Relevant bibliographies by topics / Education and copyright law

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and copyright law'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education and copyright law"

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Conner-Day, Anne. "Copyright Law and Distance Education." Journal of Diagnostic Medical Sonography 20, no. 4 (July 2004): 277–79. http://dx.doi.org/10.1177/8756479304265492.

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Hirko, Sileshi B. "The Implications of TRIPs ’ Criminal Provisions on Copyright Exception for Education in Ethiopia: A Critical Approach from a Human Rights Perspective." African Journal of International and Comparative Law 29, no. 2 (May 2021): 263–87. http://dx.doi.org/10.3366/ajicl.2021.0363.

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It is undisputed that education is instrumental both for socio-economic development and the enjoyment of other fundamental human rights. In particular, a tertiary education is very critical for less developed countries (LDCs) such as Ethiopia where education is considered a vital tool for sustainable development. Nonetheless, a quality tertiary education depends, inter alia, upon sufficient access to most copyrighted learning materials through a balanced copyright system with adequate room for flexibility. In fact, the tension between copyright protection and the right to education is integral to the global debate between intellectual property and human rights regimes. Despite its compelling socio-economic needs and its human rights obligation that dictate a broader room for flexibility, Ethiopia has adopted a very restrictive copyright system with a narrow set of limitations and exceptions (L&Es) for education. Further, both its copyright and criminal laws prescribe severe criminal sanctions for any act of copyright infringement. In so doing, Ethiopia has taken a legislative approach that exacerbates the problems related to both TRIPs’ implementation and access to learning materials. In the absence of a concrete step to rethink the approach, the effective utilisation of the constrained exception for education will be further undermined by TRIPs’ criminal enforcement in disregard of the socio-economic contexts of the country.
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Rhoads, Jacqueline, and Carolyn White. "Copyright Law and Distance Nursing Education." Nurse Educator 33, no. 1 (January 2008): 39–44. http://dx.doi.org/10.1097/01.nne.0000299491.92624.4e.

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Hobbs, Renee. "Lessons in Copyright Activism." International Journal of Information and Communication Technology Education 12, no. 1 (January 2016): 50–63. http://dx.doi.org/10.4018/ijicte.2016010105.

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Digital learning is being transformed by changes in copyright law. This article discusses the author's personal journey as a copyright education activist through two rounds of rulemaking proceedings before the Copyright Office concerning the anti-circumvention provisions of one part of the copyright law, the Digital Millennium Copyright Act (DMCA), which is the law that exempts YouTube and other ISPs from liability from copyright claims and criminalizes the circumvention of digital rights management (DRM) software that protects DVDs from being copied. Every three years, petitioners can claim their rights have been compromised by the current law; the Copyright Office pores over the petitions, weighs the pros and cons, and then offers recommendations to the Librarian of Congress, who ultimately grants or denies the exemptions. The author was successful in expanding the rights of K-12 teachers to legally “rip” DVDs by using the Section 1201 rulemaking process, which is one of the only significant ways that educators can expand their rights to use copyrighted material for teaching and learning purposes. By asserting the rights of K-12 educators to circumvent encryption to make fair use of copy-protected DVDs and online digital media for teaching and learning, the law begins to move beyond the needs of large-scale content owners to include the rights of educators and students.
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Albarashdi, Saleh Hamed, and Muhammed Masum Billah. "Restrictive Conditions for Free Uses of Copyrighted Materials under Omani Law and Their Implications for Users’ of Copyrighted Materials." Journal of Arts and Social Sciences [JASS] 10, no. 3 (December 31, 2019): 35. http://dx.doi.org/10.24200/jass.vol10iss3pp35-45.

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Omani Copyright and Neighboring Rights Law of 2008 contains a list of exceptions to the exclusive rights of copyright holders. These exceptions allow people to copy and use copyrighted materials in certain cases without paying any fees or obtaining any permission from the copyright holders. The exceptions cover free uses for purposes like teaching, education, quotation in another work, dissemination of news etc. However, the Omani Copyright and Neighboring Rights Law puts many conditions for such free uses. Some of these conditions mirror similar conditions under the Berne Convention and other copyright conventions to which Oman is a party. Other conditions under Omani law are more restrictive than those that appear under international conventions. These additional conditions restrict the scope of free uses of copyrighted materials in Oman. Yet, some countries like USA and Canada, despite their being parties to the same international conventions, have much wider exceptions under their national legislation. The paper, therefore, recommends that Oman should follow the legislative approach of those countries in order to widen the scope of copyright exceptions for the benefits of users of copyrighted materials in Oman.
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Mastura Muhammad Arif, Afida. "An analysis of copyright protection in Saudi Arabia." International Journal of Law and Management 56, no. 1 (February 4, 2014): 38–49. http://dx.doi.org/10.1108/ijlma-03-2012-0010.

