MP3s Benefit both Consumers and Record Companies Essay

You read the newest interview of your favorite band talking with Rolling Stone. In that interview, they are asked whom they are listening to these days. The answer is not what you expected. The rest of the interview is all about this new band that they are raving about. Who is this new band, and why do they seem so great? You quickly log onto your computer and start downloading a song from this mysterious band. The download completes, and the song is awesome! Now you know why this group is respected musically by the ones you respect in the business. All thanks to the incredible MP3! MP3 is a small compressed format that allows music to be downloaded quickly with very little sacrifice in the sound quality. Moving Picture Experts†¦show more content†¦Most companies now provide a software that allows users to share files. They share by downloading directly off of another users hard drive (Auster). The opposition states that MP3 does not offer copyright protection (Ferranti).Nick Petreley says, I dont want anyone to make money off of my ideas and work unless I give them permission to do so. And if anyone does get my permission, I want a cut. The copyright issue[...]is simple: money. With copyright laws intact, all of this sharing is illegal. The courts think different. The reason Napster was in trouble with copyright laws is because it held a database where the files were stored for users to download from. Other companies, like KaZaA, dont have a database. They just provide the software needed to share files, computer to computer, for users to swap. This is not illegal (Auster). Christopher Knab gives this advice to emerging artists, Hell, give your music away[...]do you want fans or not?! This is another advantage to MP3. New artists can benefit from this free system of getting their music heard. All an inspiring musician needs is an internet connection and the possibilities are unlimited. MP3 opens the door for hard-core music fans. These fans are the ones who are always looking for new artists. They are the first to support them. They buy tickets to their shows, buy their demo at the show, and are always looking forward to when they can hear them next. These select people are theShow MoreRelated MP3 Piracy Essay1686 Words   |  7 Pages amp;#65279;MP3 PIRACY TOPIC PARAGRAPH: nbsp;nbsp;nbsp;nbsp;nbsp;The trading of MP3s or digital music over the Internet is all ways going to be prevalent part of the music industry, and is an unrealistic goal to try to control. The cost of controlling the piracy issues over the Internet would cost record companies more money than what they are losing due to MP3 trading. The record industry is trying to fight the major sites and companies in court with copyright suits. 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Strategic E Business Initiative For Adopting Cloud Computing

DEN Networks is one of the leading cable TV service providers in India. The services offered by the company includes analogue and digital cable TV and broadband services. The main vision of the company is to be the best in the country in terms of customer service and experience. As part of this vision the company has transformed itself to a consumer centric organization with a B2C business model. This report proposes a strategic E-business initiative to adopt cloud computing to host the IT infrastructure of the company. The enterprises today are facing the pressures to consolidate their IT infrastructure and at the same time improve the business agility. Also with the dynamic business environments there is a constant need to innovate to higher standards. Cloud computing is the way forward to a convenient and dynamic shared pool of customisable computing resources. It delivers rapid results with minimal provisioning. The report list out the various tangible and intangible benefits of implementing cloud. It also looks at the risks of implementing the cloud and measures to mitigate these risks. An implementation roadmap to transition to the cloud is outlined. The timeline is estimated based on implementations done by other enterprises. To further reiterate the significance of the proposal, the case study of implementing cloud by Dish TV is presented. Dish TV has benefited immensely by this initiative. DEN Networks having the same line of business and similar organizationShow MoreRelatedChallenges Facing Virginia Rometty And Ibm1070 Words   |  5 Pagesadvantage. With advances in technology, other companies have been able to offer solutions that are much more affordable. The introduction of cloud-based software solutions has caused major disruptions to the client’s core business. 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Virtue in Several Dialogues Free Essays

