Academic literature on the topic 'Affirmative consent'
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Journal articles on the topic "Affirmative consent"
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Halley, Janet. "The Move to Affirmative Consent." Signs: Journal of Women in Culture and Society 42, no. 1 (September 2016): 257–79. http://dx.doi.org/10.1086/686904.
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Dougherty, Tom. "Affirmative Consent and Due Diligence." Philosophy & Public Affairs 46, no. 1 (January 2018): 90–112. http://dx.doi.org/10.1111/papa.12114.
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Chamallas, Martha. "The Elephant in the Room: Sidestepping the Affirmative Consent Debate in the Restatement (Third) of Intentional Torts to Persons." Journal of Tort Law 10, no. 2 (September 25, 2018): 281–315. http://dx.doi.org/10.1515/jtl-2017-0025.
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AbstractIn contemporary debates about legal responsibility for sexual misconduct, the status of “affomative consent” is front and center. Most often associated with the campus rape crisis and the enforcement of Title IX by colleges and universities, affirmative consent places responsibility on individuals who initiate sex to secure the affirmative permission of their partners before engaging in sexual conduct. Going beyond “no means no,” affirmative consent is best captured by the slogan “only yes means yes” and aims to protect those sexual assault victims who react passively or silently in the face of sexual aggression, even though they do not desire to have sex and would not have initiated the sexual activity if they had been given the choice. The criminal law in most states has not yet caught up with these developments and has continued to require either a showing of “force” on the part of the defendant or proof of a verbal objection on the part of the victim.Given its prominence, one might expect affirmative consent to emerge as a central issue in the revision of the Restatement (Third)’s provisions on consent. Instead, affirmative consent makes an appearance only briefly in the Restatement's commentary and has not affected the core black letter statements of the law of consent. Although purporting to be neutral, the approach of the Restatement (Third) is incompatible with affirmative consent, both in the Restatement's definitions of actual and apparent consent and in its determination to assign the burden of proof to the plaintiff instead of the defendant. Because there is no controlling precedent that would prevent the Restatement (Third) from embracing affirmative consent, the Restatement (Third) is free to follow the Title IX model and incorporate affirmative consent into the body of tort law. This article makes the case for adopting affirmative consent in sexual misconduct tort cases, even if the criminal law in any given jurisdiction continues to apply a more defendant-oriented consent rules.
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Pallikkathayil, Japa. "Consent to sexual interactions." Politics, Philosophy & Economics 19, no. 2 (November 5, 2019): 107–27. http://dx.doi.org/10.1177/1470594x19884705.
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The way in which consent to sexual interactions is understood in the US is undergoing a transformation. Many universities, sometimes at the behest of lawmakers, are moving to adopt ‘affirmative consent’ policies, which define consent in terms of affirmative behavior that goes beyond mere silence or lack of resistance. Although these policies are a move in the right direction, I argue that their content has not been properly understood. In particular, the circumstances in which nonverbal behavior may communicate consent are more limited than might be apparent. And even though these circumstances can be abstractly identified, it is difficult to give people adequate guidance about when some of them obtain. Moreover, I argue that no matter how the allowance for nonverbal behavior is construed, affirmative consent policies unnecessarily prohibit interactions that people may have reason to engage in. I propose an alternative policy that remedies these problems with the affirmative consent policies that are currently being implemented. And I note that the justification for this alternative policy does not turn on any special features of the university setting. Instead, the account I give suggests grounds for reforming the law as well.
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Mueller, Tiffany M., and Zoë D. Peterson. "Affirmative Consent and Safer, Hotter Sex." Journal of Sex Research 49, no. 2-3 (September 14, 2011): 303–4. http://dx.doi.org/10.1080/00224499.2011.607979.
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Javidi, Hannah, Anne J. Maheux, Laura Widman, Kristyn Kamke, Sophia Choukas-Bradley, and Zoë D. Peterson. "Understanding Adolescents’ Attitudes Toward Affirmative Consent." Journal of Sex Research 57, no. 9 (January 15, 2020): 1100–1107. http://dx.doi.org/10.1080/00224499.2019.1711009.
