max_objects = max(order_objects(slub_max_order, size), 1U); min_objects = min(min_objects, max_objects); min_order = max_t(unsigned int, slub_min_order, get_order(min_objects * size)); if (order_objects(min_order, size) > MAX_OBJS_PER_PAGE) return get_order(size * MAX_OBJS_PER_PAGE) - 1;

s->flags & __OBJECT_POISON

s->flags & SLAB_RED_ZONE)

if (s->flags & __CMPXCHG_DOUBLE) {

if (s->flags & __CMPXCHG_DOUBLE) {

If a student either “never attended” or “stopped attending,” faculty should assign an “F” grade in Goldmine. For students that “stopped attending,” faculty should also provide the date of the last known active participation by the student in an instructional activity such as a response to discussion boards, study group, assignments, class lecture, lab, tests, etc. This does not include a student simply logging into the class as this is not considered “active participation.”

Faculty who suspect a student of plagiarism or some form of academic dishonesty must report the suspicion to the Dean of Students via The Office of Student Conduct and Conduct Resolution (OSCCR). OSCCR will investigate the allegation and determine the course of action. It is against Regents’ Rules and Regulations for faculty to make a determination independent of OSCCR. According to UTEP’s Handbook of Operating Procedures Section 4.14, “such action is a disciplinary penalty that violates the student’s right to due process and leaves the faculty member vulnerable to a student grievance petition, a civil lawsuit, and possible disciplinary action by the University.” More information is available in the HOOP.

Proper Citation

Technology, Education and Copyright Harmonization (TEACH) Act. Signed into law by President Bush on November 2, the TEACH Act loosens the restraints created by the DMCA insofar as education is concerned

More importantly, the idea of Fair Use was effectively removed from Web-based education because of the DMCA

Digital Millennium Copyright Act (DMCA) was passed in Oct. 1998 "to implement United States treaty obligations and to move the nation's copyright law into the digital age.

Resources for using sound recordings in online education

Resources for using video in online education

Place the video in the context of the course, explaining why it was chosen and what it was intended to illustrate. Recontextualize the video when appropriate through the addition of background readings, study questions, commentary, criticism, annotation, and student reactions.

Resources for using images in online education

If copying an image, use the lowest image resolution possible to achieve your purpose.

Note: Professor Meghani is making too much work for herself by scanning the text. Instead, she could direct her students to Project Gutenberg, which contains public domain titles available for download in multiple formats. In this case, the Marxists Internet Archive would also be a good sourc

It is not necessary to prevailon each of the four factors for asuccessful fair use claim.

Fair use is a flexible standard andall four statutory factors areconsidered together.

The US Constitution clearlystates that the purpose of theintellectual property system is to“promote the progress of science andthe useful arts

ir use is a right explicitly recognizedby the Copyright Act.1 The SupremeCourt has recognized this right as a“First Amendment safeguard” becausecopyright law might otherwiseconstrict freedom of speech

The Copyright Clearance Center can grant permission to digitize, display and transmit print works

Using the Four Factors

TEACH Act Checklist

The TEACH Act checklist, summarizes the 22 (!) prerequisites. Nevertheless, we may be optimistic that, together with fair use, this statute will achieve Congress' goal of facilitating online education.

are a small subset of the uses of online resources educators may wish to make. It only covers in class performances and displays, not, for example, supplemental online reading, viewing, or listening materials. For those activities, as well as many others, we'll need to continue to rely on fair use. Remember, however, when relying on fair use, the fair use test is sensitive to harm to markets. This means that in general, where there is an established market for permissions, there will often be a narrower scope for fair use, and our reliance on fair use should be limited.

The TEACH Act authorizes us to digitize works for use in online education, but only to the extent we are authorized to use those works in Section 110(2), and so long as they are not available digitally in a format free from technological protection.

The statute's complexity provides a new context within which to think about fair use: compared to the many conditions and limits contained in Section 110(2), the four factor fair use test seems simple and elegant.

The audiovisual works and dramatic musical works may only be shown as clips -- "reasonable and limited portions".

