Teaching

Task

AIGC infringement protection

Teaching

Location

Smart Classroom

TeachingSemester

Third semester

Teaching

object

2022Level Knowledge Property Management Major Students

Teaching

credit hours

4hours

Teaching

Content

This section of teaching content is set up“Definition of AIGC Legal Attributes”、“Identification of AIGC Rights Ownership”、“Exploration of AIGC Protection Paths” three main tasks, learning to analyze the legal relationships corresponding to AIGC infringement protection, and learning through simulated court practice how to conduct AIGC infringement evidence presentation, cross-examination, and selection of protection strategies.

Learning situation

Analysis

Theoretical knowledge,studentshave studiedjurisprudence,general principles of civil law,copyright lawand other courses, laying a theoretical foundation for applying theory toAIGC infringement protectionin practice.

In terms of ability application,studentsarenotclearaboutthe content of the IPR positions in enterprises, and their practical skills in legal document preparation,pre-trial preparation, and mock court are weak.

In terms of learning characteristics,students have a strong interest in the legal issues related to the field of network artificial intelligence and are highly proactive in their studies,but their ability to explore and innovate andAIthe analysis of hot cases in the network fieldneeds to be improved with the guidance of teachers.

Teaching

Target

Knowledge Objectives

1.Definition of AIGC Legal Attributes

2.Identification of AIGC Rights Ownership

3Exploration of AIGC Protection Pathways

[Skill Objectives]

1can analyzeAIGCthe legal relationship corresponding to infringement protection

2Learn toAIGCinfringementdispute cases to provide protection strategies for clients

3Evidence and Cross-Examination in Infringement Dispute Cases in an Online Environment

Cultivation Goals

Cultivate the ability to uphold originality, reject plagiarism, and lead cultural innovation through personal example.

2. Improve hands-on skills and creativity, develop a good habit of thinking diligently, and use the knowledge learned to think about and explore the things around you.

3.Being able to appreciate the beauty of traditional Chinese culture enhances national pride, boosts cultural confidence, and fosters a proactive and conscious attitude towards protecting traditional culture.

4 Enhance students' respect for the law, cultivate students' pursuit of excellence in legal professional qualities, respect for the law, and a sense of awe for the law.

★

Teaching

Key point

Understand the connotation of the requirement of "originality" in copyright law for works, and learn to apply the determination of "originality" to works.

★

Teaching

Difficult point

Use the “thought-expression dichotomy” theory to analyze specific issues, determining the scope of copyright protection and objects that are not protected by copyright.

Teaching

Strategy

Teaching methods

Superstar Learning Platform,AIGC tools, AI face-swapping APP

Teaching resources

Legal database of Law Intent Technology, resources from Haokan Video, resources from Tencent Video, litigation materials for network intellectual property dispute cases from XX Law Firm

Teaching and Learning the Law

Task-driven method, situational teaching method, case analysis method, independent inquiry method, cooperative learning method

First class (2 class hours)

Teaching

Preset

Process

Phase One: Pre-class Exploration

Curriculum Design

Teacher activities

Student activities

Design intent

Set up pre-class independent exploration tasks to guide students in finding and using artificial intelligence (AI) creation tools for their work, independently learning aboutAI generation tools' basic principles, and thinking about three main questions related to this lesson to prepare for the course learning.

Platform/Resource:

Super Star Learning Pass,video resources

1 A micro video titled "What is AIGC" is released on the Chaoxing Learning Platform for the course "Internet Intellectual Property Law," with a task to watch the video before class.

Watch videos and complete tasks in the online course.

1.Drive students through tasksto learn independently, exercising their exploration ability, observation ability, and learning ability.

2Determine the main tasks of this module, encourage students to explore independently and engage in practical operations, and truly understand and discover the impact of artificial intelligence on the legal system of intellectual property rights, stimulate students' interest in learning,and providean "immersive"thinkingpremise for learning this part of the content, making knowledge acquisition more "immersive" and "participatory," full of fun and dynamism.

3Through the pre-class test, the students' learning status of the basic knowledge related to this module.

2. Release pre-class independent exploration tasks in the "Internet Intellectual Property Law" course on the Chaoxing Learning Platform:

(1) With“”as the theme,independently find an AIIgeneration tool to perform text-to-text, text-to-image, text-to-video, and other operations,the generated content can take various forms, such as short articles, images, music clips, or short videos, etc...