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Torenz, Rona. "The Politics of Affirmative Consent: Considerations from a Gender and Sexuality Studies Perspective." German Law Journal 22, no. 5 (August 2021): 718–33. http://dx.doi.org/10.1017/glj.2021.33.
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AbstractWhile "no means no" considers sex as consensual until someone says no, "yes means yes" defines sex only then as consensual when all parties have explicitly agreed. Consent is thus positively determined by the presence of a yes and no longer negatively determined by the absence of a no. "Yes means yes" thus not only sets the limit as to when sex becomes sexual violence, it also tells us how morally "correct" sex should look like. In the first part I will give an insight into debates about affirmative consent in the US and Germany. In the following, I will work out how affirmative consent misjudges the subjectifying functioning of sexual power relations. I will show that the understanding of affirmative consent is based on a gendered giver-receiver grammar of consent, which stabilizes heteronormative notions of female sexuality as passive and male sexuality as active. Based on the results of conversational analytical studies on sexual communication, I will argue that the politics of affirmative consent underestimates the internalization of heteronormative discourses in sexual subjects.
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Tinkler, Justine E., Jody Clay-Warner, and Malissa Alinor. "Communicating About Affirmative Consent: How the Threat of Punishment Affects Policy Support and Gender Stereotypes." Journal of Interpersonal Violence 33, no. 21 (September 25, 2018): 3344–66. http://dx.doi.org/10.1177/0886260518798356.
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Colleges are increasingly adopting “affirmative consent” policies, which require students to obtain conscious and voluntary consent at each stage of sexual activity. Although this is an important step forward in violence prevention, very little is known about how best to present the policies to students. This is important, as research on sexual harassment policy training finds that training can reinforce traditional gender beliefs, which undermines policy goals. Building on this literature, we argue that affirmative consent policy trainings emphasizing punishment will increase support for affirmative consent but will reinforce traditional gender beliefs. We tested our predictions with an experiment in which we randomly assigned undergraduate participants to one of three conditions where they read an excerpt of (a) an affirmative consent policy that emphasized the threat of punishment, (b) an affirmative consent policy that emphasized a normative/moral message, or (c) an ergonomic workstation policy that served as our control condition. We found that punishment framing increased men’s support for the policy, had no effect on their likelihood to comply, and increased their perception that “most people” hold men to be more powerful than women. For women, the punishment and normative framings increased support equally, but the normative framing actually decreased likelihood to comply. The policy conditions had no effect on women’s gender beliefs. The results suggest that while an emphasis on punishment can help legitimate nonconsensual sex as a social problem, it will not necessarily increase college students’ compliance with affirmative consent, and runs the risk of activating essentialist stereotypes about gender difference. As the issue of campus sexual assault becomes increasingly politicized and contested, our findings highlight the need for more research.
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Meek, Michele. "Exposing Flaws of Affirmative Consent through Contemporary American Teen Films." Girlhood Studies 14, no. 1 (March 1, 2021): 101–16. http://dx.doi.org/10.3167/ghs.2021.140109.
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The discursive shift during the twenty-first century from “no means no” to “yes means yes” clearly had an impact on contemporary American teen films. While teen films of the 1970s and 1980s often epitomized rape culture, teen films of the 2010s and later adopted consent culture actively. Such films now routinely highlight how obtaining a girl’s “yes” is equally important to respecting her “no.” However, the framework of affirmative consent is not without its flaws. In this article, I highlight how recent teen movies expose some of these shortcomings, in particular how affirmative consent remains a highly gendered discourse that prioritizes verbal consent over desire.
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Vidu Afloarei, Ana, and Gema Tomás Martínez. "The Affirmative “Yes”. Sexual Offense Based on Consent." Masculinities & Social Change 8, no. 1 (February 21, 2019): 91. http://dx.doi.org/10.17583/mcs.2019.3779.