Plato presents Socrates views on the question whether virtue can be taught in several dialogues, most notably in Protagoras and Meno. In Meno Menon puts the question to Socrates this way: â€Å"Can you tell me, Socrates–can virtue be taught? Or if not, does it come by practice? Or does it come neither by practice nor by teaching, but do people get it by nature, or in some other way?† [35]. Socrates claims to not â€Å"know the least little thing about virtue† and unable to speak as to its qualities. We will write a custom essay sample on Virtue in Several Dialogues or any similar topic only for you Order Now Moreover, he claims to know no one that does. [29]. There follows a discussion as to whether Gorgias, the Sophist, might not be such a person. Both Socrates and Menon know Gorgias’ teaching. Menon obviously has a higher opinion of Gorgias’ teaching than does Socrates. It is agreed, upon Socrates suggestion, that the conversation should proceed to explore what Menon, not Gorgias, knows about virtue. And so Socrates, puts the question to Menon: â€Å"[W]hat do you say virtue is?† [29] Menon finds â€Å"nothing difficult† in the question and attempts, forthwith, to answer it. But there are complications with the answer, for Menon has suggested that men, slaves, children, women all demonstrate a different kind of virtue, and concludes that there is a virtue â€Å"for doing each sort of work† associated with being a slave, a child, a woman, a free man. Menon’s idea of virtue is what we would call role specific. Socrates attempts to show that Menon’s initial answer misses the point because it does not show what is common to the virtues of these various actors. If the virtue of men and women, free men and slaves, does not share something in common then it cannot be said to be the same thing and one would necessarily call the one virtue, and the other something else. As Socrates puts it, â€Å"Even if there are many different kinds of them [virtues], they all have one something, the same in all, which makes them virtues.† [30]. Menon accepts Socrates criticism and argues that it is indeed one thing of which he speaks. In order to determine what the common quality of virtue is, Socrates observes that Menon has associated virtue with the ability to manage public affairs well. Socrates now sets out to question Menon on whether virtue would be present in the management of public affairs in the absence of temperance and justice and Menon readily agrees that it would not. Socrates has already disclaimed any personal knowledge of virtue and he has steered Menon away from a discussion of Gorgias’ view of virtue. But when Menon fails to provide a persuasive account of his conception of virtue, Socrates poses a question with substantive content. Socrates may know nothing about virtue, but he knows enough to ask whether virtue can be present without temperance and justice. The question suggest that it is Socrates rather than Menon who knows enough about virtue to keep the conversation going. Socrates interrupts the dialogue to make a brief statement about the conversation he has been having with Menon. He distinguishes the conversation he is having with Menon from those where the questioner is â€Å"one of those clever fellow, who just chop logic and argue to win.† Questions such as the one that Socrates and Menon are discussing — whether virtue can be taught? — are best left, says Socrates, to â€Å"friends† who wish to talk together. In such a relationship argues Socrates, â€Å"I must answer more gently and more like friends talking together; and perhaps it is more like friends talking together, not only to answer with truth, but to use only what the one who is questioned admits that he knows.† [34] Socrates, in rapport with Menon, tries to clear up a possible confusion as to whether it is possible to seek that which is bad. Socrates suggests, as he does in other dialogues, that we â€Å"all desire good things.† Menon has responded to Socrates question by saying that one can desire bad things. Socrates tries to clarify this point by asking whether one desires that which is bad because of a mistake, that it is assumed to be bad. But Menon does not pick up on the point and contends that one desires the bad both as a result of a misplaced assumption as to its value and we can also desire the bad even when it is known to be bad. But upon further questions, Menon agrees with Socrates that no one seeks to inflict injury and misery upon himself, and it is injury and misery that are the results of that which is bad. Socrates summary of their agreement goes like this: â€Å"Then it is plain that those who desire bad things are those who don’t know what they are, but they desire what they thought were good whereas they really are bad. . . .† [37] Menon has mentioned in passing that virtue consists of the desire of good things and to provide the good. Menon admits that one good thing it is possible to desire is â€Å"to possess gold and silver and public honour and appointments.† [38]. Socrates inquires now whether the virtue of possession of gold and silver must be qualified so that its possession is fair and just. Menon agrees that it is not a virtue to have such possessions if they have been unjustly acquired. On the contrary it would be a vice. â€Å"It is necessary,† Socrates says, â€Å"to add to this getting, justice or temperance or piety or some other bit of virtue, or else it will not be virtue, although it provides good things.