Factors Associated With Women’s Reporting of Intimate Partner Violence in Spain

In Spain, in 2013, the 20% of women who were murdered by their partner had reported him previously. We analyze the 2011 Spanish-Macrosurvey on Gender Violence to identify and analyze the prevalence of and the principal factors associated with reporting a situation of intimate partner violence (IPV) and the main reasons women cite for not filing such reports, or for subsequently deciding to withdraw their complaint. Overall, 72.8% of women exposed to IPV did not report their aggressor. The most frequent reasons for not reporting were not giving importance to the situation (33.9%), and fear and lack of trust in the reporting process (21.3%). The main reasons for withdrawing the complaint were cessation of the violence (20.0%), and fear and threats (18.2%). The probability of reporting increased among women with young children who were abused, prevalence ratio (95% confidence interval [CI]): 2.14 [1.54, 2.98], and those whose mother was abused, prevalence ratio (95% CI): 2.25 [1.42, 3.57]. Always focusing on the need to protect women who report abuse, it is necessary to promote the availability of and access to legal resources especially among women who use them less: women who do not have children and women who do not have previous family exposure to violence.

Health-Sector Responses to Intimate Partner Violence Fitting the Response Into the Biomedical Health System or Adapting the System to Meet the Response?

This study aims to analyze how middle-level health systems’ managers understand the integration of a health care response to intimate partner violence (IPV) within the Spanish health system. Data were obtained through 26 individual interviews with professionals in charge of coordinating the health care response to IPV within the 17 regional health systems in Spain. The transcripts were analyzed following grounded theory in accordance with the constructivist approach described by Charmaz. Three categories emerged, showing the efforts and challenges to integrate a health care response to IPV within the Spanish health system: “IPV is a complex issue that generates activism and/or resistance,” “The mandate to integrate a health sector response to IPV: a priority not always prioritized,” and “The Spanish health system: respectful with professionals’ autonomy and firmly biomedical.” The core category, “Developing diverse responses to IPV integration,” crosscut the three categories and encompassed the range of different responses that emerge when a strong mandate to integrate a health care response to IPV is enacted. Such responses ranged from refraining to deal with the issue to offering a women-centered response. Attempting to integrate a response to nonbiomedical health problems as IPV into health systems that remain strongly biomedicalized is challenging and strongly dependent both on the motivation of professionals and on organizational factors. Implementing and sustaining changes in the structure and culture of the health care system are needed if a health care response to IPV that fulfills the World Health Organization guidelines is to be ensured.

La relation entre le climat scolaire, le contexte scolaire et l'adoption des différents rôles lors d’une situation de violence scolaire

Le sujet de la présente étude est la violence scolaire, phénomène complexe et polysémique qui préoccupe légitimement le monde de l’éducation depuis plus de trente ans. À partir des analyses factorielles exploratoires, analyses de variance factorielle et finalement analyses multivariées de covariance, cette recherche vise plus précisément à dégager la relation entre le climat scolaire, le contexte scolaire et les différents rôles adoptés par les élèves du niveau secondaire lors d’une situation de violence scolaire. Les données de la présente étude ont été collectées par Michel Janosz et son équipe pendant l’année 2010, dans quatre établissements éducatifs provenant d’une commission scolaire de la grande région de Montréal. L’échantillon de départ est composé de 1750 élèves qui fréquentent des classes ordinaires et spéciales du premier et deuxième cycle du secondaire âgés entre 10 et 18 ans. Pour fins d’analyse, deux petites écoles ainsi que les classes spéciales ont été retirées. Il demeure donc 1551 élèves dans l’échantillon initial analysé. Les résultats des analyses permettent de constater d’une part, la relation significative existante entre les dimensions du climat scolaire et l’adoption des différents rôles lors d’une situation de violence scolaire, les climats d’appartenance et de sécurité étant les plus importants, et d’autre part d’observer des différences dans les perceptions que les élèves ont de la violence scolaire selon le niveau et selon l’école.

