This preview shows page 1. Sign up to view the full content.
Unformatted text preview: he for-profit and non-profit sectors.”); Docket
no. 49, Software and Information Industry, Inc. at pp. 2-3.
See, e.g., Docket no. 8, American Association of Community Colleges at p. 3; Docket no. 10,
University of Montana at p. 1; Docket no. 12, University of North Carolina at Chapel Hill p. 12; Docket
no. 21, North Carolina State University at p. 12 (“The universities of this country create vast amounts of
copyrightable intellectual property and they and their faculty are also copyright holders.”); Docket no. 44,
Albert Carnesale, o/b/o Association of American Universities, et. al. at p. 6.
Testimony of Lynne Schrum (D.C. transcript at p. 327).
Testimony of Kathleen Burke, (D.C. transcript at p. 79); Docket no. 28, University of Maryland
University College at p. 1. 3 licensing (including online licensing), without the need to rely on public domain
materials or even “fair use” exemptions.10
Some educators argue that academic freedom should give them the right to
use others’ copyrighted works for educational purposes.11 However, the Copyright Act grants creators the right to determine how and to whom the rights
to their works are granted.12 The limited exemptions for teaching already contained in the Copyright Act, as well as its fair use provisions, provide the
proper balance for these sometimes competing values. After all, the Register and
others have noted that there is no “educational exemption” in the Copyright Act,
Educators also argue that distance education students should be treated the
same as those on campus.14 Educational institutions maintain that it is costly to
provide the hardware for these programs and that the transactions costs of
licensing copyrighted materials is currently...
View Full Document
This note was uploaded on 08/05/2011 for the course ACCT 11212 taught by Professor Davis during the Spring '11 term at York College of Pennsylvania.
- Spring '11