Decrypting Copyrights

The Complete Manuscript and Documentation of Research Proposal,

Production and Execution, Testing and Marketing

Miguel Augusto A. Besa

Kathrina B. Tacastacas

© 2021, DLS-CSB
 Table of Contents (and their subgroups)

Part I – Research Manuscript………………………………………………… iii

Part II – Production Documents……………………………………………… 86

Web Project Worksheet . . . . . . . . . . . . . . . . . . . . . 87

Location Site Survey…………………………….. 105

AVP Concept Paper…………………………………… 107

AV Script………………………………………………… 111

Shooting Schedule……………………. 115

Part III – Marketing Documents……………………………………………… 117

Marketing Plan……………………………………………………………….. 118

Chapter 1 – Executive Summary……………………………… 118

Chapter 2 – Current Marketing Situation…………………….. 119

Chapter 3 – About the Project………………………………… 122

Chapter 4 – Audience Profiling/Marketing Persona……………124

Chapter 5 -- Offline and Online Marketing Strategy

i
(Promotions)………126

Chapter 6 – Partnership……………………127

Chapter 7 -- Marketing Materials………………….131

Appendices……………………………………………………………….. 134

Appendix A……………………………… 135

Appendix B…………………….. 140

Appendix C………………………142

ii
 Part I

Research Manuscript

iii
Knowledge of Senior High School Students about Intellectual Property Rights in
Selected Catholic Private Schools at Metro Manila

A Research Paper

Presented to the

Faculty of the Multimedia Arts Department

School of Design and Arts

De La Salle-College of Saint Benilde

by

Besa, Miguel Augusto

Tacastacas, Kathrina

May 2019

1
 ABSTRACT

This study talks of the knowledge of Intellectual Property (IP) of Catholic

Private Senior High Schools (SHS) around Metro Manila. The objective of

the study is to determine the essence of IP to the Catholic SHS curriculum.

The medium of approach used in collecting the data was phenomenology.

Interviews with administrators and teachers were conducted as a form of

documentation and showed the effects of copyright to SHS students. 5 out

of at least 50 Catholic Private Senior High Schools around the National

Capital Region (NCR) participated in the study. The results show that

Catholic Schools around NCR promote intellectual property by imposing

rules and regulations together with initiating seminars and symposia to

avoid violations of the rights. The proposed project idea for this study is an

online informative and interactive website and motion graphics infomercial

for SHS students.

Key Words: intellectual property, copyright, senior high students,

educational impact, local arts, technology, societal impact, catholic private

schools, academic integrity

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 Table of Contents

Page

Chapter 1 – Introduction

Background . . . . . . . . . . . . . . . . . . . 5

Statement of the Problem . . . . . . . . . . . . 11

Research Objectives . . . . . . . . . . . . . . . . . . . 12

Significance of the Study . . . . . . . . . . . . . . . . . . . 13

Scope and Limitations . . . . . . . . . . . . . . 14

Chapter 2 - Review of Related Literature

Idea to Expression Cases . . . . . . . . . . . . . . . 16

Copyrights in History . . . . . . . . . . . . . . . 16

School Choice . . . . . . . . . . . . . . . 17

Role of IP in the Catholic Church . . . . . . . . . . . . . . . 18

Copyright and its impact on education, technology, and society . . . . . 19

......

Chapter 3 – Framework and Methodology

Theoretical Framework . . . . . . . . . . . . . . 22

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 Research Design . . . . . . . . . . . . . . . . 23

Chapter 4 - Results

Presentation of Data . . . . . . . . . . . . . . 24

Discussion and Analysis . . . . . . . . . . . . . 29

Chapter 5 - Conclusion & Project Brief 54

References . . . . . . . . . . . . . . . . . . . . . 63

Appendices

1. Letter of Request . . . . . . . . . . . . 73

2. Consent Form . . . . . . . . . . . . 75

3. Endorsement Letter . . . . . . . . . . . . 76

4. Interview Questionnaire . . . . . . . . . . . . 77

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 CHAPTER 1

INTRODUCTION

The Commission on Higher Education (CHED) was created on May 18, 1994

through Republic Act No. 7722, or the Higher Education Act of 1994. The vision and

mission of CHED initiates a ‘Philippine higher education system that is locally

responsive and globally competitive and serves as a force for lifelong learning,

innovation, and social and cultural transformation’. In relation to CHED mandate, the

law shall promote affordable quality higher education and ‘take appropriate steps to

ensure that education shall be accessible to all’. The law shall also guarantee to protect

academic freedom for the ongoing intellectual growth, the evolution of learning and

research, the improvement of responsible and effective leadership, the endowed high-

level professionals, and the enhancement of historical and cultural heritage (Higher

Education Act, 1994).

‘Intellectual Property’, short for IP, is the legal rights resulting from intellectual

activity in the industrial, scientific, literary or artistic fields. Intellectual property is split

into two categories: ‘industrial property’ and ‘copyright’. ‘Industrial property’ includes

patents for inventions, trademarks, industrial designs, and geographical indications.

While, ‘copyright’ covers literary works, films, music, artistic works, and architectural

design. Rights associated with copyright encompass those of performing artists in their

performances, producers of phonograms in their recordings, and broadcasters in their

radio and television programmes. In general, intellectual property law allows creators to

receive exclusive rights from their own creative works (Brown, 2003; What is intellectual

5
property?, 2005; WIPO Intellectual Property Handbook, 2004).

The World Intellectual Property Organization (WIPO) is a ‘specialized agency of

the United Nations working with developing countries to enable societies to benefit from

the IP system and enhance their participation in the global innovation economy.’ WIPO

was created at Stockholm in 1967 by the Convention Establishing the World Intellectual

Property Organization. In 1873, it became evident for creators to ensure that their

intellectual works are protected, since at that time there was no regulations yet

regarding this issue. Many foreign exhibitors did not attend the International Exhibition

of Inventions in Vienna, Austria that year. This is how the Paris Convention for the

Protection of Industrial Property was created. It became the first step in intellectual

property protection. By 1886, the Berne Convention for the Protection of Literary and

Artistic Works was adopted. Creative works were protected and allows creators to

control and receive commissions. The two secretariats, the Paris Convention and the

Berne Convention, united to form the United International Bureaux for the Protection of

Intellectual Property, based from the French acronym BIRPI. In 1960, the BIRPI moved

from Berne to Geneva, Switzerland. By 1970, the BIRPI became WIPO and The

Convention became an intergovernmental organization focused in the field on

intellectual property. Then at 1974, WIPO joined the United Nations and became a

specialized agency of the UN. The agreement was all member States of the UN are

entitled, though not obliged, to become members of the specialized agencies (Hernano-

Malipot, 2019; What is intellectual property?, 2005; WIPO, n.d.; WIPO Intellectual

Property Handbook, 2004).

Republic Act No. 8293, also known as the ‘Intellectual Property Code of the

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Philippines’, is an act that protects the creative works of all Filipino citizens, and any

benefits they are entitled. The law is split into five parts: the Intellectual Property Office;

the Law on Patents; the Law on Trademarks, Service Marks, and Trade Names; the

Law on Copyright; and other Final Provisions. The government agency who is in charge

of the implementation of the Intellectual Property Code is the Intellectual Property Office

(IPO) which is further divided into six (6) Bureaus: the Bureau of Patents; the Bureau of

Trademarks; the Bureau of Legal Affairs; the Documentation, Information and

Technology Transfer Bureau; the Management Information System and EDP Bureau;

and the Administrative, Financial and Personnel Services Bureau. Under the Intellectual

Property Code is the intellectual property rights which consists of: copyright and related

rights; trademarks and service marks; geographic indications; industrial designs;

patents; layout designs (topographies) of integrated circuits; and protection of

undisclosed information. However, exclusive rights of Filipino creators do not seem to

be appropriately protected as they must be.

Copyrights are the exclusive rights of the owners to produce the work (Kenton,

2019). It is the protection that is granted to the artist to prevent the creative output from

unauthorized reproduction. Patents are protection for inventions that when owned

provides the right to prevent theft. They are produced by two or more inventors are

called joint inventors (Bronner & Mc.Creary, n.d.). Trademarks are representations of

institutions and they foster the flow of information in markets. They make the customers

better informed, thus the global market becomes more competitive. If trademarks were

used to prevent criticism, then it is a way of suppressing information or the trade secret

(Dogan & Lemley, 2004). Trade secrets are confidential ingredients/concepts/design

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studies that create a competitive edge of the creative work (WIPO, n.d.). This is a

means of protection of the design of the brand and/or the unique selling proposition.

According to Stim (2019), public domain, which is a counteraction of IP, is a term

where the creative work, after a specific period of time, is emancipated from the rights of

the deceased author. This is different compared to Royalty-Free, Creative Commons

and fair use, which are defense mechanisms rather than exemptions from IP.

The defense mechanism, Creative Commons, is the privilege of using the

creative work, however with restrictions (Loren, 2006). Some of the few restrictions may

include crediting and/or paying the author. The other defense mechanism, Royalty Free

(Sarokin, 2017), is the use of the creative work, but needs to be reimbursed before

owning exclusive rights. The last defense mechanism, fair use (Von Lohmann, 2017), is

the use of the creative work, but for a transformative motive (e.g. criticism, commentary,

parody and the like).

A violation of intellectual property, plagiarism (Intellectual Property Rights and

Plagiarism Law Essay., 2013), which derives from the Latin word, plagiarius denoting

“kidnapper” (Bainbridge, 2012), is the practice of desecration of someone else’s work

and making it his or her own. It could be artistic, literary, mechanical or musical. It is a

form of intellectual theft (Vander Schaaf, 2005). A German novelist, with the name

Helene Hegemann, was well-known for her work, Roadkill Axoltl. She was

controversially known for stealing parts of her novel from another work, thus making her

infamous. She defended herself by modifying and tweaking it, thus claiming it her own

(Leddy, 2010, 07). According to Tyrell-Ferguson (2014), there are three types of people

who plagiarize. These are: the unintentional, the sneaky and the blatant. The

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unintentional, based from its term is the one who has little to no knowledge of

plagiarism. The sneaky, also based from its term, is known for having knowledge of the

act, yet does it. The blatant lastly, is known for finding another work and altering it

because of the lack of time left to render the work. Leonard, M., Schwieder, D., Buhler,

A., Bennett, D. B., & Royster, M. (2015) states that all types of plagiarism are not

created equally, as some scholars argue. According to Olsson, a scholar, the form of

modifying or altering such parts of the work entails a lot of responsibility, thus he says

avoiding it is not to get caught.

Philippine education has undergone a lot of changes since the Spanish

occupation. Colonialism and imperialism shaped the country’s educational system.

During the Spanish era, education was used to spread Christianity and made the people

submissive. Also, education itself was viewed more as a privilege rather than a right.

The Americans, on the hand, made education accessible to everyone, regardless of

their social status. It led to the successful establishment of the public school system.

The Filipinos viewed education as a vehicle for social mobility and attainment of

democratic ideals. However, American education gradually disorients the Filipinos

sense of nationalism. Filipinos started using English more which widened the gap

between the elite and the masses. This also led to the development of certain negative

attitudes like ‘colonial mentality’ and ‘crab mentality’. The Japanese, on the other hand,

destroyed the public school system and manipulated it for their own advantage. They

destroyed schools and educational materials which led to the collapse of the social

values of Filipinos. During the liberation period up to the EDSA revolution, the Philippine

government tried to address ‘the perennial educational crises of the succeeding

9
decades’. After the liberation, there was rapid economic growth which prompted the

Joint Committee of Congress on Educational reform to conclude that the public school

system was in crisis. They offered Grade seven to be included in the primary level, but

the government failed to implement nor acted into law. In the mid 50’s, education

became an integral component in the economic development of the country. However,

the social conditions of students were often blamed on the inadequacies of the

educational system. A college degree does not guarantee a stable job with better

income. This creates an influx of highly educated Filipinos, especially the working class,

going abroad to find better paying jobs. The phenomenon is called brain drain. During

the 60’s, there was a rise of student activism even though the government enhanced

the different sectors in the educational system. Proposed reforms in the Philippine

education system were initiated during the Aquino administration such as ‘schools for

the people, democratic and relevant education, and education as a right not a privilege,

emerged and taken up by the civil society’ (Cruz, n.d.; Durban & Catalan, 2012).

Today, the Philippine educational system needs to address several issues in

order to enhance the accessibility and quality of education to all students. For the

Philippine education to succeed, the government must address the issues affecting the

educational system which encompass ‘the role of education in the national

development, the unresponsive curriculum, improper monitoring of programmes

implemented, globalization of education, and even politics in education’ (Durban &

Catalan, 2012). The Department of Education (DepEd) have recently entered into a

partnership with the World Intellectual Property Organization (WIPO) and signed the

Memorandum of Agreement (MOA) at the SEAMEO Innotech in Diliman, Quezon City.

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The partnership aims ‘to promote the creation and use of intellectual property (IP) in

basic education to advance the common good, and contribute to local and national

development’. In addition, Education Secretary Leonor Briones aspires that IP may

encourage young learners ‘to be creative and inventive by giving them the assurance

that their names and creations will be protected, and that they will be acknowledged as

creators’ (Hernano-Malipot, 2019). The DepEd passed a memorandum regarding

dishonesty in public schools, but the original copy dissipated throughout time. Julito

Vitriolo, the former Executive Director of CHEd, stresses that there is no specific

guideline about it, but it falls under misconduct. He points out that it does not fall on a

certain rule, but one that falls bounds improbity (Quismundo, 2011). Intellectual Property

of the Philippines (IPOPHL) formulated a program entitled, “IP Academy” to educate

students in higher education institutions about IP. The program is for technical schools

to engage in talks, sessions and events to orient them about IP (Pateña, 2019).

In line with this, IP may be a means to motivate the students to jive education

and creativity for the benefit not only for their academic standing, but rather to teach the

value of creativity and originality in preparation for tertiary education. If IP is embedded

in the curriculum for SHS students, it may give a background of how to ethically utilize

creative work not just in the academic field, but in the industrial and/or corporate field as

well.

Statement of the Problem

This study will determine the knowledge of senior high school students about

intellectual property rights, particularly in selected Catholic private schools around Metro

11
Manila. Specifically, answers to the following research questions will be sought:

1. How do Catholic Private School Institutions promote basic copyright laws to

senior high school students?

2. How do Catholic Private School Institutions establish a programme that

encourages students to ethically utilize creative work?

3. What are the common strategies that Catholic Private Institutions implement to

prevent academic dishonesty among Senior High School students?

