Honour Suicide and Forced Suicide In The UK

© The Author(s) 2022. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).The article aims to explore the phenomenon of suicide in relation to honour based violence (HBV). Although HBV is explored in depth in relation to honour killing, forced marriage and female genital mutilation, its link and manifestation in the form of suicide has not been discussed in existing literature. This article examines how suicide can manifest itself in honour based patriarchal communities as either honour suicide or forced suicide. Although both forms of suicide are carried out as a result of HBV, there is a crucial difference between them and this needs be identified and distinguished to hold perpetrators accountable before the law. Honour suicide and forced suicide both occur in honour based patriarchal communities and such practices spread around the world via immigration; hence the UK is not immune from this. Due to the complexity of the incidents and vulnerability of the victims, honour suicide and forced suicide are likely to be unreported and unrecognised by the legal system. Therefore, the discussion in this article will look at the national law in England and Wales related to suicide and critically examine whether it can address instances of honour suicide and forced suicide if they occur under its jurisdiction. Accordingly, it will suggest law reforms to address effectively the issue of suicide committed as a result of HBV and abuse.Peer reviewe

Effects on level of their nutrition knowledge of nutrition training given to adult prisoners in Amasya, Turkey

Purpose: The objective of the present study is to determine the impacts on their nutritional knowledge of the nutrition training provided to the adult male prisoners in the Closed Prison.Method and material: Experimental, which is a quantitative research method, has been used in the present study. Data were derived from pretest, posttest and monitoring test questionnaires completed by prisoners. The population for the study consisted of 504 adult male prisoners from the Amasya Type E Closed Prison Institution. 216 adult male prisoners were selected through voluntary selection. The 216 adult male prisoners were randomly divided into four groups, control (54), education (54), brochure (54) and education+brochure (54). Research data were collected with the help of a survey form using the face-to-face interview technique. Thirty-one multiple-choice questions were on the questionnaire. Statistical software was used to analyze change scores for pre-, posttest and monitoring test measures with the independent sample t test and single direction variance analysis (ANOVA) tests.Results: Analyzing the impact of education on nutritional knowledge, it has been found that the average score in the education group in the pretest measurement was 6.22 and the average score in the posttest measurement was 21.34. This difference between the scores was significant (p<0.05).  In the “brochure+education” group, a significant difference was found between the posttest scores and monitoring test scores (p<0.05).Conclusion: The results of the study show that inmate participants could benefit from nutrition education and suggest that further investigations should be performed in a larger study population

Condition of Public Primary Schools in Terms of Emotional Social Support and Parents’ Learning Needs Parallel to This Subject

This research aims to determine the public primary schools’ conditions in terms of emotional social support and parents’ learning needs regarding this subject in the Manavgat County of Antalya City. The universe of this model which was conducted through scanning model was consisted of parents who have children attending to the public primary schools in the Manavgat County. The data was collected from the sampling set that was consisted of 384 parents. In interpretation of the collected data, frequency, percentage and chi-square methods were utilized. It was determined that almost all of the parents were in positive attitude regarding emotional support for their children. However, it was also understood that there were some parents who cannot provide sufficient support which cannot be ignored in number and they were in need in terms of emotional social support. Keywords: Emotional Support , Parental involvement, Student Achievement , Adult Educatio

Breast Ironing in the UK and Domestic Law

As a result of gender-based violence (GBV), women and girls throughout the world have become the subject of violence and harmful practices which drastically interfere with their physical and sexual autonomy. Examples of these practices are female genital mutilation (FGM), forced marriage and breast ironing. Some of this violence is categorised as ‘so called’ honour-based violence (HBV) and also domestic violence (DV). Whether it is classified as HBV or DV, the result remains the same: a gendered violence with victims mostly, and in some cases exclusively, women and girls. In honour based patriarchal communities, HBV is inflicted upon women and girls to control and suppress their sexuality for the sake of familial or communal honour. However, because of internalisation of male supremacy, when inflicting HBV on their daughters, parents think they are doing it for the sake of protecting their offspring.[1] As a result, women and girls become victims of harmful practices. Some of these harmful practices are irreversible. As well as reducing the quality of victims’ lives, they pose a danger to their physical and psychological health.[2] Although female genital mutilation (FGM) is a well-known, harmful, gendered practice, there is also an emerging concern in society with breast ironing. The purpose of breast ironing is again to control both the body and sexuality of a young girl. Since female sexual activities outside marriage are perceived as tarnishing a family\u27s name, honour based patriarchal values play a central role in this particular practice.[3]Breast ironing is currently a largely unknown problem with the public at large as well as with front line public service professionals, including police forces in the UK. It has taken a long time for these abuses, suffered by women and girls at the hands of their own family and community, to be recognised and to be acted upon nationally and internationally [1]M Gorar, Honour Based Crimes and the Law (Routledge 2021) 25–26. [2]CEDAW Joint General Recommendation No 31 of the Committee on the Elimination of Discrimination against Women /General Comment No18 of the Committee on the Right of the Child on harmful practices, CEDAW/C/GC/31-CRC/C/GC/18 (14 November 2014) points 15–19; J A Tchoukou, ‘Introducing the Practice of Breast Ironing as a Human Rights Issue in Cameroon’ (2014) 3(3) Civil and Legal Sciences 4; F Amahazion, ‘Breast ironing: A brief overview of an underreported harmful practice’ (2021) 11: 03055 J Glob. Health 2; A G Williams and F Finlay, ‘Breast ironing: an under-recognised form of gender-based violence’ Adolescent Health, BMJ (2019) 90. [3]J A Tchoukou, ‘Introducing the Practice of Breast Ironing as a Human Rights Issue in Cameroon’ (2014) 3(3) Civil and Legal Sciences 4; L Hussein, co-founder of Daughters of Eve, ‘Why Everyone Should Know about Breast Ironing’, Cosmopolitan Magazine UK (26 September 2015); M Gorar, Honour Based Crimes and the Law (Routledge 2021)

