Computer Ethics Example

Computer Ethics Example Computer Ethics – Article Example The article is â€Å" Is it Moral to make Software Copies for My Friends? â€Å" written by Bernard Gert. In this article, Gert uses the philosophy of Kantian Ethics to argue the immorality of making software copies for one’s friends. The author presented his points based on the idea that morality is not based on motives which is a good premise. If that is the case, then people can commit any crime by justifying that their motive was good. If one were to use Utilitarian Theory, making pirated software is practical for it benefits many people especially those who cannot afford to buy original software. Many groups have already denounced such law for it is unjust since Microsoft makes so much profit from software licenses but the issue is not profitability, it is ethics. Therefore, the author is assert that violating a morally accepted law ( such as copyright law) though it seems unjust, is not a reason to violate any law . If people start violating such law, then it would be a precedent and cause disorder.Another good argument is that one does not need to violate morally accepted laws just because it benefits people. Law is imposed so that there is discipline and order. In fact, even if the law explicitly bans or condemns illegally copying of software, many people still commit such acts. What more if there is no law at all? In addition to this, the illegal copying of software affects not only individuals but big companies as well. A business is usually established mainly for profitability ; thus, business would be affected if piracy is tolerated. In the same manner, a morally rational person would give credit to intellectual property of another person.Sources:Gert, Bernard. â€Å" Is it Moral to Make Copies of Software for My Friends?† ( Chapter 12) Computer Ethics and the Internet. p.530-532.