The TEACH Act of 2002, expanded the scope of online educators' rights to perform and display works and to make copies integral to such performances and displays, making the rights closer to those we have in face-to-face teaching. But there is still a considerable gap between what the statute authorizes for face-to-face teaching and for online education.

Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. These rights are in Section 110(1) of the Copyright Act and apply to any work, regardless of the medium.

Because your institution is likely to be liable, along with an accused individual, for the infringements of faculty, students and staff, most institutions advise such individuals not to use works for which required permission cannot be obtained.

There truly may be no one who cares about what you do with a particular work, but the bottom line is that no amount of unsuccessful effort eliminates liability for copyright infringement. Copyright protects materials whether the owner cares about protection or not.

If you are preparing a commercial product, you will need assurances of authority to grant permission because your publisher will expect those assurances from you.

question them about whether they retained copyright or whether they assigned it to their publisher.

If you know who the author and the publisher are, you can contact them directly. If you do not know who the publisher is, The Literary Marketplace (for books) or Ulrich's Web (for journals - requires login) may help you.  Once you know whom to ask, writing a letter, calling or emailing are all appropriate ways to initiate contact.

Where fair use may be questioned, implied rights may be broader, but an express right to use is best - it's clear and reassuring. It's possible today to search Creative Commons licensed works by license type, or limit your search to be sure that your results include only materials intended for use by educators and students.

You can easily give your works an express license by attaching a Creative Commons license to the materials you post online. It's easy and it sends the message that you want your materials to be part of the flow of creativity. No one creates in a vacuum. Just as you build on others' works, others will build on yours.

So, just by posting online, an author implies a limited license to use their work in this manner.

Simply putting the fingers to the save key creates a copyrighted work. Once expression is committed to a tangible medium, copyright protection is automatic. So, postings of all kinds are protected the same as published printed works.

A gyrotron uses high-power, linear-beam vacuum tubes to generate millimeter-length electromagnetic waves. Invented by Soviet scientists in the 1960s, gyrotrons are used in nuclear fusion research experiments to heat and control plasma. Quaise has raised $95 million from investors, including Japan’s Mitsubishi, to develop technology that would enable it to quickly and efficiently drill up to 20 km deep, closer to the Earth’s core than ever before

o the creator or originator of that record in order to verify authenticity without the student’s permis

Example Scenarios

provide a letter of recommendation for a student that includes grades unless you have received written consent from the student to release this information for this explicit purpose.

provide anyone outside the college with lists of students enrolled in classes;

If you teach several sections of the same course but the students do not interact with each other in a physical classroom or online, the courses cannot be merged in Carmen.

The teacher who saw the incident in-person can speak about it because FERPA is not a confidentiality law. It only protects what’s in a student’s education record.

If a school denies access to student records to a parent of a student under the age of 18, that’s a FERPA violation

One is that, generally, higher education institutions can choose to release a students’ education records to both parents, provided that at least one parent claims the student as a dependent for tax purposes.

“It should be clear that [the data] belongs to the school, not to the vendor, and that the vendor’s responsibility is to process it for the benefit of the school and its students, and not for the vendor’s own benefit,” McDonald says.

Steps Toward Universal Design of Online Courses

“Law enforcement unit records” (i.e., records created by the law enforcement unit, created for a law enforcement purpose, and maintained by the law enforcement unit) are not “education records” subject to the privacy protections of FERPA. As such, the law enforcement unit may refuse to provide a parent or eligible student with an opportunity to inspect and review law enforcement unit records, and it may disclose law enforcement unit records to third parties without the parent or eligible student’s prior written consent

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them.

schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law.

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.

For students and educators alike, it's important to think about academic integrity as a learned concept.

Whether in history, social studies, science, or literature, most East Asian students are discouraged from producing original work in an academic setting and instead advised to remember and repeat the ideas of the masters in those subject areas as a form of respect.

nursing students, for example, are focused on the concept of caring for others and illustrate collectivist culture, in both academic study and clinical practice. It is often natural for nursing students to project caring for patients to helping at-risk cohorts in the form of academic collusion.

