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Jac Londe

17 U.S. Code § 106A - Rights of certain authors to attribution and integrity | LII / Legal Information Institute - 1 views

  • (a) Rights of Attribution and Integrity.— Subject to section 107 and independent of the exclusive rights provided in section 106, the author of a work of visual art— (1) shall have the right—
  • (A) to claim authorship of that work, and
  • (B) to prevent the use of his or her name as the author of any work of visual art which he or she did not create;
  • ...10 more annotations...
  • (2) shall have the right to prevent the use of his or her name as the author of the work of visual art in the event of a distortion, mutilation, or other modification of the work which would be prejudicial to his or her honor or reputation; and
  • (3) subject to the limitations set forth in section 113 (d), shall have the right— (A) to prevent any intentional distortion, mutilation, or other modification of that work which would be prejudicial to his or her honor or reputation, and any intentional distortion, mutilation, or modification of that work is a violation of that right, and (B) to prevent any destruction of a work of recognized stature, and any intentional or grossly negligent destruction of that work is a violation of that right.
  • (b) Scope and Exercise of Rights.— Only the author of a work of visual art has the rights conferred by subsection (a) in that work, whether or not the author is the copyright owner. The authors of a joint work of visual art are coowners of the rights conferred by subsection (a) in that work.
  • (c) Exceptions.— (1) The modification of a work of visual art which is a result of the passage of time or the inherent nature of the materials is not a distortion, mutilation, or other modification described in subsection (a)(3)(A). (2) The modification of a work of visual art which is the result of conservation, or of the public presentation, including lighting and placement, of the work is not a destruction, distortion, mutilation, or other modification described in subsection (a)(3) unless the modification is caused by gross negligence. (3) The rights described in paragraphs (1) and (2) of subsection (a) shall not apply to any reproduction, depiction, portrayal, or other use of a work in, upon, or in any connection with any item described in subparagraph (A) or (B) of the definition of “work of visual art” in section 101, and any such reproduction, depiction, portrayal, or other use of a work is not a destruction, distortion, mutilation, or other modification described in paragraph (3) of subsection (a).
  • (d) Duration of Rights.— (1) With respect to works of visual art created on or after the effective date set forth in section 610(a) of the visual Artists Rights Act of 1990, the rights conferred by subsection (a) shall endure for a term consisting of the life of the author.
  • (2) With respect to works of visual art created before the effective date set forth in section 610(a) of the visual Artists Rights Act of 1990, but title to which has not, as of such effective date, been transferred from the author, the rights conferred by subsection (a) shall be coextensive with, and shall expire at the same time as, the rights conferred by section 106.
  • (3) In the case of a joint work prepared by two or more authors, the rights conferred by subsection (a) shall endure for a term consisting of the life of the last surviving author.
  • (4) All terms of the rights conferred by subsection (a) run to the end of the calendar year in which they would otherwise expire.
  • (e) Transfer and Waiver.— (1) The rights conferred by subsection (a) may not be transferred, but those rights may be waived if the author expressly agrees to such waiver in a written instrument signed by the author. Such instrument shall specifically identify the work, and uses of that work, to which the waiver applies, and the waiver shall apply only to the work and uses so identified. In the case of a joint work prepared by two or more authors, a waiver of rights under this paragraph made by one such author waives such rights for all such authors.
  • (2) Ownership of the rights conferred by subsection (a) with respect to a work of visual art is distinct from ownership of any copy of that work, or of a copyright or any exclusive right under a copyright in that work. Transfer of ownership of any copy of a work of visual art, or of a copyright or any exclusive right under a copyright, shall not constitute a waiver of the rights conferred by subsection (a). Except as may otherwise be agreed by the author in a written instrument signed by the author, a waiver of the rights conferred by subsection (a) with respect to a work of visual art shall not constitute a transfer of ownership of any copy of that work, or of ownership of a copyright or of any exclusive right under a copyright in that work.
Cindy Edwards

