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我們與著作權
授課教師: 陳顯武 教授
報告學生: (電機三)林佑璟, (心理四)林蕙潔, (心理一)蔡曉風 (心理一)施佑瑩, (生科四)黃繼展, (外文四)劉翰庭

1. 前言 在今日各類書籍充斥市面的時代,大眾往往為了擷取各類書中的部分資訊,而花些小錢藉由影印來獲得所需.這些現象在大學生中尤其普遍,也引起不少爭議和話題,這些行為是否合法,更成為一項十分值得探討的課題.我們對此產生濃厚的興趣,並做了一項調查,專為這些現象做些基本的動機探討和整理歸納,結果如下: 非常不符合 1 不符合 2 普通符合 3 符合 4 非常符合 5

1.我會擷取網路上不同文章 的一部份,拼湊成自己的報告 2.我對於著作權法在「影印書 籍」的相關規定有所瞭解 3.我對於BBS上轉錄文章在 著作權法上相關規定有所瞭解

由以上結果可知,大多數的學生有過擷取網路上資訊的經驗,而真正了解相關法律規則的卻在人數的一半以下.實際上,這些法律規則條文與我們生活實在息息相關,了解著作權法的基本規定,是每一位民眾應具備的基本知識.

2. 實例與實務 日常生活中,我們最常碰到的問題,舉例如下: 1.我拿原文書去影印犯不犯法?要印多少才不犯法?如果原文書國內書店遍尋都找不到,而且也沒有代理。而我因為研究學習用途需要長期使用 這本書,圖書館也不能長期借書,那在這個情況下我可不可拿去印? 2.BBS上的文章受法律保護嗎?隨便轉錄只是被罵還是原作者 可以告我呢? 3.別人不經過我的同意拿我的報告去印可以告他嗎? 4.我把網路上不同的文章各自剪下拼湊成自己的報告,在法律上 的限制是什麼? 5.老師在學校授課時,常常會因為教學的需要而影印他人的書籍、 文章,或利用他人的文章、圖片來製作教學教材,這些行為在法律 上的限制又是什麼? 以上提及是常見的一些問題,下面會一一探討解答,並舉出一些實際例證.

大學生很常碰到在著作權方面的問題即是,如果今天有一本書國內書店遍尋都找不到,而且也沒有代理。而學生因為研究學習用途需要長期使用這本書,圖書館也不能長期借書,那在這個情況下大多數的人都不清楚自己是否有權力可以拿去印? 其實答案是可以的.在法律方面,供公眾使用之圖書館、博物館、歷史館、科學館、藝術館或其他文教機構,於下列情形之一,得就其收藏之著作重製之︰ 一 應閱覽人供個人研究之要求,重製已公開發表著作之一部分,或期刊 或已公開發表之研討會論文集之單篇著作,每人以一份為限。二 基於保存資料之必要者。三 就絕版或難以購得之著作,應同性質機構之要求者。當然,類似如此般的問題必然還有很多,而根據法律解釋,一切都還是得視情況而定,畢竟合理範圍難以用客觀的方式來訂定一個標準,對於相關合法性,還是得要視情況而定. 基本上,法律條文中有一再強調,只要是合理用途範圍,即不侵權.不過無論如何, 一次印完整本書並不是合理用途範圍,尤其像教科書這般市面上畢竟購買的到的書籍,影印整本基本上是絕對不合法的.

