Journal articles on the topic 'Competenza in materia minorile'

L'autore analizza il nuovo istituto di "cessione di competenza" del tribunale per i minorenni in favore del Giudice della separazione o del divorzio, conseguentemente all'instaurazione del giudizio civile quando sia già pendente il giudizio minorile, disciplinato dall'articolo unico, comma 28 della legge 26 novembre 2021, n. 206. Esso costituisce un'assoluta innovazione, che "silenziosamente" modifica il concetto teorico della competenza quale presupposto processuale, valutabile solo con riguardo al momento genetico del contenzioso. Ulteriormente, è foriero di divergenze interpretative in merito alla sua applicazione ai procedimenti già pendenti innanzi al tribunale per i minorenni al momento dell'entrata in vigore della legge n. 206 del 2021. Infatti, appare dubbio se, ai fini della applicabilità delle nuove norme, rilevi solo la circostanza che il procedimento di separazione o divorzio abbia avuto inizio decorso il centottantesimo giorno di entrata in vigore della legge, o se, piuttosto, debba ritenersi che anche il procedimento minorile, per quanto già pendente, debba essere stato instaurato nel suddetto lasso temporale.

La competenza dell'Unione europea in materia di turismo è una competenza minima e residuale giacché gli Stati membri non hanno espresso, sinora, la volontà politica di trasferirla all'Unione. Per questo motivo può dirsi che l'Unione non abbia una politica comune del turismo. Questo approccio è stato rispettato anche durante la pandemia da coronavirus.

L'articolo contiene una breve ricostruzione storica delle misure amministrative o educative previste dagli articoli 25 e seguenti del r.d.l. 1404 del 1934 e si esprime a favore della vigenza attuale e utilità delle stesse, proponendo, tuttavia una lettura sistematica e costituzionalmente orientata delle norme di riferimento.

Con le sentenze n. 237 del 2009 e nn. 27 e 326 del 2010, la Corte costituzionale, pur confermando la competenza esclusiva delle regioni in materia di comunitŕ montane a seguito della riforma del titolo V della Costituzione, riconosce, tuttavia, il potere dello Stato di incidere su tale materia se l'intervento statale rinviene un autonomo titolo di legittimazione nella sua competenza concorrente di coordinamento della finanza pubblica. Le norme dei provvedimenti statali presi ad esame dalla Corte, dunque, sebbene riguardino il riordino e il finanziamento delle comunitŕ montane, non costituiscono di per sé un'indebita invasione dell'area riservata all'autonomia delle regioni, ma la loro legittimitŕ deve essere valutata in base al criterio di riparto delle competenze concorrenti.

L'emergenza COVID-19 ha accentuato l'interventismo statale nel settore turistico, tramite un apparato normativo i cui effetti limitativi della competenza legislativa regionale sono destinati a protrarsi nel tempo.

Lo scritto esamina la disciplina della Procura europea alla luce del Regolamento attuativo e della normativa interna di adeguamento. Si evidenzia in particolare la complessità delle regole in tema di individuazione della ‘competenza per materia e per territorio’, basate su criteri non sempre determinati e spesso sovrapposti.

La globalizzazione dei mercati ha dato luogo a rilevanti effetti istituzionali a partire dalla perdita di sovranitĂ da parte degli Stati nazionali per via dell'asimmetria tra la forma degli Stati tradizionali e la dimensione internazionale dei mercati. Al contempo, per quanto riguarda la specifica situazione italiana, sono intervenute, quasi contemporaneamente, a livello comunitario, la riforma della Pac ed, a livello interno, la riforma del Titolo V, parte II, della Costituzione, che assegna la competenza in materia agricola alle Regioni. Di qui la necessitĂ di rimodulare l'intervento pubblico in agricoltura attraverso l'impiego di modelli negoziali, i quali consentano di superare le difficoltĂ applicative di norme non diffusamente condivise e di plurima competenza, come quelle sugli Ogm.

L'articolo sollecita alcune riflessioni sul modo in cui la recente legge di Riforma della Giustizia prevede il contributo dei servizi sociali per i procedimenti in materia di persone, minorenni e famiglie. Una attenta analisi delle parole utilizzate per indicare le funzioni dei servizi, gli ambiti di intervento e le modalità operative, mette in evidenza una rappresentazione riduttiva di un ruolo di fatto cruciale per il raggiungimento degli obiettivi a cui tende la riforma stessa.

Abstract: The following article aims at testing the interrelations between the rules on: jurisdiction in divorce and parental responsibility laid down in the Brussels IIa Regulation, maintenance laid down in the Maintenance Regulation, and property regime laid down in the Regulation on Matrimonial Property Regimes and on Property Consequences of Registered Partnerships, considering a number of potentially seised Member State courts and their interactions with domestic law. For the testing, the national legal system and case law of Slovakia and Czech Republic, which require hearing of a dispute in unique proceedings (with certain differences), has been selected in order to tackle problems connected with the simultaneous application of rules established by the EU regulations and domestic procedural rules.Keywords: Multiplicity of Regulations in Family Matters, Interplay between Jurisdictional Rules, Divorce, Parental Responsibility, Maintenance, Matrimonial Property Regimes, Czech and Slovak Legislation.Riassunto: Il presente contributo mira a verificare l’interazione tra le norme sulla competenza in materia di divorzio e responsabilità genitoriale stabilite dal Regolamento Bruxelles IIa, in materia di obbligazioni alimentari previste nel Regolamento sulle Obbligazioni Alimentari, e in materia di regimi patrimoniali previsti dai Regolamenti in Materia di Regimi Patrimoniali fra Coniugi e di Effetti Patrimoniali delle Unioni Registrate, prendendo in considerazione le Corti degli Stati Membri potenzialmente adite e la loro interazione con il diritto interno. Al fine di testare il funzionamento e affrontare i problema legati all’applicazione simultanea delle norme stabilite dal diritto dell’UE e delle norme procedurali nazionali, sono stati scelti i sistemi giuridici della Slovacchia e della Repubblica ceca, che richiedono, con alcune differenze, l’audizione di una controversia in un unico processo.Parole chiave: molteplicità dei regolamenti in diritto di familia, interazione tra le norme sulla competenza, divorzio, responsabilità genitoriale, obbligazioni alimentari, regime patrimoniale, legislazione ceca e slovacca.

Nel 2021, a quasi trent'anni dalla sua abolizione, il Ministero del Turismo fa il suo ritorno nell'architettura del Governo italiano come strumento strategi-co contro la crisi economica causata dalla pandemia di Covid-19. Nonostan-te i numerosi elogi da parte degli operatori del settore turistico, la riforma potrebbe sollevare dubbi tra coloro che hanno sempre criticamente eviden-ziato la tendenza dello Stato a intervenire in una materia di competenza esclusiva delle Regioni.

Annona Fonti archivistiche Approvvigionamento Storia dell'alimentazione Milano, secc. XV-XIX Il saggio, scritto a quattro mani da Lavinia Parziale ed Elena Puccinelli, descrive l'intervento di riordino e di inventariazione compiuto sui fondi Annona parte antica (secolo XV-1800) e Annona parte moderna (1801-1853) dell'iperfondo Atti di Governo dell'Archivio di Stato di Milano, le cui carte furono ordinate secondo il metodo per materia fra XVIII e XIX secolo. A questa parte di carattere archivistico e metodologico, segue una prima analisi che intende fare emergere elementi preziosi per gli studi di storia dell'alimentazione e dell'approvvigionamento alimentare nel contesto milanese e lombardo quali l'identificazione delle magistrature con competenza in materia annonaria, l'approfondimento della normativa sul pane e i grani e sulle altre vettovaglie e l'indicazione dei collegamenti con altri fondi archivistici.

L'articolo analizza i principali aspetti della delega contenuta nella legge 26 novembre 2021, n. 206 sulla riforma del processo civile, analizzando i principali profili ordinamentali relativi all'istituendo "Tribunale per le persone, per i minorenni e per le famiglie" ed evidenziando come l'estesa monocraticità e la marginalizzazione della multidisciplinarietà rischino di porre al centro il conflitto familiare e di depotenziare la tutela del minore in situazioni di pregiudizio. In questa chiave, si esaminano alcuni aspetti relativi alla delega sul rito unico, concludendo che l'imponente sforzo di unificazione e razionalizzazione di una materia così frammentata potrà produrre i risultati sperati, solo attraverso una piena valorizzazione del patrimonio esperienziale e culturale della giustizia minorile.

