This thesis aims to make feminist theory an integral part of hospital ethics committee ("HEC") decisionmaking. Specifically, the feminist theories discussed in this thesis prioritize an awareness of social context. The small-scale study conducted for this thesis found that HECs already consider social context to some extent but that they may also be open to more systematic integration. As opposed to courts, HECs provide a space where innovative alternatives (e.g., feminist approaches) to principalist bioethical decisionmaking can be tested. In order to encourage the development of such alternatives, this thesis has proposed a framework for the relationship between courts and HECs so that patients can benefit from the strengths of both entities in ways that have not been possible in the past.

Yes / Research ethics review by ethics committees has grown in importance since the end of the Nuremberg trials in 1949. However, ethics committees have come under increasing criticisms either for been ‘toothless or too fierce’ (Fistein & Quilligan, 2012:224). This paper presents a personal account of my experience in obtaining ethical approval for my PhD study from a UK university and the ethical dilemmas encountered in the fieldwork in Ghana. In this paper I question whether strict adherence to ethical guidelines developed from western perspectives is useful in conducting research in non-western societies. As more academics are increasingly been mandated to undertake international research, the paper argues for more flexibility in the ethical approval process to accommodate cultural differences.

The purpose of this study is to discover the relationship between the specifications of medical institutes, FERCAP (Forum for Ethical Review Committees in Asia and the Western Pacific), TJCHA IRB Accreditation (Taiwan Joint Commission on Hospital Accreditation, TJCHA) and the practice of IRBs. By using questionnaires, and comparing the differences between all these medical institutes, we would have the information Research Ethics and the differentials in all the medical institutes. In this study, 268 completed questionnaires to the most southern region (64.7%), Medical Center (66.4%), physicians (36.9%), research assistants (21.3%), nurses (14.6%) and so on. About 60¢H can answer correctly of the knowledge of Human Research Ethics. We found that different medical institutions (Medical Centers and non-medical centers) and distinction (north, south and other regions) score differences in terms of cognition, in "human trials testing program information must be saved after three years", "IRB memberlist should be submitted to DOH", "study of individual or group characteristics or behavior (such as feeling, cognition, motivation, identity, language, communication, cultural beliefs or habits and social behavior, etc.) is expetided review " and "IRB membership and minutes should be open" have significantly difference (p <0.05). Also, we need to pay attention that only 30¢H of IRB members and staff have correct answer of "IRB memberlist should be submitted to DOH". Medical Centers and non-medical centers score differences in terms of attitude, in ¡uunit IRB that the information provided sufficient for you to understand the operation of the IRB¡v,¡uIRB promote education in human trials of great help to the project execution¡v,¡uIRB review process can focus on the implementation of the risk-benefit plans to provide specific advice¡v and ¡uyou are familiar with the regulations of the Department of Health ¡isuch as GCP, Medical Law and Research collected by the human body provides¡j¡vhave significantly difference (p <0.05). And expect the future to have further information for health policy evaluation and questionnaire data will be cross-comparison analysis of human trials to confirm the operation of the Board to provide further quality assurance and the IRB timely help.

No description available.

Magister Artium - MA / Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness. The research questions for this study probed the challenges that impede the school readiness of Foundation Phase learners of low-to middle-income background; the consequences of poor school readiness on learners’ school performance; the challenges encountered in the classroom by teachers regarding learners with poor school readiness; and the programmes used to assist children with poor scholastic performance. The study was informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the environment shapes the development of a child. The study adopted a qualitative methodological framework with an exploratory research design. The design was suitable since limited literature exists on this topic, thus proving in-depth information of Foundation Phase teachers about the phenomenon under study. Furthermore, a total number of 20 participants were included in this study, and participants were purposively selected. Data was collected by means of semi-structured individual interviews and was thematically analysed.

