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Creative Commons Attribution Licenses – Page 6 of 6
Different adopters will desire to use materials in different ways. 
Identify which licenses will satisfy each of the following adopters. 
Place a two letter item in a blank space.  Some items will not use all four spaces. 
I don’t mind if I am restricted from commercial endeavors.  I don’t want to have others 
pressuring me into changing another author’s works. 
_____ - _____ - _____ - _____ 
_____ - _____ - _____ - _____ 
I like being able to change the original author’s works to suit my needs.  Other restrictions don’t 
bother me. 
_____ - _____ - _____ - _____ 
_____ - _____ - _____ - _____ 
_____ - _____ - _____ - _____ 
_____ - _____ - _____ - _____ 
I like being able to change the original author’s works to suit my needs.  I don’t want any 
commercial use restrictions. 
_____ - _____ - _____ - _____ 
_____ - _____ - _____ - _____ 
I want the greatest flexibility in using another author’s materials. 
_____ - _____ - _____ - _____ 
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Appendix J 
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TheTestJournal
Vol.0(2007),pp.1–22
c⃝TheAuthor
ISSNXXX-XXXX-XXXX
TheTitleofaManuscript
JohnC.Doe
DepartmentofPsychology
CaledoniaStateUniversity
Thisistheabstractofthearticle.Thisistheabstractofthearticle.Thisistheabstractofthe
article.Thisistheabstractofthearticle.Thisistheabstractofthearticle.Thisistheabstract
ofthearticle.Thisistheabstractofthearticle. Thisistheabstractofthearticle.Thisisthe
abstractofthearticle.Thisistheabstractofthearticle.Thisistheabstractofthearticle.
Thearticlestartshere. Thisistheparagraphthatexplains
thebackgroundandposestheresearchquestion. Thearti-
clestartshere. Thisistheparagraphthatexplainstheback-
groundandposestheresearchquestion. Thearticlestarts
here.Thisistheparagraphthatexplainsthebackgroundand
poses theresearchquestion. . Thearticlestartshere. . This
istheparagraphthatexplainsthebackgroundandposesthe
researchquestion.
This isanotherparagraph, muchlikethe previous one.
Thisparagraphexplainsthemechanismunderlyingthephe-
nomenonofinterest. Thisisanotherparagraph,muchlike
thepreviousone. Thisparagraphexplainsthemechanism
underlyingthephenomenonofinterest.Thisisanotherpara-
graph,muchlikethepreviousone. Thisparagraphexplains
themechanismunderlyingthephenomenonofinterest. his
isanotherparagraph,muchlikethepreviousone.Thispara-
graphexplainsthemechanismunderlyingthephenomenon
ofinterest.Thisisanotherparagraph,muchliketheprevious
one. Thisparagraphexplainsthemechanismunderlyingthe
phenomenonofinterest.
This isanotherparagraph, muchlikethe previous one.
Thisparagraphexplainsthemechanismunderlyingthephe-
nomenonofinterest. Thisisanotherparagraph,muchlike
thepreviousone. Thisparagraphexplainsthemechanism
underlyingthephenomenonofinterest.Thisisanotherpara-
graph,muchlikethepreviousone. Thisparagraphexplains
themechanismunderlyingthephenomenonofinterest.This
isanotherparagraph,muchlikethepreviousone.Thispara-
graphexplainsthemechanismunderlyingthephenomenon
ofinterest.Thisisanotherparagraph,muchliketheprevious
one. Thisparagraphexplainsthemechanismunderlyingthe
phenomenonofinterest.
This isanotherparagraph, muchlikethe previous one.
Thisparagraphexplainsthemechanismunderlyingthephe-
nomenonofinterest. Thisisanotherparagraph,muchlike
thepreviousone. Thisparagraphexplainsthemechanism
underlyingthephenomenonofinterest.Thisisanotherpara-
graph,muchlikethepreviousone. Thisparagraphexplains
themechanismunderlyingthephenomenonofinterest. his
Authornotes,acknowledgements,contactinformationgohere
...
isanotherparagraph,muchlikethepreviousone.Thispara-
graphexplainsthemechanismunderlyingthephenomenon
ofinterest.Thisisanotherparagraph,muchliketheprevious
one. Thisparagraphexplainsthemechanismunderlyingthe
phenomenonofinterest.
Method
Thisparagraphdescribestheenvironmentinwhichpartic-
ipantsundertookthetreatment.Thisparagraphdescribesthe
environmentinwhichparticipantsundertookthetreatment.
Thisparagraphdescribestheenvironmentinwhichpartici-
pantsundertookthetreatment.
Participants
Thisparagraphtellshowmanyparticipantswereinvolved,
whattheirpertinentdemographicswere,andhowmanywere
ineachgroup. Thisparagraphtellshowmanyparticipants
wereinvolved,whattheirpertinentdemographicswere,and
howmanywereineachgroup. This s paragraphtells how
manyparticipantswereinvolved,whattheirpertinentdemo-
graphicswere,andhowmanywereineachgroup.
