Is it true that uploading is stealing?

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C. Barry (2015, April 13). Is it true that uploading is stealing? Digital piracy’s legal ramifications. The Discussion.
The author discusses two contrasting viewpoints on whether downloading is cheating or not in this post. According to the author, two camps dominate the ethics of illegal downloading: fundamentalist libertarians and fundamentalist protectors. Intellectual property rules, according to the former camp, limit freedom to speech and ideas. As a result, they conclude that criminal penalties are unjustified and punitive because illicit downloading has no actual cost to everyone. On the other hand, fundamentalist protectors compare illegal downloading to widespread theft. As a result, they agree that anyone who illegally downloads is downloading property illegally should face criminal sanctions just like those steal televisions or handbags. Therefore, it is their view that the heavy penalties attached to illegal downloading are justified.

Barry (2015) shows that both of the positions held by the opposing camps are overdrawn and not in line with moral common sense. The view of the fundamental protector that illegal downloading is equated to common theft is far-fetched. While one is deprived of the use of the property entirely in common theft, the same cannot be said in the case of illegal downloading of copyrighted material. In the latter, the owner can still use the material and derive benefits from it. The view of the fundamentalist libertarians is also problematic because illegal downloading does not compensate for the efforts put towards creating the materials. It is the opinion of the author that illegal downloading should not be considered as common theft and different legal solutions have to be developed.

In this article, the author has provided a way forward for the treatment of intellectual property rights. The proposal to formulate different laws to protect intellectual property is plausible. Illegal downloading cannot be treated the same way as common theft.

Productivity Commission (2016). Digital Disruption: What do governments need to do? Commission Research Paper, Canberra. Retrieved from

The sections 3.1 and 3.2 of the research paper by the Productivity Commission (2016) examine the impact of digital disruption on workers and society. It is noted that automation of tasks has been used for centuries and affect majorly routine tasks. As such, jobs involving non-routine tasks are not significantly affected by automation. It is the finding of the research that it will be difficult to automate some tasks particularly those requiring social intelligence or perception. As such, there is a limit to automation. While some jobs will be automated in the coming years, it does not mean that unemployment will increase since new ones will be created. While professionals and personal service workers are unlikely to be affected, occupations such as labourers, clerical workers, drivers, and machine operators are likely to suffer as a result of the digital disruption.

In section 3.2 of the paper, the focus is on the ‘gig economy.’ While its growth is reported to be uncertain, gig economy increases employment flexibility, provides supplementary income, and allows members of some demographic groups to secure work. There are concerns, however, that the gig economy does not guarantee employment and income stability. The paper also notes that it can leave workers worse off since entitlements like minimum wage and paid leave are not necessarily present.

It is important for the government to find ways of dealing with challenges that affect its people. The research paper has elaborated how workers and society are likely to be affected by the increase in automation of tasks and the gig economy. In addition, the paper has recommended what the government can do to minimise the effect of the digital disruption to workers as well as the society.

Robinson, E. (2013). Parental involvement in preventing and responding to cyberbullying. Family Matters, 92 (July), 1-11. Retrieved from

In this article, the author offers important statistics and information about cyberbullying and goes ahead to expound on what parents can do to deal with it. The author notes that there has been an increase internet usage among the young people in Australia. The article provides the characteristics of cyberbullying that include power differential, anonymity, and inability to defend oneself. Cyberbullying can also occur both in the school and home environment, and this gives the parents a role to play. In Australia, the range of cyberbullying is between 7% and 20%. While the internet poses risks for the young people, an extreme monitoring by parents may limit their development of an understanding of responsible technology usage in other contexts.

Parental involvement in the internet usage by parents can go a long way in addressing cyberbullying. Monitoring how children use the internet can help in dealing with the cyberbullying challenge. When parents provide their children with computers and mobile phones, it is important that they communicate the basics of digital citizenships. Parents should not limit the children’s access to technology if they report cyberbullying cases. Parents can also work together with schools to educate children on cyberbullying and cybersafety.

This article has demonstrated what parents can do to prevent and address the cases of cyberbullying. It is important to note that cyberbullying is a challenge that has come with the advent of the internet. As such, it is not a problem that has been there in the past. Through the information from this article, parents can understand their role in protecting their children from cyberbullying.


Barry, C. (2015, April 13). Is downloading really stealing? The ethics of digital piracy. The Conversation. Retrieved from

Productivity Commission (2016). Digital Disruption: What do governments need to do? Commission Research Paper, Canberra. Retrieved from

Robinson, E. (2013). Parental involvement in preventing and responding to cyberbullying. Family Matters, 92 (July), 1-11. Retrieved from

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