collaboration and technical writing: ethics, essays and education techmath summer institute 15 june...

Collaboration and Technical Writing:Collaboration and Technical Writing:Ethics, Essays and EducationEthics, Essays and Education

TechMath Summer InstituteTechMath Summer Institute15 June 200915 June 2009

Claudia L. JollsClaudia L. JollsDepartment of BiologyDepartment of Biology

East Carolina UniversityEast Carolina University

"The primary objective of copyright "The primary objective of copyright is not to reward the labor of is not to reward the labor of

authors...but encourage others to authors...but encourage others to build freely upon the ideas and build freely upon the ideas and

information conveyed by a work." information conveyed by a work."

"The primary objective of copyright "The primary objective of copyright is not to reward the labor of is not to reward the labor of

authors...but encourage others to authors...but encourage others to build freely upon the ideas and build freely upon the ideas and

information conveyed by a work." information conveyed by a work."

Sandra Day O’ConnorSandra Day O’ConnorSupreme Court JusticeSupreme Court JusticeSandra Day O’ConnorSandra Day O’Connor

Supreme Court JusticeSupreme Court Justice

NC Standard Course of StudyNC Standard Course of StudyThe The Computer/Technology Skills Standard Course of Study Computer/Technology Skills Standard Course of Study

Strand: Societal and Ethical IssuesStrand: Societal and Ethical Issues

Competency Goal 1: The learner will understand important issues Competency Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.the use of computer and other technologies.

Objectives for ALL content areas:Objectives for ALL content areas:1.01: Practice safe, responsible, and ethical behavior in using 1.01: Practice safe, responsible, and ethical behavior in using technology resources and information.technology resources and information.1.02: Identify issues surrounding complex technology 1.02: Identify issues surrounding complex technology environmentsenvironments

Competency Goal 3: The learner will use a variety of technologies Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate to access, analyze, interpret, synthesize, apply, and communicate information.information.

305 Math, 306 Science: Adhere to Fair Use and Multimedia 305 Math, 306 Science: Adhere to Fair Use and Multimedia Copyright Guidelines, citing sources of copyrighted materials Copyright Guidelines, citing sources of copyrighted materials in papers, projects, and multimedia presentations.in papers, projects, and multimedia presentations.

Copyright was created to benefit Copyright was created to benefit society at large, not commercial society at large, not commercial

interestsinterests..

Educators have access to Educators have access to information as “fair use”, information as “fair use”,

something that benefits society something that benefits society at large.at large.

These days, almost all things are copyrighted These days, almost all things are copyrighted the moment they are written, and no the moment they are written, and no

copyright notice is required. copyright notice is required. Copyright is still violated whether you Copyright is still violated whether you

charged money or not. charged money or not. Postings to the net are not granted to the Postings to the net are not granted to the

public domain. Do no further copying except public domain. Do no further copying except perhaps what the poster might have perhaps what the poster might have expected “in the ordinary flow of the net.” expected “in the ordinary flow of the net.”

Fair use is a complex doctrine meant to Fair use is a complex doctrine meant to allow certain valuable social purposes. Why allow certain valuable social purposes. Why could we not have rewritten it in your own could we not have rewritten it in your own words? words?

Copyright is not lost because you do not Copyright is not lost because you do not defend it. defend it.

Copyright law is mostly civil law where the Copyright law is mostly civil law where the special rights of criminal defendants you special rights of criminal defendants you hear so much about don't apply. New laws hear so much about don't apply. New laws are moving copyright violation into the are moving copyright violation into the criminal realm. criminal realm.

