ShantanuT01/DACTYL-Pretraining huggingface dataset:
Abstract The purpose of this paper is to explore components of whistleblowing in engineering through case studies of notable cases in various fields and professions, including cases of Michael DeKort, Franz Gayl, and Diane Hartley. It highlights these cases of three whistleblowers who have displayed various aspects of whistleblowing, the reporting and subsequent legal issues. It analyzes whistleblowing as a means of enhancing professional ethics, protecting lives and reputation of organizations. In addition, the paper discusses the US laws on whistleblowing, responsibilities and rights, possible conflicts of interests and obligations alongside the ethics in whistleblowing. Overall, the paper urges employees who have witnessed waste, fraud or illegality to blow the whistle. Introduction Engineers have a critical, unique position with regard to identifying and reporting unsafe practices or misconducts that result from their employers or project clients. In such situations, legally or morally, licensed engineers have the responsibility to ‘blow the whistle’ on stakeholders under such circumstances (Oliver, 2003). In addition, they have a code of ethics to follow (Floyd, 2012). The IEEE provides an example of a code of ethics for engineers (IEEE, 2015). Therefore, whistleblowing is vital for any engineering company. It enhances corporate governance and protects the public from disastrous projects (Matthewson, 2012). Whistleblowing gives employees opportunities to act on perceived misconducts, promote safety practices at workplaces, protect public health, organizational reputation and profits. In this regard, the whistleblower has the responsibility to report potential misconducts. One must however understand that whistleblowers do not have investigative roles in such cases. Whistleblowing is a matter of necessity. The nature of engineering projects or studies are usually complex and therefore some cases of misconduct may only be detected once they have taken place and someone familiar with the project details report about them. Whistleblowers have obligations to act once they witness any forms of misconducts. While reporting processes should be formal, whistleblowers have several paths to blow the whistle on alleged misconducts to provide a chance for further inquiries (Kalichman, 2001). The purpose of this project is to explore some known whistleblowers, including Michael DeKort on the case of Coast Guard Deepwater program, Franz Gayl on the US Marine Corps who were poorly protected by Humvees, and Diane Hartley’s role on the flaw with Citicorp building. The paper further covers the US Laws concerning whistleblowing protection, the rights, responsibilities, and obligations to report fraud, waste and abuse. It also explores potential conflicts of whistleblowers’ obligation and corporate secrecy or national securi
Introduction Virtue Theory is the speculation that true actions pursue from becoming an ethical person, and additionally by becoming an ethical person, it is automatically known what is right and wrong. When we identify what is really right or wrong, we have thrived as humans, and we have eudemonia. So, as regards to this, virtue ethics is one of the chief structures of normative ethics, and frequently called ethics. (Barnes, 1976) It contrasts deontology, which emphasizes rules and duties. A virtue is an admirable human characteristic such as courage, kindness or forgiveness that distinguishes good people from bad. Socrates sought a single virtue for human life, while Plato identified four central virtues that should be present in the ideal state. Aristotle said that a moral virtue is the middle value between two extremes. Christianity preaches virtues such as forgiveness and love to make a moral person. Comparison of the ethics virtue theory with another ancient philosopher If we compare the ethics virtue theory with other ancient philosopher, it transpires that for Socrates, the ultimate virtue is knowledge. With knowledge he argued, morality comes. If people had knowledge of what was good and bad, people would not sin. He said that all wrongdoing is involuntary, and that if people had knowledge of right and wrong, they would know not to sin. Plato said the soul had three parts. He said these were reason, emotion and desire. In order to become a moral person, Plato said we had to learn the three virtues to control these parts of the soul. These were wisdom, courage and self-control. With a virtue for each part of the soul, and an equal balance of each part of the soul, Plato said we would become moral people. Wisdom would aid reason to think well, courage would override emotion, and self-control would manage desire. We see ho0w balancing the parts of the soul and having virtues would help us lead well lives in the muffin example. When faced with the option of an apple of a muffin, a good person would choose the apple, because the part of the soul that desired the muffin would be controlled by self-control, the part of the soul that was emotional would have the courage to make the decision, and to ignore the craving for the muffin, and the rational part of the soul would know that apples are better for the body than muffins, and so choose the apple. This way of thinking helps us to lead moral lives, according to Plato. Aristotle developed a different way of thinking. He said that virtue was the middle action between two vices. So, for example, modesty would be a virtue as it comes between two extremes or vices; egotism and low self esteem. Another example would be working sensibly. The two vices of working would be overworking and laziness. The middle option would be working sensibly. This, according to Aristotle, is the correct choice of action. He said we should act in the right way, at the right time, in the right amount towards the right persons for the correct reasons: “…To experience these emotions [fe