Submitted by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:08:42Z No. of bitstreams: 1 Nascimento, Eliana Silva..pdf: 932842 bytes, checksum: 6bc846db759e49e8116975b586cea427 (MD5) / Approved for entry into archive by Tatiana Lima (tatianasl@ufba.br) on 2015-05-11T16:09:56Z (GMT) No. of bitstreams: 1 Nascimento, Eliana Silva..pdf: 932842 bytes, checksum: 6bc846db759e49e8116975b586cea427 (MD5) / Made available in DSpace on 2015-05-11T16:09:56Z (GMT). No. of bitstreams: 1 Nascimento, Eliana Silva..pdf: 932842 bytes, checksum: 6bc846db759e49e8116975b586cea427 (MD5) / O presente trabalho analisa a atuação da Comissão de Ética do Instituto Federal da Bahia, pautada nas normativas que orientam sua constituição e funcionamento, e com base na concepção de ética aplicada à administração pública, que contempla funções de natureza educativa, consultiva, preventiva, conciliadora e punitiva. Trata-se de uma pesquisa exploratória, de natureza qualitativa, que utiliza da estratégia de estudo de caso, buscando analisar as ações desenvolvidas pela Comissão de Ética Setorial em funcionamento desde o ano de 2007, bem como os pontos críticos e os desafios colocados para esta comissão, na perspectiva dos servidores do Instituto e dos membros da Comissão, além da análise dos processos encaminhados pelos servidores à Comissão. Foram utilizados como instrumentos de coleta de dados questionário com perguntas fechadas e abertas enviado online para os servidores com endereço eletrônico cadastrados no IFBA, entrevistas semiestruturadas com os membros da Comissão de Ética e análise de documentos. Foi também utilizada à observação participante considerando que a autora da pesquisa é membro desta Comissão de Ética. Os resultados obtidos apontam entre outras questões, para um número expressivo de servidores que desconhecem a existência e o papel da Comissão de Ética. Entre os que conhecem a Comissão a maioria considera que as suas ações são mais de natureza preventivas/educativas do que punitivas. Contudo, a maioria dos servidores explicita que já sentiu necessidade de procurar a Comissão de Ética para denunciar problemas de conduta “não ética” mas teve receio e medo de represálias, evidenciando o caráter punitivo que ainda permeia a questão ética no âmbito da administração pública. Estes resultados reforçam a necessidade de se intensificar o processo de divulgação e capacitação dos servidores com relação à Gestão da Ética Pública, bem como a implementação de ações conjuntas com as Diretorias Sistêmicas do Instituto, por considerar que a educação para a ética pública é tarefa de toda a instituição. / This paper analyzes the role of the Ethics Committee of the Federal Institute of Bahia, based on the regulations that guide its establishment and operation, and based on the conception of ethics applied to public administration, which includes educational nature functions, consultancy, preventive, conciliatory and punitive. This is an exploratory, qualitative, using the case study strategy, trying to analyze the actions taken by the Ethics Committee Sector in operation since 2007 and the critical points and challenges for this committee with a view of the servers of the Institute and members of the Commission, as well as analysis of cases transferred by the servers to the Commission. Were used as questionnaire data collection instruments with closed and open questions sent online to the servers with electronic registered address in the IFBA, semi-structured interviews with members of the Ethics Committee and document analysis. It was also used participant observation considering that the author of the research is member of the Ethics Committee. The results show among other things, for a significant number of servers that are unaware of the existence and the role of the Ethics Committee. Among those who know the Commission most consider that their actions are more preventive / educational nature than punitive. However, most of the servers specifies that already felt the need to search for the Ethics Committee to report conduct problems "unethical" but was afraid and fear of reprisals, showing the punitive character that still permeates the ethics in public administration. These results reinforce the need to intensify the process of disclosure and skilled workers in relation to the Management of Public Ethics and the implementation of joint actions with Systemic Directors of the Institute, considering that education for public ethics is task the entire institution.