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The collective rape case that occurred in Spain during a 2016 famous festival placed the trial against its five aggressors on an unprecedented media and social scale in Spain. The court that ruled for sexual abuse and not for rape sparked a huge and prompt social rejection of the current legislation. To overcome revictimization and give voice to survivors, the consideration of consent has been raised. This new paradigm has deeply spread in society and social networks to the point that the Spanish government has expressed its interest in modifying the Criminal Code to base sexual crimes on consent. In our duty to provide scientific knowledge for this issue, this article frames the debate on sexual harassment and focuses on the crime against sexual freedom and the context under which consent can neither be asked for nor conceived. This article analyzes the aggravating crime factors while basing consent on the intention of the offender. Starting from international approaches, this article emphasizes the current social opportunity needed to create awareness and transform laws with the aim of legislating on affirmative “yes”. This approach contributes to the challenge of overcoming gender violence and to the study of masculinities and their influence on social transformation.
Dissertations / Theses on the topic "Affirmative consent"
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Glace, Alyssa Marie. "Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4473.
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Understanding how students endorse affirmative consent in their sexual relationships is essential to sexual violence prevention. Some research has indicated that LGBT students and students with disabilities may negotiate and endorse consent uniquely because of socially constructed traditional sexual scripts. Research indicates gender differences may exist as well. The proposed research examines differences based on gender, LGBT status, and disability in affirmative consent endorsement and peer norms around sexual violence. Results indicated that women, nonbinary students, LGBT students, and students with disabilities were significantly less likely than their privileged counterparts to indicate low endorsement of affirmative consent. Results also indicated that women and some LGBT students are significantly less likely than their privileged counterparts to indicate high peer norms supporting sexual violence. Limitations, implications, and future directions are discussed.
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"Using the Theory of Planned Behavior to Predict College Students' Communication of Affirmative Sexual Consent." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38580.
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abstract: Sexual violence is a problem on college campuses across that United States. In the past few years, federal and state legislation has been drafted in order to address campus sexual violence. A main feature of this legislation addresses an important communicative construct related to students’ sexual behavior: sexual consent. Colleges and universities are adopting an affirmative-standard of consent, which emphasizes that consent for sexual activity be communicated verbally or via unambiguous actions, mutual, voluntary, enthusiastic, and ongoing throughout the sexual encounter. Literature has explored how college students communicate and interpret sexual consent, but antecedents to sexual consent behaviors, particularly affirmative consent, are largely unknown.
The current investigation seeks to longitudinally explore the antecedents to college students’ affirmative sexual consent behaviors (i.e., nonverbal, initiating, verbal). Using the Theory of Planned Behavior (TPB) as a theoretical framework, hypotheses predicted that at Time 1 (T1) attitudes, norms, and perceived behavioral control would positively and significantly predict students’ (T1) intentions to communicate affirmative consent to their partner. Then, it was predicted that at Time 2 (T2)—thirty days later—intentions to communicate consent from T1 would positively and significantly predict college students’ communication of affirmative consent to their partner during their most recent sexual encounter. The final matched (i.e., completed T1 and T2 surveys) sample included two hundred twenty-five (N = 225) college students who had engaged in sexual activity during the 30 days between survey distributions. Results from the path analyses support the theoretically driven hypotheses for all three affirmative consent behaviors, and demonstrate that subjective norms and perceived control are important and strong determinants of students’ communication of affirmative sexual consent. Furthermore, multi-group invariance tested the potential moderating effects of three individual, two dyadic, and two environmental/contextual variables on the strength of path coefficients between TPB constructs for all three sexual consent behaviors. Only individual and environmental/contextual variables significantly moderated relationships within the TPB for the three models. Results are discussed with regard to theoretical implications as well as practical implications for university health educators and other health professionals. Additionally, limitations and future directions are noted.Dissertation/Thesis
Doctoral Dissertation Communication 2016
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Cockburn, H. "The impact of introducing an affirmative model of consent and changes to the defence of mistake in Tasmanian rape trials." Thesis, 2012. https://eprints.utas.edu.au/14748/2/whole-cockburn-thesis.pdf.
