Social And Legal Aspects Of Computing Assignment

Social And Legal Aspects Of Computing - Assignment Example However, in this case study Susan failed to protect details of her group members by selling the data to businessman and mishandling the backup information which was stored in a USB stick. The information was not available to the users since the database became in accessible and Susan misplaced the only back up that was available. Personal details should also be kept in such a manner that they will portray the accuracy to the users. To achieve this, it is vital for the data to be kept in a place where they cannot be altered without the consent of the owners (Theda & Mary 2010). In the case study, Susan had written information which was irrelevant such as the details regarding the Caroline relationship with her former boyfriend Tom. Such information did not add any value to the information for the purpose it was intended for. Furthermore, Susan allowed another personal to use the data illegally which could result to its loss in authenticity. In addition, Susan forgot the secondary devi ce in which the data was stored, and this created a loophole for other people to access private data which they could alter to suit their personal desires rather than the use for the benefit of the members. Question 2 The principle of data protection act requires that the individual information being generated should be just and legitimate (Theda & Mary 2010). It is a legal requirement that such personal details should be obtained for a specific purpose only and not for any other reason whether legitimate or lawful. Susan violated this rule because she included private information regarding the relationship between Caroline and Tom (her former boy friend) and by adding that there relationship was not genuine, but a mere pretence just meant to hurt her. This information was not related to the reason for which the database of members was required. The regulations also require individual information regarding other people to be processed with their authority (Andrea & Deborah 2011). Th e information held by one person on behalf of others is not supposed to be used for any other purpose apart from the one it was meant for. In this case, Susan shared member’s personal details with Peter for commercial use and in fact she received compensation of ?1000. This was against members wishes since they were included in the deal. Therefore, members are entitled to compensation for the illegitimate use of personal details. Personal details should be kept safe where they cannot easily be accessed by unauthorized parties, spoilt, or replicated (Andrea & Deborah 2011). Susan violated this rule by carelessly sharing information with other people which eventually caused blockage of data maintained in the members’ website. She also misplaced the backup gadget which contained member’s details and probably the gadget was taken by other people. Those people who took that gadget probably went ahead and abused the information contained in it for their personal gains . This denied the group members the right to protection of their personal details which may result to abuse of their details. Question 3 In the case study, Peter replicated the data massively and sent numerous email messages to the clients. The members complained to Susan that

Contract Performance Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Contract Performance - Research Paper Example Two bids were received, one by the Alabama Laundry and Linen supply and the other by Tennessee Valley Laundry and dry cleaners; however, the Tennessee bid was cheaper. Alabama Laundry management filed a protest, which alleged that Tennessee Laundry was inexperienced, and therefore it should have been declared non-responsible. The law concerning performance contracts required that a bid be given to a responsible contractor; who should have achieved a satisfactory performance in his previous contracts. Alabama Laundry further alleged that Tennessee Laundry’s past performance was unsatisfactory; therefore, the contract should have been terminated. Thirdly, Tennessee Laundry was accused of violating the law by not inspecting the site of performance. Therefore, the protestor argued that the award granted to Tennessee should be granted to Alabama Laundry. However, these allegations were found baseless without evidence; Tennessee Laundry was therefore given a go ahead in their contra ct and the protest was dismissed, since Tennessee Laundry was found to be responsible. Regulatory provisions (FAR) pertaining to contract performance in general The federal acquisition regulation (FAR) provides the requirements pertaining to contract performance; bidders have the right to compete for the contract equally. This is referred to as sealed bidding acquisition, whereby, the lowest bidder and responsive bidder get the award. FAR law prohibits any restrictions that limit the number of bidders. Once the bids are read, those that do not meet the requirements are rejected; nevertheless, FAR requires the contractor to have sufficient resources to perform the contract. Secondly, the contractor must be capable of complying with the performance schedule. Thirdly, the company should have a history of satisfactory performance from its previous jobs. Business Ethics are also considered an important factor. Further, FAR requires the contractor to have quality and effective skills. The refore, if the bidder meets all the above requirements, he is at an advantage of receiving an award (Vacketta, 1999 Para 4). In addition, apart from sealed bidding, a contract may be awarded through negotiation, allowing flexibility to determining the winning bidder. Here, the contracting officer conducts negotiations with offerors, therefore evaluating the best bidder for the contract. This process ensures that the best is obtained from a pool of bidders. However, the law prohibits the contracting officer from conducting favors on some bidders. FAR 52.249-2 indicates that, termination for convenience permits the government to terminate a contract at any time, without a reason, but only when in the government’s best interest (Vacketta, 1999). In addition, FAR 15.304 (c) (3) (i) require the evaluation of past performance on the contractors, however, in the lowest price factor, evaluation of past performance is not necessary (Naval air welfare centre, 2009). The selection of a bidder may be beyond responsiveness and responsibility; nevertheless, price is a very important factor in choosing the right bidder. Cite and explain the regulatory provisions (FAR) that relate to the particular contract performance issue of the report you chose. The protest on bidder’s responsibility and contact performance involves an appeal by one contractor in protest of the selected bidder’s award. Vacketta (1999) explains that an appeal to the United States court by a contractor should

