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Browsing 3ERL - Books and Book Chapters/ Livros e Capítulos de Livros by Subject "Bioethical principles"
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- Environmental bioethics, sustainable development and social responsibility in higher educationPublication . Carlotto, Ivani Nadir; Pereira, Regina Célia Soares; Dinis, Maria Alzira PimentaBackground: Environmental bioethics seeks to promote human health concurrently with the preservation of the environment, which, together with higher education (HE) seeks to achieve competencies focused on sustainable development (SD), social responsibility (SR) and maintenance of bioethical and environmental principles. Objective: To contribute to the reflection and articulation between the principles of environmental bioethics and their repercussions in HE, SD and SR. Methodology: Multivariate and exploratory analysis, cross-sectional design, with a quantitative and qualitative approach. Sample: professors from southern Brazil, random sampling, non-probabilistic for convenience (openepi = 95% CI (%), n = 1400 professors). Approved by the Research Ethics Committees of HCPA and UFP, and CAAE 550666168.0000.5327, Plataforma Brasil. Results: The statistical analysis used was Factor Analysis (FA) and Principal Component Retention (PCR) with Varimax® rotation. The FA produced 6 PCs, categorised and interpreted using Qualitative Content Analysis by Bardin, and the MAXQDA® software, making it possible to highlight the most relevant information generated by the sample. Conclusions: Environmental bioethics and HE have common objectives that interact with human health and the ecosystem. Therefore, it is prudent to work on these aspects in complementary programs that address bioethical principles such as justice, equity, solidarity and dignity and that seek to promote well-being, quality of life, equity, inclusion, sustainability and social justice, encouraging SD and SR, residing in this juxtaposition the social importance of this work. The programs that advocate the bioethical approach in their actions must be worked together, and not in isolation, because, if worked individually, they do not characterise the comprehensive character recommended by the bioethical principles.
- Gender equality indicators in higher education: SDG 5 perspective and bioethical approachPublication . Carlotto, Ivani Nadir; Pereira, Regina Célia Soares; Dinis, Maria Alzira PimentaIn this topic, the objective is to identify and clarify the concepts predominantly used in this article, so that they can make sense and be understood in the context of gender equality in the higher education. Therefore, the most used terms include Bioethics is an area of inter and transdisciplinary study that involves Ethics and Biology, based on the ethical principles that govern life and its ethical dilemmas, emerging as a reflexive response on human interactions in society and in their environments. The bioethical principles are the model of bioethical analysis traditionally used and of great application in clinical practice in most countries is the principalist, introduced by Beauchamp and Childress (1979). These authors propose four fundamental bioethical principles: autonomy, beneficence, non-maleficence, and justice, in a prima facie sense. However, these principles can be expanded according to the bioethical line adopted in a given reality, to obtain a reflection on an ethical dilemma. The gender equality is the concept that defends social equivalence between the sexes, with equal opportunities for men and women. Gender equity, in turn, refers to equity in treatment for women and men, according to their respective needs. It is important to clarify the concept surrounding the Sustainable Development Goals of the 2030 Agenda (SDG). These Goals are a collection of 17 global goals designed to be a model for achieving a better and more sustainable future for everyone. The SDGs, established in 2015 by the United Nations General Assembly and expected to be reached by 2030, are part of UN Resolution 70/1, the 2030 Agenda.