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The successful prosecution of sexual offences is regularly frustrated because jurors, judges and legal counsel embrace prejudicial stereotypes about what constitutes consent to sexual intercourse. In 2004 the Tasmanian Parliament instituted reforms to the state’s Criminal Code that inserted a statutory definition of consent in s 2A and imposed additional constraints on the availability of the defence of mistaken belief in consent in s 14A. These changes were amongst the most progressive in the common law world. The reforms were designed to ensure that the issue of consent to sexual conduct would be evaluated according to standards of mutuality and reciprocity and that therefore, in accordance with s 2A(2)(a) of the Tasmanian Criminal Code, proof that the complainant did not communicate consent is sufficient to establish absence of consent. This thesis looks at the way that the amended provisions are being implemented by conducting a content analysis of trial transcripts of sexual offences cases heard in the Tasmanian Supreme Court in which the determination of the issue of absence of consent was critical to the case outcome. The research also includes interviews with judges of the Supreme Court of Tasmania and legal practitioners admitted to the Tasmanian bar. The treatment of the issue of consent to sexual conduct is examined to determine whether or not it is consistent with the intentions articulated by parliament and the reform advocates. The findings from this research provide evidence that the reforms are not being implemented as intended. There is evidence that judges and counsel continue to rely on a pre-reform notion of consent and indications that the prosecution tailor cases to their understanding of the jury’s preconceived views about rape, rape victims and consent to sexual intercourse. The thesis concludes that the general reluctance or inability to engage with the new concept of consent that the reforms have instituted must be addressed by providing education about the meaning and effect of the amended legislation if there is to be any hope of achieving positive attitudinal change within both the criminal justice system and the broader community.
Books on the topic "Affirmative consent"
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Battistoni, Lea. La parità tra consenso e conflitto: Il lavoro delle donne dalla tutela alle pari opportunità, alle azioni positive. Roma: Ediesse, 1992.
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Beste, Jennifer. Creating a Sexually Just Campus Culture. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190268503.003.0012.
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Drawing on the theology of Johann Metz, students’ reflections concerning sexual assault, and social scientific research, this final chapter identifies three essential commitments needed to create a sexually just culture. Those three commitments are: endorsing an affirmative sexual consent standard, embracing a culture of zero tolerance for sexual violence, and forming a conscious, collective commitment among undergraduates to free one another from the constrictive sexual, gender, and social norms of typical party and hookup culture. Citing recent changes in federal regulation on sexual assault and recent social movements by undergraduate activists nationwide, the author suggests that the possibility of cultural transformation and sexual justice on college campuses has never been more within our reach than at the present moment. As the author explains, such transformation will require the collaboration of a wide range of constituents on local, state, and federal levels.
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Michelman, Frank I. Constitutional Essentials. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197655832.001.0001.
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Abstract This work examines closely the constitution-centered proposition on political legitimacy, offered by John Rawls in Political Liberalism in response to the problem posed for government by consent by facts of deep-lying disagreement among citizens. An answer, Rawls thought, could lie in the possibility of a framework law for a society’s politics—a “constitution,” including a bill of rights—that all, despite other disagreements, could find reason to accept. The work offers explication of the thought behind Rawls’s proposal, while also placing it in relation to a duality of functions—–“regulatory” and “justificatory”—for which lawyers in constitutional-democratic societies typically look to their countries’ bodies of constitutional law. Conflicts in practical implications from these functional attributions, the work suggests, can help explain the persistence of debates in constitutional-democratic venues over topics ranging from choices between “legal” and “political”—or between “written” and “unwritten”—constitutions, to thinness versus thickness in formulations of constitutional principles and guarantees, the place of constitutional fidelity among liberal political virtues, activism versus restraint in the conduct of judicial constitutional review, original-meaning versus moral-reading approaches to constitutional interpretation, and extension of constitutional substantive guarantees beyond negative restraints on the government to take in affirmative state obligations for satisfaction of the basic material needs of citizens, and for protection of them against oppression from nongovernmental social powers. The book also looks into whether some later-arriving work from Rawls signifies modification of the procedurally dependent basis for political justification than it finds in the first edition of Political Liberalism.