關於 BBS上的文章是否受法律保護.而隨便轉錄原作者可以告轉錄
與否?我想,這樣的案例,比較類似於報紙之新聞報導是否享有著作權?
案例如下:某甲將每日各報紙的頭條新聞,收集後轉貼至自己的網站供會員瀏覽,試問某甲的行為有無侵害各報社之著作權? 根據著作權法第九條第一項第四款規定,單純為傳達事實之新聞報導所作成之語文著作不得為著作權之標的。案例中所指之各報紙的頭條新聞,通常只就重要新聞的人事時地物予以報導,並不會進行評論,因此頭條新聞可說是單純為傳達事實之新聞報導所作成之語文著作,依據第九條第一項第四款規定不得為著作權之標的,所以甲將其上載至自己網站供會員瀏覽,即使有收取費用,亦不構成侵害著作權。 另外,若有人不經過他人的同意拿寫作者本身的報告去印可以告他嗎?以上這點案例,答案是肯定的.若完全影印而無加入創意或其他編輯,又未經過助作者同意,則必然是觸犯法律的.但若有經其他整理編輯,如學生常碰到之問題: 如把網路上不同的文章各自剪下拼湊或是重新編寫成自己的報告,在法律上
的限制是什麼?這般的問題則又另有法律定論.譬如以下案例:
某人寫作完成一本科學著作,甲出版社取得其同意該著作摘要後與其他作者之小說摘要選擇編排成一本科學百科全書,並予出版,嗣乙出版社擬利用甲出版的該摘要另行選編成另一本科學百科全書,試問乙應取得誰同意? 根據著作權法第七條第一項規定,就資料之選擇及編排具有創作性者為編輯著作,以獨立之著作保護之。甲出版社所選編之科學百科全書,依據該項規定即屬編輯著作,獨立成一新著作享有著作權。因此乙出版社若擬利用甲出版社所選編之李剛著作摘要,則乙當然要取得甲出版社之同意。 另著作權法第二十八條規定,著作人專有將其著作改作成衍生著作或編輯成編輯著作之權利。而著作權法第七條第二項規定,編輯著作之保護,對其所收編著作之著作權不生影響。換言之某人專有將其著作編輯成編輯著作之權利,且編輯權不會因為同意他人編輯即一次耗盡,所以某人雖同意甲出版社將其著作選編成編輯著作,其對其著作仍享有編輯權,甲以外之任何人若擬再將該著作另行選編,仍應取得其同意。所以案例中乙出版社之行為除應取得甲出版社同意外,仍應再取得某人之同意。 由以上案例得知,若經由其他編輯之著作,若取得原著者之同意,不但不違法,自己也可同時享有著作權.
最後,教師最常遇見的問題是: 在學校授課時,常常會因為教學的需要而影印他人的書籍、文章,或利用他人的文章、圖片來製作教學教材,這些行為在法律
上的限制又是什麼?
教師在學校授課時,常常會因為教學的需要而影印他人的書籍、文章,或
利用他人的文章、圖片來製作教學教材,這些行為都涉及到著作權法上所謂的「重製」。著作的重製行為如果在合理使用的範圍,不須經過著作財產權人的同意,可自由利用。但如果超過合理使用的範圍,就必須事先取得著作財產權人的授權,才不會侵害他人的著作權。
針對學校教師授課的情況,著作權法特別在第46條訂定了合理使用的規定,明定「依法設立之各級學校及其擔任教學之人,為學校授課需要,在『合理範圍』內,得重製他人已公開發表之著作。」 究竟什麼是出於學校授課需要而重製的合理範圍?法律並沒有明確的數量上規定,通常來說,必須與老師上課的課程內容有關,而且重製的質或量也不宜超過客觀的標準,而到底如何使用,用到怎麼樣的程度才算合理範圍,必須依照具體個案的情況來認定。如果被利用的著作權利人跟授課的老師對於合理範圍認知有異而發生爭議,最後還是要由司法機關來加以審認。