Il presente contributo si propone di esaminare le politiche ed il diritto dell'UE in materia di cambiamenti climatici, per comprendere il ruolo esercitato dall'Unione nella lotta a questo fenomeno e la relazione che intercorre tra le azioni di contrasto al medesimo, le disposizioni poste a tutela dei diritti fondamentali ed il raggiungimento degli obiettivi di sviluppo sostenibile di cui all'Agenda 2030. A tal fine, l'analisi affronta la questione circa l'esistenza di una competenza interna ed esterna dell'UE in materia, e si concentra sul ruolo delle istituzioni europee nella definizione della politica climatica e della normativa di riferimento, con particolare riguardo al Green Deal europeo, nonché in tema di negoziati internazionali cui l'UE ha partecipato, ultimo tra tutti la Cop-26. Infine, alla luce della recente giurisprudenza della CGUE, particolare attenzione è rivolta agli aspetti problematici inerenti all'accesso alla giustizia climatica nell'UE

Il saggio, dopo una ricostruzione in chiave storico-evolutiva della disciplina nazionale in materia di immigrazione, illustra le tre stagioni della legislazione regionale che si sono succedute, a partire dagli anni '90 dello scorso secolo, a disciplinare l'integrazione degli stranieri. Viene, quindi, preso in esame il contenzioso insorto fra Stato e Regioni dopo la riforma costituzionale del 2001 ed avente ad oggetto principalmente il riparto di competenze in materia di immigrazione, la progressiva estensione del campo di applicazione soggettivo delle legislazioni regionali - fino a riconoscere alcuni diritti sociali fondamentali anche agli stranieri irregolari ed ai «neocomunitari» - ed il ruolo ritagliatosi dalle Regioni in alcuni ambiti di presunta competenza nazionale. L'Autore conclude constatando da un lato un significativo rafforzamento, sospinto dalla giurisprudenzadella Corte costituzionale, delle competenze regionali in materia di inclusione sociale degli stranieri, persino irregolari, nonostante il tentativo governativo di limitarne il raggio di azione, e paventando dall'altro, quale conseguenza di tale consolidamento di attribuzioni, il rischio concreto di una notevole differenziazione della qualitŕ dell'integrazione a livello territoriale (regionale ma anche infra-regionale), anche a causa della latitanza dello Stato quale soggetto riequilibratore.

In questo intervento, (i) partendo dalle già richiamate esperienze come illustrate dal punto di vista del sociologo della politica (tutte realizzatesi nel corso del 2005), e (ii) avendo come oggetto la regolazione legislativa del fenomeno (quella pionieristica resa possibile dalla competenza regionale in materia elettorale ex art. 122 Cost.; nonché quella che si potrebbe voler introdurre nei ben più ampi e rilevanti ambiti di competenza del legge dello Stato), mi propongo di esaminare nell’ordine:– i nessi fra elezioni primarie, presentazione delle candidature, ruolo dei partiti e disciplina del loro ordinamento interno;– i vincoli e/o gli indirizzi che si possono trarre dalla Costituzione e dalla giurisprudenza costituzionale;– il contesto, per come esso mi appare, all’interno del quale la questione oggi si pone;– alcuni problemi relativi alla disciplina delle primarie private (o di partito);– alcuni problemi relativi alla disciplina delle primarie pubbliche per trarne, infine, – alcune provvisorie indicazioni sull’atteggiamento che potrebbe (e magari a mio avviso dovrebbe) assumere l’ordinamento al riguardo. A questo riguardo desidero subito anticipare le mie conclusioni: in nessun caso si può pensare, nel contesto attuale, di fare a meno delle primarie private; nulla impedisce di disciplinare legislativamente forme di primarie pubbliche, che, comunque, non possono tuttavia coprire per intero i fenomeni che ci interessano; il legislatore deve valutare (a) l’opportunità di istituire le seconde e, contestualmente, (b) l’opportunità di incentivare e in qualche modo garantire le prime oppure ancora (c) l’opportunità di lasciarle nel solo ambito dell’autonomia dei privati.

1. Il nuovo procedimento sommario nel d.lgs. N. 150 del 20111.1. Le differenze rispetto al modello codicistico - a) l'art. 3 del d.lgs. N. 150 del 2011 - b) il mutamento del rito (art. 4)2. La sospensione dell'efficacia esecutiva del provvedimento impugnato (art. 5)2.1. L'ambito di applicazione della norma2.2. Il provvedimento di espulsione amministrativa2.3. I procedimenti assoggettati alla competenza del tribunale in composizione monocratica (artt. 16 e 20 d.lgs. N. 150 del 2011)2.4. La tutela antidiscriminatoria (art. 28 d.lgs. N. 150 del 2010)3. Il censimento dei procedimenti previsti nel d.lgs. N. 150 del 2011 riguardanti gli stranieri3.1. Art. 16 d.lgs. N. 150 del 2011. Il diritto di soggiorno dei cittadini europei e dei loro familiari3.2. Art. 17 d.lgs. N. 150 del 2011. Le controversie in materia di allontanamento dei cittadini degli altri Stati membri dell'Unione europea e dei loro familiari3.3. L'espulsione amministrativa di cittadini stranieri extraeuropei (art. 18)3.4. Le misure di protezione internazionale (art. 19)3.5. I provvedimenti in materia di unitŕ familiare (art. 20)3.6. L'azione antidiscriminazione. Cenni3.7. I procedimenti richiamati nell'art. 34 del d.lgs. N. 150 del 2011: la convalida dell'accompagnamento coattivo e del trattenimento del cittadino straniero extraeuropeo4. I procedimenti esclusi4.1. Il procedimento ex art. 31, co. 3, d.lgs. N. 286 del 19984.2. L'apolidia4.3. La convalida del provvedimento di esecuzione dell'allontanamento immediato del cittadino UE

Il saggio, dopo aver messo in evidenza come in Italia vi sia una vera e propria questione salariale legata alla diffusione del "lavoro povero" e al basso livello delle retribuzioni, analizza la Proposta di direttiva UE sul salario minimo, recentemente approvata dal Parlamento europeo e tuttora non definitiva. L'articolo esamina le finalità e le motivazioni della Proposta (diretta a garantire salari adeguati che consentano una vita dignitosa) e i delicati problemi giuridici connessi sia alla competenza della UE in materia salariale, sia alla disciplina in essa contenuta. Dopo aver sottolineato che la Proposta non impone una legge sul salario minimo nei paesi in cui la retribuzione è stabilita dai contratti collettivi (come l'Italia), il saggio valuta gli effetti che il recepimento della Direttiva in Italia potrebbe avere, anche in considerazione dei disegni di legge diretti da introdurre il salario minimo. Gli autori concludono la propria analisi sottolineando come sarebbe auspicabile un intervento legislativo che, in attuazione dell'art. 36 Cost., preveda retribuzioni minime corrispondenti a quelle previste dai contratti collettivi stipulati dai sindacati comparativamente più rappresentativi a livello nazionale.

Una piu ampia considerazione il Codice di Diritto Canonico del 1983 riserva alle Conferenze Episcopali, con novità di indicazioni corrispondenti al loro grande sviluppo storico e al principio di collegialità episcopale approfondito nel Concilio Vaticano II. Si poteva ritrovare un cenno di prefigurazione delle Conferenze Episcopali nel Codice del 1917 al can. 292 § 1, ma bisogna risalire al Concilio Vaticano II per trovare il fondamento giuridico dell’istituto cosi come e delineato nel nuovo CJC. Si tratta del decreto „Christus Dominus” (nn. 37-38). In esso si descrive tra l’altro la competenza della Conferenza Episcopale sul campo legislativo) (n. 38, 4). II suddetto decreto conciliare è diventato in seguito la base della normativa del CJC. Il can. 455 §§ 1-2 precisa la competenza legislativa della Conferenza Episcopale. L’autore si occupa prima di tutto dell’ambito e della natura della potestà legislativa accordata alla Conferenza Episcopale — in un modo generale — nel canone citato. L’ambito delle possibilità legislative è stato indicato nel can. 455 §§ 1-2. Perché i decreti generali che sono propriamente leggi (can. 29) siano emessi validamente debbono essere suffragati — in materia indicata nel diritto comune, oppure per mandato speciale della S. Sede — da almeno i due terzi dei voti favorevoli, da computarsi sul numero dei presuli che fanno parte alla conferenza con voto deliberativo. I medesimi decreti acquistano forza vincolante solo dopo che sono stati riconosciuti dalla Sede Apostolica e promulgati dalla Conferenza Episcopale. Per quanto riguarda la natura di questa potestà, secondo l’autore essa è la potestà ordinaria, perché è stata annessa dal diritto all’ufficio; la modesima potestà e poi propria, perché si esercita in nome proprio. Nella seconda parte dell’articolo si enumera i casi — indicati nei diversi libri del Codice di Diritto Canonico — nei quali le Conferenze Episcopali hanno l’obbligo ad emanare le norme giuridiche. Finalmente nella terza parte si indica — analogamente — i casi in cui le conference stesse hanno solo la possibilità di emanare le suddette norme. Ampie competenze legislative demandate alla Conferenza Episcopale danno così pratica attuazione al principio di sussidiarietà, al decentramento della potestà gerarchica, e concreta espressione della collegialità dei vescovi nella loro sollecitudine pastorale.

TesiLa competenza in materia di testamenti e di legati di beni mobili spettava in Inghilterra alle corti ecclesiastiche, le quali applicavano il diritto romano-canonico; quando, fra il Sei e il Settecento la materia passò progressivamente alle corti reali, furono mantenute le regole affermatesi nella giurisprudenza canonica: fra esse quella che, traendo direttamente da un rescritto dell’anno 236 riportato nel Codex Iustiniani come interpretato dalla dottrina dello ius commune, attribuiva i beni legati agli eredi del legatario defunto prima di raggiungere l’età alla quale l’efficacia del legato era condizionata. Di qui il passaggio ulteriore che nella sentenza Saunders v Vautier consentì al beneficiario di un trust condizionato al raggiungimento di una certa età di pretenderne i beni quando avesse voluto, purché maggiorenne. Questo passaggio ulteriore, divenuto il fondamento di un moderno principio del diritto inglese, è stato privo di alcuna elaborazione concettuale. The author’s view Ecclesiastical courts had jurisdiction in matters of wills and of legacies of personal property and applied Roman-canonical law; when, between the XVII and the XVIII century royal courts gradually took over, the rules laid down by the ecclesiastical courts were maintained. Among them was the rule that, based on an imperial rescript of the year 236 in the Codex Iustiniani as interpreted by the doctors of the ius commune, that if a legacy be devised to be paid at a given age and the legatee dies before that age his executor may recover it. Hence the further step that, based on the judgment in Saunders v Vautier, allows the beneficiary of a trust contingent upon his attaining a given age to recover the trust property at will, provided he is of age. Now is a principle of English trust law, this development occurred without any conceptual awareness or discussion.