(2) Understand AIthe basic working principles of the generation tool, and consider the following questions:

a.AIIs generating content considered an act of creating works in the sense of copyright law?

b.AIDo you have the rights to the generated content?

c. AIDoes AI-generated content constitute an infringement of others' rights?

2Conduct pre-class independent exploration,find a tool for AI generation to perform text-to-text, text-to-image, text-to-video operations,and reflect on the three questions reserved by the teacher in the online course based on the process and results of the operations.

Upload your AIgenerated results and thoughts on 3 questions to the learning platform, and share, communicate, and discuss with other students.

3Publish a pre-class quiz to assess students' understanding of the foundational knowledge related to this module.

3Complete the pre-class test task.

Phase TwoIn-Class Learning(90minutes)

Teaching segment

1.Task Import

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10 minutes

Based on the students' exploration results before class, initiate discussions among students, and use classroom 现场 AI tools to stimulate students' interest in learning, simulating customer demands for intellectual property protection generated by AI, leading to the main task question of this lesson.

Platform/Resource:

Superstar Learning Pass,AIGeneration Tool

1Superstar Learning Pass shows the completion status of pre-class tasks, allowing students to introduce AIthe process of using the generation tool and the generated results.

1Fully demonstrate the completion of pre-class tasks. Exchange with each other AIthe generated operation process and basic principles.

By allowing students to demonstrate communication, exercise their language expression and communication skills, and jointly enhance their interest in exploration and learning.

2. Use the results of students' independent exploration before class as an introduction, combined with situational simulation, to give students a stronger sense of "immersion" in learning, stimulate their interest in learning, and naturally lead to the main task of this lesson, clarifying the learning objectives.

2Scenario Simulation: Use AIgeneration tools to let students simulate scenarios.

Simulated customer request: Conduct AIwhether the face-swapping video constitutes copyright infringement on the original video.(Illustration)

2.Conduct a scenario simulation, performing operations on AIface-swapping video and simulating customer demands.

3Introducing three main tasks for this course: (1)Definition of the legal attributes of AIGC (2)Identification of rights ownership of AIGC (3)Exploration of protection paths for AIGC

3Reconsider the three tasks proposed in the online course before class, and raise your own questions to discuss with other classmates.

4.Guide students to form discussion groups and engage in the learning tasks for this lesson.

4Form discussion groups freely and follow the teacher to enter the learning tasks for this lesson.

Teaching segment

2.Task in progress

Main Quest 1：Definition of AIGC Legal Attributes

Link1. Theoretical Review 1

Teaching ContentDesign

Teacher activities

Student activities

Design intent

5

minute

Combinethe content of the first module "Knowing Works" from the professional foundational course "Copyright Law" from last semester, guiding students to review the provisions of China's copyright law regarding the elements of the works that are protected.

Platform/Resource: “Fayi Technology” Legal DatabaseAI Generation Tool

1Guide students to review the content learned in the "Knowing Works" module of the Copyright Law course, revisiting the basic theoretical knowledge: the conditions for recognizing a work.

1Review the basic theoretical knowledge of the criteria for recognizing works with the teacher.

Guide students to review the knowledge points learned in their major foundational courses, incorporating examples and encouraging reflection。

2In conjunction with "gorilla selfies""pig painting"and other examples, reviewthe knowledge of Article 3, Paragraph 1 of the Copyright Law.

2.Considering whether the works protected by copyright law must be "the intellectual achievements of humans."

Link 2.GroupFirst round of discussion

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10minutes

Guide students to discuss and think about the task issues through examples1

Platform/Resource:AIGeneration Tool

Show different AIgeneration tools based onthe same language description conditions generated result examples (text to image),guiding students to analyze and discuss question 1: "Must works protected by copyright law be the intellectual achievements of humans?" and "Can AIgeneration be recognized as human intellectual achievements?", exploring the possibility of copyright protection for AIgenerated works.

Watch different AIexamples of results generated by tools based on the same language description conditions, and discuss the questions raised by the teacher.

Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.

Link2.Theoretical Review2

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10

minute

Review the provisions of copyright law on "originality," and reflect on the definition of originality through the discussion of the originality of internet buzzwords.

