Thursday 12 November 2015
Friday 6 November 2015
Journal Entry #8: Digital Law
- What I found most surprising about this unit was how careful you should be on the internet, always keep everything private.
- The information that I found difficult to locate was two actions that can violate someone's privacy.
- It is a very good resource, it gives all the information that you need.
- Same with this website. It is a very good resource, it gives all the information that you need.
- They biggest issue is we rely on the internet too much and we tend to copy and paste other peoples information instead of our own.
- The biggest issue for cyber bullying is that teens will do anything to bring someone down on the internet, and they do not know how to ignore it.
Thursday 5 November 2015
Assignment #2: Cyber Bullying (and Privacy)
1. Non-Consensual Distribution of an Intimate Image: if someone has a sexual/intimate picture/video of you that was created in private circumstances, and that person knowingly posts it online or shares it with someone else knowing that you would not consent to that (or being reckless about whether you would consent to it), the person could be charged.
Voyeurism: secretly observing or recording a person who reasonably believes his/her actions are private and:
- who is in a place where the person might be expected to change or remove clothing (e.g. bedroom, bathroom, change room, cabin, tent);
- who is all or partially naked or engaged in sexual activity at the time; or
- where the recording is done for sexual reasons.
Unwanted or Illegal Sexual Contact- Invitation to Sexual Touching: encouraging a person under 16 to touch themselves or someone else for a sexual purpose (whether in person or online). It includes indirect touching (with an object, for example). When both people are close enough in age AND have lawfully consented, charges may not be laid.
3. Police
Cybertip.ca
Options Other than Reporting
4. You should always include your age. You should always also say if it is you in the picture or not. You should also let them know if you sent the picture or video to someone so it does not cause trouble. To deal with peers you should never message back to a mean message. You could also delete the bully from your social networks.
5. What I found interesting about "Don't Let Others Write Your Story" is that everything they said was helpful, like sticking up for yourself.
6. One way I could help promote the #changeyourstory is if they have a Facebook page I could share it.
5. What I found interesting about "Don't Let Others Write Your Story" is that everything they said was helpful, like sticking up for yourself.
6. One way I could help promote the #changeyourstory is if they have a Facebook page I could share it.
Assignment #1: Copyright and Copy-wrong
1.The Copyright Act provides that it is not an infringement of copyright to deal with a work for the purposes of research, private study, criticism, review, news reporting, education, satire, and parody, provided the dealing is “fair.”
2.up to 10 per cent.
3. Copying or communicating that exceeds the limits in these Fair Dealing Guidelines may be referred to a supervisor or other person designated by the educational institution for evaluation. An evaluation of whether the proposed copying or communication is permitted under fair dealing will be made based on all relevant circumstances.
4.Any fee charged by the educational institution for communicating or copying a short excerpt from a copyright protected work must be intended to cover only the costs of the institution, including overhead costs.
5. A teacher can copy (or take any other necessary action) in order to display a work protected by copyright. This permits the use of whiteboards and similar tools, overhead projection using a device such as an LCD screen, overhead, opaque, or slide projector, provided the work is used for the purpose of education and training and is not already commercially available in a medium that is appropriate for this purpose.
6. Educational institutions may not make a large-print book for a student with a perceptual disability without permission from the copyright owner.