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Purpose – This paper aims to explore the copyright laws of Saudi Arabia, illustrating the provisions governing the law. It seeks to outline Saudi Arabia copyright law within the framework of the international copyright protection, which include the Berne Convention and the TRIPS agreement. Design/methodology/approach – The paper is a thorough scrutinizing of the legal provisions of the Saudi Copyright Laws in regard to protected works, author's exclusive rights, lawful use of copyrighted works and the exceptions, mandatory licenses, duration of protection, provisions of infringements and penalties. The highlighted issue is concerning the exceptions in regard to public interest, particularly relating to education purposes. Findings – The paper finds that the Saudi Arabia Copyright Laws have met the requirement of the international copyright laws. The conditions for mandatory license and the 12 exceptions which permit lawful usage of copyrighted work under the copyright law without seeking the permission of the author are also in line with the international copyright laws, as public interest is the paramount consideration in exercising these exceptions. Originality/value – There is lack of study on copyright law in the Saudi Arabia per se. Therefore, this study on the Saudi Arabia copyright laws seeks to fill in this gap and to provoke further discussion on this issue. It should be useful to the academic community, particularly in the Saudi Arabia and the Gulf Cooperation Council countries.
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Colyer, Anita. "Copyright law, the internet, and distance education." American Journal of Distance Education 11, no. 3 (January 1997): 41–57. http://dx.doi.org/10.1080/08923649709526972.

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Snyder, Fritz. "Copyright Law and the Community College." Community College Review 13, no. 2 (October 1985): 23–31. http://dx.doi.org/10.1177/009155218501300205.

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Dean-Baar, Susan L. "Copyright Law and Nursing Educators." Journal of Nursing Education 25, no. 7 (September 1986): 301–3. http://dx.doi.org/10.3928/0148-4834-19860901-10.

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Prasad, Deepak. "Copyright law, the internet, and education: does Fijian copyright law work in the web environment?" International Journal of Intellectual Property Management 5, no. 3/4 (2012): 283. http://dx.doi.org/10.1504/ijipm.2012.049899.

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Dissertations / Theses on the topic "Education and copyright law"

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Tilson, Koleta B. "Knowledge of and Response to Copyright Law, School Copyright Policy, and Copyright-related Issues: Survey of Secondary School Principals and Librarians." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etd/2810.

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The problem of this study was that, with the impact of new media and delivery systems, principals and librarians must respond to copyright issues in order to remain informed about the copyright law and the legal use of media. The purpose of this study was to gather and evaluate educator response to issues related to copyright. The study was conducted with a sample of regionally accredited secondary schools in the following states: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia. A total of 1008 questionnaires were mailed to the principal and the librarian of the 504 schools of the sample. The data of the study were provided by 546 (54%) questionnaires. The first twenty items of the questionnaire provided the variables used to organize, test, and report the data. The second part of the questionnaire was a multiple choice copyright test used to determine the copyright knowledge of the respondent. The t test was used to test the mean copyright test scores of educator groups for significant differences. Groups were defined by professional position, years of experience, involvement or no involvement in job related litigation, and law class or workshop participation since the enactment of the 1976 Copyright Law. Chi-square was used to test the frequencies of reported exposure to the 1976 Copyright Law between professional groups, experience groups, and law class or workshop participation groups. Seven null hypotheses were tested at the.05 level. The mean copyright test score of the librarian group was significantly higher than the mean score of the principal group. The mean test score of the law class participation group was significantly higher than the mean test score of the non-participation group. Responses of exposure to the 1976 Copyright Law provided a five category hierarchy. There was no significant difference in the exposure reported by the principal and librarian groups. The difference of exposure reported by the law class participation group and the non-participation group was significant. Fourteen research questions, which comprised the periphery of the study, were reported. The findings of the study provided the basis for the conclusions and recommendations.
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Ibarrondo, Cruz Daniel. "Descriptive Study on Digital Content Copyright Ownership." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747405.

