Background Informed consent is a requirement for all research. It is not, however, clear how much information is sufficient to make an informed decision about participation in research. Information on an online questionnaire about childhood development was provided through an unfolding electronic participant sheet in three levels of information. Methods 552 participants, who completed the web-based survey, accessed and spent time reading the participant information sheet (PIS) between July 2008 and November 2009. The information behaviour of the participants was investigated. (...) The first level contained less information than might be found on a standard PIS, the second level corresponded to a standard PIS, and the third contained more information than on a standard PIS. The actual time spent on reading the information provided in three incremental levels and the participants' evaluation of the information were calculated. Results 77% of the participants chose to access the first level of information, whereas 12% accessed the first two levels, 6% accessed all three levels of information and 23% participated without accessing information. The most accessed levels of information were those that corresponded to the average reading times. Conclusion The brief information provided in the first level was sufficient for participants to make informed decisions, while a sizeable minority of the participants chose not to access any information at all. This study adds to the debate about how much information is required to make a decision about participation in research and the results may help inform the future development of information sheets by providing data on participants' actual needs when deciding about questionnaire surveys. (shrink)

How to introduce 'politics' as a specific concept within a deconstructive style of thinking? In order to answer this question, this contribution compares Derrida with Laclau. According to the former the starting-point of a deconstructive style of thinking is différance. It links together the economic detour of homecoming and the relation to otherness. Laclau's analysis of politics as hegemonization within a situation of undecidability presupposes this notion of différance and can therefore be useful in introducing politics within a deconstructive style (...) of thinking. But there still is a major difference between Derrida and Laclau's decisionism: if différance as the relation without relation of economy and otherness cannot avoid decisions based on power in order to stabilize the social, these decisions are always marked by passivity and therefore deconstructible in the name of 'justice' that exceeds politics even if it takes place nowhere but within politics. Key Words: decisionism • . Derrida • . hegemony • . Laclau • . law. (shrink)

Located at the junction of trade routes between Prichernomorje and the Mediterranean, Crimea has always been in the sphere of ethnomigratory processes. Therefore, it is natural that the elements of the Scythian, Greek, Gothic, Hun, Khazar, Kypchak and Turkomyslian cultures influenced the formation of the spiritual and material culture of the Crimean Tatar people. The variety of ethnoses that have changed continuously over the centuries has been reflected in the dialectal structure of the Crimean Tatar language that exists up to (...) the present time. (shrink)

This article, in the example of the subject of shukr (gratitude), proposes a ‘perspective’ for the instructor who determines the processes of bringing a subject into the learning environment. This perspective is related to the encounter with the knowledge of the subject to be taught. It points to the approach of the instructor to the information he/she will refer to about the subject he/she will teach while preparing in the mental plan. The content of the subject, the objectives, the methods, (...) techniques, and resources to be used to present the subject, and how the output will be measured and evaluated are largely determined by this perspective. In a way, the proposed perspective involves monitoring the change and transformation of life and the contextualization of religious knowledge by paying attention to the methodological functioning. Thus, the way the subject of gratitude presented in the Qur’an and hadith narrations aims to provide the teacher with a ‘perspective’ on what kind of content to prepare. This is a suggestion for the instructor to reveal that while managing the process of religiously understanding/interpreting life as it flows by, the instructor should not ignore the ways in which knowledge appears in the Qur’an and hadith narrations. For example, the first meaning of the word shukr (gratitude) in the Qur’an is “faith in Allah.” However, traditionally, shukr (gratitude) is not taught within the subject area of faith. In this context, the article follows the suggestion that referring to the method and source of the knowledge to be taught can provide the instructor with a holistic and in-depth ‘perspective.’. (shrink)

Ontological dependence is a relation—or, more accurately, a family of relations—between entities or beings. For there are various ways in which one being may be said to depend upon one or more other beings, in a sense of “depend” that is distinctly metaphysical in character and that may be contrasted, thus, with various causal senses of this word. More specifically, a being may be said to depend, in such a sense, upon one or more other beings for its existence or (...) for its identity. Some varieties of ontological dependence may be analyzed in modal terms—that is, in terms of distinctly metaphysical notions of possibility and necessity—while others seem to demand an analysis in terms of the notion of essence. The latter varieties of ontological dependence may accordingly be called species of essential dependence. Notions of ontological dependence are frequently called upon by metaphysicians in their proposed analyses of other metaphysically important notions, such as the notion of substance. (shrink)