The presentation deals with various aspects of the act of Copyright .
The presentation explains copyright, tenure of copyright, and the infringement of copyright.
The presentation deals with various aspects of the act of Copyright .
The presentation explains copyright, tenure of copyright, and the infringement of copyright.
An overview of the basics of US copyright law for entrepreneurs, business people, and creative professionals. "What Is a Copyright?" includes the following:
A brief definition of copyright.
Definitions of the other forms of intellectual property (trademark, patent, and trade secrets).
How copyrights are acquired.
What rights go along with a copyright.
Copyright registration.
For more information, please go to LizerbramLaw.com
Copyright infringement is the use of works protected by copyright law without permission, infringing certain exclusive rights granted to the copyright holder, such as the right to reproduce, distribute, display or perform the protected work, or to make derivative works.
This webinar on intellectual property rights is the kick off session for a 6 week MOOC entitled Copyright – DIY led by Mathy Vanbuel from ATiT. During this first 1 hour long session entitled “From the Statute of Anne to Beyoncé” Mathy will provide an introduction as to where our current practices in IPR come from, what the different intellectual property rights are and how they affect all of us one way or the other whether we like it or not. This session and the rest of the MOOC is intended to be a practical introduction for anyone (teacher, writer, artist, student, consumer...) who creates original materials or who uses, reuses, mixes and adapts original materials that were created by others.
An overview of the basics of US copyright law for entrepreneurs, business people, and creative professionals. "What Is a Copyright?" includes the following:
A brief definition of copyright.
Definitions of the other forms of intellectual property (trademark, patent, and trade secrets).
How copyrights are acquired.
What rights go along with a copyright.
Copyright registration.
For more information, please go to LizerbramLaw.com
Copyright infringement is the use of works protected by copyright law without permission, infringing certain exclusive rights granted to the copyright holder, such as the right to reproduce, distribute, display or perform the protected work, or to make derivative works.
This webinar on intellectual property rights is the kick off session for a 6 week MOOC entitled Copyright – DIY led by Mathy Vanbuel from ATiT. During this first 1 hour long session entitled “From the Statute of Anne to Beyoncé” Mathy will provide an introduction as to where our current practices in IPR come from, what the different intellectual property rights are and how they affect all of us one way or the other whether we like it or not. This session and the rest of the MOOC is intended to be a practical introduction for anyone (teacher, writer, artist, student, consumer...) who creates original materials or who uses, reuses, mixes and adapts original materials that were created by others.
EVENT TITLE: CAPACITY BUILDING TRAINING WORKSHOP IN FINDING, REUSING AND PUBLISHING OPEN NUTRITION DATA
WORKSHOP DATE: 09th January to 10th January 2018
WORKSHOP VENUE: Mukono District Local Government Headquarters, Mukono District, Uganda
SUMMARY:
An Introduction on Intellectual Property and Copyrighting Nutrition Open Data
Web: http://www.mukonocommunityopennutrition.wordpress.com
Many of the resources you wish to use to support your teaching and research are protected by copyright. However, the good news is that there are ways in which you can legitimately use those materials without infringing copyright. This session will give an overview of the licences the university holds, as well as the permitted acts built into copyright law which allow educational establishments to benefit from a suspension of the rules which normally govern the use of copyright protected works.
Presented by Gordon Sandison, Licensing & Copyright Manager, University of Liverpool
Clare Lanigan - Copyright in digital environmentsdri_ireland
Presentation given by Clare Lanigan, Education and Outreach Manager, DRI, at 'Copyright Issue in Academic Libraries' seminar, organised by the Academic & National Library Training Co-operative in CONUL (Consortium of National & University Libraries) on 23 October 2017, Royal Irish Academy, Dublin.
University of Liverpool Researcher KnowHow session presented by Gordon Sandison
Licensing & Copyright Manager,
24 March 2023.
session aims to extend your knowledge and develop your understanding of:
*What copyright is
*Licences available
*Permitted acts/copyright exceptions
*Risk management
in relation to using materials in your teaching.