Procedure
Thisparagraphexplainswhattheresearchersdidtothe
participants intheexperimentalandcontrol groups. . This
paragraphexplainswhattheresearchersdidtothepartici-
pantsintheexperimentalandcontrolgroups.Thisparagraph
explainswhattheresearchersdidtotheparticipantsintheex-
perimentalandcontrolgroups.Thisparagraphexplainswhat
theresearchersdidtotheparticipantsintheexperimentaland
controlgroups.Thisparagraphexplainswhattheresearchers
didtotheparticipantsintheexperimentalandcontrolgroups.
Thisparagraphexplainswhattheresearchersdidtothepar-
ticipantsintheexperimentalandcontrolgroups. Thispara-
graphexplainswhattheresearchersdidtotheparticipants
intheexperimentalandcontrolgroups. Thisparagraphex-
plainswhattheresearchersdidtotheparticipantsintheex-
perimentalandcontrolgroups.Thisparagraphexplainswhat
theresearchersdidtotheparticipantsintheexperimentaland
controlgroups.Thisparagraphexplainswhattheresearchers
didtotheparticipantsintheexperimentalandcontrolgroups.
1
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2
JOHNC.DOE
Thisparagraphexplainswhattheresearchersdidtothepar-
ticipantsintheexperimentalandcontrolgroups.
Results
Intheresultssection, the effectofthetreatmentisde-
scribed,thesizeoftheeffectisreported,andtheresultsof
statisticaltestsarepresented.Intheresultssection,theeffect
ofthetreatmentisdescribed,thesizeoftheeffectisreported,
andtheresultsofstatisticaltestsarepresented.Intheresults
section,theeffectofthetreatmentisdescribed,thesizeof
theeffectisreported,andtheresultsofstatisticaltestsare
presented.Intheresultssection,theeffectofthetreatmentis
described,thesizeoftheeffectisreported,andtheresultsof
statisticaltestsarepresented.Intheresultssection,theeffect
ofthetreatmentisdescribed,thesizeoftheeffectisreported,
andtheresultsofstatisticaltestsarepresented.
Intheresultssection, the effectofthetreatmentisde-
scribed,thesizeoftheeffectisreported,andtheresultsof
statisticaltestsarepresented.Intheresultssection,theeffect
ofthetreatmentisdescribed,thesizeoftheeffectisreported,
andtheresultsofstatisticaltestsarepresented.Intheresults
section,theeffectofthetreatmentisdescribed,thesizeof
theeffectisreported,andtheresultsofstatisticaltestsare
presented.Intheresultssection,theeffectofthetreatmentis
described,thesizeoftheeffectisreported,andtheresultsof
statisticaltestsarepresented.Intheresultssection,theeffect
ofthetreatmentisdescribed,thesizeoftheeffectisreported,
andtheresultsofstatisticaltestsarepresented.
Discussion
Inthediscussionsection,theauthorsstatetheirconclu-
sionsandsuggestareasforfurtherresearch.Inthediscussion
section,theauthorsstatetheirconclusionsandsuggestareas
forfurtherresearch. Inthediscussionsection, , theauthors
statetheirconclusionsandsuggestareasforfurtherresearch.
Inthediscussionsection,theauthorsstatetheirconclusions
andsuggestareasforfurtherresearch.Inthediscussionsec-
tion, the authorsstatetheirconclusions and d suggestareas
forfurtherresearch. Inthediscussionsection,theauthors
statetheirconclusionsandsuggestareasforfurtherresearch.
Inthediscussionsection,theauthorsstatetheirconclusions
andsuggestareasforfurtherresearch.Inthediscussionsec-
tion,theauthorsstatetheirconclusionsandsuggestareasfor
furtherresearch. Inthediscussionsection,theauthorsstate
theirconclusionsandsuggestareasforfurtherresearch. In
thediscussionsection,theauthorsstatetheirconclusionsand
suggestareasforfurtherresearch.
Inthediscussionsection,theauthorsstatetheirconclu-
sionsandsuggestareasforfurtherresearch.Inthediscussion
section,theauthorsstatetheirconclusionsandsuggestareas
forfurtherresearch. Inthediscussionsection,theauthors
statetheirconclusionsandsuggestareasforfurtherresearch.
Inthediscussionsection,theauthorsstatetheirconclusions
andsuggestareasforfurtherresearch.Inthediscussionsec-
tion, the authorsstatetheirconclusions andsuggestareas
forfurtherresearch. Inthediscussionsection,theauthors
statetheirconclusionsandsuggestareasforfurtherresearch.
Inthediscussionsection,theauthorsstatetheirconclusions
andsuggestareasforfurtherresearch.Inthediscussionsec-
tion,theauthorsstatetheirconclusionsandsuggestareasfor
furtherresearch. Inthediscussionsection,theauthorsstate
theirconclusionsandsuggestareasforfurtherresearch. In
thediscussionsection,theauthorsstatetheirconclusionsand
suggestareasforfurtherresearch.
References
Doe,J.C.(2002). Issuesofstyleandindentationinpsy-
chologicaljournalmanuscripts. JournalofEditorial Psy-
chology,42,113-125.