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(Organization), SNV, and CEDIS (Organization), eds. Concretando las líneas estratégicas del Plan de igualdad de oportunidades de Chimborazo. Riobamba, Ecuador: CEDIS, 2006.
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(Organization), SNV, and CEDIS (Organization), eds. Concretando las líneas estratégicas del Plan de igualdad de oportunidades de Chimborazo. Riobamba, Ecuador: CEDIS, 2006.
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Hokanson, Katya. The Geography of Russian Romantic Prose. Edited by Paul Hamilton. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199696383.013.28.
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In the 1820s and 1830s, when Russia’s encounter with Romanticism primarily took place, it was a culture caught in a complex debate about its own identity. Russian literature developed late and was dependent at first on that of Ukraine and Poland, and later Western Europe, especially France and England. Russian culture had to somehow map broadly European issues and movements on to its own reality. Romantic concepts and tropes such as the bold, brooding individual, the focus on interiority, the embrace of the irrational, and the breaking of previous conventions had political as well as artistic import in Russia. But the Romantic period in Russian literature is indelibly linked with the Caucasus. Romanticism appeared at the point when Russians first agreed that they now had a literature they could call their own, one that did not consist merely of translations and borrowings. The so-called ‘southern theme’ relating to the Caucasus and to exile was instrumental in this affirmation of a Russian national literature.
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Adams, Robert Merrihew. What Is, and What Is In Itself. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192856135.001.0001.
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This work is “a systematic ontology.” Ontology is the study of being as such, and a systematic ontology is an account of the most fundamental ways of being something or other—of what they are and of how they are related to each other. The questions it pursues are not primarily about what causes things, but about what things are or consist in (though causal questions cannot be totally avoided). The title of the work, What Is, and What Is in Itself, marks the most important distinction in ways of being. What is includes everything there is, but not everything there is included in what is in itself. The first five chapters of the book define and examine the ways of being: in Chapters 1 and 2, being actual or existing, or even just being something without existing or being actual; in 3, being an intentional object, and perhaps a merely intentional object; in Chapter 4, relations between things and their properties; and in Chapter 5, being a thing in itself. Chapter 6 discusses whether only conscious beings are things in themselves, and suggests an affirmative answer. Chapter 7 discusses the epistemology of ontology. Chapters 8 and 9 discuss issues about thisness and identity. And Chapters 10 and 11 discuss mainly occasionalist and panentheist answers to questions about the causal unity of the universe.
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Wahba, Liliana Liviano, and Ísis Fabiana de Souza Oliveira. O Significado do trabalho e do não trabalhar na perspectiva masculina: Uma análise Junguiana. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-519-4.
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Using Analytical Psychology as a theoretical basis, the present study aimed at clarifying and understanding the meanings that the man, who does not work, nor has an income of his own, attributes to himself, to his situation and to the social expectations related to working. Another objective was to elucidate which would be, in that case, the existing factors of investment and/or disinvestment in the work. Therefore, the study explored subjective aspects, using the qualitative approach and employing the Life History interview as a research tool. The research included four participants living in the state of São Paulo, Brazil. The inclusion criteria required that the participants be men, in the age group of approximate 30 years, without any paid work nor any type of income for at least five months, and financially dependent on their family members or spouses. The results show that the perception of work is an elementary configuration in the life trajectory. Work may signify a constant obligation — an imposition that endures — or be a meaning in transformation — leading to resignifications. The association between work and identity affirmation — as well as conscious and unconscious motivations — stands out. The research also made it possible to infer the existence of complexes resulting from the work experience. The survey of the subjective experiences linked to an increasingly prevailing conjuncture in the current society points to the intense affective load related to work. In this context, the assistance of the clinical psychologist becomes relevant.
Book chapters on the topic "Affirmative consent"
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Cole, Kevin. "Affirmative Consent." In The Palgrave Handbook of Applied Ethics and the Criminal Law, 47–68. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22811-8_3.
