A definição de Software Livre

En este número y en la presente sección Zona Remix publicamos un texto de Richard Stallman. Se trata de un capítulo de su texto Software libre para una sociedad libre. Específicamente nos centramos en el capítulo titulado "La definición de Software libre". Un capítulo fundamental para comprender no solo el movimiento, del que Stallman es fundador, sino para entender los porqués de la necesidad de liberar el conocimiento en sus diferentes dimensiones científica y cultural. La filosofía del software libre procura una liberación del lenguaje informático y con ello facilita las claves para la liberación del conocimiento más general. El texto mantiene: © Copyright 2004 del texto: Richard M. Stallman y © Copyright 2004 de la Edición: Copyright 2004 de la Edición, Traficantes de Sueños. Se permite la copia, ya sea de uno o más artículos completos de esta obra o del conjunto de la edición, en cualquier formato, mecánico o digital, siempre y cuando no se modifique el contenido de los textos, se respete su autoría y esta nota se mantenga.In this issue and in the present section Remix Zone we publish a text by Richard Stallman. This is a chapter from his text Free Software for a Free Society. Specifically we focus on the chapter entitled "The Free Software Definition". A fundamental chapter to understand not only the movement, of which Stallman is the founder, but to understand the whys of the need to liberate knowledge in its different scientific and cultural dimensions. The philosophy of free software seeks a liberation of computer language and thus provides the keys to the liberation of knowledge more generally. The text maintains: © Copyright 2004 of the text: Richard M. Stallman and © Copyright 2004 of the Edition: Copyright 2004 of the Edition, Traficantes de Sueños. Copying, whether of one or more complete articles of this work or of the whole edition, is permitted in any format, mechanical or digital, as long as the content of the texts is not modified, the authorship is respected, and this note is maintained.Nesta edição e na presente secção Zona Remix publicamos um texto de Richard Stallman. Este é um capítulo do seu texto Software Livre para uma Sociedade Livre. Especificamente focamos no capítulo intitulado "A Definição de Software Livre". Um capítulo fundamental para compreender não apenas o movimento, do qual Stallman é o fundador, mas para compreender os porquês da necessidade de libertar o conhecimento nas suas diferentes dimensões científicas e culturais. A filosofia do software livre procura a libertação da linguagem informática e assim fornece as chaves para a libertação do conhecimento de uma forma mais geral. O texto mantém: © Copyright 2004 do texto: Richard M. Stallman e © Copyright 2004 da Edição: Copyright 2004 da Edição, Traficantes de Sueños. A cópia, seja de um ou mais artigos completos desta obra ou de toda a edição, é permitida em qualquer formato, mecânico ou digital, desde que o conteúdo dos textos não seja modificado, a autoria seja respeitada, e esta nota seja mantida

Towards optimization-safe systems: analyzing the impact of undefined behavior

This paper studies an emerging class of software bugs called optimization-unstable code: code that is unexpectedly discarded by compiler optimizations due to undefined behavior in the program. Unstable code is present in many systems, including the Linux kernel and the Postgres database. The consequences of unstable code range from incorrect functionality to missing security checks. To reason about unstable code, this paper proposes a novel model, which views unstable code in terms of optimizations that leverage undefined behavior. Using this model, we introduce a new static checker called Stack that precisely identifies unstable code. Applying Stack to widely used systems has uncovered 160 new bugs that have been confirmed and fixed by developers.United States. Defense Advanced Research Projects Agency (DARPA Clean-slate design of Resilient, Adaptive, Secure Hosts (CRASH) program under contract #N66001-10-2-4089)National Science Foundation (U.S.) (NSF award CNS-1053143

Teaching Ethical and Social Issues in CS1 and CS2

The discussion of whether ethical and social issues of computing should be explored in undergraduate computer science education has resulted in most academic institutions and educators agreeing that they are important topics that must be included. Further support has been provided by Curricula \u2791 [16], the CSAC/CSAB accreditation [2] and ImpactCS [12]. Many books [7, 8, 9, 10] and papers [6, 14] have discussed what topics should be covered and what techniques can be used either in a dedicated course or in modules across the curriculum. However, explicit detailed examples that have worked successfully, particularly in lower level computer science courses, are still rare. This paper will discuss several examples that have been successfully used in CS1 and CS2 at a medium-sized university

The association between levels of alcohol consumption and mental health problems and academic performance among young university students

