Code Ownership : Plagiarism and Use

Technology is moving at unmeasurable rates to that of law. Ownership rights and legality become harder to grasp distant theories. With community code-sharing and limiting language structures, when does code become plagiarized or entity-owned? The disciplines of Cyberlaw and computer science are used to provide a better understanding. The Cyberlaw discipline explores how jurisdiction views cyberspace, source code, and source code’s placement within legislation. Due to cyberspace’s ever-evolving nature, litigation struggles to encompass the possibilities within it. Computer science delves into theory-based excursions that define the law’s shape in the cyber realm. It bolsters the possibility of implementing progressive legislation that could produce a more flexible, structured law. This research involves theories for legislation around source code ownership, record- keeping databases, and a reformed legal system with an understanding of technology. This work aspires to discover new ways of ownership rights and inquire about ownership when there is a limiting language structure with which to work. Flexibility is imperative for the law to function in cyberspace which is rather new to a legal system in this sector. The research serves as a gateway to a newly reformed cyberlaw system in terms of ownership regarding source code and limiting computer language structures

The New Legal Landscape for Text Mining and Machine Learning

Now that the dust has settled on the Authors Guild cases, this Article takes stock of the legal context for TDM research in the United States. This reappraisal begins in Part I with an assessment of exactly what the Authors Guild cases did and did not establish with respect to the fair use status of text mining. Those cases held unambiguously that reproducing copyrighted works as one step in the process of knowledge discovery through text data mining was transformative, and thus ultimately a fair use of those works. Part I explains why those rulings followed inexorably from copyright\u27s most fundamental principles. It also explains why the precedent set in the Authors Guild cases is likely to remain settled law in the United States. Parts II and III address legal considerations for would-be text miners and their supporting institutions beyond the core holding of the Authors Guild cases. The Google Books and HathiTrust cases held, in effect, that copying expressive works for non-expressive purposes was justified as fair use. This addresses the most significant issue for the legality of text data mining research in the United States; however, the legality of non-expressive use is far from the only legal issue that researchers and their supporting institutions must confront if they are to realize the full potential of these technologies. Neither case addressed issues arising under contract law, laws prohibiting computer hacking, laws prohibiting the circumvention of technological protection measures (i.e., encryption and other digital locks), or cross-border copyright issues. Furthermore, although Google Books addressed the display of snippets of text as part of the communication of search results, and both Authors Guild cases addressed security issues that might bear upon the fair use claim, those holdings were a product of the particular factual circumstances of those cases and can only be extended cautiously to other contexts. Specifically, Part II surveys the legal status of TDM research in other important jurisdictions and explains some of the key differences between the law in the United States and the law in the European Union. It also explains how researchers can predict which law will apply in different situations. Part III sets out a four-stage model of the lifecycle of text data mining research and uses this model to identify and explain the relevant legal issues beyond the core holdings of the Authors Guild cases in relation to TDM as a non-expressive use

Copy(write): Intellectual Property in the Writing Classroom

The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes that can further inform the ways in which we situate and address intellectual property issues in our teaching.https://digitalcommons.liberty.edu/textbooks/1003/thumbnail.jp

Enhancing Key Digital Literacy Skills: Information Privacy, Information Security, and Copyright/Intellectual Property

Key Messages Background Knowledge and skills in the areas of information security, information privacy, and copyright/intellectual property rights and protection are of key importance for organizational and individual success in an evolving society and labour market in which information is a core resource. Organizations require skilled and knowledgeable professionals who understand risks and responsibilities related to the management of information privacy, information security, and copyright/intellectual property. Professionals with this expertise can assist organizations to ensure that they and their employees meet requirements for the privacy and security of information in their care and control, and in order to ensure that neither the organization nor its employees contravene copyright provisions in their use of information. Failure to meet any of these responsibilities can expose the organization to reputational harm, legal action and/or financial loss. Context Inadequate or inappropriate information management practices of individual employees are at the root of organizational vulnerabilities with respect to information privacy, information security, and information ownership issues. Users demonstrate inadequate skills and knowledge coupled with inappropriate practices in these areas, and similar gaps at the organizational level are also widely documented. National and international regulatory frameworks governing information privacy, information security, and copyright/intellectual property are complex and in constant flux, placing additional burden on organizations to keep abreast of relevant regulatory and legal responsibilities. Governance and risk management related to information privacy, security, and ownership are critical to many job categories, including the emerging areas of information and knowledge management. There is an increasing need for skilled and knowledgeable individuals to fill organizational roles related to information management, with particular growth in these areas within the past 10 years. Our analysis of current job postings in Ontario supports the demand for skills and knowledge in these areas. Key Competencies We have developed a set of key competencies across a range of areas that responds to these needs by providing a blueprint for the training of information managers prepared for leadership and strategic positions. These competencies are identified in the full report. Competency areas include: conceptual foundations risk assessment tools and techniques for threat responses communications contract negotiation and compliance evaluation and assessment human resources management organizational knowledge management planning; policy awareness and compliance policy development project managemen

Criminal Justice College Instructors\u27 Experiences, Perceptions, and Teaching Strategies Related to Undergraduate Plagiarism

The criminal justice program in a community college located in the southwestern United States had experienced an increase in student plagiarism. However, the current teaching practices of criminal justice instructors to prevent and manage the increased student plagiarism have not been effective. The purpose of this study was to explore criminal justice college instructors\u27 experiences, perceptions, and teaching strategies related to undergraduate student plagiarism using Goleman\u27s emotional intelligence theory and Daloz\u27s mentoring theory. Employing a qualitative instrumental case study design, data were collected through semistructured interviews with 10 criminal justice college instructors. Member checking and reflective journaling ensured accuracy and credibility with initial findings from the interview data. The interview data were coded and analyzed using matrix and thematic analysis. Findings revealed 6 categories: professional development, instructor-student relationships, Turnitin reports, policy enforcement, instructor discretion, and mentoring students. To address the findings, a department plagiarism policy was proposed through a position paper to key stakeholders at the community college. The implementation of the department plagiarism policy has the possibility to create positive social change by promoting ethical writing standards and providing support for students\u27 future academic success

Brief of Digital Humanities And Law Scholars as Amici Curiae In Support Of Defendant-Appellees And Affirmance, (The Authors Guild, Inc., et al., v. Google, Inc., et al.)

Amici are over 150 professors and scholars who teach, write, and research in computer science, the digital humanities, linguistics or law, and two associations that represent Digital Humanities scholars generally.2 Amici have an interest in this case because of its potential impact on their ability to discover and understand, through automated means, the data in and relationships among textual works. Legal Scholar Amici also have an interest in the sound development of intellectual property law. Resolution of the legal issue of copying for non-expressive uses has far-reaching implications for the scope of copyright protection, a subject germane to Amici’s professional interests and one about which they have great expertise. Amici speak only to the issue of copying for non-expressive uses. A complete list of individual Amici is attached as Appendix A. Mass digitization is a key enabler of socially valuable computational and statistical research (often called “data mining” or “text mining”). While the practice of data mining has been used for several decades in traditional scientific disciplines such as astrophysics and in social sciences such as economics, it has only recently become technologically and economically feasible within the humanities. This has led to a revolution, dubbed “Digital Humanities,” ranging across subjects such as literature and linguistics to history and philosophy. New scholarly endeavors enabled by Digital Humanities advancements are still in their infancy but have enormous potential to contribute to our collective understanding of the cultural, political, and economic relationships among various collections (or corpora) of works—including copyrighted works—and with society. The Court’s ruling in this case on the legality of mass digitization could dramatically affect the future of work in the Digital Humanities