10,486 research outputs found

    Software Piracy: A Study of the Extent of Coverage in Introductory MIS Textbooks

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    This research argues that although software piracy has serious implications for the software industry and the economy, the topic receives very little detailed coverage in MIS textbooks. Software piracy has a significant impact on the software industry and on the economy as a whole. Lost sales due to software piracy amount to over 11billionannuallyandlosttaxesapproach11 billion annually and lost taxes approach 1 billion annually. Current technology makes it a simple task for even a novice computer user to copy software and therefore, unauthorized software is not uncommon. The researchers conducted an evaluation of MIS texts and found that software piracy receives very little coverage in the texts. The research suggests that MIS faculty need to provide material to supplement the textbook coverage in order to provide adequate coverage of this serious issue

    Copyright and Fair Use for Graduating Studio Art Majors

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    This lesson was designed as a part of a seminar for art majors preparing work for their Senior Show and is intended to inform students preparing to begin careers as practicing artists or art educators. The lesson incorporates a short lecture on copyright and fair use, a class discussion about copyright and artistic practice based on preparatory readings, an in-class research exercise of art copyright case studies, and student presentations on their findings and opinions. In addition to raising awareness of copyright and the CAA Code of Best Practices in Fair Use for the Visual Arts, this lesson is particularly apt for helping students grapple with the ethical complexities surrounding the artistic use of other artists’ work

    A Heuristic Approach to Creating Technological Fair Use Guidelines in Higher Education

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    Higher education has experienced challenges defining and implementing copyright compliance. Confusion among faculty and staff appears to be common regarding copyright and fair use. The original copyright doctrine was drafted over 200 years ago, which predates practically all technological advances that have and will continue to occur. Change is slow and onerous with most legislation; there is not much possibility the small amendments made to the law will be able to keep pace with the continual technological evolution. Further, judges are citing precedents in court rulings of copyright disputes that were made using the best interpretation of the law, even though those earlier adjudicators had nothing concrete upon which to base decisions. The cycle of loose interpretations further exacerbates the copyright and fair use problem involving technology. Moreover, this concern has been magnified due to the digital nature of lesson delivery most learning institutions are adopting today. The rapid, widespread move toward online learning methods creates an entire set of copyright and fair use circumstances that extend beyond the traditional, face-to-face pedagogical issues. Invariably, schools will be left to attempt to decide what will be considered legal and safe, often by trial and error, until clearer, universally accepted guidelines can be created. A group consensus for best practice was achieved over three rounds of surveying with the help of a Delphi panel highly experienced in copyright laws. Opinions converged early during the process, where proper fair use assessment was one of the major themes appearing during the first round. Respondents also agreed future educators will undoubtedly continue to struggle with fully understanding the intricacies of fair use. An overall consensus reached for many questions was sufficient for answering the proposed research questions and drafting a list of recommendations for technological fair use. The outcome should add to the existing knowledge base, given the limited number of studies that have been conducted regarding the complexities of copyright topics in distance and online education. Recommendations for further investigations encourages researchers to continue where this effort ends to remain current and compliant with the ubiquitous changes in technologies

    COPYRIGHT, FAIR USE, AND THE TEACH ACT: OPINIONS AND PRACTICES OF ACADEMIC LIBRARIES AND LIBRARIANS

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    Problem: The law of copyright in the United States represents a balancing of creative and commercial protection for copyright holders against the freedom and needs of others to use copyrighted resources including academic libraries, faculty, and students. Although a significant body of literature exists that describes and analyzes the course and mechanics of copyright through its long and storied history, few researchers have gathered statistics relating to academic librarians’ opinions concerning the efficacy of present-day United States copyright laws including the TEACH Act, their understanding of them, and their everyday resource use within the confines of these laws in the area of provision of digital resources. The views and practices of academic librarians are valuable in determining whether the TEACH Act is accomplishing its intended purpose of extending copyright exceptions beyond the classroom to digitally based academic course materials. Methodology: Based in grounded theory, data collection emanated from two sources – an online survey to all American academic members of the Association of Research Libraries and a content analysis of the websites of twenty-five randomly selected American academic members of the Association of Research Libraries. Summary of findings: Survey results indicate that academic librarians are dissatisfied with current copyright law and the realities of resource licensing. Fifty-four percent of the institutions in which the libraries are situated appear to be using the TEACH Act. Compliance with the Act’s requirements could not be definitively ascertained. The content analysis of websites indicate that a conflicting higher percentage of institutions are using the TEACH Act than what was reported through the survey. These perceived usages, however, could be the result of negligent linking to online information outside of the library’s own institution. Conclusions: Academic institutions are utilizing the benefits of the TEACH Act. Suggestions for statutory revision are made based upon findings made in this study

    Education and Skill Development through the Reconfiguration of Discarded Hardware: Turning Base Metal into intellectual Capital

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    This paper examines an intervention in Europe which enables untypical individuals to acquire skills and competences in order to enter IT related employment. To do this they need to acquire a threshold level of intellectual capital so that they are considered sufficiently competent to gain employment. This can therefore provide the industry with a solid foundation of the necessary support staff, capable of providing services to the local community supporting such educational initiatives. This initiative can then release the more conventionally educated to work at the cutting edge of industry. As a driver for wealth generation in India, the IT industry is remarkable. It demands a wide spectrum of intellectual capital. As diffusion of IT technology is predicted to pervade throughout the subcontinent, the demand for all levels of competence would seem to be buoyant. The training environment covered in this case study complements the traditional educational system and could furnish alternative career opportunities to certain sections of the community. This paper takes a strategic view throughout. The fallacy of composition has to be taken seriously. What is true for a part is not true of the whole. To place this in the context of this paper; whilst a workshop to help unemployed people build computers in Sheffield may work, it is not necessarily appropriate to draw the conclusions that it will be effective when implemented over the whole of the Indian Subcontinent