From Openness to Opportunity? Strategical Approaches to OERs Uptake and Use f...Robert Farrow
Presentation from Open Education Global 2023, held in Edmonton, Canada. This piece of research aimed to provide an up-to-date overview of the opportunities of OERs in business by conducting a set of interviews with relevant stakeholders during the course of the ENCORE+ Project (European Network for Catalysing Open Resources in Education). OERs-related value propositions and sustainability in business seem to be innovative oriented in light of the results. OERs clearly have a place in this space, though they are not adopting a central role in business processes.
https://oeglobal2023.sched.com/event/1S7iV/from-openess-to-opportunity-strategical-approaches-to-oers-uptake-and-use-from-business
This paper provides an update on activity in the innovation and business models strand of the ENCORE+ project. A range of business models that support or draw on open educational resources (OER) have been proposed. This paper reviews models that have been proposed (Tlili et al., 2020; Padilla Rodriguez et al., 2018; Belleflamme & Jacqmin, 2015; Ubachs & Konings, 2016; and Farrow, 2019) and suggests a synthesis into one typology of OER business models. The ENCORE+ OER Business Model Typology has been developed as part of a wider effort to understand and evaluate economically sustainable approaches to OER as well as to formulate OER value propositions for different stakeholders. In related work, a range of OER innovation case studies (N=48) are being prepared for publication. These illustrate different instances of innovation with OER and show how OER actors understand their value proposition to different audiences.
Open Education Research: Past, Present, FutureRobert Farrow
The Global OER Graduate Network (GO-GN, n.d.) supports doctoral research in open education around the world and currently has several hundred members who are doctoral/post-doctoral researchers and interested expert practitioners. In this presentation we offer some analysis of trends in research into open education, drawing on the data generated by GO-GN as well as other expert research. We provide an analysis of network activity and identify core areas for contemporary open education research, including open practice, OER as a discipline area, making connections between research clusters and the application of OER in non-traditional learning contexts. We also offer some reflections on the evolving nature of discourse around open education and the relation between research and practice, particularly around the themes of social justice and equity, diversity and inclusion.
Understanding OER, Innovation & Business ModelsRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER). Participants will be presented with research and findings from the project, directly linked to enabling their work to be open, sustainable and innovative.
One project focus is understanding (and sharing) business models that use or integrate OER. The ENCORE+ Innovation Case Study Collection and Business Model Typology represent important advances in the self-understanding of open educators and collaboration partners (potential and existing).
Another ENCORE+ activity strand has audited innovation related behaviours for a range of organisations that use OER. OER is of course an innovation in teaching and learning practice, but the practices associated with using OER can themselves be a foundation for further innovation. This potential is often overlooked for being highly contextual or marginal to the key focus of OER initiatives, yet the culture of innovation that exists alongside many OER projects and in the practice of open educators is a key attraction for many working in the field.
More than OER innovation 40 case studies have been prepared and a selection of these will be presented with a critical commentary. Alongside this, the related evaluation framework is being shared on an open licence for others to use and better understand the role of innovation in their own OER practice.
These achievements build on various aspects of theoretical work conducted in the last two years (Farrow & Granly, 2021; Farrow, 2022) as well as a series of face-to-face and online stakeholder events conducted within the ENCORE+ network. Delegates will be in a position to benefit from what has been shared by the wider European OER community in locating and reflecting on their own practice.
