# CTE Resource Center - Verso - Computer Information Systems, Advanced Task 1967260508

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Comply with copyright and patent laws pertaining to scanned images and documents, electronic clip art, recorded sounds, recorded and scanned photography, trademarks, and other elements adapted for use in desktop publishing, multimedia, and Web documents.

Definition

Compliance should include

  • identifying copyright and patent laws as they pertain to images, documents, audio, video, recordings, and trademarks, to include any other elements adapted for use in desktop publishing, multimedia, and Web documents
  • discussing the consequences of illegal use of any images, documents, audio, video, recordings, trademarks, and any other elements adapted for use in desktop publishing, multimedia, and Web documents
  • discussing the different methods (direct contact with company, copyright clearing houses) for obtaining permission to use copyrighted materials
  • creating and maintaining documentation of all copyrighted materials used in class assignments.

Related Standards of Learning

English

10.2

The student will examine, analyze, and produce media messages.
  1. Create media messages for diverse audiences.
  2. Credit information sources.
  3. Evaluate sources for relationships between intent, factual content, and opinion.
  4. Analyze the impact of selected media formats on meaning.
  5. Analyze the purpose of information and persuasive techniques used in diverse media formats.
  6. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  7. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  8. Monitor, analyze, and use multiple streams of simultaneous information.
  9. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.2

The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
  1. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  2. Create media messages with a specific point of view.
  3. Evaluate media sources for relationships between intent and content.
  4. Analyze the impact of selected media formats on meaning.
  5. Determine the author’s purpose and intended effect on the audience for media messages.
  6. Manage, analyze, and synthesize multiple streams of simultaneous information.
  7. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.2

The student will examine how values and points of view are included or excluded and how media influences beliefs and behaviors.
  1. Describe possible cause and effect relationships between mass media coverage and public opinion trends.
  2. Evaluate media sources for relationships between intent and factual content.
  3. Evaluate the motives (e.g., social, commercial, political) behind media presentation(s).
  4. Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations.
  5. Evaluate sources including advertisements, editorials, political cartoons, and feature stories for relationships between intent and factual content.
  6. Manage, analyze, and synthesize multiple streams of simultaneous information.
  7. Demonstrate ethical use of the Internet when evaluating or producing creative or informational media messages.

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

  1. describing the provision of government goods and services that are not readily produced by the market;
  2. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
  3. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
  4. analyzing how Congress can use fiscal policy to stabilize the economy;
  5. describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
  6. evaluating the trade-offs in government decisions.

Other Related Standards

Common Career Technical Core

BM2

Describe laws, rules and regulations as they apply to effective business operations.

IT4

Demonstrate positive cyber citizenry by applying industry accepted ethical practices and behaviors.

FBLA Competitive Events and Activities Areas

3D Animation

 

American Enterprise Project

 

Business Ethics

 

Business Financial Plan

 

Business Law

 

Business Plan

 

Community Service Project

 

Computer Applications

 

Computer Game & Simulation Programming

 

Digital Video Production

 

E-Business

 

Electronic Career Portfolio

 

Mobile Application Development

 

Partnership with Business Project

 

Public Service Announcement

 

Sales Presentation

 

Website Design

The topic for this event changes from year to year. The annual topic may or may not correlate with this particular course. Please refer to the current Virginia FBLA State Handbook.