Electronic Journal for the Integration of Technology in Education - 60 views

  • Characters in alphabets began as pictures with meaning (West, 1997).
  • As history repeats itself, we may find that a great deal of information is better presented visually rather than verbally.
  • culture's
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  • predominant mode of literacy depends on the technology and mass media it embraces (Sinatra, 1986).
  • Kellner (1998) proposes that multiple literacies are necessary to meet the challenges of today's society, literacies that include print literacy, visual literacy, aural literacy, media literacy, computer literacy, cultural literacy, social literacy, and ecoliteracy.
  • Learning through orderly, sequential, verbal-mathematical, left-hemisphere tasks is a pattern seen frequently in education (West, 1997). Those whose thought processes are predominantly in the right-hemisphere where visual-spatial and nonverbal cognition activities rule frequently may have difficulty capitalizing on a learning style that is not compatible with their abilities.
  • If visual literacy is regarded as a language, then there is a need to know how to communicate using this language, which includes being alert to visual messages and critically reading or viewing images as the language of the messages.
  • Technology, particularly the graphical user interface of the World Wide Web, requires skills for reading and writing visually in order to derive meaning from what is being communicated.
  • Because visual literacy precedes verbal literacy in human development,
  • learning evolves from the concrete to the abstract; visual symbols are nonverbal representations that precede verbal symbols (Sinatra, 1986).
  • West (1997) conveys an innovative mathematics approach whereby students “do” mathematics rather than “watch” mathematics. The technique emphasizes learning through interactive graphics without words. “The words go into an idea only after the idea has already settled in our mind”(West, p.
  • The literature suggests that using visual elements in teaching and learning yields positive results.
Karen Korteling

http://www.mfaa.msde.state.md.us/source/PDF/Portfolio_VisualArts.pdf - 20 views

    • Karen Korteling
       
      Content Standards Students should create their portfolio for the purpose of demonstrating their proficiency in the four visual arts content standards: ■ Standard 1: Students will demonstrate the ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art. ■ Standard 2: Students will demonstrate an understanding of visual art as a basic aspect of history and human experience. ■ Standard 3: Students will demonstrate the ability to organize knowledge and ideas for expression in the production of art. ■ Standard 4: Students will demonstrate the ability to identify, analyze, and apply criteria for making visual aesthetic judgments.
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    Portfolio Assessment Visual Arts by Maryland State Department of Education
Damianne President

A Periodic Table of Visualization Methods - 19 views

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    Here is a "Periodic Table" of different methods / instructional strategies to use to help your students learn content and skills. It is grouped in a way that allows for you to choose the best method of visualization for the purpose.
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    Visit this periodic table of visualization methods for a variety of strategies that you can use to facilitate understanding.
Diana Irene Saldana

Tagxedo - Word Cloud with Styles - 111 views

  • Welcome to Tagxedo, word cloud with styles Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
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    word clouds with style. Create shapes with word clouds
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    "Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning tag cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text."
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    Imagine a site like "Wordle" but on steroids - Tagxedo allows you to make word clouds with images. Really cool possibilities as an ice breaker to the new school year.
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    "Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning tag cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text."
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    Does it only work on PCs...I tried to run this on my mac but can't get past the home page; when I go to create, I am asked to download Microsoft SilverLight, which I do. Then, nothing else happens.
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    The site allows you to choose or upload an image to go along with the tag cloud generated.
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    Similar to Wordle but now you can make them into images!
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    Tag Clouds
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    I genuinely want to ask: what is the educational point of 'word clouds'? To me there are useful as 'word searches' which have to be the almost useless. How have I got this so wrong?
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    The site for creating text shapes.
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    I genuinely want to ask: what is the educational point of 'word clouds'? To me there are useful as 'word searches' which have to be the almost useless. How have I got this so wrong? Totally agree!
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    Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud
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    To Gerald Carey - As an English teacher, word clouds are a great tool. Taking text from literature or even from your own students' writing and placing it in a word cloud builder allows students to find theme words because the words used the most often are bigger than the others. I've used my students' quickwrite entries about a chosen piece of text and shown them that they are all thinking through the literature the same way. It's pretty eye opening for an English class!
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    Tagxedo turns words -- famous speeches, news articles, slogans and themes, even your love letters -- into a visually stunning word cloud, words individually sized appropriately to highlight the frequencies of occurrence within the body of text.
ivan alba