The topic for this study is the implementation of intellectual property rights in the

Senior High School curriculum, particularly in selected Catholic private schools in Metro

Manila. This study needs to be conducted because there is a lack of studies that focus

on the awareness of Filipino students about intellectual property rights, specifically

copyrights and fair use.

The purpose of this qualitative study will be to discover the awareness of IP

rights for Catholic Senior High School Students at selected schools in Metro Manila and

to understand how it is implemented properly in the Senior High School curriculum in

order to improve any difficulties they face in teaching the subject. The study mainly

seeks to examine the impact of copyright law on the Philippine education system, local

arts scene, Internet, and society.

Research Objectives

This study aims to understand the perception of senior high school students

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concerning intellectual property rights and how does it encourage students to ethically

utilize creative work. The study also aims to ascertain how Catholic private schools

promote basic copyright laws to senior high school students. Lastly, this study aims to

determine what common strategies do Catholic private institutions implement to prevent

academic dishonesty among senior high school students.

Significance of the Study

This research study seeks to contribute to both theory and practice. The findings

of the study aims to provide essential information to students, specifically towards

senior high school students in Catholic private schools within Metro Manila as to keep

them aware of intellectual property rights. There has been many existing studies

pertaining to intellectual property. However, there is a lack of study on how copyright

can impact creative works of Filipinos.

This study is beneficial to all creators because intellectual property rights grants

them legal rights to their original creative works. Lastly, this study is also dedicated to

raise awareness to certain academic administration and personnel particularly in the

senior high school department, as the researchers decide on examining how intellectual

property rights is implemented in the current curriculum. There is a need to properly

monitor the implementation of programmes in the education sector. It is a fact that

technocrats and the elite have the power to implement programmes for their own sake.

The Philippine educational system must confront this issue and prioritize the needs of

the students. The outcome of this research will hopefully contribute to the Academe,

which provides support and collaboration towards local arts scene and Filipino creators.

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 Scope and Limitations

This research study’s coverage included academic coordinators and academic

administrators. The study, however, was limited to Catholic private schools around

Metro Manila only. Since private schools are not under the tutelage of the Philippine

government, they have the power to dictate what’s included in the curriculum. It would

focus on the perception of intellectual property rights, specifically copyrights and fair

use, among senior high school students. Furthermore, it focused on how these

institutions implement the copyright laws to prevent academic dishonesty.

Excluded from this research study are the Catholic Private Senior High School

students due to the negation of the schools’ administrators, in line with the Data Privacy

Act of 2012. Due to time constraints, the researchers will only select a small number of

exclusive schools at selected cities and municipalities around Metro Manila. The

researchers will include different types of exclusive schools, whether it be a single-sex

school or a coed school, to obtain different perspectives. The knowledge of intellectual

property as a whole is not included in the study.

Data gathering happened from June to July 2019. Convenience sampling was

used for students available on site only. Experts such as administrators and academic

coordinators will be consulted. The topics this study covered why there is a need for

students to understand intellectual property, how Catholic private schools promote basic

copyright laws to senior high school students, to respect the creators’ creative works

and encourage students to create work that is local, creative, and authentic, and to

learn the common strategies the academic institutions implement to prevent any

14
academic dishonesty among students.

The views and results in this research do not reflect the views of IP with the

researchers but rather the schools that participated in the study. This study does not

dissuade the reader of the opinions and self-interest of the participants.

15
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Intellectual property (IP) is a right of all designers, and artists, but if an overview

could be taught at an early age, it may help them adhere to the policies of the preferred

college or university of a graduating senior high school student. In this chapter, IP in

real-life events and the cases revolving around it will be discussed. Moreover, this

section will give an idea and a background of the educational system in the Philippines

particularly in Catholic private schools in history, at present and in future. Each section

as well will provide an idea of IP such as copyrights. The historical lens of IP will also

be discussed at this section. Furthermore, the significance of IP to the Catholic doctrine

will also be put into this section to provide the essence of IP not just in schools but also

for their believers. In addition to this, the brief allusions to plagiarism as done by

different selected authors throughout the ages will be tackled in this section.

The review of related literature also cites the different factors that influence the

parents’ decision to send their children to a Catholic private school. Furthermore, the

review explores the different factors considered by parents in terms of selecting a

school for their children. The research study aims to expand the knowledge and

perspectives about the role of the copyright law and how it affects the education system,

local arts scene, technology, and society in the Philippines.

Idea to Expression Cases

The first likely recovered case of intellectual property was the idea-expression

16
case of Baker and Selden (Surisetti, 2017). It was a debate with two bookkeepers,

Charles Selden and W.C.M. Baker. It was an argument between who discovered the

patent of book-keeping first. It was altercated in this case that Selden was the first to

develop the book-keeping process. On the other hand, Baker produced a similar book

with the same style. On the contrary, Baker was successful that other countries were

doing it as well. After the argument of the case, the ruling was that Selden’s book-

keeping style was counted as a patent (Baker v. Selden, 1879).

In relation to this, the case of Bethesda v. Behaviour (2018) disputes of two

gaming apps, Fallout Shelter and Westworld. It is nitpicked in the dissension which of

these two developers had the original algorithm, gameplay and framework. In an article

by Alexander (2019), the concept was first conceived by Bethesda studios and

developed and released last 2015 (Batchelor, 2018). Behaviour, who effectuated the

game stated that they introduced and programmed their own algorithm for their

application. As of the moment, it is unclear about the ruling of the case.

Copyrights in History

Bainbridge (2012) narrates that the history of copyright traces back to the 11th

century, where written works of art were illegally replicated. The only surviving first

record of a copyright case was Finnian v Columba. This case talks of a saint named St.

Columba, who duplicated a copy of the Psalms from his teacher, Finnian. Ergo, it

provoked a battle in Cúl Dreimhne, a province in Northern Ireland, which claimed many

lives and made the saint culpable for his doing (Bailey, 2009). Bainbridge also narrates

the restriction and taxation of written material, thus the monarchy passed a law entitled,

17
“Statute of Anne”. As soon as the law was passed, the United States recognized the

reading and enacted the Copyright Act of 1790.

When the law was constituted, there were controversies that it would not become

widely accepted by everyone. Moreover, copyright at the time was only limited to

published works, so it could be possible that other creative paraphernalia would be

reproduced abusively (Litman, 1987).

School Choice

In the Philippines, students have the option to choose and attend any school.

They can opt to attend the nearest public school since they are funded and controlled

by the government (Jimenez & Sawada, 2001). Avram & Dronkers (2012) asserts that

private schools are often chosen over public schools. This can be due to the image and

socio-cultural mentality Filipinos’ exhibit in terms of the private sector. It attracts only

elites, the affluent families and the most endowed students. The main difference

between the two institutions is that private schools are more independent and self-

sustained.

Parents get involved in their children's education because they aspire the best for

their children. This includes the responsibilities of parents ‘to safeguard and promote

their child’s health, development and welfare in their child’s best interests’ (Yaacob,

Osman, & Bachok, 2014). Parents have the right to express their preference for a

particular school. However, they must discuss the matter with their children first before

deciding. The child also has rights in terms of selecting a school since it is a very

important decision that affects their development and welfare (Scottish Government,

18
2010). Several factors affect the parents’ decision in terms of selecting a school for their

children.

Cohen-Zada (2006) examines how religion affects school choice. The study

found that parents are more likely to send their children to religious institutions to

preserve a religious identity and instill religious values. This assertion is similar to

Cohen-Zada & Sander (2008) study that both religion and religiosity affect the demand

for private schools whether it be Catholic, Protestant, and non-sectarian schools. They

claim that weekly church attendance of Catholics affects the possibility of sending their

children to a Catholic school.

West (2001), Bosetti (2004), Jackson, C. & Bisset M. (2005) and Ungerleider

(2003), on the other hand, focused on school performances. The study found that the

schools’ reputation and exam results are one of the qualities the parents’ consider in

school choice.

The social background and social status were taken into account in the case of

Van Pelt, Allison & Allison (2007) and Beavis (2004). The parents’ demographic, family

background, the parents’ educational attainment, the profession of their parents,

educational environment, the teacher-student ratio, and size of classes were one of the

reasons that helped parents in school choice.

Due to the variety of factors that affect school choice, Dronkers & Peter (2003)

stated that the differences between private and public schools is mainly because of the

school environment. The quality of education greatly depends on the environment of the

institution (Rehman Khan, Tariq, and Tasleem, 2010).

19
Role of IP in the Catholic Church

Avanzado (2009), Mukherjee and Block (2012) argued that everything material is

owned by the highest entity as stated by Pope Paul VI in his encyclical, “Gaudium et

Spes” (1965). This encyclical points out the universal distribution of goods and all goods

and services are rendered for the betterment of society. This implies that intellectual

property and the church go hand in hand for the equal distribution of resources. Ergo,

this is in connection with the church conceding the stand of the right to private property,

on the condition that it is divided sagaciously with the masses beginning with the

smallest block of society, the family household (CCC #2403-2404).

In Geneva, the former archbishop of the United Nations Silvano Tomasi

acknowledges the essence of IP with the church, as Estavillo states in an article (2012).

He assents the argument of Pope Paul VI that private property, is beneficial but should

be allocated for the common good.

Unfortunately, in an encyclical by Pope Benedict XVI entitled “Caritas in Veritate”

(2009), the author argues the coercion of IP due to the inadequate distribution of its

goods and services due to its contradicting reception of the affluent and of the

marginalized (i.e. The rich get richer and the poor get poorer).

Copyright and its impact on education, technology, and society

Today, creating and sharing materials became easier and more accessible due

to the free and open Internet. Since we are now living in the digital age, most of the

youth have unprecedented access to a lot of materials online. To successfully and

ethically navigate these online transactions, the youth must be able to distinguish the

20
legitimate and illegitimate providers and understand the copyright laws.

Bickham, Moukalled, & Rich (2017) discussed how the ‘Copyright and Creativity

for Ethical Digital Citizens Curriculum’ succeeded in ‘educating middle-school children

about how copyright affects them as they create, acquire, and share digital media.’ In

collaboration with Comcast, iKeepSafe, CreativeFuture, and others, the Center on

Media and Child Health (CMCH) designed a curriculum for middle-school students. This

programme aims to:

teach participants the basics of copyright and its origins, the rights that

creators have to control their creations, the limitations to these rights, and

the ways that young people can use and share digital content in legal and

ethical ways. (p. 4)

This curriculum was designed for students to help them understand complex

topics such as copyright, fair use, and public domain and how it affects their day-to-day

lives. It has also made it easier for young learners to control what they create and

encourage creative pursuits. The aim of this evaluation was to ascertain if the

curriculum was successfully implemented by the school. The results were a success,

the students now have a correct understanding of copyright. Moreover, they were

significant changes in their attitudes about copyright, fair use, and public domain. By

implementing this programme, students were prepared to navigate and thrive in the

online world, while ‘educators can help foster an ethical, creative, safe, and kind digital

citizenry’ (Bickham et al., 2017).

Kwong, Ng, Mark, and Wong (2010), on the other hand, explores the different

perceptions of students and faculty members about academic integrity in Hong Kong.

21
According to the UTC Walker Teaching Resource Center (2006), ‘honesty, trust,

fairness, respect, and responsibility is the backbone and foundation of academic

integrity.’ Although there are softwares to detect plagiarism, i.e. Turnitin, educational

institutions must not rely solely on these softwares since they can only detect electronic

text (Graham-Matheson, & Starr, 2013; Mann & Frew, 2006) and are not usually reliable

in non-English speaking countries such as China and Hong Kong. Kwong et al. (2010)

used three types of instrumentation and procedures for data analysis: surveys,

interviews, and focus group discussion. He adapted some of the survey questions from

a variety of previous studies worldwide and made them suitable for Hong Kong students

and faculty members. Specifically, the survey focused on four key areas of academic

integrity: plagiarism, collusion, copyright infringement and fabrication of data. The

interviews, however, focused on the ‘deeper understanding of the cause of different

perceptions of academic integrity and the reasons behind the integrity violations’

(Kwong et al., 2010). In relation to the research study, Kwong et al. (2010) provided

useful insights for educators that implementing academic integrity programmes might

affect young learners positively.

Synthesis

IP was a trend of the times when people started to create work that was similar

and aligned with everyone else. The focus of the study, particularly lack of copyright law

in the curriculum of SHS students was a need to be reflected based on the history of

intellectual theft cases dating back from Finnian v. Columba to Bethesda v. Behaviour.

In line with this, institutions and scholastics of then and now have to work hand in hand

22
to avoid theft with expressions to ensure originality and fidelity that ensures the

impeccable reflection of the author/s. It is by far the responsibility of the lawmakers and

the academicians that IP is taught based on its objective doctrine. In this review, it is

clear that there is a research gap regarding exploration and studies of copyright law in

Metro Manila and the Philippines as a whole, and its impact on education, arts,

technology, and society.

23
 CHAPTER 3

FRAMEWORK AND METHODOLOGY

Theoretical Framework

The Agenda Setting Theory by Maxwell McCombs and Donald Shaw stated that

the ‘mass media have the ability to transfer the salience of issues on their news

agendas to the public agenda’. According to McCombs and Shaw, the media does not

tell the audience what to think about and may encourage an audience how to think

about an issue. The most susceptible to media are the people who are willing to let

media shape their worldviews. Media does not reflect reality but filter and shape it. The

concept is similar to gate keeping that controls the content in the media. Influential

‘gatekeepers’ use selection, omission, and framing to decide what issues will be

presented and how they will be presented to ensure ‘newsworthiness’. Once the media

concentrates on some issues, the public is given the impression that these issues are

more important than the others. Thus, the issues presented in the media makes it more

relevant to the public (Agenda Setting Theory, 2014; Griffin, 2012; University of Twente,

24
2003/2004).

This theory is relevant to the study because it became evident for creators to

ensure that their intellectual works are protected not only locally but also on an

international level. The internet has allowed the youth to create and share creative

works, which has allowed unprecedented access to a plethora of commercially

produced materials. The awareness of copyright laws plays an influential part in

successfully, legally, and ethically utilizing these transactions online (Bickham,

Moukalled, & Rich, 2017; WIPO, n.d.). In relation to the theory, the study explores the

limitations and exceptions of copyright law to determine the conditions and exclusive

rights the creators hold in terms of their intellectual works. The way that intellectual

property are being integrated in the senior high school curriculum plays an influential

part in the development of senior high students.

Research Design

The qualitative approach used in this research study is Phenomenology.

