Silkwood Essay Example for Free

Silkwood Essay Silkwood took a big risk when she decided to blow the whistle on Kerr-McGee in 1946 for health and safety violations. Silkwood was concerned about her and her coworkers’ health and safety as she witnessed various health and safety violation acts that management ignored. Whistle blowing can be very dangerous for the one that is blowing the whistle as witnessed by the mysterious death of Karen Silkwood on the night of November 13th. Up until her job with Kerr – McGee, Silkwood lived a normal life and didn’t do anything in her life to make her stand out. It wasn’t until her investigation began, that Silkwood was starting to become more noticeable. According to friends that were close to her, Silkwood became more and more involved in the investigation and wouldn’t let the investigation go until all evidence and facts had been reported. However, Silkwood’s evidence and findings never did make it to the appropriate people due to the mysterious car crash that led to her death. Officers and scene investigators never did find the manila envelope containing the evidence, but Silkwood’s death brought to light the seriousness of the investigation and eventually, the closing of the Kerr-McGee Cimarron plant where Silkwood was last employed. While there are many rewards to whistle blowing, there are also many risks to whistle blowing as well. One of the rewards of whistle blowing is that the laws or acts being violated will be corrected by the correct regulation agencies. Whistleblowers are even able to submit a confidential report online through National Whistleblowers Center website where attorneys review the information and give advice on the best ways to proceed with the investigation. There are also information and additional resources available for those who are thinking about blowing the whistle on their company. A risk of whistleblowing on the company can lead to alienation between the whistleblower and their employer, boss, and co-workers. Some may fear retaliation if seen helping those gain evidence against the company or organization practicing unethical practices. They may also lose their job by blowing the whistle and family and friends may also be affected by the act as well because of their relationship to the whistleblower. As employees, it is our responsibility to protect the company or organization values while at the same time, also following our own moral values as well. Every company and organization has their own morals and values that they established, but if an employee witnesses or comes across evidence that does not uphold those values, than the employee has a responsibility to report those unethical practices. Employees also have their own person moral values that they usually use as standards when finding a company or organization to work for. When dealing with unethical practices, an employee bases their decision to report the company against their own personal moral values. It is than the employee’s responsibility to make that tough decision on reporting their company’s unethical practices and risking everything or leaving it up to someone else to make that decision. References Karen Silkwood. (2013). The Biography Channel website. Retrieved 05:47, Apr 28, 2013, from http://www. biography. com/people/karen-silkwood-9542402.

Mona Lisa’s Smile: Single-sex Education for Girls Essay -- Movies Femi

Mona Lisa’s Smile: Single-sex Education for Girls â€Å"Men Are from Mars - Women Are from Venus,† it is the title of a bestseller book, which tells us how different boys and girls are. Single-sex education was introduced because of the huge differences, and it once flourished in the United States. Since the 1970s, however, it began to be regarded with a degree of suspicion. Many girls’ schools closed or amalgamated and the trend towards co-education continued to spread. Until nowadays, the debate between single-sex education and coeducation still carries on. Single-sex education benefits girls especially, by offering equally rigorous academic opportunities, and helping them cultivate leadership and greater confidence; yet it also creates over-confidence and social problems. Thus a real solution is to offer â€Å"single-sex classrooms at coed schools†, which combines the advantages of both single-sex education and coeducation. The huge differences between boys and girls provide the foundation of single-sex education, and especially for girls, whose potential is not fully nurtured in an elitist male education system. Among a great number of gender differences, girls differ most distinctively from boys in brain and learning style. Many studies demonstrate sex differences in the structure of the brain. According to researchers at Johns Hopkins, â€Å"the higher association cortex, the part of the brain thought to be responsible for our most complex boystal operations, is markedly asymmetric in boys but not in girls; and in boys, the area is larger on the left, whereas to the extent that there was asymmetry in the brain, girls' association cortex is larger on the right.† ( qtd. in NASSPE 3) . In another study, L. S. Allen and R. A. Gorsk... ...g environment. Meanwhile, they could socialize with guy friends at coed schools, which will prepare them for later entering into society much better than had they not interacted with boys at girls’ schools. Admittedly, this â€Å"single-sex classrooms at coed schools† education is not perfect, but it makes the most of both single-sex education and coeducation. It might be the future of single-sex education. Works Cited Gu, Tong. Telephone interview. 1 December 2004. Grà ¶n, Georg et al. â€Å"Brain activation during human navigation: gender-different neural networks as substrate of performance.† Nature neuroscience. April 2000, 3(4):404-408. National Association for Single Sex Public Education (NASSPE). Brain Differences. January 2002. . The National Coalition of Girls’ Schools (NCGS). Benefits of Attending. December 2004. < http://www.ncgs.org/type0.php?pid=16>.