7. Yes, you can play sound recordings and turn on televisions and radios in the classroom, subject to all of the following conditions: • it must take place on the premises of an educational institution; • it must be for educational or training purposes; • it must not be for profit; • it must take place before an audience consisting primarily of students of the educational institution, persons acting under its authority, or any person who is directly responsible for setting a curriculum for the educational institution; and • it must not involve a “motive of gain.“
8. No. Copying an entire musical score that is not in a copyrightprotected work containing other musical scores is not permitted. Permission must be obtained. Normally, the music publisher can provide permission. Sometimes the right to copy music is given when music is purchased. The music books or sheets will have a notice stating that copying is permitted. In this case, music can be copied without the copyright owner’s permission in accordance with the terms of the notice. Fair dealing permits limited educational dealings with musical scores. First, copying an entire single musical score from a copyrightprotected work containing other musical scores is permitted. Second, up to 10 per cent of a musical work can be copied under fair dealing.The Copyright Act permits educational institutions to perform music, whether recorded or live, without payment or permission from the owner of the copyright. A person acting under the authority of a non-profit educational institution can: • perform a musical work live if the performance is primarily by students of the educational institution; • play sound recordings containing a musical work; and • play radio and television programs containing a musical work while the program is being transmitted (over-the-air broadcast, cable, satellite, or over the Internet). The following conditions apply. The performance must: • take place on the premises of an educational institution; • be for educational or training purposes; • not be for profit; and • take place before an audience consisting primarily of students of the educational institution, persons acting under its authority, or any person who is directly responsible for setting a curriculum for the educational institution. The Copyright Act permits the public performance of music in schools when it is “in furtherance of an educational object.” Performances that are not in furtherance of an educational object must be authorized by the copyright owner, or by a collective that represents the owner.
9. SOCAN and Re:Sound can provide licences to schools and school boards across Canada
10. Did the music use occur during school hours? • Will the student be graded on the activity involving the music use? • Does the music use involve a demonstration by a student or teacher for other students, teachers, assessors, or parents? • Is it reasonable to consider the music use to be for educational purposes? The phrase “educational purposes” is not defined in the Copyright Act but can be described as an activity that is planned and where the objective is for students to meet one or more subject or program outcomes. • Was the music used on school premises? • If admission was controlled, was it free? • Was the music use for a non-profit purpose?
11. The Copyright Act contains a users’ right permitting anyone, not just students and teachers, to use copyright-protected works to create new works. This users’ right is referred to in the Copyright Act as “non-commercial user-generated content.” This users’ right can be found in section 29.21 of the Copyright Act as amended by the Copyright Modernization Act. The following conditions apply to the creation of non-commercial user-generated content: 1. It can only be used for non-commercial purposes. 2. The original source must be mentioned, if it is reasonable to do so. 3. The original work used to generate the content must have been acquired legally. 4. The resulting user-generated content does not have a “substantial adverse effect” on the market for the original work.
12. The Copyright Act permits showing an audiovisual work such as a DVD or video as long as the work is not an infringing copy or the person responsible for the showing has no reasonable grounds to believe it is an infringing copy. Teachers can show audiovisual works purchased or rented from a retail store, a copy borrowed from the library, a copy borrowed from a friend, and a YouTube video.
13.No. Teachers cannot copy an audiovisual work at home and then show it in the classroom. Teachers can, however, show a legally obtained copy in the classroom. A legally obtained copy includes a copy purchased or rented from a retail store, a copy borrowed from the library, a copy borrowed from a friend, and a YouTube video.
14. Owners of legal copies of computer programs may make a single reproduction of these programs in only two situations: 1. An owner of a legitimate copy of a computer program may make one backup copy of that program. The person must be able to prove that the backup copy is erased as soon as he or she ceases to be the owner of the copy of the computer program from which the backup was made. 2. An owner of a legitimate copy of a computer program may also make a single copy of that program by adapting, modifying, or converting the computer program or translating it into another computer language, provided that: (i) the reproduction is essential for the compatibility of the program with a particular computer; (ii) the reproduction is solely for the person’s own use; and (iii) the copy is erased when the person ceases to be the owner of the copy of the program from which the copy was made.
15. Yes. Educational institutions, teachers, and students may save, download, and share publicly available Internet materials, as well as use that material in the classroom and communicate it to students or others within their education circle. “Publicly available” materials are those posted on-line by content creators and copyright owners without any technological protection measures, such as a password, encryption system, or similar technology intended to limit access or distribution, and without a clearly visible notice prohibiting educational use. Routine classroom uses may be made of publicly available Internet materials, such as incorporating on-line text or images into homework assignments, performing music or plays on-line for peers, exchanging materials with teachers or peers, or reposting a work on a restricted-access course Web site. To encourage copyright awareness and respect in all circumstances, students and educators are required to cite the source of the Internet materials they use.
