Esta dissertação focalizou a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil Particulares, tomando como objeto de estudo a organização e práticas do Município de Porto Alegre. Apesar do município de Porto Alegre contar com uma administração pública de reconhecida organização geral, e de atenção à educação popular, a justificativa deste estudo foi calcada no percentual aquém do desejado de escolas particulares autorizadas pelo Conselho Municipal de Educação (CME), inferior a 7%, no ano de 2007. No Brasil, o ensino é livre à iniciativa privada, desde que esta cumpra com as normas gerais da educação nacional estabelecidas em lei. Sabe-se, também, que é de iniciativa da mantenedora o credenciamento junto à Secretaria Municipal de Educação (SMED), bem como atender às exigências estabelecidas pelo Conselho Municipal de Porto Alegre. Das trezentas e onze (311) escolas particulares cadastradas no Município, apenas vinte (20) receberam a autorização para funcionamento. A Educação Infantil, reconhecida como primeira etapa da Educação Básica, embora não seja obrigatória, é um direito da criança, de seus pais e também um dever do Estado. De acordo com o artigo 206, inciso III da Constituição Federal Brasileira, coexistem dois gêneros de escolas: as públicas e as privadas; estas últimas podem ser lucrativas (particulares) ou não (comunitárias, filantrópicas e confessionais). Todas elas prestam serviço de interesse público (educação escolar), apesar das privadas poderem reger-se pelo sistema contratual de Mercado (escolas privadas lucrativas), ou atenuar esse liame por meio de finalidades não lucrativas (escolas privadas comunitárias, confessionais e filantrópicas). Muitas crianças permanecem mais tempo, durante o dia, nas escolas de educação infantil do que com seus familiares, em decorrência de uma série de transformações e reconhecimentos que a educação infantil vem sofrendo nos últimos anos, por isso, as políticas públicas devem convergir para a melhoria da qualidade de ensino das escolas, garantindo-lhes os meios para tanto. Assim, no momento em que se reúne um grupo acima de nove crianças e cobra-se uma taxa, este passa a ser reconhecido, aos olhos da Lei, como uma Instituição de Educação Infantil que, segundo o artigo 206, inciso VII da Constituição Federal de 1988, deve ter a garantia de padrão de qualidade. Dessa forma, as creches e pré-escolas precisam de autorização de funcionamento, atendendo às normas pedagógicas, administrativas e físicas adequadas a essa faixa etária (conforme a lei que rege o Sistema de Ensino onde estão inseridas), evitando a proliferação de “escolinhas de fundo de quintal”. Assim, o objetivo deste estudo é de avaliar a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil particulares a partir de uma análise das leis e ações dos órgãos e secretarias envolvidas no processo de regularização, a fim de determinar os motivos pelos quais a grande parte das escolas infantis particulares não possui autorização emitida pelo Conselho, apesar de manter-se em funcionamento. / The present paper aims at analyzing the rules and regulations within the Municipal Public Institutions’ power towards Private Children Education. The working practices and structures of Porto Alegre city were taken as the object of study. Despite the reliability of Porto Alegre on a government-recognized organization of general and popular attention to education, the purpose of this study is based on the very lower percentage (only 6% in 2007) of private schools authorized to operate by the City Council of Education (CME). In Brazil, education is free to private initiative as long as the general rules of national education established in law are fulfilled. As a matter of fact, the initiative over the registrations at the Municipal Education Department (SMED) as well as the meeting of requirements set by the Municipal Council of Porto Alegre are duties of the school owner. If, in 2007, only twenty private schools had received permission to operate in conditions, how would be running the 291 private schools left ? Although not mandatory, the Children’s Education, recognized as the first stage of basic education, is not only a right of the child and his parents, but also a duty of the State. In accordance with article 206, item III of the Brazilian Federal Constitution, two kinds of schools coexist: the public and the private one. The latter can be profitable or not (community, religious and philanthropic schools). They all provide a service of public interest (education), despite the private ones are allowed to be ruled by the contract system of market (profitable private schools), it is possible to mitigate such connection through non-profit purposes, that is, community, religious and philanthropic schools. Due to a series of transformations and policies the early childhood education has been suffering in recent years, public policies should converge towards improving the quality of education, assuring schools the means to do so, once many children stay there longer than with their families. Thus, at the moment we gather a group above nine children charging a fee, that will be recognized by Law, as an institution of Child Education. Besides, according to article 206, item VII of the Federal Constitution of 1988, those institutions must provide standard of quality. Therefore, daycare centers and preschools need authorization to operate while following the educational, administrative and physical structure patterns suited to such age group ( in accordance with the rules and regulations from the institution they belong to). So, it is very likely to avoid the spread of "backyard irregular schools". In a nutshell, the aim of the present paper is to analyze the rules and regulations within the Municipal Public Institutions power towards Private Children’s Education based on a review of laws and actions of institutions and departments involved in the process of regulation in order to determine the reasons why most children’s private schools are still operating even without having the authorization issued by the Council.

