Human papillomavirus vaccination and respect for children’s developing autonomy: Results from a European Union wide study

Children’s rights to autonomy of choice are differently expressed throughout Europe. We explored differences regarding expressions of respect for children’s autonomy throughout Europe, using the procedure of human papillomavirus (HPV) vaccination offer as indicator. We used a mixed methods approach, utilizing an expert survey within the frame of “Models of Child Health Appraised” (MOCHA), among all 30 European Union (EU) and European Economic Area states. A questionnaire was designed using vignettes regarding the vaccine provision. Thirty MOCHA country agents were invited to respond from June 2017 to April 2018. In total, 28 country agents responded. We studied the following themes: (i) provision of informed consent, (ii) parental and medical paternalism, (iii) relevance of the child’s chronological age or maturity, and (iv) vaccination programs targeting boys. These are being handled differently across the region. We explored associations of these implemented practices with the national vaccine coverage rate across Europe. We used the processes of HPV vaccination to study child’s autonomy, the paradigm change toward libertarian paternalism and issues of sex-equity. Interestingly, greater respect for children’s autonomy tends to be associated with medium or high vaccination coverage rates and lower respect with lower rates. Respect and empowerment seem to have practical as well as moral benefits. Identifying and transferring the most suitable ethical approaches is crucial and should be strengthened.

ZASADY WYNAGRADZANIA W SPORCIE W KONTEKŚCIE IDEI SPRAWIEDLIWOŚCI I RÓWNOŚCI PŁCI

Punktem wyjścia prezentowanego artykułu są dwie debaty dotyczące wysokości nagród finansowych w sporcie. Pierwsza z nich dotyczy maratonu Solidarności z 2010 r., a druga decyzji o wyrównaniu nagród finansowych podczas turniejów tenisowych Roland Garros i Wimbledon w 2007 r. Wykorzystując argumenty pojawiające się w obydwu debatach, staram się odpowiedzieć na dwa pytania: 1) za co przyznawane są nagrody finansowe czy – mówiąc ogólniej – według jakich zasad wynagradzane są osiągnięcia sportowe oraz 2) czy obowiązujące w sporcie zasady wynagradzania są sprawiedliwe z punktu widzenia równości płci. Rozważam również, jak zasady te wpisują się w dyskurs różnicy płciowej legitymizowany, w przypadku sportu, poprzez różnice natury biologicznej. W artykule odwołuję się zarówno do takich zjawisk kształtujących współczesny sport, jak podporządkowanie zasadom rynkowym i medialnych, jak i do koncepcji teoretycznych (na przykład teorii sprawiedliwości Rawlsa) czy klasycznego już artykułu Jane English Sex Equity in Sports z 1978 r.

Inquiry into Gendered Teacher-Student Classroom Interactions

teacher–student interactions in the classroom. Moreover, the differencesin frequency of interaction, differences in types of teacher initiatives andresponses towards boys and girls in the classroom were also identified.Total 36 lessons were observed in grade 8th classroom in a local school inGujranwala. Each class lesson was observed for 30 minutes.Observations were coded using the Interactions for Sex Equity inClassroom Teaching (INTERSECT) observational research tool. Thestudy found that boys received more praise from female teachers thanmale teachers. Moreover, both male and female teachers criticize boysmore while male teachers tend to interact more with girls than boys. Thispaper provides guide lines to the curriculum planners to recommendgender neutral teaching techniques for the male and female teachers to bepracticed in mixed gender (coed) classes.

Gender Policy Feedback: Perceptions of Sex Equity, Title IX, and Political Mobilization among College Athletes

Public policies invariably confer or deny benefits to particular citizens. How citizens respond to relevant policies has fundamental implications for democratic responsiveness. We study the beliefs of a core constituency of one of the most celebrated sex non-discrimination policies in U.S. history: Title IX of the Education Amendments of 1972. Using a novel survey of college student-athletes, we find strong support for the spirit of the policy, with the vast majority of respondents reporting the opinion that there “should” be equity. Concurrently, student-athletes also perceive mal-distribution among status quo resources and opportunities and believe that redistribution is needed. Furthermore, they are willing to take political action to improve equality. Consistent with our expectations, these beliefs are particularly salient for women and those who perceive persistent sex discrimination in society. Our results reveal “positive policy feedback” among policy beneficiaries of Title IX who mobilize to seek equity in athletics. The dissatisfaction among policy beneficiaries raises questions about democratic responsiveness (e.g., to whom are policymakers and leaders in college athletics responding?) and highlights the political nature of college athletics.