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The purpose of this dissertation was to study perceptions of faculty and administrators at institutions of higher education on copyright ownership of faculty-created digital course content. The central question for this study was: Who had copyright ownership rights of faculty-created digital content and in what manner was copyright ownership developed, implemented, and asserted at institutions of higher education. The five research questions were: (a) How were copyright ownership policies of faculty-created digital content developed and implemented at institutions of higher education?; (b) How were faculty involved in the development of copyright ownership agreements?; (c) What institutional policy and contractual documents contained specific language on copyright ownership rights of faculty-created digital content?; (d) How were institutional assertions of copyright ownership of faculty-created digital content allocated and managed?; (e) How were copyright ownership issues of faculty-created digital content resolved? A descriptive study approach was used to study administrator and faculty perceptions on copyright ownership at five institution types within the State of Texas and the Commonwealth of Puerto Rico. A total of 100 random faculty and administrator participants were sent the online survey link via e-mail. The online survey included closed-ended and open-ended questions. Descriptive statistics were used to analyze the results from the closed-ended and open- ended questions. In summary, the findings showed that within the participating respondent groups: (a) Most faculty were not involved in the development of copyright ownership policies; (b) Institutions asserted copyright ownership through some institutional document/policy and not through contractual agreements; and, (c) Copyright ownership issues did not arise between the institution and faculty. With the portability of digital content, and the need to utilize and develop said content within the university setting, more faculty and administrators should be aware of, and be involved in copyright ownership policies. The field of study of copyright ownership in accordance to faculty and administrator digitally created content was limited, and more studies should be conducted with a larger population.

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Wang, Jia. "Copyright : rebalancing the public and private interests in the areas of education and research." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85834.

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Thesis (LLD)--Stellenbosch University, 2013.
The general public should have wide access to copyrighted materials for education and research. However, since the current copyright law system subtly favors copyright holders, it is time to re-evaluate copyright law to ensure it meets its original purpose of promoting the learning of the society. The research primarily focuses on how to broaden copyright limitations and exceptions for the public to access and use learning materials. Within the framework of the copyright law system, other mechanisms that allow users to access copyrighted materials at a reasonable price also are considered. Such mechanisms include an efficient collective copyright management system and various licensing schemes. In an information network environment, it is time for developing countries to reform copyright law in order to promote education and research. It is hoped the findings of this study not only benefit South Africa and People's Republic of China, but also provide insights and guidelines to other developing countries with similar conditions.
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Hirko, Sileshi. "Copyright and Tertiary Education for Human Development: Rethinking the Policy, Law and Practice in Ethiopia." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40525.

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Supasiripongchai, Noppanun. "Copyright and educational exceptions in Thailand : a comparative study." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/14229.

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The thesis starts in Chapter 1 by providing the background to the development of the Thai copyright exceptions and the prospective Thai-US Free Trade Area (FTA) Agreements. In Chapter 2, I identify three major problems which arise from the inappropriate and unclear educational exceptions of the Thai CA 1994. The first problem is that the copyright law and its exceptions cannot effectively protect the economic interest of copyright owners but rather reduce the effectiveness of the copyright protection regime in Thailand as a result of three factors: the unclear educational exceptions; the problematic approaches to the copyright exceptions of the Thai IP Court; and the lack of a copyright collecting society (CCS) and a licensing scheme system in the Thai education sector. The second problem is that the Thai educational exceptions do not properly protect the moral right to be recognized as the author of the work in both the general and digital contexts. Finally, they do not support the long-distance education and lifelong learning policy of the Thai government as well as preventing educational institutions, teachers and students from the benefit of new digital technologies. The thesis recommends that the following tasks be carried out in order to solve the above problems. First, reforms must be made to the educational exceptions in the Thai CA 1994 in order to make them more restrictive and limited than at present. For instance, a clear limitation, a prohibition on multiple reproductions, and a requirement of sufficient acknowledgment must be inserted into the educational exceptions of the Thai CA 1994. Second, I recommend the introduction of digital copyright provisions on Technological Protection Measures (TPMs) and Electronic Rights Management Information (RMIs) into the Thai copyright system. This is necessary in order to ensure that educational materials can be made readily available online for distance education purposes with appropriate protection. These can also protect the economic interests of copyright owners in the digital environment by ensuring that only authorised persons access educational materials, not the public in general. Nevertheless, it is also necessary to ensure that non-infringing uses for educational purposes provided in the copyright exceptions of the Thai CA 1994 will be exempted from the violation of the prospective TPM and RMI provisions. Third, I argue that legislative reform to the educational exceptions and the introduction of the TPM and RMI provisions alone cannot completely solve the problem because the increased numbers of copyright infringements in the Thai education sector result from both the unclear exceptions and the lack of a CCS. Thus, the reforms of the exceptions and the introduction of new law must be carried out together with the establishment of the CCS and a licensing scheme system in the Thai education sector. Nevertheless, the establishment of the CCS without any legal controls upon its activities would result in further problems, so I contend that such establishment must be done together with the introduction of a regulation and a governmental body to prevent the CCS from abusing its licensing scheme or its powers in an anticompetitive way. Finally, the thesis points out several useful lessons arising from the study of the Thai copyright exceptions which could benefit global copyright protection and other countries. I have sought to state the law as it stood at the end of September 2010.
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Nampandu, Henry. "Using copyright law to enhance education for economic development : an analysis of international and national educational exceptions, with specific reference to Uganda." Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/8776.

