The Indian Copyright Act Essay Example for Free

The Indian Copyright Act Essay Copyright accrues by virtue of authorship, which means that regardless of whether there is a public indication of copyright or the copyright has been registered, the exclusive rights of the author exists. Certain acts are not considered to be infringement of copyright. 1. A fair dealing with a literary, dramatic, musical or artistic work not being a computer programme for the purposes of- -private use including research; -criticism or review, whether of that work or any other work 2. The making of copies or adaptation of a computer programme by the lawful possessor of a copy of such computer programme from such copy- -in order to utilize the computer programme for the purpose for which it was supplied; or -to make backup copies purely as a temporary protection against loss, destruction or damage in order only to utilize the computer programme for the purpose for which it was supplied. Fair dealing The doctrine of fair use seeks to balance out societal interests against the exclusive rights of the copyright holder. They allow for fair dealing for research, study, criticism, review and news reporting, wherein copyrighted material can be used without permission. The Act has a widely-worded clause for fair use, yet it is important to note that the rationale behind the clause is that society benefits more from the copyright infringement than from the grant of the exclusive right to the author in that situation; this implies that your use of copyrighted material must be a provable social benefit and it must credit the copyright holder. Further, the degree to which copyrighted content is used is also material to a fair use defence; large swathes of unaltered content being quoted would probably invite scrutiny. The Copyright (Amendment) Bill, 2012, widens the scope of fair use by including all material (except computer programmes) as opposed to only â€Å"literary, dramatic, musical or artistic works† which were covered before. This implies that videos and sound recordings too, will now be covered by the fair-use exception.

racism :: essays research papers fc

What would you do if the Constitution said you were just as good as everyone else but some people still acted as if you were something they had just scraped off their shoe? This sort of thing happens to millions of people on a regular basis. Americans of African, Asian, or Mexican descent are all subject to this kind of treatment. Caucasians are as well, but it is not as publicly notarized as the aforementioned. Most of these feelings towards another of a different skin color are deeply rooted in our minds from previous generations. Many, many years ago, African-Americans were used as slaves. The slave owners treated them badly. The owner’s own children then grew up with the same ideals and passed them on to the new generation. Through the years, people have spoken out about these ill-conceived ideas making the ominous threat of racism more discreet than ever before. While searching online I googled Supremacist groups , I discovered a numbered list of Klu Klux Klan, Aryan, Skinhead, and many other white supremacist groups. I was shocked when I saw how many this one list had. It listed over 800 different groups. I know that number is not nearly accurate because there are many smaller groups that have not yet made themselves known publicly. Even people that do not belong in these racially biased groups perform some acts of racism. Racial profiling- the discriminatory practice by police of treating blackness (or brown-ness) as an indication of possible criminality. "Driving While Black (or brown)" is a campaign started by the American Civil Liberties Union because a study showed that minorities only make up 16% of all drivers, yet they are 74% of all drivers stopped and searched. Generally, only 12 to 13 percent of the U.S. citizens are African American, although Black inmates make up 40.29 percent of death row's population. As of 1996, there have been 232 citizens executed under the death penalty since 1977. Only one white person has been put to death for the murder of a black person. One perfect example of true racial profiling and discrimination is this next story. Danny Glover, a famous African-American actor was in New York City. It was late at night and he was trying to hail a cab. None of the cabs would stop and pick him up because of the fact that he was an African-American male.