三ˋ 文獻回顧與相關學說

1.關於教師在學校授課,重製需在合理範圍,對於合理範圍的詳細定義,敘述如下: 由於現階段我國社會上對於著作權法第46條所稱的合理範圍尚未建立共識,美國和香港的社會所建立、遵循的尺度,不失為是一個可以用來參考的國際標準,依照這兩個國家目前的標準,可以歸納出幾項重點,供台灣的教師參考: 基本原則: (1)上課指定之教科書不應以影印的方式代替購買。 (2)教師為授課目的所影印的資料對於已經出版銷售的選集、彙編、合輯或套裝教材不應產生市場替代的效果。 (3)應由教師自行衡量需不需要重製別人的著作,而不是接受第三人要求或指示而重製。 (4)教師授課的合理使用,係出於授課臨時所生的需要,因受到時間的拘束和限制,無法合理期待及時獲得授權。 (5)同一教師關於同一資料如在每一學期反覆重製、使用時,應徵求權利人授權。 (6)影印本應註明著作人、著作名稱、來源出處、影印日期等,並應向學生說明著作資訊,及提醒學生尊重著作權,及不可再行影印或重製給其他人。 有關重製的數量或比例: (1)供教師自己使用時,限重製1份: (2)供教室內的學生使用時,可重製多份: 任課教師為供教學或討論之用,可由本人或他人重製下列之著作: 所重製的影印本,限於相關課程的學生每人1份。 所利用的每一著作的比例要簡短: A、詩:不超過250字;故事或文章:不超過2500字(前述作品的字數限制可以調高,以便重製1首詩未完的1行,或故事或文章未完的段落)。 B、藝術作品(包括插圖):整份作品;如同一頁印有超過1份藝術作品,則可將整頁重製。 C、音樂作品:有關的節錄部分不超過作品總頁數10%(可調高有關百分比,以便重製一整頁)。 D、其他作品:有關的節錄部分不超過2500字或作品總頁數10%(包括插圖),以較少者為準(可調高有關字數限制或百分比,以便重製一整頁)。 同一本書、期刊雜誌使用的比例:如為同一作者,短詩、文章、故事不超過1篇、摘要不超過2篇;同一本集合著作、期刊雜誌不超過3篇。如屬報紙上的文章,同一學年同一課程不超過15件著作。 同一學年中,重製的著作件數不超過27件。

2. 《 智財 》 有關版權法律行動問題、圖片構成盜版的條件、教學書與創作書的差異,涉及著作權法釋疑

發文單位:經濟部智慧財產局
全文內容:
一、版權法律行動問題一節,依現行著作權法 (下稱本法) 規定,著作權之侵害,除了常業犯以及以光碟之方法所為非法重製或散布行為,係
屬非告訴乃論之罪,得由法院逕依犯罪事實提起公訴外,其餘均屬告訴乃論之罪,即須由告訴人依法告訴後,法院始得予以起訴。至於智慧財產權之保護,一向為本局主要之宣導工作,而著作權人自己或可於著作上加裝防盜拷措施,以防止他人任意利用,並於其上標記如「著作權所有,請勿轉載」之警告性字樣,以避免著作權受侵害。同時為便於將來發生著作權侵害之爭議時,著作權人可舉證主張自己的權利存在,亦建議著作權人應事先保留著作之原件、原稿或其他著作相關資料,於其上註明創作人、創作日期等,以保障自己之權利。
二、圖片構成盜版的條件一節,按本法規定,所謂「重製」,指以印刷、 複印、錄音、錄影、攝影、筆錄或其他方法直接、間接、永久或暫時之重複製作。「改作」,指以翻譯、編曲、改寫、拍攝影片或其他方法就原著作另為創作。使用他人圖片時,如未使用原圖,而是以修改或拚接方式利用,如只是少量修改而不影響整體圖片之呈現者,則仍屬「重製」他人圖片之行為。惟如修改之情形已達另為創作之程度者,則屬上開之「改作」行為,惟無論係重製或改作他人圖片之行為,除符合本法合理使用之規定外,均應事先徵得著作財產權人的同意,
始得為之。
三、教學書與創作書的差異一節,按本法第 47 條規定,「為編製依法令 應經教育行政機關審定之教科用書,或教育行政機關編製教科用書者,在合理範圍內,得重製﹑改作或編輯他人已公開發表之著作。前項規定,於編製附隨於該教科用書且專供教學之人教學用之輔助用品,準用之。但以由該教科用書編製者編製為限。依法設立之各級學校或教育機構,為教育目的之必要,在合理範圍內,得公開播送他人已公開發表之著作。前三項情形,利用人應將利用情形通知著作財產權人並支付使用報酬。使用報酬率,由主管機關定之。」經教育行政機關審定之教科書,如符合本條規定時,即可於合理範圍內,重製他人已公開發表之著作,但仍應依該條第 4 項規定,支付使用報酬。故如教科書之編製者有利用他人著作之情形,該著作之著作財產權人得請求利用人依照法定使用報酬率支付使用報酬,至於您所稱的教學書是否為本法第 47 條所稱之教科書,需依事實狀況認定,如屬教科書即有第 47 條之適用,如不屬教育行政機關審定之教科書,則雖係用作教學,除符合合理使用之規定 (例如第 52 條規定之「引用」) 外,仍應事先徵得著作財產權人之授權,始得予以重製、改作或編輯,否則即屬侵害著作權之行為。
參考法條:著作權法 第 3、47、52 條 (93.09.01)
3.關於第二部分探討之學生影印原文書或教科書之法律詳細條文如下所述:
1) 依著作權法第四十六條規定,學校和老師都可以在合理範圍內,影印書籍作為上課的教材。所謂的合理範圍當然要跟老師講課的內容有關係,就國際實務上客觀的標準來說,通常指影印一本書的一部分,如果影印全部的話,很難被認可為合理範圍,會構成侵害著作權。 2) 依著作權法第四十八條規定,學生可以要求學校圖書館影印教科書裡面的一部分,另外也可以印期刊裡的單篇著作,每人以一份為限。 3) 依著作權法第五十一條規定,學生可以用圖書館的影印機或自己家裡的影印機,影印教科書的一部分來使用,現在許多圖書館都採用投幣式影印機或出售影印卡,方便學生使用影印機,這種情況下,學生就可以自己印。 4) 依著作權法第六十五條規定,如果學生需要利用他人享有著作權的教科書,而所用的部分,佔教科書整體的比例不大,對市場影響有限,客觀上可以認為是合理範圍的話,甚至也可以利用影印店或便利商店的影印機,來影印教科書的一部分,拿來上課,學生、影印業者都不會有侵權的問題。 5) 至於到底印多少才算是合理範圍,很難一概而論,必須依照具體個案的情況來做判斷。但是可以確定的說,如果影印整本教科書,是超過合理使用範圍的,一定會構成侵害著作權。