Platform/Resource: Chaoxing Learning Pass

1Publish online quick response: Give examples of short titles or trending words that students are familiar with.

Using the case of "A Bite of China" as a guide, organize students to conduct original analysis on short titles or internet buzzwords, and organize students into groups to review the definition of "originality" in the work.

1Participate in the quiz, give examples of familiar short titles (such as "The Besieged City", "The Three-Body Problem", "The Awakening Era") and the latest internet buzzwords (such as“Life should be full ofpassion”“Class flavor””“New quality productivity”“Lying flat”etc.), each group chooses a title or phrase fororiginal analysis.

1. Through online quizzes and hot topics, stimulate students' enthusiasm for thinking and discussion. Combine hot examples to guide students in understanding key theoretical knowledge.

2. Ideological and Political Education in Courses: When discussing hot topics, intentionally select examples with ideological and political elements for originaldiscussion, guiding students towards positive and constructive online thoughts.

Step 2.Group Round Two Discussion

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10minutes

Around the knowledge point of "originality of works"studentsconduct group discussions and think about this taskquestion2.

1Combine“originality”theory to guide students in analyzing and discussing issues2: “Does theA I generated work meet the originality requirements stipulated by copyright law?”

1Discussion on the issue2: "AIDoes the generated work meet the originality requirements stipulated by copyright law?"

Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.

2Guide students to share online, using their own AIgenerated works as examples to analyze whether they possess originality.

2Participate in the online sharing, using your ownAI-generated work as an examplefor originalanalysis.

Link 3:Theoretical Review 3

Teaching ContentDesign

Teacher activities

Student activities

Design intent

30

minute

Lead students to reviewthe basics of copyrightprinciplesthe "idea-expression dichotomy".

Platform/Resource:

Good-looking video resourceshttps://haokan.baidu.com/v?pd=wisenatural&vid=11112721721744844548

CCTV Video Resources:http://tv.cctv.com/2012/12/03/VIDA1354512311612143.shtml

Tencent Video Resources:https://v.qq.com/x/cover/yxy6gf3b0p5zc37/e0017v43c9t.html?ptag=10523

1. Usingthe story of "Literature and the Paintable Bamboo"to explain the basic meaning of the "idea-expression" dichotomy in copyright law.

1.Watch the video "With a Well-Formed Plan,"listen to the teacher's explanation, and review the basic principles of copyright law "Idea-Expression" dichotomy's fundamental meaning.

1.Introduce classic stories to connect knowledge points withstories and programs familiar to students, increasing the fun of learning,while provoking thought, helping students recallthe "thought-expression" dichotomybasic legal principles.

2.Course Ideology: Infiltrating the spirit of the red revolution into students through excellent clips from anti-Japanese war films and television dramas.

3Through brainstormingand discussions of hot cases, improve students' ability to analyze problems using the "thought-expression dichotomy"，stimulate learning enthusiasm, and overcome learning difficulties.

4Course Ideology: Guide students to discuss the Vietnamese imitation of China's "Li Ziqi" case, helping them to establish awareness of copyright and broaden their perspectives, while also building confidence in national culture and understanding the urgency and necessity of protecting traditional national culture.

2. Combination of video materials on the War of Resistance and the "DBIT v. Motorola case", to elaborate on the category of "ideas" that copyright does not protect.

2. Watch comparison videos "The Sword" "Wolf Poison Flower" clips, compare the same elements in the dramas, think: whether similar themed films and TV shows infringe copyright. Listen to the teacher explain the category of "ideas" that copyright does not protect.

Set up a brainstorming session and hot topic discussions to analyze specific issues using the copyright "idea-expression dichotomy" principle, deepening the understanding of this fundamental theoretical knowledge.

Platform/Resource:

Beijing Newsreported "Li Ziqi suspected of being plagiarized by a Vietnamese food blogger, lawyer: the difficulty of protecting rights is relatively high"https://baijiahao.baidu.com/s?id=1670990092197719713&wfr=spider&for=pc

3Let students brainstorm in small groupsonlinefor ideas.

3Ideas in the brainstorming network.Such asshort videos, model ideas, game ideas, AIgenerated ideas, etc., freely discuss whether these ideas can be protected by copyright law.