Coughlan, T., Pitt, R. & Farrow, R. (2019). Forms of innovation inspired by open educational resources: a post-project analysis. Open Learning: The Journal of Open, Distance and e-Learning, 34:2, 156-175. https://doi.org/10.1080/02680513.2018.1552579
ENCORE+ (n.d.). European Network for Catalysing Open Resources in Education. https://encoreproject.eu/
Farrow, R. (2022). A Framework for Understanding Innovation with OER. Open Education Global 2022. Université de Nantes, France. https://pretalx.com/oeglobal2022/talk/QYVRCM/
Farrow, R. & Granly, J. (2021). Building the 21st Century OER Ecosystem. Open E
Sharing innovation practices around OER: theory, practice, examples and debatesRobert Farrow
This ENCORE+ Network Event focuses on Innovation & Business Models - preliminary results for the ENCORE+ OER Innovation Evaluation Framework and associated case studies are presented.
We will be taking a look at the results of more than two years of research and networking activity, including outcomes from the OER Innovation Survey; and desk research into the essential factors relating to OER innovation.
An expert panel provided responses and reflections, and looked ahead to a packed final year of ENCORE+ including our integration events and final conference.
ENCORE+: Your Place in the Open EcosystemRobert Farrow
The objective of this workshop is to give the participants an opportunity to imagine and recreate their work and business as Open. The workshop is focused on Open Educational Resources (OER), and on its applicability and benefit to business, innovation and technology in lifelong learning.
This workshop is designed to take the participants through a simulation experience, where each participant will imagine the business potential, innovation potential and technological changes available and possible for their work to be open (more open).
The workshop is facilitated by the European Network for Catalysing Open Resources in Education (ENCORE+). ENCORE+ is a European Commission funded project, aimed at establishing a European OER Ecosystem, for both academia and business.
The participants will be presented with research and findings from the project, directly linked to enabling their work to be open, profitable and innovative. Representatives from ENCORE+ business partners will showcase real-life examples of how OER is integral to their work and business as part of the introduction to the workshop.
The workshop is suited to all participants who are interested in OER, regardless of knowledge and experience with OER. The workshop is interactive, with practical simulation tasks guided by ENCORE+ facilitators and ENCORE+ OER research.
ENCORE+: The Open Educational Resources (OER) Innovation EcosystemRobert Farrow
Slides to accomany a workshop at the I-HE2022 Conference in Athens, Greece (Oct 2022). The slides provide an overview of the ENCORE+ project logic and theoretical perspectives on innovation through open education.
https://i-he2022.exordo.com/programme/presentation/75
Keynote presentation from the Association of Learning Technologists Annual Conference 2022. The ALT Framework for Learning Technology reflects the authentic need for ethical perspectives in an increasingly uncertain world. This presentation explores contemporary relationships between ethics and educational technology. There is an increasing ethical import associated with the rapid deployment of new and powerful and transformative digital technologies across society. Cutting edge technologies offer new possibilities for pedagogy, inclusion and access to learning, but are often implemented without their effects being fully understood. Learning technologists operate at the intersection of competing demands and interests along with their ethical complexities, often with little more guidance than a risk management checklist. Drawing on the history of online learning, philosophical ethics, critical theory and educational research, key examples of ethical issues will be explored and related to the FELT framework. It will be argued that the increasing need for ethical reflection requires dialogic and inclusive approaches which retain critical perspectives.
Presentation (with Eamon Costello) from the Global Smart Education Conference (The 6th International Conference on Smart Learning Environments), Beijing National University, China.
The presentation explores issues in AI driven learning systems and implications of machine learning approaches for inclusion and access to education.
The Future OER Ecosystem - On Building a Community for OER in EuropeRobert Farrow
Group presentation/workshop from Open Education Global 2022
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
Explicable Artifical Intelligence for Education (XAIED)Robert Farrow
The application of artificial intelligence in AI is increasing, but there is a growing awareness of the profound ethical implications which are presently undertheorised. The emerging consensus is that there needs to be adequate transparency and explicability for the use of algorithms in education. This presentation provides an overview of AI in education (AIED) and characterises the requirement for explicability as a response to the ‘black box’ of machine learning. It is argued that explicability should be understood as part of a wider socio-technical turn in AI, and that there is a strong case for implementing full transparency in AIED as a default position. Such transparency threatens to disrupt traditional pedagogical processes, and mediation strategies will be needed. There are also instances where non-transparency may be justifiable and in these examples processes for auditing and governance.