[非法影印教科書的法律責任] 1) 影印是重製的方法之一,未經授權影印教科書,又不符合合理使用的規定時,就是非法重製他人著作的侵權行為。 2) 非法影印教科書時,學生如果交由影印店代為影印,由於影印店是以影印為業的營利單位,不管影印多少份,金額是多少,只要權利人提出告訴,都必須負擔民、刑事責任。 3) 如果學生自己從事非法影印教科書的行為,要負民事責任,如果權利人進行告訴,也有刑事責任。對於學生非法影印的行為,提供影印機的圖書館或自助影印店如果知情的話,有可能成為侵害重製權的共犯或幫助犯,在這種情形下,當然也免不掉要負民、刑事責任。

[解決教科書影印問題的建議 ] 1) 大專院校的教科書比起中小學的教科書來說,確實相當昂貴,就像大學的學雜費比中小學高很多一樣。可是不能用書價昂貴做理由,主張「重製無罪,盜版有理」而理所當然的非法影印,侵害著作人的權利,否則結果還是要自己負擔法律責任。 2) 要解決教科書的使用問題或許可以嘗試採用下列的幾個方法處理: a. 教授及早指定要用的教科書: 學校和教授配合,對於所要開的課程和預定使用的教科書或教材提早公布,如果是外文書,書商可以有足夠時間從國外採購進口,學校也可以統計學生的需求量,跟書商議定比較優惠的價格。 b. 建立二手書市場或流通管道: 學生畢業以後,有時不會再使用教科書了,學校或書商或許可以幫助學生建立二手書的市場或流通管道,減省學生購買教科書的成本。這在外國大專院校,相當普遍。 c. 學校為學生建立授權影印中心: 許多英文教科書都附記有授權影印的價額,註明印一頁多少錢,學校可以為學生建立授權影印中心,與出版商或著作權人接洽建立付費影印的機制,學生需要影印時,如果超過合理使用的範圍,即可依影印的頁數付錢由學校代收,再轉付給出版商或著作權人,形成合法授權影印的制度,著作權人也可以多一筆收入,雙方互蒙其利。 4ˋ關於台大學生在圖書館借書以及影印之相關規定: 國立臺灣大學圖書館特藏組特藏資料閱覽規則