It is not that hard to ask permission.It is not that hard to ask permission. http://www.templetons.com/brad/copymyths.html

http://www.templetons.com/brad/copymyths.html

NC Department of Public InstructionNC Department of Public Instructionhttp://www.dpi.state.nc.us/copyright1.html

Educators or students need not write for Educators or students need not write for permission if their presentation falls permission if their presentation falls within the specific multimedia fair use within the specific multimedia fair use guidelines; however, guidelines; however,

"educators and students are advised to "educators and students are advised to note that if there is a possibility that their note that if there is a possibility that their own educational multimedia project own educational multimedia project incorporating copyrighted works under incorporating copyrighted works under fair use could later result in broader fair use could later result in broader dissemination, whether or not as dissemination, whether or not as commercial product, it is strongly commercial product, it is strongly recommended that they take steps to recommended that they take steps to obtain permissions during the obtain permissions during the development process for all copyrighted development process for all copyrighted portions rather than waiting until after portions rather than waiting until after completion of the project.”completion of the project.”

http://www.dpi.state.nc.us/copyright1.html

NCDPI Fair UseNCDPI Fair Use

TextText Up to 10% of a copyrighted work or 1000 Up to 10% of a copyrighted work or 1000

words, whichever is less words, whichever is less

Numerical Data SetsNumerical Data Sets Up to 10% or 2500 fields or cell entries, Up to 10% or 2500 fields or cell entries,

whichever is less, from a copyrighted whichever is less, from a copyrighted database or data table database or data table

A field entry is defined as a specific item A field entry is defined as a specific item of information (e.g. name, Social Security of information (e.g. name, Social Security number) in a record of a database file. number) in a record of a database file.

A cell entry is defined as the intersection A cell entry is defined as the intersection where a row and a column meet on a where a row and a column meet on a spreadsheet spreadsheet


IllustrationsIllustrations A photograph or illustration A photograph or illustration

may be used in its entirety may be used in its entirety No more than 5 images of an No more than 5 images of an

artist's or photographer's work artist's or photographer's work When using a collection, no When using a collection, no

more than 10% or no more more than 10% or no more than 15 images, than 15 images,


InternetInternet Internet resources often combine Internet resources often combine

both copyrighted and public domain both copyrighted and public domain sites; therefore, care should be sites; therefore, care should be used in downloading any sites for used in downloading any sites for use in multimedia presentations. use in multimedia presentations.

Until further clarification, educators Until further clarification, educators and students are advised to write and students are advised to write for permission to use Internet for permission to use Internet resources and to be mindful of the resources and to be mindful of the copyright ramifications of including copyright ramifications of including embedded additional links to that embedded additional links to that particular site. particular site.


TextText Up to 10% of a copyrighted work or Up to 10% of a copyrighted work or

1000 words, whichever is less 1000 words, whichever is less Poems Poems

Entire poem if less than 250 words Entire poem if less than 250 words 250 words or less if longer poem 250 words or less if longer poem No more than 5 poems (or excerpts) of No more than 5 poems (or excerpts) of

different poets, from an anthology different poets, from an anthology Only 3 poems (or excerpts) per poetOnly 3 poems (or excerpts) per poet

NCDPI Fair UseNCDPI Fair UseCopying and Distribution LimitationsCopying and Distribution Limitations

Do not post multimedia projects claiming Do not post multimedia projects claiming fair use exemption on an unsecured web fair use exemption on an unsecured web site. site.

No more than 2 copies of the original No more than 2 copies of the original production may be made. production may be made.

Only 1 may be placed on reserve for Only 1 may be placed on reserve for others to use for instructional purposes. others to use for instructional purposes.

An additional copy may be made for An additional copy may be made for preservation purposes, but may be used preservation purposes, but may be used or copied only to replace a use copy that or copied only to replace a use copy that has been lost, damaged, or stolen. has been lost, damaged, or stolen.

If more than one person has created the If more than one person has created the multimedia presentation, each principal multimedia presentation, each principal creator may retain only one copy.creator may retain only one copy.

To use copyrighted materials To use copyrighted materials lawfully, you must obtain lawfully, you must obtain

permission from the permission from the applicable copyright holders applicable copyright holders

or a copyright licensing or a copyright licensing agent.agent.

To use copyrighted materials To use copyrighted materials lawfully, you must obtain lawfully, you must obtain

permission from the permission from the applicable copyright holders applicable copyright holders

or a copyright licensing or a copyright licensing agent.agent.

""It is often easier to ask for It is often easier to ask for forgiveness than to ask for forgiveness than to ask for

permissionpermission ." ."

