The article is from Edutopia, the George Lucas Educational Foundation site
(yes, that George Lucas, the director of Star Wars and Indiana Jones films...
that of course does not necessarily refer to Dr. Stephan Jones,
Director of Indiana's Center for Information and Communication Sciences).

Below you'll find some of the best advice--"Praise Locally, Criticize Globally,"
that applies well to us at the Center, and it may be, to you, wherever you are professionally:

Teachers may be liable for information they publish that is untrue and harms the reputation of organizations or other people. Bud Hunt, instructional technologist for the St. Vrain Valley School District, in Longmont, Colorado, advises teachers to describe positive programs in great detail while leveling criticisms more generically. "If I disagree with something a colleague does, I'm not going to make that fodder for my blog," Hunt says. "I'll address the broader issue without calling him or her out." Hunt cites his fellow educational blogger Doug Johnson, who describes this strategy as "praising locally and criticizing globally."

Indiana Chapter of UPA, which Ball State University and the Center for Information and Communication Sciences helped to found, contributes to the international event with its own local conference. Now in the fourth year in the Hoosier State, this year's conference is in the Campus Center of Indiana University-Purdue University Indianapolis (IUPUI).

Now there are presenters from Delphi corporation, speaking of auto design human factors analysis.
They drew attention to Wired Magazine (January 2008 p. 168) windshield image—cluttered with all info available to drivers today, potentially.

Here are some of the points Delphi presenters are making--

+ driver distractions--one new and popular high-end car has 46 controls on its center console stack, with potential for overload

+ Delphi's safety-optimized cockpit has a 20-inch field of view (FOV), above driver's steering wheel

+ want "two-eyes forward, multi-fuction controls," dedicated HVAC controls, separated from music and other controls; infotainment information on forward display (in 20-inch FOV); side and rear view mirror displays also with cameras

Though the scale is smaller and concerns information and communication technology (ICT) and related fields, the concept is the same--gather serious leaders from all over the world, for an intense and knowledgeable exchange of ideas and meeting of minds.

Led by French IT professionals Sylviane Toporkoff and Sebastien Levy, Global Forum's overall conference theme this year was "COLLABORATIVE CONVERGENCE: Users Empowerment in the Global Digital Economy."

I covered the event for Network World, which published my dispatch on 28 October 2008. You can read my summary of the news and issues here:
"Global Forum highlights digital trust, international broadband competition."

I had been invited to Global Forum give a talk in Session 3: Regulation and Governance Initiatives. I titled my presentation, "Common Sense and Common Carriage: Draining the Network Neutrality Swamp."

It is based on my work at the Center for Information and Communication Sciences at Ball State University, along with my interests in our Digital Policy Institute.

My summary slides, along with all the program, will be posted at Global Forum's website.

This year I was also asked to be a Global Forum Moderator in Session 9, whose theme was "Mobility in a Digital World." The panel featured eight speakers from half a dozen countries. It was an challenging honor, to keep up with them and to keep the panel organization on target and on time. (Beyond doubt, my graduate students give me constant practice in meeting these challenges.)

Information and communication sciences come together as a global field of action. If that's true, then we need to be truly global professionals, with direct or indirect engagement in the field's events and its news, worldwide.

Global Forum is a great place to participate in both.

The College of Communication, Information, and Media at Ball State University puts out a weekly internal and external email newsletter for this purpose. Here's an entry on some of my recent professional activity:

JAY GILLETTE SERVES AS PACIFIC TELECOMMUNICATIONS COUNCIL (PTC) RESEARCH PRIZE JUDGE

Jay Gillette (CICS) this month served as a reviewer and judge in the Pacific Telecommunications Council’s panel for the distinguished Meheroo Jussawalla Research Prize. The winner for Best overall participant research paper for PTC'09, the annual international Information and Communication Technology (ICT) and policy conference, will be announced in Honolulu in January 2009.