Guest lecture delivered to the Master of Leadership in Open Education programme at the University of Nova Gorica, Slovenia. An overiew of more than 10 years working on open education research projects is reviewed and the relation between research and policy explored. Responses are made to questions raised by students.
This presentation is licensed CC BY - any logos or other images are included under fair use or assumed public domain.
The future OER Ecosystem - On building a community for OER in EuropeRobert Farrow
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, coordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/).
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ is a coordinated European approach to strengthening the value of OER as a catalyst and multiplier. The goal is to move from a series of individual OER initiatives into a European OER Ecosystem. This will be done through addressing and contributing to European and International policy priorities, stimulating innovation in businesses through learning and training, supporting the modernization and digitalization of higher education in Europe, as well as bridging non-formal & formal education by advancing recognition of open learning.
ENCORE+ has established 4 thematic circle communities for OER in Europe on the thematic focus areas of OER Technology, Quality, Innovation & Business Models and Policies. The circle communities convenes and collaborate on issues related to the circle theme. The four communities will convene for its second round of circle events in the first week of May.
This workshop aims to take the content and discussions held within the 4 thematic circle communities in ENCORE+ to the global stage. This workshop marks halfway through the project, and the ENCORE+ team will share and discuss experiences, issues and solutions found with the delegates at the conference. The stakeholders of ENCORE+ is truly global, connecting international stakeholders from academia and business together into a collaborative OER Ecosystem solving challenges of education through OER.
A Framework for Understanding Innovation with OERRobert Farrow
Presentation on the ENCORE+ Project from Open Education Global 2022. The European Network for Catalysing Open Resources in Education (ENCORE+, n.d.) is a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through open educational resources (OER).
OER are one of the great recent innovations in education and learning. OER leverage the benefits of digitalisation to extend equitable access to learning; provide new avenues for the distribution, adaptation and iteration of resources; and support innovation in pedagogy and collaboration. Innovating is a key part of how OERs are used, as resources are transformed for use in a new context. But because of the siloed way that reuse typically happens it can be hard for others to take advantage of the effective practice of others.
Developing general awareness of the potential of OER remains a challenge, and one route to this is to highlight cases of exceptional interest (along with identifying the enabling software and services; understanding drivers and enablers; and capturing the meaningful interactions between relevant stakeholders).
In line with its role supporting the OER ecosystem and acting as a hub for OER innovation, ENCORE+ has developed an OER Innovation Evaluation Framework. This toolkit draws on several predominant theories of innovation (Carroll, Kellog & Rosson, 1991; Puentedura, 2006; Rogers, 2003) as well as research into effective OER initiatives (e.g. Coughlan et al., 2019; Darwish, 2019) to present simple categories which can be used to consistently describe cases of interest.
This presentation will describe the background, inspiration and process for developing the Evaluation Framework (Farrow, 2021). Information will also be provided on ways participants can share their examples of innovation through the ENCORE+ network using the OER Innovation Evaluation Framework.
ENCORE+ Innovation and Business Models Circle 2Robert Farrow
Slides used in the delivery on an online discussion workshop for the ENCORE+ project including a brief introduction to the project and links to the outputs from group discussions
This presentation accompanied a face-to-face workshop at the OER22 conference where delegates were encouraged to brainstorm and interact around key themes and suggestions from the ENCORE+ project (https://encoreproject.eu/) regarding OER implementation, strategisation and improvement.