Qu son las visas no inmigrantes y su problemtica

Qu son las visas no inmigrantes y su problemtica Las visas no inmigrante permiten a una persona extranjera visitar, estudiar, invertir o trabajar por un tiempo determinado en Estados Unidos. La regla general es que los extranjeros que quieran entrar temporalmente en EEUU necesitan un visado, si bien existen excepciones. Las visas no inmigrantes se distinguen de las visas de inmigrante, que se convierte en tarjetas de residencia en el momento en que la persona que viaja con una de ellas sellada en su pasaporte ingresa legalmente a los Estados Unidos. Quià ©nes no necesitan visa para visitar temporalmente los Estados Unidos Para estancias como turistas inferiores a los 90 dà ­as los ciudadanos de cualquiera de los paà ­ses amparados bajo el Programa de Exencià ³n de Visas pueden entrar a EEUU sin visado. En la actualidad de entre todos los paà ­ses de habla hispana sà ³lo Espaà ±a est incluido en ese grupo de naciones. Estas personas necesitan rellenar electrà ³nicamente una ESTA antes de iniciar su viaje. Si es rechazada su solicitud, debern a la oficina consular correspondiente y solicitar una visa. Adems si la estancia es por razà ³n de trabajo o de estudios sà ­ debern contar con el visado correspondiente, aunque vayan a permanecer en EEUU por menos de tres meses. Tampoco necesitan visado los ciudadanos canadienses, salvo excepciones muy limitadas, como haber violado previamente su estatus migratorio, ser el cà ³nyuge de un residente legal permanente o de un ciudadano americano que quieren adquirir la green card. Y lo mismo aplica para los ciudadanos del territorio britnico de Bermudas, siempre y cuando su estancia sea inferior a 180 dà ­as. Por à ºltimo, los ciudadanos mexicanos y residentes legales permanentes en el paà ­s azteca que viven junto a la frontera estadounidense pueden cruzar a Estados Unidos utilizando la Tarjeta de Cruce de Frontera, conocida como visa lser, que debe ser expedida por una oficina consular en Mà ©xico. Todas las personas no incluidas en los grupos anteriores necesitan una visa para visitar, estudiar, hacer negocios, recibir tratamiento mà ©dico o trabajar temporalmente en EEUU. Ejemplos de visas no inmigrantes Mà ºltiples tipos de visas estn incluidas en esta categorà ­a, destacando: B1/B2, de turista, placer o negocios.C1 para trnsitoC1/D para trabajar en crucerosF1/M1 de estudiante o vocacional.G4 de empleados de organizaciones internacionales con sede en Estados Unidos como el FMI, la ONU o la OEA.J-1 para profesionales en situacià ³n de intercambio, acadà ©micos, nià ±eras, etc.O para personas con habilidades especiales en las Artes, el Deporte, la Educacià ³n, las Ciencias o Negocios. Algunas de estas visas de no inmigrante son consideradas como de â€Å"intencià ³n doble† o double intent en inglà ©s. Esto es, permiten que el extranjero entre temporalmente en EEUU pero es perfectamente là ­cito que busquen al mismo tiempo convertirse en residentes permanentes legales. Entre esas visas se encuentra, por ejemplo,  la H-1B y las L. Hay que tener muy claro que en en el caso de visas no inmigrantes el oficial  de inmigracià ³n en el puerto de entrada puede denegar la entrada al titular de una visa visa no inmigrante vlida si sospecha que la persona extranjera busca en realidad quedarse permanentemente en EEUU. Una vez en EEUU,  ¿se puede extender el plazo de estas visas? Sà ­, mediante el formulario I-539. Cada visa tiene sus propios requerimientos para solicitar la extensià ³n. Una delas ms sencillas de solicitar es la del visado de turista B1/B2. Cà ³mo se solicita una visa no inmigrante Depende del tipo de visado e incluso en algunos casos de la oficina consular que deba tramitar la peticià ³n. Sin embargo, para todas ellas quedarse ms tiempo del permitido  tiene consecuencias muy serias.    ¿Debo estar presente para solicitar la visa? Salvo excepciones muy concretas, como por ejemplo aplicar por una G-4 para trabajar en organizaciones internacionales, todos los solicitantes con edades comprendidas entre los 14 y los 79 aà ±os debern acudir en persona al consulado el dà ­a que se les cite para una entrevista. Los menores o mayores de esa edad podrn, por regla general, utilizar los servicios de un servicio de mensajerà ­a aprobado por la Embajada para realizar todas sus gestiones.  ¿Quà © pasa si la solicitud de visa es denegada? Aproximadamente, el 22 por ciento de las solicitudes de visas son rechazadas. Las causas pueden ser calificadas en dos grandes categorà ­as: inadmisiblidad e inelegibilidad. Estas son 20 causas por las que las visas no inmigrante pueden ser no aprobadas  por ser inelegible  . Adems, hay  22 razones que convierten a un extranjero en inadmisible para ingresar a los Estados Unidos. Frente a las causas de inelegibilidad no hay nada que hacer salvo que la causa que provoca el problema desaparezca. Por el contrario, en algunos casos ser posible pedir un perdà ³n, tambià ©n conocido como waiver o permiso, para subsanar el problema causado por algunas causas de inadmisibilidad. Finalmente, se recomienda tomar este test sobre visas  para garantizar los conocimientos mà ­nimos para sacar la visa y conservarla sin problemas de cancelacià ³n.