Infographics & Data Visualization | Visual.ly - 121 views

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    A good site for exploring, sharing and creating stylish infographics. Get your class you make visually stunning displays and posters to explain their ideas. [Be aware - Site was in Beta last time I checked]
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    Visually is the largest data Visualization showcase in the world. Create and share infographics. Site has own search engine for web based infographics, holds data from govt agencies, non-profits and other research and data-focused entities
Bochi 23

FV #32 - That is Deep... 9 Traits of Good Visualizations - 69 views

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    Not all data visualizations you find are created equal... what are the critical characteristics of the good ones? Here's one opinion. Plus, a great visual to share.
Gerald Carey

Thinkmap Visual Thesaurus - An online thesaurus and dictionary of over 145,000 words that you explore using an interactive map. - 174 views

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    From the website: "Welcome to the Visual Thesaurus, an interactive tool that allows you to discover the connections between words in a Visually captivating display. Word maps let you search for just the right word and then explore related concepts, revealing the way words and meanings relate to each other. It's a word-lover's delight, with more than 145,000 words and 115,000 meanings organized in an innovative and intuitive design." However, it costs $3/month and $20/year to subscribe.
Nigel Coutts

Visual Literacy - Metalanguage & Learning - 59 views

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    An increasingly significant aspect of literacy is an awareness of the visual elements that fall beyond the traditional components of written text. Termed 'visual Literacy' this is the ability to read and create communications that use visual elements. It combines the skills of traditional literacy with knowledge of design, art, graphic arts, media and human perception. It takes literacy further beyond a decoding of text to a decoding of the complete package around the communication.
smilex3md

7 Awesome Visual Alternatives to Google Docs ~ Educational Technology and Mobile Learning - 132 views

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    Some visual alternative to Google Docs. Unfortunately, Stixy is gone, but some of the others look interesting.
Dallas McPheeters

Cognitive Media | Supercharge yourself. Think, talk and work more creatively. - 51 views

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    Visual supports for auditory information UDL
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    visual communication and synthesis tools. Critical thinking development ideas. Nice site for teachers designing quality instruction. RSA Animate's site.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of Higher Education - 69 views

    • LuAnne Holder
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
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  • Teaching Document Design, Not Formatting Requirements
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
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    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
Katie Muhtaris

The Connected States of America | Visuals - 129 views

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    A project done by MIT that gives visuals and maps on how we connect with others.
Martin Burrett

sqworl - Visual Bookmarking - 72 views

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    Visually bookmark multiple URL's.
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    I used it this summer for a training I did and it is an effective visual tool ;) Combine it with Livebinders & Symbaloo and you have a powerful set of tools to share resources in three easy to use formats.
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    A visual bookmarking site where you can make public bookmark pages with comments to share with students and colleagues by sharing the link. Great for setting homework. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Jac Londe

17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and sculptural works | LII / Legal Information Institute - 10 views