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Strict enforcement of copyright in least developed countries like Uganda would negatively affect realisation of the right to education which is both intrinsic and instrumental to realisation of economic development goals including the Millennium Development Goals. The right to education is recognised internationally, regionally and by the Constitution of the Republic of Uganda 1995. Universal access to copyrighted educational materials is needed if education in less developed countries is to serve its purposes. However, to stimulate creation of materials for the future, copyright restricts both access and use of copyrighted materials which negatively affects realisation of the right to education in less developed countries. Unfortunately, exceptions as copyright’s tool for enabling access and use are unclear and narrowly construed. For TRIPS compliance, Uganda enacted the Copyright and Neighbouring Rights Act, 2006 without optimally transposing exceptions. Moreover, under the current international framework, even the most maximalist approach to exceptions would not serve less developed country needs. Accordingly, the Berne Appendix for developing countries, though procedurally complex, should be used. This thesis undertakes a critical comparative analysis of relevant international and national copyright provisions. While referencing legislation from selected countries, Uganda’s commendable fair use provisions are nevertheless not optimal for supporting education for economic development. Various doctrinal issues arise from the exceptions and Uganda’s Berne Union ‘absentee’ status. Pending international reforms, maximally transposing and utilising available exceptions is imperative. Key recommendations include: incorporating the human right to education among fair use factors and joining the Berne Union. Classical utilitarianism is used to justify maximising exceptions within the current international copyright framework to promote quality education. Arguably, maximally transposing and using exceptions to support education is the way to facilitate economic development as the ‘greatest good’ for the world’s greatest number living in poverty in less developed countries in an era of globalisation.
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Clark, Robert Franklin. "A study of the legal implications of copyright law to the use of computer software in public education." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54278.

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The purpose of this study was to review, synthesize and document federal statutes and litigation; utilizing literature pertaining to copyright and the use of computer software by educators. A combination of legal and historical research methodology was used to conduct the study. The historical research involved primary and secondary source documents, from England and America. The legal research involved the use of law guides, finding-tools, legal sources, law journals, case law, and computerized search systems. The study indicated that copyright litigation began as early as 567 A.D. The concept of copyright in England began as a method to control the publishing industry and evolved into a right of authors. Copyright in the United States is based on the Constitutional clause granting to Congress the power, "To Promote the Progress of Science and the Useful Arts, by securing for limited Times to Authors and Inventors the Exclusive Right to their respective Writings and Discoveries...." The first American copyright act, passed in 1790, has been the subject of two major revisions; the first in 1909 and the second in 1976. The study also indicated that educators and publishers have opposing beliefs regarding the use of copyrighted materials. These beliefs are logical and defensible, and are not likely to be resolved without further revisions to the copyright laws. In an attempt to adjudicate these arguments, the judiciary has developed the "Doctrine of Fair Use." A review of federal case law revealed that teachers and educators have not faired well under this doctrine. Of the six cases in which educators pleaded fair use, only two were resolved in favor of the defendant educator. The trend of federal case law, involving computer programs, is to afford greater protection for these programs. With regard to the copying of computer software for use in the public school classroom, that copying copyrighted software is illegal. Serial use of instruction programs does not infringe the copyright; however, any use which would increase the number of simultaneous users would violate the copyright owner‘s exclusive rights. School systems should develop written policies regarding the duplication and use of copyrighted software. The use of multiple licensing agreements is recommended.
Ed. D.
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Sivill, Jason R. "Two Phenomena in Contemporary Music Education: Mental Toughness and the Law." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7947.

