Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

Prevention of violence against women/girls so as to build safe-spaces for women in educational universities in Viet Nam

The objectives of this research were to address these gaps and to support gender-sensitive teaching and awareness in teacher training within universities that can change Higher Education (HE) environments and change teaching and educational activities in schools. The project had four key aims to address:1. Conducting a detailed needs assessment and analysis of current teacher-training programmes to identify how gender sensitive they are, such as if the programme raises awareness of women’s rights and if the textbooks or curriculum promote non-traditional gender roles.2. Evaluate the environment and current situation of gender inequality and GBV in schools by engaging with officials, lecturers, staff and female students at five pedagogical universities from all three regions of Viet Nam (North, Central and South).3. Develop and implement training materials on gender-related issues and gender equality (prevention and response to GBV) for students and lecturers at pedagogical universities in Viet Nam.4. Make recommendations to the Ministry of Education and Training (MOET), as well as HEIs more widely, on the implementation of mainstreaming curricula on gender, gender equality and prevention of violence against women/girls (at all levels of education, but especially for pedagogical university students).To address these aims, and to improve the environment within universities in Viet Nam, establishing a safe-space for students, lecturers and staff’s physicality and mentality, the partners from the UK and Viet Nam had run in-person and online training workshops; and had a roundtable policy table with representatives of MOET. This research paper provides the findings from these training workshops and evaluation of the training workshops

Foreword to the International Journal of Coercion, Abuse, & Manipulation Special Edition

Coercion, abuse, and manipulation is understood and defined across a wide array of academic, practice, and geographical boundaries. This malaise has no respect for the borders that society erects and the laws that reflect them. Those who perpetrate such coercion and abuse are also not concerned about the niceties of academic or legal definition and jurisdiction. The articles that comprise this special edition of The International Journal of Coercion, Abuse, and Manipulation (IJCAM), are a sad yet fitting testament to the boundaryless and intersectional world of coercion and its harmful effects that we inhabit. They are also a vivid commentary and analysis on how the legal system is dealing with these abuses and seeking to bring offenders to justice.</jats:p

Psychosocial Needs of Breast Cancer Survivors in the United Arab Emirates (UAE)

Background: Despite the high prevalence of breast cancer, there is limited understanding of the psychosocial needs of cancer survivors in the United Arab Emirates (UAE).Methods: A survey was conducted to assess the psychosocial needs among 205 breast cancer survivors in the UAE and the association of various socio-demographics and clinical characteristics with the psychosocial needs were analysed.Results: The informational needs were the highest (mean - 27.99 ± 11.02) among the study participants compared to other psychosocial needs. Healthcare specialists were the most preferred source of information for all the psychosocial needs. Individualscurrently receiving treatment (p-0.006) and who had longer years of survival (p-0.006) had significantly higher informational concerns. Social and financial concerns were significantly higher in expats (p<0.001), individuals currently receiving treatment (p<0.001) and individuals with longer years of survival (p<0.001).Conclusion: The study shows that there are unmet psychosocial needs among the breast cancer survivors in the UAE and the needs differ based on demographic and clinical characteristics