Esta dissertação focalizou a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil Particulares, tomando como objeto de estudo a organização e práticas do Município de Porto Alegre. Apesar do município de Porto Alegre contar com uma administração pública de reconhecida organização geral, e de atenção à educação popular, a justificativa deste estudo foi calcada no percentual aquém do desejado de escolas particulares autorizadas pelo Conselho Municipal de Educação (CME), inferior a 7%, no ano de 2007. No Brasil, o ensino é livre à iniciativa privada, desde que esta cumpra com as normas gerais da educação nacional estabelecidas em lei. Sabe-se, também, que é de iniciativa da mantenedora o credenciamento junto à Secretaria Municipal de Educação (SMED), bem como atender às exigências estabelecidas pelo Conselho Municipal de Porto Alegre. Das trezentas e onze (311) escolas particulares cadastradas no Município, apenas vinte (20) receberam a autorização para funcionamento. A Educação Infantil, reconhecida como primeira etapa da Educação Básica, embora não seja obrigatória, é um direito da criança, de seus pais e também um dever do Estado. De acordo com o artigo 206, inciso III da Constituição Federal Brasileira, coexistem dois gêneros de escolas: as públicas e as privadas; estas últimas podem ser lucrativas (particulares) ou não (comunitárias, filantrópicas e confessionais). Todas elas prestam serviço de interesse público (educação escolar), apesar das privadas poderem reger-se pelo sistema contratual de Mercado (escolas privadas lucrativas), ou atenuar esse liame por meio de finalidades não lucrativas (escolas privadas comunitárias, confessionais e filantrópicas). Muitas crianças permanecem mais tempo, durante o dia, nas escolas de educação infantil do que com seus familiares, em decorrência de uma série de transformações e reconhecimentos que a educação infantil vem sofrendo nos últimos anos, por isso, as políticas públicas devem convergir para a melhoria da qualidade de ensino das escolas, garantindo-lhes os meios para tanto. Assim, no momento em que se reúne um grupo acima de nove crianças e cobra-se uma taxa, este passa a ser reconhecido, aos olhos da Lei, como uma Instituição de Educação Infantil que, segundo o artigo 206, inciso VII da Constituição Federal de 1988, deve ter a garantia de padrão de qualidade. Dessa forma, as creches e pré-escolas precisam de autorização de funcionamento, atendendo às normas pedagógicas, administrativas e físicas adequadas a essa faixa etária (conforme a lei que rege o Sistema de Ensino onde estão inseridas), evitando a proliferação de “escolinhas de fundo de quintal”. Assim, o objetivo deste estudo é de avaliar a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil particulares a partir de uma análise das leis e ações dos órgãos e secretarias envolvidas no processo de regularização, a fim de determinar os motivos pelos quais a grande parte das escolas infantis particulares não possui autorização emitida pelo Conselho, apesar de manter-se em funcionamento. / The present paper aims at analyzing the rules and regulations within the Municipal Public Institutions’ power towards Private Children Education. The working practices and structures of Porto Alegre city were taken as the object of study. Despite the reliability of Porto Alegre on a government-recognized organization of general and popular attention to education, the purpose of this study is based on the very lower percentage (only 6% in 2007) of private schools authorized to operate by the City Council of Education (CME). In Brazil, education is free to private initiative as long as the general rules of national education established in law are fulfilled. As a matter of fact, the initiative over the registrations at the Municipal Education Department (SMED) as well as the meeting of requirements set by the Municipal Council of Porto Alegre are duties of the school owner. If, in 2007, only twenty private schools