Fra i problemi etico-sociali che l’infezione da HIV ha sollevato, quello delle ripercussioni in ambito lavorativo è certamente rilevante, sia per l’aumento della sieropositività fra la popolazione lavorativa sia per il possibile verificarsi di condotte discriminanti come l’ingiustificato rifiuto di un posto di lavoro o l’allontanamento da esso. Fra le molte responsabilità coinvolte e correlate fra loro, la riflessione e lo studio degli autori si incentrano su quella del medico del lavoro che, infatti, è chiamato a valutare situazioni delicate come la reale entità del rischio di infezione connesso con lo specifico lavorativo e con la presenza di lavoratori infetti, l’influenza negativa dell’ambiente lavorativo su tali lavoratori, la loro idoneità ai compiti lavorativi specifici. La funzione valutativa del medico del lavoro, dunque, esige competenza scientifico-professionale ma implica anche una dimensione di responsabilità etico-deontologica, strettamente connessa a particolari aspetti della infezione da HIV come quello della riservatezza, della discriminazione, della imposizione di procedure non scientificamente fondate, dell’attività di prevenzione e di formazione. Dopo un’analisi della normativa italiana ed auropea a riguardo, gli autori descrivono un’indagine conoscitiva svolta fra i medici del lavoro della regione Lazio, invitati a fornire le proprie opinioni circa alcuni aspetti cruciali dell’infezione da HIV, tramite un questionario di quindici domande. Dalla calutazione e dalla discussione dei dati emersi da tale indagine scaturiscono necessarie considerazioni che in conclusione portano gli autori a delineare gli obiettivi prioritari da perseguire in materia di infezione da HIVnell’ambiente di lavoro: 1) tutela dei diritti dei soggetti colpiti dall’infezione; 2) informazione e formazione dei lavoratori; 3) salubrità dell’ambiente di lavoro.

La legge italiana n. 10 febbraio 2020 “Norme in materia di disposizione del proprio corpo e dei tessuti post mortem a fini di studio, di formazione e di ricerca scientifica” mira a valorizzare la volontarietà della donazione del corpo (DC). In questo contesto assume rilievo il dibattito etico sul tema della donazione e sul suo significato profondo che pone in relazione la beneficialità con una visione relazionale dell’autonomia. Allo stesso tempo, non si possono trascurare le forti valenze simboliche che vengono attribuite al corpo. L’attuazione pratica della DC richiede, quindi, una strategia formativa ampia, capace di sviluppare l’assunzione di responsabilità rispetto al presente e alle generazioni future. In considerazione dell’importante ruolo che i medici, le professioni sanitarie e quelle sociali possono assumere nel promuovere tale pratica, è stata condotta un’indagine diretta a fare emergere le conoscenze e le convinzioni, presenti in tale ambito, tra gli studenti appartenenti alla Scuola Scienze Mediche e Farmaceutiche (SMF) e quelli frequentanti la Scuola di Scienze Sociali (SSS), nonché ad analizzare eventuali fattori che possono influenzare la DC. L’indagine ha evidenziato importanti carenze informative e formative su temi inerenti la cura, la donazione e il rispetto delle persone. Tali carenze risultano particolarmente significative per gli studenti appartenenti alla SMF che, quali futuri medici, potranno costituire un riferimento fondamentale per la diffusione della DC. Investire risorse economiche e intellettuali sulla competenza etica degli studenti può risultare un fattore di grande rilievo affinché la DC si configuri come una scelta responsabile, consapevole ed effettivamente praticata.

Il significato di termini storicamente importanti, come igiene, sanità pubblica, medicina delle comunità, è divenuto controverso, vago e persino contraddittorio nel contesto pluralistico attuale, in cui il paternalismo è tramontato, un dialogo esigente viene richiesto tra biomedicina e humanities, e in cui la nozione stessa di pratica clinica attraversa una crisi profonda. Sono presentati e commentati in questo articolo due recenti film, che rappresentano le preoccupazioni etico-psicologiche e i dilemmi morali dei personaggi (professionisti o comuni utenti). Lo scopo della scelta stilistico-espositiva, operata dall’autore, è quello di accendere una rinnovata avvertenza per i valori in conflitto e di favorire una giustificazione razionale delle opzioni sanitarie, sia a livello individuale che pubblico. La narrazione è una componente imprescindibile dei criteri e metodi decisionali, anche in materia igienistica, e quindi va considerata ed elaborata con proprietà e competenza. ---------- The meaning of ancient words (hygiene, public health, welfare, community medicine) has become confused, vague and even contradictory in our contemporary pluralistic arena, where the paternalism has declined, a new dialogue between biomedicine and humanities is required, and the idea itself of medicine is going through a difficult crisis. Two motion pictures are presented, examined and commented, in order to underline the psychological concerns and the ethical dilemmas of the moral agents involved (both professionals and lay people). The author shows how an ethical awareness might be raised, for the sake of rationally justifying the aims, methods and criteria of a shared decision inside the community about delicate issues in public health. In particular, narrative can help us to take sound and just social and medical choices.

In this paper, the authors examine the rates at which blended learning (b-learning) has been adopted at universities in the region of Andalusia (Spain), as well as the educational model applied to its usage. The authors explore the influence of teachers’ perceptions of their competence in the use they make of digital material and to measure institutional support for teachers in this area. The methodology consists of an ad hoc questionnaire designed for a representative sample from four universities and the application of Multiple Correspondence Analysis (MCA) and Structural Equation Modelling (SEM). The results show that the use of Learning Management Systems (LMS) in universities in Andalusia is common but there is little sign of educational innovation, except in a minority of teachers. In addition, it was found that teachers’ perceptions of their technological competence influenced their use of LMS but not the pedagogical model. The university pedagogical model must be reconceptualised, with a shift in traditional university values toward innovation, cooperation, and a shared construction of knowledge.

Introduction. Hispanics represent the largest minority group in the United States. In Kansas, the population of Hispanics has been increasing; unfortunately, their infant mortality rate has increased as well. Baby Talk is a prenatal education program promoting maternal and infant health through risk-reduction strategies and healthy decision-making. The aim of this pilot project was to develop and evaluate a Spanish curriculum for Baby Talk. Methods. A collaborative partnership between community members and bilingual health professionals from different origins, nationalities, and Spanish dialects was formed to create a culturally and linguistically appropriate Spanish Baby Talk curriculum. This interventional pilot study employed survey and interviews to evaluate participant knowledge, intentions, satisfaction and perceptions of the newly developed curriculum. Results. Fifteen pregnant women participated in Spanish Baby Talk. Of those, 12 participated in either phone interviews (n=6) or a focus group (n=6). All respondents described their experience with the Spanish Baby Talk program as “excellent”. Significant increases in knowledge were seen related to topics such as benefits of full-term pregnancy and benefits of breastfeeding. Four themes were identified from the focus group and interviews: 1) lack of accessible community resources; 2) sense of community; 3) Spanish Baby Talk strengths; and 4) areas for improvements. Conclusions. Findings suggested that the Spanish Baby Talk curriculum was linguistically appropriate and resulted in increases in knowledge and intentions related to health and safety behaviors. Areas for improvement were related to marketing the program and referring to resources that provide material supports (i.e., diapers) to continue the move towards a culturally competent program.

With the nation's development and expansion , "high-quality" has become an important standard quality to judge talent. While the campus culture is part of the composition of college, powerful culture plays an important role in cultivating the talent with high quality. The influence of campus culture is extraordinarily significant especially in the process of cultivating minority of high-quality personnel in the national universities. The Third Plenary Session of our party clearly put forward that: "To adhere to the people-oriented, pursuit coordinated and sustainable development, to promote social economic and people's all-round development. Core requirements of the scientific development concept and is to adhere to the people-oriented and realize human's comprehensive development." The realization of human's comprehensive development, should improve people's material life, strengthen cultural construction, enrich people's spiritual life, and enhance the quality of people; It is basic requirements of the talents cultivation. Nowadays, culture has become an important part of comprehensive national strength. As part of the social culture, campus culture is significant in talents cultivation. China is a multi-ethnic country, but the economy of many minority areas is still backward and the school education level is low, strengthening the cultivation of talents is the key point. Some national universities have made the institute of campus culture construction and draw the relevant conclusions: "to strengthen the construction of campus culture is the need of social culture and the core need to enhance competence of the university. " This paper will expound the influence of particularity of the ethnic national college that has on the minority high-quality cultivation from the needs of talents training .