Stage 2 Of Updating Hometown Deli Essay Example | Topics and Well Written Essays - 750 words

Stage 2 Of Updating Hometown Deli - Essay Example This paper will attempt to describe how the technology proposed in Stage 1 will be used throughout Hometown Deli to help improve the business into a viable restaurant and local hangout for many more years to come. In Stage 1, the author identified that Hometown Deli was in need of a major improvement since nothing about it has changed since the 1950s. A technological upgrade would allow the store to become more efficient by having information pertaining to customers, recipes, and business accounts stored on computers. It would also, allow the deli to introduce the use of technological services such as Wi-Fi for customers to use while hanging out at the deli. Lastly, it would mean that new ways of advertising would be available, such as using social networks like Facebook or even creating a Hometown Deli blog to gather feedback from its customer base on how the Deli can be improved. Hometown Deli would need to acquire restaurant style point of sale (pos) equipment to help facilitate t he speed and accuracy of improving the restaurant. This equipment would also allow us to keep up with an accurate database of customer information, menus, recipes, inventory, business accounting information, amongst other possible information that could be used. Also, the deli would need to acquire phone lines and an internet connection with a wireless router. The wireless router would serve as the hub for the new Wi-Fi service offered to those hanging out at the Deli. Most of the major components to help with the solution for the integration of the business coming into the 21st Century, technologically speaking, can be found on the web in various packages. The packages that seem to work best come from International Point of Sale.com. From this company you can purchase complete packages consisting of touchscreen monitors, cash drawers, keyboards, the Restaurant Pro Express software, a signature pad, and printers for the receipts among others.

Campaign Finance Reforms Essay Example | Topics and Well Written Essays - 500 words

Campaign Finance Reforms - Essay Example The purpose of this Act was to make campaign finance transparent. This was followed by a prolonged period of silence and restraint in this area. In the year 2002, the need for introducing reforms in campaign finance surfaced again. This led to the coming into existence of Bipartisan Campaign Reform Act (Nielsen 43). This Act assured that the private donors are not able to donate much money to the political parties and political contestants that are not legally regulated by the Federal Election Commission. This was indeed a big step towards reforming campaign finance. Still, there were some aspects of this reform that happened to be controversial in a legal context (Nielsen 43). This led to a Supreme Court ruling in the year 2010 in the famous Citizens United vs. Federal Election Commission case, which declared this act to be unconstitutional (Nielsen 59). This Supreme Court verdict once again increased the role played by the corporate money in the American democracy. Thereby this ver dict has generated much public disapproval. This has indeed increased the need for more campaign finance reforms. It is a known fact that collecting campaign finance is a task that takes much time and attention of the Congress men. This diverts their attention from the real issues faced by the country. The politicians are greatly dependent on the private donors for campaign finance. Thereby, this increases the clout of the corporate and private donors in the American political system (Schier 41).

Selfie and Self-portrait Research Paper Example | Topics and Well Written Essays - 500 words

Selfie and Self-portrait - Research Paper Example They can also fail to present the person facing down with no focus, which can distort the image. Self-portraits include reason and thought during the composition of the image or photo (McHugh n.p). It is significant to note that self- portrait is another way of looking at me and reflecting on my personal life while a selfie is not looking at me because in most cases people gaze empty. When a person takes a selfie, the eyes look bigger and shiny because of the closeness to the camera but self-portrait the artist produce every part of the image in accordance with the way it appears. While taking a selfie, the gestures imply that look at me I am taking a selfie or a photo of me or I am here. It tries to capture the attention of other people. On contrary, Self-portrait tries to reveal certain messages or information about the image. For instance, the artist draws the image with an intention to pass a message to the people (Jim 17). The common similarity between a selfie and a self-portrait is that people analyze and assess themselves. In addition, in selfie people retouch and change themselves or transform their images to represent the current emotional state while artists or painters do their self-portrait because there is no one around to practice human anatomy and once their work is complete, they do not have a chance to retouch and change it.  

