User:Lbrown/research

Copyright & Research Guidelines

Copyright Laws

Many teaching credential programs offer guidance on copyright law. Yet, when the teaching practitioner secures a position more emphasis tends to be placed on providing effective academic instruction. Over time, copyright law familiarity may be neglected, when reproducing learning materials for the classroom. But, most educators still have good intentions. However, a few legal lawsuits may still arise when the teacher violates copyright law.

The Educator's Guide to Copyright and Fair Use. Education World

Star (2010) refers to several U.S. legal mandates including: U.S. Copyright Office list or works that are not copyright protected; Section 107 of the Copyright Act explanation of fair use; Fair Use Guidelines For Educational Multimedia; intended purpose of software use and electronic communications; district and teacher liability. Educators often commonly assume that reproduction of learning materials is allowed, when the intent is not for profit. Therefore, Reproduction of Copyrighted Works by Educators and Librarians is a useful reference for explaining legal copyright requirements. This law details reproduction of text, pictures, video and audio records; opinions and recommendations are excluded from this document.

Legal Issues in On-Line Education

Alger (2002) presents legal issues that may arrise from online education, which include: proprietary rights of materials and course ware; curriculum development; vague contract language; revenue sharing; stakeholder concerns; evaluation systems. Each segment concludes with recommendations on best practices.

Reproduction of Copyrighted Works by Educators and Librarians

The United States Copyright Office (2014) explains the jurisdiction of copyright law governing educators, librarians and activist reproduction of photocopying, videotaping and audio/sound recordings. This publication concludes with the process for recovering damages, following copyright violation.

Research Guidelines

Evaluating Information – Applying the CRAAP Test

Critically Analyzing Information Sources: Critical Appraisal and Analysis

Using Citations Effectively by Shmoop

Plagiarism by Shmoop

Copyright Alert System: Six strikes & your internet goes away?

Reproduction of Copyrighted Works by Educators and Librarians

12 Modern Workplace Skills our Students Need for Success

The GDC Team (2016) suggests that students develop the following career readiness skills: problem solving; creativity; collaboration; critical thinking; digital media literacy fluency, digital citizenship; independence; learn from and embrace mistakes; personal organizational skills; adaptability and agility skills.

Key Words: digital citizenship; analytically; detriment; exemplary; collaboration; interpersonal; tyrannical; capacity; entrepreneurial; cognitive initiative; innovations; agility; demolished; admonishment; demotion; agile

Nice organisms finish first: Why cooperators always win in the long Run

Nature Communication Journal and Michigan State University (2016) goes into more detail about the significance of cooperating versus being dominant and selfish. A comparison is made between the effectiveness of game theory, versus the unstable zero-determinant strategy. The article concludes by emphasizing that In order for cooperation to occur, all participants must communicate and share information.

Key Words: organism

PBL Case Studies

Civil Engineering

Zachry Department of Civil Wngineering, Texas A and M

Statistics on Global Internet Access-Close the Gap reports that:

Every one out of three people in the world is connected to the internet and 85% has access to a mobile phone.
In Africa where 75% of the people live in remote rural communities, only 18% of the mobile phones are smart phones and only 7% of the population is connected with the internet.
According to the United Nations, there are currently 410 million schoolchildren in Africa and by 2050, that number will be 800 million.
95% of the schools in Tanzania, have none or little access to ICT and the internet.

Computer and Internet Access

Many Students Lack Access to Computer Science Learning

As a follow up to Google's 2014 publication, [Women Who Choose Computer Science--What Really Matters Women Who Choose Computer Science--What Really Matters], Busteed and Sorenson (2015) reported on statistical findings from multiple sources in regards to why students do not participate in computer science programs on campus. Lack of exposure and access reasons range from: no access to a computer on campus; no computer science club or computer program on campus; computer science is not taught; administrators and teachers don’t perceive a need for computer science programs; more funding is needed to adequately support computer science programs as well as the core elements of a computer science program.

Students Lack Access to Computer Science Learning

Kelly (2013) provides an overview of research findings and recommendations prepared by the Technology & Social Change Group, of University of Washington’s Information School. According to this report, although there is a decline in computer and internet access in public venues, there is still a need internationally. Globally people rely on these public venues to access computers and the internet for education, employment and health.

Global study stresses importance of public Internet

When considering Busteed and Sorenson’s (2015) “Many Students Lack Access to Computer Science Learning” article which provided Gallop research findings, Williams (2016) gave a similar report in “Students Lack Access to Computer Science Learning.” The article concludes with lack of computer and internet access implications, as well as suggestions for solving the problem.

Curious about the impact of restricted access to mobile technologies I continued to investigate potentially relevant problems internationally. According to a Internet & American Life Project reporting on Pew Internet & American Life Project recent survey findings:

90% of U.S. adults own a cell phone while 58% of U.S. adults own a smartphone
54% of adults living with a disability use the Internet, compared with 81% non-disabled adults
Although a majority of the special needs population know how to use the internet, a majority of this population do not have internet access at home.
42% of adults older than the age of 65 years old access the Internet.
63% of adults earning less than $30,000 annual income, are able to access the internet, as compared to 90% of those with incomes over $50,000.
50% of all households in Kansas City KS don’t have a static Internet connection in their homes. This makes KCK #7 among least connected large cities in America (2013 US Census)
80% of low income households within minority neighborhoods do not own computers or have Internet connections. Of this population, 78% reside in multifamily subsidized housing facilities
70% of Kansas City Public Schools students have no Internet at home. 40% move during the school year.

Medicine

Assessing Blood Pressure

Technology

Digital Divide

Digital Divide: The Technology Gap between the Rich and Poor

Bridging a Digital Divide That Leaves Schoolchildren Behind

Digital Divide: Access Is Not Enough

According to survey research completed by Pew Internet & American Life Project

90% of U.S. adults own a cell phone while 58% of U.S. adults own a smartphone
54% of adults living with a disability use the Internet, compared with 81% of adults who are not disabled. Although many disabled people have no trouble using the Internet, a large percentage of them are not able to access it in their homes.
42% of adults over 65 access the Internet.
Additionally, just 63% of people with annual incomes under $30,000 are online compared to nearly 90% of those with incomes over $50,000.
50% of all households in Kansas City KS don’t have a static Internet connection in their homes.
80% of households in low income, minority neighborhoods do not own computers or have Internet connections, while 78% of these low income families reside in multifamily subsidized housing facilities
70% of Kansas City Public Schools students have no Internet at home. 40% move during the school year.

Spread of internet has not conquered 'digital divide' between rich and Poor further explains the negative impact that the internet has imposed on developing and under-developed countries worldwide.

According to the World Development Report 2016: Digital Dividends:

The number of people connected to the internet has more than tripled in the past decade, from 1 billion to an estimated 3.5 billion.
In many developing countries, more families own a mobile phone than have access to electricity or clean water.
4 billion people – or 60% of the world’s population – had no access to the internet.
Only, 40% of the world’s population is connected by the internet.
40% of adults in east Africa pay utility bills using a mobile phone, while 8 million entrepreneurs in China – a third of them women – use an e-commerce platform to sell goods domestically and export to 120 countries.
20% of the world’s population is unable to read and write