RESUMO INTRODUÇÃO: A educação das relações étnico-raciais e a história da cultura afro-brasileira, previstas nas Diretrizes Curriculares Nacionais do curso de graduação em Medicina como temas transversais, representam um desafio para o desenvolvimento curricular no contexto da social accountability, das metodologias de ensino e dos cenários de prática e integração à rede de serviços de saúde. OBJETIVOS: Identificar as necessidades relacionadas à saúde materna em população quilombola, valorizando os valores, conhecimentos, saberes e cultura local. Estabelecer uma estratégia de cuidado, com participação discente, que contemple as necessidades identificadas na comunidade quilombola. Descrever os conhecimentos, habilidades e atitudes necessários ao desenvolvimento de competências culturais relacionadas à saúde materna das mulheres quilombolas. MÉTODOS: Pesquisa-ação para implantação de serviço de atenção interprofissional no pré-natal, com participação discente, tendo por base as necessidades da comunidade quilombola Capoeiras, em Macaíba (RN). Os dados foram analisados qualitativamente, pela técnica de análise de conteúdo temática categorial, com categorias definidas a priori. RESULTADOS: A criação de vínculos (a)efetivos entre usuárias e equipe de saúde e a habilidade de reflexão com ênfase na comunicação se mostraram como principais necessidades para o comportamento culturalmente competente no cuidado à saúde materna quilombola. As oportunidades de o estudante de Medicina conhecer a situação de saúde da população quilombola e vivenciar o trabalho interprofissional se mostraram estratégias efetivas para potencializar o desenvolvimento de competências culturais na formação médica. CONCLUSÕES: A formação de profissionais da saúde hábeis em interagir eficazmente com populações etnicamente diversas requer que estes conheçam os processos que influenciam a saúde e cuidados de saúde das minorias populacionais, além de vivências relacionadas à diversidade cultural, inseridas nos currículos médicos.

The duty of states to consult indigenous communities is a well-established legal principle, but its implications for practice remain uncertain. Sweden is finding itself at a particularly critical juncture as it prepares to legislate a duty to consult the Sami people in line with its international obligations. This paper explores the ability of Swedish state actors to implement the duty to consult, based on lessons from an already existing duty set out in Swedish minority law, namely to ensure the effective participation of minorities in land and resource decisions. Presenting novel empirical material on the views of Sami communities and state officials in ministries and agencies, we demonstrate the existence of considerable implementation gaps linked to practice, sectoral legislation, and political discourse. We argue that if state duties are to promote the intended intercultural reconciliation, then new measures are needed to ensure enforcement, e.g. via mechanisms of appeal and rules of nullification. In addition, sectoral resource regulations should be amended to refer to the duties set out in minority law and/or a potential new bill on consultation duty in a consistent manner. In the near-term, the state should ensure that Sami communities are adequately resourced to engage in consultation and should invest in state authorities’ own ability to implement, i.e. through competence development, staffing, intersectoral coordination, and independent evaluation. Much could also be gained if state agencies and Sami communities worked together to develop detailed consultation routines for relevant resource sectors. Responsible Editor: Øyvind Ravna, UiT The Arctic University of Norway, Tromsø, Norway

In Latvia there are no substantial studies on bilingual preschool children’s Latvian language as the second language. The article provides an overview of the 20th–21st century linguistic theories in the context of child second language acquisition as well as raises awareness about their infl uence on and use in the learning of preschoolers whose second language is Latvian, carrying out content analysis of the Minority Preschool Education Program(with instruction in Russian), the Latvian Language Program of X preschool education establishment, teaching resources (teaching aid kits, didactic handouts) as well as the Latvian language as the second language study content.The conclusion is drawn that the theory of communicative competence and the systemic functional grammar theory prevail as well as the basic principles of the behavioral theory can be discerned. In the teaching resources and learning process it is advisable to more often incorporate the same language material repetition in different situations and new combinations. Consideration must be given to more positive and negative transfer (interference) emphasis. To prevent children’s errors it is advisable to provide and incorporate special exercises in the teaching resources as well as methodological recommendations for the Latvian language teachers.

<span><em>Since the founding of Indonesia as a nation, madrasah already contribute </em><span><em>to education. This history reflcts madrasah to accelerate people need on </em><span><em>education. After long time, madrasah not only stimulate muslim society in </em><span><em>education but also at large fild of life. Therefore, this paper explores how </em><span><em>the process in madrasah to enhance curriculum. In addition, the study will </em><span><em>focus how the administrator of madrasah activate curriculum to extend the</em><br /><span><em>environment in minority muslim. This study was conducted in qualitative </em><span><em>approach. To step up the process of analysis, case study was implemented. </em><span><em>During data collection, in-depth interview and non-participant observation </em><span><em>were employed. Interview guidelines and observation sheet were carried </em><span><em>out to direct the study. Research fidings shows that madrasah in minority </em><span><em>muslim, in this study is Pesantren Nurul Yaqin, formulates some programs </em><span><em>and activities to develop the madrasah curriculum. Some programs were</em><br /><span><em>practiced to accumulate information from parents, practitioner, and decision </em><span><em>maker. There are several processes to enlarge participation and invite </em><span><em>people to contribute to the learning material in curriculum. The institution </em><span><em>on multiethnic and multicultural society has challenge to synchronize </em><span><em>aspiration form different side. On this opportunity to contribute, madrasah </em><span><em>accelerate its curriculum in expanding this environment condition. Finally, </em><span><em>this research conclude that madrasah in minority muslim on curriculum </em><span><em>advancement has chance to encourage students competency that differ </em><span><em>from other majority muslim.</em><br /><span><strong>Keywords: </strong><span><em>curriculum, enhancement, minority, society</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

In modern Internet media, the function of searching for material by the words used in the title is added to its the nominal, informational, appellate, and advertising functions; often the headline is the only read element of the publication. News headlines create a kind of media picture of the world. Some of the headlines in the Internet media are purely informative, they exactly reproduce the content of the news. "Partially informative" headlines provide incomplete information and therefore may reflect distorted reality. Encouraging, intriguing headlines encourage reading. Rarely is there an intellectual variety of advertising and intriguing title, built on associations with images of literature, science, art, the use of phraseology, antonyms, paronyms and more. Such a title requires a certain level of knowledge from the recipient. The desire for sensationalism determine other trends that often go beyond journalistic standards. The title may not reflect the content of the journalistic work, distort the facts. Common in some online media are clickbaits - headlines that make the user click on them. They used manipulations with quantity; words with the possibility of double interpretation are used; negative information about the minority is provided, while positive information about the majority is indicated only in the text of the publication; the title takes the form of a question to which the publication gives a negative answer. The low linguistic and professional competence of the authors leads to distortion of the information in the titles. Today there are many reasons to consider the title as an completed work, because the recipient often reads only it. However, in modern headlines there is less and less literary and linguistic creativity, skillful use of vocabulary and phraseology. The informativeness of the title comes to the fore, but the information is often inaccurate, consciously or unconsciously distorted, which can lead to violations of ethical norms, distortions in the reproduction of reality.

Introduction. Recent studies have shown a growing correlation between violence and mental illness, but there is a higher risk of violent crimes only in certain cases of mental disorders. This study presents sociodemographic and psychiatric characteristics of homicide offenders in Serbia, in the Province of Vojvodina in a 10-year period (1996-2005). Material and Methods. The obtained data are based on performed forensic and psychiatric expert investigations of 154 homicide offenders in preceding period, considering sociodemographic data, personal history and current psychiatric status. Data were analyzed using the statistical John?s Macintosh programe. Results. The male offenders were in the great majority (92%) as well as a low level of education (87%). A positive history of criminal acts was found in 24% of the subjects. Minority of subjects (21%) consumed alcohol on a daily basis. At the time of committing the crimes, 57% of homicide offenders were under the influence of alcohol, and just 2% of other psychoactive substances. Among the offenders who had previously received psychiatric treatment (31.2%), the most frequent diagnosis was alcohol addiction (25%) and anxiety disorders (22.9%). During the psychiatric examination 70.8% of the subjects were diagnosed with mental disorder: personality disorders (41%), alcohol addiction (84%), neurotic disorders (65%), schizophrenic psychosis (5.2%), affective disorders (3.2%), paranoid psychosis (2.6%), organic disorders (19%), psychoactive drug addiction (13%) and mental retardation (0.6%). Emotionally unstable personality disorder was dominant among personality disorders (55.6%). Diminished mental competency was established in 77.9% of subjects at the time of the homicide, being rather sever in most of them. All those diagnosed to have a psychotic disorder were mentally incompetent. Conclusion. Emotionally unstable disorders were the most common among the offenders who underwent forensic evaluation. A relatively low presence of psychotic disorders imposes the need for destigmatization particularly of the patients suffering from major mental illnesses.