Phenomenology is the study of ‘phenomena’: the way humans experience and perceive

things, and the meaning of these things in human experience. The basic purpose of

phenomenology is to describe and synthesize the essence of experiences of a certain

concept or phenomenon from several individuals. A transcendental phenomenological

approach is best suited for this study since it focuses less on the researcher’s

interpretation and more on the description of the participants’ experience (Creswell,

2007; Creswell & Poth, 2018; Moustakas, 1994; Smith, 2013; van Manen, 1990).

This study wants to understand the awareness of intellectual property among

25
senior high school students and how it affects the Philippine education system, local

arts scene, Internet, and society. It also tackled the essence of the relevance of

implementing intellectual property in the curriculum and how academic institutions have

changed their laws and regulations to ensure academic integrity. It also sought expert

opinions regarding how intellectual property can affect education and creative works.

Due to limited time and resources, data will be gathered within Metro Manila only

through interviews. The aim of this research study are dependent on understanding the

themes regarding the experiences of participants.

Sample and Sampling Design

The participants of this research study were the academic administrators, subject area

coordinators, and teachers who are familiar with Intellectual Property. The criteria for

choosing the schools is that they must be a private Catholic educational institution in

Metro Manila. The researchers sent letters and emails to at least 50 Catholic exclusive

schools. Out of the 50 only four schools responded. These were:

1. Integrated School De La Salle University Manila

2. Ateneo de Manila University

3. Saint Pedro Poveda College

4. Saint Anthony School

De La Salle College of Saint Benilde served as the expert institution or the

exemplar that utilizes Intellectual Property. It played an important part in the research

because as an exemplar, its IP proficiency forms the basis for observation and analysis

of data gathered from the participants.

26
 There was a total of seven participants that were interviewed. The eighth came

from the exemplar school.

The first two participants interviewed were from DLSU Manila Integrated School.

Here, the Associate Principal Mr. Rembrandt Santos as well as their Humanities and

Social Science (HUMSS) Coordinator Mr. Dennis Casanes participated in the research.

Next one comes from Ateneo de Manila. Mrs. Socorro Perpetual Escarez is the

current Assistant Principal for Student Affairs and Formation (APSAF) in the Senior

High School.

Participants from Poveda College, on the other hand, were three English

teachers who requested not to be named in the research.

Likewise, the final of the seven participants, the Senior High School Coordinator

at Saint Anthony requested the same.

The Benilde representative was Atty. Ma. Cristina Mallari, an IP associate at the

Intellectual Property Management Center (IPMC), under the Office of the Chancellor.

Research Tools

INTERVIEWS

The data collected through in-depth interviews method fit the aim of the study

because it allowed the interviewees to share their insights on the topic face to face. In

addition, interviewees shared personal experiences about the topics. For this data

gathering method, in-depth interviews were conducted to maximize the data gathering.

It allowed the participants the freedom to respond, while the interviewers still had the

ability to control the direction and explore additional points. The interviews conducted

27
were done in-person and through emails, depending on the availability and preference

of the participants.

Data Gathering Procedures

The data collected were taken from in-depth interviews and make up the entirety

of the qualitative data. These interviews were conducted with academic administrators,

academic coordinators, and teachers in Metro Manila, specifically in Catholic private

schools. The interviews were conducted one-on-one to minimize influence from fellow

interviewees, and to gather specific responses from the interviewees’ experiences and

perspectives. The interviewees were given the freedom to respond to exploratory

questions in any length of time and will also be allowed to go off-topic if it provides

responses related to the research topic. On average, interviews lasted for 30 minutes to

1 hour depending on the length of the participants response. Follow-up questions were

asked based on the flow of the interview. Data gathered among faculty members and

academic administrators focused on the relevance of intellectual property in education

and how it can further be improved. It also tackled how copyright can affect intellectual

works in the local arts scene, Internet, and society.

During the data gathering, the participants signed the consent forms provided by

the researchers. The participants were briefed about the confidentialities and

agreements for the interview and were given a short introduction about the topic and

purpose of the study.

Table 1. Timetable and Budget Report

28
 DATE AGENDA BUDGET

9th June 2019 to 15th June 1. Contact potential

2019 participants.
2. Schedule an
appointment for the
interviews.
3. Prepare consent
forms.

17th June 2019 to 6th July Interviews Food

2019 Transportation
Tokens
Printing

TOTAL PHP 2,000.00

Plans for Data Analysis

The data gathered from the interviews were organized thematically. Common

themes were gathered to understand the relevance of imbedding copyright overview in

the senior high school curriculum through the experiences and insights of the

participants. Interviews from the administrators and/or subject area coordinators were

transcribed, analyzed, and explained briefly. After analyzing the data, it was arranged

into categories and subcategories in accordance to its theme and were presented

through narration and description.

29
 Methodological Limitations

Due to time constraints, interviewing the potential participants was a challenge

since the schedule would have to adjust to the participants’ availability. Getting

permission from various academic institutions was a possible problem due to the

vacation period of faculty members, hectic schedules or having a tedious application

process.

30
 CHAPTER 4

RESULTS AND ANALYSIS

The coverage of this chapter discusses the findings of the data collected from

academic administrators, subject area coordinators, and teachers. This

phenomenological study aims to determine the implementation of intellectual property

rights in the Senior High School curriculum, specifically in selected Catholic Private

schools in Metro Manila. The data was presented by finding common themes and

phenomena from the interviews. Due to Data Privacy Act, some interviewees will remain

anonymous. The researchers mostly interviewed senior high school administrators,

coordinators, and teachers.

In order to have a different perspective from senior high faculty members, the

researchers interviewed Atty. Ma. Cristina Mallari, an IP associate from De La Salle-

College of Saint Benilde’s Intellectual Property Management Center (IPMC), the

college’s IP office under the Chancellor.

Two experts participated in the interviews conducted by the researchers for De

La Salle University (DLSU). Mr. Rembrandt Santos is an Associate Principal for Senior

High School at DLSU Integrated School. While, Mr. Dennis Casanes is a Humanities

and Social Sciences (HUMSS) Coordinator at DLSU Senior High School.

The researchers have also interviewed Mrs. Socorro Perpetual Escarez, the

Assistant Principal for Student Affairs & Formation (APSAF) of Ateneo de Manila

University, Senior High School.

For the anonymous respondents, the researchers interviewed the senior high

31
school teachers from Saint Pedro Poveda College and Saint Anthony School. The

researchers conducted a group interview in Saint Pedro Poveda College that was

composed of three English teachers. The researchers also conducted an interview with

a Senior High School Coordinator at Saint Anthony School.

This chapter’s results and analysis is divided into three categories:

A. Copyrights and Senior High School Students

B. Copyrights and its Impact on Education, Arts, Technology, and Society

C. Catholic Private Schools and Academic Integrity

To answer the first problem of the study, the researchers made a table for this. Included

below is the summarized table of results for the first question.

Table 2. Promotion of Basic copyright laws to Catholic schools with Senior High

Students

Method Yes No Expert

Events 2 institutions 2 institutions 1

Lectures 4 institutions 1

To answer the second problem of the study, the researchers made a table for this.

Included below is the summarized table of results for the second question.

Table 3. Promotion of Basic copyright laws to Catholic schools with Senior High

Students

32
 Method Yes No Expert

TurnitIn 2 institutions 2 institutions

Creative Database 2 institutions 2 institutions 1

To answer the third problem of the study, the researchers made a table for this.

Included below is the summarized table of results for the third question.

Table 4. Promotion of Basic copyright laws to Catholic schools with Senior High

Students

Method Yes No Expert

Handbook 4 institutions 1

Deliberation 2 institutions 2 institutions 1

Licenses 2 institutions 2 institutions 1

De La Salle-College of St. Benilde as the expert in the field uses 6 methods out of the 7

mentioned by the 4 Catholic Senior High Schools based on their interview. They are

events, lectures, handbook, deliberation, creative database and licences. Half of the all

the institutions use all the measures except lectures while the other half do not. All

institutions use lecture method. The licenses method talks of the recognition of Creative

Commons and Royalty Free, which provide the liberty of the user to utilize the author/s’

work. TurnitIn is a platform for teachers and students alike to track uncredited content

for research papers.

Copyrights and Senior High School Students

33
 The participants were first asked to define their own understanding about

intellectual property, copyright law and fair use. Moreover, it was important to determine

how Catholic institutions promote intellectual property rights towards senior high school

students. Under this section are (1) Definition, (2) Awareness, (3) Promotion, and (4)

Problems.

1) Definition

Intellectual property is a broad term which includes copyright, patents,

trademarks, etc. All of them agree that intellectual property protects your own

creative output and that they must ask permission from the author first if they

want to use your work. For Rembrandt, he asserted that ‘whatever output you

produce as a result of creativity and output should only be attributed to you

alone’. With that regard, he mentioned that ‘permission from the owner must be

granted for usage of his/her work’. Mallari stressed that intellectual property is

intangible unlike physical properties like a published paper. She stated that unlike

concrete property, it is unique that it could be purloined, in reference with her

views with intellectual property. To her, it is concrete which allows creative works

to be stolen. For the faculty members of Poveda, it is an output of your own

creation thus making you responsible for that idea or concept.

Copyright grants the creator an exclusive legal right of their creative work.

It protects them from imitation and how it is used by other people. Rembrandt

stressed creators should be respected, protected, and in return can benefit from

its users. Mallari added that ‘copyright is the right to literacy, artistic, and

scientific work’ and encourages all creators to produce an accredited output.

34
 Also, fair use has limitations which means that even if its a copyrighted work, it

can be used for ‘commentary, education, and criticisms’ which means that you

are not committing copyright infringement. She stated that ‘most people thought

that fair use is too broad.’ On the other hand, Poveda teachers, stated that there

is a distinction between IP, copyright, and fair use. To them, copyright is an

actual physical output that only gives authorization to its creator. While, fair use is

an output that anyone can use as long as it’s not for financial benefits.

2) Awareness

In terms of copyright and fair use, Rembrandt stated its awareness will

help senior high students to ‘respect the creator’ and articulated that there was a

‘lack of knowledge of intellectual property’ especially since the students came

from different junior high schools. In addition, it teaches them the value of

honesty. Dennis stressed that students are more conscious to not violate

intellectual property rights in terms of what they create. Therefore, if a certain

idea has already existed, they do not use it. However, there are times that a

creator does not know that their work is vaguely similar from this particular work.

Moreover, copyright changes the students’ mindset and encourages them to be

creative since they know that their work will be recognized internationally.

Furthermore, since DLSU is a research university, it is being stressed to the

students, especially in academic research, that they must not commit academic

dishonesty. They must learn to produce an output that is original and not copied

from someone else’s work.

In terms of protection, Mallari asserted that students are not anymore

35
afraid of their creative works to be stolen because of the copyright law. The law

has very specific guidelines on how they protect your work against copyright

infringement. Also, it equips them to ethically utilize these works. The role of

copyright is to protect individuals from their creations. The limitations, however, is

that an idea is not exclusive if you want it to be exposed. She expressed her

concern that IPOPHL should provide guidelines to the people on how to respect

creations and ideas of others. She also added that copyright exists the moment

of creation as long as it is original while protection exists the moment you create

the work. To her, it is not sufficient and needs to be dated to determine who

made the idea first. For her, this is what copyright law should improve on.

Escarez noted that intellectual property is underrated in the Philippines

although it is very crucial in building academic integrity. She believes that by

understanding and appreciating the laws and policies against plagiarism and

copyright infringement, it can help them be more aware. She also added how it

encourages students to be creative, original, and think outside the box.

In Poveda, they conceded that they are not at that level wherein they feel

protected by intellectual property. They believe that only professionals are

pursuing copyright and they don’t know if their students are doing it. However,

they know that their creative works are original.

The SHS Coordinator from Saint Anthony stated that intellectual property

is very timely since senior high school students do a lot of research and that the

school has three researches which includes the Capstone. Also, the students will

be bound by the laws and will help them be aware of copyright etiquette.

36
 The participants were also asked about how they see the future of

intellectual property in education. For Rembrandt and Dennis, intellectual

property is thriving and very important in education since research is being

encouraged in La Salle. By knowing that there are rights, students will avoid

reproducing an output that is not theirs thus avoiding copycats. Escarez also

stressed that it became so much easier nowadays to spot plagiarism attempts

because of Turnitin.

In addition, Mallari stated that intellectual property is relatively new here in

the Philippines and most who acquire it are companies or entrepreneurs for

leverage. When IPO started to provide knowledge to educational institutions

about how to protect their rights with both students and faculty. She stated that

it’s succeeding so far since the aim of IPOPHL is to be one of the top countries

who file IP. However, since a lot of works are being produced, one of the

problems is there is possible exploitation and commercialization on the part of

the creator, especially from companies or private sectors. The rule in IPOPHL is

to file first and these companies have enough money so they were the ones who

filed it. In effect, the student who really worked hard on the idea was not given

benefits from the IP. Currently, the mission of the IPOPHL is to teach students

how to protect their rights with the help of our government officials and agencies.

Nevertheless, she concluded that intellectual property in education will flourish.

3) Promotion

The lack of promotion about intellectual property posits a problem towards

students. Also, most of the universities and schools does not have a designated

37
subject to cover intellectual property rights or the basic copyright laws and is only

being integrated in research courses.

In DLSU, it is part of the Senior High School curriculum, and lecture. Also,

it is part of K to 12 Curriculum of the Department of Education (DepEd).

According to DepEd, there are four Senior High School (SHS) Tracks namely:

Academic Track, Technical-Vocational-Livelihood (TVL) Track, Arts and Design

Track, and Sports Track. According to Dennis, each strand, for example STEM,

HUMMS, ADT, etc.has a distinct discipline and approach regarding intellectual

property. In addition, DLSU also conducts a university wide seminars, trainings,

workshops, symposiums for students and faculty members. The concepts of

intellectual property rights are embedded in their curriculum in all courses and

teachers always remind the students about it. In DLSU Senior High, students

take their research course for 2 years so the process is long and adequate

guidance is needed. Since all subjects have a research component, it is

impossible for students not be familiarized with the basic concepts of intellectual

property rights protection.

In Benilde, they teach intellectual property rights to give them basic

knowledge and awareness. They are introduced to all kinds of intellectual

property (e.g., copyright, patent, trademark, industrial design and utility model).

Afterwards, they move forward on achieving further protection and to registration.

