Piracy Essay -- Technology Software Computers Essays

Piracy Piracy is the unauthorized copying, counterfeiting or distribution of software. Piracy is essentially stealing someone else's intellectual property. The five most common types of software piracy are end user piracy, client-server overuse, Internet piracy, hard disk loading, and software counterfeiting. End User Piracy occurs when an employee of a company reproduces software without the proper authorization. End User Piracy can be done in several different ways: . Using one licensed copy to install a program on multiple computers . Copying disks for installation and distribution . Taking advantage of upgrade offers without having a legal copy of the version to be upgraded . Acquiring academic or other restricted or non-retail software without a license for commercial use . Swapping disks in or outside the workplace [6] Client-Server overuse occurs when too many employees on a network are using a central copy of a program at the same time. When using a program in this way, it must be stated in the license. By having more employees using the software than stated in the license, is defined as overuse. Internet Piracy occurs when software is downloaded from the Internet. Although the product was acquired through the Internet, the same rules apply as if it were bought in a store. Internet Piracy can be done in several different ways: . Pirate websites that make software available for free download or in exchange for uploaded programs . Internet auction sites that offer counterfeit, out-of-channel, infringing copyright software . Peer-to-Peer networks that enable unauthorized transfer of copyrighted programs. [6] Hard-Disk Loading occurs when a business w... ...chelle, "China on Pirates: Blow 'Em Down," Wired Online Magazine, October 17, 2001. <http://www.wired.com/news/politics/0,1283,47617,00.html> [6] Business Software Alliance, "Types of Piracy, " Business Software Alliance, 2004. <http://www.bsa.org/usa/antipiracy/Types-of-Piracy.cfm> [7] Copyright Law of the United States of America, US Copyright Office. <http://www.copyright.gov/title17/92chap1.html#102> [8] Travel Pictures. <http://www.cs.unm.edu/~dlchao/travel/> [9] Business Software Alliance, "Sixth Annual BSA Global Software Piracy Study," Business Software Alliance, June 2000. <http://global.bsa.org/resources/2001-05- 21.55.pdf> [10] The Complete Reference to the Web Sites of China Law, <http://www.chinasite.com/Law.html> [11] Markkula Center for Applied Ethics,<http://www.scu.edu/ethics/>

Essay on Prospero in Shakespeares The Tempest -- Tempest essays Willi

The Greatness of Prospero in William Shakespeare's The Tempest      Ã‚  Ã‚  Ã‚  Ã‚  No man is an island. It takes a strong, mature man to forgive those who hand him misfortune. It takes a real man to drop to his knees and repent. The character of Prospero in Shakespeare's Tempest is a man who has suffered much. Prospero is a puppet master throughout the play, but releases everything to save himself from his own self. The enemies in the play are not those whom he shipwrecked, they are of little consequence, and he plays them easily. Propero's purpose in The Tempest is only to make everything right again. "Ariel is accordingly shown as the agent of Prospero's purpose. He is Prospero's instrument in controlling and developing the action" (Knight 138). Prospero is the artist, and Ariel the art. Upon Prospero's words, Ariel tempts the murderer's and thwarts their effort, plays tricks on the drunks and turns them to danger, and brings Ferdinand and Miranda together. Prospero's character may be an extension of Shakespeare himself. "...the play is a certain measure autobiographical..." (Garnett, 221). While Shakespeare did not model Prospero in his own likeness, "It shows us more than anything else what the discipline of life had made of Shakespeare at fifty-a fruit too fully matured to be suffered to hang much longer on the tree." (Garnett, 221). Shakespeare wanted to "write a play that would satisfy himself , by expressing something, or many things, that were still unexpressed," (Murray 111). Shakespeare, like Prospero, was making amends and rebuilding burnt bridges as he entered the final chapter in his life. Prospero's presence of character is strengthened by the weaknesses of the other characters in the play. While Trinculo... ...all the events, we perceived him as an omnipotent being, who acted in a perfect manner. But in the end he is just a man. He is only a man. How many men forgive their enemies? How many men "take from the past not the ashes, but the fire?" (Anon) How many men save their enemies instead of killing them? Few. There are few great men. There are few great men that beg for forgiveness for themselves and others.    Works Cited Garnett, Richard. "Irving Shakespeare" The Tempest (and selected criticism). Charlotte Porter and Helen A. Clarke (eds.) Thomas Y. Crowell & Co. 1903. Knight, G. Wilson. "Shakespearian Superman" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Murray, J. Middleton. "Shakespeare's Dream" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968 Tillyard, E.M. "The Tragic Pattern" The Tempest D.J. Palmer (ed.) Macmillan & Co. 1968