had received permission to operate in conditions, how would be running the 291 private schools left ? Although not mandatory, the Children’s Education, recognized as the first stage of basic education, is not only a right of the child and his parents, but also a duty of the State. In accordance with article 206, item III of the Brazilian Federal Constitution, two kinds of schools coexist: the public and the private one. The latter can be profitable or not (community, religious and philanthropic schools). They all provide a service of public interest (education), despite the private ones are allowed to be ruled by the contract system of market (profitable private schools), it is possible to mitigate such connection through non-profit purposes, that is, community, religious and philanthropic schools. Due to a series of transformations and policies the early childhood education has been suffering in recent years, public policies should converge towards improving the quality of education, assuring schools the means to do so, once many children stay there longer than with their families. Thus, at the moment we gather a group above nine children charging a fee, that will be recognized by Law, as an institution of Child Education. Besides, according to article 206, item VII of the Federal Constitution of 1988, those institutions must provide standard of quality. Therefore, daycare centers and preschools need authorization to operate while following the educational, administrative and physical structure patterns suited to such age group ( in accordance with the rules and regulations from the institution they belong to). So, it is very likely to avoid the spread of "backyard irregular schools". In a nutshell, the aim of the present paper is to analyze the rules and regulations within the Municipal Public Institutions power towards Private Children’s Education based on a review of laws and actions of institutions and departments involved in the process of regulation in order to determine the reasons why most children’s private schools are still operating even without having the authorization issued by the Council.

Made available in DSpace on 2014-12-17T14:27:19Z (GMT). No. of bitstreams: 1 FlavioHRC_DISSERT.pdf: 1732376 bytes, checksum: 8c792fe0f38262c190c5973d6c22abdd (MD5) Previous issue date: 2012-09-28 / The paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article n? 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law n? 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching / O trabalho investiga os mecanismos jur?dicos usados pelo Legislativo e pelo Executivo para concretizar o princ?pio constitucional do piso salarial do professor, princ?pio esse proclamado na Constitui??o como uma estrat?gia de valoriza??o profissional dessa categoria. O texto demonstra que os mecanismos jur?dicos usados para a valoriza??o do professor foram os seguintes: a Constitui??o de 1988; as emendas constitucionais que atualizaram essa Carta e modificaram o texto original no tocante ? mat?ria; e, finalmente, a Lei do Piso . O Artigo n? 206 da Constitui??o Federal de 1988 estabeleceu que os professores do ensino b?sico, que atuam em escolas da rede p?blica, teriam direito a um piso salarial nacional. A Lei n? 11.738/2008 ( Lei do Piso ) regulamentou a mat?ria e apresentou outras determina??es sobre a rela??o que o Estado deveria manter com o magist?rio como, por exemplo, a cria??o de par?metros para a distribui??o da carga hor?ria de trabalho do docente. Com base nessa Lei, desde 2009 o piso vem sendo definido anualmente pelo Governo Federal. Todavia, governos estaduais e prefeituras municipais de todo o Brasil protestaram contra prescri??es contidas na Lei do Piso . Nesse clima de protesto, alguns governadores e prefeitos provocaram a Suprema Corte acerca da constitucionalidade dessa Lei. Os reclamantes consideravam que a inconstitucionalidade existia em raz?o dos seguintes aspectos: defini??o da jornada de trabalho