Context Diversity, equity, and inclusion training in academic programming has evolved in recent years to address racial minority and lesbian, gay, bisexual, transgender, and queer populations; an additional special population that merits inclusion in this type of programming is the military-affiliated population. Objective Introduce the Campus Green Zone training workshop as an option to incorporate cultural competency for the military-affiliated patient or client population in athletic training programs. Background Commission on Accreditation of Athletic Training Education standards identify the need for students to engage with clients or patients who participate in nonsport activities such as those in the military. The Campus Green Zone training program focuses on educating individuals about military-affiliated culture. One athletic training program requested a tailored version of the training for graduate students to prepare them for interacting with military-affiliated patients. Description Staff from the institution's Office of Military Affairs presented the training to 2 classes of athletic training graduate students, working in collaboration with the athletic training program's clinical education coordinator, to develop a version of the Campus Green Zone training that would help students reflect on the potential for interaction with clients representing the military-affiliated communities. Clinical Advantage(s) By importing a training workshop that is already in use on campus, the instructor saved time researching and deploying cultural sensitivity materials related to the military-affiliated population. By collaborating closely with the staff of the Office of Military Affairs, the training was improved and expanded upon to better serve the needs of the athletic training students. Conclusion(s) Athletic training instructors may meet the standard of cultural awareness in part by incorporating Campus Green Zone workshops and materials into their curriculum for graduate-level preservice students.

Temaet for denne artikkelen er skriveopplæring i grunnskolens barnetrinn. Artikkelen studerer en skriveprosess over to uker i sjangeren argumenterende tekst i en tredjeklasse hvor læreren kurses i den australske sjanger pedagogikken. Klassen har en stor andel av minoritetsspråklige elever og elever fra områder med sosioøkonomiske utfordringer. Intensjonen har vært å studere hvordan sjangerpedagogikkens skriveundervisning i fire faser gir unge elever et redskap for å skrive argumenterende tekster, og om sjangerskolens pedagogikk fører til utjevning mellom sterke og svake elever. Datamaterialet vårt er observasjoner av undervisning, lærerens modelltekst, klassens fellestekst, individuelle tekster, samt semistrukturert intervju med lærer. Fire elevtekster fra høytpresterende og lavtpresterende elever blir analysert. Analysen viser at elevene får godt utbytte av den systematiske undervisningen som sjangerpedagogikken tilbyr, og at det blir mindre forskjeller mellom elever som karakteriseres som høyt- eller lavtpresterende. Funnet samsvarer med andre internasjonale studier. Et interessant funn i denne studien er at selv om elevene bruker skriverammer og modelltekster, er hovedvekten av tekstene originale og selvstendige.Nøkkelord: sjangerpedagogikk, eksplisitt skriveundervisning, den australske sjangerskolen, Sydneyskolen, minoritetspedagogikk, argumenterende tekst, skriverammer, modellteksterWorking with argumentative texts in 3rd grade. A partial study from the project Introducing genre pedagogy in three schools in TrondheimAbstractThe topic of this article is writing development among primary school pupils through the use of the genre pedagogy approach developed by the Sydney School, Australia. The study presented here followed a third-grade class over two weeks, in which the class worked with the genre argumentative text. The teacher also received training in the use of genre pedagogy in writing instruction. Many of the pupils are of minority background, and many are from areas with socio-economic challenges. The purpose of the study was twofold: First of all, it intended to investigate how the four stages of genre pedagogy writing instruction provide pupils with a tool for writing argumentative texts, and secondly, whether using genre pedagogy contributes to minimizing the gap in writing competence between strong and weak pupils. Our data material comprise class observation notes, the teacher’s model text, the target text and the students’ individual texts, as well as semi-structured interviews with the teacher. Four texts written by high-performing and low-performing pupils are analyzed. The analysis reveals that the pupils benefit from the systematic writing instruction that the genre pedagogy approach provides, and that the gap in writing competence between high-performing and low-performing pupils becomes smaller. These findings reflect other international studies in the field. One interesting finding in this study is that even if the pupils use writing frames and model texts, the majority of their texts reveal authenticity and independence on the pupil writer’s part.Keywords: genre pedagogy, explicit writing instruction, the Australian school of genre pedagogy, the Sydney School, multicultural pedagogy, argumentative text, writing frames, target texts

Riassunto: Una recente pronuncia del Tribunale di Belluno offre l’occasione per discutere le difficoltà che circondano l’applicazione delle norme italiane di diritto internazionale privato relative alla protezione delle persone maggiorenni che, a causa di un un’infermità o di menomazioni psichiche o fisiche, non sono in grado di provvedere ai propri interessi. Investito di un’istanza per la nomina di un amministratore di sostegno, il Tribunale ha affermato la sussistenza della giurisdizione italiana in ragione del fatto che la beneficiaria della misura di protezione –una cittadina macedone– aveva la propria residenza in Italia; circostanza rilevante, si legge nel provvedimento, tanto ai sensi dell’art. 3 quanto ai sensi dell’art. 9 della legge italiana di diritto internazionale privato (legge n. 218/1995), le norme generali riguardanti, rispettivamente, la giurisdizione contenziosa e quella volontaria. Quanto alla legge applicabile, il Tribunale ha innanzitutto rilevato che l’art. 43 della legge italiana di diritto internazio-nale privato richiama la legge nazionale della persona di cui trattasi, cioè, nella specie, la legge macedone. Si è dunque preoccupato di accertare se le norme macedoni sui conflitti di leggi richiamassero una legge diversa, ed è giunto alla conclusione che queste rinviassero nel caso di specie alla legge italiana. Anche il diritto internazionale privato macedone assoggetta in via ordinaria la protezione degli adulti alla legge del paese di cittadinanza dell’interessato, ma esiste nel sistema macedone una clausola di eccezione di carattere generale che, in un caso come quello considerato, interamente collegato con l’Italia (a parte la cittadinanza della beneficiaria) corregge il richiamo predetto e riconduce la fattispecie sotto il diritto italiano. Da qui, in forza dell’art. 13 della legge italiana di diritto internazionale privato, in tema di rinvio, l’applicabilità del diritto italiano. L’articolata argomentazione che sorregge la pronuncia, in sé convincente, mette in luce le ragioni per le quali l’assetto normativo attuale appare inadeguato a soddisfare gli interessi che oggi dominano la materia, quali risultano in particolare dalla Convenzione delle Nazioni Unite del 2006 sui diritti delle persone con disabilità. La ratifica italiana della Convenzione dell’Aja del 2000 sulla protezione internazionale degli adulti comporterebbe, si sostiene nell’articolo, vantaggi significativi. Parole chiave: disabilità; capacità; supporto nella assunzione di decisioni; competenza giurisdizionale; procedimenti contenziosi e volontari; legge applicabile; rinvio; clausola di eccezione. Abstract: A recent decision by the Tribunal of Belluno provides the opportunity to discuss the difficulties that surround the application of the Italian rules of private international law concerning the protection of adults who, by reason of an impairment or insufficiency of their personal faculties, are not in a position to protect their interests. Seised of a request for the appointment of an “amministratore di sostegno” (a person charged with assisting the adult concerned in the taking of particular decisions), the Tribunal found it had jurisdiction on the ground that the person for whom the protection was sought – a national of Macedonia – resided in Italy. As noted by the Tribunal, this provided a sufficient basis for jurisdiction under both Article 3 and Article 9 of the Italian Statute on Private International (Law No 218 of 1995), concerning jurisdiction over contentious and non-contentious proceedings, respectively. As regards the applicable law, the Tribunal observed at the outset that, pursuant to Article 43 of the Italian Statute, the protection of adults is governed by the law of the State of nationality of the adult concerned, that is, in the circumstances, the law of Macedonia. The Tribunal went on to assess whether the conflictof-laws rules in force in Macedonia refer, in turn, to the law of the different country, and found that they refer the matter back to Italian law. Like the Italian Statute, the Macedonian Statute of Private International Law provides that the protection of adults be governed by the law of nationality of the adult in question. However, the Macedo-nian Statute includes a general exception clause pursuant to which, in the Tribunal’s view, the case must rather be considered to be governed by Italian law, given that the case is con-nected with Italy in all respects, apart from the nationality of the person concerned. Hence, according to Article 13 of the Italian Statute, on renvoi, the application of Italian law. The Tribunal’s complex reasoning, while persuasive in itself, illustrates the reasons why the cur-rent legal landscape hardly suits the interests underlying this area of law, in particular as they result from the United Nations Convention on the rights of persons with disabilities of 2006. The paper argues that the picture would significantly improve if Italy ratified the Hague Convention of 2000 on the international protection of adults. Keywords: disability; capacity; assisted decision-making; jurisdiction; contentious and non-contentious proceedings; applicable law; renvoi; exception clause.