The impact of Christian Religious Education

The context of studying religious in a society such as ours, Christian religious educations give me the opportunity to learn from religion (Christian religion) in an organized Manner.From my perspective, Christian religious education aims to support and develop my religious identity by giving me the opportunity to participate at Christian religious practices. Religious education like Christianity involves religious practices such as praying, caring for others, and dealing with the challenges of life.In these practices I see Christian religious education as an inspirational reality of God’s teaching; the only reliable tool that I rely on in the time of difficulties and challenges. The concepts of God, creation, redemption, or eternity are concepts that are difficult to understand unless with faith and the teaching of Christian religious education.From this standpoint, progress in Christian religious education refers to my participation at religious practices in a more proficien t way. The aim of this paper is to get a clear view on the significance of studying Christian Religious Education and its impact on me as an individual.Growing up as a KidAs a kid growing up I attended Catechism classes (first Holy Communion and Confirmation), as far as going to the seminary (Catholic seminary) after my graduation from high school. I attended catechism classes and was taught the Catholic doctrines and other Christian beliefs.Therefore, Christian religious education has impacted my life and my personal growth. Consequently, learning through religious education enables me to:Develop my knowledge and deepen my understanding of the Christian faith, especially my Catholic faith and other Christian beliefs. It helps me understand the relevance of the Catholic faith and the meaning of life. It fosters the values, attitudes and practices which are well-suited with my faith as Christian. Christian religious education develops my skills of reflection, critical thinking, and h ow to act in accordance when making moral decisions. It nurtures my prayer life as an individual.It helps me understand and appreciate significant aspects of other Christian traditions such as observing lent, the practice of station of the cross and advent season. The observance of all of these makes a positive difference to my Christian life and put my beliefs and values into action.The Influence of Christian Religion Education on meThe impact of Christian religious education on me is that it transfers Christian moral values and norms to me as person or individual growing up to become responsible and appreciating myself and others. It teaches me the actual duty of a Christian and acquaints me with religious practices and obedience to authorities in the neighborhood, homes, state and in the universal society.Christian religious education helps me to develop the knowledge and understanding of Christianity and especially, the catholic doctrine. Christian religious education specially the catholic doctrine have taught me some religious norms and it values and has encouraged me to learn from various religious beliefs, values and culture while at the same time, focusing my own beliefs regarding my religion.My study at the seminary and catechism classes has also help me to be mature personally and socially as well as refining my judgments and decisions on religious, moral and social issues, preparing me for life in a secular society.During my time in primary school I can clearly recall that Christian religious education in the context of catholic religious teachings popularly known as â€Å"doctrine† in catholic schools was a compulsory subject for us. It was mandatory subject, not an optional one.In fact anyone who could not pass doctrine in St. Francis high school (Pleebo, Maryland County) is assumed not to be able to do well or pass other subjects. As the result, Christian religious education gave me a stronger sense of my identity and it made me to know m y place in the world that I live in through Christian religious and ethical teaching.Christian Religious education guides me through my spiritual journey. It motives me and helps me been focus on my spiritual life. If I don’t understand what I am implementing in my life, then I will end up losing focus in my Christian activities.Christian Religious education aids me in instructing me how to understand the existence of God and how to obey his commands. Christian Religious education assists me in keeping me from doing the wrong things and repeating the same mistakes over and over again.It instructs me to obey authorities and follow the teaching of the scriptures, so that I may teach the little one or my own kids the ways of life of my religion (Christian) and how to follow it teachings. Encourages me to look more into what I accept as true and reflect on that spiritual knowledge. It helps me understand the Word of God as expressed in the Christian scriptures and especially the teachings of the Catholic Church. And