Celta

CELTA P/T Karolina Szybinska Assignment 3: Skills Related Tasks -1I decided to use the â€Å"Metro† article on Big Brother for my skills related task. I think it is an appropriate text for English language learners, because the article was published in â€Å"Metro† – a free newspaper which students will immediately recognise (proven that they have lived in London for more than 2 weeks). I also think that the use of an â€Å"authentic† text could be hugely appreciated by the students; the ability to read and understand a newspaper they see daily is an enormous confidence booster for them.The article deals with contemporary issue, and the topic is not culturally biased as the concept of Big Brother will be known to European students and possibly to other students with a little bit of an interest in the western culture. But, most of all, this article is perfect for a reading activity, as the topic is known to be a very controversial one and would make it a gr eat discussion/ productive skill extension.I would use it with an intermediate/upper intermediate level students (depending on the individual students too, trying not to match the level to the strongest students, but also making sure the students are not bored or unchallenged because I focus too much on the weaker ones). -2– I think a good starting point for this lesson would be playing a trailer of The Truman Show movie and start from there. Many students will be familiar with the movie already and if they are not, the trailer provides a good explanation of the problem in the movie.The idea of being invigilated 24/7 is put across quite bluntly in the trailer alone. The trailer is also a good aid to use, should any Assignment 3 P/T Celta Karolina Szybinska 1 students have problems with a sentence in the text â€Å"The Truman Show-style concept†. Students could first discuss with partners whether or not they have seen the movie, how they feel about being filmed, do they know any other movies/books/TV programs where this idea is explored . After eliciting Big Brother, ask some additional, personalised questions like â€Å"Have you ever watched BB? , â€Å"Would you like to be one of the contestants? †, â€Å"Have you ever applied for the show? †. Then I could move to the first reading activity. -3Although there are plenty of new vocabulary items in the article, I think students would not have any significant difficulties with grasping the overall meaning of the text. I am not a fan of pre-teaching vocabulary, I agree with Jeremy Harmer here, who claims that â€Å"by giving them some or all of those words we deny them [a chance to practice tackling authentic texts]† (Harmer, 203) i.I think that students get the better grasp of the word if they work themselves towards the meaning, e. g. from the context, and in this article I would only preteach key vocabulary, such as contestants, to air sth, to screen sth, pittance. I would us e pictures/movies and CCQs to convey the meaning. For the remaining vocabulary issues I would count on the students to try and convey the meaning from the context or give them a matching exercise of words and synonyms to be completed in pairs in the pre-reading stage of the lesson. 4I would use this article to practise skim reading. It is not long, but consists of enough paragraphs to cater for the teacher to set up skimming activities. My activities for practising skim reading through this article would be as follows: ? Match the paragraph with the heading ? Put the scrambled paragraphs in order. Assignment 3 P/T Celta Karolina Szybinska 2 I would remind/explain to the students that skim reading is a skill that require quick reading and ability to choose only important information.After instructing activity, give them the handout to match headings with paragraphs and give the students quite conservative time limit (2 minutes), as they need the push to read quickly and finish before the time is up, otherwise the students tend to focus too much on unknown vocabulary instead (Riddell, 102)ii. After that, pair and then group feedback. Then give out another handout with scrambled paragraphs and give them another 3 minutes to put them in a correct order, followed by pair and group feedback. For this task I prepared two various copies.If the group is energetic, I would just ask the students to number the paragraphs from 1-6. If the group is low on energy and needs some kinaesthetic and personalised activities, I would give them scissors, glue and a blank sheet of paper, so they would have to cut the paragraphs up and glue the correct order. -5For the more detailed understanding task, I would use 2 activities, which I think will be suitable. ? a set of questions with multiple choice answer. ? a True/False questionnaire about the article, each followed by â€Å"why? so the student can also identify the fragment of the article containing the relevant information. Davi d Riddell says that answering multiple choice and T/F questions required scanning the text for specific informationii but I truly think that this activity could be used as the detailed reading task. Because students would have already skimmed the text by then, additional scanning would supplement the initial task Assignment 3 P/T Celta Karolina Szybinska 3 and together it could form a comprehensive and detailed reading activity. Particularly if the questions were not too easy with an obvious answer. 6For the last part of the lesson I would put pictures of Big Brother contestants engaged in various activities in the house (sleeping, cooking, working in the garden, cleaning, dancing etc. ) around the classroom. I would also play a short clip of Davina McCall reporting from a Big Brother house. Students will be put in pairs and told that they are news reporters broadcasting from outside the Big Brother house and that their producer gave them 10 minutes to prepare the topic and wants th em to mention specific items (new vocabulary from the lesson, put on the board).The students can walk around the classroom and decide what information they would like to include in the broadcast. After ten minutes each pair stands in front of the rest of the classmates and â€Å"broadcast† their story on Big Brother. Assignment 3 P/T Celta Karolina Szybinska 4 i Harmer, J. The Practice Of English Language Teaching. 3rd Edition. Longman, 2001. Riddell, D. Teach Yourself Teaching English as a Foreign/Second Language. McGraw-Hill, 2003 ii

The Most Successful Treatment Today For Depression

Suicide is a growing problem around the world and is the third leading cause of death. Statistics show the seriousness of the situation. According to W.H.O. (World Health Organization) and C.D.C. (Centers for Disease Control and Prevention), over 800,000 people die by suicide every year with 42,773 being Americans. The National Alliance on Mental Illness says the leading cause of people committing suicide is untreated depression, but â€Å"only half of all Americans experiencing an episode of major depression receive treatment† (â€Å"Causes†). The most successful treatment today for depression is therapy and/or prescript-ed medication. The other common causes of suicide are other mental illnesses such as bipolar disorder, schizophrenia, postpartum depression, PTSD, or others similar. Today, it is a constant battle to find ways to prevent suicide more efficiently. To break down why people commit suicide, in a social aspect, sociologist David Emile Durkheim, broke it int o four different terms of situations that are called: egoistic, altruistic, anomic, and fatalistic. Durkheim says, â€Å"Egoistic suicide occurs in a society where there is excessive individualism, that is, low social interaction† (â€Å"Altruistic†). This means there is little interaction between the individual and a cohesive social group that could give the individual a feel of purpose in their life. People with more interaction create goals, values, and bonds with people around them in a social group that increases theirShow MoreRelatedDepression in Adolescents1561 Words   |  7 PagesDepression in Adolescents Depression is a huge plague in the world. 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