The prize honors the legendary East Indian scholar Dr. Meheroo Jussawalla. She overcame political persecution and personal adversity to become a leading figure in Asia-Pacific telecommunications development.

The mission of the international professional society Pacific Telecommunications Council, a nonprofit, nongovernmental organization, is to foster ICT advancement together with Asia-Pacific and Pan-American professional interchange. Gillette has been a member and officer in PTC since 1995.

The New York Times online (09 September 2008) has an article on the retrospective celebration
of Maurice Sendak's 80th birthday. It's titled,
"Concerns Beyond Just Where the Wild Things Are,"
echoing the title of his most famous book.
Here's the Wikipedia entry on Sendak.

So he spends his days pondering his heroes: Mozart, Keats, Blake, Melville and Dickinson. He admires and yearns for their “ability to be private, the ability to be alone, the ability to follow some spiritual course not written down by anybody.”

Mr. Sendak is quick to insist that a vast distance stands between his own accomplishments and theirs. “I’m not one of those people,” he said. “I can’t pretend to be.”

Still, he has the feeling that “I will do something yet that is purely for me but will create for someone in the future that passion that Blake and Keats did in me.”

What he has failed to consider, though, is that he may already have.

Who influences you in your profession?
Who are you influencing professionally,
consciously or not?

It's an economic issue.
It's a technical issue.
It's also ideological when it comes to
information and communications policy.

The answers in this policy swamp
aren't always clear,
but that doesn't lessen
the vehemence of the arguments.

I write:

"Sensing impending regime change,
the market fundamentalists are turning into market jihadists."

This means that economic ideologues,
encountering the forces of real change,
are turning toward aggressive attack tactics
to overcome their opposition.

The times, they are changing.

These are renaissance times,
with clashing paradigms and perspectives.

In his commencement remarks (he said he threw away his prepared speech),
Bell offered some cogent advice to the assembled faculty and graduates of Ball State's
College of Communication, Information, and Media.

Here are four major points I took away:

1. Look in the mirror; ask yourself the question, "Who am I?" [JEG commentary--build & understand your own identity]

2. Look beyond yourself. [JEG commentary--professional identity means relating to the Other, not the Self]

3. Value the system--that is, the valid United States system of politics and media transparency [JEG commentary--the world is full of corrupt politics and compromised media reporting and information; value the positive USA model]

4. Attitude is (almost) everything--Bell said this was so important he almost made it the title of his talk.
Keep a positive attitude even if you are in an unfair situation. Bell gave several examples of this he learned
in his career, where he learned the hard way, but having learned the principle, found at least once he gained
competitive advantage because he was seen to have a better, positive attitude. [JEG commentary--this final point hit home for me. The professional world is rife with injustice; you may not change that fact, yet you can change how you respond to it]

Listening to Steve Bell was a rich investment in attention, that paid dividends immediately.

Thank you, Steve Bell, Ph.D. (Hon.) Ball State University, 2008

Section 110(1) and (2)
cover this carefully

In general, classroom DISPLAY in face-to-face teaching
is easy

In COPYING and reproducing, law is tighter

and distance education is also more problematic

More:

Q&A--

1. "private use"?

USA law doesn't have "private use" clause, though international laws do;
but in USA, look at Fair Use clause and see if that applies

2. Watch it! the click-on agreement in general has lots of force, even if general
copyright law might allow things

3. "Visual Arts" school library archive--
digital archives of art and photos "the great unanswerable"--legal situation not clear;
showing images in CLASSROOM, displaying, is OK.

3.1 Yet making a copy onto disk (not even server) to actually DISPLAY the image, is not even clear.

3.2 Public domain image, like Michelangelo photo of the art, one court in New York ruled it's not protectable
(your reproduction has no rights either); but Picasso image, in modern times, a different situation

3.3 Michelle: possible 2nd Circuit court case of Grateful Dead posters in book was Fair Use, as transformative use;
Kenneth Crews--that is a landmark case (that case in the hands of a Federal Court a few years ago would have been seen as infringement even a few years ago)

4. Georgia State sued in April 2008 over electronic reserves;
not so transformative use; not clear how it will come out; may be out of court settlement as outcome.
The university itself seems protected by "sovereign immunity" in Federal Court for suit in dollars. Georgia case
is a suit for an injunction.