considering how situations can affect the way that I understand things in my lives and the world around me. Reflecting on the Catholic beliefs that my life has meaning, therefore, the essence of Christian religious education is to help me to value the teachings of the scriptures and that which God reveals in our lives.It helps me recognize such knowledge and understand issues which are never fully realized except in actual relationships with the scripture (God) or teaching of Christian religion education. It helps me truly develop and  engage common issues in concrete actions.Why Christian Religion Education Matters to me?Christian Religious education makes a distinctive contribution to my well-being. It promotes my moral, social and above all my spiritual, development. It prepares me for societal challenges and future responsibilities. Religion and beliefs inform our values and are reflected in what we say and how we behave. Christian Religio us education try to explain or give meaning to challenging questions about the ultimate meaning and purpose of life, beliefs about God, and the nature of reality, issues of right and wrong and what it means to be human. It develops my knowledge and understanding of the nature of religion and belief including Christianity, and other principal religious issues, such as the TRINITY, (three persons in one God).God the FATHER, God the SON and God the HOLY SPIRIT, philosophy that are difficult to understand. Christian religious education offers me the opportunities for personal reflection and spiritual development. It enhances my awareness and understanding of Christianity and beliefs, teachings and practices. Christian religious education had impacted my life, to be more precise, it helps me to understand issues of faith and the existence of God. There are things I cannot do because of my beliefs and faith.I cannot take away human life, because I have value for other and the life of peop le. I cannot encourage abortion or homosexual arts.Taking away other life is murder, murder is a crime. Christian religious education, specially my doctrine (catholic doctrines) forbids that. And Christian religious educations help enhance and foster my beliefs. Therefore, my value of God is deepening.Christian religious education today is vital. As the issue of extremism emerges, I begun to wonder how these people lost their moral direction and they have turn against society in the name of religion. One might want to look to their religion as one aspect of what shaped their thinking.Instead of judge them; I extend forgiveness, because my religion (Christianity) teaches me how to forgive. After all, Christ said in the Bible â€Å"he who is without sin should cast the first stone.†Christian religious education is priceless. Christian religion offer open debate about all moral and ethical points of view. It is open to free debate, unlike other religions which forbids open discu ssion of some critical issues.In order to combat ignorance, Christian religious educations enlighten my mind. It causes me to act as detects by the scripture or my doctrine.The reason a society falls is its lack of morality. Christian religious education taught me about morality, ethics and to love others, even if they don’t act very loving toward me.The skills, understanding and knowledge acquired from Christian religious education during my seminary and catechism class’s days, couple with my Christian ethics class at AMEU is very necessary. They help to broaden my knowledge and positively sharp my thinking to be mature in my attitudes.Christian religious educations help me to be open minded, value for others and self understanding. Experiencing self-assurance about my own beliefs and identity and increasing my perception of my religious, moral and spiritual ideas.ConclusionIn conclusion to this paper, I will say Christian religious education from all angle and from a ll area of society has shown without any doubt its significance on me as individual and society cannot be ignored.Christian Religious Education has prove to make available openings for spiritual expansion in the course of helping me to think about and act in response to questions of meaning and function in life, and questions about the s existence of God and morals in human society; to consider and react to  critical issues especially issues of morality and real challenges of life.This has helped me to make clear and knowledgeable decision on religious and moral issues. Our society today is face with many moral issues, such as same sex marriage know as gay marriage and the issue of abortion. Christian religious education has helped to develop my sense of character and belonging, preparing me for life as individual in society.It gives me consciousness and understanding of my beliefs, including practices and values of Christianity. Christian Religious Education is a tool that streng then my ethical attitude and values, including choices and behavior and my believed toward abortion, drugs and homosexuality.

