be a force for progressive change, helping the world take into account public interest and development needs.
Copyright is a legal term used to describe the rights that creators have over their literary and artistic works. Works covered by copyright range from books, music, paintings, sculpture and films, to computer programs, databases, advertisements, maps and technical drawings.
What is the message in this cartoon?
What is an invention?
something that has never been made before, or the process of creating something that has never been made before (http://dictionary.cambridge.org/dictionary/english/invention)
A new device, method, or process developed from study and experimentation (www.thefreedictionary.com)
A patent is an exclusive right granted for an invention. Generally speaking, a patent provides the patent owner with the right to decide how - or whether - the invention can be used by others. In exchange for this right, the patent owner makes technical information about the invention publicly available in the published patent document.
Do you recognize the following design? (Oakley sunglasses and original Coca-Cola bottle)
Designers have used these patents to protect renowned works like Clarence Fender’s electric guitar, Adam Ziska’s early Harley Davidson motorcycle, Charles Eames’ iconic chairs, and even Christiansen’s little lego man. Design patents also protect moderns works of high-tech and digital design like Google’s famously simple search interface, and of course, every iteration of Steve Jobs and Jony Ives’ iPhone.(http://pnwstartuplawyer.com/design-patents-illustrated/)
So THAT’S the secret behind Michael Jackson’s gravity-defying lean (http://metro.co.uk/2015/10/29/so-thats-the-secret-behind-michael-jacksons-gravity-defying-lean-5469651/)
The Shoes That Made Michael Jackson’s Anti-Gravity Lean Possible Was Granted A Patent and It Expired In 2005 For Non Payment of Maintenance Fees (Source: http://netloid.com/life-geek/the-shoes-that-made-michael-jacksons-anti-gravity-lean-possible-was-granted-a-patent-and-it-expired-in-2005-for-non-payment-of-maintenance-fees)
So THAT’S the secret behind Michael Jackson’s gravity-defying lean (http://metro.co.uk/2015/10/29/so-thats-the-secret-behind-michael-jacksons-gravity-defying-lean-5469651/)
The Shoes That Made Michael Jackson’s Anti-Gravity Lean Possible Was Granted A Patent and It Expired In 2005 For Non Payment of Maintenance Fees (Source: http://netloid.com/life-geek/the-shoes-that-made-michael-jacksons-anti-gravity-lean-possible-was-granted-a-patent-and-it-expired-in-2005-for-non-payment-of-maintenance-fees)
So THAT’S the secret behind Michael Jackson’s gravity-defying lean (http://metro.co.uk/2015/10/29/so-thats-the-secret-behind-michael-jacksons-gravity-defying-lean-5469651/)
The Shoes That Made Michael Jackson’s Anti-Gravity Lean Possible Was Granted A Patent and It Expired In 2005 For Non Payment of Maintenance Fees (Source: http://netloid.com/life-geek/the-shoes-that-made-michael-jacksons-anti-gravity-lean-possible-was-granted-a-patent-and-it-expired-in-2005-for-non-payment-of-maintenance-fees)
A trademark is a sign capable of distinguishing the goods or services of one enterprise from those of other enterprises. Trademarks date back to ancient times when craftsmen used to put their signature or "mark" on their products.
TM means the owner of the mark has common law rights even though the mark has not been registered while the ®, on the other hand, is only used for marks that have been granted registration.
A trademark is a sign capable of distinguishing the goods or services of one enterprise from those of other enterprises. Trademarks date back to ancient times when craftsmen used to put their signature or "mark" on their products.
TM means the owner of the mark has common law rights even though the mark has not been registered while the ®, on the other hand, is only used for marks that have been granted registration.
Infringement refers to the violation of a law or a right.
(http://www.candyindustry.com/articles/86210-mars-sues-hershey-for-trademark-infringement-over-malteser-brand)
An industrial design constitutes the ornamental or aesthetic aspect of an article. An industrial design may consist of three-dimensional features, such as the shape or surface of an article, or of two-dimensional features, such as patterns, lines or color.