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Gruber, Aya. "Affirmative Consent." In Consent and Sexual Offenses, 57–82. Nomos Verlagsgesellschaft mbH & Co. KG, 2022. http://dx.doi.org/10.5771/9783748930242-57.
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Dowds, Eithne. "Rethinking affirmative consent." In Sexual Violence on Trial, 162–73. Routledge, 2021. http://dx.doi.org/10.4324/9780429356087-18.
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"6. Affirmative Consent Reform Models." In Addressing Rape Reform in Law and Practice, 75–95. Columbia University Press, 2008. http://dx.doi.org/10.7312/cari13424-007.
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Guerrero, Alexander A. "The Epistemology of Consent." In Applied Epistemology, 348–86. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198833659.003.0015.
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Philosophers spend a lot of time discussing what consent is. In this chapter, Alexander Guerrero suggests that there are also hard and important epistemological questions about consent and that debates about consent often mistake epistemological issues for metaphysical ones. People who defend so-called “affirmative consent” views sometimes are accused of, or even take themselves to be, offering a new, controversial view about the nature of consent. Guerrero argues that this is a mistake. The right way of understanding “affirmative consent” is as a view about what is required, epistemically, before one can justifiably believe that another person has consented. This view will be justified, if it is, because of background views about epistemic justification and the way epistemic justification interacts with moral norms governing action. Guerrero concludes by discussing the implications of this view for the morality and law regarding consent.
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Chen-Wishart, Mindy, and Anna Williams. "Affirmative Duties in Vitiated Consent Transactions." In Misleading Silence. Hart Publishing, 2020. http://dx.doi.org/10.5040/9781509929283.ch-007.
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Vodanovich, Stephen J., and Deborah E. Rupp. "Affirmative Action." In Employment Discrimination, 266–98. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190085421.003.0010.
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This chapter covers affirmative action as it applies to equal employment opportunity (EEO). The authors begin with an overview of the Office of Contract Compliance Programs (OFCCP) and Executive Order 11246 (EO 11246, as amended). The bulk of the chapter focuses on voluntary affirmative action programs and the important cases that have shaped the legal landscape in this arena. Many of the cases that are covered involve so-called reverse discrimination, where members of a majority group challenge the legality of affirmative action. The chapter also includes sections on affirmative action with respect to consent decrees and set-aside programs. The authors also note the distinction of how an applicant is defined by the OFCCP and Equal Employment Opportunity Commission (EEOC). Best practices regarding affirmative action programs are provided as well as a list of supplemental readings.
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Rea, Desmond, and Robin Masefield. "The Principle of Consent and Affirmative Action." In Policing in Northern Ireland, 223–64. Liverpool University Press, 2015. http://dx.doi.org/10.5949/liverpool/9781781381502.003.0010.
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Dougherty, Tom. "The Behavioural View." In The Scope of Consent, 53–65. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192894793.003.0005.
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This chapter argues that we should reject the Mental View in favour of the Behavioural View on the grounds that consent must be public. Like promises, consent modifies the demands that we can make of each other, and these demands structure the ways that we hold each other accountable. To the extent that duties are public, duties are better suited to structure how we hold each other accountable. Since consent changes which duties people have, this provides us with a rationale for why consent requires public behaviour. While an advocate of the Behavioural View will hold that consent requires behaviour, they should also allow that someone must have a mental attitude to consent. Accordingly, they should adopt a graded approach to sexual offence policies, according to which acting merely without someone’s affirmative consent is a less grave offence than acting against someone’s will.
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Fisher, Celia B., and Jessica K. Masty. "A Goodness-of-Fit Ethic for Informed Consent to Pediatric Cancer Research." In Comprehensive Handbook of Childhood Cancer and Sickle Cell Disease. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195169850.003.0016.
