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Film and television programs contain a number of separate copyright materials including the visual images and associated sounds, the screenplay or narration, and other material incorporated in the film such as the music, sound recordings and artistic works. When a film or television program is copied, communicated or retransmitted under the royalty collection services, there are royalties for each of the separate copyright materials. By indicating a claim to a copyright material, you are warranting to Screenrights that you own or control the right to claim royalties for that specific copyright material incorporated in the program.

An Introduction to Fair Use What is Fair Use? Fair use is the most significant limitation on the copyright holder's exclusive rights (United States Copyright Office, 2010, para. 1). Deciding whether the use of a work is fair IS NOT a science. There are no set guidelines that are universally accepted. Instead, the individual who wants to use a copyrighted work must weigh four factors:

UK acts on kids addicted to online porn

Australia was one of the first countries to offer official help for those suffering from video game addiction problems.

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Back to Microsoft SubnetPrivacy and Security FanaticMs. Smith -- Select Microsoft Subnet Blog --Author expert: Microsoft Expression Web 3Brian Egler's SQL Server StrategiesEssential SharePointManaging MicrosoftMicrosoft Explorer Microsoft InsightsMicrosoft, Google and cloud tech newsMostly MicrosoftPrivacy and Security FanaticRated Critical: A Microsoft Security BlogSecrets of Windows Back Office ServersSQL Marklar The Best Microsoft VideosThe Social EnterpriseWatch Your Assets Previous Article iPredators: Cyberbullying to cyber-harassing troll cop from hellOctober is pegged to raise awareness about cyberbullying, cybersecurity and domestic violence, but an iPredator can play a part in all three. While getting help from the authorities is not always easy, what about when the cyber-creep doing the harassing and trolling is a cop? By Ms. Smith on Wed, 10/24/12 - 12:24pm. window.fbAsyncInit = function() { FB.init({ appId : '147094931979429', //NWW appId channelUrl : '//www.networkworld.com/community/sites/all/modules/nwmisc/channel.html', status : true, // check login status cookie : true, // enable cookies to allow the server to access the session xfbml : true // parse XFBML }); FB.Event.subscribe('edge.create', function(response) { if(typeof(OPG.Tracking.omniture_tl) != 'undefined') OPG.Tracking.omniture_tl('Social Click Complete', 'default'); }); }; (function(d, s, id) { var js, fjs = d.getElementsByTagName(s)[0]; if (d.getElementById(id)) return; js = d.createElement(s); js.id = id; js.src = "//connect.facebook.net/en_US/all.js#xfbml=1"; fjs.parentNode.insertBefore(js, fjs); }(document, 'script', 'facebook-jssdk')); 4 Comments Print document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); document.writeln(''); clas

When it comes to cyberbullying, there are thousands of articles online about the tragic suicide of 15-year-old Amanda Todd and how Anonymous may have unmasked the man who bullied her into sending pictures which he later posted online and sent to her friends. While the man responsible for tormenting the Canadian teenager was a creep and a bully, since an adult was involved then it technically wasn't cyberbullying, according to Stop cyberbullying.

In findings that will worry parents across America, researchers said going online was such a compulsion for some High School students that withdrawing could cause serious medical and psychological consequences.

Researchers found that one in every 25 teens had 'problematic Internet use' - and these students were most likely to report serious problems when not online.

Asian and Hispanic students were most likely to qualify as problematic users --

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Global competence is essential for responsible engagement in the world. Global peace and prosperity rest more than ever on mutual understanding and productive relationships among all nations and cultures.

What is Global Competence? Help us better define global competence. Send in your students' work. Be a part of a ground-breaking effort to assess student global competence. We are collecting samples of work that demonstrate student global knowledge and skills at various developmental levels. Once the work is published, it will help teachers strengthen instruction and better evaluate student work and provide examples for students to help them strive for greater achievement. With each submission, you will be entered into a regular drawing for $500 Staples gift certificates. Learn more and get involved (PDF download). A globally competent student can Investigate the World Recognize Perspectives Communicate Ideas Take Action Students investigate the world beyond their immediate environment. Students recognize their own and others’ perspective. Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions. Students can: Generate and explain the significance of locally, regionally or globally focused researchable questions. Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. Students can: Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives. Students can: Recognize that diverse audiences may perceive different meanings from the same information. Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. Explain how effective communication impacts understanding and collaboration in an interdependent world. Select and effectively use appropriate technology and media to communicate with diverse audiences. Students can: Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.