A. Eva

This has been an interesting discussion board for me. I never realized there were such a lot of alternatives concerning OER or that it even existed. I would closely use those assets in presenting and structuring my pedagogy. I selected to look into the Edutopia weblog, "Free is Good" (2017). This is a brilliant aid. The quantity of records and OER web sites genuinely helped me to articulate the strategy of OER and discover what suits first-class with my pedagogy technique. I experience class interaction is very important (re-telling stories we have examine as a category to each different to make sure comprehension and discover view points, magnificence discussions after looking films on a particular difficulty). I would need my teaching style to reflect a nicely-rounded technique so that students understand if they may be not comprehending something, there are different ways we will try to examine it. From there I determined on the OER at the PBS Learning media web page. It is a very consumer friendly internet site which is appealing to my modern level in technology and this path. I selected K-2 grade level and language arts. There are such a lot of specific types of activities to combine. Lesson plans, interactive activities, and films are some examples of what they have to offer. Watching a video, or doing an pastime on the pc as a school room and running collectively is how the scholars can simply have interaction with every other and the assets we convey into the school room. After looking a video, which include the one of the hot links I have furnished under, then have a dialogue afterwards as a class to check what we have watched, how is was interpreted, and the way it made the class sense. Asking students to get collectively and talk the video with a classmate to see extraordinary factors of views would also be an method I could take.

B. After the readings this week and the two motion pictures provided for set off A, that's the set off I've decided on to speak about this week, I learned what copyrighting and honest use is. Copyrighting is the criminal proper that someone has over their personal creative paintings. Fair use is the acknowledged rule that permits college students to use part of copyrighted fabric for academic purposes, which include the videos furnished for this week's studying sports. I learned that there are 4 questions that I can ask myself to make sure that I'm no longer copyrighting a person's work and the usage of out of doors sources fairly. The first question I can ask myself is, what's the purpose of this statistics I'm using? This is to make sure that as long as my paintings that I'm growing is for non-income, instructional, or private use, then I'm great to use the information. The second question I can ask myself is, what's the nature of the copyrighted cloth? This translates to knowledge that I actually have more freedom to replicate factual and publisher information than I do with ingenious and unpublished cloth. The next question I can ask myself is, how plenty of this data am I using? The much less paintings I use of the copyrighted fabric the better. Final question, what effect does the use have on the capacity market from the paintings? This method I can't promote my initiatives to mass audiences and I also can handiest keep 2 copies of the work. Regardless, constantly bringing up resources is the most secure way while using copyrighted cloth. Out of the four questions I can ask myself once I'm using copyrighted fabric, I felt that asking myself how plenty of the facts am I the use of is the maximum useful query. If I ask myself this, it calls me to consider how a good deal information I am the usage of and if I'm using an obscene quantity of facts that isn't always mine, then I want to reconsider my strategy or that I want to apply more of my own understanding and much less of someone else's.

With regards to truthful use, as Peter Jaszi states within the Fair Use for Media Literacy Education OC video, "the so known as honest use hints on subjects like photocopying and rancid air taping are inflexible conservative superseded interpretations of the regulation now not the regulation itself they now not replicate the realities of the school room if they ever did nowadays they're strangling educational practice instead of allowing it" (School of Education, 2016). Fair use is determined based on the scenario and allows us to apply copyrighted fabric with out permission or charge while the advantage of stated records to society outweighs the price to the copyright owner. Thankfully, honest use is bendy and dynamic which enables us ultimately when it comes to the usage of generation, information, research, and different assets within the study room. The Copyright Act of 1976 has 5 classes that fall underneath "the code's". The 5 classes are listed as follows;

Classroom coaching with copyrighted materials

Copyrighted fabric within curriculum

Sharing coaching substances

Student paintings

Sharing pupil work As Renee Hobbs states in this video, "fair use makes it viable to develop vital questioning and conversation skills which might be vital for participation in twenty first century life" (School of Education, 2016). I might have to trust Ms. Hobbs, that as educators, it's far our responsibility to teach honest use within the school room due to the fact copyrighting is an growing problem in the world.

Knowing exactly what copyrighting is and how to fairly use records that isn't mine, I can relay this to my future college students in hopes to set them up for success while they're creatively questioning and materializing their personal statistics. If I train them about copyrighting and truthful use, they are able to circulate ahead in their existence with the properly rounded information of what their duties are when they use different people's information in their very own work. I might start teaching students on copyrighting via continually displaying my college students the sources I used and the way I could cite my sources correctly. By showing them this process, you are now not handiest placing an awesome instance, but you're displaying them the precise procedure they need to follow whilst borrowing facts. Times I experience while it is appropriate to apply copyrighted material in the school room are whilst you show motion pictures to the elegance for a centered lesson or while you use articles or information to aid a lesson. For an task to educate copyright and truthful use within the lecture room, I might show the students a video(s) on each subjects so we can research exactly what each terms imply, just as we learned approximately them this week, then I could educate the scholars to position their heads down while I ask them questions with reference to copyright and truthful use in regards to instances they will have violated them themselves. I'd make certain to explain that they may not get in hassle for being honest and handiest I'd recognise who answered which query. One question I'd ask is if any of them illegally downloaded material which include books, track, assignments, and many others. I'd retain to invite probing questions like this and then when I was finished, I'd file to them what number of raised their palms which will see that it's easy to violate copyright and fair use but it doesn't make it proper. I'm attaching a hotlink to a PBS Learning Media lesson approximately Copyright and Fair Use that might assist college students determine when and a way to use copyrighted fabric as a part of their innovative paintings.

4. Let F-1yi-zyj + zk. Let E be the solid enclosed by the surface S that is the intersection between the cone z = 2+y2 and the sphere 2+ y+22 2. Evaluate the outward flux JJ, Fnds by (a) direct computation of this surface integral; and (b) using the Divergence Theorem of Gauss. [10 marks] [5 marks]