Fig. 1. St. Mark’s Lion Lion is a symbol of Venice that is used to represent St. Mark, the evangelist and patron of the city (Dover 315). According to the Christian symbolism, a winged lion with a book representing the patron intends to accentuate the wisdom and protection of the evangelist. St. Mark’s Basilica in Venice was built in 828 in order to house the remains of St. Mark’s body that was stolen by the Venetian merchants (see Fig. 1). St. Mark became the patron saint of the city, and his symbolized representation in a gold winged lion became known widely (“San Marco Basilica”). Lion as a Symbol The golden lion with wings and a book under the statue of St. Mark at the top of the Basilica symbolizes not only wisdom but also the spiritual maturity and growth of the saint (see Fig. 2). St. Mark Lion’s wings represent the Christian spirituality. St. Mark Lion’s book represents the religious wisdom of the patron (Hamlett 459). The words in the book holding by the lion state the first words heard by St. Mark in Venice: “Peace to thee, Mark, my evangelist. Here your body shall rest” (“History of Venice” par. 2). Fig. 2. St. Mark’s Statue and the Lion Lions near the Basilica Fig. 3. The Lion on the Loggetta Gate near St. Mark’s Basilica St. Mark’s lions can be observed in many places near St. Mark’s Basilica. The lion on the bronze Loggetta gate in front of the Basilica also holds the open book to present the power of the word (see Fig. 3). This statue also symbolizes the state’s peace and sovereignty in Venice (Harrison 36). Other Representations of Lions One more lion representing St. Mark is observed at the war memorial, the Victor Emmanuel Statue in Venice (see Fig. 4). This lion is set near the female representation of Venice, and it is biting the chains to fight the oppressor. This symbolic presentation of St. Mark is not peaceful, and it accentuates the nature of the protector of the city (Rosand 24). Fig. 4. The Lion at the Victor Emmanuel Statue Works Cited Dover, Paul. “Review Essay: When Myth Encounters History: Recent Work on Renaissance Venice”. Journal of Urban History 32.2 (2006): 314-323. Print. Hamlett, Lydia. “The Sacristy of San Marco, Venice: Form and Function Illuminated”. Art History 32.3 (2009): 458-484. Print. Harrison, Keith. “St Mark’s Basilica in Venice”. Reference Reviews 14.6 (2000): 35-36. Print. History of Venice. n.d. Web. Rosand, David. Myths of Venice: The Figuration of a State . Chapel Hill: University of North Carolina, 2001. Print. San Marco Basilica . n.d. Web.
Introduction Genetically Modified Food (GMF) is a product of Genetically Modified Organisms (GMO). These organisms have been genetically bioengineered or cloned either chemically, through selective breeding or by use of radiations. [1] The organisms have been subjected to experimental analysis for a long period in an effort to eradicate hunger in the world. GMF trigger controversial legal, health and ethical issues that are yet to be resolved. GMF critics express their concerns based on economic, ecological and biological issues. For instance, steroids are incorporated in organisms to modify them into larger and better products. Supporters of the technology on the other hand have a Utilitarian perspective stating that various advantages outweigh the harmful effects and therefore, the GMF should be embraced globally. For instance, GMFs are pesticide free and it is not only environmentally safe but also is economical for farmers since the plants or animals can resist pests. They therefore are not prone to diseases such as bacterial, fungal or viral. The foods can be modified to resist cold, drought and still maintain or amplify the nutritional value and to crown it all, they are more affordable [2] . Irrespective of all the merits, some countries have opted to ban the foods or others trade organizations such as the European Union dictate that GMF must be highlighted on the product labels. Consequently consumers are reluctant at incorporating them in their diet [3] . Is it within the rights of individuals to alter organisms just because they have ability to do so? This paper will address the issue of GMFs and why they are still rejected by the European consumers irrespective of the outwards consumer benefits they have. European Consumers The European market as compared to that of the United States reflects a contrasting stand. In the U.S, GMF is embraced as an economically and socially attractive sector, that its growth continuous to be enormous. Large farms continue to be allotted to cater for GMOs. Conversely, GMF food are scarce in Europe for the countries continue to impose harsh laws regarding GMF production and having to ban the GMF based on negative opinion. In Europe, there are fewer lands for cultivation and often are positioned in areas of high population. These lands are not public but private property and therefore, cultivation is hard. Disregard for GMF in Europe is mainly due to the issue that the food requires more analysis in terms of being tested and researched more. The EU Directive 2001/18/EC outdated the Directive 90/220/EEC restricting marketing and experimental release of GMF. The directive was aimed at ensuring extensive research is carried on GMFs for the benefit of the public. Labeling every product with GMF was also a requirement for the consumers to make personal choices on the products. In the Un