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This collection of works involved examinations of two phenomena that currently impact music education in the United States and constitute challenges for both pre-service and in-service music educators. Article one is an exploration of college aged musicians, their experiences with critical commentary and stressful scenarios encountered in and through applied music studies, and the role that mental toughness might play in these experiences. This study examined the perceptions of college level studio teachers and their students. Results of the study indicated that significant differences in mental toughness scores existed between the studio teacher group and the students (as a whole) and between the studio teacher group and 5 of the 6 student groups. Significant negative correlations were found between students’ mental toughness scores and answers to three questions related to teacher criticism, student anxiety in lessons, and students’ frequency of hurt feelings following feedback about their performing. Article 2 examined the perceptions of in-service music educators regarding aspects of education law. Participants included music educators (N = 152; Mage = 41.7) from each of the 50 states whose teaching assignments occur primarily at the high school (grades 9 – 12) levels. Results indicated that these participants viewed their undergraduate teacher training programs, and graduate studies, as having included very low levels of legal content. Few of the participants indicated receiving additional education and training from a legal specialist, and taking part in sessions on legal topics offered by their school districts and professional associations. The legal issues receiving the greatest numbers of selections as having been experienced by the participants included 5 aspects of copyright law, religious music/lyrics in educational and performance material, and protection of student health (i.e., medical) information. The total number of legal issues selected was significantly correlated with the number of traveling groups (ensembles) with which the teachers were associated. Teachers of marching band indicated a greater number of total legal issues having been dealt with in their professional experience. And teachers of orchestra demonstrated fewer total numbers of legal issues experienced. In spite of the significant correlations, total expressions of relevant legal issues were largely unassociated with teachers of specific ensemble types.
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Pelanda, Brian Lee. "“For The General Diffusion Of Knowledge”: Foundations of American Copyright Ideology, 1783-1790." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216072749.

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Lamont, Kim Tracy. "Evaluating the current copyright provisions for the reproduction and dissemination of electronic educational material in distance learning." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15212.

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There is a marked increase in distance learning courses. According to the literature, online courses have penetrated 78.09% of undergraduate level programmes and 64.3% of doctoral research institutions. The amplified trend towards online learning courses raises questions pertaining to access to educational material online. Digitisation has enabled the rapid copying of content and dissemination thereof to better enable access to learning for all through such digital availability of educational material. However, whether there are sufficient exceptions within copyright law to better facilitate the magnanimous growth of distance learners is debatable. The aim of this minor dissertation is to determine whether there are international instruments such as the Berne Convention, the Trade Related Intellectual Property Agreement (TRIPs), and the WIPO Copyright Treaty (WCT) that better enable the electronic reproduction and distribution of work for distance learners. To understand the fair dealing and fair use provision specifically for distance learning in specific countries, which include South Africa, United Kingdom and United States Methodology: A large literature search was undertaken, which included legislation, published journal articles, websites and magazines to characterise the current state of access to educational material for distance learners in SA, UK and USA. The findings show that there is not sufficient room for access to educational material for distance learners in a fair dealing model. This can be demonstrated in the enumerated list that must be adhered to for fair dealing to subsist. This is demonstrated in section 12 of the South African Copyright Act as well as section 32-36 in United Kingdom's Copyright Designs and Patents Act. However, in the United States there has been development within the codification of fair use terms in section 107 of the United States Copyright Act that have provided provisions for multiple copies as long as the four criteria for fair use are fulfilled. Furthermore, the Digital Millennium Copyright Act was implemented which has therein specified provisions for the digitisation of a work for distance learners. There are not sufficient exceptions within copyright law for access to digitised educational material for distance learners in South Africa and the United Kingdom. The current exceptions are narrow and limited. Therefore, a recommendation would be to broaden the scope of the provisions to increase the flexibility and better to accommodate access to educational material for distance learners in this information age where digital networks and access are growing exponentially. Some countries such as the Unites States have come to this realisation early and have started to accommodate digitisation of works and distance learning models through the Digital Millennium Copyright Act and the codification of the fair use model in section 107 of the United States Copyright Act.
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Books on the topic "Education and copyright law"

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Copyright law and the distance education classroom. Lanham, Md: Scarecrow Press, 2005.