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The ethics of informed consent in pediatric cancer research are unique. First, unlike medical care for most other diseases of childhood, the majority of children with cancer receive treatment through participation in pediatric oncology research or in hospital settings in which such research is actively conducted (Ablett & Pinkerton, 2003; Aleksa & Koren, 2002; Bleyer, 2002; Ross, Severson, Pollock, & Robison, 1996). Second, for children with newly diagnosed cancers, decisions regarding entry into a clinical protocol typically occur soon after the family is informed about the initial diagnosis. Thus, in many instances consent to research participation occurs during one of the most stressful periods in a family’s life. Third, because treatment decisions must be made very quickly after the initial diagnosis, there may be little opportunity for patients or parents to understand or accept the nature of the disease at the time their consent to research participation is sought. Like other diseases of childhood for which treatments found efficacious for adults may be ineffective or toxic, the absence of pediatric research can deprive pediatric cancer patients of empirically valid therapies. Patient advocates and pediatric oncologists view the imperative of conducting pediatric cancer research with particular urgency because of the life-threatening nature of the disease and the adverse, and sometimes permanent, side effects of many current treatments. Thus, because the cancer patient’s immediate treatment needs are so entwined with the research imperative, a fourth unique aspect of informed consent to pediatric oncology research is that treatment and research goals may be blurred not only by patients and parents but also by investigators, clinicians, and other care providers (Kodish et al., 1998). Interpreting broadly worded federal regulations governing research involving children also provides challenges for developing patient- and family-appropriate consent procedures for pediatric oncology research. In most instances, federal regulations require that adequate provisions be made for soliciting the permission of parents/guardians and the child’s assent (the child’s affirmative agreement to participate in research) prior to conducting research involving children (Department of Health and Human Services, 2001, 45 CFR 46.408; Food and Drug Administration [FDA] 2001, 21 CFR 50.55).
Conference papers on the topic "Affirmative consent"
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Im, Jane, Jill Dimond, Melody Berton, Una Lee, Katherine Mustelier, Mark S. Ackerman, and Eric Gilbert. "Yes: Affirmative Consent as a Theoretical Framework for Understanding and Imagining Social Platforms." In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445778.
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Gao, Yansong, and Jie Zhang. "Average-case Analysis of the Assignment Problem with Independent Preferences." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/41.
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The fundamental assignment problem is in search of welfare maximization mechanisms to allocate items to agents when the private preferences over indivisible items are provided by self-interested agents. The mainstream mechanism \textit{Random Priority} is asymptotically the best mechanism for this purpose, when comparing its welfare to the optimal social welfare using the canonical \textit{worst-case approximation ratio}. Surprisingly, the efficiency loss indicated by the worst-case ratio does not have a constant bound \cite{FFZ:14}.Recently, \cite{DBLP:conf/mfcs/DengG017} shows that when the agents' preferences are drawn from a uniform distribution, its \textit{average-case approximation ratio} is upper bounded by 3.718. They left it as an open question of whether a constant ratio holds for general scenarios. In this paper, we offer an affirmative answer to this question by showing that the ratio is bounded by $1/\mu$ when the preference values are independent and identically distributed random variables, where $\mu$ is the expectation of the value distribution. This upper bound improves the results in \cite{DBLP:conf/mfcs/DengG017} for the Uniform distribution as well. Moreover, under mild conditions, the ratio has a \textit{constant} bound for any independent random values. En route to these results, we develop powerful tools to show the insights that for most valuation inputs, the efficiency loss is small.
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Glogovac, Dragana, Marina Milošević, and Bojan Lazić. "Mogućnosti primene istraživački zasnovane nastave (IN) u početnom matematičkom obrazovanju." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.483g.
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Modern primary education, especially mathematics, requires constant innovation of teaching practice in order to modernize, rationalize, and efficiently the teaching process. Teaching mathematics should be experienced as a process that promotes learning with understanding, stimulates motivation, active learning, research, critical thinking, analysis, problem solving, drawing conclusions, exchange of experiences. The tendency to improve the quality of mathematics education has resulted in many studies pointing to the benefits of research-based mathematics (IN) teaching, known as inquiry-based learning (IBL), recognized as an essential way of organizing the teaching process to develop key competencies, abilities and skills in 21st century. Тhe aim of this paper is to see, based on a comprehensive theoretical analysis and the results of previous research. The created model of teaching mathematics based on research represents a useful framework for improving the quality of the process of teaching and learning mathematics, and empowers teachers in its application and affirmation, gaining insight into the way of organizing research learning.