  • U.S. Code › Title 17 › Chapter 1 › § 113 17 U.S. Code § 113 - Scope of exclusive rights in pictorial, graphic, and sculptural works
  • (a) Subject to the provisions of subsections (b) and (c) of this section, the exclusive right to reproduce a copyrighted pictorial, graphic, or sculptural work in copies under section 106 includes the right to reproduce the work in or on any kind of article, whether useful or otherwise.
  • (b) This title does not afford, to the owner of copyright in a work that portrays a useful article as such, any greater or lesser rights with respect to the making, distribution, or display of the useful article so portrayed than those afforded to such works under the law, whether title 17 or the common law or statutes of a State, in effect on December 31, 1977, as held applicable and construed by a court in an action brought under this title.
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  • (c) In the case of a work lawfully reproduced in useful articles that have been offered for sale or other distribution to the public, copyright does not include any right to prevent the making, distribution, or display of pictures or photographs of such articles in connection with advertisements or commentaries related to the distribution or display of such articles, or in connection with news reports.
  • (d) (1) In a case in which— (A) a work of visual art has been incorporated in or made part of a building in such a way that removing the work from the building will cause the destruction, distortion, mutilation, or other modification of the work as described in section 106A (a)(3), and
  • (B) the author consented to the installation of the work in the building either before the effective date set forth in section 610(a) of the Visual Artists Rights Act of 1990, or in a written instrument executed on or after such effective date that is signed by the owner of the building and the author and that specifies that installation of the work may subject the work to destruction, distortion, mutilation, or other modification, by reason of its removal,
  • then the rights conferred by paragraphs (2) and (3) of section 106A (a) shall not apply.
  • (2) If the owner of a building wishes to remove a work of visual art which is a part of such building and which can be removed from the building without the destruction, distortion, mutilation, or other modification of the work as described in section 106A (a)(3), the author’s rights under paragraphs (2) and (3) of section 106A (a) shall apply unless—
  • (A) the owner has made a diligent, good faith attempt without success to notify the author of the owner’s intended action affecting the work of visual art, or (B) the owner did provide such notice in writing and the person so notified failed, within 90 days after receiving such notice, either to remove the work or to pay for its removal.
  • For purposes of subparagraph (A), an owner shall be presumed to have made a diligent, good faith attempt to send notice if the owner sent such notice by registered mail to the author at the most recent address of the author that was recorded with the Register of Copyrights pursuant to paragraph (3). If the work is removed at the expense of the author, title to that copy of the work shall be deemed to be in the author.
  • (3) The Register of Copyrights shall establish a system of records whereby any author of a work of visual art that has been incorporated in or made part of a building, may record his or her identity and address with the Copyright Office. The Register shall also establish procedures under which any such author may update the information so recorded, and procedures under which owners of buildings may record with the Copyright Office evidence of their efforts to comply with this subsection.
K Couch

Abundance of Elements | visualizing.org - 78 views

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    abundance of elements visualization- compare abundance of minerals in the universe compared to Earth, atmosphere, in a human, the ocean, etc. 
Katie Nettles

Educational Leadership:Multiple Measures:Teaching with Interactive Whiteboards - 27 views

    • Katie Nettles
       
      Pacing and organizing the content in a way that allows students time to interact with the content and classmates is important in content-retention.
  • Using too many visuals. Digital flipchart pages were awash with visual stimuli; it was hard to identify the important content.
  • Paying too much attention to reinforcing features. For example, when teachers who had worse results with the technology used the virtual applause feature to signal a correct answer, the emphasis seemed to be on eliciting the applause rather than on clarifying the content.
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  • They should group information into small, meaningful segments before they start developing the digital flipcharts.
  • To ensure that they don't run through the flipcharts too quickly, teachers can insert flipcharts that remind them to stop the presentation so students can process and analyze the new information.
  • Digital flipcharts should contain visuals, but those visuals should clearly focus on the important information. Also, no single flipchart should contain too many visuals or too much written information.
  • the teacher should typically discuss the correct answer along with the incorrect answers, making sure to elicit opinions from as many students as possible.
  • When using reinforcing features like virtual applause, teachers should make sure that students focus on why an answer is correct or incorrect.
Tom Johnson

15 Crazy Useful JavaScript Solutions for Charts and Graphs | Design Reviver - 59 views

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    15 Crazy Useful JavaScript Solutions for Charts and Graphs Graphs and charts are a great way to break down the information at hand to the user in a descriptive and visually enticing manner. These visual structures allow you to easily simplify complex data and output easier to understand content. Everyone can use a graph or chart, however, not everyone has the right tools to create an effective one. Below we've compiled the best JavaScript graphs and chart solutions. We chose to put a list of JavaScript graphs because of their flexibility and functionality.
Bill Graziadei, Ph.D. (aka Dr. G)

Visual Wikipedia - 1 views

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    VisualWikipedia is a Visual, intuitive, and interactive web interface to encyclopedic knowledge/information, especially from Wikipedia.
Sydney Lacey

Gapminder: Unveiling the beauty of statistics for a fact based world view. - Gapminder.org - 7 views

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    Interesting of 'facts' and 'statistics' here - potentially useful, nonetheless, if used carefully.
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    Dynamic presentation of global statistical trends.
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    Unveiling the beauty of statistics for a fact based world.
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    Unveiling the beauty of statistics for a fact based world view. - Gapminder.org
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    Great tool for visualizing data
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    Visualizing data. Includes downloadable tools.
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