Students that grow up with this perspective may not understand why citations at the end of a research paper are important; furthermore, citations might even make them feel uncomfortable, as they recognize individual authors above the community as a whole.

A collectivist culture is one that prioritizes the goals and desires of the whole over the needs of the individual. Often in East Asian countries like South Korea, Japan, and China, ideas that are beneficial to and shared by the community are not individually attributed, but rather recognized as universal knowledge.

But that practice fails to recognize that students are responsible for their own computer access and stable internet connection.  Although the District-sponsored Learning Manage System will, from time to time, have problems, students need to accept responsibility for their own actions, actions that might be conveniently blamed on an impersonal component of technology.

It is a violation of the academic honesty and intellectual integrity policies of SBVC to log in to someone else's account and pretend to be that person.

heating includes giving information, materials, or work to another person in or

it learned of the possibility that one student admitted to Georgetown may have engaged in inappropriate transfer of online credits.

State Issued Driver’s License, State Identification Card, Military Identification Card, Passport/Visa, Permanent Residence Card

Method: Instructors use check-ins and/or office hours to discuss content, previous assignments, and progress on existing assignments.   Process: Instructors ask for identification and/or confirm student identity via official UConn photo in StudentAdmin.

Instructors should check student identity by verifying IDs in a one-on-one online meeting prior to the presentation.

Federal Regulation §602.17: Application of Standards in Reaching Accreditation Decisions requires that all public universities have processes in place through which the institution establishes that a student who registers in any course offered via distance education or correspondence is the same student who academically engages in the course or program; and makes clear in writing that institutions must use processes that protect student privacy and notify students of any projected additional student charges associated with the verification of student identity at the time of registration or enrollment. Please see the Electronic Code Federal Regulations for more information.

The ethical standards outlined above apply throughout the academic community.  These guidelines apply to faculty and research assistants in their possible use of students’ and colleagues’ research and ideas, as well as to students’ use either of source materials and authorities or of other students’ ideas and work.

others result from sloppy scholarship or failure to follow proper format for crediting sources.  For example:

Plagiarism is taking credit for someone else’s ideas, work, or words.

All academic relationships ought to be governed by a sense of honor, fair play, trust, and a readiness to give appropriate credit to the intellectual endeavors of others where such credit is due. Since the academic community expects that the process of intellectual and creative endeavor is beneficial to a student, the student's original work, created in response to each assignment, is normally expected. The following rules and guidelines are intended not to replace an atmosphere of trust and cooperation in the pursuit of knowledge, but rather to assure due process and to provide guidelines for action in those instances where the proper relationships and attitudes have broken down.

If plagiarism is suspected, students might be asked to defend or verify their work as their own in one of the following ways: Present notes, drafts, or works cited Produce an on-demand work sample Present an oral defense of work in question

malpractice outlined by the IB Organization as behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment components. The following definitions are helpful in understanding our complete definition of malpractice: Plagiarism is taking credit for someone else’s words, work or ideas without giving them credit. Collusion is letting someone copy from you or letting someone turn in your work as theirs. Duplication of work is turning in the same assignment for two or more classes. Misconduct during an assessment is copying someone’s answers, letting someone copy your work, looking up answers, bringing answers into the test room, or using tools/material that the teacher has not approved. Confidentiality is not sharing assessment content, question, or answers with students who have not yet taken the assessment.

The author made an observation that it is possible to draw a link between plagiarism and the concept of "loyalty" (based on Sykes and Matza 1957) that can be exploited to explain students’ attitudes and improper academic practices. The author believes that the interviewed students commit plagiarism not because of their unethical or immoral intentions, but rather due to specific hierarchy of values that they follow.

t is the student’s responsibility to provide for supervision of his/her children while they are on campus for class, in a virtual class,

Disruptive behavior in the physical classroom or the virtual classroom is not permitted. Students will receive a warning and may be asked to leave the classroom if necessary.