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Harper, Georgia. Copyright issues in higher education. 2nd ed. Washington, DC: National Association of College and University Attorneys, 2001.

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Library of Congress. Copyright Office. Report on Copyright and digital distance education. Washington, DC: U.S. Copyright Office, 1999.

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Hemnes, Thomas M. S. A guide to copyright issues in higher education. [Washington, DC]: National Association of College and University Attorneys, 1991.

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Hemnes, Thomas M. S. A guide to copyright issues in higher education. 3rd ed. Washington, D.C: National Association of College and University Attorneys, 1994.

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French, S. Copyright law and distance education in New Zealand: An uneasy partnership. Palmerston, N.Z: Dept. of Accountancy and Business Law, Massey University, 1998.

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International copyright law and access to education in developing countries: Exploring multilateral legal and quasi-legal solutions. Leiden: M. Nijhoff Pub., 2012.

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Intellectual property: Copyright ownership in higher education : university, faculty & student rights. Asheville, N.C: College Administration Publications, 2001.

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Frankel, James. The teacher's guide to music, media, and copyright law. New York: Hal Leonard, 2009.

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Frankel, James. The teacher's guide to music, media, and copyright law. New York: Hal Leonard, 2009.

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Book chapters on the topic "Education and copyright law"

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Mendis, Dinusha Kishani. "Higher Education Institutions: Development and Effect on Copyright Law." In Universities and Copyright Collecting Societies, 67–96. The Hague: T.M.C. Asser Press, 2009. http://dx.doi.org/10.1007/978-90-6704-723-4_4.

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Mendis, Dinusha Kishani. "The Shaping of Modern Copyright Law and Its Application to Higher Education Institutions." In Universities and Copyright Collecting Societies, 39–64. The Hague: T.M.C. Asser Press, 2009. http://dx.doi.org/10.1007/978-90-6704-723-4_3.

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Dass, Poonam. "Reproduction Right in Digital Medium and Free Use for Educational Purpose—An Analysis of National and International Obligations of India to Provide Education to All Viz. a Viz. Protecting Copyright." In Copyright Law in the Digital World, 109–32. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3984-3_5.

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Hart, Tina, and Linda Fazzani. "Copyright." In Intellectual Property Law, 129–32. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14129-6_14.

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Hart, Tina, Simon Clark, and Linda Fazzani. "Copyright." In Intellectual Property Law, 149–52. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-06736-4_12.

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Bernstein, Gregory. "Copyright Law." In Understanding the Business of Media Entertainment, 9–46. Second edition. | New York, NY : Routledge, 2019. | Series: American film market presents: Routledge, 2019. http://dx.doi.org/10.4324/9780429020827-3.

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Herman, Bill D. "Teaching Copyright and Legal Methods Outside the Law School." In The Routledge Companion to Media Education, Copyright, and Fair Use, 31–51. Routledge, 2018. http://dx.doi.org/10.4324/9781315637549-3.

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Torremans, Paul. "16. Defences to copyright infringement." In Holyoak and Torremans Intellectual Property Law, 265–89. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198836452.003.0016.

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This chapter discusses defences to copyright infringement. It covers authorization or consent of the owner; public interest; the Copyright and Rights in Performances (Disability) Regulations 2014; the making of temporary copies; fair dealing; incidental inclusion; educational use; exception for libraries, archives, and public administration; the Information Society Directive; and orphan works.
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Jumde, Akanksha, and Nishant Kumar. "Interface Between Right to Education and IPR." In Intellectual Property Rights and the Protection of Traditional Knowledge, 57–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1835-9.ch003.