An industrial design right protects only the appearance or aesthetic features of a product, whereas a patent protects an invention that offers a new technical solution to a problem. In principle, an industrial design right does not protect the technical or functional features of a product. Such features could, however, potentially be protected by a patent. Find out more about patents. (http://www.wipo.int/designs/en/faq_industrialdesigns.html)
On May 20, 2011, Crocs filed a complaint and initiated a new suit against Skechers, case number 1:11-cv-01330, in the U.S. District Court for the District of Colorado. Crocs alleges the Swifts line introduced in the summer of 2010 by Skechers is an “obvious imitation” of Crocs’ original shoe design for the CROCBANDTMmodel footwear, which is protected by U.S. D610,784.
http://www.protectingdesigns.com/deja-vu-crocs-sues-skechers-for-design-infringement
Geographical indications and appellations of origin are signs used on goods that have a specific geographical origin and possess qualities, a reputation or characteristics that are essentially attributable to that place of origin. Most commonly, a geographical indication includes the name of the place of origin of the goods.
Can you think of other examples of geographical indications and appellations of origin?
http://www.gcflearnfree.org/print/blogbasics/copyright-and-fair-use?playlist=Blog_Basics
Guidelines for fair use:
A majority of the content you create must be your own.
To return to the example above, it's probably fair use to include a few relevant photos to support your ideas in a blog post, presentation, or research paper. However, using these same photos in a project with only a few lines of commentary might not be fair use. As another example, let's imagine you found a useful tutorial you wanted to feature on your blog. Including one tip from the tutorial would be fair use. Simply republishing the entire tutorial would not be fair use, even if you linked to the original source.
Give credit to the copyright holder.
In order for something to be fair use, you must give full credit to the person who created it. This includes the creator's name, as well as other information that will help people find the original work or source. For example, if you adapt a recipe that was originally published on a cooking website, you should include a link to the original page. For more help citing your sources, review Avoiding Plagiarism.
Don't make money off of the copyrighted work.
In general, it's much easier to claim fair use when you're using the copyrighted material for noncommercial purposes. While posting images of your favorite TV shows and adding funny captions and commentary might be considered fair use, selling these images on T-shirts would not.
http://www.gcflearnfree.org/print/blogbasics/copyright-and-fair-use?playlist=Blog_Basics
Guidelines for fair use:
A majority of the content you create must be your own.
To return to the example above, it's probably fair use to include a few relevant photos to support your ideas in a blog post, presentation, or research paper. However, using these same photos in a project with only a few lines of commentary might not be fair use. As another example, let's imagine you found a useful tutorial you wanted to feature on your blog. Including one tip from the tutorial would be fair use. Simply republishing the entire tutorial would not be fair use, even if you linked to the original source.
Give credit to the copyright holder.
In order for something to be fair use, you must give full credit to the person who created it. This includes the creator's name, as well as other information that will help people find the original work or source. For example, if you adapt a recipe that was originally published on a cooking website, you should include a link to the original page. For more help citing your sources, review Avoiding Plagiarism.
Don't make money off of the copyrighted work.
In general, it's much easier to claim fair use when you're using the copyrighted material for noncommercial purposes. While posting images of your favorite TV shows and adding funny captions and commentary might be considered fair use, selling these images on T-shirts would not.
Attribution: You must credit the creator in order to use, copy, or share the content.
Non-Commercial: You can't make a profit from the content.
No Derivative Works: You can't change the content.
Share Alike: You can change the content, but you have to let other people use your new work with the same license as the original. You can't treat any Share Alike work that you adapt as your own copyright, even if you radically change it.
http://www.gcflearnfree.org/print/blogbasics/copyright-and-fair-use?playlist=Blog_Basics
Analyze the infographics.
What is public domain?
https://creativecommons.org/licenses/
Running time: 4: 25 minutes
How is the intellectual property law helps the inventors?