Colonial School vs Modern Era

Colonial School vs. Modern Era The impact of schools has been ever changing. From their New England traditions, to civilizing of western settlers, and finally the requirement of educated individuals what schools and education have to do in society is constantly being molded and remolded. New models, ideas, ideals, and requirements for schools are constantly being established and have come a long way from the colonial period to the modern era.During colonial times school and education was used to â€Å"maintain the authority of the government and religion† (Spring 13) as well as to maintain social distinction and uphold morals. Unlike today, many schools in the New England colonies relied heavily upon religious and racist teachings. And many people agreed that it was important to include religion in schools just as it was included in many other practices at the time. This however created a major problem for the growing country as schools not only excluded all religions besides Protestant Christianity but also as a result were racist against peoples of other beliefs.Many new immigrants to the United States were shocked and upset that a nation boasting freedom of religion was forcing one specific religion through the use of schools and even discriminating against the people of different religious backgrounds. As pointed out in the film School: The Story of American Public Education, Part 1 early Irish settlers, who were mostly devout Catholics, came to find that the primers used in schools forced children to not only learn and recall Christian beliefs and proverbs but also painted Irishmen in an undoubtedly negative light going even so far as to call them â€Å"foul† and even the â€Å"lowest of people†.As a result of this discrimination Catholic groups in the nineteenth century rebelled and reform of schools began to take place. Schools were also means to teach children to obey the laws of society and the government. Much of colonial society was based upon class and the distinction between them. It was not only important to the puritan society that children read the Bible but also become good workers and members of society.First thanks to the Massachusetts Law of 1642 and then in 1647 the â€Å"Old Deluder Satan Law† (Spring 17) a system was established that required towns to be concerned with the literacy and education of their children. It also required towns with over fifty households to appoint a teacher to teach reading and writing in the community and those with over one hundred households to also establish a grammar school, which emphasized Latin and Greek, to prepare students for higher education.During the colonial period apprenticeship was common but because the nation was small many of the apprenticeships were either cut short or unavailable. It was one of the jobs of a master to teach literacy and maybe arithmetic to his apprentice but because of the unavailability many fell short of this requirement. It then fell upon the law to create the aforementioned schools and educate children to not only teach them the ability to read the bible and the laws of the nation but to also educate them in the proper way to conduct themselves in social and formal work settings.Much of the actual teaching of morals and way of conducting oneself was taught in the literacy schools, once a child was able to adhere to the rules and was sufficient enough in reading and writing they were able to attend grammar schools, with enough money in some cases, so that they may be able to move onto college and careers beyond. It comes as no surprise that English colonists thought of the Native Americans as uncivilized, lawless, and godless and attempted to introduce all of these elements to them through schools and religious institutions for their own benefit.Here education served an entirely different purpose, as cultural imperialism. Despite the disinterest from Native Americans, and cultures worldwide, the En glish refused to give up their hopes on instilling their culture and beliefs upon other peoples. In North America these efforts were accompanied by genocide and â€Å"it is estimated that ninety percent of the Native American population on the East Coast was lost during the European invasion† (Spring 24), largely due to diseases brought by settlers but also due to the feelings of cultural and racial superiority that white settlers heavily believed in.Benjamin Franklin even believed that there needed to be more white people in the world and that â€Å" ‘the principle body of white people’ should populate North America†¦[and] ‘why increase the Sons of Africa, by planting them in America, where we have so fair an opportunity, by excluding all Blacks and Tawnys, of increasing the lovely White? ’† (Spring 25) This overwhelming feeling of superiority by the white settlers brought them to see the Native Americans as an obstacle they needed to ov ercome. Some of the things that they wanted to change about the Indians were their work habits, views on sexuality, family organization, and women’s power.All of these things directly contrasted to the puritan beliefs of a male dominated authoritarian modest culture. Early education of the Native Americans was completely unsuccessful with many of the teachings being simply laughed at by the Natives and forgotten. After passing an execution law for those who were not civilized and God-fearing people, schools began to be established specifically for the process of civilizing Native Americans. Eleazar Wheelock founded the Dartmouth College in 1769 (Spring 28) where Indian children were â€Å"removed from their tribes†¦and plac[ed] into boarding schools for cultural conversion. (Spring 28) Wheelock believed that if the Native Americans were deterred from their native culture and taught to live like the colonists and educated into specific roles such as farming and cultivati on for boys and homemaking for girls they would be able to successfully convert and that Indian Wars would no longer be a problem. This system seemed to have worked when Samson Occom, a Mohegan Indian, not only successfully passed through the school but also went on to travel to England to advocate for the system and the establishment of more â€Å"Praying Indian† schools.Obviously today’s schools are much less grounded in religious and white superiority traditions. Although some themes do continue to the present such as education being a means of preparing children to obey government laws, that education will eliminate crime, immorality, and poverty, and that education is a source of social mobility. (Spring 14) In the home children today are nurtured and while they are taught social conduct and what is right and wrong it is in the classroom that children learn to sit still, obey people outside their family, work with others, and to complete tasks on time.These are al l requirements any job will entail and are best experienced in an educational setting. Many people also believe that education for their children will give their children a better life than them. Today’s parents want their children to grow up to be better, to be more prosperous, and more educated than themselves. Schools promise to provide the means for children to excel in life. Not only will the education of children allow them to obtain better jobs and more rewarding careers but it is considered that by acquiring knowledge people will inherently choose to â€Å"be good† eradicating immorality and crime.As previously mentioned modern education frowns upon the inclusion of religion in the classroom, except in cases such as Catholic or other religious or private non-publically funded school. Schools today are for knowledge only, a place where all the findings, ideas, and information of the world is attempted to be taught to the young and bright minds of today. Another stark difference between colonial education and today’s society is that culture and difference are celebrated. While cultural superiority may never fully die out today’s schools advocate for acceptance and pride in the diversity of students.Rather than suppress the cultural individualism many classrooms explore and exhibit the as many cultures as they can and bring light and information to everyone about each other. Much of education today leads toward higher education, whereas during colonial periods higher education and prestigious jobs were delicacies for the elite. In some cases this is still true, where students who may be deserving of quality education may not be able to pay the tuition of prized private schools such as Harvard, Stanford, or MIT.But for the most part educations at non-Ivy league schools are still highly regarded and sometimes even praised as those who may attend them have more â€Å"real life experience†. Employers today not only worry abo ut where one went to school but what he or she did there and what type of person they are. This makes schools in the modern era a place for equality, where anyone can become their wildest dreams. Bibliography Spring, Joel H. The American School: A Global Context from the Puritans to the Obama Era. New York: McGraw-Hill, 2011. Print.