Cheating, plagiarism Conduct that jeopardizes health and safety Tardiness Profanity Pornography Children or pets in class Private conversations or inappropriate displays of affection Uncooperativeness Continually leaving one’s seat Eating and drinking Reading unrelated materials Use of all unauthorized electronic devices, such as walkmans, phones, beepers, pagers, ipods, and music players. Soliciting of funds and/or signatures

Disruptive behavior includes behavior that interferes with the legitimate instructional, administrative, or service functions of the college.  However, should any behavior threaten the personal safety of any student, faculty member, staff, or administrator, or be displayed with such emotional intensity that it causes fear or concern in others, at that point such behavior is classified as a CRISIS and will necessitate a call to Campus Safety (925) 424-1699.

If online class, faculty can moderate and/or temporarily disable LMS functions to prevent the student from further activity until a resolution is determined.

Talking when the instructor or others are speaking

The following behaviours do not constitute bullying.(a) A single incident of unreasonable behaviour. However, single or one-offincidents of unreasonable conduct can also cause a risk to health and safetyand may breach other University policies and should not be ignored.(b) Reasonable management practices.(c) Low-level conflict as defined in subclause 8(3).(2) Reasonable management practices include (but are not limited to):(a) a direction to carry out reasonable duties and instructions;(b) a direction to comply with University rules, protocols, policies andprocedures;(c) setting reasonable goals, standards and deadlines;

The public’s attitudes diverge in similarways on some of the more severe behaviors in the scenario. Most prominently, 85% of Americansthink that Julie experiences online harassment when she begins to receive vulgar messages abouther looks and sexual behavior. But substantially fewer (although still a majority at 66%) think thatthe social media platform has an obligation to step in and address that behavior.

The public has a higher threshold for behaviors thatconstitute “online harassment” than for behaviors that necessitate a responsefrom social media platforms

Again,majorities agree that the platforms should step in to address behaviors such as threateningmessages.

ave found that online harassment is a common phenomenon in thedigital lives of many Americans, and that a majority of Americans feel harassment online is amajor problem.

Project Teams serve several purposes:

the program provides a combination of traditional instruction and the enhancement of nontraditional instruction and learning that takes place within a Project Team.

The classrooms, student center, and project team locations are places to learn, to socialize and to grow. Each person must be recognized to have certain rights which do not conflict with the Community Expectations nor infringe upon the rights of others in the spirit of the University motto “to served, and not be served.”  These rights include the following: The right to study without distraction. The right to personal privacy. The right to study in a clean environment. The right to be treated with respect and dignity. The right to hold different values. The right to redress grievances. The right to serve the community.

Academic Misconduct/Honor Code violations are related to a student’s class work, the appropriate response is vested in the professor.

All communication between students and other students, or between students and faculty, must be conducted in a manner that is respectful, using language that is professional.

Degrees of Disciplinary Sanctions:

The use of mobile devices (cellphones, beepers, tablets and other smart devices) in the classroom is determined by the faculty member’s mobile device use guidelines for that class. Adhere to the expectations communicated by the faculty member for that course.

. Computer and Network Abuse

any act that constitutes violent behavior and any other behavior that adversely affects the College or its educational programs or mission.  Attempts to commit acts prohibited by the Code may also be addressed through the conduct process. All members of the College community, students, faculty and staff, have the responsibility to report nonacademic misconduct.

If a disruptive student refuses to leave when told, the faculty member will contact SCF Public Safety to remove the student.

Permanent Removal of Disruptive Student

Violation of Student Code of Conduct ReportStudent's Name: _______________________________________________________________Student Identification Number: __________________________Instructor’s Name: ________________________________ Office Phone #: ________________Instructor’s E-mail Address: ______________________________________________________Course Title: _________________________________________________________________Course Number: _________________________ Section Number: ________Description of Incident (use additional pages if necessary)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Describe the instructions that were given to the student:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Was the student asked to leave the class? Yes _____ No_____N/A_________Did the student leave voluntarily? Yes _____ No _____Were the police contacted? Yes ____ No ____If yes, officer’s name: _____________________ Officer’s Department: ____________________Action taken by Police (list report number and whether arrest occurred):______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Faculty Member’s Signature_____________________________________Date: ____________Submit copy of form electronically to: student, department chair, and to Student Judicial Programs (who will sharewith Student Development Office) at tp-sheridan@wiu.edu or via fax to 309-298-1203