The Function of Narrator in 3 Short Fiction

The narrator in a short story provides for the readers the eyes and mind by which they see and understand everything that happens in the story. He affects the perspective by which they approach and digest the story. The narrator always creates a subjective viewpoint for the reader, however omniscient and objective the writer makes him out to be, because choosing a particular viewpoint in which to tell the story would omit some aspects of a story that could be examined further had the author chosen another character or viewpoint by which to narrate the plot. The choice of narrator, therefore, affects the overall reading.The narrator of the plot, however, is carefully chosen by the writer in order to accomplish the said subjective viewpoint that the author would like the reader to get from his reading. This paper would examine the functions of the narrators in three short stories, namely: â€Å"A&P† by John Updike, â€Å"Everyday Use† by Alice Walker, and â€Å"The Jilti ng of Granny Weatherall† by Katherine Anne Porter. Updike’s â€Å"A&P† is the story of Sammy, a teenage sales clerk at an A&P grocery, whose dull day at work suddenly becomes significant when three young ladies come into the store in their swimsuits.Sammy fantasizes about the girls, especially on the one he names as Queenie, the prettiest and leader of the group. However, Lengel, the store manager, does not share Sammy’s appreciation for the girls when he confronts the trio about the inappropriateness of their clothing. Sammy defends the girls from the prude manager and resigns right there and then, hoping at the same time that his gesture would be appreciated by the girls. The story is narrated in the first person by the hero, Sammy.The theme of the story is about disappointment and disillusionment after responding to what the individual believes is an impulsive call for heroism or a chance to rise from one’s lowly and commonplace existence. By usi ng the protagonist as narrator, Updike is able to juxtapose the discrepancy between fantasy and reality. Sammy, we learn from his own narration, aspires for a bigger and better life than what all the small-town people he considers as like â€Å"sheep pushing their carts (Updike)† have. He is bored with his work, the unexciting town, and life in general.The girls, coming from a more affluent part of town, are a breed apart from him and the regulars of A&P, and one that he would like to be a part of someday. When he sees the opportunity to defend the girls from Lengel, he thinks the girls would thank him and probably, befriend him. The train of events and associations he must have imagined at the sight of those girls and the fact that he defended them consumes him, enough for him to make the sudden decision of resigning from his job. The final disappointment however, is just as strong in its impact when he realizes that the girls have gone without even acknowledging his heroic act.The reader feels the sting of reality check along with Sammy when the protagonist expresses: â€Å"I felt how hard the world was going to be to me hereafter. (Updike)† In Alice Walker’s â€Å"Everyday Use†, the narrator is Mama or Mrs. Johnson, an African-American living in the South just after the years of emancipation. She is uneducated, lived, and survived a hard life. Mrs. Johnson still carries the old feelings when blacks were uncomfortable in the presence of whites yet at the same time, are very proud of their native African heritage.The conflict in the plot plays up the differences between Mrs. Johnson’s generation and her daughter’s. Dee, intelligent and educated in the city, has her own way of regarding her indigenous identity. She looks at her African-American heritage as something one displays for others to admire. She visits her mother to get a butter churn top and dasher which she would bring back with her to the city where she wou ld display them like museum pieces in her home. Mrs. Johnson, however, could not understand why one needs to display these everyday things when they could be put to their intended uses.The conflict climaxes at the point when Dee asks for the quilt Mama already promised to give the other daughter, Maggie, on her wedding. Mrs. Johnson refuses adamantly. â€Å"You just don’t understand†¦your heritage, (Walker)† Dee accuses her mother and sister. Walker could have chosen Dee as the narrator of the story and the same theme would still be adequately explored from the conflict between Dee and Mrs. Johnson. After all, it is the dialogues of both characters, specifically their arguments, which move the story forward.Obviously, however, the writer would like the readers to sympathize with Mrs. Johnson thus allowing her character and her viewpoints to dominate in the text. Mama’s image is the first that the reader meets in the story thus establishing an immediate affi nity between reader and heroine, and the final image is again of her and Maggie â€Å"just enjoying (Walker)† their simple life, creating the impression that her philosophy, ultimately, is the better one. One’s cultural heritage would survive longer and best valued when it is practiced in everyday life by the members.Mrs. Johnson is right and her daughter Dee, is not. The third story, Katherine Anne Porter’s â€Å"The Jilting of Granny Weatherall†, is told in the third person, but it is the most intimate of the three in that as the narrator leads the reader into the mind of the 80-year old protagonist, Granny Weatherall. It looks into the life and personality of the old woman and allows the reader to realize things that may be vague, unrecognizable and sometimes incomprehensible to the failing mind of its main character.By choosing a third person narrator that delves into the consciousness of the character, the reader becomes acquainted with the Granny We atherall’s personality; but more important to that, are the revelations that the images that run through her mind—her accomplishments, her sources of pride, the unfinished tasks, her jilted dreams, frustrations, fears, —provide for the reader’s analysis of her character, and in turn, of the meaning of the literary piece. The events of Granny Weatherall’s life are presented in snippets, the past overlapping with the present, the sequences of events occur through associations rather than chronologically.For instance, the sound of rustling leaves outside the window brings back memories of her daughter, Cornelia, when she was a child that in turn, triggers more memories from her hard life, and all that she has survived and outlived. The most poignant memory, however, is that of her wedding day 60 years ago where she was jilted by her lover at the altar. At the end of the reading, one does not only get a whole picture from the fragments of memories but also realize that the writer has attempted to recreate the experience of dying in prose form and succeeds in it.By choosing to narrate the story through the consciousness of the old woman, the reader gets the impression of Death hovering everywhere in the story: from Granny’s detachment from everything that’s happening, to the flashbacks, and her struggles to look through â€Å"a whirl of dark smoke (Porter)† that blurs the images in her mind and disorients her. The final betrayal mentioned in the final paragraph, the realization that what she has long been expecting with the coming of death might not be what really happens in the end after all, becomes more felt as the narrator ends the story with the slow darkening of light until it is fully extinguished.The narrator of a story has a lot to do with both the intention of the writer for writing the story and the lingering effect that the story has upon the reader as he thinks about what he read and attempts to a nalyze it. One can read two stories with the same plot yet employing different narrators and he would realize the different effects produced by the readings. There is no best narrator as all stories can be told in various perspectives; however, the fact is that the quality of the final narrative would depend greatly on how the narrator tells the story and what the reader gets from his viewpoint.

