Conflicts of Interest

2014 ◽  
Vol 76 (3) ◽  
pp. 173-177
Author(s):  
Richard A. Stein ◽  
Devra Lee Davis

Evaluating the potential health impacts of chemical, physical, and biological environmental factors represents a challenging task with profound medical, public health, and historical implications. The history of public health is replete with instances, ranging from tobacco to lead and asbestos, where the ability to obtain evidence on potential environmental hazards has been impaired and the publication of results delayed because of commercial interests. The burden of proof is heavy on those trying to change the status quo when that involves highly profitable industries. When evaluating potential hazards that are linked with industrial activities, it is often the case that only after proof of human or environmental harm becomes undeniable are steps finally taken to control or reduce future hazards. This approach has the net effect of delaying and postponing action, allowing dangerous practices to continue until health or environmental risks have become undebatable.

2014 ◽  
Vol 2 (1) ◽  
pp. 123-146
Author(s):  
David Sarnacki

This Note will discuss why maintaining the status quo, while waiting for the technology to mature, will encourage development and strengthen the industry before being smothered by laws and regulations promulgated by parties who may have conflicts of interest. This Note will first explain why scientists are attempting to mine asteroids. It will then examine the rules that apply, including the two main space treaties (the Outer Space Treaty and the Moon Treaty), the modern view of the court, and the history of deep-sea mining. Finally, this Note will apply the treaties to modern plans being developed to harvest an asteroid.


BMJ ◽  
1957 ◽  
Vol 1 (5019) ◽  
pp. 632-632
Author(s):  
S. W. Hinds

1988 ◽  
Vol 31 (4) ◽  
pp. 831-851 ◽  
Author(s):  
Roland Quinault

1848 has gone down in history – or rather in history books – as the year when England was different. In that year a wave of revolution on the Continent overthrew constitutions, premiers and even a dynasty but in England, by contrast, the middle classes rallied round the government and helped it preserve the status quo. This interpretation of 1848 has long been the established orthodoxy amongst historians. Asa Briggs took this view thirty years ago and it has lately been endorsed by F. B. Smith and Henry Weisser. Most recently, John Saville, in his book on 1848, has concluded that events in England ‘demonstrated beyond question and doubt, the complete and solid support of the middling strata to the defence of existing institutions’. He claims that ‘the outstanding feature of 1848 was the mass response to the call for special constables to assist the professional forces of state security’ which reflected a closing of ranks among all property owners. Although some historians, notably David Goodway, have recently stressed the vitality of Chartism in 1848 they have not challenged the traditional view that the movement failed to win concessions from the establishment and soon declined. Thus 1848 in England is generally regarded as a terminal date: the last chapter in the history of Chartism as a major movement. Thereafter Britain experienced a period of conservatism – described by one historian as ‘the mid-Victorian calm’–which lasted until the death of Palmerston in 1865.


2021 ◽  
pp. 223386592110183
Author(s):  
Yuliya Brel-Fournier ◽  
Minion K.C. Morrison

Belarusian citizens elected their first president in 1994. More than 20 years later, in October 2015, the same person triumphantly won the fifth consecutive presidential election. In August 2020, President Lukashenko’s attempt to get re-elected for the sixth time ended in months’ long mass protests against the electoral fraud, unspeakable violence used by the riot police against peaceful protesters and the deepest political crisis in the modern history of Belarus. This article analyzes how and why the first democratically elected Belarusian president attained this long-serving status. It suggests that his political longevity was conditioned by a specific social contract with the society that was sustained for many years. In light of the recent events, it is obvious that the contract is breached with the regime no longer living up to the bargain with the Belarusian people. As a result, the citizens seem unwilling to maintain their obligation for loyalty. We analyze the escalating daily price for maintaining the status quo and conclude considering the possible implications of this broken pact for the future of Belarus.


2011 ◽  
Vol 1 (1) ◽  
pp. 142
Author(s):  
Samson Ondigi ◽  
Henry Ayot ◽  
Kiio Mueni ◽  
Mary Nasibi

Abstract The essence of education is to prepare an individual for lifelong experiences after schooling. Education as offered in schools today is expected to give the teacher a chance to impart knowledge and skills in the learner, and for the learner to be informed and be able to put into practice what has been gained in the course of time. The Kenyan curriculum and goals of education are clearly stipulated if followed to the latter. Basically, the classroom practice by both the teachers and the learners exhibit an academic rather than a dual system that is expected to meet the needs of both the individual and those of the communities which form subsets of the society at large. It is upon this premise that education of a given country must prepare its individuals in schools so as to meet the goals of education at any one given time of a country’s history. This paper looks at the perspective of vocationalization of education in Kenyan at this century. The history of education ever since independence in 1963 by focusing on the Ominde commission through the Koech report of 1999 have been emphatic that education must meet the national goals of education as stipulated in the curriculum. But what is edging the practice that has not revolutionalized the socio-economic, cultural and political development of Kenya? Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classroom aimed at achieving diversified learning and common practices in the career. The challenges herein are: where have we gone wrong as a nation, what is the practice in the classroom, when can the nation be out of this dilemma, who is to blame for the status quo and finally what is the way forward? By addressing these questions, the education system will be responsive to the changes in time and Kenya will be on the path to successful recovery.


1976 ◽  
Vol 81 (2) ◽  
pp. 453
Author(s):  
Gert H. Brieger ◽  
John Duffy ◽  
Robert Stevens ◽  
Rosemary Stevens ◽  
Lloyd C. Taylor. Jr.

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