Case Study : Please see attached documents

budget constraints. I told them that a viable alternative is single-copy ver- sions of decent, though less popular, software packages that are often avail- able, free, as freeware. My fellow teachers disagreed with using freeware. They argued that we have a moral right-and maybe even an obligation-to make multiple copies of "good" software to distribute to as many educators as might find it useful, whether or not we have the licenses. Even the administrators Turn their heads at the practice. They feel the same way the teachers do: Without copied software, the students would not learn the leading-edge software and would stop coming to our classes. Ultimately, we'd be out of a job. On the other hand, I have a hard time swallowing the software devel opers' claim that our copying causes them to lose money on potential sales to schools. There's no way we could buy it. Besides, by exposing our stu- dents to the software, we're training a large pool of potential future cus- tomers. I think it's my moral duty as an educator to give my students the best possible training with the most up-to-date tools. I'm not alone in this opinion, either. Many civic groups donate software and hardware to these schools. They know the good job we're doing, and they know that we couldn't do a proper job without some degree of software copying. What bothers me, though, is this: What are we teaching our students about the value of copyrights when they know we're using bootlegged cop- ies, and they know we know it?The Engineer and the Teacher Copyright Ethics in Schools and Industry My name is Harrison Grander. Three months ago, I was hired as Senior Engineer by Googalong Consultants in Dallas. The firm's clients are local utility companies that need solutions to civil, structural, mechanical, and electrical problems. I manage these projects and deal with the associated clients. The competition for winning consulting contracts is fierce. When my company started in business two years ago, it had only a few personal computers and the bare minimum of engineering, accounting, and office automation software. As the company grew, it added more PCs and circus lated more copies of the original software, along with unauthorized ver- sions of more sophisticated software tools. There were no funds to buy legitimate software. In fact, the company canceled maintenance contracts on the hardware and operating system software during these lean times Now, we're located in a new office park. Business is booming in a slump- ing economy, because the company focus is on quality work at a reason- able price. Just yesterday my boss told me that he wanted me to take over as manager of Information Systems Resources. It's not that big a deal. It takes only one day a week to keep track of all the software we have, making sure we have backups of the most recent versions and so on. What bothers me is what I found on the job during the first day. The company's most important software, the engineering package we use all the time, the one that is the envy of all our competition, was never pur- chased. It is a bootlegged copy. Well, of course I went to my boss. He said, "My gosh! You don't expect us to buy that now, do you? The least expensive version is $10,000. Spending that kind of money would set us back years against the competition. I expect we'll be able to afford it in a year or two, but right now we wouldn't be able to make competitive bids if we were to buy it." My name is Esther Gooch. Three months ago, I was employed as an adult education teacher for a consortium of several San Francisco-area schools. This group of schools has set a goal for me and the other AE teach- ers: We must teach relevant skills and technologies to the area's adult popu- lation. Unfortunately, the recent budget cuts undertaken in California towns and cities have forced the teaching staff to stretch all existing resources. We are asked to teach computing without having adequate software. When I first began three months ago, I was told by my fellow teachers that the only way we could make an impact would be to teach the skills that sell, such as word processing and spreadsheet development, and to use the most current and popular software. Of course, I agreed. But I pointed out that site licenses for these products are expensive and we are under