Currently, the university is planning a Patent Information Search Seminar

wherein the students will have a hands-on experience on how to search how to

search their different works through different platforms online. The workshop also

38
allows students to submit their works to the Intellectual Property Office of the

Philippines (IPOPHL) to determine if their work is patentable and find if

something similar exists. Benilde also provides the faculty members trainings like

commercialization and licensing. The students’ works can also be transferred or

assigned their output to the IP of the college which involves the academic,

advancement and HiFi (Hub of Innovation for Inclusion). Overall, these offices

are ready to help us how to acquire and assign our rights. Generally, what

Benilde IPMC does is to acquire their interest and let them know they have

rights. All you need to do is attend our activities to know more about it and to also

allow them to help you. Mallari shared that most of the students have limited

knowledge about intellectual property which can help them with their thesis,

capstones, or businesses. For example, their office can help students with their

personal endeavours, what needs to be done, what’s lacking, what can be

added. Also, there are some alumni that calls our office to request assistance.

This is how they extend help and build a network by advertising their office

through word of mouth. Moreover, the Office also utilize other channels like

social media, desktops, school computers, flyers, and handouts to familiarize

students about intellectual property. They are planning to produce guidelines

about fair use due to its broad description. It’s not about crediting but asking

permission. There is also a high chance of getting materials online therefore,

they must know the difference between legitimate and illegitimate sources which

is not covered by fair use. They also want to discuss about photocopying of

materials since it's not currently discussed in our current law. Maybe give

39
trainings to the photocopiers and introduce them to the new guidelines and

provide templates to the faculty members about how to use the resources within

Benilde. Furthermore, Benilde does not have a designated subject as stated by

Mallari. Intellectual property is being taught within the subject. For example, SDA

has a subject on brand creation while SMIT has subject about branding and

marketing so the concept of intellectual property is there. Mallari agrees that it is

more helpful if there is a dedicated subject about intellectual property instead of

being just integrated into the subject.

In Ateneo, Escarez stated that the concept of intellectual property is being

promoted through values formation modules, sessions and discussion of laws

and research policy. She also added its importance because it sets the

parameters of what is right and wrong.

However, some schools like Ateneo, Poveda, and Saint Anthony agree

that there is a lack of intellectual property events and was only briefly mentioned

in the first day orientation given to the students and through research courses. In

Saint Anthony, there is, however, an orientation for the research teachers but

there aren’t enough programs, talks, workshops since nowadays copyright and

intellectual property must be given attention.

In Poveda, the teachers have to be blatant on how to use the Internet

properly. Since students are exposed to the Internet, it affects them because they

are exposed to a lot of information. It has been a practice in Poveda that they

remind all grade school students about plagiarism. Thus, once they reach Senior

High, they already have an idea on how to respect intellectual property. Also,

40
 they always discuss about academic integrity to ensure students that they

comprehend IP and learn how to respect creators. IP has always been a part of

the curriculum in Poveda. Moreover, students are taught to always acknowledge

the ideas they get online. There is no specific subject for IP but they familiarize

students through lectures. They are always reminded how to utilize the materials

properly.

4) Problems

In terms of limited knowledge about intellectual property, DLSU Manila

has to determine first the students’ general understanding about intellectual

property rights. Rembrandt mentioned that the problem is rooted in the students

coming from different schools. Escarez, on the other hand, blamed the easy

accessibility of information online.

In Benilde, the challenge of the college is that they do not know if they

comprehend the gist of intellectual property because of how they promote their

activities which is usually pro bono, CSBLIFE accredited, has free snacks. Mallari

stressed that they need to reevaluate, assess and improve their talks. Another

factor that contributes to the problem is they sometimes do not get feedback and

callbacks from the students. In effect, they do not know if it was even successful.

On top of that, Benilde IPMC only consists of four members who manages and

promotes their advocacies. However, there is a lot of platforms where they can

promote their events like television, websites, and portals. By using all means of

communication, the Office can address intellectual property to the students,

associates, and administrators of the college.

41
 Presently, Saint Anthony only informs students through their research

teachers in relation to plagiarism and was only stated briefly in their student

manual. In addition, the lack of knowledge on how use plagiarism software is

worrisome. However, there are teachers who are willing to spend time to just

check the output of students. Since there is no actual promotion in terms of

intellectual property, the participant considered the possibility of addressing this

particular problem in the next years to come. They can start formulating seminars

to the students in order to introduce and make them aware of their rights.

Copyrights and its Impact on Education, Arts, Technology, and Society

The participants were asked about the impact and influence of the copyright law

on the Philippine education system, local arts scene, Internet, and society as a whole.

The participants also provided insights about their worldview in relation to copyrights

and the types of platforms they utilize. These insights are analyzed under two parts: (1)

Intellectual Work and Impact, (2) Existing Platforms and Their Problems.

1) Intellectual Work and Impact

According to Rembrandt, if a renowned artist like Kenneth Cobonpue can

pursue copycats, students are aware that their whatever output they produce is

protected by the law. In addition, it prepares them for tertiary education. Students

are now equipped to produce better research that can help the society.

Mallari stated that Benildean students are very creative and really create

original works. She wished that they would know how to protect or exploit their

works. Escarez also added that by teaching them the value of creativity and

42
originality, it teaches them critical thinking. She added that students can patent

their creative work for protection. The impact of intellectual property in society

can help protect the creative works of marginalized artists. Poveda teachers

stated that intellectual property helps students to be mindful and careful of these

laws. It also helps them to be creative, make something original, and respect

everyone’s rights.

According to the SHS Coordinator from Saint Anthony, by mentioning

intellectual property not only in research subjects but also in different disciplines,

then students will be aware of these rights. In effect, it encourages them to be

creative and create a work that is original which will further develop their creative

skills. Moreover, their awareness about intellectual property rights will prepare

them for college and how to ethically utilize any creative work.

The participants were asked if they are familiar with the term Creative

Commons, Royalty Free, and Public Domain and was asked to recommend

creative commons and royalty free websites for students. However, some of

them were not familiar with the terms and most of them cannot recommend any

websites. To Escarez, the three terms namely Creative Commons, Royalty Free,

and Public Domain are analogous. They are pieces of creative work that are

shareable, buildable, and not subject to intellectual property rights. She

recommends using websites like Google and Pinterest. On the other hand,

Poveda teachers, stated that ‘Creative Commons’ is something available for

everyone to use and is not subject to copyright infringement. As for ‘Public

Domain’, the work was published over 50 years so there is no need to formally

43
cite the source.

According to Rembrandt, his understanding about ‘Royalty Free’ is that ‘it

is your original idea.’ The users are required to pay royalties or license fees every

time they use a particular work. As for ‘Public Domain’, it means that it is open for

everyone and that the rights are no longer exclusive to the creator. He mentioned

his belief in terms of popular pop culture like Disney. While he was growing up he

thought that Disney owns all of their works (e.g., Cinderella, Snow White,

Aladdin) only to find out later on that they no longer hold exclusive rights. After a

certain number of years, their work will belong to the public domain. The same

goes for literature, music, paintings, etc. (e.g., Hans Christian Anderson, Grimm

Brothers, Shakespeare, Beethoven, Leonardo Da Vinci, Vincent van Gogh).

Therefore, anyone can produce any work that belongs in the public domain. To

him, the creator like Disney ‘can get money or profit that is not theirs’ since it is

now ‘Disneyfied’ and ‘no crime is being committed’ in relation to this. Lastly, as

for ‘Creative Commons’, he believes that ‘it is a space that invites creativity

among the people or among the students’ and compared it with the DLSU library

which is called ‘Learning Commons’ which is a communal venue for students to

learn.

Mallari, on the other hand, stated that ‘Creative Commons’ is a way of

crediting someone or a way as to how to use a work. For example, this photo is

my work and I can give license to let others use my work however they have to

credit me. No one should alter the photo. This CC license should follow the

creators instructions. This is a very helpful tool for students. She stressed that it

44
is better to get a CC and know how to use it and it can also be a good practice in

terms of respecting the creator since sometimes you need to get something from

the Internet without violating anything. As for ‘Royalty Free’, you can use freely

use the work without payment as long as you credit the author whenever you

would use it. Lastly, ‘Public Domain’, are materials that have no copyright

because it only lasts for 50 years and after that it is open to the public and does

not require any form of payment. She also added that there are materials that

have been declared as part of the Public Domain from the very start. Mallari

advised students to go to the Library of their schools because sometimes they

offer materials which can be used for their projects that has already been

covered by license. For example, in Benilde we have the WorldCat online library

wherein a portion of the book is only available to its users thus there is no fear of

violations. CC images depends on its license. As for websites, she recommends

Unsplash. The website is dedicated in sharing stock photography. She added

that the platform can be used for beginner photographers as a way of exposing

themselves.

In 2015, the United Nations General Assembly adopted the Sustainable

Development Goals (SDGs) that aims to build a better and sustainable future for

everyone. They address a lot of global challenges we face today which includes

‘poverty, inequality, climate, environmental degradation, prosperity, and peace

and justice’ (“About the Sustainable Development Goals - United Nations

Sustainable Development”, n.d.).

According to Rembrandt, it is a trend nowadays for Catholic schools to

45
produce projects that address the needs of a certain society or sector in society.

As a Catholic university, they encourage students to help and answer the needs

of the society by thinking of an advocacy through their research topics. For

example, in DLSU, they can think of addressing the contaminated water supply in

a certain community like Navotas. He also stated how popular the solar car

project is in DLSU because of the ingenuity of using solar energy rather than

depend on oil, which is costly and expensive pollutant. He also mentioned how

Bo’s Coffee patronize the local farmers’ coffee as opposed to other multinational

brands like Starbucks. In relation to this, an essential aspect is the outreach

programs conducted by the school. By visiting a certain community, they can see

problems related to education, nutrition, and logistics. In effect, the issue is used

as a blueprint and promotes a call for action on the part of the students. Dennis

also added that they encourage students to go to the marginalized areas and

think of a solution to alleviate the condition of the people. He also mentioned that

they have students who present their research papers in an international arena in

front of investors who are willing to invest and finance in their research project.

As a sister school of DLSU, Benilde also encourages students to answer

the needs of a certain community or sector in society. Mallari mentioned an

example of creating a perfume wherein the ingredients will come from indigenous

people. As Rembrandt stated patronize local products.

The SHS Coordinator from Saint Anthony mentioned an example

regarding their school canteen wherein they need to address this particular issue.

The same goes with co-educational classes. The researchers considers if it’s

46
 about time to make the classes in high school coed.

2) Existing Platforms and Their Problems

Most of the schools make use of plagiarism software like Turnitin, which is

an Internet-based plagiarism detection software that aims to identify plagiarism

on documents made by students (Ireland & English, 2011).

DLSU make use Turnitin and they have a maximum threshold of how

much content is copied. Dennis thinks that the university should also monitor the

faculty members, that the professor ensures that students observe intellectual

property rights. Rembrandt also added that there is an intellectual property office.

He expounded on the point by explaining that there is a process that can help

students patent their work so that they can receive rights and avoid their work to

be stolen. They also shared that there is a research ethics committee that keeps

an eye out for senior high students and it is also part of their practical research

etiquette. This office make sure that your work did not violate the ethics and

intellectual property rights. They also have this website, a hub, that shows all the

inventions and their authors. Dennis stated that students feel proud and

motivated when they see their works published in this website. The students are

encouraged to produce something original. He also shared that there is a

worldwide platform used by La Salle that automatically reports how many times

your research was quoted around the world and the author will receive a

payment in return. In addition, he stated that DLSU is one of the research

universities that is part of the Times Higher Education (THE) World University

Rankings because a lot of researchers from all around the world quotes from La

47
 Sallian papers.

Benilde has a website called ‘Stockpile Extraordinary Freesource’ wherein

all the works of the students is presented. The website also features trademarks.

However, they are still working on how to ensure that their works are not

copyright infringement.

Ateneo has an Acceptable Use Policy on the Internet and social media.

Since most of the information in the Internet is not considered accurate, correct

or factual, the faculty members from Saint Anthony School stressed the

importance of validating information through books.

Catholic Private Schools and Academic Integrity

The participants were asked about academic integrity and how can it be better

improved in the senior high department. Most of the participants did not divulge

classified information and only gave an overview in relation to academic integrity. The

participants also gave recommendations for a potential platform that might address the

existing issues regarding intellectual property rights. These section is divided into three

parts: (1) Academic Integrity and Integrity Violations, (2) Academic Integrity and Their

Problems, (3) Recommendations.

1) Academic Integrity and Integrity Violations

One of the most common offenses committed against intellectual property

rights is plagiarism. Some of the most common policies are stated in the schools’

student handbook like automatic expulsion and failure of the course once the act

has been proven. Since they are all a Catholic institution, they are against

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academic integrity violations in general.

Benilde IPMC follows a policy about intellectual property violation. First, a

Benildean can file a written report through our office regarding the violation.

Then, they are asked to give a detailed information about how it happened, its

location, and who are the parties involved. Afterwards, they validate, analyze,

and call their attention. Other than that, they can also contact us through our

website by making a report or filing a complaint. Aside from that, they also

oversee the campus to by asking a substantial report for validation and the office

offers a solution.

The participants were asked about their own definition and importance of

academic integrity. Most of them agree on the statement that ‘honesty is the best

policy.’ Rembrandt stressed that academic integrity affects the process on how

you produce a certain output and they are also inculcated in the senior high

school because ‘honesty is one of the values that is being treasured by the

society’. Dennis echoed that idea by saying there is a difference between the

personal level and the community level. In the personal level, he believes that it

says something about you as a researcher because it reflects your personality. In

the community level, however, it involves bringing the name and reputation of the

school. He posed that a student or faculty member can damage the name of the

school. Escarez acknowledged its importance because it is the bedrock of

education and character formation.

Poveda teachers stated that it is very important to follow the rules, respect

the creators’ ideas, and know the proper etiquette (e.g., citation and

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acknowledging what is not yours).

The SHS Coordinator from Saint Anthony also stated that academic

integrity is about consistency and self-dependence. Since they are a Catholic

institution, it has a really big consequences towards the student and on your

conduct grade in terms of committing any academic dishonesty. The teacher

must learn how to be firm and not be affected by the environment.

In terms of strategies to ensure academic integrity, DLSU make sure that

every research papers submitted undergo Turnitin and by the ethics committee.

The next solution is to conduct seminars, workshops and trainings to all

researchers. Here in DLSU, particularly in the college level, there is a mentor that

will guide you throughout the college journey. Therefore, they believe that by

having the person mentor you for four years will ensure academic integrity in

your work.