16. No. A digital lock is a technological protection measure (such as encryption or a password) that restricts the ability of users of digital content from sharing or copying the content. The Copyright Act prohibits breaking a digital lock even for educational uses that are otherwise permitted by the Copyright Act. For example, the encryption on most commercial DVDs, or the serial-key validation required by many software programs, protects these DVDs and software programs from unauthorized use. These protections cannot be broken even if the purpose of the use is otherwise allowed. I do not feel that this is very safe.17. Mark Jardine (2015). Demystifying Copyright: Step by Step On How To Copyright. Blackville: Miramichi's Library. ISBN: 0-0 - 45678- 123-0 $15.00.
3. Copying or communicating that exceeds the limits in these Fair Dealing Guidelines may be referred to a supervisor or other person designated by the educational institution for evaluation. An evaluation of whether the proposed copying or communication is permitted under fair dealing will be made based on all relevant circumstances.
4.Any fee charged by the educational institution for communicating or copying a short excerpt from a copyright protected work must be intended to cover only the costs of the institution, including overhead costs.
5. A teacher can copy (or take any other necessary action) in order to display a work protected by copyright. This permits the use of whiteboards and similar tools, overhead projection using a device such as an LCD screen, overhead, opaque, or slide projector, provided the work is used for the purpose of education and training and is not already commercially available in a medium that is appropriate for this purpose.
6. Educational institutions may not make a large-print book for a student with a perceptual disability without permission from the copyright owner.
7. Yes, you can play sound recordings and turn on televisions and radios in the classroom, subject to all of the following conditions: • it must take place on the premises of an educational institution; • it must be for educational or training purposes; • it must not be for profit; • it must take place before an audience consisting primarily of students of the educational institution, persons acting under its authority, or any person who is directly responsible for setting a curriculum for the educational institution; and • it must not involve a “motive of gain.“
8. No. Copying an entire musical score that is not in a copyrightprotected work containing other musical scores is not permitted. Permission must be obtained. Normally, the music publisher can provide permission. Sometimes the right to copy music is given when music is purchased. The music books or sheets will have a notice stating that copying is permitted. In this case, music can be copied without the copyright owner’s permission in accordance with the terms of the notice. Fair dealing permits limited educational dealings with musical scores. First, copying an entire single musical score from a copyrightprotected work containing other musical scores is permitted. Second, up to 10 per cent of a musical work can be copied under fair dealing.The Copyright Act permits educational institutions to perform music, whether recorded or live, without payment or permission from the owner of the copyright. A person acting under the authority of a non-profit educational institution can: • perform a musical work live if the performance is primarily by students of the educational institution; • play sound recordings containing a musical work; and • play radio and television programs containing a musical work while the program is being transmitted (over-the-air broadcast, cable, satellite, or over the Internet). The following conditions apply. The performance must: • take place on the premises of an educational institution; • be for educational or training purposes; • not be for profit; and • take place before an audience consisting primarily of students of the educational institution, persons acting under its authority, or any person who is directly responsible for setting a curriculum for the educational institution. The Copyright Act permits the public performance of music in schools when it is “in furtherance of an educational object.” Performances that are not in furtherance of an educational object must be authorized by the copyright owner, or by a collective that represents the owner.
9. SOCAN and Re:Sound can provide licences to schools and school boards across Canada
10. Did the music use occur during school hours? • Will the student be graded on the activity involving the music use? • Does the music use involve a demonstration by a student or teacher for other students, teachers, assessors, or parents? • Is it reasonable to consider the music use to be for educational purposes? The phrase “educational purposes” is not defined in the Copyright Act but can be described as an activity that is planned and where the objective is for students to meet one or more subject or program outcomes. • Was the music used on school premises? • If admission was controlled, was it free? • Was the music use for a non-profit purpose?