Abstract La nuova legge italiana per la protezione della concorrenza e del mercato presenta una notevole analogia, sia nei concetti che nei principali meccanismi applicativi, con le principali legislazioni dei Paesi membri della CEE e soprattutto con quelle che sono state introdotte negli anni più recenti.Il campo d’applicazione riguarda, almeno in principio, tutti i settori di attività, sia nel sistema italiano che in quello francese, poiché nessuna deroga è prevista, salvo per alcune particolari attività, come gli audio-visivi, la stampa, le banche e le assicurazioni.Questa estensione del campo di applicazione della legislazione si spiega con il fatto che essa riguarda tutte le pratiche anti-concorrenziali che vadano a detrimento del buon funzionamento del mercato e che tali pratiche siano suscettibili di provenire da tutti gli operatori economici.In Francia, peraltro, vige una distinzione tra comportamenti diretti a falsare il mercato, e che ricadono sotto le categorie di cartelli e di abuso di posizione dominante, di cui si occupa il Consiglio della concorrenza, e le pratiche restrittive, come il rifiuto di vendere, la subordinazione delle vendite, le discriminazioni e l’imposizione di prezzi, che sono di competenza dei tribunali perché in principio riguardano soltanto i rapporti tra imprese.Un secondo aspetto riguarda l’applicazione delle regole della concorrenza alle persone pubbliche. In principio, le disposizioni della legge italiana circa le imprese pubbliche (art. 8) e quelle della legge francese (art. 53) rispondono soltanto in parte alla questione. Nel diritto francese, quando una persona pubblica agisce da privato, è sottoposta alle leggi che riguardano il comportamento dei privati. Una difficoltà sorge, invece, quando questa persona pubblica, agendo nell’ambito dei suoi poteri, genera sul mercato effetti che danneggiano la concorrenza. Una recente sentenza del Tribunale dei conflitti ha concluso che le regole della concorrenza non si applicano alle persone pubbliche se non nella misura in cui esse diano luogo ad attività di produzione (di distribuzione o di servizi).La legge italiana non dà alcuna definizione del concetto di concorrenza nè dà alcun elemento che ne consenta la giustificazione economica. Altrettanto avviene con la legge vigente in Francia, ove sono i testi delle decisioni che forniscono indicazioni al riguardo.Il principio generate del divieto dei cartelli, come anche l’elenco dei casi suscettibili di costituire intese di carattere anti-concorrenziale, sono presentati in modo molto simile sia nella legge italiana che in quella francese. Ambedue riprendono, d’altronde, la formulazione dell’art. 85 del Trattato di Roma.Tutto fa pensare che l’Autorità italiana si troverà di fronte a casi analoghi a quelli di cui si è in varie occasioni occupato il Consiglio della concorrenza francese: cartelli orizzontali (accordi sui prezzi, sulla ripartizione dei mercati, sull’esclusione di un’impresa del mercato, ecc.); intese verticali (risultanti da accordi tra un produttore ed i suoi distributori nell’ambito di contratti di distribuzione selettiva o esclusiva); imprese comuni (la cui creazione può rientrare nel campo della proibizione di cartelli o costituire un’operazione di concentrazione); intese tra imprese appartenenti allo stesso gruppo (nel quadro dei mercati pubblici, il Consiglio ha ritenuto che non sia contrario alle norme concorrenziali, per imprese con legami giuridici o finanziari, rinunciare alla loro autonomia commerciale e concertarsi per rispondere a delle offerte pubbliche).Sull’abuso di posizione dominante, così come per i cartelli, i due sistemi italiano e francese presentano molte somiglianze. Tuttavia, contrariamente al diritto francese ed a quello tedesco, nella legislazione italiana non si fa alcun riferimento alle situazioni di «dipendenza economica». Peraltro, l’identificazione di questo caso è alquanto complessa e, sinora, il Consiglio non ha rilevato alcun caso che rientri nello sfruttamento abusivo di una situazione di dipendenza economica. Pertanto, si può forse concludere che il legislatore italiano sia stato, a questo riguardo, più saggio di quello francese. Più in generale, per quanto riguarda i casi di abuso di posizione dominante, il Consiglio deBa concorrenza ha seguito un’impostazione piuttosto tradizionalista.Anche sul controllo delle concentrazioni, il testo della legge italiana richiama quello francese e anche quello della normativa comunitaria, pur se è diversa la ripartizione delle competenze tra Autorità incaricata della concorrenza e Governo. Nella legge italiana, d’altra parte, vi sono delle norme relative alla partecipazione al capitale bancario che fanno pensare ad un dibattito molto vivo su questo tema.I livelli «soglia” per l’obbligo di notifica delle concentrazioni sono più elevati in Francia. Bisognerà poi vedere con quale frequenza il Governo italiano farà ricorso all’art. 25, che gli conferisce il potere di fissare criteri di carattere generale che consentono di autorizzare operazioni di concentrazione per ragioni d’interesse generale, nel quadro dell’integrazione europea.L’interesse delle autorità amministrative francesi nei riguardi delle concentrazioni, che un tempo era molto limitato, è divenuto più intenso negli anni più recenti, anche se i casi di divieto di concentrazioni sono stati sinora molto limitati.In conclusione, si può ricordare che un organismo competente in materia di protezione della concorrenza ha un triplice compito: pedagogico (attraverso la pubblicazione delle decisioni, delle motivazioni e delle ordinanze su questioni di carattere generale e sui rapporti attinenti al funzionamento del mercato), correttivo (per distogliere gli operatori economici da comportamenti anti-concorrenziali) e, infine, dissuasivo (poiché l’esperienza di applicazione delle leggi relative alla concorrenza dimostra che la loro efficacia dipende in modo decisivo dalla comminazione di sanzioni).

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). Sustainostic Nusantara : Managing marine plastic debris for sustainable tourism in the ‘ New Bali ’ of Indonesia (4.0). https://doi.org/https://doi.org/10.7287/peerj.preprints.26747v1 | Alwaely, S. A., Yousif, N. B. A., & Mikhaylov, A. (2020). Emotional development in preschoolers and socialization. Early Child Development and Care, 0(0), 1–10. https://doi.org/10.1080/03004430.2020.1717480 Asher, S. R., & Parker, J. G. (1989). Significance of Peer Relationship Problems in Childhood. In Social Competence in Developmental Perspective, 5–23. https://doi.org/https://doi.org/10.1007/978-94-009-2442-0_1 Beazidou, E., & Botsoglou, K. (2016). Peer acceptance and friendship in early childhood: the conceptual distinctions between them. Early Child Development and Care, 186(10), 1615–1631. https://doi.org/10.1080/03004430.2015.1117077 Blazevic, I. (2016). Family, Peer and School Influence on Children’s Social Development. 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Adopting the Emotions Course in the Italian Context: A Pilot Study to Test Effects on Social-Emotional Competence in Preschool Children. Child Indicators Research, 10(2), 571–590. https://doi.org/10.1007/s12187-016-9387-x Domitrovich, C. E., Staley, K. C., Durlak, J. A., & Weissberg, R. P. (2017). Social-Emotional Competence : An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children Social-Emotional Competence : An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 1–9. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x Elias, M. J., & Haynes, N. M. (2008). Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children. School Psychology Quarterly, 23(4), 474–495. https://doi.org/10.1037/1045-3830.23.4.474 Fajriyah, L. (2018). Pengembangan Literasi Emergen Pada Anak Usia Dini. Proceedings of the ICECRS, 165–172. https://doi.org/https://doi.org/10.21070/picecrs.v1i3.1394 Forrest, C. L., Gibson, J. L., Halligan, S. L., & St Clair, M. C. (2018). A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study. Autism & Developmental Language Impairments, 3, 239694151879539. https://doi.org/10.1177/2396941518795392 Hartup, W. W. (1992). Peer Relations in Early and Middle Childhood. https://doi.org/https://doi.org/10.1007/978-1-4899-0694-6_11 Hernández, Y. C. U., Núñez, E. F. D., Inga-Arias, M., & Lozada, O. R. (2020). Early stimulation and emotional intelligence and its incidence in communication learning at the initial level. International Journal of Early Childhood Special Education,12(1), 433–441. https://doi.org/10.9756/INT-JECSE/V12I1.201023 Khoiruddin, M. A. (2018). Perkembangan Anak Ditinjau dari Kemampuan Sosial Emosional. Jurnal Pemikiran Keislaman, 29(2), 425–438. https://doi.org/https://doi.org/10.33367/tribakti.v29i2.624 Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation. J Child Psychol Psychiatry, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x.Longitudinal Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. PT Remaja Rosdakarya. Krauthamer Ewing, E. S., Herres, J., Dilks, K. E., Rahim, F., & Trentacosta, C. J. (2019). Understanding of Emotions and Empathy: Predictors of Positive Parenting with Preschoolers in Economically Stressed Families. 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Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. Building Early Social and Emotional Relationships with Infants and Toddlers: Integrating Research and Practice, 1–351. https://doi.org/10.1007/978-3-030-03110-7 Morrison, G. S. (2012). Dasar-dasar Pendidikan Anak Usia Dini (PAUD). Indeks. Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting Children’s Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI. Early Educ Dev, 24(7), 1–7. https://doi.org/10.1080/10409289.2013.825565.Promoting Nurmalitasari, F. (2015). Perkembangan Sosial Emosi pada Anak Usia Prasekolah. Buletin Psikologi, 23(2), 103. https://doi.org/https://doi.org/10.22146/bpsi.10567 Ramani, G. B., Brownell, C. A., & Campbell, S. B. (2010). Positive and negative peer interaction in 3- and 4-year-olds in relation to regulation and dysregulation. In Journal of Genetic Psychology (Vol. 171, Issue 3). https://doi.org/10.1080/00221320903300353 Santrock, J. W. (2012). Perkembangan Masa Hidup. Erlangga. Shearer, R. J. B., Domínguez, X., Ell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relation Between Behavioral Disorders Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195–210. https://doi.org/https://doi.org/10.1177/1063426609351172 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Kuram ve Uygulamada Egitim Bilimleri, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104 Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1–11. https://doi.org/10.1016/j.jsp.2016.09.003 Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545 Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688 Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219 Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). 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Purpose Cultural competence is an essential tool for speech-language pathologists and other allied health care professionals in providing ethical and clinically competent care. Determining pedagogical approaches to teaching cultural competence skills to students training in preprofessional programs is imperative to effectively convey the importance of cultural awareness prior to students embarking on their professional careers. Method Forty-five (45) speech-language pathology graduate students were administered a multicultural knowledge quiz before and after a targeted, asynchronous learning module on cultural competence and again 2 months later. Results Quiz scores indicated significant findings immediately following a cultural competence learning module with an additional increase in scores at follow-up. Scores were not significant for minority background but were significant for clinical experience. Conclusions Evidence indicates a brief, targeted video module can positively impact cultural competence skills for speech-language pathology graduate students regardless of clinical experience. Results suggest a combination of targeted instruction along with repeated clinical experience produces the most significant improvement over time. As the current pilot study was employed to test methodology and results are not generalizable, implications for future pedagogical approaches and research studies with comprehensive methodological approaches are provided. Supplemental Material https://doi.org/10.23641/asha.14569482