4. Combining Vietnam's version of China's "Li Ziqi," guide students to discuss whether imitating Li Ziqi's short video shooting creativity constitutes copyright infringement.

4. Online Discussion: (1) Can the pastoral scenes of life filmed by Li Ziqi, the authentic living environment, and the daily labor itself be protected by copyright law?

Does a Vietnamese blogger copying the filming techniques and creativity of Li Ziqi's short videos infringe on Li Ziqi's copyright?

(3) Suggestions for copyright law protection of the traditional Chinese crafts and some intangible cultural heritage reflected in Li Ziqi and her videos.

Link3.Group three-round discussion

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10minutes

Guidance on the basic knowledge of copyright surrounding the "thought-expression dichotomy"studentsto conduct group discussions and reflect on this taskissues3.

Guide students to analyze and discuss issues using the "thought-expression dichotomy" theory3：“AIIs the generated product conceptually similar to or expressively similar to the original training data?”

Regarding the issue3: “AIIs the generated product conceptually similar to or expressively similar to the original training data?”

Combine basic knowledge points, discuss in groups, exchange views, think deeply about problems, immerse yourself in the process of operation, and seek answers.

3. Task completed

Teaching ContentDesign

Teacher activities

Student activities

Design intent

5

minute

In conjunction with the task scenario of this lesson，by reviewing the knowledge points of the foundational courses,usemultiple rounds of discussion to guide studentstodraw their own opinions and conclusions onmain task1.

Combining the theoretical knowledge points reviewed in this lesson, namely the analysis and discussion of the three elements defining a work: "the intellectual achievements of humanity," "originality," and "the dichotomy of expression of ideas," guide students to explore the main task, that isthe legal attributes of AIGC,AIGCwhether it constitutes copyright, and the corresponding reasons。

Follow the teacher, combine the content and discussion of this lesson, and draw your own views and conclusions on the main task of this lesson

Summarize,enhance the ability to apply the law, and evaluate learning, discussionresults, and form your own opinions.

Second class (2 class hours)

Teaching

Preset

Process

Phase One Pre-ClassExploration

Curriculum Design

Teacher activities

Student activities

Design intent

Set up pre-class independent preview and exploration tasks, guiding students to form groups in preparation for course learning.

Platform/Resource:

Superstar Learning Pass,AIGC infringement case materials

1Publish course study materials on the Chaoxing Learning Platform and distribute case materials related to AIGC infringement disputes for this lesson, setting reading tasks.

1. Online course self-study learning materials.

Drive students' autonomous learning through tasks, train students' data collection and information retrieval skills by preparing for debates, encourage divergent thinking, and promote self-exploration.At the same time, let students understand the court proceedings to prepare for role-playing in a simulated court during class.

2. Announce the debate topic in advance (Should rights related to AIGC belong to AI investors or AI users), and determine the participants for the small class debate through student self-recommendation and mutual recommendation.

Guide studentsto thoroughly review relevant materials,and prepare debate materials.

2Understand the debate topic，determine the participants，research for the debate，preparefor the debate.

3.Organize students who do not participate in the debate competition into mock court groups: "Judge" group, "Plaintiff's Attorney" group, "Defendant's Attorney" group,guiding students to prepare for the mock trial activity based on the case materials,role-playing.

3. Grouping, determine your own role, consult materials according to the task arrangement, and prepare for the mock court.

Phase TwoIn-Class Learning(90minutes)

Teaching segment

1.Task in progress

Main Quest 2：AIGCRights Ownership Identification

Link1: Small Debate Competition

Teaching ContentDesign

Teacher activities

Student activities

Design intent

30

minute

Guide studentsto conduct a small debate:Should the rights related to AIGC belong to the AI investors (pro) or the AI users (con)?.

Platform/Resource:Chaoxing Learning Pass

1. Explain the debate topic to the students and guide them in choosing a position: Affirmative (AIGC-related rights should belong to AI investors), Negative (AIGC-related rights should belong to AI users). Count the number of votes supporting the Affirmative/Negative position from the students.

1. Understand the debate topic, follow the teacher's guidance, vote, and choose the affirmative/negative side.

Through small debate competitions, students' information retrieval ability, critical thinking ability, on-the-spot response ability, and language expression ability are exercised.

2. Curriculum Ideology: Guide students to establish awareness of rules, rights, and teamwork through debate competitions.