How can managers and employees rethink their organizations even as Essay

How can managers and employees rethink their organizations even as they confront the need to downsize - Essay Example Maertz, Wiley, LeRouge, and Campion (2010) learned that survivors of layoffs experienced the lowest levels of perceived organizational performance, job security, affective and calculative attachments to the organisation, and elevated turnover intentions than a non-downsizing comparison group. Mishra, Mishra, and Spreitzer (2009) presented a gripping question: â€Å"How can managers and employees rethink their organisations even as they confront the need to downsize?† Managers and employees can rethink their organisations by developing organisational flexibility as part of the organisational culture, empowering line managers and HR in helping design and lead organisational change efforts, promoting innovation and creativity, and enhancing communication with stakeholders. Rethinking organisations requires changing how downsizing is perceived and defined and one of the ways to do this is through developing organisational flexibility as part of the organisational culture. Mishra e t al. (2009) explained that flexibility can take different forms, such as work flexibility and management flexibility (41). They stressed: â€Å"Greater organisational flexibility can enhance human capital† (Mishra et al. 2009: 41). Enhanced organisational flexibility can take place when employees cross-train each other, while also engaging customers and suppliers. When employees and the management see organisational flexibility as part of organisational life and culture, they will be more prepared of organisational changes, including downsizing. Openness to changes is demonstrated through several cases. Mishra et al. (2009) gave the example of Rhino Foods Inc., a dessert producer in Burlington, Vermont, who created a strategic response to downsizing, which enhanced organisational flexibility. Ted Castle, Rhino Foods president, requested his best employees to volunteer for tasks outside the company, instead of just laying them off. He promised to rehire them when economic con ditions are better (Mishra et al. 2009: 41). Survivors had the opportunity to learn new knowledge and skills, so that they can replace lost employees. Rhino Foods continued this program, which expanded to five partner companies who hired Rhino employees during low-peak season. Mishra et al. (2009) believed that this practice enhanced organisational flexibility because the organisation discovers new talents. Organisational flexibility must be embedded in the organisational culture through work redesign and other transformed work patterns. The organisation must prepare employees and managers for openness to thinking about work, without losing sight of the strategies, mission and vision of the organisation. Organisational flexibility should be tied to psychological flexibility too. Lynch (1989) asserted that organisational flexibility requires re-examining work per se and how it can and should be done, the existing technologies, and the ways organisations are structured to do work. Thi s paper extends an understanding of future technologies and changing social patterns because they impact future organisational demands and the actions of competitors. Although organisational flexibility requires organisational level changes, they cannot be attained without meaningful individual-level changes. Bond, Flaxman and Bunce (2008: 645) define psychological flexibility as the â€Å"ability to focus on the present moment and, depending upon what the situation affords, persist with or change one’s (even inflexible, stereotypical) behaviour in the pursuit of goals and values.†

Adolescent Literature Essay Example | Topics and Well Written Essays - 1500 words

Adolescent Literature - Essay Example However, since the mid 19th century, adolescent literature has come under sharp criticism where the critics are saying that the adolescent literature is using sex, violence, romance, melodrama and conflicts to attract more attention and hence are creating a bad picture of life in front of the adolescents. Trites has quoted Perry Nodelman, a critic of adolescent literature, when he describes â€Å"the characters in the adolescent fiction as people who live ordinary lives, but see them in terms of melodrama† (Trites 1985. p.3). However, let us understand that sex, violence, romance and power issues are part of life and the aim of the adolescent literature is to help children grow and understand the life as it is and not make false promises. Hence, when adolescent literature uses fantasy characters, melodrama, superheroes, kings, queens, fairies and demons in their stories, they are doing nothing but helping the children grow and learn everything about life through the world they understand the best, and that is the fantasy world. People think that the children should be introduced to something different from the life in the adolescent literature. Parents say that children have seen enough of violence, hatred and anger in their real lines and hence they don’t want their children to read the same things again in the books (Weiner and Stein 1985. p.6). However, the fact remains that even if the fantasy characters enter the fantasy world, the issues remain the same as they are in the real world. There is a good and the bad side of life and there are situations in the stories a where the character is made to take a stance. Because