† [39] Socrates rebuffs Menon for trying to talk about virtue by looking at it piece by piece and drawing into the discussion a sense of virtue that he has not yet presented. Menon agrees that it is a problem and comments on his reaction to what has gone on: Well now, my dear Socrates, you are just like what I always heard before I met you: always puzzled yourself and puzzling everybody else. And now you seem to me to be a regular wizard, you dose me with drugs and bewitch me with charms and spells, and drown me in puzzledom. I’ll tell you just what you are like, if you will forgive a little jest: your looks and the rest of you are exactly like a flatfish and you sting like this stingray–only go near and touch one of those fish and you go numb, and that is the sort of thing you seem to have done to me. [40] Socrates response to Menon’s description of his puzzlement is that he himself is â€Å"not clear-headed† when he puzzles others, and that he is â€Å"as puzzled as puzzled can be, and thus I make others puzzled too.† [41]. And where can the conversation go from here? Socrates says, that he wishes to investigate virtue with Menon’s help so â€Å"that we may both try to find out what it is.† [41] Socrates argues that there is no such thing as teaching, only remembering. This notion of teaching comes out of Socrates belief in the immortality of the soul. The soul dies but is reborn and thus never destroyed. (This is given by Socrates as a reason for why â€Å"we must live our lives as much as we can in holiness. . . .†) â€Å"Then, since the soul is immortal and often born, having seen what is on earth and what is in the house of Hades, and everything, there is nothing it has not learnt; so there is no wonder it can remember about virtue and other things, because it knew about these before. For since all nature is akin, and the soul has learnt everything, there is nothing to hinder a man, remembering one thing only–which men call learning–from himself finding out all else, if he is brave and does not weary in seeking; for seeking and learning is all remembrance.† [42] After questioning the slave boy about geometry Socrates seeks Menon’s concurrence in the proposition that the boy, shown to have been in error about geometry, is better off now, that he too is numbed but has knowledge about the limits of what he knows. By being numbed by the sting of Socrates’ conversation the slave has come a step â€Å"onwards, as it seems, to find out how he stands.† [29]. Menon answers yes, when Socrates asked: â€Å"Then do you think he would have tried to find out or to learn what he thought he knew, not knowing, until he tumbled into difficulty by thinking he did not know, and longed to know?† Menon agrees, that he does not think he would and thus gains from being numbed. Menon takes up again his original question, whether virtue can be taught, or one gets it by nature or in some other way. Socrates agrees to proceed but contends that they need a common ground as neither of them can say at this point what virtue is. Socrates has Menon agree that if virtue is knowledge then it can be taught, and if not a knowledge then it cannot be taught. (Conclusion: All that is taught call be called knowledge.) How to cite Virtue in Several Dialogues, Essay examples

The Prime of Miss Jean Brodie Essay Paper Example For Students

The Prime of Miss Jean Brodie Essay Paper Muriel Sparks The Prime of Miss Jean Brodie depicts the coming of age of six adolescent girls in Edinburgh, Scotland during the 1930s. The story brings us into the classroom of Miss Jean Brodie, a fascist school teacher at the Marcia Blaine School for Girls, and gives close encounter with the social and political climate in Europe during the era surrounding the second World War. Sparks novel is a narrative relating to us the complexities of politics and of social conformity, as well as of non- conformity. Through looking at the Brodie set and the reciprocities between these students and their teacher, the writer, in this novel, reviews the essence of group dynamics and brings in to focus the adverse effects that the power of authority over the masses can produce. Sparks, in so doing projects her skepticism toward the teachers ideologies. This skepticism is played out through the persona of Sandy Stranger, who becomes the central character in a class of Marcia Blaine school girls. Sandys character is even more focally sculpted than the teachers favored disciples who came to be known as the Brodie Set; a small group of girls favored by Miss Jean Brodie in her Prime. The Brodie Set is a social system and a enigmatic network of social relations that acts to draw the behavior of its members toward the core values of the clique. The teacher Miss Jean Brodie projects upon this impressionable set, her strong fascist opinions. She controls this group on the basis that she is in her prime. Her prime being the point in life when she is at the height of wisdom and insight. Sandy pejoratively uses the personality traits and ideology of Brodie to overthrow her, by unveiling them. Sparks is clearly opposed to the kind of authoritarian power and control that is exercised over the impressionable adolescents by a conniving school teacher. The writer thus uses the pitfalls of social conformity found in classical studies, in order to make specific points. For example, research done by social psychologists Muzafer, Carolyn Sherif and Solomon Asch treated social conformity as an aspect of group dynamics (Coon, 560). This is present in Sparks novel, as seen by the dynamics of the group formed by a teacher named Miss Brodie. Brodies students, like the subjects of the said psychological studies, conform to a set of beliefs under the pressure and power of suggestion despite what could be better judgement. This is shown in the