Breast Ironing in the UK and Domestic Law

© 2022 Journal of International Women’s Studies. This is an open access article distributed under the Creative Commons Attribution License, to view a copy of the license, see: https://creativecommons.org/licenses/by/4.0/As a result of gender-based violence (GBV), women and girls throughout the world have become the subject of violence and harmful practices which drastically interfere with their physical and sexual autonomy. Examples of these practices are female genital mutilation (FGM), forced marriage and breast ironing. Some of this violence is categorised as ‘so called’ honour-based violence (HBV) and also domestic violence (DV). Whether it is classified as HBV or DV, the result remains the same: a gendered violence with victims mostly, and in some cases exclusively, women and girls. In honour based patriarchal communities, HBV is inflicted upon women and girls to control and suppress their sexuality for the sake of familial or communal honour. However, because of internalisation of male supremacy, when inflicting HBV on their daughters, parents think they are doing it for the sake of protecting their offspring.[1] As a result, women and girls become victims of harmful practices. Some of these harmful practices are irreversible. As well as reducing the quality of victims’ lives, they pose a danger to their physical and psychological health.[2] Although female genital mutilation (FGM) is a well-known, harmful, gendered practice, there is also an emerging concern in society with breast ironing. The purpose of breast ironing is again to control both the body and sexuality of a young girl. Since female sexual activities outside marriage are perceived as tarnishing a family's name, honour based patriarchal values play a central role in this particular practice.[3]Breast ironing is currently a largely unknown problem with the public at large as well as with front line public service professionals, including police forces in the UK. It has taken a long time for these abuses, suffered by women and girls at the hands of their own family and community, to be recognised and to be acted upon nationally and internationallyPeer reviewe

Superdotación: visiones y percepciones de los educadores

Teachers have the highest responsibility in education. Each student has different learning styles. Teachers need to have sufficient knowledge for student characteristics and organize education environments of students. There are students with different cognitive styles in every class. Gifted students have specific characteristics different from their peers. Teachers are expected to prepare appopriate learning environments and materials for gifted students. This study was aimed at determining the perceptions and opinions of teachers towards gifted students. Stratified sampling method was determined and 490 teachers constituted the sample of the study. Data of the research were collected with “Perceptions scale towards gifted students” and “Point of view scale towards the gifted”. The results showed that teachers have positive perceptions and positive opinions regarding gifted students. The findings revealed that there was a positive and significant relationship among teachers’ perceptions and opinions about gifted students.Los profesores tienen la mayor responsabilidad en la educación. Cada alumno tiene diferentes estilos de aprendizaje. Los maestros deben tener conocimientos suficientes sobre las características de los estudiantes y organizar los entornos educativos de los estudiantes. Hay estudiantes con diferentes estilos cognitivos en cada clase. Los estudiantes dotados tienen características específicas diferentes de sus compañeros. Se espera que los maestros preparen ambientes de aprendizaje apropiados y materiales para estudiantes dotados. Este estudio tuvo como objetivo determinar las percepciones y opiniones de los maestros hacia los estudiantes dotados. Se determinó el método de muestreo estratificado y 490 docentes constituyeron la muestra del estudio. Los datos de la investigación se recopilaron con “Escala de percepciones hacia estudiantes superdotados” y “Escala de punto de vista hacia los dotados”. Los resultados mostraron que los maestros tienen percepciones positivas y opiniones positivas con respecto a los estudiantes dotados. Los hallazgos revelaron que había una relación positiva y significativa entre las percepciones y opiniones de los maestros sobre los estudiantes dotados

Rough convergence in 2-normed spaces

In this work, we introduced the notions of rough convergence, rough Cauchy sequence and the set of rough limit points of a sequence and obtained rough convergence criteria associated with this set in 2-normed space. Later, we proved that this set is closed and convex. Finally, we examined the relations between rough convergence and rough Cauchy sequence in 2-normed space

On I-convergence of sequences of functions in 2 normed spaces

In this paper, we study concepts of convergence and ideal convergence of sequence of functions and investigate relationships between them and some properties such as linearity in 2-normed spaces. Also, we prove a decomposition theorem for ideal convergent sequences of functions in 2-normed spaces

On I-convergence of sequences of functions in 2-normed spaces

In this paper, we study concepts of convergence and ideal convergence of sequence of functions and investigate relationships between them and some properties such as linearity in 2-normed spaces. Also, we prove a decomposition theorem for ideal convergent sequences of functions in 2-normed spaces