Non-threatening Disruptive Students

the United States was suppressing Democratic movements around the world because if an authoritarian if a communist can win an 00:13:59 election fairly one time that's the end of free and fair elections

extern struct cma cma_areas[MAX_CMA_AREAS];

ARRAY_SIZE(cma_areas)

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mapsize = PAGE_ALIGN(mem_section_usage_size()) >> PAGE_SHIFT;

“The crux of the issue is we’re thinking about the focus on encampment closure without access to housing,” said Charley Willison, a Cornell professor who has studied the influence of police on cities’ homelessness policies.

Georgia also instituted a policy of keeping the land “tail-male,”which meant that land descended to the eldest male child. This feudal rulebound men to their families. The tail-male provision protected heirs whosepoor fathers might otherwise feel pressure to sell their land.53

History of the United States (1834)

Every commit which is merged into main is considered a stable release. Every open PR is considered a beta release that I test locally.

The GOP has threatened to weaponize a potential second Trump term

Can scientific knowledge and specializedthought be brought into more effectiverelation to general affairs?

Apple does not allow moving tokens to servers.

you can see it all the time it's 00:41:37 unbelievably it's unbelievably painful we look at all the our institutions

Warning: Do not accept plain user IDs, such as those you can get with the GoogleUser.getId() method, on your backend server. A modified client application can send arbitrary user IDs to your server to impersonate users, so you must instead use verifiable ID tokens to securely get the user IDs of signed-in users on the server side.

The fact that most free software is privacy-respecting is due to cultural circumstances and the personal views of its developers

I assumed, unreflectively, that he had made up the whole thing, simply because for a long time that’s what I would have done.

Datafiles can be published with a suitable embargo period, forinstance to allow completion of publications or research basedon the dataset, or to respect contracts made by the depositorwith third parties concerning intellectual property rights.DANS encourages embargo periods of 6 months or less.

If a published dataset is improved by amendments to thedata files of the dataset, a major version increment iscreated with a record of changes. In cases where it isnecessary to disable access to earlier versions, these can bedeaccessioned

Do science, technology, industrialization, and specializa-tion render the Great Conversation irrelevant?

The revolt against the classical dissectors and drillmasterswas justified. So was the new interest in experimental science.The revolt against liberal education was not justified. Neitherwas the belief that the method of experimental science couldreplace the methods of history, philosophy, and the arts.

Why did this education disappear? It was the education ofthe Founding Fathers. It held sway until fifty years ago. Nowit is almost gone. I attribute this phenomenon to two factors,internal decay and external confusion.

Four billion people are now connected to the same infrastructure, the internet, that we the science and technology community put in place just decades ago. This is creating the conditions for an explosion of open creativity and innovation never seen before. A huge wave of labs of all kinds (living labs, fablabs, social labs, edulabs, innovation spaces, even policy labs) is emerging as the new kind of groups and communities of the digital era. We are moving from the net to the lab. On the 2030 horizon, many of these labs will gather and agree in generating the first universal innovation ecosystems in regions and countries.

Recently we recommended that OCLC declare OCLC Control Numbers (OCN) as dedicated to the public domain. We wanted to make it clear to the community of users that they could share and use the number for any purpose and without any restrictions. Making that declaration would be consistent with our application of an open license for our own releases of data for re-use and would end the needless elimination of the number from bibliographic datasets that are at the foundation of the library and community interactions. I’m pleased to say that this recommendation got unanimous support and my colleague Richard Wallis spoke about this declaration during his linked data session during the recent IFLA conference. The declaration now appears on the WCRR web page and from the page describing OCNs and their use.

“Biaya paling mahal hidup di Indonesia adalah biaya ketidakpastian (uncertainties),”