Issues related to controlled human infection studies using Schistosoma mansoni (CHI-S) were explored to ensure the ethical and voluntary participation of potential CHI-S volunteers in an endemic setting in Uganda. We invited volunteers from a fishing community and a tertiary education community to guide the development of informed consent procedures. Consultative group discussions were held to modify educational materials on schistosomiasis, vaccines and the CHI-S model and similar discussions were held with a test group. With both groups, a mock consent (...) process was conducted. Fourteen in-depth key informant interviews and three group discussions were held to explore perceptions towards participating in a CHI-S. Most of the participants had not heard of the CHI-S. Willingness to take part depended on understanding the study procedures and the consenting process. Close social networks were key in deciding to take part. The worry of adverse effects was cited as a possible hindrance to taking part. Volunteer time compensation was unclear for a CHI-S. Potential volunteers in these communities are willing to take part in a CHI-S. Community engagement is needed to build trust and time must be taken to share study procedures and ensure understanding of key messages. (shrink)

Research on female stereotypes in online advertisements is particularly scant, and thus, we lack evidence on whether women are depicted in derogatory (stereotypical) terms on the Internet or not. This theme has significant ethical implications. Hence, the objectives of this study are: (1) to provide evidence on female role portrayals in online advertisements of global products, and (2) to explore female role portrayals across web pages for different audience types. The results indicate that women are generally portrayed in a stereotypical (...) way, supporting the notion that sexism is prevalent in online advertisements worldwide. Portrayal of women across web pages varies considerably, with female-audience web pages embracing “decorative” female images; male-audience web pages promoting polarizing depictions of women in “dependent” or “non-traditional” roles; and general-audience web pages using portrayals of women as housewives or equal to men. Overall, the findings suggest that “traditional” or “decorative” stereotypes are largely evident in all three audience types, although some “non-traditional” roles may occur. Implications and future research directions are discussed. (shrink)

This study focuses on the acquisition of the two basic relational functions of the French address pronouns: tu for solidarity with friends and vous for deference with an unknown person or a known person with higher social status. Previous research has found that L2 learners of French become more target-like in their choice between tu and vous when they spend time in a French community. This is due to the fact that study-abroad offers L2 learners exposure to naturalistic interaction involving (...) native speakers of the target language. Our study reports findings from a cross-sectional study of language practices outside the classroom and the productive use of the pronouns in a role-play task by 24 Ghanaian L2 French learners. Half of them had learnt L2 French in Ghana while the other half had spent 9 additional months in France. The findings show that the distribution of address pronouns in L2 French is significantly different from the distribution of address pronouns in L1 French. But there are no significant differences between the two groups of learners. The analysis of reported language practices, interaction with native and non-native speakers and exposure to radio and films in both contexts show that appropriate use of address pronouns is not related to the amount of interaction outside the classroom or exposure to media, be they in the ‘at home’ context or during study abroad context. This study suggests that factors other than exposure are at play in the acquisition of the relational function of address pronouns. (shrink)