World War II Operation Dragoon Overview (1944)

Operation Dragoon was conducted from August 15 to September 14, 1944, during World War II (1939-1945). Armies Commanders Allies General Jacob DeversLieutenant General Alexander PatchMajor General Lucian TruscottGeneral Jean de Lattre de Tassigny175,000-200,000 men Axis Colonel General Johannes BlaskowitzGeneral of Infantry Friedrich Wiese85,000-100,000 in the attack area, 285,000-300,000 in region Background Initially conceived as Operation Anvil, Operation Dragoon called for the invasion of southern France. First proposed by General George Marshall, Chief of Staff of the US Army, and intended to coincide with Operation Overlord, the landings in Normandy, the attack was put off due to slower than expected progress in Italy as well as a lack of landing craft. Further delays ensued after the difficult amphibious landings at Anzio in January 1944. As a result, its execution was pushed back to August 1944. Though highly supported by Supreme Allied Commander General Dwight D. Eisenhower, the operation was bitterly opposed by British Prime Minister Winston Churchill. Seeing it as a waste of resources, he favored renewing the offensive in Italy or landing in the Balkans. Looking ahead to the postwar world, Churchill wished to conduct offensives that would slow the progress of the Soviet Red Army while also hurting the German war effort. These views were also shared by some in the American high command, such as Lieutenant General Mark Clark, who advocated for striking across the Adriatic Sea into the Balkans. For the opposite reasons, Russian leader Joseph Stalin supported Operation Dragoon and endorsed it at the 1943 Tehran Conference. Standing firm, Eisenhower argued that Operation Dragoon would draw German forces away from Allied advance in the north as well as would provide two badly needed ports, Marseille and Toulon, for landing supplies. The Allied Plan Pushing forward, the final plan for Operation Dragoon was approved on July 14, 1944. Overseen by Lieutenant General Jacob Devers 6th Army Group, the invasion was to be spearheaded by Major General Alexander Patchs US Seventh Army which would be followed ashore by General Jean de Lattre de Tassignys French Army B. Learning from experiences in Normandy, planners selected landing areas that were devoid of enemy-controlled high ground. Choosing the Var coast east of Toulon, they designated three primary landing beaches: Alpha (Cavalaire-sur-Mer), Delta (Saint-Tropez), and Camel (Saint-Raphaà «l). To further aid the troops coming ashore, plans called for a large airborne force to land inland to secure the high ground behind the beaches. While these operations moved forward, commando teams were tasked with liberating several islands along the coast. The main landings were assigned respectively to the 3rd, 45th, and 36th Infantry Divisions from Major General Lucian Truscotts VI Corps with assistance from the 1st French Armoured Division. A veteran and skilled combat commander, Truscott had played a key role in rescuing Allied fortunes at Anzio earlier in the year. To support the landings, Major General Robert T. Fredericks 1st Airborne Task Force was to drop around Le Muy, approximately halfway between Draguignan and Saint-Raphaà «l. After securing the town, the airborne was tasked with preventing German counterattacks against the beaches. Landing to the west, French commandos were ordered to eliminate the German batteries on Cap Nà ¨gre, while the 1st Special Service Force (Devils Brigade) captured islands offshore. At sea, Task Force 88, led by Rear Admiral T.H. Troubridge would provide air and naval gunfire support. German Preparations Long a rear area, the defense of southern France was tasked to Colonel General Johannes Blaskowitzs Army Group G. Largely stripped of its frontline forces and better equipment over the previous years, Army Group G possessed eleven divisions, four of which were dubbed static and lacked transportation to respond to an emergency. Of its units, only Lieutenant General Wend von Wietersheims 11th Panzer Division remained as an effective mobile force, though all but one of its tank battalions had been transferred north. Short on troops, Blaskowitzs command found itself stretched thin with each division along the coast responsible for 56 miles of shoreline. Lacking the manpower to reinforce Army Group G, the German high command openly discussed ordering it to pull back to a