Introduction The field of organizational learning entails knowledge about theories and models in an organization which are learnt and afterwards adjusted to. In the field of organizational development, learning is taken to be a characteristic of an organization which is adaptive. According to Argyris and Schon (1978), organizations involved in these kinds of task should be quick in pointing out which changes are occurring in the environments within and without them and so be able to acclimatize as fast as possible. This paper is a critical evaluation of a human resource development program and its subsequent intervention basing on the theory of action research as developed by Chris Argyris. The paper will start with a discussion of the concepts of adult learning followed by an insight into the theory at hand. Another theory which will be idealized in practice is the Mezirow’s transformative learning theory. The paper will also consider in brief, the application of Kolb’s theory to some students as it has happened in a past real life process (Mezirow, 1975). Learning is relative and permanent change in the behavior of a person which results from the experiences a particular person undergoes. This results to a change in the in the way a person thinks, perceives issues, and reacts to his current environment. This is in no way affected by his genetic make up or resulting from naturalization. The overall process of learning makes the person increase in sophistication, flexibility and creativity. Learning is not a fixed entity but is a process through which concepts are derived and through experience, these concepts get modified with time (Argyris and Schon 1978). Adult learning falls in three domains which can be classified as emancipatory, instrumental and communicative. The instrumental learning domain involves learning which results in manipulation of the environment. This type of learning is task oriented and consists of solving problems. Once a person has learnt using this kind of method, it is possible to know the resulting changes through the productivity of the person, his performance or his behavior. Communicative learning on the other hand deals with the dynamics of how people understand each other. In this type of learning, a person knows the other person means through the use of writing, art, speech or drama. This domain does not determine truth but attempts to establish the justification or validity behind beliefs. For adults, learning is a complex affair which does not merely occur in the three domains but occurs in stages (Easterby-Smith and Lyles 2003). This makes the learning process not instantaneous and has a time delay which can be exemplified in four levels as shown below: Not aware ↓ Aware but post facto ↓ Aware post facto but does not ac
Introduction It has been suggested that victims with complications related to hearing can feel unhappy with their situations because some are neglected, and discriminated by the public, who refrain from associating with them. Significant adaptations should be made to provide access and equity to all children, including those with disabilities such as hearing impairment. There are main conditions that bring about hearing loss. They include having difficulties separating voices, a reduced range of hearing. The latter condition can make loud sounds quite intolerable. Some people inherit hearing impairment from their parents. Another cause includes lack oxygen during their time of birth, which affects their hearing condition (Pagliano, 2005). People who have lost hearing appear frustrated because they are assumed and neglected. In a learning environment, instructors should come up with several approaches to handle these challenges so as to create equality among all children regardless of their hearing abilities. Teachers Teachers can assist the hearing impaired children through lip reading. This is a process that helps a learner look at the lips of the instructor to facilitate communication. When learning becomes learner-centred, objectives of the lesson become achievable. This motivates students to have a fundamental teacher-learner rapport. While attending to hearing impaired children, teachers should ensure that the learners’ attention is caught to avoid distraction. Attention enables learners to dominate the lesson, hence, the achievement of lesson objectives. Teachers should avoid standing far away from the learners since that may make hearing difficult (Power, 2005). Some individuals believe that deaf students should be addressed loudly. However, this should be discouraged since it distorts the message, thus, affecting communication. The teacher should identify a sitting arrangement that may enable learners to see the speaker and other learners so as to create harmony during the lesson. Learners who cannot see the instructor and their fellow students may feel out of the lesson. Writing on the board while talking may affect such learners. This is because they depend on the visual expression to understand the information being passed. In addition, a teacher who may be facing the board lacks class control since some learners may lack attention (Brereton 2008). Families According to Brereton (2008) parents play a significant role in the growth and development of hearing impaired children. Families neglect and treat them as inferior according to their cultural beliefs. However, such children need visual and sign language skills to improve their communication. Parents can seek treatment for hearing impaired children through hearing aids, cochlear implants, which are identified with children of hearing loss (Hyde & Power, 2006). Families should develop a follow-up initiative t
Introduction English is the most widely spoken language in the world today. Stemming from the British Empire dominance in the early days of civilization, former colonies of Britain either adopted English as their official language or as their second most important language after some indigenous languages. Because its used in international instruction, learning English as a second language is a necessary undertaking for students and instructors especially given the dominance of the US and UK in global economics and politics. In Asia, all the learners whose first language is not English study the language as their second language. ESL (English as a second language), ESOL (English for speakers of other languages), EFL (English as a foreign language) all refer to the learning of English by people whose fist language is not English. They may also refer to the use of the language by the same