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Becho, Anabela. "Sculpting the fabric: Madame Grès’ emotional and innovative Pleating Technique." In Intelligent Human Systems Integration (IHSI 2023) Integrating People and Intelligent Systems. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002874.
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Madame Grès (1903-1993) worked for six decades in the exclusive world of Parisian haute couture, creating clothes as if they were living sculptures, always in search of the ideal dress.Her legacy was designs marked by a ceaseless quest for absolute beauty. Her long,draped dresses crafted with obsession and technical mastery are a profound reflection on fashion, time and memory. In its undying association with sculpture, her oeuvre encloses an inherent affirmative, solid, timeless perpetuity. Respect for the principles of design lies in Grès’s discourse with textiles; because it is a discourse, a thought that is transformed into matter, that grows pleat by pleat in a game of alternating light and shade. The couturier's folds enclose successive pain and mystery, melancholy and persistence, obsession and conviction. There can be no doubt that Grès’s gowns were designed for the female form, in the cutting and manipulation of the fabric, in a prodigious, precise technique in which nothing could be left to chance. This is why they are perfect examples of the highest calling of design.Nonetheless, it is precisely in the relationship between body and gown, the harmony and tension between the organic and inorganic, that Grès’s work goes beyond mere design. It moves naturally into the real world of creation, as the couturier’s gowns do not just dress the body; they become the body itself, in which fabric and flesh turn into a single, indivisible, absolute entity. Even though her oeuvre was much wider than the so-called “goddess dresses”, the long draped gowns, reminiscent of eternal time, became her archetype. Incontrast with the ephemeral nature of fashion, it is my goal to show in the course of this paper that precisely the opposite can be true, through the observation of the French couturier’s meticulous, emotional and innovative pleating technique, in which the role of avant-garde materials is crucial. The expressive use of pleating and drapery in all its limitless variation and fluidity along the outside is rightly considered to be Grès’ hallmark. Grès had a profound respect for the textile material, honouring its integrity, preferring not to cut it, and reducing its size through successive pleats — the amplitude of her dresses’ skirts could occasionally reach twenty metres in diameter. Grès’s work was unmistakably modern, though it did not seem to belong to a particular age. At the same time, it takes us back to a distant past and forward into the future. The evocative power of her gowns is absolutely breathtaking. It is ingrained in their materiality, the details of their construction, and the quest for perfection and for beauty. Although a woman of her time, bound by a cultural context specific to her epoch, there is a deliberate quest for timelessness at the very heart of Grès’ work, which, I argue, can be perceived in her technique. In a manual process, wrapped in an emotional dimension, each draping, rib, or pleat is worked minutely, actively taking part in the construction of the garment’s final shape. The initial width of the fabric could be reduced to a few centimetres by an exquisite pleating technique: to be kept in place the folds were sewn at the back, a sartorial innovation in the universe of Parisian haute-couture. Time seems to be suspended by this technical detail. In the light of the French philosopher Henri Bergson's theory, this suspension can be seen as durée, a moment of simultaneity, an experience of temporality based on a constant interaction between the past (the classical approach), the present (the moment of the making of the dress) and the future (the preview of the following repetitive gesture of making). In the draping of the fabric, we become conscious of the physical dimension of the hand that created the sculptural object, that carved the cloth as if it was stone, involving the body in a game of hide and seek, concealing and revealing its contours, emphasising its movements. It is this tension between the body and the fabric that brings the dresses alive, as the result of an emotional relationship between the humanity of the making process and the technical innovation of the textile material.
Reports on the topic "Affirmative consent"
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Glace, Alyssa. Affirmative Consent Endorsement and Peer Norms Supporting Sexual Violence Among Vulnerable Students on College Campuses. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6357.
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