Accounts Receivable and Acquisitions Journal

Part E Acquisitions Substantive Tests of Transactions| | | | TRANSACTION-RELATED AUDIT OBJECTIVES| SUBSTANTIVE AUDIT PROCEDURES| Occurrence| * Compare prices on vendor invoices with approved price limits established by management. * Review the acquisitions journal, general ledger, and accounts payable master file for large or unusual amounts. | Completeness| * Trace a sample of receiving reports to the acquisitions journal. * Trace from a file of vendors' invoices to the acquisitions journal. Trace from additions in perpetual inventory records to recorded acquisitions. | Accuracy| * Compare amounts for entries in acquisitions journal to related vendors' invoices, purchase orders and receiving reports. * Recompute information on vendor invoices. * Compare prices on vendor invoices with approved price limits established by management. | Posting and Summarization| * Trace individual entries in accounts payable master file to acquisitions journal. | Classification| * Examine vendors' inv oices for proper classification. Compare classification with chart of accounts by reference to vendors' invoices. | Timing| * Compare dates of receiving reports and vendors' invoices with dates in the acquisitions journal. | Part F. Cash Disbursements Substantive Tests of Transactions| TRANSACTION-RELATED AUDIT OBJECTIVES| SUBSTANTIVE AUDIT PROCEDURES| Occurrence| * Trace cancelled check numbers in the cash disbursements journal to related cancelled checks and examine for payee, name, and amount. Examine cancelled check for authorized signature, proper endorsement, and cancellation by the bank. * Review the cash disbursements journal, general ledger, and accounts payable master file for large or unusual amounts. * Trace cancelled check to the related acquisitions journal entry and examine for payee name and amount. | Completeness| * Trace entries in acquisitions journal to subsequent payment in cash disbursements journal. Accuracy| * Compare cancelled checks with the related acquisi tions journal and cash disbursements journal entries. * Recompute cash discounts. | Posting and Summarization| * Trace individual entries in accounts payable master file to cash disbursements journal. | Classification| * Compare classification with chart of accounts by reference to vendors' invoices and acquisitions journal. | Timing| * Compare dates on cancelled checks with cash disbursements journal. * Compare dates on cancelled checks with the bank cancellation date. |