93.12.28第194次工作會報通過
第一條
國立臺灣大學圖書館特藏組(以下簡稱本組)為提供讀者使用特藏資料,並兼顧妥善典藏保存資料之任務,特訂定國立臺灣大學圖書館特藏組特藏資料閱覽規則(以下簡稱本規則),以為提供特藏資料閱覽服務之依據。
第二條
本校教職員工生憑服務證、學生證,校友憑校友閱覽證,校外人士憑臨時閱覽證或館際合作借書證,換取本組閱覽證後進入本組閱覽。

第三條 本組典藏之圖書資料均不提供外借。開架陳列之一般圖書資料,讀者可以自由閱覽。微縮資料與閉架管理之資料,讀者需憑特藏閱覽證填具調閱單申請調閱。
第四條
本組開放時間與受理資料調閱時間,另行公告之。 資料調閱數量,每人每天以十五種五十冊(捲)為限。
第五條
本組所藏之下列資料,不提供調閱,惟經過專案申請者除外: 一、資料狀況不佳又尚未修裱,有紙張脆弱、蟲蛀嚴重、硬化黏結、裝訂易於受損等情形。 二、著作權人不同意公開之資料。 三、校史資料中涉及個人隱私者。 四、其他經本組認定不宜提供調閱者。 本校畢業紀念冊,限本校編制內及退休教職員工、在學學生與校友申請調閱閱覽,但不得作任何形式之複製。
第六條
本組所藏之下列資料,採限制閱覽方式,需事先提出申請並由主管人員核可: 一、已有復刻出版、影印本、微縮資料、數位檔案等重製品之資料原件。 二、15世紀(含)前之西文珍籍。 三、其他經本組認定限制閱覽者。
第七條
讀者使用調閱資料時,須對圖書資料慎加愛護,並遵守下列規定: 一、閱覽前,應先將雙手清洗並擦拭乾淨,必要時依館方要求戴上手套及口罩。 二、在指定之閱讀區內閱覽。 三、不得在圖書資料上塗寫任何文字或記號。 四、手及任何物品不得壓置於圖書資料上。除鉛筆外,其他書寫用具不得靠近圖書資料。 五、閱讀圖書資料時,應將書本平置桌上,不得直立、斜放,尤忌捲摺。 六、翻閱圖書資料時,應從書口下端輕輕掀頁,切忌用力或急速掀頁。 七、其他任何足以損毀圖書資料之動作,均應避免。 倘若有污損、破壞或不當攜出資料之行為,應依「國立臺灣大學圖書館借書規則」與「國立臺灣大學圖書館讀者違規處理辦法 」辦理賠償及違規懲處事宜。
第八條
讀者進入本組,除遵守「國立臺灣大學圖書館閱覽規則」以外,另應遵守下列規定,違者依「國立臺灣大學圖書館讀者違規處理辦法 」處理。 一、不得攜帶任何食物、飲料、香煙、書籍及其他非筆紙類物品。 二、不得攜帶相機等與攝影有關之器材,惟經過專案申請者除外。 三、不得攜帶影像掃描器、手提影印機等與複製有關之器材。 讀者離開時,本組服務人員得要求檢查攜出物品。
第九條
本組微縮資料與開架陳列之一般圖書資料,讀者為供個人參考或非營利目的,可以自行複印,惟不得違反「著作權法」之相關規定。國內孤本或罕有版本的微縮資料不提供複製。 閉架資料之複製,讀者須向本組提出申請,惟本組保留同意權,並得決定適宜之複製方式與複製規格。複製工作限由服務人員進行並依「國立臺灣大學圖書館特藏資料複製與收費標準」辦理及收取費用。
第十條
讀者基於出版營利目的,需複製圖書資料時,須向本組提出專案申請。惟 受著作權法保護之圖書資料,讀者應先自行取得著作權人之書面同意。其他事宜悉依據「國立臺灣大學圖書館館藏資料借用出版管理辦法」辦理。
第十一條
本規則經本館工作會報通過後施行,修正時亦同。