""It is often easier to ask for It is often easier to ask for forgiveness than to ask for forgiveness than to ask for

permissionpermission ." ."

Grace Murray Hopper (1906-1992)Grace Murray Hopper (1906-1992)American computer programmer American computer programmer

(COBOL) (COBOL)


(COBOL) (COBOL)

"" If it's a good idea, go ahead and do it. It's much easier to apologize than it is to get permission." ."

"" If it's a good idea, go ahead and do it. It's much easier to apologize than it is to get permission." ."


(COBOL) (COBOL)


(COBOL) (COBOL)

"" Better to ask permission first than beg for forgiveness later.”

"" Better to ask permission first than beg for forgiveness later.”

Claudia L. Jolls (1953-????)Claudia L. Jolls (1953-????)American plant ecologist and American plant ecologist and

privateer of good ideas privateer of good ideas

Claudia L. Jolls (1953-????)Claudia L. Jolls (1953-????)American plant ecologist and American plant ecologist and

privateer of good ideas privateer of good ideas

Part II: The InternetFrom www.techlearning.com

1. A high school science class studying ocean ecosystems must gather material for multimedia projects. The teacher downloads pictures and information on marine life from various commercial and noncommercial sites to store in a folder for students to access. This is fair use.

True. The Web may be mined for resources. Download away (of course, don't hack into subscription sites)! But remember: you can't put these projects back up on the Web without permission from the copyright holders.

True. The Web may be mined for resources. Download away (of course, don't hack into subscription sites)! But remember: you can't put these projects back up on the Web without permission from the copyright holders.

http://www.techlearning.com/

2. A high school designs a password-protected Web site for families and faculty only. It's OK for teachers to post student work there, even when it uses copyright material without permission.

True. If the site really is protected, then this is considered OK. The school should monitor its Web hits, though, and make sure the outside world isn't sneaking in.

True. If the site really is protected, then this is considered OK. The school should monitor its Web hits, though, and make sure the outside world isn't sneaking in.

3. A math student film buff downloads a new release from a Taiwanese Web site to use for a project. As long as the student gives credit to the sites from which he's downloaded material, this is covered under fair use.

False. Educators may use "legitimately False. Educators may use "legitimately acquired" material without asking permission, acquired" material without asking permission, but many file-sharing sites are suspect in this but many file-sharing sites are suspect in this area. Use common sense to determine if those area. Use common sense to determine if those peer-to-peer resources are legitimate or pirated. peer-to-peer resources are legitimate or pirated. (You can also check copyright ownership at (You can also check copyright ownership at www.loc.gov or or www.mpa.org))

False. Educators may use "legitimately False. Educators may use "legitimately acquired" material without asking permission, acquired" material without asking permission, but many file-sharing sites are suspect in this but many file-sharing sites are suspect in this area. Use common sense to determine if those area. Use common sense to determine if those peer-to-peer resources are legitimate or pirated. peer-to-peer resources are legitimate or pirated. (You can also check copyright ownership at (You can also check copyright ownership at www.loc.gov or or www.mpa.org))

http://www.loc.gov/

http://www.mpa.org/

http://www.loc.gov/

http://www.mpa.org/

4. A technology coordinator downloads audio clips from MP3.com to integrate into a curriculum project. This is fair use.

True. MP3.com pays for its archives, so the True. MP3.com pays for its archives, so the material there is legitimately acquired. Be wary material there is legitimately acquired. Be wary of some of the other peer-to-peer sites, however of some of the other peer-to-peer sites, however (see #8).(see #8).

True. MP3.com pays for its archives, so the True. MP3.com pays for its archives, so the material there is legitimately acquired. Be wary material there is legitimately acquired. Be wary of some of the other peer-to-peer sites, however of some of the other peer-to-peer sites, however (see #8).(see #8).

5. A teacher gets clip art and music from popular file-sharing sites, then creates a lesson plan and posts it on the school Web site to share with other teachers. This is permissible.

False. Legitimately acquired material can be used in classrooms. However, under the current law, no teacher can redistribute such material over the Net or any other medium. You can use it, but you can't spread it around.