ABSTRACTIntegrative and conjugative elements (ICEs) are widespread mobile DNA within bacterial genomes, whose lifestyle is relatively poorly understood. ICEs transmit vertically through donor cell chromosome replication, but in order to transfer, they have to excise from the chromosome. The excision step makes ICEs prone to loss, in case the donor cell divides and the ICE is not replicated. By adapting the system of LacI-cyan fluorescent protein (CFP) binding tolacOoperator arrays, we analyze here the process of excision and transfer of the ICE for 3-chlorobenzoate degradation (ICEclc) in individual cells of the bacteriumPseudomonas putida. We provide evidence that ICEclcexcises exclusively in a subset of specialized transfer-competent cells. ICEclccopy numbers in transfer-competent cells were higher than in regular nontransferring cells but were reduced in mutants lacking the ICEoriT1origin of transfer, the ICE DNA relaxase, or the excision recombination sites. Consistently, transfer-competent cells showed a higher proportion without any observable LacI-CFP foci, suggesting ICEclcloss, but this proportion was independent of the ICE relaxase or the ICE origins of transfer. Our results thus indicated that the excised ICE becomes transiently replicated in transfer-competent cells, with up to six observable copies from LacI-CFP fluorescent focus measurements. Most of the observed ICEclctransfer to ICE-freeP. putidarecipients occurred from donors displaying 3 to 4 ICE copies, which constitute a minority among all transfer-competent cells. This finding suggests, therefore, that replication of the excised ICEclcin donors is beneficial for transfer fitness to recipient cells.IMPORTANCEBacterial evolution is driven to a large extent by horizontal gene transfer (HGT)—the processes that distribute genetic material between species rather than by vertical descent. The different elements and processes mediating HGT have been characterized in great molecular detail. In contrast, very little is known on adaptive features selecting HGT evolvability and fitness optimization. By studying the molecular behavior of an integrated mobile DNA of the class of integrative and conjugative elements in individualPseudomonas putidadonor bacteria, we report here how transient replication of the element after its excision from the chromosome is favorable for its transfer success. Since successful transfer into a new recipient is a measure of the element’s fitness, transient replication may have been selected as an adaptive benefit for more-optimal transfer.

Abstract Introduction: Barriers to research participation by racial and ethnic minority group members are multi-factorial, stem from historical social injustices and occur at participant, research team, and research process levels. The informed consent procedure is a key component of the research process and represents an opportunity to address these barriers. This manuscript describes the development of the Strengthening Translational Research in Diverse Enrollment (STRIDE) intervention, which aims to improve research participation by individuals from underrepresented groups. Methods: We used a community-engaged approach to develop an integrated, culturally, and literacy-sensitive, multi-component intervention that addresses barriers to research participation during the informed consent process. This approach involved having Community Investigators participate in intervention development activities and using community engagement studios and other methods to get feedback from community members on intervention components. Results: The STRIDE intervention has three components: a simulation-based training program directed toward clinical study research assistants that emphasizes cultural competency and communication skills for assisting in the informed consent process, an electronic consent (eConsent) framework designed to improve health-related research material comprehension and relevance, and a “storytelling” intervention in which prior research participants from diverse backgrounds share their experiences delivered via video vignettes during the consent process. Conclusions: The community engaged development approach resulted in a multi-component intervention that addresses known barriers to research participation and can be integrated into the consent process of research studies. Results of an ongoing study will determine its effectiveness at increasing diversity among research participants.

Compared to other racial and ethnic minority groups, Black women have higher rates of overweight and obesity (OVO). While many reasons exist for these high rates of OVO, this article takes a deeper look into the social determinants of health that contribute to OVO, focusing on the impact of race and racism, while also providing tangible strategies that can help close the health disparity gap. Race and racism have been long standing issues in America, leading to Black women being marginalized and disenfranchised for generations. Due to historical abuses and discriminatory policies, Black women may live in areas that lack access to quality school systems, nutritious food options, culturally competent health care providers, safe housing or greenspace to engage in physical activity, for example. All of which can lead to unhealthy decision making leading to unwanted weight gain and chronic diseases like diabetes or hypertension. Even for affluent and well-educated Black women, the negative impact of racism can still be felt. To combat this problem, action-oriented, forward-thinking solutions need to be implemented at all levels to ensure Black women can live in communities that support healthy decision-making practices. Public Health Practitioners should focus their efforts on advocating and implementing policies that enable Black women to make healthy decisions at all levels, designing and implementing culturally relevant health education and promotion programs and resources that meet the needs of Black women, and training healthcare providers and others to provide culturally competent care and services for Black women to support healthy weight management.

Breaking Communication Barriers (on the Example of the Multiethnic and Multilingual Situation of the Society in the Zaolzie Region)The present paper describes the language situation in several parts of Cieszyn Silesia (the Zaolzie region) in the Czech Republic. The research is based on authentic language material from two music (art) schools in Český Těšín and Třinec. The Třinec school has the official status of a bilingual Czech-Polish educational institution. These two establishments share several common features: both students and teachers come from either majority Czech or minority ethnic Polish communities; Polish children study in both institutions, although a larger group of these "foreign" students attends the school in Český Těšín. The authors analyze not only the spoken language itself but also the competence and language awareness of the respondents. They have come to the conclusion that interactions between the users of two (different) languages can be successful regardless of the fact whether each participant uses their own native tongue or that of their interlocutor, although they speak this language only at a basic level. Przełamywanie barier komunikacyjnych (na przykładzie wieloetnicznej i wielojęzycznej sytuacji społecznej Zaolzia)W artykule została opisana sytuacja językowa w czeskiej części Śląska Cieszyńskiego w Republice Czeskiej na podstawie autentycznego materiału językowego pochodzącego z dwóch szkół muzycznych (artystycznych) – jednej z Czeskiego Cieszyna, drugiej – z Trzyńca. Szkoła trzyniecka ma oficjalny status czesko-polskiej szkoły dwujęzycznej. Obie placówki łączy kilka cech wspólnych: zarówno uczniowie, jak i nauczyciele wywodzą się bądź z większościowego środowiska czeskiego, bądź należą do polskiej etnicznej wspólnoty mniejszościowej. W obu placówkach uczą się także dzieci z Polski, choć o wiele więcej takich „zagranicznych” uczniów uczęszcza do szkoły w Czeskim Cieszynie. Autorzy zajmują się nie tylko analizą samego języka mówionego, ale również kompetencją i świadomością językową badanych osób, dochodząc do wniosku, że interakcja między użytkownikami dwu (różnych) języków może przebiegać pomyślnie nawet wtedy, gdy każdy z nich używa własnego języka ojczystego (względnie gwary ojczystej) lub języka partnera komunikacji, chociaż język ten opanował tylko na poziomie podstawowym.