四ˋ本組之見解 身為學生的我們, 相信不論是自身或週遭友人, 多少都有課堂上指定原文書籍太貴而跟同學借來印製的經驗。 雖然這在法律上是視為侵犯著作權的行為, 但在經濟能力有限的情況之下, 我們覺得有時候重製這種行為也是情非得以。 其實, 只要我們的重製行為並沒有牽扯到販售或作為不法用徒, 純粹為學術或個人的用途, 又何嘗不可呢? 或許著作權人認為這會侵犯到他的權益, 然而在法律上沒有明確規範「合理使用範圍的印製」的情形之下, 或許可抱著一種資源共享的心態, 不要因為要防止某些人的不當使用, 而限制了學生或學術人士在尋找資源上的困難。 依規定, 進行重製行為需得到著作權人的同意。 這看似簡單的動作, 其實真正執行還是有其困難度存在。 譬如說, 學生樂團欲演出一首新近譜出的曲目, 卻苦無管道而得不到作曲人之同意, 演出日期一天天逼近, 難道就此放棄嗎? 若是作曲人在發表作品時, 即規定在何種狀況下可不經他親自同意而使用(演出), 是否簡單得多呢? 我們覺得, 法律之制定是在保護民眾, 使事情有一定合理規範的方式, 但絕不是要造成人之不便的。 或許法律制定人在訂定法律時, 可以多往大多數人利益來衡量。

五ˋ檢討,展望及結論 在做完這次的著作權報告後, 我們希望法律在規定重製的部分能有更大的彈性。 往往開學時, 報紙上就開始刊登警察到學校附近影印店取締印原文書的同學, 我們認為這其實是不必要的動作, 畢竟學生印書又沒有牽扯到販售的行為, 真正要取締的應該是夜市盜版商而不是學生。 我們的執法人員似乎常會有矯枉過正的情形, 淨取締一些無傷大雅的「法律邊緣」動作。 要遏止這樣的情形一再上演, 我們認為但凡跟商業利益無關, 僅跟學術研究有關的重製, 都可視為合理的重製行為, 如此界定範圍較為明確, 學生也不會苦於沒有錢買昂貴的原文書又無法影印的窘境。 然而學生或學術人士必須謹守的一點是, 在寫文章論文之時, 一定要記得將參考出處列出, 不可將他人之智慧結晶視為己物, 否則不僅在法律上牽涉到剽竊之嫌, 對於著作權所有人也不甚公平。

[以上參考資料]:
1. http://www.ce.ncnu.edu.tw/www.files/announce/2003/20031031_02.htm著作權法修正後之法律效果說明
2. http://www.libertytimes.com.tw/2002/new/mar/13/today-c2.htm 大學生拷貝原文書 台中檢調搜索影印店
3. http://stlc.iii.org.tw/tlnews/net9411.htm 美國司法部提出更嚴格的著作權法草案
4. http://www.copyrightnote.org/crnote/bbs.php?board=5&act=read&id=7加拿大著作權法制
5. http://cdnet.stpi.org.tw/techroom/analysis/pat_B012.htm 引起爭議的數位圖書館計畫
6. http://www.shdf.gov.cn/newshtmc.html?id=15521&category=49 湖北省仙桃中學採購盜版書籍被罰款四萬元
7. http://www.lib.ntu.edu.tw 國立臺灣大學圖書館特藏組特藏資料閱覽規則
8. http://www.lib.ncu.edu.tw/~reflib/illnote.htm 法務部經濟部智慧財產局
9.http://tech.rednet.com.cn/Html/2006/03/30/TECHHTML20060330085220-1.html方正電子再被告 數位圖書館涉嫌侵犯著作權
10. http://www.shdf.gov.cn/newshtmt.html?id=1907&newsType=94 北京市鐘自仁等盜印圖書案
[小組組員貢獻]
[pic] (電機三)林佑璟: 匯整資料,製作報告大綱, 上台報告 [pic] (心理四)林蕙潔: 匯整資料,製作報告大綱, 上台報告 [pic] (心理一)蔡曉風: 收集資料 [pic] (心理一)施佑瑩: 收集資料 [pic] (外文四)劉翰庭: 收集資料, 撰寫書面報告 (原應與黃繼展同學分工, 但黃同學從未來上課, 報告期間也沒有參與討論(寄email通知他討論時間, 他以沒有收到email為由, 說無法參與討論), 僅報告當天出現, 告知他要負責的部分後, 他雖答應會繳交給組員, 卻遲遲沒有交, 因此後來黃繼展同學分配到的工作亦由劉翰庭同學完成) [pic] (生科四)黃繼展: N/A

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