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Copyright Law for Librarians and Educators by Kenneth D. Crews

By Kenneth D. Crews

Copyright on the earth of electronic info is altering at a fevered velocity, whilst educators and librarians digitize, add, obtain, draw on databases, and comprise fabrics into Web-based guideline. It's necessary to remain abreast of the fundamentals of copyright legislation and reasonable use. Kenneth D. Crews has thoroughly revised his vintage textual content to remap the territory with clean, well timed insights into functions of copyright legislations for librarians, educators, and teachers. Readers will

*
examine easy copyright definitions and key exceptions for schooling and library services

* locate info fast with key issues sidebars, legislative citations, and cross-references

* comprehend the 4 elements of reasonable use and similar court docket interpretations

* wake up to hurry on present interpretations of the electronic Millennium Copyright Act from a librarian-educator viewpoint
Copyright legislations for Educators and Librarians--highly praised in past editions--draws on state of the art case legislation in 18 discrete components of copyright, together with really good and arguable song and sound recording matters. info pros will locate the instruments they should take keep an eye on in their rights and obligations as copyright proprietors and clients during this succinct, easy-to-use advisor.

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Extra resources for Copyright Law for Librarians and Educators

Example text

To be sure, no durable human form of life is possible if it shows no moral consideration of fundamental interests at all. Human beings would require a few certainties be afforded to any hypothetical form of life: they must not be harmed or insulted without sufficiently strong reasons, they must be able to rely on partners in cooperation, they must not be deprived of important goods arbitrarily, they must not be imposed with arbitrary burdens, they must receive help in emergency situations, and they must experience some care and affection, at least during periods of one-sided dependency as in early childhood.

The holistic nature of interpretation makes it difficult to isolate problems and to achieve intercultural unity concerning better or worse solutions. One could argue that the need to identify problems by means of interpretation ultimately counts in favor of the culturalistic perspective: it is only within symbolically structured forms of life that human beings can achieve a sense of their challenges, and forms of life are holistically structured. But we do not need to attain an Archimedean point of view to be able to say something of substance about humans as such (similarly Nussbaum 1993, 242–269).

As a consequence, to presuppose some relevance of sexuality allows us to identify problems typical for any human forms of life, although not for any and all individuals participating in such forms of life. This, of course, does not justify the further assumption that any forms of life need to be as sexualized as many contemporary societies in ‘the West’. In any event, this leads to a normatively significant conclusion: whoever drastically curtails sexual freedoms in a given form of life or turns sexual intercourse into torture—as, for instance, with women via genital mutilation—drastically violates the human rights of a significant percentage of the members of that form of life.

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