group. Teaching of English is also referred to in different terms summarized in popular acronyms. ELT (English language teaching), TESL (Teaching English as a second language), TESOL (Teaching English to speakers of other languages), and TEFL (Teaching English as a foreign language) all referred to teaching English to non-native speakers. There are many more terms used to describe teaching and learning g English. However, this research concentrated on the TESOL, which primarily involves the teaching of English to speakers of other language. Learners and instructors of English all over the world including countries that have English as their first language have trouble in the process. According to Brown et al (1983), the difficulties that these learners face are especially compounded in situations where the native language is different from English like in Asia (p. 50). Through contrastive analysis, for instance it’s easy to conclude that a person of Chinese origin will have difficulties studying English compared to a French man because of the close relationship French has with English. Errors relating to syntax and pronunciation emanating form the influence of first language weigh heavily on learners, which easily discourages the learners. Demoralization of both parties can easily set in if no steps are taken to address the challenges that face such instruction. This paper therefore largely explored the elements of motivation in the foreign language teaching after tackling the problems that face the process such as anxiety. The research also reviewed various existing literature on the subject of motivation strategies that have been put in place to ensure learners and instructors successfully deal with the challenges that they face in their course of learning. Motivation and Foreign Language Learning Motivation is important in fore
Introduction We live in a fast paced world with constant need for movement to various destinations, which warrants use of motor vehicles for fast and convenient transport. From ancient times, vehicles powered by energy from hydro-carbon sources have been used to meet the need for locomotion. Incidentally, fossil fuel is non-renewable, has fluctuating prices and pollutes the environment. This has prompted the emergence of alternative sources of power for motor vehicles, which are fairly eco-friendly and relatively cheap. For the most part, electric cars offer a near perfect answer to this dilemma. Nevertheless, like all manmade machines electric cars have some disadvantages. Definition Electric cars are motor vehicles whose engines are powered by electricity, unlike vehicles with internal combustion engines which use fuel. There are three types of electric cars: those that are powered explicitly by external electric sources, those that have rechargeable batteries and those that have built in generators to provide power for thrust (Gilles 202). Furthermore, electric cars are not necessarily powered by electricity generated by fossil fuel. Renewable sources of energy like solar and wind can also be used to generate electricity for propulsion. In electric trains, the power is transmitted via overhead cables and then stored in batteries. On the other hand, electric cars are plugged into power sources for a few hours to charge the batteries that store energy used for propulsion (Piana 288). However, people are yet to fully embrace electric cars because they are still on a trial phase and the requisite infrastructure, like power recharge stations along highways, are scanty. Benefits of Electric Cars The most noteworthy attribute of electric cars is their eco-friendliness. They boast of having zero emissions of carbon dioxide, thus minimal environmental pollution. This is contrary to cars with internal combustion engines, which emit close to 20% of carbon dioxide into the atmosphere (Scoulos 162). According to Scoulos, “Batteries could gradually become an overall less polluting fuel source in the long term, if more electricity is generated by non-c
Abstract Almost all governments of the world, regardless of their nature, have one common feature – that of public administration. Public administration constitutes a process or responsibility of determining policies and programs of the various governments. As a special system linked to governance, public administration is involved in planning, organizing, directing, coordinating, and controlling numerous government functions. In its operation, public administration functions may be practiced at the central, intermediate, and local levels of government and as a result of existence of relationships between various levels of government, public administration is compounded with numerous problems. In most cases, public administration is carried out in a more unstable environment and factors such as politics, changing power relationships, economic swings and volatile social issues affect the field in varied ways. In broad sense, public administration can be thought as the process or activity of organization and management of people and resources in order to accomplish the objectives of government. The bulk of this paper will dwell on case analysis where issues with regard to public administration will be analyzed in the perspectives of theories and principles of public administration. Case Analysis A lot of literature view public administration to largely involve coordination of individual and group efforts in order to carry out a particular public policy. As one of its characteristics, public administration reflects or is occupied with the daily work of governments, utilizing group effort in public setting and further public administration assumes a vital role in formulating of public policy, thus constitute part of the political process (Ginandjar and Deddy, 2006). Characterization of public administration does not stop here, for instance, other writers have described public administration to be largely concerned with how political elites and ru