On the other hand, Mallari acknowledged that they cannot police

everyone, all students and creators. The student handbook has a provision

stating that they trust their students that in all of their work that they don’t infringe

or violate any right. Once they violate, they will face appropriate sanctions which

is provided in the IP Code. All the policies regarding academic integrity is put in

the De La Salle IP Policy 2018-2021.

In Saint Anthony, they only address consequences of plagiarism by

following the policies stated in their student manual. The participant stated that

once the student was found to copy and paste from the internet without proper

citation, they will suffer and will be forced to rewrite from scratch their written

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 output. They are also reported to the discipline office. Most of the students know

the implications and impact of integrity violations (e.g., failure on conduct grade,

failure on the subject, etc.). In effect, students must review and be content as to

what they have understood about a particular subject. The simple act of heads

turning, eye-to-eye contact, and hand signals will cautioned by their teachers not

to do it again.

2) Academic Integrity and Their Problems

The participants were first asked about their own definition and

understanding about plagiarism and collusion. Most of the participants agree that

plagiarism is when you copy someone else’s work, word for word, copying

someone else’s idea. As for collusion, most of them were not familiar with the

term. Rembrandt thinks that collusion is a manipulation of data, tampering of

data, or distortion of data in order to prove the thesis statement instead of letting

the data speak for itself. Dennis cautioned that while there is nothing wrong with

the act of copying, as long as you cite the sources. He also added that they

encourage students to innovate and create something new from other people’s

ideas and it only becomes a violation if you get their ideas without acknowledging

the source of your inspiration.

The participants emphasized the importance of awareness in relation to

plagiarism towards senior high students. Rembrandt highlighted that by instilling

fear, it teaches them to reevaluate the possible consequences of their actions.

He mentioned an example regarding a graduate from another university

regarding submitting a picture to a contest who won a grand prize. In effect, he

51
was contacted and asked to return the prize money. To him, the point is you

should not steal another person works. He also explained how watermark

applications became relevant today due to the evolution of technology. Dennis

noted that the lack of teachers looking at your work and research mentors

contributes to the problems about plagiarism. This problem can also be

committed by not knowing that they are committing the act. DLSU alleviates

these issues by following steps to ensure that they comprehend academic

integrity. Rembrandt added that if something goes wrong in terms of teaching

academic integrity, then they have already done their part as a teacher and it is

now up to the students. They also mentioned other examples of plagiarism cases

in the Philippines like Pangilinan and Tito Sotto who were accused of plagiarism

because it was reported that they borrowed passages from other speeches. Their

point is that everyone, regardless of one’s power or authority, can be punished

by the law. Dennis stressed that if it happened in La Salle, they will do something

about it to ensure fairness, just treatment, and show how serious plagiarism is.

Anyone can be punished to ensure that integrity is protected. Mallari also stated

that plagiarism is being stressed to the students and they also have a policy

about it. They also subscribe to online platforms to determine how much

percentage you copied from another work.

The same goes in Saint Anthony who ensures that the teachers

emphasize to the students that they can be punished by the school and by the

law. As the Senior High School Coordinator of the school, it is important for

teachers and students alike to understand and comprehend plagiarism. In terms

52
of penalties, the student handbook changes and updates after a certain number

of years due to the addition in Philippine government laws.

In terms of personal experiences, Rembrandt stated that it does not

happen often because his discipline is Theology. On the other hand, Dennis

stated that it mostly happens to assignments. He added that every teacher has

their own style in terms of academic dishonesty. Some of them listen first, talk to

them, question them, and then warn them not to commit it again. However, if the

teacher takes it seriously and sanction them with the aforementioned offense, the

law of the school will protect them and nobody can do anything about it.

In Benilde, formal reports and complaints will be evaluated by the Benilde

IPMC Office. Normally what they do is write to the institution regarding the

violation and they follow the office’s recommendation. Also, most of the time it is

being settled peacefully and inside the school thus avoiding going to the court

immediately. Furthermore, they also have not asked any monetary damages and

such infringements have successfully been stopped.

In Saint Anthony, the participant mentioned about a cheating case that

happened in the previous years. The student was questioned first and verified if

the act was committed. Then, the parents were called for a meeting, informed

them, and showed the test documents. So it was shown how particular items

have the same answers and mistakes. Afterwards, the consequences of their

actions were laid out to the parties involved and their parents. From then on, the

teacher hopes that they no longer commit the mistake again since they have

already been punished. Also, they are cautioned that the rampant dishonesty and

53
corruption will affect our society.

Most of the participants answered that laziness is the common reason for

committing academic dishonesty. For Rembrandt and Dennis, they stated that it

depends on the personality of the student. They want to feel original, to take

credit from someone else, and to be recognized. They also stated it can also be

contributed to not being aware that there is an existing work already. Rembrandt

mentioned a perfect example of a controversy about a sculpture in UP Diliman

which is being dubbed as the ‘Female Oblation.’ He said that while the artist

argued that he did not know, seen, and was influenced by a similar work in

Europe, it got people to express doubt on the artist. To him, the artist fought hard

to build his reputation so there is the question of, ‘Why would the artist ruin his

own reputation if he personally commissioned by the school to do this work?’ For

Mallari, if a particular creation is really good, it is prone to copying. She stated

that Filipinos are very creative and good in terms of innovation. However, they

should know what is right and what is wrong to avoid IP infringement. Escarez,

on the other hand, stated that it’s normally ignorance and quick fix on the part of

the students. Aside from laziness, Poveda teachers also added procrastination,

cramming, and lack of knowledge. They stated that students assume that they

can get away with it. Other than that, students are prone to distraction. According

from the SHS Coordinator in Saint Anthony, aside from forgetting to cite,

students nowadays are mostly in front of their gadgets, in social media, and

online games. In effect, they only commit a short span of their time studying and

cannot really focus properly.

54
3) Recommendations

Based on the conducted interviews, universities and schools have a due

process for all students who commits any academic dishonesty. Rembrandt

stressed the importance of thorough investigation and deliberation towards

students. Rembrandt and Dennis stated that academic integrity should be taught

during their childhood and at home with their families, and in effect, the school

stressed the importance of ‘honesty, integrity, doing what is right.’ Rembrandt

mentioned that in Christian Living (CL), the 12 Lasallian Core Values and Virtues

are being taught to students. He added that this how DLSU ‘develop the sense of

academic integrity in them’ and how integrity is also being applied to their

studies. Moreover, Dennis stressed that integrity should also be a part on the

person’s worldview. Thus it is difficult for a teacher to teach academic integrity if

it’s not being integrated since grade school and junior high school. Escarez

emphasized the importance of teaching students the value of fruition and

achievement through hard work. Poveda teachers also highlighted the

importance of following the rules in the student handbook, talking to the students,

informing them, reminding them, and ask the reasons for doing the act. Thus

allowing them how to resolve the situation.

Mallari stated that the best way to approach the student is through their

chairperson since they have a closer relationship with the students. However,

there are times that students are not aware they are committing IP infringement.

Thus, they are given advice on what to do. In Benilde, first offense is pardonable

but frequent offenses will be sanctioned by the college. She also stressed that

55
the importance of demonstration. If we show what is right and what is wrong,

students will follow.

For the SHS Coordinator from Saint Anthony, orientation is very important

which is normally given in their first day of classes. The content of the student

manual is being reiterated to ensure students that they are aware of future

violations and the consequences of their actions. Also, they are being molded as

Catholic learners.

56
 CHAPTER 5

CONCLUSION AND PROJECT BRIEF

CONCLUSION

Intellectual property (IP) is essential for all young learners and creators and is not

exclusive to senior high students. It protects the rights of every individual and promotes

innovations. The importance of awareness, protection of rights and respect towards

creators encourages and motivates everyone to create something unique. In effect,

once we protect everyone's rights, more innovations can happen. Currently, Philippine

technologies are booming and are being adapted by the government and private

sectors. Therefore, most of the participants believe that it is important to embed

intellectual property in the curriculum especially nowadays that culture of research is

important in academic institutions. Intellectual property is not limited to the protection of

the school but includes the protection of the university or school. Since intellectual

property can be seen everywhere, it is quite important to at least have a basic

knowledge about intellectual property rights. According to Mallari, intellectual property

should expand from basic to commercialization, not only at the moment of creation but

also at the end. Furthermore, it has a big impact and influence on education, arts,

technology, and society. It would also help if intellectual property is being integrated as

early as possible in order to spread awareness to all ages.

PROJECT DESCRIPTION

The project is an online informative and interactive website with illustrations and

57
photographs as possible assets and motion graphics infomercial about the relevance of

intellectual property that seeks to gain its awareness specifically for senior high school

students by providing them with a web platform that can educate them about their rights

as an individual and how it promotes innovations, while the motion graphics infomercial

aims to show students the tips and knowledge through graphics and appropriate level of

vocabulary.

RATIONALE

The Awareness of Senior High School Students about Intellectual Property

Rights was chosen because the researchers want to determine the implementation of

intellectual property rights in selected Catholic private schools in Metro Manila. Based

on the data analysis, universities promotes intellectual property through events like

talks, seminars, trainings, workshops, symposiums to both students and faculty

members. However, some of the schools’ way of promotion is only done through a brief

orientation and research courses.

The project is an online informative and interactive website that aims to expand

and adapt the awareness of intellectual property through appropriate semantics and

motion graphics with content that explains and narrates real-life events. The website

would help users to learn about intellectual property rights and actively engage with the

site.

PROJECT OBJECTIVES

This project seeks to:

58
1. Gain awareness of IP to the students

2. Provide solutions to plagiarism

3. Explain real-life events around plagiarism within their level

COMMUNICATION OBJECTIVES

This project aims to express to:

Gain awareness of IP to the students

a. IP is a legal protection.

b. IP is a form of protection to all academic work.

Provide solutions to plagiarism

a. It is a means to prevent such an act.

b. It is a form of action to acknowledge the originality and individuality of the

author/s.

Explain real-life events around plagiarism within their level

a. Known cases from both local and international will remind the students to

observe integrity.

b. It is a means to prepare them for life outside the academic field.

MARKETING OBJECTIVES

The project will be marketed by:

1. Partnership with Catholic Private Schools within Metro Manila

2. Sharing the website with various academic institutions to disperse to their faculty

members and students

59
 3. Through video streaming ads (YouTube/Vimeo)

4. Promotion in social networking sites

PROJECT BRIEF

Technical Description

The online informative and interactive website will serve as a platform for

students to gain knowledge and awareness about intellectual property. It will contain in-

depth information about intellectual property rights, the rationale, IP related events and

news, the violations, and solutions against IP infringement. It will be a visually-driven

website and will only contains minimal text which will feature graphical and

supplementary images, illustrations, and motion graphics infomercial that will allow the

users to have a better understanding about intellectual property.

The website will be created using the parallax scrolling effect and will use the

one-page navigation jQuery plugin. A preloader will first play featuring illustrations of the

different kinds of intellectual property and a short text about the project. Users will land

at the homepage and on the right side is its navigation menu. The title, ‘Protect Your IP

Rights. Promote Innovations.’ with the play icon button will first grab their attention.

Upon clicking the button, they will be shown a short motion graphics infomercial video

about the project. The aim of the infomercial is to inform senior high school students

about the importance of intellectual property awareness, protection of rights, respect

towards creators, and promoting innovations.

Next, the user will be transported to the about page which will contain

educational videos and texts about the following topics:

60
 ● History of Intellectual Property Rights

● Copyright Basics

● The Impact of Copyright

● Violation of Intellectual Property Rights

● The Future of Intellectual Property

The videos will be an animated graphic design, a motion graphics video that will

be created using Adobe After Effects. It will also be readily available to other social

media accounts of the project.

Next, if they want to know about upcoming intellectual property events happening

around Metro Manila, they can visit the events page. The site will be partnered up by

various Catholic private schools within Metro Manila. It will contain important information

such as schedules, locations, and prices.

To create a more engaging site and encourage discussions, visitors can check

the services page to know what are the different platforms, websites, programs that the

universities and schools offers to its students. In this page, the content will be added by

visitors and will be monitored by the administrators for post moderation. A form will be

provided to allow visitors to add more services offered by academic institutions. It will be

shown in a masonry gallery format, and each service will be given a brief description

and linked. Also, a discussion forum will be provided to allow visitors to post their own

opinions, reviews, or recommendations about intellectual property platforms.

Lastly, visitors can visit the contact page to give their insights, suggestions, and

other concerns about the project. Contact information and social media links will also

included. It will also feature the list of sponsors, partners, and the necessary information

61
about them.

Content Outline

A. Home Page

The home page will feature a brief background about all the pages inside the

website in each section. A short motion graphics infomercial video will also be

featured about the project.

B. About Page

The about page will contain educational videos and texts about different topics

about intellectual property and basic copyright laws wherein users can pick what

62
 topic do they want to learn.

C. Events Page

This page will feature intellectual property related events happening around

Metro Manila. It consists of upcoming events with information about its schedule,

location, ticket prices, other amenities, and contact details.

D. Services Page

This page is an interactive database of all the services (e.g., platforms, websites,

programs) the universities and schools offers to its students. Visitors can add

more services.

E. Reviews

This section will be an interactive forum that would allow users to share their own

opinions, reviews, or recommendations about intellectual property platforms.

F. Contact Page

This page contains the contact information, social media links of the project, and

contact forms for users to submit their suggestions, concerns, and feedback. The

list of sponsors and partners will also be featured.

User, Beneficiary and Market Profile

Target User

A. Demographic:

1. Age: 16 - 25

2. Gender: Male and Female

3. Socioeconomic group: Senior high / College Students

63
 4. Social Class: Class A - C

B. Psychographic Description:

1. Personality: Aspiring, Creative, Educated, Innovative, Enthusiast,

Imaginative, Curious, Conscientious

2. Activities: Wants to improve creativity, patronizes local creators, loves to

participate in various intellectual property related events, loves to share

creative works on social media

C. Behaviour:

1. Interested in learning more about intellectual property, upholds academic

integrity, updated with the latest technology, social media user, shares

creative works in social media, interested in promoting innovations

Target Beneficiary

A. Demographic:

1. Age: 16 and above years old

2. Gender: Male and Female

3. Socioeconomic group: Senior High Students / Academic Administrators,

Coordinators, and Teachers

4. Social Class: Class B - C

B. Psychographic Description:

1. Personality: Aware, Creative, Nationalistic, Respectful, Diverse

2. Activities: Attend a lot of intellectual property events, looking for the latest

updates in Intellectual Property Code of the Philippines, conduct and

64
 attend workshops and seminars, wants to promote innovation

C. Behaviour:

1. Talk a lot about intellectual property, advocates academic integrity, looking

for opportunities to patent their ideas, access the latest news through

social media, looking for platforms to showcase their works

Target Market

Private Senior High Schools around Metro Manila who wants to spread

intellectual property awareness and inspire a community of creative learners.