new line near Dijon. This was put on hold following the July 20 Plot against Hitler. Going Ashore Initial operations commenced on August 14 with the 1st Special Service Force landing in the ÃŽles dHyà ¨res. Overwhelming the garrisons on Port-Cros and Levant, they secured both islands. Early on August 15, Allied forces began moving towards the invasion beaches. Their efforts were aided by the work of the French Resistance which had damaged communications and transportation networks in the interior. To the west, French commandos succeeded in eliminating the batteries on Cap Nà ¨gre. Later in the morning little opposition was encountered as troops came ashore on Alpha and Delta Beaches. Many of the German forces in the area were Osttruppen, drawn from German-occupied territories, who quickly surrendered. The landings on Camel Beach proved more difficult with severe fighting on Camel Red near Saint-Raphaà «l. Though air support aided the effort, later landings were shifted to other parts of the beach. Unable to fully oppose the invasion, Blaskowitz began making preparations for the planned withdrawal north. To delay the Allies, he pulled together a mobile battle group. Numbering four regiments, this force attacked from Les Arcs towards Le Muy on the morning of August 16. Already badly outnumbered as Allied troops had been streaming ashore since the previous day, this force was nearly cut off and fell back that night. Near Saint-Raphaà «l, elements of the 148th Infantry Division also attacked but were beaten back. Advancing inland, Allied troops relieved the airborne at Le Muy the next day. Racing North With Army Group B in Normandy facing a crisis as a result of Operation Cobra which saw the Allied forces break out of the beachhead, Hitler had no choice but to approve the full withdrawal of Army Group G on the night of August 16/17. Alerted to the German intentions through Ultra radio intercepts, Devers began pushing mobile formations forward in an effort to cut off Blaskowitzs retreat. On August 18, Allied troops reached Digne while three days later the German 157th Infantry Division abandoned Grenoble, opening a gap on the German left flank. Continuing his retreat, Blaskowitz attempted to use the Rhone River to screen his movements. As American forces drove north, French troops moved along the coast and opened battles to retake Toulon and Marseille. After protracted fights, both cities were liberated on August 27. Seeking to slow the Allied advance, the 11th Panzer Division attacked toward Aix-en-Provence. This was halted and Devers and Patch soon learned of the gap on the German left. Assembling a mobile force dubbed Task Force Butler, they pushed it and the 36th Infantry Division through the opening with the goal of cutting off Blaskowitz at Montà ©limar. Stunned by this move, the German commander rushed the 11th Panzer Division to the area. Arriving, they stopped the American advance on August 24. Mounting a large-scale assault the next day, the Germans were unable to dislodge the Americans from the area. Conversely, the American forces lacked the manpower and supplies to regain the initiative. This led to a stalemate which allowed the bulk of Army Group G to escape north by August 28. Capturing Montà ©limar on August 29, Devers pushed forward VI Corps and the French II Corps in pursuit of Blaskowitz. Over the ensuing days, a series of running battles occurred as both sides moved north. Lyon was liberated on September 3 and a week later, the lead elements from Operation Dragoon united with Lieutenant General George S. Pattons US Third Army. The pursuit of Blaskowitz ended shortly thereafter when the remnants of Army Group G assumed a position in the Vosges Mountains. Aftermath In conducting Operation Dragoon, the Allies sustained around 17,000 killed and wounded while inflicting losses numbering approximately 7,000 killed, 10,000 wounded, and 130,000 captured on the Germans. Shortly after their capture, work began to repair the port facilities at Toulon and Marseille. Both were open to shipping by September 20. As the railroads running north were restored, the two ports became vital supply hubs for Allied forces in France. Though its value was debated, Operation Dragoon saw Devers and Patch clear southern France in faster than expected time while effectively gutting Army Group G. Selected Sources American in WWII: Riviera D-DayUS Army Center for Military History: Campaigns in Southern France