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The chapter seeks to explore the extent to which copyright law impedes the fulfillment of the right to education and discuss the alternatives that seek to balance these conflicting rights. The chapter is divided into three parts: the first part of the chapter discusses the embodiment of the right to education in several national and international instruments, the extent of problem of the lack of access to educational materials due to copyright protection. The next part of the chapter discusses the flexibilities provided in international copyright law and efficacy of the same, primarily the doctrine of fair use. The last part of the chapter discusses alternatives to fair use and impact of these supplementary mechanisms.
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"A Short Primer on Copyright." In International Copyright Law and Access to Education in Developing Countries, 9–23. Brill | Nijhoff, 2012. http://dx.doi.org/10.1163/9789004235403_003.

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Conference papers on the topic "Education and copyright law"

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Krajnc, Saša. "Copyright Exceptions for Education." In IXth Conference Law and Economics. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-115-5.3.

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Battalova, Sania. "The right to reading: The principles of the Marrakesh Treaty in Russia." In The Book. Culture. Education. Innovations. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-223-4-2020-38-43.

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The Marrakesh Treaty on facilitating access for blind and visually impaired people and people with print disabilities to published works is one of the first international treaties in copyright aimed at widening the access to printed works under the copyright for up to 300 million people with print disabilities. The member states are to amend their national laws correspondingly. Russia ratified the Treaty in November, 2017 2 [4] and on May 8, 2018, the Treaty will come into effect in this country. By doing this, Russia accepts responsibility to eliminate legislative barriers preventing inequality of blind, visually impaired people and persons with print disabilities in the access to books and other materials and widening this access. The key Treaty provisions are analyzed; amendments to and provisions of the RF copyright law are discussed as they are to enable the libraries and other organizations to provide the rights to equal access to the information and knowledge for the target groups of population.
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Fernández Saavedra, Gabriela, and Beatriz Georgina Montemayor Flores. "IT IS ESSENTIAL TO BE EXPLICIT ABOUT COPYRIGHT LAW IN HIGHER EDUCATION COURSES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0849.

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Zhang, Shujing. "Research on Copyright Protection of AI Creation." In Proceedings of the 1st International Symposium on Innovation and Education, Law and Social Sciences (IELSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ielss-19.2019.94.

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Yiting, Qian. "The “Substantial Similarity” Judgment in Copyright From the Perspective of Jin Yong V. Jiangnan Case." In Proceedings of the 4th International Conference on Economics, Management, Law and Education (EMLE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emle-18.2018.147.

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Crow, Galen B. "Defining educational policy on software usage in the light of copyright law." In the twentieth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1989. http://dx.doi.org/10.1145/65293.71192.

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Ben-Yehuda, R., and R. L. Johnston. "Recent developments in copyright law." In COMPCON Spring 88. IEEE, 1988. http://dx.doi.org/10.1109/cmpcon.1988.4888.

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Jened, Rahmi. "Copyright Protection for Information Management Society." In International Law Conference 2018. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0010054900340043.

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"[Copyright notice]." In 2011 Fourth International Workshop on Requirements Engineering and Law. IEEE, 2011. http://dx.doi.org/10.1109/relaw.2011.6050262.

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Zirnstein, Elizabeta. "Legal Aspects of Employees Copyright at University." In IXth Conference Law and Economics. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-115-5.1.

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Reports on the topic "Education and copyright law"

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Mortimer, Julie Holland. Price Discrimination, Copyright Law, and Technological Innovation: Evidence from the Introduction of DVDs. Cambridge, MA: National Bureau of Economic Research, October 2005. http://dx.doi.org/10.3386/w11676.

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Fang, Hai, Karen Eggleston, John Rizzo, Scott Rozelle, and Richard Zeckhauser. The Returns to Education in China: Evidence from the 1986 Compulsory Education Law. Cambridge, MA: National Bureau of Economic Research, June 2012. http://dx.doi.org/10.3386/w18189.

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Azzahra, Nadia. Effects of the Pesantren Law on Indonesia’s Education System – A Projection. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2020. http://dx.doi.org/10.35497/296490.

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GONCHAROVA, OKSANA. Electronic methodical manual «Methodological guidelines for the implementation of practical classes in the discipline "Environmental law" for students of the specialty 40.02.02 "Law enforcement" of secondary vocational education institutions». SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0442.18052021.