Purpose: Mental health problems and harmful alcohol consumption have been found to be high among young university students compared to the general population in Australia. This research aimed to investigate the association between levels of drinking and mental health problems and academic performance among university students aged 18 to 24 years. Methods: This study used a quantitative cross-sectional design using data that were collected in 2014 as part of the Youth Alcohol Project (YAP). Participants were randomly drawn from a cross sectional sample of 6000 undergraduate students. Included in the study were only students who were within the age of 18-24, undergraduate, and internally enrolled at the main campus. A total of 2518 undergraduate students aged 18 to 24 years who were enrolled internally at Curtin University Bentley campus were randomly recruited. Data were collected through an online survey. Students were invited to participate in the study through their student email address. The email invitations coincided with the release of semester results to increase the likelihood of students accessing their emails. A further 628 students were randomly recruited through face to face intercept survey during the campus market days. Data were collected by trained research assistants. Validated instruments were used to collected data on levels of alcohol consumption, mental health, and academic performance. Results: A considerable proportion of participants (44%) reported consuming alcohol at hazardous or harmful levels. Multiple logistic regression analysis showed that students who were consuming alcohol at hazardous levels were 1.2 times more likely to report psychological distress than those with lower levels of alcohol consumption (aOR 1.2, 95% CI: 1.1-1.5). In addition, being late for class (aOR 1.7, 95% CI:1.1-2.4), missing classes (aOR = 2.6, 95% CI: 1.9-2.6), inability to concentrate in class (aOR = 2.6, 95% CI: 1.9-3.4), and inability to complete assignments (aOR = 3.5, 95% CI 2.0-6.0) independently predicted for moderate or hazardous alcohol consumption. Conclusion: The study shows that a considerable proportion of undergraduate students at university consume alcohol at hazardous or harmful levels. In addition, high levels of alcohol consumption are associated with poor academic performance and mental health outcomes among students. The results of the study warrant multi-strategy interventions that focus on policy, organisational, educational, environmental and economic strategies that will help to reduce alcohol related harms among university students

A review of parental engagement in parenting interventions and strategies to promote it

Despite the importance of increasing engagement and minimising attrition and drop-out in parenting interventions, there is a paucity of empirical evidence examining factors related to engagement and participation. The range of factors examined in relation to engagement is generally limited in scope and variety, focusing on variables of convenience rather than utilising a theoretically-driven approach.The aim of this article is to review the factors related to parental engagement with interventions and to describe strategies and implications for improving engagement with parenting interventions. Several policy and practice implications are identified: (1) Poor parental engagement may threaten or compromise the capacity of parenting programmes to deliver valued outcomes. Viable engagement strategies need to be a core part of prevention and early intervention parenting programmes; (2) Agencies delivering parenting services need a proactive engagement strategy, which includes strategies to prevent drop-out, as well as strategies to actively respond to parental disengagement; (3) Research is needed to test the efficacy and robustness of different engagement enhancement strategies. Empirical tests are needed to test the effectiveness of different engagement strategies in order to ensure that the most efficient, cost-effective and efficacious approach is used in order to engage parents. Investment of research effort to improve parental engagement is likely to have a high yield in terms of programme efficiency, utility and cost effectiveness. We conclude that research examining how to improve engagement and decrease non-completion is needed to strengthen the population level value of parenting programmes as preventive interventions

The mental health of university students in the United Kingdom

There are increasing concerns globally about the mental health of students (Kadison,& Digeronimo, 2004). In the UK, the actual incidence of mental disturbance is unknown, although university counselling services report increased referrals (Association of University & College Counselling, 2011). This study assesses the levels of mental illness in undergraduate students to examine whether widening participation in education has resulted in increases as hypothesized by the UK Royal College of Psychiatrists (2003, 2011). Patterns of disturbance across years are compared to identify where problems arise. Students (N = 1197) completed the General Health Questionnaire-28 either on day one at university or midway through the academic year for first, second and third year students. Rates of mental illness in students equalled those of the general population but only 5.1% were currently receiving treatment. Second year students reported the most significant increases in psychiatric symptoms. Factors contributing to the problem are discussed

Undergraduate mental health issues: the challenge of the second year of study

Background: Student mental health is a global issue. Macaskill (2012) reported that the second year was associated with the most significant increases in psychiatric symptoms in UK students. Qualitative data were collected to explore this further. Method: Twenty-three second year undergraduate students were interviewed using a narrative interviewing method to explore their experience of their second year of study. They also completed the GHQ-28. Students were grouped according to their psychiatric caseness scores, giving two groups, a well group with scores ≤ 5 and a clinical case group with scores ≥6 and their interview data were compared. Results: Using thematic analysis, various themes and subthemes were identified. While both groups identified the same issues namely, the first year concerns impacting on the second year, course issues, careers and future employability and student debt, the groups reported very different coping styles. Conclusion: There were shared anxieties across both groups. The majority related to institutional practices and the unintended impact they may be having on student mental health. While specialist interventions would help the clinical caseness group, arguably the anxiety levels of both groups would benefit equally from relatively easy to implement, inexpensive institutional changes and/or additions to current practices in universities