No abstract

Intimate partner violence (IPV) is a prevalent and dangerous problem that women worldwide face, which can impact their emotional and physical health. It has been considered the most persistent human right violation in the world. In Jordan, approximately one out of three women has experienced IPV during their marriage. Given the prevalence and danger of IPV and the need to understand risk and protective factors, this study investigated the effect of women's financial empowerment on intimate partner violence for ever-married women in Jordan using data from the 2007 Jordan Population and Family Health Survey (JPFHS). The results of this analysis demonstrated that not having financial empowerment could lead to an increase of probability of experiencing intimate partner violence for non-empowered women in Jordan. The women who participate in financial decision-making regarding either the income they earn, or the income their partners earn, have a decreased probability of ever experiencing any type of IPV. We suggest that policies promoting positive images of women participating in household decision-making processes or educational programs that include interventions for women to learn the positive aspects of empowerment can be successful to aid in decreasing the levels of intimate partner violence in Jordan.

In the increasingly interconnected and interdependent world, social work education requires a more global approach to graduating better-prepared practitioners. Teaching international social work only based on classroom and second-hand experiences do not expose students to the realities, opportunities, and challenges of work in the field. While there are longer-term volunteering or internship-based field immersion programs, shorter-term collaborations mixing in-class and field learning in international social work education are practiced less. Experiential and project-based courses provide students with opportunities to learn from practitioners, while also providing the reciprocal benefit of time, human, and academic resources of their institution to their partner agencies. This model of education provides aspiring practitioners skills in and models of international collaboration, reducing the risks that learning takes place only at the expense of host communities. The key takeaways of this approach from the experience of students in the course Social Work Practice with Displaced Persons are discussed in this paper. The course provides structured instruction and exposes students to experts in the field of humanitarian response through collaborative projects, field visits, and seminars with practitioners. The analysis of the qualitative data from students’ course reflections shed light on several broad themes on the value of experiential project-based education and the impact of field immersion on the development of essential skills necessary for social workers entering the field of humanitarian response and practice with displaced persons. A case for mainstreaming project-based learning in international social work education to better prepare informed, effective, and efficient practitioners and leaders is presented.

ФУНКЦИОНИРОВАНИЕ НЕКОТОРЫХ ТЕРМИНОВ РОДСТВА В ТУРЕЦКОМ ЯЗЫКЕ © Х. В. Султанбаева, М. Ф. Акилова*, Н. Н. а у р г а з и н с к о м Салихова б л а г о в а р с к о м Башкирский государственный а б з е л и л о в с к о м университет у ч а л и н с к о м Россия, Республика о з е р о Башкортостан, л е в ы й 450076 г. Уфа, ул. г о р а Заки б а р а Валиди, 32. Тел./Факс: +7 г о р а (347) 273 82 72.