The globalized postmodern world is marked by sharp contrasts arising notably in respect of people s dignity indifferent of the places they inhabit. A continuous increase in the level of requirements aiming at protecting participants in the conduct of research in all fields of knowledge involving human beings is symptomatic, especially in democratic societies. From this viewpoint, research ethics is conceived as a new field of knowledge linking different insights. The objective of this study was to study the concepts of professor researchers in the field of social sciences and humanities at Federal University of Santa Maria (UFSM) on research ethics. The research consisted of an exploratory study with quantitative approach, using a questionnaire in order to obtain the quantitative descriptive survey of opinions of researchers about ethical issues in social sciences and humanities. Our research covered a total of 143 faculty researchers working in 13 different graduating programs at the Center of Social Sciences and Humanities (CCSH) area, involving variables related to the following constructs: Profile of the researchers; Conception regarding Ethics on Human Research; Conception on the need for approval of the Ethics and Research Committee (CEP) in CCSH area; Interest and ease in seeking information regarding Research Ethics. A return rate of 32.5% was obtained in-between results, and a predominance of researchers who do not show a clear conception regarding the ethics in this type of research was observed. It was also evident that most of the participants understood that the submission of projects to the CEP is optional in the field of social sciences and humanities. We have also observed that a significant portion of respondents have never had any interest in seeking information on research ethics, implying that the conception of the subject among researchers is limited; yielding thus a gap that may require hard work to promote, provoke and foment discussion on ethical issues. This discussion may contribute to an effective raising of awareness taking advantage of ethical principles in research involving humans in this area. / No mundo pós-moderno globalizado, marcado por profundos contrastes decorrentes notadamente do grau de respeito à dignidade das pessoas, nos diferentes espaços os quais habitam, é sintomática, especialmente nas sociedades democráticas, uma contínua elevação do grau de exigências voltadas à proteção dos participantes na condução das pesquisas em todas as áreas do conhecimento que envolva seres humanos. Sob este olhar, a ética em pesquisa é concebida como um novo campo do conhecimento interligando diferente saberes. Neste contexto o presente estudo teve como objetivo principal, estudar a concepção dos docentes pesquisadores da área das Ciências Sociais e Humanas da UFSM sobre ética em pesquisa. Constou de uma pesquisa exploratória, com enfoque quantitativo, utilizando-se de um questionário para o levantamento descritivo quantitativo de opiniões de pesquisadores sobre os aspectos éticos na área das ciências sociais e humanas. Abrangeria um total de 143 docentes pesquisadores, os quais atuam nos 13 programas de Pós-Graduação da área do CCSH, envolvendo variáveis relacionadas aos seguintes construtos: Perfil dos pesquisadores; Concepção sobre Ética em Pesquisa com Seres Humanos; Concepção sobre a necessidade de aprovação do CEP na área do CCSH; Interesse e facilidade na busca de informações sobre Ética em Pesquisa. Obteve-se um índice de retorno de 32,5 %, entre os resultados obtidos, destaca-se um predomínio de pesquisadores, que não demonstram uma clara concepção em relação à ética em pesquisa. Evidenciou-se também, que a maioria dos participantes entende que a submissão ao CEP é opcional para os projetos da área das ciências sociais e humanas. Percebe-se ainda, que uma parcela significativa dos respondentes nunca teve interesse em buscar informações sobre ética em pesquisa, dando a entender que a concepção sobre o tema, entre os pesquisadores da área é limitada, originando desta forma, uma lacuna que exigirá um árduo trabalho no sentido de divulgar, provocar e fomentar discussões sobre as questões éticas, o que certamente irá contribuir para uma efetiva conscientização e instrumentalização dos preceitos éticos nas pesquisas que envolvem seres humanos nesta área.

