Copyright and Contract Issues in the Preparation of Resource Material

Abstract

The production of resource material, whether print based, in audio visual form or as computer software, raises a number of questions of copyright and performer's protection. These include not only the inclusion of existing material but also the ownership to the copyright in the finished product and the contractual arrangements regulating the exploitation of the product. Such issues are already complicated when both production and exploitation is confined to one country but they become even more so where production is a cooperative effort between different countries. This article will identify the copyright issues and explore how they may vary from one country to another but using the copyright law of the United Kingdom as an illustration of what may, or may not, be found in other legislations. Since the production of material as a cooperative venture will involve the preparation of contracts between the parties, the article will also examine the issues which may form part of the agreement and identify some of the dangers to be avoided.     

GUIDANCE: Development of a guidance programme for students with special educational needs in Kenya: a study on personal orientation

In this article, Franciscah Wamocho, lecturer and chairperson, Geoffrey Karugu, senior lecturer, both in the Department of Special Education, and Augustine Nwoye, Associate Professor in the Department of Psychology, all from Kenyatta University in Nairobi, argue that people with disabilities are likely to need the support of counselling services. The study reported here sought to collect baseline data that could be used in designing a comprehensive guidance programme for students with disabilities in secondary phase special schools and vocational rehabilitation training centres in Kenya. A personal orientation inventory was employed to measure values and behaviours among 229 students with visual impairments, hearing impairments and physical disabilities. The results reveal that the students with special educational needs may be non‐self‐actualising. The trend suggests that students with special needs may be living in the past or future with a lot of regrets and negative sentiments. Taking account of insights derived from Maslow's theory of self‐actualisation and other related literature, the findings of this study appear to reinforce the need for a guidance and counselling programme to be developed for students with special educational needs in Kenya. This study reveals the direction that such a programme could take if it is to be of benefit to a Kenyan clientele with special educational needs.