do professor, que na vis?o dos reclamantes era atribui??o dos estados e prefeituras; garantia de que os professores receberiam sal?rios vinculados ao piso com efeito retroativo; transforma??o do piso salarial em vencimento b?sico; aus?ncia de or?amento suficiente nos estados e munic?pios para honrar com os novos valores a serem pagos aos professores; finalmente, determina??o de carga hor?ria para o professor realizar outras atividades al?m de ministrar aulas. No julgamento realizado no STF a maioria dos Ministros julgou improcedente o pleito dos gestores p?blicos reclamantes e considerou que a Lei do Piso no seu conjunto era constitucional. Entretanto, essa decis?o n?o alterou a posi??o dos gestores nem a interpreta??o dos ministros que concordaram com a inconstitucionalidade de alguns aspectos da lei. Isso significa que uma mesma lei pode apresentar diverg?ncias interpretativas entre pessoas comuns e entre membros do pr?prio Poder Judici?rio. A pesquisa apontou as seguintes conclus?es: a lei n?o ? par?metro definitivo de justi?a, pois ela est? profundamente vinculada a interesses diversos; a elabora??o, a implanta??o e o julgamento das leis que tratam do piso salarial do magist?rio se vinculam aos aspectos hist?ricos e culturais da sociedade; a demanda por valoriza??o do professor e fixa??o de um piso salarial s? surgiu no final do s?culo XX, fato explicitado no trabalho a partir de dados que indicam a recente preocupa??o do estado brasileiro com a educa??o escolar fen?meno tipicamente republicano e com a profissionaliza??o do professor preocupa??o emergente a partir da sociedade do conhecimento; os poderes Legislativo e Executivo procuram mecanismos para implantar o piso salarial do professor em raz?o da necessidade contempor?nea de profissionaliza??o do magist?rio.

Esta dissertação focalizou a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil Particulares, tomando como objeto de estudo a organização e práticas do Município de Porto Alegre. Apesar do município de Porto Alegre contar com uma administração pública de reconhecida organização geral, e de atenção à educação popular, a justificativa deste estudo foi calcada no percentual aquém do desejado de escolas particulares autorizadas pelo Conselho Municipal de Educação (CME), inferior a 7%, no ano de 2007. No Brasil, o ensino é livre à iniciativa privada, desde que esta cumpra com as normas gerais da educação nacional estabelecidas em lei. Sabe-se, também, que é de iniciativa da mantenedora o credenciamento junto à Secretaria Municipal de Educação (SMED), bem como atender às exigências estabelecidas pelo Conselho Municipal de Porto Alegre. Das trezentas e onze (311) escolas particulares cadastradas no Município, apenas vinte (20) receberam a autorização para funcionamento. A Educação Infantil, reconhecida como primeira etapa da Educação Básica, embora não seja obrigatória, é um direito da criança, de seus pais e também um dever do Estado. De acordo com o artigo 206, inciso III da Constituição Federal Brasileira, coexistem dois gêneros de escolas: as públicas e as privadas; estas últimas podem ser lucrativas (particulares) ou não (comunitárias, filantrópicas e confessionais). Todas elas prestam serviço de interesse público (educação escolar), apesar das privadas poderem reger-se pelo sistema contratual de Mercado (escolas privadas lucrativas), ou atenuar esse liame por meio de finalidades não lucrativas (escolas privadas comunitárias, confessionais e filantrópicas). Muitas crianças permanecem mais tempo, durante o dia, nas escolas de educação infantil do que com seus familiares, em decorrência de uma série de transformações e reconhecimentos que a educação infantil vem sofrendo nos últimos anos, por isso, as políticas públicas devem convergir para a melhoria da qualidade de ensino das escolas, garantindo-lhes os meios para tanto. Assim, no momento em que se reúne um grupo acima de nove crianças e cobra-se uma taxa, este passa a ser reconhecido, aos