37 research outputs found
A justification of whistleblowing
Get PDFPenultimate version accepted for publicationWhistleblowing is the act of disclosing information from a public or private organization in order to reveal cases of corruption that are of immediate or potential danger to the public. Blowing the whistle involves personal risk, especially when legal protection is absent, and charges of betrayal, which often come in the form of legal prosecution under treason laws. In this article we argue that whistleblowing is justified when disclosures are made with the proper intent and fulfill specific communicative constraints in addressing issues of public interest. Three communicative constraints of informativeness, truthfulness and evidence are discussed in this regard. We develop a ‘harm test’ to assess the intent for disclosures, concluding that it is not sufficient for justification. Along with the proper intent, a successful act of whistleblowing should provide information that serves the public interest. Taking cognizance of the varied conceptions of public interest, we present an account of public interest that fits the framework of whistleblowing disclosures. In particular, we argue that whistleblowing is justified inter alia when the information it conveys is of a presumptive interest for a public insofar as it reveals an instance of injustice or violation of a civil or political right done against and unbeknown to some members of a polity.Project: ‘Change of Direction. Fostering Whistleblowing in the Fight against Corruption’ co-funded by the Internal Security Fund of the European Union (Grant Agreement Number: HOME/2014/ISFP/AG/EFCE/7233); SFRH/BPD/108669/2015info:eu-repo/semantics/publishedVersio
Corporate Responsibility: The American Experience, by Archie Carroll, Kenneth Lipartito, James Post, Patricia Werhane, and executive editor Kenneth Goodpaster. Cambridge: Cambridge University Press, 2012. ISBN: 978-1-107-02094-8 (hardback), 978-1-107-60525-1 (paperback)
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Comparing and contrasting the experience of attending a single-gender school and a coeducational school from the student and parent perspective
No full textA qualitative study was designed to compare and contrast the perspectives of students and parents having experienced schooling in a coeducational setting and a single-gender setting. All students in the study attended a coeducational school prior to attending the single-gender school. The study compared the students' experiences in the coeducational school environment to the single-gender school environment through three lenses: 1) classroom learning, 2) teachers' affect on student learning, and 3) student to student interactions. The research was conducted in the Philadelphia, Pennsylvania area. Four schools participated in the study: two all-female and two all-male. One hundred eighty-one participating students completed a questionnaire and twenty six students were interviewed by the researcher to confirm the student data. A group of parents participated in a questionnaire that was similar to the student questionnaire. The data from all groups correlated in the researcher's findings. In Likert, multiple choice, and open response comparisons, students generally felt that the single-gender school setting was more beneficial to their learning. A large majority of students identified the social dynamic that accompanies a coeducational school population as a major distraction and a hindrance to their learning. Parents of students new to single-gender schools confirmed that the saw a positive affect on their daughter's/son's learning when attending a single-gender school. When sorting for gender, this study found differences in female and male responses. Female students in this study were more comfortable without the presence of males in the classroom and many felt this benefited their learning. Male students in this study felt a stronger connection to their teachers in a single-gender school environment as compared to the coeducational school setting. Finally, even though both genders felt that the single-gender school environment benefited their learning, when asked to design the perfect school for them; most students preferred an evenly balanced coeducational school