    Best Practices for the Law of the Horse: Teaching Cyberlaw and Illuminating Law Through Online Simulations

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    In an influential 1996 article entitled Cyberspace and the Law of the Horse, Judge Frank Easterbrook mocked cyberlaw as a subject lacking in cohesion and therefore unworthy of inclusion in the law school curriculum. Responses to Easterbrook, most notably that of Lawrence Lessig in his 1999 article The Law of the Horse: What Cyberlaw Might Teach, have taken a theoretical approach. However, this Article—also appropriating the “Law of the Horse” moniker—concludes that Easterbrook’s challenge is primarily pedagogical, requiring a response keyed to whether cyberlaw ought to be taught in law schools. The Article concludes that despite Easterbrook’s concerns, cyberlaw presents a unique opportunity for legal educators to provide capstone learning experiences through role-playing simulations that unfold on the live Internet. In fact, cyberlaw is a subject particularly well-suited to learning through techniques that immerse students in the very technologies and networks that they are studying. In light of recommendations for educational reform contained in the recent studies Best Practices for Legal Education and the Carnegie Report, the Article examines the extent to which “Cybersimulations” are an ideal way for students to learn—in a holistic and immersive manner—legal doctrine, underlying theory, lawyering skills, and professional values. The Article further explains how the simulations were developed and provides guidance on how they can be created by others. The Article concludes with a direct response to Easterbrook, arguing that cyberlaw can indeed “illuminate” the entire law

    Fair Use in the Visual Arts: Lesson Plans for Librarians

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    The authors guide art information professionals in crafting learning experiences that empower students to understand copyright and take advantage of fair use in their art, design, and academic practices. The College Art Association’s Code of Best Practices in Fair Use for the Visual Arts, endorsed by ARLIS/NA in 2015, is a key document that has the potential to transform the use of images in the visual arts. Education will be an essential part of the integration of the Code into the visual arts, and art information professionals are well positioned to teach fair use and the Code. This book was created to further ARLIS/NA’s mission to support the evolving role of art information professionals, which increasingly includes copyright and fair use instruction. The lesson plans in this book will help those new to copyright instruction teach the Code through engaging activities and assignments. The lesson plans are also meant to inspire teachers experienced with fair use instruction through creative ideas and new ways to integrate copyright instruction into art classes, digital humanities projects, and design education

    Teaching and Collecting Technical Standards: A Handbook for Librarians and Educators

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    Technical standards are a vital source of information for providing guidelines during the design, manufacture, testing, and use of whole products, materials, and components. To prepare students—especially engineering students—for the workforce, universities are increasing the use of standards within the curriculum. Employers believe it is important for recent university graduates to be familiar with standards. Despite the critical role standards play within academia and the workforce, little information is available on the development of standards information literacy, which includes the ability to understand the standardization process; identify types of standards; and locate, evaluate, and use standards effectively. Libraries and librarians are a critical part of standards education, and much of the discussion has been focused on the curation of standards within libraries. However, librarians also have substantial experience in developing and teaching standards information literacy curriculum. With the need for universities to develop a workforce that is well-educated on the use of standards, librarians and course instructors can apply their experiences in information literacy toward teaching students the knowledge and skills regarding standards that they will need to be successful in their field. This title provides background information for librarians on technical standards as well as collection development best practices. It also creates a model for librarians and course instructors to use when building a standards information literacy curriculum.https://docs.lib.purdue.edu/pilh/1004/thumbnail.jp

    Some Temperance on the Doctoral Studies and On-Line Education

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    Toward the goal of doctoral studies, it is necessary to combine two basic characteristics of independent study. I like to call it an independent study, which would be partial to capture the whole of graduate studies. As for its high honor, the title page of dissertation in vast of universities usually use the phrase “...submitted for the partial fulfillment of doctorate degree...”. That phrase implies that the completion of dissertation would be a major part of doctoral studies, but should be partial depending on some of additional factors. Idealistically, that could be the whole quality as an independent researcher or investigator, and possibly the kind of human paradigm as a prospective teacher. In any case, we would not be incorrect if we see our principal work at the graduate level learning the ways of independent scholar. In this context, I would propose some of elements to be addressed in the end to guide the paradigm of doctoral studies and especially involving the e-age

    The digital media lab at Bainbridge College

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    This project describes the development of an audio and video production facility at Bainbridge College, a small community college in Bainbridge, Georgia. The Digital Media Lab provides faculty, staff, and students with the ability to create audio and video resources for classroom use, research, training, and outreach. The principal steps of this project were a literature review, a needs analysis, the equipment selection process, and implementation. The literature review included examples of how video is used in higher education, information about current trends in technology, and faculty development strategies. The needs analysis determined that the facility should support both analog and digital media and that a facility where users could work independently was most practical. A list of equipment, user guidelines, outlines of current workshops, and samples of quick reference materials used in the lab are also included in this report
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