11. The Copyright Act contains a users’ right permitting anyone, not just students and teachers, to use copyright-protected works to create new works. This users’ right is referred to in the Copyright Act as “non-commercial user-generated content.” This users’ right can be found in section 29.21 of the Copyright Act as amended by the Copyright Modernization Act. The following conditions apply to the creation of non-commercial user-generated content: 1. It can only be used for non-commercial purposes. 2. The original source must be mentioned, if it is reasonable to do so. 3. The original work used to generate the content must have been acquired legally. 4. The resulting user-generated content does not have a “substantial adverse effect” on the market for the original work.
12. The Copyright Act permits showing an audiovisual work such as a DVD or video as long as the work is not an infringing copy or the person responsible for the showing has no reasonable grounds to believe it is an infringing copy. Teachers can show audiovisual works purchased or rented from a retail store, a copy borrowed from the library, a copy borrowed from a friend, and a YouTube video.
13.No. Teachers cannot copy an audiovisual work at home and then show it in the classroom. Teachers can, however, show a legally obtained copy in the classroom. A legally obtained copy includes a copy purchased or rented from a retail store, a copy borrowed from the library, a copy borrowed from a friend, and a YouTube video.
14. Owners of legal copies of computer programs may make a single reproduction of these programs in only two situations: 1. An owner of a legitimate copy of a computer program may make one backup copy of that program. The person must be able to prove that the backup copy is erased as soon as he or she ceases to be the owner of the copy of the computer program from which the backup was made. 2. An owner of a legitimate copy of a computer program may also make a single copy of that program by adapting, modifying, or converting the computer program or translating it into another computer language, provided that: (i) the reproduction is essential for the compatibility of the program with a particular computer; (ii) the reproduction is solely for the person’s own use; and (iii) the copy is erased when the person ceases to be the owner of the copy of the program from which the copy was made.
15. Yes. Educational institutions, teachers, and students may save, download, and share publicly available Internet materials, as well as use that material in the classroom and communicate it to students or others within their education circle. “Publicly available” materials are those posted on-line by content creators and copyright owners without any technological protection measures, such as a password, encryption system, or similar technology intended to limit access or distribution, and without a clearly visible notice prohibiting educational use. Routine classroom uses may be made of publicly available Internet materials, such as incorporating on-line text or images into homework assignments, performing music or plays on-line for peers, exchanging materials with teachers or peers, or reposting a work on a restricted-access course Web site. To encourage copyright awareness and respect in all circumstances, students and educators are required to cite the source of the Internet materials they use.
16. No. A digital lock is a technological protection measure (such as encryption or a password) that restricts the ability of users of digital content from sharing or copying the content. The Copyright Act prohibits breaking a digital lock even for educational uses that are otherwise permitted by the Copyright Act. For example, the encryption on most commercial DVDs, or the serial-key validation required by many software programs, protects these DVDs and software programs from unauthorized use. These protections cannot be broken even if the purpose of the use is otherwise allowed. I do not feel that this is very safe.17. Mark Jardine (2015). Demystifying Copyright: Step by Step On How To Copyright. Blackville: Miramichi's Library. ISBN: 0-0 - 45678- 123-0 $15.00.
Wednesday 4 November 2015
Journal Entry #7: Digital Access
- I found it most surprising at how improved Ecuador's economy improved through technology. Their goals seemed hard to do, however they did it.
- I found it confusing how Ecuador became a more technology based economy because it would be hard to do.
- I think everyone should have reliable, fast access to the internet because the internet is used for many good purposes and is a big part of our lives today.
- I am sometimes concerned about my privacy on-line because you don't know what someone could do with it.
- I don't usually think about what I post when I am young, because I don't post anything that is bad.
- I think the biggest issue when it comes to digital access and privacy among young people is that we don't realize how easy someone can access the information you share, or what they could do with it.
Assignment #2: Privacy Please
- School report cards and daily attendance should be digital and passwords should be issued for parents to log in and check results.