Sample Users

A. Primary Audience

Clayton Francisco is a 16 year old student in Lourdes School in Quezon

City. He is a student who is aware of intellectual property but does not find it

interesting. Understanding that intellectual property is not the most exciting of

lesson for him, he has long been reprimanded by his teachers from time to time.

He is a good boy, but he feels that he needs to know how intellectual property

works to widen his creativity and also avoid plagiarism. He is always open to

learning and tries to develop his creativity to achieve his greatest potential.

B. Secondary and Tertiary Audience

Alice Montero is a 30 year old art director at a web and design studio. She’s also

a part time professor at De La Salle University in Senior High School. She has

been participating in various intellectual property events locally and has

65
witnessed the development of local intellectual works. She wants to create a

program about intellectual property for senior high school students to ensure that

they understand the value of creativity, protection of rights, and respect towards

creators. She also encourages students to upload their work online. Her job as

an art director also allows her to encourage students to think outside the box.

One day, she would like to see her students present their original creation in front

of international clients.

66
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 APPENDICES

APPENDIX A

Letter of Request

[RECIPIENT NAME]

[RECIPIENT TITLE]

[DATE]

[SCHOOL NAME]

[SCHOOL ADDRESS]

[CITY, ZIP CODE]

To Whom It May Concern:

Subject: Request Letter to Conduct Interview for Thesis

Good day!

We are Miguel Augusto Besa and Kathrina Tacastacas, taking up Multimedia Arts at De
La Salle-College of Saint Benilde. We humbly request permission to gather data at
[SCHOOL NAME] from June 17 to July 6, 2019. Please feel free to select the most
convenient date.

As part of our thesis entitled “Knowledge of Senior High School Students about
Intellectual Property Rights in Selected Catholic Private Schools at Metro Manila”, we
would like to explore the relevance of intellectual property in education, specifically the
copyright law, and how academic institutions ensure academic integrity among senior
high school students. We would like to conduct an interview with the senior high school
department, specifically its administrators and/or subject area coordinators.

The interview will take 30 minutes to 1 hour and would be arranged at a time convenient
to the schedule of the participants (e.g. during break). Participation in the interview is
entirely voluntary. Rest assured that all information will be treated with utmost

77
confidentiality and will be used for academic purposes only. Should you grant us
permission to gather data, we will be providing consent forms for the participants.

This research is a requirement for Multimedia Project 1, which is the first stage of a
three-part thesis course.

Please do not hesitate to contact us if you have any questions or concerns. Reach us
at:

- Miguel Augusto Besa – miguelaugusto.besa@benilde.edu.ph / +63 915 477

6251
- Kathrina Tacastacas – kathrina.tacastacas@benilde.edu.ph / +63 998 558 5319

We would greatly appreciate your approval to conduct this interview. Thank you in
advance for your interest and assistance with this research.

Sincerely yours,

Miguel Augusto Besa

Kathrina Tacastacas

Researchers

Noted by:

Joy Hannah C. Panaligan

Multimedia Project 1 Adviser

De La Salle-College of Saint Benilde

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 APPENDIX B

Consent Form

Research Title: Knowledge of Senior High School Students about Intellectual Property Rights in
Selected Catholic Private Schools at Metro Manila

Consent Form for Interviews

Please read the following statements and sign the form below.

The interview will take 30 minutes to 1 hour. My participation is completely voluntary. I

understand that I will not be paid to participate in this research. I understand that I have
the right to stop the interview at any time. I also have the right not to answer any
questions.

Documentation

I allow the researcher to take notes during the interview. I may also allow the researcher to record
the interview (audio/video).
I may ask to be sent a copy of the interview transcript, and I may correct any factual errors.

Identification
(Check the box of your choice)
❏ I understand that the researcher will not identify me by name in any reports using
information from this interview. I have been guaranteed confidentiality as a participant in this
study.
❏ I allow the researcher to identify me by name in any reports using information from this
interview.

I agree to participate in this research led by Miguel Augusto Besa and Kathrina Tacastacas,
Multimedia Arts student at De La Salle-College of Saint Benilde. The research and the purpose of
this interview have been explained to me. I have been given the opportunity to ask questions about
this research. My questions have been answered satisfactorily.

Name:

Signature:

Date:

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 APPENDIX C

Endorsement Letter

Dear (name of recipient),

De La Salle-College of Saint Benilde prides itself with relevant programs aimed at

developing competencies of students in their chosen field. One of these competencies is
exposure with immersion in the industry, through actual field study.

In connection with the required actual field study of Miguel Besa and Kate Tacastacas,
may I request that your institution entertains their inquiries related to their Capstone
project, “Knowledge of Intellectual Property with Catholic Private Senior High School
students”. The students are currently enrolled in the Multimedia Arts Capstone series,
which involves research, conceptualization, execution, and testing of a socially relevant
multimedia project.

As part of their project, they will be initiating interviews with administrators (i.e. principal,
associate principal for academics and/or subject area coordinators) regarding inclusion
of copyright overview in the curriculum from June 17, 2019 to July 6, 2019.

Please be assured that they will adhere to the ethical standards of human-centered
inquiries. Should you grant them permission to gather data, they will be providing consent
forms for the respondents.

De La Salle-College of Saint Benilde believes that with your help and guidance they will
be given the appropriate industry exposure and information that will help students develop
their confidence and equip them with the necessary skills in their field.

I hope this endorsement merits your favorable attention.

Thank you.

Yours truly,

Joy Hannah C. Panaligan

Capstone Adviser
De La Salle-College of Saint Benilde

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 APPENDIX D

Interview Questionnaire

Interview Procedure

The researchers will contact the potential interviewees if they are available for an

interview. The process in finding potential interviewees was hard for the researchers

since some potential interviewees declined and some did not reply at all.

OUTLINE

For Academic Administrators / Coordinators / Teachers

A. Introduction

- Introduce yourself, make small talk, ask them for their information (name,

age, occupation)

- Ask permission to record the interview

- Reiterate the purpose of the interview and why they were chosen to be

interviewed

QUESTIONS:

- What is your own definition or understanding of ‘intellectual property’?

- What are your thoughts about copyright and fair use?

- In what way can intellectual property affect senior high school students? It

can be in a general or specific sense.

- What kind of intellectual property events do you initiate for your senior

high students (e.g., talks, symposiums, seminars, workshops, etc.)?

- How do you see the future of intellectual property in education?

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B. Copyright and senior high students

- Ask questions about intellectual property, specifically the copyright law,

and its relevance towards senior high school students

- Ask questions about the promotion and problems about intellectual

property rights in academic institutions

QUESTIONS:

- How do you promote intellectual property to senior high school students?

- What are the difficulties/issues in teaching intellectual property rights to

senior high school students?

- How do you address those who violate intellectual property rights? Can

you explain the process of how do you deal with it?

- How do you familiarize senior high students with the basic concepts of

copyright and fair use?

- Do you have a subject designated to cover intellectual property rights or

the basic copyright laws?

- Do you think it's helpful? Why or Why not?

- What do you think are the protection, the limitation and role of copyright in

encouraging creativity to senior high students?

- Do you think it ensures that their intellectual works are protected?

- Do you encourage students to innovate or create from someone

else’s ideas?

C. Copyrights and its impact on education, arts, technology, and society

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 - Ask exploratory questions about the impact and influence of the copyright

law on the local education system, the local arts scene, how it affects the

Internet, and society as a whole

QUESTIONS:

- If intellectual property is implemented in the current curriculum, does the

school have existing programs or platforms to help senior high students be

more aware of intellectual property rights?

- Explain the benefits of these programs or platforms? How can it be

improved?

- If intellectual property encourages senior high students to be creative and

original, how does it prepare them for tertiary education? Does the

institution promote creative works that are local, original, an authentic?

- In general, how does copyright protect the creative works of creators?

- Are you familiar with the term Creative Commons, Royalty Free and Public

Domain? What do you think is the main difference? Can you try to define

it?

- If so, what creative commons and royalty free websites can you

recommend to students (e.g., free photos, videos, audios, music,

etc.)?

- With the rise of the Internet, how do you ensure senior high students to

ethically use online materials?

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 - Since students have unprecedented access to a lot of online

materials, do you think it is helpful for them to know the difference

between legitimate and illegitimate providers?

- Do you think intellectual property promotes the UN Sustainable

Development Goals?

- How does creative work promote a call to action with the needs of

society? For example, when senior high students create their own

works or projects, how does it address the needs of a certain

community or sector in the society?

D. Catholic private schools and academic integrity

- Ask questions about academic integrity and how it can be better improved

in the senior high department

QUESTIONS:

- What is your definition of ‘academic integrity’? Why does it matter?

- What are your worldviews or thoughts about academic integrity and

integrity violations?

- What are the current policies to ensure academic integrity?

- What is your definition or understanding of plagiarism and collusion?

- How can plagiarism be avoided among senior high students?

- What penalties do you implement regarding cheating or plagiarism?

- What are your experiences of academic misconduct like plagiarism,

collusion, copyright infringement and fabrication of data?

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 - If data is available, do senior high students fail to cite sources?

How often does it happen?

- What do you think are the common reasons for committing academic

misconduct?

- If I have concerns or suspect misconduct, what do you think is the best

way to approach the student?

- What do you think is the best way to discuss about academic integrity to

senior high school students that will help them develop their own sense of

academic integrity and accountability?

- What kind of platforms can help senior high students?

- Is it a fundamental problem among students? Will the ideal platform

help with that?

E. Conclusion

- Thank the interviewee for their time and interest

- Get information and contacts for further questions

FINAL QUESTIONS:

- Do you think it is important to embed intellectual property in the senior

high school curriculum?

- Overall, how influential and impactful can intellectual property be on the

education system, local art scene, Internet, and society as a whole?

85
 Part II

Production Documents

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[ ] Web based – Mobile Game [ ] Info Website

[ ] E-Magazine [ ] Social Networking Site

[ ] Web Narrative Animation: : Fiction [ ] Web Feature Animation: : Non-Fiction

[ ] Web Video Narrative: Fiction [ ] Web Video Feature: Non-Fiction

87
[ ] Web Infographic Video: Non-Fiction [ ] Web Video Hypernarrative: Fiction

[ ] Web Graphic Hypernarrative: Fiction [ ] Web Graphic Narrative: Fiction

PROJECT URL

The project is an online informative and interactive website with illustrations and
photographs as possible assets and motion graphics infomercial about the relevance
of intellectual property that seeks to gain its awareness specifically for senior high

PROJECT DESCRIPTION school students by providing them with a web platform that can educate them about
their rights as an individual and how it promotes innovations, while the motion
graphics infomercial aims to show students the tips and knowledge through graphics
and appropriate level of vocabulary.

This project seeks to:

1. Gain awareness of IP to the students

PROJECT OBJECTIVES
2. Provide solutions to plagiarism

3. Explain real-life events around plagiarism within their level

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 Demographic:

1. Age: 16 - 25
2. Gender: Male and Female
3. Socioeconomic group: Senior high / College Students
4. Social Class: Class A - C
Psychographic Description:

1. Personality: Aspiring, Creative, Educated, Innovative, Enthusiast, Imaginative,

Curious, Conscientious
TARGET AUDIENCE
2. Activities: Wants to improve creativity, patronizes local creators, loves to
participate in various intellectual property related events, loves to share
creative works on social media

Behaviour:

1. Interested in learning more about intellectual property, upholds academic

integrity, updated with the latest technology, social media user, shares
creative works in social media, interested in promoting innovations

SITEMAP

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TEXT CONTENT

A. HOME
TITLE: Protect Your IP Rights. Promote Innovations.

Button: Watch Motion Graphics Video

90
 ABOUT COPYRIGHT

Intellectual property (IP) is essential for all young learners and creators and is not exclusive to
senior high students. The importance of awareness, protection of rights and respect towards
creators encourages and motivates everyone to create something unique. In effect, once we
protect everyone’s rights, more innovations can happen and will have a big impact and influence
in the future of IP.

AVOIDING PLAGIARISM

Plagiarism is the act of presenting someone else’s work or ideas as your own. We provide
solutions and violations in terms of plagiarism. By preventing such acts, we acknowledge the
originality and individuality of the creator.

PLATFORMS IDEAS

View the different platforms, websites, programs that the universities and schools offers to its
students. Users can create meaningful interactions by sharing opinions, reviews, or
recommendations.

THE CREATORS

Miguel Augusto Besa

Facebook: https://www.facebook.com/miguelaugusto.besa

YouTube:
https://www.youtube.com/channel/UCEFprAbuLtuLMWC_cYvblHA?view_as=subscriber

Kate Tacastacas

Facebook: http://facebook.com/cathrynnafable

Twitter: http://twitter.com/profilerrynn

Instagram: http://instagram.com/kateafable

VSCO: http://vsco.co/profilerrynn

Tumblr: http://pemberley.co.vu

B. ABOUT

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(this page will contain videos/images and texts)

ABOUT THE PROJECT

The project is an online platform to gain knowledge and awareness about intellectual property. It
is a community where users can share their reviews and recommendations towards the project.
An education platform that informs users about intellectual property, their rights as an individual,
and how it promotes innovations. Lastly, it allows its users to create meaningful interactions by
sharing insights, suggestions, and feedback.

Intellectual Property

Intellectual property is a broad term which includes copyright, patents, trademarks, etc. It
protects your own creative output and that they must ask permission from the author
first if they want to use your work.

Types of Intellectual Property

The term “intellectual property rights” consists of:

a) Copyright and Related Rights;

b) Trademarks and Service Marks;

c) Geographic Indications;

d) Industrial Designs;

e) Patents;

f) Layout-Designs (Topographies) of Integrated Circuits; and

g) Protection of Undisclosed Information (n, TRIPS).

The term "technology transfer agreements" refers to contracts or agreements involving

teh transfer of systematic knowledge of nature for the manufacturer of a product, the
applcation of a process, or rendering of a service including management contracts; and
tranfer, assignment or licensing of all forms of intellectual property rights, including
licensing of computer software except computer software developed for mass market.

