Blow the Whistle or Breathe Insulation Case Study

Blow the Whistle or Breathe Insulation - Case Study Example Relevant details in the case include asbestos contamination in the vault, strong recommendation but not a requirement of the county inspector to remove or seal off the asbestos in the wallboard or pipes, release of company statement that it had complied with the citation but nothing was planned, a memo requiring the employees to perform their normal duties even entering the contaminated vault, refusal of the company to do the demands of the citation because of the high cost of asbestos removal, known hazards of exposure to asbestos by the employees, complaints by the employees and discussions being communicated to the management but received refusal from the President and insisted that the county has reinspected the company and was satisfied with the result, threats to one’s health and job, and thoughts of releasing a major statement to the general public or media to pressure the company to remove the asbestos. Acquring this details, it is wrong to let the employees enter the vault as this compromises employees health and violates the ethical principle of beneficence. Likewise, it might also be wrong to go on public and tell the issue as you might violate the ethical principle of doing no harm to the safety of employment of yours and other employees that might get involved. Conflict arises between the promotion of common good or health of the employees as to the protection of company image to ensure that employees will retain their positions and jobs as well as breadwinners of their families. I can see that the individual who will act as the whistleblower would be affected in terms of job stability; the group of employees who will enter the contaminated vault will also be affected in terms of health; while the company will also be affected once the case is exposed. Consider options in resolving the problem from the perspective of the: Consequentialist: the rightness of the decision is based on the consequences ~ utilitarianism; Deontologist:

Lincoln and Kennedy Assassination Similarities Essay Example for Free

Lincoln and Kennedy Assassination Similarities Essay Similarities between the Lincoln and Kennedy Assassinations Both American presidents Abraham Lincoln and John F. Kennedy (JFK) were tragically assassinated during their terms in office. Both men, admired by many, were hated by many who opposed their political views. Very shortly after the Kennedy assassination in November of 1963, a strikingly similar comparison of the circumstances of his death and the death of Lincoln in 1865 surfaced media everywhere. These comparisons have both fueled conspiracies and pointed out some amazingly specific coincidences. Some examples include: -Lincoln was elected to Congress in 1846/Kennedy was elected to Congress in 1946 -Lincoln was elected president in 1860/Kennedy was elected president in 1960 -Both of their wives lost a child while living in the White House -Both were directly concerned with Civil Rights -Lincoln had a secretary named Kennedy who warned him not to go to the theater/Kennedy had a secretary named Lincoln who warned him not to go to Dallas -Both were shot in the back of the head in front of their wives -Lincoln was shot in the Ford Theatre/Kennedy was shot in a Lincoln (made by Ford) -Both shot on Fridays -Booth shot Lincoln in a theater and fled to a warehouse/Oswald shot Kennedy from a warehouse and fled to a theater -Both assassins were killed before being brought to trial -Lincolns successor was Andrew Johnson (born in 1808)/Kennedys successor was Lyndon Johnson (born in 1908) -both presidents last names contain letters While entertaining, most people argue that these coincidences could have occurred to anyone. Several say that similarities between two people can be found easily with a small analysis. Nevertheless, the conspiracy boggles the minds of Americans daily.

Essay --

Social constructionism was the theory described by Joel Best that explains how things in life become controversies or problems. The ways in which society thinks about situations and uses categories to analyze events in the world structures experiences and understandings of these events. Humans look at events beyond an objectivist approach, and instead subjectively, affected by the framework in which one lives. The social constructionist theory can be used to look at the relationship between science and the people that it serves, illustrated in Rebecca Skloot’s The Immortal Life of Henrietta Lacks. Henrietta Lacks was an African American woman who died from cervical cancer in the 1950s. She sought treatment at Johns Hopkins hospital, where she visited many times and eventually passed away. During visits, her cells were taken without her consent, and given to scientist George Gey. Gey quickly realized that Henrietta’s cells were not like other cells that he had grown in his laboratory; they had the ability to grow exponentially in a cell culture, known as HeLa, and soon became seen as immortal cells. Not only that, the cells soon became one of the most prolific resources in medical research, having a major impact in the development of polio vaccines, cloning, gene mapping, and much more. HeLa became a medical controversy, not only because it helped the science world achieve so much, but also because of the ethical quandaries that it developed. Social construction can be used to help explain how HeLa cells became famous in general. According to the theory, primarily claims must be made about something. Then, the media will eventually circulate said claims, which will eventually garner a public reaction. This would lead to policies ... ...Henrietta’s life, informed consent was very informal and lax. But because of cases like HeLa and Mo, informed consent became recognized to be a problem that needed to have strict guidelines and therefore has become required. Looking at the social construct theory, the HeLa cells became viewed as controversial, which in the end made the public find other cases in its nature controversial as well, and needing guidelines to regulate scientific research. Evaluating the current policies, clearly some still believe that there needs to be more guidelines, and others believe that things such as tissue and other biological materials should considered to be under the ownership of the person whom it came from. What the social construct can say about the story of Henrietta, HeLa, and Mo shows just how influential the society is in constructing values, practices, and traditions.