4.1 If you work for a public university or institution, "be good citizens"--don't break the law "within the scope of your employment."

5. TEACH Act question--based on it, meeting requirements, what about "subsequent use" semester after semester.
Once decision made in first semester, then repeated use seems OK if the first use was OK.

6. There are several avenues you can explore; if your use doesn't fit under specific provisions of the law, look
at Fair Use.

7. University Q--electronic reserves: if you apply for permission, but haven't received it, can you put it on ahead of permission?

7.1 A--sort of the "orphan works" issue. Key point till the bill is here, go back to Fair Use--"reasonable due diligence" seems to evidence that "there is no market for this material." Market Harm question seems to be answered. So look at the Fair Use four key factors.

8. Question on socially-constructed content, like wikis, blogs?

8.1 Answer--ownership under the law: "joint copyright ownership among multitudes of indeterminate people"
The fact is, a fragmentary collapse of copyright is happening. The application of generic rules to new situations is getting problematic. Copyright fanatic may get in the way of innovation, so don't necessarily get overwhelmed by these unclear areas--things are changing.

We seek certainty and reliability when we seek to use other people's work.

The 108 Study Group was looking for this in the changing technologies of information and communication today.

"Obsolete formats" is surprising--there may be formats that seem obsolete but they still are in copyright.

On Section 107, Fair Use:

Four factors are key:

Purpose of the Work
Nature of the Work
Amount Used
Effect on the Market

More:

2. Nature of the work--especially parodies--determine fair use. Parodies are pretty much allowed

3. Amount used--this is particularly tricky now, and leads to

4. Effect on the Market for the foundation work

These four factors are the "tool kit" of Fair Use.

FInal thought: "Fair Use is a law professor's dream"--so many scenarios can be made,
full of gray areas.

Fair Use: "You'll be able to know it when you see it."

New issues in Copyright--

Especially "orphan works" (protected by copyright law,
but you can't locate the legitimate owner, despite conducting
a diligent search).

More here:

2. Since 1978, all copyright records are on line.

3. There is a report on Section 108 of Copyright is online
from the Section 108 Study Group,
the most involved copyright policy group today.

Here's the abstract on the group's work:

The Section 108 Study Group was formed to prepare findings and make recommendations to the Librarian of Congress by mid-2006 for possible alterations to the law that reflect current technologies. This effort will seek to strike the appropriate balance between copyright holders and libraries and archives in a manner that best serves the public interest.

Digital technologies are radically transforming how copyrighted works are created and disseminated, and also how libraries and archives preserve and make those works available. Cultural heritage institutions, in carrying forward their missions, have begun to acquire and incorporate large quantities of "born digital" works (those created in digital form) into their holdings to ensure the continuing availability of those works to future generations.

Yet it has been observed that Section 108 of the Copyright Act - which provides limited exceptions for libraries and archives - does not adequately address many of the issues unique to digital media, either from the perspective of rights owners or libraries and archives.

There's going to be a new statutory framework they are working on. The recommendations
have just been released, in March 2008. The full report is online, through a link you can pursue here:

The new legislation is moving through Congress at present.

There are a number of issues the group is dealing with that are making the issue reasonably well handled; for
example, small photographer studios; small claims (so you don't have to go to Federal Court, the only place copyright can be litigated).