Skill formation in Britain and Germany: Recent developments in the context of traditional differences. CES Germany & Europe Working Papers, No.06.1, 2006

This paper proposes a comparison of skill formation in Germany and Britain over the last decades. Taking historical trends into account, the two cases can be regarded as representing different types of skill production regimes. Institu-tional features include a relatively low degree of standardization of training and a larger amount of on-the-job training in Britain. In Germany, post-compulsory training has been conducted predominantly within the dual system of vocational training, underlining the vocational specificity of a large part of the labor market. As a consequence, international differences in individual skill investments, transitions from school to work and other life-course patterns can be observed. At least in Britain, however, the situation seems to have changed considerably during the 1990s. The paper argues that the divergence in more recent developments can still be understood as an expression of historical path-dependency given the traditional connections between the post-compulsory training system and the broader societal context in which it is embedded. These concern, in particular, links with the system of general and academic education as the basis for – and also a possible competitor with – vocational training; links with the labor market as they are indicated by specific skill requirements and returns to qualifications; and, links with the order of social stratification in the form of the selective acquisition and the social consequences of these qualifications. The links manifest themselves as typical individual-level consequences and decisions. Founded on the basis of these distinctions, the aim of this paper is to investigate the preceding conditions for recent developments in the qualification systems of Britain and Germany, which have adapted to specific challenges during the last decades.

La relation entre le climat scolaire, le contexte scolaire et l'adoption des différents rôles lors d’une situation de violence scolaire

Le sujet de la présente étude est la violence scolaire, phénomène complexe et polysémique qui préoccupe légitimement le monde de l’éducation depuis plus de trente ans. À partir des analyses factorielles exploratoires, analyses de variance factorielle et finalement analyses multivariées de covariance, cette recherche vise plus précisément à dégager la relation entre le climat scolaire, le contexte scolaire et les différents rôles adoptés par les élèves du niveau secondaire lors d’une situation de violence scolaire. Les données de la présente étude ont été collectées par Michel Janosz et son équipe pendant l’année 2010, dans quatre établissements éducatifs provenant d’une commission scolaire de la grande région de Montréal. L’échantillon de départ est composé de 1750 élèves qui fréquentent des classes ordinaires et spéciales du premier et deuxième cycle du secondaire âgés entre 10 et 18 ans. Pour fins d’analyse, deux petites écoles ainsi que les classes spéciales ont été retirées. Il demeure donc 1551 élèves dans l’échantillon initial analysé. Les résultats des analyses permettent de constater d’une part, la relation significative existante entre les dimensions du climat scolaire et l’adoption des différents rôles lors d’une situation de violence scolaire, les climats d’appartenance et de sécurité étant les plus importants, et d’autre part d’observer des différences dans les perceptions que les élèves ont de la violence scolaire selon le niveau et selon l’école.

School feeding programs in developing countries : an analysis of actual and potential impact /

"PN-AAL-060"--Cover.

Plenary papers of the 1999 Conference on Criminal Justice Research and Evaluation--enhancing policy and practice through research.

"Sept. 2000" (v. 3).

Guide to using School COP to address student discipline and crime problems /

"This guide is a companion to the School COP software package and user manual"--P. 3.

1982 census of governments.

"GC82(1)-(7)".

Report of the survey of the public school system of Baltimore, Md.,

Mode of access: Internet.

Evaluation of a secondary school library.

"Special report to executive office of Cooperative study of secondary school standards" (form) laid in.

Ohio school laws in force May 15, 1912, based on the general code of Ohio as amended to date. Blank forms and directions to serve as a guide for school officers and teachers.

Mode of access: Internet.

Report on the school plant survey and the school building program for City of Reading, Berks county, Pennsylvania ...

Mode of access: Internet.

Directory, school officials and teachers, State of Maryland.

Mode of access: Internet.

1977 census of governments.

v. 1. no. 1. Governmental organization. no. 2. Popularly elected officials -- v. 2. Taxable property values and assessment/sales price ratios -- v. 3. no. 1. Employment of major local governments. no. 2. Compendium of public employment. no. 3. Labor management relations in state and local governments -- v. 4. no. 1 Finances of school districts. no. 2 Finances of special districts. no. 3. Finances of county governments. no. 4. Finances of municipalities and township governments. no. 5. Compendium of government finances -- v. 5. Local government in metropolitan areas -- v. 6. no. 1. Employee retirement systems of state and local governments. no. 3. State payments to local governments. no. 4. Historical statistics on governmental finances and employment. no. 5. Graphic summary of the 1977 census of governments. no. 6. Regional organizations -- v. 7. Guide to 1977 census of governments.