How Far Were the Mistakes of Others Responsible for Mussolini Becoming Prime Minister in October 1922

Firstly, Italy’s government was deteriorating and so it was evident that communist Italy was a failure. Mussolini had led the Italian population to believe that he and his fascist party were their only hope into putting an end to the chaos in Rome, and re-establish order and bring about the once great Italy, just as Caesar had in the time of the great Romans. This was appealing to the Italian people, as the city or Rome seemed to have fallen into ruins, taking advantage of this, Mussolini had conveyed himself as their saviour.Fascist ideology stressed the importance of the heroic leader and strong government. This was in contrast to the weaknesses of Liberal Italy, characterised by the failure to provide strong and stable government and so Italian people found it easier to give praise to a person rather than a concept, and Fascism seemed to embody elements of both left and right wing policies. He used powerful slogans such as â€Å"Mussolini is always right, believe, obey, fi ght. † Secondly, propaganda played a huge part in the success of Mussolini.Mussolini would â€Å"re-write† history by including himself in historic moments or ‘erasing’ someone else as it suited him. There would constantly be a movie displaying how heroic he was, Mussolini was practically everywhere, from movies to propaganda posters, wherever he was shown he always made sure he looked his best. Thirdly, it may be argued that the Catholic church helped Mussolini secure the position of prime minister, the Catholic Church was in danger of losing all of its land in Rome, its claim to Vatican City was disputed.Mussolini offered the church a deal, he would recognize the Church's right to independence and their ownership of the entire Vatican City; give the church reparations within limits for land taken during the unification of Italy; and he would protect the church's position as the state religion of Italy. In return, the Vatican agreed to recognize Italy as a separate nation and Mussolini as the leader of Italy. This was known as the Lateran Treaty.This showed the Italian people that Mussolini was working with the church; this just reinforced the good image Mussolini already had. Finally, the king was also a contributing factor for Mussolini becoming Prime minister in 1922. Firstly the king refused to stop any strikes (in which there were many), in fear of civil war. Another mistake on the kings behalf, who refused to implement facta’s plan to ensure Rome’s safety/defend Rome from Fascist violence.

Culture Intervention in the School Essay

In (PLEASE PUT THE NAME OF YOUR SCHOOL HERE), students coming from different races and ethnicities are accepted. Thus, this creates a student body which is culturally diverse and different in terms of the beliefs, values, languages, and other aspects related to culture. People coming from different cultures are not expected to have a harmonious relationship right away especially with regard to their young age. However, there may be some forms of intervention that can reduce the friction, tension, and conflict due to cultural differences. Before delving into the details of intervention for culture, it is necessary to define culture to be able to target the right elements. Culture is defined â€Å"in anthropology, the patterns of behavior and thinking that people living in social groups learn, create, and share† (Bodley, 2005). This is comprised of the â€Å"beliefs, rules of behavior, language, rituals, art, technology, style of dress, ways of producing and cooking food, religion, and political and economic systems† (Bodley, 2005). Thus, the term culture encompasses a wide range of factors that paves the way for more differences among the students. There are several intervention measures that can be put into application in the school. First, it is important that there is an atmosphere in existent in the school that clearly sets a zero tolerance for bullying and by-standing within the premises of the school. Bullying and by-standing are common consequences of variations in culture. More often than not, the students belonging to the majority culture teases the students who are members of the cultural minority groups. This could lead to bullying and constant fear and inferiority for those who become the victims of the bullies and by-standers. With the foregoing statement, the school administration, in cooperation with the parents, should be able to make a concerted effort to make and agree on policies that will lead to harmonious relationships between the culturally-varied students. Corresponding sanctions should be placed upon the violations and their degrees should be identified. Moreover, rewards for those students who help in creating a stable environment and who makes a way to accept cultural differences in the school should be given a rewards in terms of academic and recognition factors. This is a long and tedious process and there are a lot of factors and minute details to be considered in making the policies. Also, through the cooperation of the parents, there will be reinforcement measures even when the children go back to their homes. It will not simply be a school responsibility for them but hopefully, will become a way of life and a part of their values. Second, there is a need for adult mentors to become visible to the students. However, they should not see these adult mentors as someone who would always pinpoint their mistakes and become an authoritative figure that will constrict their movements. Rather, these adult mentors should be perceived as persons who will be a help within their reach for any problem they have. Adult mentors will be based on a schedule formulated for each break period to patrol on places where the children mostly are and in places that become a favorable place for bullying. The procedures for this should be discusses together with the first culture intervention. Lastly, the students should also be involved in the efforts to have an environment which accepts cultural differences. This can be done by having one class period devoted to an open discussion regarding the different cultures of students and to highlight the exciting and new information about each culture. This way, the students will become aware that it is not only their culture that is in existent but there are a lot of colorful things to look forward to in the treasure box of another student’s culture. Also, the homeroom adviser or teacher could serve as a facilitator for discussion that will dwell on the different problems of culture they have in the school right now. The children are expected to understand this with a proper explanation from the facilitator. The facilitators of the group discussions will have to undergo training for this subject. References Bodley, J. H. 2005. â€Å"Culture. † Microsoft ® Encarta ® 2006 [CD]. Redmond, WA: Microsoft Corporation.