2. Serve as the chairperson of a small debate competition, presiding over the debate. Control the process of the debate in four stages: "opening statement - attack and defense - free debate - closing statement."

During the process, two votes were held to assess students' support for the debaters' performance.

2. The contestants participate in a debate competition. The other students watch the contestants debate, vote, and express their opinions.

3. Comment on and evaluate the performance of students in the debate competition.

3. Score the performance of students in the debate competition.

4. Summarize and explain the knowledge points related to the copyright ownership issues of AIGC involved in the debate.

4. Listen to the teacher's explanation of the key points.

Main Quest 3：Exploration of AIGC Protection Path

Stage 1: Pre-trial Preparation

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10minutes

Eachlegal teamlearns howto prepare for court hearings, including material preparation and litigation strategy preparation.

1.Teacher/Industry mentor based on the case materials released before class,organizesboth parties' "Intellectual Property Legal Team" to analyze the case,guidingstudents to discuss litigation strategies, including possible defenses that the opposing party/agent may raise, and prepare rebuttals to submit for the online course.

1. Underthe guidance of teachers/industry mentors, conduct case analysis,through group discussions,submit the litigation strategy of this "legal team" for the online course.

1.Allow students to trulyexperience intellectual property legal work and establish a sense of work responsibility.

2.By preparing court materials, improve students' basic legal business quality and familiarize them with practical processes.

2.Teacher/Industry Mentorguidesstudents in preparing court materials and drafting the evidence list.

2.Complete the preparation of materials before the court hearing under the guidance of the teacher/industry mentor, including: (1) the number of the complaint and its copies; (2) the original and copies of the plaintiff's ID card; (3) proof of the litigation agent's identity; (4) submit a power of attorney with clear authorization; (5) evidence materials related to the case, etc., and draft the evidence catalog.

Link2. Mock Court

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10

minute

Mock Court Stage 1: Court Investigation

According to the pre-class grouping, the "Judge" group, "Plaintiff's Agent" group, and "Defendant's Agent" group should take their seats in the mock courtroom trial area, guiding a group of students to conduct a court investigation. (Mock courtroom diagram)

A group of studentssimulates a court investigation. The other students watch the mock trial. They can ask questions to the students in the simulation.

1.Help students gain an intuitive understanding of the court trial process through situational simulation, learn how to conduct court investigations, and master courtroom skills.

2. Course Ideology:By simulating court trials in a solemn courtroom, enhance students' reverence for the law and cultivate a legal awareness that respects and fears the law.

10 minutes

Mock Court Stage 2: Evidence Presentation and Cross-Examination

Organizethe second groupof students to conduct a courtroom evidence examination simulation.

Based on the students' simulation situation, explain the key points of evidence collection in cases, and demonstrate the important evidence collection methods for copyright infringement cases—steps for obtaining a timestamp authentication certificate.

The second group of students conducts a courtroom testimony simulation. The other students watch the trial simulation.

Listen to the teacher's explanation and learn the evidence collection method for timestamp authentication on rights protection television.

1. Master the skills of presenting and challenging evidence through scenario simulation and practical operation, and understand the important significance of evidence in litigation. Keep up with the latest methods of internet evidence collection.

2. Curriculum Ideology: Deepen students' understanding of intelligent justice, strengthen evidence awareness, and fully understand the judicial ruling purpose of "based on facts, guided by law”, and cultivate a spirit of seeking truth from facts.

10 minutes

Mock Court Stage 3: Court Debate

Organizethe third groupof students to conduct acourtdebate simulation.

SummaryTechniques and key points of courtroom debate.Comments on students' performance.

The third group of students is conducting a courtroom debate simulation.

The students participating in the debate competition summarize the differences between courtroom debates and real debates,listening to the teacher'ssummary.

Through scenario simulation, students can enhance their legal practice skills, master courtroom techniques, and cultivate critical thinking.

10 minutes

Mock Court Stage 4: Deliberation and Trial

Organize the "Judge Group" students to review and adjudicate the case.

The "judge group" students conduct discussions and trials on the case, elaborating on their reasons for judgment.

Cultivate students' critical thinking skills and language expression abilities.

2. Task completed

Teaching ContentDesign

Teacher activities

Student activities

Design intent

10

minute

Summarize the practical training course, guide group peer evaluations.