False. Legitimately acquired material can be used in classrooms. However, under the current law, no teacher can redistribute such material over the Net or any other medium. You can use it, but you can't spread it around.

Helpful LinksHelpful LinksUseful Links about Copyright from Claudia's Presentation:Useful Links about Copyright from Claudia's Presentation:http://www.templetons.com/brad/copymyths.htmlhttp://www.loc.gov/rr/print/195_copr.htmlhttp://www.loc.gov/rr/print/195_copr.htmlhttp://www.copyright.gov/http://www.copyright.gov/

Check for Copyright Ownership:Check for Copyright Ownership:www.mpa.orgwww.mpa.org

NCDPI Copyright and Fair Use Guidelines:NCDPI Copyright and Fair Use Guidelines:http://www.dpi.state.nc.us/copyright1.htmlhttp://www.dpi.state.nc.us/copyright1.html

A Crash Course in Copyright and Fair Use:A Crash Course in Copyright and Fair Use:http://www.utsystem.edu/ogc/IntellectualProperty/cprtindx.htmhttp://www.utsystem.edu/ogc/IntellectualProperty/cprtindx.htm

A Copyright Tutorial Test:A Copyright Tutorial Test:http://www.lib.utsystem.edu/copyright/test.htmlhttp://www.techlearning.com/http://www.lib.utsystem.edu/copyright/test.htmlhttp://www.techlearning.com/

techlearning/pdf/db_area/archives/TL/2002/10/copyright_chart.pdftechlearning/pdf/db_area/archives/TL/2002/10/copyright_chart.pdf

NCSU TEACH Act ToolkitNCSU TEACH Act Toolkithttp://www.provost.ncsu.edu/copyright/toolkit/http://www.provost.ncsu.edu/copyright/toolkit/

Accusations of Misuse of Original Art Work by "The World is Flat" Thomas L. FriedmanAccusations of Misuse of Original Art Work by "The World is Flat" Thomas L. Friedmanhttp://money.cnn.com/magazines/fortune/fortune_archive/2005/10/17/8358061/index.htmhttp://money.cnn.com/magazines/fortune/fortune_archive/2005/10/17/8358061/index.htmhttp://www.allbusiness.com/retail-trade/miscellaneous-retail-miscellaneous/4402937-http://www.allbusiness.com/retail-trade/miscellaneous-retail-miscellaneous/4402937-

1.html1.html



Attribution and AcknowledgmentAttribution and Acknowledgment(The University of Texas)(The University of Texas)

Educators, scholars, and students should Educators, scholars, and students should credit the sources and display the copyright credit the sources and display the copyright notice(s) with any copyright ownership notice(s) with any copyright ownership information shown in the original source, for information shown in the original source, for all images digitized by educators, scholars, all images digitized by educators, scholars, and students, including those digitized under and students, including those digitized under fair use. Crediting the source means fair use. Crediting the source means adequately identifying the source of the work, adequately identifying the source of the work, giving a full bibliographic description where giving a full bibliographic description where available (including the creator/author, title, available (including the creator/author, title, publisher, and place and date of publication) publisher, and place and date of publication) or citing the electronic address if the work is or citing the electronic address if the work is from a network source. from a network source.

Technical Writing

TechMath Summer Institute

15 July 2009

Claudia L. JollsDepartment of Biology

East Carolina University

"Write with precision, clarity and economy. Every

sentence should convey the exact truth

as simply as possible.“

Instructions to Authors

Ecology 1964

Problems and Pitfalls

Ambrose, III, H. W. A., K. P. Ambrose, D. J. Emlen and K. L. Bright. 2007. A Handbook of Biological

Investigation. 7th ed. Hunter Textbooks, Winston-Salem, NC. 194 pp.

• Citing other work• Wordy, awkward constructions• Avoid incomplete sentences• Beware of ambiguous

antecedents.– “Students should be able to solve

the equations for the lines in parallel.”

“Sez who?”•Support statements using

references to other published literature as documented evidence.

•Give credit where credit is due.

FORMAT FOR CITING REFERENCES IN THE TEXT

You must cite another researcher whenever you refer to his or her results, conclusions, or methods in your paper.