Prison Is Not a Cure for Crime Essay

There has been a great deal written about the fact that the number of crimes have dramatically increased in recent years. Educators have debated whether criminals should be put in jail or not. One idea that has received much attention is that prison plays an important role to reduce criminals. This essay will explain that prison is a cure for crime as fas as punishment for offenders and transformation of criminals into better citizens are concerned. One of the most important reasons why prison is a cure for crimes is that it is a punishment for culprits. For one thing, when someone commits a crime or does not obey to the law, he must be punished. In other words, offenders have to pay because of their wrong behaviours. For example, one of my friends who has committed a serious offence such as assault must spend a long time in jail. In addition to this, a long-term prison sentence will act as a deterrent for someone who is thinking about committing a crime. For another, innocent citizens will be hurt by culprits if government do not lock them into cells. Many countries use prisons like a tool in order to isolate and separate criminals from community. Public will live under constant fear when culprit’s have freedom outside prison. For instance, it would be difficult for an ordinary person if a murderer is living next to his door instead of in jail. Another reason is that the crucial purpose of prison is rehabilitation of criminals. First,many researchers claim that prison is a place where offenders have an opportunity to learn to be responsible for their mistakes. If someone behaves badly/ , other people should allow them to see what they have done is guilty whilst in prison, where they will learn how to prevent themselves from the evils. Criminals should be educated in prison in order to be sure they can be more and aware of their actions and not to re-offend. Also, jail provides culprits some skills in which they will be able to gradually make their way back into society without being discriminated for their work. For example, my close relative was sentenced for two years in jail when he committed multiple thefts. In prison, he realized several/ quite a few valuable lessons about life. After his release/ being released, his in-prison education/ training and skills helped him to turn into a good citizen. It is clear that priso n serves a great purpose to the community when criminals are steered in the right direction as well. Opponents of imprisonment may claim that prison is a convenient environment to help criminals learn a lot of skills to commit even more severe crimes. Moreover, the fact that governments put offenders to jail does not help to decrease the number of ctiminals. They have a point in thinking like that. On the other hand, they forget why we should put criminals to jail. The answer for this question is the more freedom offenders have, the more serious evils are conducted. For these reasons, jail is the best solution to limitation of crimes in the community. In conclusion, it is undenianle that prison serves a function in educating criminals. First, it helps to turn bad people into good ones before giving them the socond chance to rehabilitate. Furthermore, those who are guilty deserve the serve punishment so as not to re-offend. If this trend continues, the work will be a much safer place to live in and parents will be no longer frightened of the evils awaiting for their children.

Media Management Essay Example | Topics and Well Written Essays - 1250 words

Media Management - Essay Example This essay stresses that rdio and television managers must share the same basic principles of responsible journalism as the people they hire in running their newsrooms. Regardless of how enthusiastic, well trained and forward thinking journalists may be, public affairs and news programming stand little chance of growth unless the motivation and expertise of airing something, with the exception of music, is nurtured at the management level. This paper makes a conclusion that inexperienced station managers may view maintenance of news as capital intensive and very risky politically and decide not to venture into it. Such managers must familiarize themselves with the numerous examples from other media houses in recent years where the risks have paid off well in terms of loyal audiences, favorable public perception and increased revenue. Managers should evaluate the skills of their newsroom in order to understand the qualities of good news and public affairs programs and also how to maximize advertisement sales due to the effect of local news programming. Media managers must also familiarize themselves with the basics of journalistic ethics because it is them who will the final arbiters and not journalists whenever there are accusations, disputes or ethical calls to be addressed. Media house management should acquaint themselves with key functions of media management such as ethics and law in broadcasting, technology and e ngineering, station promotion and identification and production and creativity. Others include sales principles, advertising and pricing, structure of a radio or TV station, and broadcast programming. Hierarchy of organizational communications needs Just like Maslow's hierarchy of human needs, there is also a hierarchy of organizational communications. The basic level of communication is the customer service that involves being available to execute communications on a responsive and professional basis, but not ordering anything more. This involves the media personnel just doing their job and has been compared to Maslow's physiological needs for food, shelter and water. From customer service, the level of communication goes up to 'media' where an appropriate range of media resources where the work is well produced and receives a high audience rating. This is a very secure and safe way of meeting the needs of the customers but does not add anything more. It is very much like Maslow's human safety need. Achieving the third level of communication requires a little more effort since media development becomes more goal-oriented because it defines the audience and the message and sets priorities to reach its communication objectives. This is the stage where communications becomes more proactive and the level of the work must be scaled down to the level of the