The European Network for Catalysing Open Resources in Education (ENCORE+) project (2021-2023) is an Erasmus+ funded initiative which aims to raise awareness of open education, co-ordinate stakeholder and support new strategies for the proliferation of OER (https://encoreproject.eu/). The UNESCO OER Recommendation (https://en.unesco.org/themes/building-knowledge-societies/oer/recommendation) sets out five areas for action:
Building the capacity of stakeholders to create, access, re-use, adapt and redistribute OER;
Developing supportive policy for OER;
Encouraging inclusive and equitable quality OER;
Nurturing the creation of sustainability models for OER; and
Promoting and reinforcing international cooperation in OER.
Although the Coronavirus pandemic and the resulting online ‘pivot’ increased opportunities for integrating OER into education and training, general awareness of open alternatives remains low. Many educators and learners have been in crisis mode, using whatever resources they can to fulfil their needs. While this can include OER, the demands put upon practitioners makes it hard to strategise and move systematically towards meeting the five action areas of the UNESCO OER resolution.
ENCORE+ proposes that we understand the strategizing of OER at the level of the ‘ecosystem’, emphasizing that while there are viable, established strategies for OER there is no integrated European OER university-business ecosystem able to identify, catalyse and share best practices. How can collaboration be encouraged? How can confidence in operational models which use OER be encouraged beyond the usual advocacy networks in higher education?
Following a short general introduction, this workshop is organised around the following 4 x 10 minute discussion areas, each of which reflects an activity area of ENCORE+.
Focus area 1: Bleeding edge technologies for OER integration
Focus area 2: New paradigms for OER quality
Focus area 3: Strategies and policies for OER uptake and integration
Focus area 4: Innovation, Business Models & Sustainability
In each focus area relevant results from the ENCORE+ project were briefly presented to support an inclusive plenary discussion.
Dialogue was facilitated and moderated by relevant experts from ENCORE+. Feedback and reflection was gathered through a 'World Cafe' approach designed around stakeholder interactions and perspective sharing.
Innovation with Open Educational Resources: The State of the ArtRobert Farrow
Keynote presentation at the OpenLang Network Multiplier Event, 10th December 2021. This presentation reflects on more than a decade of innovation in open education.
This presentation summarises several theories of innovation; explaining their relevance and potential for open education in Europe. These frameworks are likely to be of interest to practitioners wishing to have a stronger theoretical and practical understanding of how OER can support innovative practice.
Ramirez-Montoya (2020) recently presented a review of literature pertaining OER and educational innovation, noting that although definitions of openness vary across sectoral spaces, the crossover between openness and innovation is an area of increasing interest. A core part of the story of open educational resources is that they can be used to create spaces for innovation in teaching and learning (Orr et al., 2015; Pitt & Smyth, 2017; Weller et al., 2015). As Coughlan et al. (2018) argue, there has been a lack of detailed analysis of the specific function of OER as a driver of innovation, and a single model has not yet captured the multi-faceted relationship between openness and innovation.
Several theories of innovation - including the Task-Artefact Cycle (Carroll, Kellog & Rosson, 1991); the "diffusion of innovations" (Rogers, 2010); the SAMR framework (Puentedura, 2006; Orr et al., 2015); the Cyclic Innovation Model (Berkhout, 2007); and the Forms of innovation in OER (Coughlan, Pitt & Farrow, 2018) - will be outlined and contextualised. These will be used to describe ways to think about innovation in the context of open education.
This presentation contributes to the European Network for Catalysing Open Resources in Education (ENCORE+, 2021), a pan-European Knowledge Alliance funded under the Erasmus+ programme. The project is running from 2021 to 2023 to support the modernisation of education in the European area through OER.
https://i-he2021.exordo.com/programme/presentation/28
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
3. What is copyright?
• Copyright is a legal right and protection
• Copyright sets out rules and expectations for the reproduction and
uses of an original creative work (literary/artistic/industrial/digital)
• Copyright affects and regulates many aspects of our lives (knowledge
production, the arts, etc.)