Photo by Amador Loureiro on Unsplash ABSTRACT As English is the predominant language of research protocols in the United States, non-English speaking subjects face language barriers during clinical trial enrollment. Federal regulation 45 C.F.R. 46 requires that a research subject receive information about a clinical trial “in language understandable to the subject or the legally authorized representative." A researcher may enroll a subject using short-form consent when a long-form translation in the subject’s native language is not available. However, the abbreviated short form does not adequately inform the subject of the study’s purpose and potential risks. United States Department of Health and Human Services (HHS) leaders should amend federal guidance to provide specific details on obtaining proper informed consent when there is a language barrier. The code of federal regulations should also establish a standard for quality translation services and interpreters. This paper will review current federal regulations and draft policy, analyze literature describing hospital experiences, and discuss non-compliance areas. This author recommends an amendment to federal policy, which is important because it helps ensure the rights of study participants under the principle of justice. INTRODUCTION As English is the predominant language of research protocols in the United States, non-English speaking subjects face language barriers during clinical trial enrollment. Law requires that a research subject should receive information about a clinical trial “inlanguage understandable to the subject or the legally authorized representative.”[1]This law states that a researcher may enroll a subject using a “short-form” consent when a “long-form” translation in the subject’s native language is not available.[2]However, the abbreviated short form does not adequately inform the subject of the study’s purpose and potential risks. Furthermore, the law does not outline a standard for quality translators. United States Department of Health and Human Services (HHS) leaders should amend federal guidance to provide specific details on obtaining proper informed consent when there is a language barrier.[3]The Code of Federal Regulations should also establish a standard for quality translation services and interpreters. This paper will review current federal regulations and draft policy, analyze literature describing hospital experiences, and discuss non-compliance areas. I. Draft Guidance In 1995, HHS issued a policy memo clarifying the informed consent process for individuals who do not speak English.[4]The policy states that the witness required for the signing of consent documents should be fluent in both languages and that the study team should issue a translated short form.[5]The guidance still does not require an official translator in the short-form process. However, if used, the translator may serve as witness as well.[6]The policy does not mention the translator’s language proficiency requirements or whether the institution must provide the translator.[7] In 2014, HHS issued draft guidance to expand upon the requirements for informed consent. Per its disclaimer, the guidance is non-binding and not intended for implementation.[8]First, the guidance attempts to clarify the phrase “language understandable”, by adding “the information presented to potential subjects is in a language, and at a level they can comprehend, including an explanation of scientific and medical terms.”[9]The draft guidance also notes that all potential research subjects needing translation might have a low level of health literacy and education. Suppose the research subjects expect a non-English speaking group of participants for enrollment. In that case, the guidance suggests that the researchers provide a long-form translation of study materials before an institutional review board (IRB) initial review of the “appropriately translated consent documents (i.e., either a long form or a short form with written summary).”[10]To satisfy the guidance, researchers would need to provide multiple translations of the same document as the study progresses and the IRB proposes edits to the long-form English document. Because translating the informed consent forms is costly and time-consuming, having a long form available is not always feasible or practical. Foreseeing this problem, HHS outlined three steps for what to do when a subject’s language is not expected or planned for in the population. First, the guidance suggests that the investigator “determine that there is Sufficient Justification to Enroll the Subject Without Using a Translated Long-form to Document the Subject’s Informed Consent.”[11]Although this provision protects non-English-speaking subjects from uninformed consent, it adds a barrier to enrollment. The investigator must justify the registration of the individual based on the individual’s language. The justification process may delay enrollment, placing individuals at a disadvantage based on their language. If the researcher can adequately justify and use the short-form consent process, the investigator must then translate the long-form consent. After the subject starts participating in research, the investigator then provides the long-form translated document. II. Short Form and Noncompliance Vagueness in the federal regulations has caused disparate interpretation among institutions, leading to noncompliance.[12]Each institution has its own interpretation of 45 CFR 46, also known as the Common Rule, which protects vulnerable research subjects and provides research teams with a short-form template.[13]As noted above, the regulations do not require a translator, nor do they specify the translator’s specific role or qualifications.[14]HHS has not made it clear whether the witness may be a member of the study team or related to the patient, or whether the witness providing interpretation must be independent. Furthermore, it is not clear if the witness is overseeing merely the signing of the document or serving as a witness to the informed consent process.[15]In review of noncompliance areas, the institution should clarify the use of short-form consent, the witness’s role, and impose qualification requirements for translators.[16]Each institution will have its own resources and interpretations. Therefore, non-English speakers will find different translation quality across many research institutions. An individual may receive a different research experience and quality of language resources based on location and the degree to which their language was expected by the research team. This barrier is an implicit form of discrimination and violates the principle of justice. III. Equitable Selection of Subjects Minority populations are underrepresented in research due to a lack of cultural competence and language barriers to subject recruitment.[17]Paradoxically, minority populations are most impacted by many of the diseases for which there are clinical trials.[18]In 2015, researchers surveyed 10,000 studies registered on clinicaltrials.gov.[19]The authors found, “English fluency requirements have been increasing over time, from 1.7% of trials having such requirements before 2000 to 9.0% after 2010.”[20]Researchers who often exclude non-English speaking ethnic minorities claim that diversity may impact whether the studied intervention’s effect is noticed.[21]This manipulation of the subject population goes against the principle of justice outlined in the Belmont Report. Of 14,367 clinical research studies registered on clinicaltrials.gov between 2010 and 2020, 18.98 percent required subjects to be fluent in English.[22]Regulations and institutions do not compel researchers to include non-English speaking subjects; the researcher is not breaking any federal regulations by excluding them. From an ethical standpoint, the deliberate exclusion based on an inability to read/write in English is inequitable and unjust. In 2018, researchers reviewed enrollment rates and staff competency for subject enrollment.[23]Researchers found low levels of cultural competency among research staff and a misunderstanding of the federal regulations.[24]In 2005, researchers reviewed the importance of cultural competency training for healthcare providers.[25]Authors synthesized data based on 34 programs and found that competency programs improved provider “knowledge, attitudes, and skills, and patients’ ratings of care.”[26]However, cultural competency programs did not improve or impact patient compliance and health outcomes.[27]Authors requested more research to evaluate cultural training’s impact on researcher bias and attitudes toward subject inclusion.[28] IV. Institutional Barriers In 2018, researchers conducted a review of approximately 1,500 clinical trials at Boston Children’s Hospital and its Anesthesia Research Unit to identify enrollment barriers for non-English-speaking subjects.[29]The researchers discovered that the number of potential non-English speaking subjects increased, while the number of studies approved to enroll non-English speaking subjects did not grow at the same rate.[30]Of 1,492 studies that were open to enrollment between 2011 and 2016, 714 did not allow non-English speaking subjects.[31]The institution cited six barriers to enrollment that precluded these minority-language populations (Table 1).[32] The barriers described in Categories 1, 3, and 5 are due to a lack of translators, funding, or validated translated material. Categories 2, 4, and 6 may reflect an implicit bias on the institution’s part and suggest a lack of cultural understanding. Some researchers[33]called on the institution to increase cultural awareness and to provide resources to address the effects of the language barrier on enrollment.[34]However, with no set standard on the institutional level, it is up to the researchers to address this discrepancy and uphold the principle of justice. The uneven distribution of resources requires the research subjects to counteract their own language barrier. In many clinical cases, as time is of the essence, a person may need to seek several research options before participating in their desired study. Until each institution discloses its barriers and noncompliance, we have no way of knowing the full extent of this problem. V. Policy Recommendations The current HHS regulations and draft guidance are not sufficient to resolve implicit bias and logistical problems that arise when enrolling non-English speaking subjects. HHS should take the following actions. First, HHS should translate short-form consent forms for the most common languages in the US. HHS should then publish the translated documents for use as a template on its website for centers that lack adequate translation resources. Second, HHS should create a federal database of qualified translators who meet language proficiency benchmarks established by HHS. Individuals listed on this database should provide written translation of study materials and verbal translations during the consent process. The database should contain individuals affiliated and unaffiliated with an institution to track credentials and verify language proficiency. Third, HHS should create a federal fund for institutions to draw from when they need resources for long-form translations or translators. HHS should amend the Common Rule to add specificity. It should define the role of the witness in the short-form consent process to eliminate unequal interpretations across study sites. Second, it should mandate that the IRB obtain strong justification for the exclusion of subjects based on English-fluency criteria. Third, it should recommend cultural competency programs for investigators at the institutional level. VI. Limitations The proposed actions and policy may face objections from the federal government and industry. At the federal level, the government may not have the resources or funding needed to establish a nationwide registry of translators or quality check for fluency. HHS may need to develop a separate office to track these credentials and select a proficiency baseline. Perhaps an independent organization should be contracted by the government to perform these quality checks on a regional basis and call on the states to help fund the project. Also, the federal government may not have adequate resources to create a national fund for institutional-level translation services. One solution may be to include a flat rate of translation in the site budget during start-up activities. The government would be responsible for translations for government-sponsored research when the institution cannot feasibly provide a translation. Research centers can pull from the translator database for institutional studies if they cannot translate in-house. For pharmaceutical corporation-led protocols, industry sponsors may not appreciate the added cost of translation. However, by mandating the fee, the government would eliminate systemic discrimination based on English fluency. VII. Support Researchers should show support for more specific guidance on the institutional level, granted they receive adequate resources to meet the regulations. By clarifying the use of a translator and the role of a witness, and establishing common resources, every institution will benefit. Furthermore, it is crucial to hold institutions accountable for supporting cultural competency initiatives. These programs do not need to be intensive or expensive; there are many resources available to the public on websites such as YouTube. Institutions should make cultural competency programming a mandatory requirement for staff training during the orientation and continuing education. Encouraging cultural competency programs will improve provider attitudes and subject treatment. CONCLUSION Federal regulations do not require the use of resources when enrolling a subject who is non-English speaking, nor do they mandate the inclusion of “unexpected” populations based on language. Lack of clarity and specificity on the federal level places the onus of responsibility on the institution to mitigate language barriers. The lack of universal policy leads to an unequal research experience among institutions and locations. Furthermore, clinical trial sponsors may manipulate data based on limiting the study population and engaging in studies that overly represent homogeneous populations. Influencing the study population will skew results and will not lead to generalizable knowledge. To uphold the principle of justice, the research community must gather its resources to support non-English speaking subjects who wish to participate in research. [1]“45 C.F.R. 46 FAQs,” 45 C.F.R. §46.116 (a)(3), Office for Human Research Protections, last modified 2018, https://www.hhs.gov/ohrp/regulations-and-policy/guidance/faq/45-cfr-46/index.html#:~:text=Basic%20regulations%20governing%20the%20protection,were%20first%20published%20in%201974. [2]Office for Human Research Protections, “45 C.F.R. 46 FAQs.” [3]“Protection of Human Subjects, 45 C.F.R.§ 46,” United States Department of Health and Human Services, last modified 2018, https://www.ecfr.gov/cgi-bin/retrieveECFR?gp=&SID=83cd09e1c0f5c6937cd9d7513160fc3f&pitd=20180719&n=pt45.1.46&r=PART&ty=HTML. 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