Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Gender-based violence cannot be overcome without a wide social support for the victims, which is dramatically limited by the violence against those who take an active stand in favor of survivors. The struggle against sexual violence requires simultaneous actions to protect both the direct victims of sexual harassment and the victims of second order sexual harassment -SOSH-. Although the first definition of SOSH comes from 1990 (Dziech & Weiner, 1990) there has been a lack a research on the issue, despite its social and scientific importance. The objective of this article is two-fold: a) to provide a concept of SOSH useful to present developments for science and society, through identifying specific situations of persons and those with whom they work and have suffered SOSH; b) to disclose the main contributions to face these situations through several social aspects on legal, university, citizenship, media and political perspectives. Using a qualitative methodology we conclude by highlighting the need for developing joint actions of the whole society to identify and legislate the SOSH, while empowering survivors and the ones who support them, in an attempt of eradicating gender-based violence.

This study is proposed within the framework of the “Designtrain” project.*  First year architecture students have difficulties to adapt to the new language of architectural discourse because of their individual capabilities and adequacies or because of the departments’ methodology of teaching.  This study, which has been based on ten architecture departments in Turkey, has been formed to reveal these difficulties from the students’ point of view by means of a survey.  This survey consists of interpretative questions that are related to the pre-requisites of vocational education, difficulties in learning, the evaluation of students’ comprehension of basic design principles and various difficulties of educational process.

The purpose of the current study was to investigate teachers’ attitudes towards change, dispositional and change-specific resistance, and their perceptions of change-related information, within the context of the recent system-wide educational change, widely known as “4+4+4 Reform Initiative”, in Turkey.  The researchers conducted a mixed research study comprising a quantitative analysis of teachers’ attitudes towards the change in the Turkish education system and a sequential qualitative analysis of teachers’ attitudes, beliefs and intentions toward the change. The sample of the study consisted of 402 primary and middle schools teachers selected randomly. Research results indicated that teachers resisted to the recent change cognitively, affectively and intentionally, respectively. The highest resistance level was associated with cognitive resistance. Teachers’ perceptions of change-related information were at the “disagree” level. The paper concludes by drawing implications for educational reform initiatives in Turkey. 

The training programs, irrespective of their scopes and time frames, aims to enrich the skills, knowledge level and attitude of participants so that they eventually enhance organizational performance. The training institution investigated in this study did not have a training evaluation policy at its inception. Hence, the aim of this paper is to report on the lecturers’ views on the effectiveness of in-service training at one of the public sector organization in Namibia. The study adopted a quantitative approach and a total of 32 academic staff participated in it. The results indicate that the majority of respondents are of the view that the institution does not conduct training need assessments. They also expressed that the in-service training programs provided by the institution do not empower them to become better teachers. It is thus recommended that the institution provides in-service training programs that specifically improve lecturers’ pedagogical skills in this regard.

This paper analyzes the perception that high school students have about of the teaching of science. It is a longitudinal study is carried on at the University of Valladolid. The inquiry wants to know the reasons because the students choose degrees of experimental sciences or social sciences. This research attempts to analyze the student’s assessments on science in undergraduate education. So then, we can design the tools and skills that we help to improve their training.