• Copyright grants exclusive rights to creators to protect and incentivize
their work
• Copyright concerns the expression of ideas, not ideas themselves
4. Where does copyright come from?
• The invention of the printing press in the 15th century made mass copying
of creative works possible
• In 1710 the Statute of Anne was the first law to offer authorial protection
from unauthorized copying of their work
• The Berne Convention (1886) established an international approach to
copyright
• The Universal Copyright Convention (1952) was developed by UNESCO as
an alternative to the Berne Convention.
• The Copyright Act of 1976 updated copyright law for the age of mass
communication, codifying ‘fair use’ and rights to reproduce, derive,
distribute, perform and display creative works.
5. What is the purpose of copyright?
Three perspectives…
9. How copyright works
• In most countries, copyright protection is automatically conferred (unlike a
patent or trademark) onto original intellectual property
• Copyright is a territorial right which means that copyright granted by a
state only extends to the territory of that state; each country has its own
copyright laws and practices, but most countries offer a form of mutual
recognition of copyright
• Copyright holders can extend permissions, allowing others to make copies;
translate; perform; or otherwise adapt works – these derivatives do not
change the copyright status
• Copyright violations are typically redressed through (civil and criminal)
legal procedures, with infringements risking fines, takedown notices and
legal orders
10. When can a work be copyrighted?
• The work must be original ✅
• The work must have a tangible
‘expression’ in physical form – often
through recording on medium like print,
audio recording or digital files ✅
Not copyrightable:
• Ideas ❌
• Facts ❌
• Thoughts ❌
• Feelings ❌
Dianelos [CC BY-SA)
https://commons.wikimedia.org/wiki/File:Da_Vinci%27s_Mona_Lisa
_with_original_colors_approximation.jpg
11. What is the ‘Public Domain’?
• The ‘Public Domain’ refers to all creative works to which no exclusive
intellectual property rights apply
• When copyright expires (typically 70 years after death of the author in the
UK and USA) works are considered to be in the Public Domain
• Works in the Public Domain may be used freely by anyone; authorial rights
(including copyright) effectively no longer exist
• ‘Public Domain’ does not usually refer to cases where an author retains
some rights
• Some works may never enter the Public Domain: the UK Crown holds a
perpetual copyright for the King James Bible translation, for instance
13. What are exemptions to copyright?
• Most countries allow people to make some use of copyrighted works
without violating copyright
• These are known as ‘exceptions’ or ‘limitations’ to copyright
• Some countries define these uses very tightly whereas others have a
more formal “fair use” approach
• Common exceptions include using copyrighted works in educational
contexts, or for the purposes of criticism and critique
• This is how a lot of YouTube channels are able to broadcast
copyrighted material
14. Copyright and Intellectual Property (IP)
• Copyright is intended to protect intellectual property
• There are other types of IP protection, such as trademarks (used to
protect brand identity) and patents (used to afford inventors a time-
limited monopoly on their inventions)
• Other examples of IP rights include trade secrets, publicity rights, and
moral rights
• Copyright is therefore not the only form of IP protection, but it is
arguably the broadest and, in the age of the Internet, the one most
relevant to daily life for most people
15. Alternatives to traditional copyright
Several alternatives to traditional copyright have been proposed,
including:
• Copyleft https://www.gnu.org/licenses/copyleft.en.html
• Open Licensing (e.g. Creative Commons)
https://creativecommons.org/share-your-work/licensing-
considerations/
• Dedication to Public Domain
https://fairuse.stanford.edu/overview/public-
domain/welcome/#dedicated_works
16. Find Out More…
• Copyright on Wikipedia https://en.wikipedia.org/wiki/Copyright
• Copyright resources from University College London
https://www.ucl.ac.uk/library/ucl-copyright-advice/copyright-
resources
• Creative Commons https://creativecommons.org/
• UK Copyright Guide https://www.gov.uk/copyright
• List of copyright resources provided by Stanford University Library
https://www.ucl.ac.uk/library/ucl-copyright-advice/copyright-
resources
Non-attributed images found in this presentation are believed to be in the public domain.