passage when Sandy expresses the desire to be nice to Mary, but decides not to because she knew that such an action would not be in accordance with the Brodie Sets system of behavior (Spark, 46). The narrator says about Sandy: She was even more frightened then, by her temptation to be nice to Mary Macgregor, since by this action she would separate herself, and be lonely, and blameable in a more dreadful way than Mary who, although officially the faulty one, was at least inside Miss Brodies category of heroines in the making. Theorists would say that an individual tends to conform to a unanimous group judgment even when that judgment is obviously in error (Coon, 561). The more eager an individual is to become a member of a group, the more that person tends to orient his or her behavior to the norms of the group (Coon, 561). This eagerness is true of Sandy Stranger. Miss Brodie often makes reference to Sandy overdoing things, or trying to hard. If the Brodie Set must hold their heads high, Sandy held her head the highest (Spark, 35). Miss Brodie warned that One day, Sandy, you will go too far. Also, the more ambiguous the situation, the greater the groups influence on the individual (Coon, 562). When the groups judgment reflects personal or aesthetic preference, however, the individual feels little pressure to conform as is the case with Sparks character, Sandy Stranger. Brodies fascism, born of an authoritarian political movement that developed in Italy and other European countries after 1919 as a reaction against the political and social changes brought about by World War I, is projected in this novel as the unsettling proliferation of socialism and communism in Europe during the 1930s and 1940s. The early Fascist program was a mixture of left and right wing ideas that emphasized intense nationalism, productivism, antisocialism, elitism, and the need for a strong authoritarian leadership (Homans, 451). Essay On Jefferson Essay They express acquiescence to the norms of that group. Sandy rejects homogeneity. Spark, in effect, gives, through her antagonist Sandy, her own ideology as to what knowledge is worth having, and how that knowledge should be acquired and disseminated. Furthermore, we are given insight as to dynamics of how knowledge is verified and acted upon. The novelist approach is less theoretical and more personal. We do not like Miss Brodie for her way of distributing knowledge and exercising power. This is not accidental, but arises from, what seems to be Sparks own theological erudition and personal experiences. Spark, herself, like the character Sandy in her novel, rebels by conversion. Spark converted from Anglican to Roman Catholic during the 1950s, and clearly projects a stance against fascism and its ideals, in life and in her novel(Lodge, 122). There is thus, the divergence of the basic assumptions of the dynamics of social power and knowledge as reflected in the authors life as well as is projected in her novel (Lodge, 122). This approach then takes into account concepts that are not merely theoretical but also personal. There is however personal, some social grouping depicted, that accords with grouping identified by some theorist (Costanzo, 372). In Brodies group we find elements of the two basic kinds of social affiliation that most theorists present, sociality by partial fusion, and sociality by partial opposition (Coon, 563). The us as represented by the Brodie Set and the Other as represented by Sandy and all other Catholics and any not sharing the Brodies views (Coon, 563). There is some evidence to indicate that there is a relationship between self-confidence and resistance to group pressures to conform (Coon, 566). When we analyze the critical episodes in Brodiess dealings with her student we find a troubling endurance of a collective judgement of ideas, that marks the group. Brodie is eccentric in her teaching method and styles as she manipulates the minds and lives of all within the group. Spark thus unveils with careful timing, an epistemological leverage with which Sandy betrays and overthrows the Brodie Set. That Sandy leaves and becomes a nun is ironic since her strategy for preserving individuality may still be lost. The interest of any group is the natural enemy of its members individuality. Sandy must not be concerned only with the loss of individuality, as regards to the Brodie Set, but also with the danger of fascist ideology. Each individuals compliance with a group judgment, is perhaps counter to his or her own judgment, but at this small group level, conformity dispels individual judgement. Sandy projects to us that this kind of social conformity under the pressure of authority, is to be blamed for many social problems and adversities in the individual lives of the Brodie girls, and in society at large. Bibliography 1. Coon, Dennis. Psychology: Exploration and Application. West Publishing Company: 1980. 2. Costanzo, P. Conformity development as a function of self blame. Journal of Personality and Social Psychology 14; 366-374: 1970. 3. Csikszentmihalyi, M. Larson, R. Being Adolescent. Harper Collins Publisher: 1984. 4. Homans, G.C. Social Behavior: Its Elementary Forms. Harcourt Brace Jovanovich: 1961. 5. Lodge, David. The Uses and Abuses of Omniscience: Method and Meaning in Muriel Sparks The Prime of Miss Jean Brodie. Ithaca, Cornell: 1971.