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Guidelines for the implementation of practical classes in the discipline " Environmental Law "are intended for students of the specialty 40.02.02" Law enforcement " of secondary vocational education institutions. The purpose of the guidelines is to provide a clear organization of practical classes in the discipline, to create an opportunity for students who were absent from the practical lesson to independently perform the work, to issue a report and to protect the work in a timely manner.
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Cachalia, Firoz, and Jonathan Klaaren. Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa: Towards a public law perspective on constitutional privacy in the era of digitalisation. Digital Pathways at Oxford, July 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/04.

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In this working paper, our focus is on the constitutional debates and case law regarding the right to privacy, adopting a method that is largely theoretical. In an accompanying separate working paper, A South African Public Law Perspective on Digitalisation in the Health Sector, we employ the analysis developed here and focus on the specific case of digital technologies in the health sector. The topic and task of these papers lie at the confluence of many areas of contemporary society. To demonstrate and apply the argument of this paper, it would be possible and valuable to extend its analysis into any of numerous spheres of social life, from energy to education to policing to child care. In our accompanying separate paper, we focus on only one policy domain – the health sector. Our aim is to demonstrate our argument about the significance of a public law perspective on the constitutional right to privacy in the age of digitalisation, and attend to several issues raised by digitalisation’s impact in the health sector. For the most part, we focus on technologies that have health benefits and privacy costs, but we also recognise that certain technologies have health costs and privacy benefits. We also briefly outline the recent establishment (and subsequent events) in South Africa of a contact tracing database responding to the COVID-19 pandemic – the COVID-19 Tracing Database – a development at the interface of the law enforcement and health sectors. Our main point in this accompanying paper is to demonstrate the value that a constitutional right to privacy can bring to the regulation of digital technologies in a variety of legal frameworks and technological settings – from public to private, and from the law of the constitution to the ‘law’ of computer coding.
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Cachalia, Firoz, and Jonathan Klaaren. A South African Public Law Perspective on Digitalisation in the Health Sector. Digital Pathways at Oxford, July 2021. http://dx.doi.org/10.35489/bsg-dp-wp_2021/05.

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We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitutes an adaptive resource that can and should respond to disruptive technological change by re-examining existing concepts and creating new, more adequate conceptions. Our public law perspective reframes privacy law as both a private and a public good essential to the functioning of a constitutional democracy in the era of digitalisation. In this working paper, we take the analysis one practical step further: we use our public law perspective on digitalisation in the South African health sector. We do so because this sector is significant in its own right – public health is necessary for a healthy society – and also to further explore how and to what extent the South African constitutional framework provides resources at least roughly adequate for the challenges posed by the current 'digitalisation plus' era. The theoretical perspective we have developed is certainly relevant to digitalisation’s impact in the health sector. The social, economic and political progress that took place in the 20th century was strongly correlated with technological change of the first three industrial revolutions. The technological innovations associated with what many are terming ‘the fourth industrial revolution’ are also of undoubted utility in the form of new possibilities for enhanced productivity, business formation and wealth creation, as well as the enhanced efficacy of public action to address basic needs such as education and public health.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, October 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously & asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Jones, Nicole S. 2018 Impression, Pattern and Trace Evidence Symposium. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.cp.0006.1805.

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From January 22 to 25, 2018, RTI International, the National Institute of Justice (NIJ) and the Forensic Technology Center of Excellence (FTCoE) held the 2018 Impression, Pattern and Trace Evidence Symposium (IPTES) in Arlington, VA, to promote collaboration, enhance knowledge transfer, and share best practices and policies for the impression, pattern, and trace evidence forensic science communities. NIJ and FTCoE are committed to improving the practice of forensic science and strengthening its impact through support of research and development, rigorous technology evaluation and adoption, effective knowledge transfer and education, and comprehensive dissemination of best practices and guidelines to agencies dedicated to combating crime. The future of forensic sciences and its contribution to the public and criminal justice community is a motivating topic to gather expertise in a forum to discuss, learn, and share ideas. It’s about becoming part of an essential and historic movement as the forensic sciences continue to advance. The IPTES was specifically designed to bring together practitioners and researchers to enhance information-sharing and promote collaboration among the impression, pattern, and trace evidence analysts, law enforcement, and legal communities. The IPTES was designed to bring together practitioners and researchers to enhance information sharing and promote collaboration among impression, pattern, and trace evidence analysts, law enforcement, and legal communities. This set of proceedings comprises abstracts from workshops, general sessions, breakout sessions, and poster presentations.
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