For:
- Paper report cards can easily be lost, or hidden from parents.
- It would allow the parents to check results whenever they needed
- When report cards are handed out, some people don't like to share marks, and it can be hard for the student when people ask to see what they got for a mark in a class.
- Parents may not bother to log in and check how their child is doing.
- people could forget there passwords
- Information could somehow be deleted, or hacked.
- Schools in 2020 should be closed and teachers and students should begin learning in virtual classrooms using digital technology at home.
- It would keep students from missing time due to injuries or sickness,
- There would be no worry about being late.
- It would give people more time.
- Students may not bother to do anything when at home with nobody to encourage them to do there home work
- There are many more distractions at home then there are in a classroom.
- If they needed one-on-one help it would be harder to get then it is when at a school.
- Digital text books should replace entirely paper textbooks by 2020 in New Brunswick.
- Students may be more interested if they have something digital rather than just a text book.
- Unlike paper text books, they cannot be drawn on or pages would not be ripped,
- It would be fast and easy.
- It would be very expensive.
- If broken, it would be hard to replace.
- Students could fool around with them causing a distraction.
Assignment #1: Open the Door to Ecuador
- Ecuador's income comes from natural resource extraction as a source of economic growth Instead, they are seeking to create a digital- and knowledge-based economy.
- ICT stands for the Information Communication Technology.
- If Ecuador increases their connection to the internet, two possible advantages are that they will have over their neighbours : They would be able to bridge a digital divide. They would be able to provide rural areas with computer training and internet access.
- ` Infocentros are public places that provide internet training and inter net access to rural areas. I think we are to far beyond this because most people in New Brunswick already know how to work computers.
- Yachay is an important city because it is the "hub" for technological research and scientific infrastructure,inside the city is Yachay University, which is now Ecuador's first research technology institute.
- I think their effort is working for them because they need to get advanced in order to get the education they wanted and also the technology. They are preparing for the future as well as current generation so they can too have a it. I think that New Brunswick should try to get internet access to people who want it.
Tuesday 3 November 2015
Journal Entry #6: Digital Business
- The thing I found most surprising in this unit was a lot of people like online shopping.
- I found the way people use paypal confusing because people have a lot of trust in paypal.
- I have purchased thing online before. My family and friends have also bought stuff online. All my experiences on online shopping have been good.
- I have sold my dirtbike on Kijiji
Monday 2 November 2015
Assignment #2: PayPal
1. The safer way to pay on millions of sites. Its free to buy online and in stores. All your payment options in one place. Send money to almost anyone
2. Pay Pal keeps you safe by having an account that nobody can get into
3. Pay Pal gets payed by taxes probably
4. If something doesn't arrive, Pay Pal probably cancels the order.
5. No I wouldn't allow it because I might not get my money.
6. I think id rather use Pay Pal because a lot of people uses it and it might be easier to hack into any Google accounts.
2. Pay Pal keeps you safe by having an account that nobody can get into
3. Pay Pal gets payed by taxes probably
4. If something doesn't arrive, Pay Pal probably cancels the order.
5. No I wouldn't allow it because I might not get my money.
6. I think id rather use Pay Pal because a lot of people uses it and it might be easier to hack into any Google accounts.
Assignment #1: Shopping Carts?
- the 2 biggest reasons people still shop at stores are because its quicker to go to a store and get the stuff you want if you get it on the internet it could take weeks. Also because you don't know if you can get what you want on-line but you can if you shop at stores.
- the 2 biggest reasons people shop on-line because people don't have to go no where they can just order it at home. also you might get a better deal on-line.
- I would prefer to shop at stores no on-line because I think it would be quicker and easier.
- I think it would strike a balance because people like to shop at stores for some stuff but they also like to shop on-line for other stuff.
- Yes I think this is a good business change for Canada Post because it can focus on getting products to the people faster.
- On-line shopping could insure that there is a 31 day return policy that would make it easier for people to return their stuff.
Subscribe to:
Posts (Atom)