olhos da Lei, como uma Instituição de Educação Infantil que, segundo o artigo 206, inciso VII da Constituição Federal de 1988, deve ter a garantia de padrão de qualidade. Dessa forma, as creches e pré-escolas precisam de autorização de funcionamento, atendendo às normas pedagógicas, administrativas e físicas adequadas a essa faixa etária (conforme a lei que rege o Sistema de Ensino onde estão inseridas), evitando a proliferação de “escolinhas de fundo de quintal”. Assim, o objetivo deste estudo é de avaliar a função regulatória do Poder Público Municipal sobre as Instituições de Educação Infantil particulares a partir de uma análise das leis e ações dos órgãos e secretarias envolvidas no processo de regularização, a fim de determinar os motivos pelos quais a grande parte das escolas infantis particulares não possui autorização emitida pelo Conselho, apesar de manter-se em funcionamento. / The present paper aims at analyzing the rules and regulations within the Municipal Public Institutions’ power towards Private Children Education. The working practices and structures of Porto Alegre city were taken as the object of study. Despite the reliability of Porto Alegre on a government-recognized organization of general and popular attention to education, the purpose of this study is based on the very lower percentage (only 6% in 2007) of private schools authorized to operate by the City Council of Education (CME). In Brazil, education is free to private initiative as long as the general rules of national education established in law are fulfilled. As a matter of fact, the initiative over the registrations at the Municipal Education Department (SMED) as well as the meeting of requirements set by the Municipal Council of Porto Alegre are duties of the school owner. If, in 2007, only twenty private schools had received permission to operate in conditions, how would be running the 291 private schools left ? Although not mandatory, the Children’s Education, recognized as the first stage of basic education, is not only a right of the child and his parents, but also a duty of the State. In accordance with article 206, item III of the Brazilian Federal Constitution, two kinds of schools coexist: the public and the private one. The latter can be profitable or not (community, religious and philanthropic schools). They all provide a service of public interest (education), despite the private ones are allowed to be ruled by the contract system of market (profitable private schools), it is possible to mitigate such connection through non-profit purposes, that is, community, religious and philanthropic schools. Due to a series of transformations and policies the early childhood education has been suffering in recent years, public policies should converge towards improving the quality of education, assuring schools the means to do so, once many children stay there longer than with their families. Thus, at the moment we gather a group above nine children charging a fee, that will be recognized by Law, as an institution of Child Education. Besides, according to article 206, item VII of the Federal Constitution of 1988, those institutions must provide standard of quality. Therefore, daycare centers and preschools need authorization to operate while following the educational, administrative and physical structure patterns suited to such age group ( in accordance with the rules and regulations from the institution they belong to). So, it is very likely to avoid the spread of "backyard irregular schools". In a nutshell, the aim of the present paper is to analyze the rules and regulations within the Municipal Public Institutions power towards Private Children’s Education based on a review of laws and actions of institutions and departments involved in the process of regulation in order to determine the reasons why most children’s private schools are still operating even without having the authorization issued by the Council.