Doe,J.B.(2003). Issuesofstyleandpunctuationinac-
countingjournalmanuscripts. JournalofEditorialPsychol-
ogy,43,225-237.
Doe,J.B., &Doe, J.C.(2004). . Issuesofstyleandus-
ageinhistoricaljournalmanuscripts. JournalofEditorial
Psychology,44,44-56.
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Appendix K
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Orange Grove Texts Plus Sign-Off
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Appendix L 
The following account is a synopsis of a description by Dr. Steve Acker, Research Director of 
eTextOhio/Digital Bookshelf, of the Ohio Digital Bookshelf
project from a webinar produced by 
the FIPSE Open Textbooks project (Grant # P116Y090040 for 2009-2011) on November 9, 
2010. 
The Centrally Organized Approach 
With the goal of producing 230,000 new graduates in the next 10 years and earning a good return 
on the investment that will require, Ohio has incorporated into its higher education strategic plan 
three strategies that, together, are intended to reduce costs for students while improving 
learning outcomes: 
1. Work with traditional commercial publishers to reduce costs 
2. Engage open educational resources 
3. Introduce personal learning environments 
Textbook affordability is a key part of reducing costs. The textbook is associated with improved 
learning outcomes as well, in that it provides students with academic preparation and 
engagement necessary for enrollment, retention, and graduation of those students. To these 
ends, Ohio has embarked on the Ohio Digital Bookshelf project. 
Since autumn of 2010, the state has been negotiating with traditional commercial publishers to 
bring prices down in the short term. The majority of the market for educational materials is with 
these publishers and a small increment of change can produce a substantial impact. The course 
with the greatest enrollment among the state’s 66 colleges and universities is introductory 
psychology with 70,000 students each year. The project found a way to offer students a digital 
version of a textbook selected by the faculty member. Their survey identified the 23 popular 
introductory psychology textbooks that were offered by the five publishers Cengage, McGraw-
Hill, Worth, Wiley, and Pearson. They all agreed to allow the project to promote a digital version 
of their textbook at a price up to 70% off the list price of the new print edition. In return, the 
project offered a Digital Pioneers Workshop for faculty new to digital materials and a link directly 
from the syllabus in which the text was being used to the text through the digital bookshelf. This 
effort reached 49,564 students in 23 participating institutions during the first semester of its 
implementation.  
Ohio has initiated two programs that support open educational resources, the Faculty Innovator 
Program and the Textbook Affordability Grants. The Faculty Innovator Award Program is 
entering its third year with an annual allocation of $10,000. Each of the awards is approximately 
$1,000, but the recognition is the main driver of the program. Award winners come to Columbus, 
the state capital, to attend a reception and meal with the Chancellor, receive the award in a 
ceremony that receives considerable press coverage, and are recognized on the state website 
as faculty who have made real contributions to Ohio students and the affordability of their 
education. Carl Stitz and Jeff Zeager were among those awarded the prize in 2010 for their 
College Algebra open textbook. The efficiency of the Faculty Innovator Program lies in the fact 
that it rewards completed activity.  
The other program, the Textbook Affordability Grants, funds projects from very near the start. 
The program was designed to fund five projects with about $50,000 each, but only four have 
been selected for funding as of this writing. Teams of at least 15 faculty representing at least 
three independent campuses develop, build, and package a complete set of learning materials 
for a course with high quality content. For each program, the statewide learning objectives of the 
course were defined in Ohio’s Transfer Assistance Guidelines (TAG). Funds are released at 
three different times in the production cycle: $20,000 at the start, $15,000 after the first iteration 
has been reviewed by students, and after revisions have been made, the materials tested in 
classes and revised again and the course is offered for the third time, the final $15,000 is 
released. There is no cost to Ohio students for using these materials. 
A particular challenge has been the development of awareness among faculty across the Ohio 
campuses of the availability of these materials and the encouragement of their use. The 
remaining $50,000 for the program that was not funded will be used to develop that awareness 
and promote the use of the materials with workshops and materials.  
The return on investment for replacing traditional textbooks with the new materials is already 
positive with only 23 campuses participating. The cost of replacement was calculated by 
multiplying the cost of the new text by the number of students taking the course by 0.4 because 
students have several less expensive ways to obtain the material besides buying a new 
textbook. As usage increases, the return is expected to be quite significant.   
In three to four years, students will go to the bookshelf for modularly organized material suited 
to their characteristics, the personal learning environment. Building learning objects around 
learning objectives that are common to the course taught on different campuses to different 
student groups, a framework can be assembled that allows for the accommodation of different 
learning preferences, cultural contexts, and readiness levels. 
Tragedy of the Commons 
Publishers raise prices every year because they have to capture revenue from a reduced 
number of students who buy new books. Bookstores, which typically earn more money on the 
used cycle than the new books, promotes used over new, further reducing the revenue flowing 
to the publisher. Students try to find the lowest cost resource that they can use for most 
courses. So, by all acting in their own self interest, these players all contribute to the rising cost 
of textbooks. 
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