Enrolling adolescents in HIV vaccine trials: reflections on legal complexities from South Africa

<p>Abstract</p> <p>Background</p> <p>South Africa is likely to be the first country in the world to host an adolescent HIV vaccine trial. Adolescents may be enrolled in late 2007. In the development and review of adolescent HIV vaccine trial protocols there are many complexities to consider, and much work to be done if these important trials are to become a reality.</p> <p>Discussion</p> <p>This article sets out essential requirements for the lawful conduct of adolescent research in South Africa including compliance with consent requirements, child protection laws, and processes for the ethical and regulatory approval of research.</p> <p>Summary</p> <p>This article outlines likely complexities for researchers and research ethics committees, including determining that trial interventions meet current risk standards for child research. Explicit recommendations are made for role-players in other jurisdictions who may also be planning such trials. This article concludes with concrete steps for implementing these important trials in South Africa and other jurisdictions, including planning for consent processes; delineating privacy rights; compiling information necessary for ethics committees to assess risks to child participants; training trial site staff to recognize when disclosures trig mandatory reporting response; networking among relevant ethics commitees; and lobbying the National Regulatory Authority for guidance.</p

Влияние фосфатных связующих на физико-механические свойства периклазохромитовых огнеупоров

У данній статті наведено та порівняно фізико-механічні властивості периклазо-хромітових матеріалів в залежності від різних типів фосфатних зв’язуючих та введення різних домішок. Визначено, що найбільш раціональним є введення триполіфосфату натрію.In given clause are resulted and the physycal-mechanical properties periclase-cgromite of materials are compared depending on different of types phosphate binding and introduction of the various additives. Is determined, that most rational is the introduction treepolyphosphate sodume

Does Moral and Social Conventional Reasoning Predict British Young People's Judgments About the Rights of Asylum-Seeker Youth?

Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly, ), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out-group members. Employing a social-cognitive domain approach, the current study investigated British young people's (N = 260) views regarding the rights of asylum seekers. The data come from a secondary analysis of interviews on British young people's views about the religious and nonreligious rights of asylum seeker youth. Rather than being influenced by broader variables such as age, participants' judgments, and reasoning took into account the features of the specific rights situation under consideration. Moreover, the use of moral justifications was related to endorsing the rights of asylum seekers while social conventional justifications pertained to rejecting asylum seeker's rights. The implications for theory, future research and social policy are discussed. © 2014 The Society for the Psychological Study of Social Issues

British Adolescents' and Young Adults' Understanding and Reasoning About the Religious and Nonreligious Rights of Asylum-Seeker Youth

This study examined British young people's understanding of the rights of asylum-seeking young people. Two hundred sixty participants (11-24years) were read vignettes involving asylum-seeking young people's religious and nonreligious self-determination and nurturance rights. Religious rights were more likely to be endorsed than nonreligious rights. In general, younger participants were more likely than older participants to endorse the rights of asylum-seeking young people. Supporting a social cognitive domain approach, patterns of reasoning varied with the type of right and whether scenarios involved religious or nonreligious issues. Few developmental differences were found regarding participants' reasoning about asylum-seeking young people's religious or nonreligious rights. The findings are discussed with reference to available theory and research on young people's conceptions of rights. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc

Does Moral and Social Conventional Reasoning Predict British Young People's Judgments About the Rights of Asylum-Seeker Youth?

Since the nearly universal ratification of the U.N. Convention on the Rights of the Child (U.N. General Assembly, ), children's rights have received increasing empirical attention. While there is an established body of research on how youth view their own rights, few studies have examined their views about the rights of out-group members. Employing a social-cognitive domain approach, the current study investigated British young people's (N = 260) views regarding the rights of asylum seekers. The data come from a secondary analysis of interviews on British young people's views about the religious and nonreligious rights of asylum seeker youth. Rather than being influenced by broader variables such as age, participants' judgments, and reasoning took into account the features of the specific rights situation under consideration. Moreover, the use of moral justifications was related to endorsing the rights of asylum seekers while social conventional justifications pertained to rejecting asylum seeker's rights. The implications for theory, future research and social policy are discussed. © 2014 The Society for the Psychological Study of Social Issues

Are teachers' expectations different for racial minority than for European American students? A meta-analysis.

Four quantitative meta-analyses examined whether teachers' expectations, referrals, positive and neutral speech, and negative speech differed toward ethnic minority students (i.e., African American, Asian American, and Latino/a) as compared with European American students. Teachers were found to hold the highest expectations for Asian American students (d = -.17). In addition, teachers held more positive expectations for European American students than for Latino/a (d =.46) or African American (d =.25) students. Teachers made more positive referrals and fewer negative referrals for European American students than for Latino/a and African American students (d =.31). Although teachers directed more positive and neutral speech (e.g., questions and encouragement) toward European American students than toward Latino/a and African American students (d =.21), they directed an equal amount of negative speech (e.g., criticism) to all students (d =.02). In general, teachers' favoring of European American students compared with African American and Latino/a students was associated with small but statistically significant effects. The meta-analyses suggest that teachers' expectations and speech vary with students' ethnic backgrounds. PsycINFO Database Record (c) 2007 APA, all rights reserved

South African Mixed-race Children's and Mothers' Judgments and Reasoning about Children's Nurturance and Self-determination Rights

This study examined the understanding of children's rights in 63 (9-, 11-, and 13-year-olds) mixed-race South African children and their mothers. In individual semi-structured interviews participants responded to hypothetical vignettes in which children's nurturance and self-determination rights conflicted with parental authority in the home. Participants were required to decide whether they should support the story characters' rights and provide justifications for their responses. Findings indicated that both children and mothers were more likely to endorse children's nurturance than self-determination rights. In contrast to previous research, no significant differences were found between children and mothers in terms of support for either type of right. In terms of reasoning, both children's and mothers' responses revealed distinct patterns of thinking influenced by the type of right under consideration. The findings are discussed with reference to the available western and non-western literature on children's understanding of rights. Limitations, implications, and directions for future research are considered

'It's not like in Apartheid': South African children's knowledge about their rights

This study explored declarative knowledge about children's rights in 67 South African children between 9 and 14 years old, using semi-structured interviews addressing the following questions: What is a right? Who has rights? Do children have rights? What rights do children have? Why should children have rights? Can anyone take away your rights? Who can take away your rights? Data were analysed quantitatively to examine age and gender differences. Qualitative content analyses explored salient themes. There were no gender differences for any of the questions and significant age differences only for the question: What rights do children have? Although the children's responses shared some similarities with other research findings, their perspectives on rights strongly reflected their specific social context, especially the prevalence of crime and child abuse. The findings are discussed in relation to previous research and specific features of the South African socio-cultural landscape