The reference in the text is made only to the author's name and date of

publication.

Enzymes are inhibited by cyanide (Grubb 1977).Because enzymes are inhibited by cyanide (Grubb

1977), I expect to find...Grubb (1977) found that cyanide inhibits enzymes.Because Grubb (1977) found that cyanide inhibits

enzymes.... As early as 1977, Grubb observed the inhibitory effect

of cyanide on enzyme action.Incorrect:

Grubb found that cyanide inhibits enzyme action (1977).

Citations are listed in chronological order.

Cyanide has been found to inhibit enzyme action (Grubb 1977, Smith 1980, Taylor

1983).

More than three authors

et al. (from "et alii," Latin for "and others") after the first author's name:

Cyanide has been found to inhibit enzyme action (Jones et al. 1985).


•wordy, awkward constructions– Use active voice.

•Use verbs instead of abstract nouns.

– Amputate dangling participles.•“Students will measure the plant stem using the protractor.”

•Beware of adjectives ending in “-ing” or sometimes “-ed”


“Onion bulbs were partially submerged in water with the root end just below the surface. Three toothpicks were affixed to the onions to hold them in place. These were grown for three days.”

Ambrose, III, H. W. A., K. P. Ambrose, D. J. Emlen and K. L. Bright. 2007. A Handbook of Biological Investigation. 7th ed. Hunter Textbooks, Winston-Salem, NC. 194 pp.

IF you’ve got a thought that’s happy,Boil it down.

Make it short, and crisp, and snappy---Boil it down.

When our rain its coin has minted,Down the page your pen has sprinted,

If you want your effort printed, Boil it down.

--Anonymous

(Professor Les Ismore)

10. Avoid “get”; consider “obtain” instead.

9. The metric system is used in the sciences (Systèm Internationale).

8. Spell out numbers less than or equal to ten unless they begin a sentence or are associated with units, i.e. “Five birds were observed...” and “We observed five birds and 10 squirrels...” yet “Plants weighed 5 g.”

Jolls’ Top Ten

Technical Writing Pet Peeves

7. Do comparatives have a reference, i.e., smaller than, more frequent than… “...were different..” to which your reader replied, “Different from each other? From a standard?”

6. Have you avoided use of ambiguous terms like “it”, “they”, “different”?

Jolls’ Top Ten

Technical Writing Pet Peeves

5. The word “data” is plural, i.e. “Data are summarized in Table 1...”. A singular form of the word would be “datum”, “data point” or “data set”, i.e. “The data set is summarized...” or “The data are summarized…”

4. Complex sentences are difficult to interpret; one long sentence should be replaced with several shorter ones. Less is more.

3. Avoid contractions; use “do not” rather than “don’t.”

2. “there” is not the same as “their”

Jolls’ Top Ten

1. “effect” is not the same as “affect”

1. “its” is not the same as “it’s”

1. Do as I do, not as I say: PROOF, PROOF, PROOF and use models.

• Hudnutt-Sinicrope TechMath Module Template

Jolls’ Top Ten Technical Writing Pet Peeves

“There is no such thing as good writing, only good re-writing.”

Justice Brandeis?T. S. Elliot?

E. Hemingway?Isaac Bashevis Singer?

A Wise Professor?An Old Adage?

Author Unknown

“There is nothing tougher to edit than white space.”

Claudia L. JollsBlocked Writer

How long will it take?Am I done yet?

Writing Follows The Gas Laws

Boyle’s LawDescribe the inversely

proportional relationship between the absolute pressure

and volume of a gas (under constant temperature in a close

system)

Press Release 07-080 Student Results Show Benefits

of Math and Science Partnerships

Improvements shown in nearly every age group when schools partnered with

higher education

• Houston Independent School District's research and accountability department indicated that students of institute participants outperformed comparison students on the Texas Assessment of Knowledge and Skills,

• most significant gains noted by low-performing students (Stanford 10 Mathematics Assessment)– their learning of mathematics progressed more than

that of the general national population.

http://www.nsf.gov/news/news_summ.jsp?cntn_id=109725&org=olpa&from=new

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