Read more about the Intellectual Property Code of the Philippines (Republic Act. No.
8293, as amended)

https://www.ipophil.gov.ph/intellectual-property-code-implementing-rules-and-
regulations/

Understanding Copyright

COPYRIGHT

Work cannot be used, adapted, copied, or published without the creator’s permission.

92
Copyright grants the creator an exclusive legal right of their creative work. It protects
them from imitation and how it is used by other people. There would be repercussions
such as lawsuits and criminal charges if you violate copyright, which is also known as
copyright infringement.

All original works are protected by copyright. These rights normally lasts for a lifetime
and would only expire 50 years after the creators’ death, depending on the copyright
durations.

PUBLIC DOMAIN

Work can be used, adapted, copied, and published completely without permission and
restriction.

Content in the public domain includes all works published prior to 1923, works with
expired copyrights, and creators who place their works in the public domain.

CREATIVE COMMONS

Work may be used without permission, but only under certain circumstances. Creators
set rules for the way their work is used.

THE LICENSES:

● Attribution: You must credit the creator in order to use, copy, or share the

content.

● Non-Commercial: You can’t make a profit from the content.

● No Derivative Works: You can’t change the content.

● Share Alike: You can change the content, but you have to let other people use

your new work with the same license as the original. You can’t treat any Share

Alike work that you adapt as your own copyright, even if you radically change it.

FAIR USE

Work can be used without permission for certain purposes such as commentary,
criticism, news reporting, research, or teaching.

FAIR USE GUIDELINES:

● Use your own material in the content you are creating.

● Give full credit to the creator.
● Do not use copyrighted material for commercial purposes.

Quote: The importance of awareness, protection of rights and respect towards creators
encourages and motivates everyone to create something unique

93
Future of Intellectual Property

Copyright and its Impact

EDUCATION

Benildean students are very creative and really create original works. My wish for
them is that they would know how to protect their works or exploit their works.

– Atty. Ma. Cristina Mallari, De La Salle-College of Saint Benilde

ARTS

By teaching them the value of creativity and originality, intellectual property

teaches them critical thinking. Students can also patent their creative work for
protection. The impact of intellectual property in society can help protect the
creative works of marginalized artists.

– Mrs. Socorro Perpetual Escarez, Ateneo de Manila University

TECHNOLOGY

Benilde has a website called ‘Stockpile Extraordinary Freesource’ wherein all the
works of the students is presented. The website also features trademarks.
However, they are still working on how to ensure that their works are not
copyright infringement.

– Atty. Ma. Cristina Mallari, De La Salle-College of Saint Benilde

SOCIETY

94
 It is a trend nowadays for Catholic schools to produce projects that address the
needs of a certain society or sector in society. By visiting a certain community,
they can see problems related to education, nutrition, and logistics. In effect, the
issue is used as a blueprint and promotes a call for action on the part of the
students.

– Rembrandt Santos and Dennis Casanes, De La Salle University

In effect, once we protect everyone’s rights, more innovations can happen and
will have a big impact and influence in the future of IP.

C. AVOIDING PLAGIARISM
(this page will feature infographics)

PLAGIARISM

The practice of taking someone else’s work or ideas and passing them off as one’s own.

– The Oxford Dictionary

TIPS FOR AVOIDING PLAGIARISM

Cite Sources

It gives proper credit to the original authors and helps reinforce the legitimacy of your
content.

Quotation Marks

One can quote the original source by using the source’s exact words. Just remember to
include quotation marks around the original text and the author.

Rewrite In Your Own Words

Changing a few words will not help you avoid plagiarism. If you want to properly discuss
the author’s idea, it is imperative to rewrite that idea in your own words.

95
 Synthesis

Focus on creating your own perspective rather than simply relying on your sources and
stitching them together. Synthesize all the information to create an original and new idea.

D. COMMUNITY
Licensing Copyrighted Content

License copyrighted content in order to get permission to use it. Visit the following sites to
purchase the rights to use images, video, and other media in your work.

Blog

Share Your Platform & Program Ideas Now!

Your idea might be the key to raise awareness and understanding of intellectual property among
the youth. User’s suggestions will help in the process of building respect for IP and promote more
Filipino innovations.

E. CONTACT
Share your Insights

Your feedback, suggestions, or concerns are greatly appreciated! Please message us and
we will reply as soon as possible.

Connect With Us

Email:

Facebook:

96
SITE WIREFRAMES

97
COMPETITORS ANALYSIS

1 Name World Intellectual Property Organization (WIPO)

URL https://www.wipo.int/about-ip/en/

Competitive This website contains a database of all the IP related content for
advantage designers all over the globe. It provides a real-time and up to date
references and registered inventions, brands and other creative content
that is registered in their respective countries. The databases have
downloadable spreadsheets that provide all the registered brands from all
over the world. We plan to focus on informing the students as a
supplement for their research classes.

2 Name Intellectual Property Office of the Philippines (IPOPHL)

URL https://www.ipophil.gov.ph/

Competitive It is somewhat the same as WIPO, but in a local setting. The content is
advantage catered to the masses (us Filipinos) and provides procedures and
guidelines on how to secure legal protection for IP. They also provide
events and contact information for any inquiries. The students may
contact us via social media for any inquiries for the topic/s concerned.

3 Name Intellectual Property Magazine

URL https://www.intellectualpropertymagazine.com/

Competitive This is an informative magazine for IP rights. It provides trends and

advantage innovations for IP enthusiasts. The content in this website is aligned with
vogue all around the globe. We plan to provide sample violations and
platforms both in a local and international setting to make them better

98
informed about the dangers of plagiarism.

99
DESIGN STUDY

HOME

100
COPYRIGHT

101
FUTURE OF INTELLECTUAL PROPERTY

102
TIPS

103
ADVOCACY

104
 De La Salle–College of Saint Benilde
School of Design and Arts

Multimedia Arts Program

LOCATION SITE SURVEY
PRODUCTION TITLE: STEWARDSHIP SCENE/SEQUENCE NO.: 40 SCENES

LOCATION: TAFT, MALATE MANILA SEE ATTACHED PHOTO/S OF LOCATION

ADDRESS: 950 OCAMPO ST, MALATE, MANILA, 1004 METRO MANILA

CONTACT PERSON/POSITION: N/A TEL. NOS./FAX/E-MAIL: N/A

SCHOOL

105
RENTAL PROCEDURE & RATES

NONE

SPECIAL CONSIDERATIONS/RESTRICTIONS (Fuse box/ circuit breaker load capacity, need to bring genset, etc.)

NONE

LOCATION OF NEAREST “BASE CAMP,” SECURITY POLICE POST, HOSPITAL & COMMUTER’S TERMINAL

NONE

LIGHTING CONDITIONS (Availability of electricity, outlet count, direction of daylight in specific areas)

SDA

Some hallways and corridors are dimmed. Lighting is usually warm.

SET DESIGN & CONSIDERATIONS (Signage to be taken down, on site props that can be used, etc.)

NONE

OTHERS (audio concerns- traffic noises, bell tower, noisy dogs, etc.)

Some ramps are steep for dolly to be used. The dolly has to be carried in such terrain to avoid scratching the tiles and damaging the
device itself.

106
 De La Salle–College of Saint
Benilde
School of Design and Arts

BESA, Miguel Augusto A.

AVP
11536994

Multimedia Project 2 – Production

CONCEPT PAPER

PROJECT TITLE StewardshIP

TOTAL RUNNING TIME 3 Minutes

TOPIC / CLIENT / PRODUCT The purpose of this motion graphics video is to

BACKGROUND inform the audience (SHS students) regarding
intellectual property, and how it is applied and
why it should be followed starting from a
specific age.

AVP OBJECTIVES - Define intellectual property.

- Exemplify major events that have
happened with infringement in the
academic field.
- Explain its relevance and how to
protect one’s work.

107
TARGET AUDIENCE 16-25 years old, Male & Female, Class A-C2

CREATIVE GUIDELINES Not Applicable

CREATIVE TREATMENT There will be voice-over of a female student

from a generic Catholic School. There will be
footage of students and faculty producing
works from different parts of SDA.

KEY MESSAGE Intellectual property is a legal form of protection

against infringement in the academic field both
locally and globally.

SCRIPT/SEQUENCE OUTLINE TYPICAL OUTLINE OF A VIDEO FEATURE

(the project objectives should be translated Estimated Total Running Time: 2 minutes &
55 seconds
in the sequence outline)

I. Opening Billboard or OBB (5 seconds)

 Icon of the project.

 Shows the project name.
 To provide an overview of the
infomercial.

108
II. Introduction (5 seconds)

 Definition of IP
 Classifications and examples around
its school of thought
 Footage of people working.
 To give a brief overview of IP
 To set the ball of the video rolling

III. Significance (10 seconds)

 Relevance and rationale of IP

 Footage of people working.
 To expound why IP is important and its
essence

IV. Violations (10 seconds)

 Provide the violations, the offenses

around it
 Dump footages.
 To provide a glimpse of why they are
wrong and how they could affect
character

V. Key Events (5 seconds)

 Known events of IP and what has

happened in the world
 Stock footage
 To narrate briefly about events and
news about IP in a more concise and
simple way

VI. Solutions (10 seconds or minutes)

 Provide how to follow IP rights and how

the school follows the IP law
 Dolly shots
 To provide a solution to the audience
(the students) how to avoid plagiarism
and its other offenses

109
VII. Conclusion (5 seconds)

 Summary of IP with the overview to the

solutions
 To provide a rundown of the
infomercial.

V. Closing Billboard or CBB (5 seconds)

 Credits of the video and content author

 Acknowledgement of music
 References of events and assets

110
 AV Script

AUDIO/SCENE VIDEO

INTRODUCTION

(Voice-over of a 17-year old

girl)

Intellectual Property is the

ownership of an idea or design
of a person. It is a right of a Montage of artworks and people
person to keep, destroy or working.
reproduce the work. Some
examples of intellectual
property include patents,
copyrights, trademarks,
industrial designs and utility
models.

The words,

SIGNIFICANCE

(Same voice-over) “It is important because it

It is important because it
respects the author. The
designer works so hard just so
that he/she could produce the
accomplishment.
respects the author. The designer
works so hard just so that he/she
could produce the accomplishment.”
And

VIOLATIONS “Intellectual Property is violated

(Same voice-over)
Intellectual Property is
violated when somebody uses the
when somebody uses the same work
without crediting the one who
invented and owned the concept
first. This is what we call
infringement. Infringement means

111
same work without crediting the producing the same work without
one who invented and owned the crediting the one who made it
concept first. This is what we first. When you infringe the work,
call infringement. Infringement you deceive yourself because you
were not the one who possessed it
means producing the same work
first.”
without crediting the one who
made it first. When you
infringe the work, you deceive
yourself because you were not Flash as placeholders.
the one who possessed it first.

SPECIAL FEATURES

(Same voice-over)

One known event of intellectual

property being violated is the
speech of a former trustee in a Stock footage of interview shows
Catholic school in Quezon City. with students entering SDA.
He cited quotes and mentioned
sayings from a famous movie.
The script and the context were
the same, but he did not credit
the quotes.

Another example of plagiarism

is a senator who simply
Stock footage of senate hearing
translated a speech of a late
news appears.
politician in the United
States.

One more example is a local

designer whose furniture was
replicated. He seized the fake Montage of furniture appears.
items upon knowledge of this Placeholder text shows.
act.

112
SOLUTIONS

(Same voice-over)

One way of protecting IP is to

secure legal protection for
your creative works. When you
secure protection, the creative
work you invented first not
only preserves originality and
fidelity of the artist, but
also debars copycats from
illegally reproducing your
work. Once they violate IP, it
is the responsibility of the
wrongdoer to pay for the Footage appears with a dolly going
corresponding damages. Second, around. Placeholder text shows.
always keep an eye for
copycats. If you think that
their work/s are a clone of
yours, it is your
responsibility to report the
damage caused to the proper
authority. Third, always keep a
backup file of your original
creation without its
modifications. This is to
assure yourself and the one who
scrutinizes the copied
paraphernalia that you designed
the idea first.

Lastly, when you find a work

that is exceptionally
innovative, but you feel that
your designs are copycats,
innovate and find inspiration Fade to black. Text appears.
to your inventions/art. Also,
if you feel that the artwork or
product is a clone, you can
always talk to someone, consult

113
the IPOPHL or simply Google it.
CONCLUSION
(Same voice-over)
Intellectual property is a way
for others to respect works
that are original. This is to
ensure that we protect our good
name and ensure honesty.
CLOSING BILLBOARD
114
The words appear, “Intellectual
property is a way for others to
respect works that are original.
This is to ensure that we protect
our good name and ensure
honesty.”.
The following text appears:
Miguel Augusto A. Besa (Motion
Graphic Artist)
(Name of narrator)
(Source/s of assets if not
original)
 Shooting Schedule

PROJECT : StewardshIP

DAY 1 : November 21, 2019

Call Time : 12:00 nn

Venue : SDA

T I M E L O C A T I O N SEQUENCE SHOT REMARK

S
NO. DESCRIPTION

Set SHOOT Street/ Floor/Room

up Building

2:00 2-4pm SDA 8th, 5th, 3rd, 1 Montage Needed

pm 12th more
footage.

DAY 2 : November 22, 2019

Call Time: 03:00 pm

Venue: SDA

T I M E L O C A T I O N SEQUENCE SHOT REMARK

S
NO. DESCRIPTION

Set SHOOT Street/ Floor/Room

up Building

3:00 3-5pm SDA 10th, 9th, 4th 2 Montage Montage

115
pm takes.

116
 Part III

Marketing Documents

117
 DECRYPTING COPYRIGHTS MARKETING PLAN

Research Title: Knowledge of Senior High School Students about Intellectual Property

Rights in Selected Catholic Private Schools at Metro Manila

CHAPTER 1

EXECUTIVE SUMMARY

The Awareness of Senior High School Students about Intellectual Property Rights was chosen
because the researchers want to determine the implementation of intellectual property rights in
selected Catholic Private Schools in Metro Manila. Based on the data analyses, universities
promote intellectual property through events like talks, seminars, trainings, workshops,
symposiums to both students and faculty members. However, some of the schools’ way of
promotion is only done through a brief orientation and research courses. The project is an online
informative and interactive website that aims to expand and adapt the awareness of intellectual
property through appropriate semantics and motion graphics with content that explains and
narrates real-life events. The website would help users to learn about intellectual property rights
and actively engage with the site. The marketing strategy will be partnered with Catholic Private
Schools and will be heavily promoted through social networking sites. The website will also be
dispersed to faculty members and students of academic institutions.