Orientador: Agueda Bernardete Bittencourt / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T11:17:18Z (GMT). No. of bitstreams: 1 Wohnrath_ViniciusParolin_M.pdf: 3536089 bytes, checksum: fabe74818d1658ee5692c11422271286 (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa objetiva compreender as condições sociais que possibilitaram os debates públicos sobre o afeto familiar. Isto porque, atualmente, tramitam pelo Congresso Nacional projetos de lei para positivar a necessidade dos pais amarem seus filhos - recurso jurídico que ainda não consta na letra da legislação brasileira. Assim, inserida nos espaços de estudos sobre a organização familial e sobre os direitos infanto-juvenis, esta dissertação buscou pelos discursos fundadores, pelas estratégias, pelas redes e pelas ações práticas mobilizadas pelos militantes interessados em legitimar esse novo direito de família. Para descortinar os repertórios articulados por esses agentes, foram tomados como fontes de pesquisa as suas biografias dispostas nos dicionários especializados (origens familiares, habitus, formação acadêmica, atuação profissional, ligações nacionais e internacionais, etc.), os documentos institucionais, a produção memorialística, os projetos de lei, os discursos dos parlamentares e as composições das comissões selecionadas. Ao inquerir a construção social da obrigatoriedade do afeto, relacionando-a com as trajetórias dos militantes que fazem circular determinados padrões, buscamos desnaturalizar o direito - iluminando as disputas, existentes nos campos jurídico e político, para oficializar específicos modos de convivência doméstica nas últimas três décadas. / Abstract: This research's aim is to comprehend the social conditions that allowed the public debate about parental affection. Presently, there are three law projects following the legal channels. Their intent is to turn into a positive law the need of the parents to love their children - a juridical resource that hasn't been integrated to the Brazilian legislation yet. Inserted in the space that studies family organization and children's rights, this dissertation searched for the founding speeches, for the strategies, for the connections and for the practical actions mobilized by these militants who are interested in legitimate this new family law. In order to reveal the repertory articulated by these agents, were taken as research sources their biographies, available in specialized dictionaries (family origin, habitus, academic formation, professional actuation, national and international relations, etc.), the institutional documents, the memoir production, the Law projects, the parliamentarians speeches and the composition of the selected committees. As we inquire the social construction of the affection imposed as an obligation, relating it with the trajectories of the militants who put into circulation determined patterns, we try denaturalizing the Law - bringing light to the disputes placed in the juridical and political fields to officialize specific ways of domestic acquaintanceship in the last three decades. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Introduction and background Recruitment to cancer clinical trials needs to be improved, as does patient understanding about clinical trials, to enable patients to make an informed choice about whether or not to take part. The main reason that clinically eligible patients do not take part in clinical trials is because they refuse; poor understanding of the research has been associated with patient refusal. Audiovisual patient information (AVPI) has been shown to improve knowledge/understanding in various areas of practice but there is limited information about its effect in the cancer clinical trial setting, particularly in relation to recruitment rates. Understanding the research is necessary for informed consent, and it was hypothesised that if patient understanding about clinical trials was increased with AVPI, then this could result in a reduction in the number of patients refusing clinical trials, and therefore provide an ethical approach to improving recruitment. This study aimed to test the impact of an audiovisual patient information intervention on recruitment to randomised cancer clinical trials (refusal rates), patient understanding of the information given, and levels of anxiety. Reasons for patients’ decisions about trial participation were also assessed. Method An AVPI intervention was developed that aimed to address the common misconceptions associated with randomisation and clinical equipoise, as well as improve patient understanding generally of randomised cancer trials, and of other core clinical trial informational requirements, such as voluntariness. Patients were randomised to receive either AVPI in addition to the standard trial-specific written information, or the written information alone. A new questionnaire was developed to assess patient understanding (also referred to as knowledge) in the randomised trial setting and, following testing with patients and research nurses, this was shown to be reliable and valid. Patients completed self-report questionnaires to assess their understanding (new knowledge questionnaire) and anxiety (Spielberger State-Trait Anxiety Inventory), at baseline and after they had made their decision about clinical trial entry, when their perceptions of the intervention, as well as factors contributing to their decision were also determined (this tool incorporated Jenkins and Fallowfield’s (2005) questionnaire which assessed