Platform/Resource:Chaoxing Learning Pass

1. Summarize the overall court trial process and provide a summary and explanation of the knowledge points related to AIGC infringement protection issues.

1.Listen to the teacherreview and explanation.

Combinetheory withpractice, apply the knowledge learned to handle practical issues, and at the same timeuse feedback from practice to strengthen theoretical learning, while guiding students to reflect on their shortcomings through comments and peer evaluations, and to summarize and improve.

2.Evaluated by industry mentors and guidedthe groupin self-assessment andpeer assessment, and provide feedback on thestudents' performance in the training class.

2. Listen to the teacher's comments.Conduct group self-assessment and peer assessment.

Third StageClassPost-Expansion

Teaching ContentDesign

Teacher activities

Student activities

Design intent

Students, in groups, will design a set of intellectual property legal service products addressing the legal demands of clients involved in this course on AIGC, including an intellectual property risk prevention legal plan (including but not limited to contract review, risk alerts, and regulation) as well as litigation strategies for infringement cases.Platform/Resources:Chaoxing Learning Pass,videos of legal service product competitions held by law firmsmaterials.

Provide appropriate guidance and assistance when students design intellectual property legal service products.

Internaldivision of labor and cooperation，to completeAIGC client intellectual property legal service products, and to draftcopyright risk prevention legal plans andcorrespondinglitigation strategy drafting。

It is possible to think divergently and innovate other forms of intellectual property legal services.

1.Let studentsdesign,improvecopyright legal service products, refine their service content, and enhance their legal practice skills.Understandthe importance ofonline intellectual propertylegal services.

2. Curriculum Ideology: Cultivate students' pursuit of excellence in legal professional qualities, stimulate students' competitive awareness of striving for progress, and develop students' admirable qualities of learning from the virtuous.At the same time, enhance team collaboration awareness, cultivate rigorous and serious legal professional qualities, and instill a sense of legal professional responsibility for maximizing the interests of the parties involved.

The intellectual property legal service plan for students serves as a value-added evaluation point for teacher evaluations, industry mentor evaluations, and peer evaluations among students.(See Appendix 1 of this lesson plan for scoring details).

Submit and present your group'sintellectual property legal service plan, and conduct mutual evaluation according to the scoring criteria.

TeachingEffectand Reflection

Teaching effectiveness:

This course section is task-driven, focusing on case handling, allowing students to simulate courtroom processes, helping them establish intellectual property legal thinking and master legal practice methods and skills. Students show high enthusiasm for learning and practical abilities in handling real cases. They form "legal teams" to take on roles, developing a sense of professional responsibility, demonstrating high initiative in task completion, good teamwork, proactive problem exploration, and a strong sense of achievement in learning, resulting in effective training outcomes in the mock court.

Teaching Reflection:

Some students' summaries of what they learned in class and during practical training are superficial and require targeted guidance and strict requirements from the teacher.

Group

Product design completion status

(20minutes)

litigation strategy

(30 minutes)

Non-litigation legal solutions

(30 minutes)

Design display situation

(10 minutes)

Team division of labor and cooperation situation

(10 minutes)

Additional

(10 minutes)

Present a completeintellectual propertylegal service product design plan(10-20points)

Case analysis is clear（1-10points）

Close business contact with clients，strongly targeted（1-5 points）

Clear logical thinking and fluent language expression（7 points）

The division of labor in the team is reasonable and clear，so that no individual student bears the main workload，while other students have very little work（1-5 points）

Novelty, creativity, divergent thinking, and innovative measures (1-5 points)

Failed to complete the full design，missing litigation or non-litigation parts（1-10 points）

Accurate application of law（1-5points）

Intellectual PropertyLegal Risk Considerations(1-10points)

PPTProductioncanwell match the product introductionrequirements. (3 points)

Teamwork is smooth，team members are proactive in completing tasks，and cooperate well。（1-5 points）

Overall reflects a high level of legal professional quality (1-5 points)

Evidence collection is necessary、feasible、comprehensive（1-10points）

The legal basis is accurate, and the application of the law is reasonable (1-10 points)

Clarify the main matters that the client needs to cooperate on，understand the main work of the legal department/agent (1-5 points）

Feasibility，without causing the customer to incur high costs（1-5 points）