Move from basics to applications at more complex and sophisticated levels.
Here's more:

2. Need to Know about Copyright--
2.1 Once a work is "fixed" in a tangible medium, like writing, or PPT slides, copyright is AUTOMATIC

2.2 Rights of Copyright Owners (mainly economic rights)
-- Reproduction in Copies
-- Distribution of COpies to the Public
-- Derivative Works
-- Public Display
-- Public Performance
-- and others, like "moral rights" of which we'll say little today

2.3 Have to know about copyright--Long Term of Protection
-- Life of Author, plus 70 years
-- Older Works, Up to 95 years
-- WMFH, 95/120 years

-- keep your copyright records "the rest of your life, plus 70 years" (like your publication contracts)

2.4 Absolutely to know about copyright--Limitations on Rights of Owners

-- Section 107-110 (1)(2), and 120, 122
-- 107 = Fair User; 108 = Library Copying; 109 = First Sale; 110(1) = Classroom Use;
110(2) = Distance Learning; 120 = Architectural Works; 122 = Special Formats

2.5 What is Fair User?

-- Four Factors: Purpose of your use of it; Nature of the Work; Amount Used; Effect on the Market
for the work

2.6 Something is happening...fading of guidelines; transformative uses (you change the form of the work); adaptation of new technologies; flexibility of the law

3.0 The latest case: Turnitin.com: A Case in Student Papers run through a Computer Program to check for plagiarism ("Check for Cheaters")

3.1 Purpose: Transformative
3.2 Nature: Protects Creativity!
3.3 Amount: All is Necessary
3.4 Effect: No Harm to Sales of the Papers

4.0 Library Copying: Section 108

4.1 Preservation and Replacement
4.2 Copies for Research and Study
4.3 Copies for ILL (InterLibrary Loan)
4.4 Notices on copiers; "Last 20 Years"

4.5 Examples: Copies for Research

-- Articles or other short works
-- copy becomes property of user
-- Purpose for private study, and so on
-- Library posts notices

5.0 Framework for action

Multiple options of use (public domain; permission; linking on Internet, which almost never brings copyright action)
Creative solutions
"Stay Flexible"

6.0 website
www.copyright.columbia.edu

Right now, President Jo Ann Gora is giving the welcoming address.
She says that Ball State University, which she leads,
has more computers than students. BSU has over 19000 students...
[This year = 19849 students; 16:1 student-faculty ratio average class size;
>1:1 computer-student ratio]

Copyright law is a critical issue in higher education. The university wants to foster
ethical and productive use of intellectual property.

Karen Mangia, Lisa Oehl

Mentoring: How to Keep the Connections

Many good tips on being a mentor, and making good use of mentors:

1. Set clear goals for yourself

2. Have an agenda to talk about with your mentor

3. What's your brand? Describe your objective or career goal in three words--
such as, Global Project Management

More:

"tear this off your notes; give this to your neighbor in this conference; and that person should
put it on their calendar, and call you on that date to remind you and check in on how you're doing
with this task"

5. Tip--ask your mentor if you can leave voicemail.

6. Share what you learn with other people; if you are reaching out to a mentor, think about mentoring
someone more junior than you. You would be surprised what you learn from people you are mentoring.

7. High-potential women--mentor them, so they can mentor others; that way you can help many more people
than you can help yourself

8. "Quickly filter out people who are not making good use of YOUR time" as a mentor--people who don't
have a plan.

9. "thank you for the opportunity of visiting with you; we've enjoyed being here" (ending conclusion)

Dlynn Milo--

1. "sandwich generation"--have mother in 80s to care for, plus 9-year-old child

2. "a generation of people who are caring for their aging parents while supporting their own children."

3. Good info link on this is Money magazine 2/20/07:

"Sandwich Generation: Survive the midlife tug of war-- The Web sites, books and people that can help you to be both a good kid and a good parent."

4. try to use one calendar--Dlynn uses Outlook; uses colors; mail from boss is RED

Here's more:

6. Know when to opt-out; reschedule one or another

7. multiple conflicting priorities--there's not much you can do about this but re-reset priorities,
or lower a personal standard on something and go with the flow reminding yourself to plan better
next time.

8. Put some limits; 9-year-old only gets two activities at a time; 3 recurring community things at a time, for example.

9. Vacations: take real vacations, where I am not also the pilot, cook, maid, organizer of that too!