reasons for accepting and declining randomised cancer trials). Results A total of 173 patients with breast cancer (65%), colorectal cancer (32%) and lung cancer (3%) were entered into the main study. The median age was 60 (range 37-92 years). There was no difference in clinical trial recruitment rates between the two groups: 72.1% in the AVPI group and 75.9% in the standard information group. The estimated odds ratio for refusal (intervention/no intervention) was 1.19 (95% ci 0.55-2.58, p=0.661). Knowledge scores increased more in the intervention group compared to the standard group (U= 2029, p=0.0072). The change in anxiety score between the arms was also statistically significant (p=0.011) with anxiety improving in the intervention arm more than in the no-intervention arm. The estimated difference in the median anxiety change score between the groups is –4.6 (95% ci –7.0 to –2.0). Clinical trial entry was not influenced by tumour type, stage of cancer, age, educational qualifications or previous research experience, however, there was a modest association with deprivation status (p=0.046) where more affluent patients were the least likely to consent to a trial. Educational qualifications and stage of cancer were independently associated with knowledge: patients who were better educated had higher levels of knowledge about randomised trials, and patients who had limited stage of cancer had higher baseline knowledge than patients with advanced cancer. Acceptability of the intervention was high with 93% of those who watched it finding it useful, and 42% stating that it made them want to take part in the clinical trial. Personal benefit and altruism were key motivating factors for clinical trial participation, with reasons for refusal being less clear. Discussion and conclusions Although the potential for AVPI to increase clinical trial recruitment rates was highlighted in the literature, in this study, AVPI was not shown to have any effect on refusal rates to randomised cancer trials. However, by improving patient understanding prior to decision making, AVPI was shown to be a useful addition to the consent process for randomised cancer trials. AVPI addresses the fundamental ethical challenges of informed consent by improving patient understanding, and supports the ethical framework integral to Faden and Beauchamp’s (1986) theory of informed consent. The new knowledge questionnaire was shown to be a sensitive and effective instrument for measuring understanding of randomised clinical trials in the cancer setting, although it would benefit from further testing. The AVPI appears to reduce anxiety at the decision making time point and has been shown to be an acceptable medium for patients. This study confirms existing findings from studies assessing factors affecting decision making, with personal benefit and altruism being key motivating factors, and reasons for refusal being less clear. The need for further qualitative work in this area is highlighted to gain a deeper understanding of what is important to patients, in terms of why they refuse clinical trial participation. Implications for practice and further research Several implications for practice have been identified, including using AVPI as part of the standard information package for patients considering randomised cancer trials, and focussing on patient and staff education in this area. The knowledge questionnaire could be introduced to routine practice as a tool to determine patient understanding prior to decision making, allowing clinicians the opportunity to correct any misconceptions prior to consent. Further research focussing on AVPI specific to individual trials would be helpful, to determine if a more customised approach would be of benefit in terms of clinical trial recruitment. The importance of studying other aspects of the consent process such as the interaction between the clinician and the patient, in addition to more detailed exploration of the factors affecting patients’ decisions were highlighted.

This thesis analyzes how caring relationships and an emancipatory approach to law related education (LRE) within juvenile justice facilities can cultivate political agency. I focused specifically on Camp Afflerbaugh-Paige, an LA County juvenile probation facility, in La Verne, CA, as a case study. During three months of teaching a law related education class and embedding myself at the facility with an asset-based framework, I encountered a wealth of knowledge that incarcerated juveniles possess, not from formal education or research, but based in their own lived experiences. Los Angeles County Probation spends $233,000 per student per year; assuming best intentions of those in charge and the actors, the students, with a wide array of expertise, should be thriving within these institutions and set up for success upon their release. Unfortunately, though, students’ academic, entrepreneurial, and legal expertise are criminalized rather than cultivated by the juvenile justice system. Through a policy class, the students created reforms to address the challenges of a paramilitary camp that neglects students’ emotional, physical, and mental health. The challenges in the environment complicate the political agency of students within the camp and post-release. I am making the claim that the political agency of the students is visible and the assets are tangibly cultivated by an emancipatory pedagogy, ethic of care, and the law related education curriculum.

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