Best Dining Experience Essay Example for Free

Best Dining Experience Essay Although my favorite Mexican food to eat here is from my grandmother’s kitchen; there are a few restaurants my friends and I enjoy eating at. A few of my girlfriends and I have made Margarita Wednesdays a tradition in the summer time at La Casa. My brother, sister and I go to Los Cabos at least once a month in West Des Moines, which is an amazing delicious Mexican restaurant. I also like Monterrey in Altoona because it’s so close to my house, but no restaurant can compare to Tiki Tok in Mexico. My best friend and I were feeling spontaneous so we took a week off work and went on a cruise. We both found it difficult to eat on the ship because we were continually getting sea sick. I’ll never forget the fishy, chewy, and crunchy taste of the little shrimp and cocktail sauce going down my throat, or the unpleasant feeling I had when it was coming up. The only bad memory of my trip was praying that my legs would stop shaking and that my journey would hopefully reach an end so I could stand on solid ground. Other than being sea sick for the first day; I had a blast on the cruise! I got the opportunity to see many things and visit quite a few places. One of the ports of call was Cozumel, Mexico, and my friend Alexandra and I decided we wanted to try some real Mexican food. Of course, we were a little concerned about getting sick, but Im glad to say that didnt happen. We asked on the ship where the best place for Mexican food was, but they said that anywhere along the main shopping strip would be good. We then found a place called the Tiki Tok. The place was on the second level of a building. We sat out on the little balcony that they had. They had covered it with sand. The view from the restaurant was amazing. I was hypnotized by the vibrant colors and the employees’ of the restaurants equally vibrant lifestyles. I remember feeling jealous of the workers because they would get to go back to Tiki Tok tomorrow and the day after that, but I wouldn’t. The walls were an explosion of colorful textiles and every color of paint one could think of that was as bold as can be. Vases were on every table with burnt orange and deep yellow dried peppers inside. The chairs at the dining tables were made of a Mexican Serape material. The colors, the fringe, and the feel of it gave the restaurant even a stronger Mexican energy. My favorite part of the restaurants decor was the little cactus lights that strung amongst all the walls connecting each bulb to the wrought iron chandelier in the middle of the room. When one first enters the restaurant the Mariachi band is one of the most noticeable features. Three men were dressed in black with button up shirts and decorative sombreros all standing in the corner of the room. Two men had violins and the third was handling a guitar. As we took our seats the band started playing lively music and a few older couples got up and danced fearlessly. Everything in the restaurant was bold excluding my bashful personality; otherwise I would have danced too. I was in a trance watching the people dance with one another until the Mariachi band shouted in sync, â€Å"AY! † causing me to be brought back to the present. It was then that I had realized how hungry I was. The menu prices were in pesos, so it looked like everything was really expensive, but it wasnt. We ordered the hot and spicy red enchiladas which were about 60 pesos, and they also brought us chips and salsa. The chips were a little bit thicker than you would get here in the US, and there were three different types of salsas. There was a regular pico de gallo, then there was one made with tomatillos, and the last was a pineapple cilantro salsa that was actually really tasteful. Lexi and I have never had pineapple cilantro salsa before, so we weren’t sure whether it was going to be appetizing or not. After stuffing myself with chips our food finally arrived. It was just about the yummiest thing Ive ever had. The red sauce for the enchiladas was a little bit different than what Ive had here, but I cant tell you how. It was more delicious over there though. There was chicken inside the enchiladas and a touch of sour cream on top. We took the extra salsa we hadn’t demolished with the chips and smothered our enchiladas with it. I ate every last bite of it and was so full afterwards! The amazing food I had in Mexico was the best Mexican food I have ever had. I remember the smell of the ocean and sweet salsa at the same time. The bright colored sombreros and the ocean front view was an amazing sight to see while enjoying the food as well. Anytime I think about Mexico I think about the short beach chairs, sand between my toes, all the smells of the restaurant, laughing with my best friend and delicious enchiladas. This will be a memory that would be difficult to forget because we took so many pictures of the restaurant and it was the best eating experience I’ve had yet. Im really glad that my friend and I were able to have this dining experience together. Alexandra and I enjoyed it very much!

Analysis of Movie Moulin Rouge Essay -- Film Cinema Baz Luhrmann Paper

Analysis of Movie Moulin Rouge In this essay I will be analyzing in depth four scenes from Baz Luhrmann's critically acclaimed Moulin Rouge that was released in 2000. I will be analyzing the opening sequence, the sequence in the Moulin Rouge itself, the two dancing sequences 'Like a Virgin' and 'Tango Roxanne' and the final scenes of the film. Throughout this essay I will be commenting on the filming techniques that Luhrmann uses and what affects these have on the audience, also I will be analyzing how the film is similar and different to typical Hollywood Musicals. There are many elements of film musicals, which are present in typical Hollywood, and Broadway musicals. For example the synchronized dancing can be seen in many musicals such as 'Seven Brides for Seven Brothers' and 'Cabaret'. The musical films are a development from the dance halls and silent movies and became very popular in the 1930's. This popularity remained until the television boom in the 70's and 80's, and also due to the fact that more realistic films were being released and people saw the films as unrealistic and fantastical. Busby Berkley was a film director and choreographer who built a reputation as dance director of numerous Broadway shows and early musical films before directing the Warner Brothers' backstage saga Forty-Second Street (1933). Berkley perfected the still new technique of synchronizing the filmed image to a pre-recorded soundtrack. As a result, microphones were not needed during musical sequences, making fluid camera motion and intricate editing possible. Berkley set cameras on custom built booms and overhead views of geometrically arran... ... of the dancing scenes the dancers are synchronized; also the men in the Moulin Rouge wear the same. The fact that the 'baddy' of the film is portrayed as being English is similar. The Moulin Rouge is all about putting on a show which is what musicals are all about, especially Broadway musical. There is a huge element of romance throughout the film. The film on the other hand is different to typical musicals as there isn't a happy ending. Typical musicals end with, for example, the two main characters getting married or driving off into the sunset, however Moulin Rouge ends with the death of the main female character and love interest, Satine. The sepia is different to typical musicals. The prostitutes in the Moulin Rouge itself wear different clothing, which isn't seen in musicals, which adds to the films diversity.

