Literature being an expression of an author, its commodification historically has assigned a value to it primarily in terms of authorship credit. Arguably reproducing published content without attributing the requisite source, termed as plagiarism is ethically discrediting to this premise. However, simply weighing its proportion based on digitally assigned semantic similarity may not be completely justifiable in the present-day digital atmosphere. It should be noted that while technology can facilitate plagiarism detection, digitization by way of providing greater access to published content is also the facilitator of plagiarism. While the scientific community is often severe in its approach toward the act of plagiarism, there is still a lack of clarity around the code of conduct of the same as there are several grey areas related to such a misconduct on which the law remains silent. By revisiting the historical evolution of the credit of authorship and the copyright law this piece presents an analytical vista pertaining to plagiarism in a different light. By identifying the gaps in the present-day handling of these age-old concepts, one may find that there is an unmet need to revisit the legal aspects of handling cases of plagiarism taking into consideration the digital environment.

The 18th century is often treated by scholars as a period of juristic consensus. This article argues, in contrast, that the late 18th century saw the emergence of rival \'Patriot\' and \'Tory\' legal traditions. Through a detailed study of the jurisprudence of Lords Camden and Mansfield-who were both pillars of the law, as well as political and juristic rivals-we show that they differed systematically in their understanding of the common law, and that those differences had a partisan cast: although they were not crude attempts to instrumentalise law to political ends, their political and jurisprudential commitments influenced each other and emerged from the same intellectual roots. We place these differences in the context of the fragmentation of 18th-century Whig politics, and argue that they have important implications for how we understand and make use of the common law tradition in present-day scholarship.

With the enormous growth in interest and use of generative artificial intelligence (AI) systems seen since the launch of ChatGPT in autumn 2022 have come questions both about the legal status of AI outputs, and of using protected works as training inputs. It is inevitable that UK higher education institution (HEI) library copyright advice services will see an increase in questions around use of works with AI as a result. Staff working in such library services are not lawyers or able to offer legal advice to their academic researchers. Nonetheless, they must look at the issues raised, consider how to advise in analogous situations of using copyright material, and offer opinion to researchers accordingly. While the legal questions remain to be answered definitively, copyright librarians can still offer advice on both open licences and use of copyright material under permitted exceptions. We look here at how library services can address questions on copyright and open licences for generative AI for researchers in UK HEIs.

Wide deployment of deep neural networks (DNNs) based applications (e.g., style transfer, cartoonish), stimulating the need for copyright protection of such application\'s production. Though some traditional visible copyright techniques exist, they often introduce undesired artifacts and compromise the aesthetic quality of the images. In this paper, we propose a novel invisible, robust copyright protection method, which is composed of two networks: the copyright encoder and the copyright decoder. The former projects the copyright information to the invisible perturbation with the drive of both the input of images and copyright information, thereby adding it to the image and yielding encoded images. The copyright decoder extracts copyright information from encoded images. Moreover, a robustness module is integrated to enhance the decoder\'s ability to decipher images against various distortions encountered on social media platforms. Furthermore, the loss function is elaborately designed, taking into account both feature space and color space, to guarantee the quality of encoded and decoded copyright images. Extensively objective and subjective experiments validate the effectiveness of the proposed method. Additionally, the physical test is conducted by posting the encoded images to social media (e.g., Weibo and Twitter) and downloading them to verify the feasibility of the proposed method in practice.

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User-generated content (UGC) is developing rapidly as an emerging platform form, however, the problem of indirect copyright infringement by algorithms is becoming more and more prominent, and infringement governance has become a key act in the development of UGC platforms. When infringement occurs, recommendation algorithms expand the scope and results of infringement, while platforms choose to conspire with direct infringers for their own interests, making it difficult for infringed persons to defend their rights. In order to analyse the influence of different factors in the platform ecosystem on the subject\'s behavioural strategies, a \"platform-infringer\" evolutionary game model is constructed, and numerical simulation is used to verify the correctness of the stable results. Based on the simulation results, it is concluded that the factors of uncertain revenue, punishment and reputation loss have important influence on the decision-making behaviour of the subject of infringement governance, and accordingly, the proposed measures on the publishers, platforms and the legal level of the government are conducive to the evolution of the system to the point of positive regulation and stability of rights protection, with a view to promoting the healthier and more stable development of the UGC platforms.

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In modern medical education, clinician-educators are increasingly called upon to develop online education to complement or replace in-person instruction. Despite a growing need for online curricula, many medical professionals lack training and experience in digital content development, deployment, assessment, and maintenance. Previous studies offer guidance on some aspects of online education development but often overlook key components, such as accessibility, legal considerations, financial implications, and sustainability challenges. This review offers medical professionals a broad overview of these important issues. We discuss various pedagogical considerations, including aligning educational goals and objectives with the digital content, choosing the appropriate online interface, and employing strategies to mitigate cognitive load while maximizing accessibility to create an inclusive online learning environment. We offer practical tips for creating effective, high-quality, and enduring audio-visual content and reflect on initial content deployment, testing, assessment, and revision. We discuss the intricacies of obtaining continuing medical education credits when the target audience includes faculty members. We address several legal issues online educators must consider, such as copyright laws, intellectual property rights, and medical liability. The review concludes with a discussion of sustainability mechanisms and financial considerations to ensure the long-term success of the educational program. Our recommendations aim to equip medical professionals embarking on a digital education journey with practical tools to produce effective, inclusive, and sustainable online content while considering legal implications.