Keywords: intellectual property, copyright, senior high students, educational impact, local arts,
technology, societal impact, catholic private schools, academic integrity

118
 CHAPTER 2

CURRENT MARKETING SITUATION

- Competitive Product Matrix Analysis

Profile of Competitors:

WIPO (World Intellectual Property Organization) and IPOPHL (Intellectual Property Office
of the Philippines) are websites that focus on the policies about intellectual property on an
international level and local level respectively. The website offers detailed information about the
policies implemented and services they offer.

FutureLearn offers a diverse selection of courses from leading universities and cultural
institutions from around the world. It’s purpose is to transform access to education. The courses
are delivered one step at a time, and are easily accessible on mobile, tablet, and desktop to
learn everywhere you go. To make learning an enjoyable and social experience, they offer the
opportunity to discuss what you’re learning with others along the way, which helps the person
make fresh discoveries and form new ideas.

119
Future Living is an interactive, participant-driven project. Over a one-month period, Arte’s
online viewers shared their opinions on futuristic living space projects. Their votes helped craft a
depiction of how the world of the future might look like. Far from overcrowded megacities and
all-out urbanism, this world fosters diversity and reflects our shared desire to take a fresh look at
how and where we live. The project proposed 20 different futuristic habitats and the 5 most
popular living spaces rely predominantly on plant and solar energy.

TED-Ed is TED’s youth and education initiative. Its mission is to spark and celebrate the ideas
of teachers and students around the world. It is an education platform that produce a variety of
original animated videos, provide an international platform for teachers to create their own
interactive lessons, help curious students around the world bring TED to their schools and gain
presentation literacy skills, and celebrate innovative leadership within TED-Ed’s global network
of teachers. TED-Ed Animations creates short animated educational videos that are usually
aimed at children. It is paired with questions and resources and makes up what we refer to as
TED-Ed Lessons. These lessons were created in collaboration with experts, such as educators
and animators.

Pottermore is the official fan website for the Harry Potter series. The website allows fans to be
sorted into their Hogwarts houses, find their magic wands, learn about their Patronus, and so
much more.

- Macro-Environmental Forces (PESTLE analysis)

POLITICAL

The Commission on Higher Education (CHED) was created on May 18, 1994 through
Republic Act No. 7722, or the Higher Education Act of 1994. The vision and mission of CHED
initiates a ‘Philippine higher education system that is locally responsive and globally competitive
and serves as a force for lifelong learning, innovation, and social and cultural transformation’. In
relation to the CHED mandate, the law shall promote affordable quality higher education and
‘take appropriate steps to ensure that education shall be accessible to all’. The law shall also
guarantee to protect academic freedom for the ongoing intellectual growth, the evolution of
learning and research, the improvement of responsible and effective leadership, the endowed
high-level professionals, and the enhancement of historical and cultural heritage (Higher
Education Act, 1994).

ECONOMIC

IP when adhered offers a competitive advantage and opportunity to preserve the rights
of the inventor. It renders the chance to sell the invention/work well and earn from it throughout
the duration of the protection.

SOCIOCULTURAL

Age

120
Gender distribution

Lifestyle attitudes

Cultural norms

Student population

TECHNOLOGICAL

Intellectual property issues

Technological awareness

LEGAL

Fair use, creative commons and royalty free provide such a little chance for IP to be
dismissed. It is still the discretion of the original inventor to allow the borrower to use the
paraphernalia.

121
 CHAPTER 3

ABOUT THE PROJECT

- SWOT

STRENGTHS

The researcher has a keen eye for photography. Ergo, he uses cinematography with his talent
to provide a creative treatment to the project. On the other hand, his partner’s forte is web
design. Her proficiency for coding makes the project effective.

WEAKNESSES

The proponents could not produce the content by themselves, so they source their content from
research and flyers related to IP. Also, the assets rendered have to be shared with each other.

OPPORTUNITIES

It is a chance for the students to observe IP. It makes them aware that they have rights. It is a
skill that they could prepare for tertiary education.

THREATS

The students and teachers who interact with the site may not find it effective. Some of the
possible reasons include outdated content and laziness with the students. Because of this,
students might risk violating the rights.

- 4Ps

PRODUCT

The non-fiction video consists of montage and shots of students producing creative works at
the School of Design and Arts. It explains the essence and discusses IP together with its
violations.

PRICE

It is equivalent to buying a textbook/e-book to maintain the relevance of the content to keep it

up to date.

PROMOTION

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 Users may engage and interact in this website as a reference material for their assignments. It
is also a platform for them to engage in events sanctioned in and out of their campuses.

PLACE

It is a video that is embedded in a Wordpress generated site. It will inform the users of the site
to value IP.

- Unique Selling Proposition

‘Protect Your Rights. Promote Innovations.’

Category Truth: Senior High School students around Metro Manila lack appropriate knowledge
about intellectual property.

Product Truth: Intellectual Property (IP) protects the rights of every individual. Its main purpose
is to encourage the creation of intellectual works. We must learn how to protect the output of
each individual in order to respect the thought process that was done in order to make the work.

Consumer Truth: The importance of awareness, protection of rights and respect towards
creators encourages and motivates everyone to create something unique. We must adhere to
copyright etiquette which is not to imitate, no to fake products, patronize original ones.

123
 CHAPTER 4

AUDIENCE PROFILE/MARKETING PERSONA

A. Target Market

Private Senior High Schools around Metro Manila who wants to spread intellectual property
awareness and inspire a community of creative learners.

Demographic:

Age: 15-70 years old

Gender: Male and Female

Socioeconomic group: Grade 10, Senior High & Freshman College

(Frosh) Students / SHS Academic Administrators, Coordinators, and Teachers

Social Class: Class A - C

Geographical Location: Metro Manila

Psychographic Description:

Personality: Aware, Creative, Nationalistic, Respectful, Diverse

Activities: Attend a lot of intellectual property events, looking for the latest updates in Intellectual
Property Code of the Philippines, conduct and attend workshops and seminars, wants to
promote innovation

Behaviour:

Talk a lot about intellectual property, advocates academic integrity, looking for opportunities to
patent their ideas, access the latest news through social media, looking for platforms to
showcase their works

- Analogous Inspiration

Atty. Anthony Bengzon, an IP lawyer, was a resource speaker that inspired the researcher to
use IP in their thesis. He (the lawyer), was called by the Arts Management of De La Salle-
College of Saint Benilde to host the symposium about IP. Also, Atty. Janice Tejano, the director
of the school’s IP office, is a supporter and made the researcher a protege since he was
attending her talks religiously.

124
WIPO and IPOPHL are the inspiration of the project for the proponent. The content and the
approach motivated the researcher to advocate the protection of creative works of art so that
they can observe the fidelity and originality of the artist.

- Experts

Atty. Ma. Janice Tejano – She is the Director at the De La Salle-College of Saint Benilde’s
Intellectual Property Management Center (IPMC) who assists in the security and order of
creative and research works of the school.

Atty. Ma. Cristina Mallari – She is the Intellectual Property Associate at the

De La Salle-College of Saint Benilde’s Intellectual Property Management Center (IPMC) who

assists in the security and order of creative and research works of the school.

Atty. Anthony Bengzon – He is a lawyer of an IP firm in the Philippines who was a resource
speaker of the Arts Management Department in 2018.

Mr. Rodolfo Saringan – He is a faculty of the Arts Management Program of the school who
teaches marketing. Included in his curriculum is IP.

- Buyer/Audience decision-making Process/Buyer Journey

- User persona

Alice Montero is a 30 year old art director at a web and design studio.

She’s also a part time professor at De La Salle University in Senior High School. She has been
participating in various intellectual property events locally and has witnessed the development of
local intellectual works. She wants to create a program about intellectual property for senior high
school students to ensure that they understand the value of creativity, protection of rights, and
respect towards creators. She also encourages students to upload their work online. Her job as
an art director also allows her to encourage students to think outside the box. One day, she
would like to see her students present their original creation in front of international clients.

- User touch points

Alice is an advocate for intellectual property. She looks into the website,

“Decrypting Copyrights” and watches the supplementary video. She gains interest and
engagement in the website, and then decides to arrange an appointment with Atty. Janice
Tejano, the College’s IP director. She also contacts the proponents through the website and the
social media accounts for a possible project. She engages in a meeting for a collaboration with
IPMC for a seminar with DLSU’s IP office and HiFi (Hub of Innovation for Inclusion) for
sustainable projects with SHS students around DLSP’s partner institutions together with the

125
proteges of the project. In line with WIPO’s theme in the year 2020, “Innovate for a Green
Future”, the DLSP schools and HiFI with the Decrypting Copyrights Proponents, will host a
convention for the theme. Other students may engage with the website to contact, collaborate
and engage with the proponents for possible projects.

CHAPTER 5

OFFLINE AND ONLINE MARKETING STRATEGY (PROMOTIONS)

- Online Promotion

- An online promotion we are proposing is screencapping the post, and winning a free
Decrypting Copyrights magnet/mug.

- Offline Promotion

- An offline promotion we are proposing is free coupons in National Book Store for every P1,000
in Rex Bookstore.

126
 CHAPTER 6

PARTNERSHIP

- Hub of Innovation for Inclusion (HiFi)

HiFi is a branch of the OP in the College of Saint Benilde. It is known for projects and startups that
solve issues in the country. In line with the theme of IP for the year 2020, Decrypting Copyrights
and HiFi can collaborate with the project proponents educating the incubate/s on how to protect
their brand/s.

- Intellectual Property Management Center

IPMC under the Office of the Chancellor regulates and protects works legally. They make sure that
creative works in the school are not plagiarized/infringed. They can collaborate to foster and
advocate originality of art and host events around the school.

- Intellectual Property Office of the Philippines (IPOPHL)

IPOPHL acts as the IPMC in a national setting. They foster creativity and legal protection of works,
both electronic and natural. They can ask the proponents to use the project to educate citizens,
both young and old, guidelines and the school of thought with IP.

FINANCE AND ACCOUNTING

The proponents will supplicate funds from schools (as textbooks/reference fees) to maintain
the relevance and the maintenance of the content. In line with this, the price of the project is
equivalent to buying a reference material whether online or offline. IPOPHL and WIPO will share
the funds to maintain the relevance of the content and the amenities to maintain the longevity of
the project. Below is the budget breakdown of the project.

127
 Budget Breakdown

Payables Budget

Domain & Hosting 1,950.00

Adobe CC Software 1,500.00

Transportation 400.00

Token for Talent 200.00

PROPOSED MARKETING TIMETABLE

- Gantt Chart

- Pre-launch- Launch- Sustaining Activities

Pre-launch

The project is introduced with the IPOPHL, DepEd and CHED for a possible collaboration.
128
The students are introduced with the project in their classes for an educational emphasis on the
essence of IP.

HiFi, IPMC collaborate with these partner institutions for the development and promotion of the
project.

The project is teased with footage and sneak peeks and countdown posts on the social media
accounts.

Launch

The event of the launch of the project will take place in IPOPHL and streamed live at native
educational channels in video streaming websites.

There will be speeches of gratitude with the heads and presidents of the said

129
institutions.

There will be a speech from the proponents of the project.

Cocktails will be served in the event.

Sustaining

The streamed events will be saved in the website and the video streaming channels of the
project.

Content will be updated from time to time with the fees and the subsidies from the partner
organizations.

130
 CHAPTER 7

MARKETING MATERIALS

Digital Print Advertisement

Print Ad

Guerilla Marketing

131
Bus Stop Advertising

Coffee Cup Advertising

132
Tote Bag

REFERENCES:

Philippines. (1994). Republic Act no. 7722: Higher Education Act. Retrieved from
https://www.lawphil.net/statutes/repacts/ra1994/ra_7722_1994.html

133
 Appendices

134
 Appendix A

User Testing Summary

De La Salle–College of Saint Benilde

School of Design and Arts
Multimedia Arts Program

Decrypting Copyrights
An online video non-fiction project used to educate Catholic SHS and Freshmen College
students around NCR about intellectual property Online Video Non-Fiction

135
MMAPRJ3 USER TESTING

April 28, 2020

DEMOGRAPHIC INFORMATION

Audience Type Computer Usage

Catholic SHS Students 10 hrs. wk.

19 30
Freshman College TOTAL
7 (participants) 30

Catholic Grade 10 4

Students

TOTAL (participants) 30

Age Gender

15 4 12
16-17 15 Men 28 Women
18-20 11
TOTAL (participants) 30 TOTAL (participants) 30

Results and Analysis

136
Use this for each item:

Item 1 – Storyline

Number of participants 30
Average 4.31

Findings Recommendations
Will try to consider adding the voice-overs
recorded in PRJ1 for added knowledge.
The students (users) were
somewhat impressed by the flow
and the consistency of the topic.
The message was clear and was
understood.

Item 2 – Presentation

Number of participants 30
Average 4.04

Findings Recommendations
Would fix the color grading and the sound
Feedback is mixed, with regards to technicalities. Would retain the subtitles as
the technical and the post- closed captions (CC).
produced delivery. Nevertheless,
majority of the users appreciated
the cinematics of the video.

Item 3 – User Experience (Main Content)

Number of participants 30
Average 3.85

137
 Findings
A mixed myriad of the users
praised the main content, but the
others feel that the output could be
revised for more improvements.
Recommendations
With regards to the content, it would have
been possible that sound bites of the
interviews in PRJ1 could have been
added to it.

Item 4 – User Experience (Website)

Number of participants 30
Average 4.24

Findings Recommendations
Content may be updated and revised from
Users appreciated the interactive time to time, with supplementary sources.
elements and the fluid animation of
the website. Very few found it less
interactive.

Item 5 – Analysis

Number of participants 30
Average 4.25

Findings Recommendations

138
 Much of the users liked how the It may be possible for the proponents to
project analyzes the scope and the keep the website up to date for the future
key message of intellectual property visitors of the website.

Item 6 – Site Navigability

Number of participants 30
Average 4.27

Findings
Most of the users mostly liked the
animation and the navigation of the
website.
Recommendations
It may make the website an inspiration for
future IP projects with regards to the flow
of the website.

Item 7 – Readability

Number of participants 30
Average 4.47

Findings
Users liked the legibility and the
direct understanding of the content
in the website.
Recommendations
Maintain the legibility and the engagement
of the visitor with the website.

139
 Appendix B

Release Forms of Actors

Release form 1

140
Release form 2

141
 Appendix C

Website Screenshots

Iteration 1

142
143
144
145
Iteration 2

146
147
148
149
150
Iteration 3

151
152
153
154
155
156
157
158