Philosophy Plan Essay

Observing teachers is a great way to see the day to day operations of what goes into the setting of the class. Within the first few months of school, by then the students should have a good understanding of the expectations of the class. It is important to realize that the teacher trains the students what the rules and expectations are from day one in their classroom. These rules and expectations come from their classroom management plan. There are many reasons a child may misbehave. It could be special needs, lack of attention, or even circumstances at home. The fact of the matter is that they are allowed to. Sometimes it seems that as adults we tend to allow student to do as they want with the hope of the situation be handled by someone else. How a child behaves actually goes back on the parents and the raising of the child. Culture and family dynamics could also play a role as well. I know that some people may say that they do not want to become their own parents, but they have. Some raise their children to respect the rules and consequences of their actions, while others raise their children with no rules and consequences at all. â€Å"The methods and strategies an educator uses to maintain a classroom environment to be conducive to learning and success† is defined as classroom management. (Jones, 2000). In my personal beliefs I think that a plan needs to be consisted of rules and procedures, as well as expectations for the students when entering the classroom. In the event of visitors in the classroom these rules and expectations should be followed also. In the classroom management plan there needs to be consequences that ate clear, understood, and enforced effectively. To me teachers should spend more time spending on teaching the students rather than mismanaging them, so that they can effectively learn. It takes time to teacher students the information that they need to know for the school year and prior to the next year. Teachers only have 180 days to teach the required information to the students with the assurance that the get it. A classroom management plan affects everyone. It can change the way students walk into the classroom, how a teacher does their job and how visitors act when they come to visit. I have seen this happen in an Elementary school, I have observed it. One class was quietly walking down the hallway and another class was using outside, loud voices. It was interesting the reaction some students had to the differences within the two classes. My philosophy on classroom management came from my schooling and personal observations. I do not have a physical classroom yet, but have seen many different styles each teacher uses when in the classroom. The theoretical perspective that best describes my personal philosophy is the personal needs theory. Stanley Coopersmith discussed â€Å"that individuals need to experience a sense of significance, competence, and power† (Jones & Jones, 2010, p. 33). I believe that it is important that a student trust and builds a positive rapport or relationship with you. I believe that students, who trust and believe in their teacher, with this the student, may tend to work harder and it gives the student the belief that they can accomplish any task. When a level of trust and relationship is developed, it gives the students ownership or pride in their classroom. Any teacher has personal theories and needs in their class, it is important to build that trust or a classroom management plan could fall apart in no time at all. I believe that my personal philosophy will play a role in my actual plan, but I also need to realize that I may have to adjust it as I begin to teach. The adjustment may have to happen as I get a new set of students each year or even once I get certain students who may need me to adjust my plan. My philosophy is just a foundation to my ultimate plan for success with my students. Adjustments are a daily part of all teachers, even the best ones, as they go forward. All these adjustments are in the best interest on the students. My personal philosophy, I believe is an important one. I believe that students need to realize that everything is not always fair in life. I believe that students need to understand that actions in life also have rewards and consequences. I also believe that it is also important to teach students that everyone has the same opportunities and only we, as individually, can make the most of ourselves.