Magister Legum - LLM

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / High-performance sport is characterised by the effective amalgamation and synergy of elements, including financial and managerial support, coaching, sport sciences and sports medicine support, talent identification and athlete pathways, training facilities and equipment, and competitions. Universities have increasingly become hubs for high-performance sports services, used by students and non-students alike. According to Dr Ralph Richards, a senior research consultant for Sport Australia, most university students are in their late teens to early 20s, which is also a critical demographic for elite sports performance. Universities can and do have a substantial impact on the sports sector, particularly in supporting and developing elite student-athletes through quality facilities and infrastructure, supportive programming, competitive opportunities, and sports bursaries or scholarships. In recent years, the high-performance sport has firmly established itself as a modern industry at some top- performing South African Universities. Since the Varsity Cup and Varsity Sport’s inception, South African Institutions have invested more in developing the sport to win competitions. However, many institutions, especially Historically Disadvantaged Institutions, do not establish athletic performance pathways. The study aimed to create guidelines for the best high-performance sport management practices and analysed successful international and local systems. The Spliss Model (a theoretical model of 9 pillars of sport policy factors influencing international success) provided the theoretical framework for this study. This study used a purely qualitative approach informed by an extensive literature review. This was followed by face-to-face semi-structured interviews with the high-performance sports directors and directors of sport at Universities and sports organisations in South Africa who currently have high-performance sports units. The data were transcribed verbatim and analysed through the lens of the SPLSS model. A thematic analysis was conducted to identify the best practices for high-performance sport at Historically Disadvantaged Institutions. The key findings showed that the best practices for high-performance sports systems included proper governance, appropriate funding, training facilities, quality coaching, sport science support services, academic support services and opportunities to compete. Ethics considerations were observed where the anonymity of the participants was upheld by way of using pseudonyms after permission from them were obtained. Permission to conduct the study was obtained from the University of the Western Cape Humanities and Social Sciences Research Ethics Committee.

Cette recherche s’intéresse aux processus communicationnels utilisés dans les comités d’éthique clinique (CEC) en Amérique du nord dans leur fonction de consultation. Selon la littérature, les CEC bénéficieraient de «pay closer attention to group process [as an] effective communication in a HEC is essential to a committee’s function» (Berchelmann and Blechner 2002 p.143). Or, très peu de données sur les dynamiques de groupe et les modes de communication en CEC sont disponibles. Ce travail cherche à savoir si l’approche dialogique peut être utile au soutien des discussions de groupe des CEC. Dans un premier temps, une revue de littérature rend compte, à partir de son historique, de l’état actuel des CEC. Sont ensuite explorées et analysées, dans leurs avantages et leurs limites, les diverses méthodes utilisées afin de mener les discussions dans le cadre des consultations. Dans un deuxième temps, les barrières communicationnelles qui affectent potentiellement les CEC sont identifiées. Par la suite, afin d’améliorer le processus de communication (et diminuer l’effet des barrières), une nouvelle piste de solution est proposée : le dialogue tel que développé par le milieu organisationnel. Le dialogue est alors conceptualisé et mis en lien avec les besoins des CEC en matière de communication. Bien que le dialogue propose plusieurs contributions avantageuses pour les CEC et leurs membres, certaines contraintes réduisent sa faisabilité d’une façon globale dans le contexte particulier des CEC. Par contre, en l’utilisant comme formation complémentaire, le dialogue permet le développement de l’individu et du groupe et demeure une approche intéressante et utile pour les CEC qui éprouvent des difficultés systémiques et comprennent les implications de sa démarche. / This research focuses on communication processes used in hospital ethics committees (HECs) in North America in their consultation role. According to the literature, HECs would benefit if they ―pay closer attention to group process [as an] effective communication in a HEC is essential to a committee’s function‖ (Berchelmann and Blechner 2002 359 p.143). However, very little data on group dynamics and modes of communication are available. This thesis explores whether the dialogical approach may be useful to supporting group discussion in HECs. The first part of this thesis presents a literature review and history to situate the current state of HECs. The various methods used to conduct discussions in ethics consultations are then explored and analyzed, with regards to their advantages and limitations. The second part of the thesis examines communication barriers that potentially affect HECs, and then proposes a possible solution to improve the communication process (and reduce the effect of barriers), that is, the dialogic approach as developed by the organizational setting. This approach is then conceptualized and linked with the communication needs of HECs. Although dialogue can provide several beneficial contributions to HECs and their members, some contextual constraints reduce its feasibility for a comprehensive application. However, using it as a means of additional training, dialogue enables the development of the individual and the group and remains an interesting and useful approach for HECs facing difficulties, and who are able to understand the systemic implications of this approach.