The concept of hell makes no sense discuss Essay Example for Free

The concept of hell makes no sense discuss Essay Hell is said to be a wicked place of suffering and a place where unrighteous souls are punished. In the Christian Bible Hell is described as a place of fire and brimstone. As the weeds are pulled up and burned in the fire, so it will be at the end of the age. The son of man will send out his angels, and they will weed out of his kingdom everything that causes sin and all who do evil. They will throw them into the fiery furnace, where there will be weeping and gnashing of teeth, (Matthew 13:40-42, quoting Jesus). This passage describes how evil people who act unmorally and sinful will be picked out and discarded into the fiery depths of Hell. Most modern Christians would see Hell as the eternal punishment for unrepentant sinners, as well as for the Devil and his demons. Fundamentalists believe that evil doers and non-religious people would go straight to Hell. Most modern Christians would believe that Hell is a spiritual notion of physical suffering or material fire. They believe many biblical images of Hell are non-literal and Hel is more a state of separation from God. Although not all Christians would agree with this modern view. Fundamentalists believe the Bible to speak the absolute truth and take the descriptions and images of Hell told in the Bible as the truth. Therefore they would believe all non God believers would go straight to Hell and anybody who isnt a believer would not be saved, as Jesus stated in Johns gospel, I am the way the truth and the life, no man cometh unto the father, but by me. (John 14:6). This would mean a relatively small number of the population are to be saved. Exclusivist Christians follow a similar view to fundamentalists although exclusivist Christians are much stricter in there views. They believe anyone who doesnt follow the Bible would be sent to Hell. Therefore everyone who isnt Christian and also some Christians who take the modern view of the Bible. This would mean an even smaller population would be saved. Various interpretations of the torments of Hell exist, ranging from fiery pits of wailing sinners to lonely isolation from Gods presence. In Islam Muslims believe in Jahannom (resembles the versions of Hell in Christianity). In there holy book the Quran there are descriptions of a fiery Hell, and in contrast a garden like paradise which resembles Heaven. Another religion which has a different view of Hell and Heaven in Hinduism. In Hinduism there are many contradictions as too whether Hell exists. This is because Hindu philosophy is concentrated on reincarnation, which is the disembodied soul casting out one body and taking on others. The process which decides the nature of this is karma and the deeds that are preformed in this life will influence the next incarnation. Therefore most Hindus believe in Hell being a metaphor for a conscience, although there are versions of Hinduism which do believe in the concept of Hell. They believe people who commit paap (sin) will go to Hell to go through a series of punishments are reborn according to their Karma. Richard Dawkins is a British ethologist, an evolutionary theorist, and an established writer. Dawkins is an Atheist and in his book the God delusion; he attacks religion and the existence of God. Dawkins concentrates on the teaching of Hell in two main religions Christianity and Islam in a television documentary the root of all evil, he likens the teaching of Hell as to child abuse as some churches such as the one he visited in America scared children into believing they would go to hell if they didnt believe in God and follow the bible word for word. He also interviewed an Islamic extremist who explained that the main aim of the terrorist attacks which take place were because young Muslims believe they will die a martyrs death and receive the ultimate prize after death which is to reach paradise and have all there desires and needs met as a reward. Richard Dawkins explains how he believes that this is indoctrination and dangerous for people to believe in. Karl Marx also had a similar view to that of Richard Dawkins. Marx suggested that religion and the idea of Hell was used as a kind of social control over the people to keep them in there place morally. John Hick is a contemporary British philosopher and theologian. Hick is a liberal Christian who is against the concept of Hell. He argues that the idea of Hell is something that Humanity could achieve on earth without the need for a reality in the next world. Hick believed that life is a journey towards death but the journey does not stop there but continues after death as does the divine purpose to make us more perfect. Another argument which is brought about is the conflicting ideas that you could be evil and religious all your life and on your death bed repent and get into heaven, which is unfair when there are non-religious people who live morally good lives and are told they wouldnt get to heaven because they werent religious. Immanuel Kant said there is no justice in this world. Kant said that people desire the Summum Bonum which is to achieve where virtue and happiness could coincide. Therefore God and the afterlife must exist to bring about the Summum Bonum and you need the existence of Hell to bring justice in the universe. In conclusion taking in all these accounts what you personally believe can be dependant on many factors such as, what your parents believed, your family background, where you live for example in Europe there is a higher proportion of Catholicism and Christianity than in the Middle East where Religion such as Islam are practiced. Therefore in answer to the question concepts of Hell make no sense, depending on your faith, the strength of that faith, the beliefs of people around you and where you live your opinions may vary on the idea of Hell.

Learning Notes Essay Example for Free

Learning Notes Essay |STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |