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Using an intersectional lens, this study analyses data from a nationally representative sample in Iceland, examining violence among marginalized groups of different social locations. The results highlight the precarious position of disabled women and show a significant increase of risk of violence with each marginalized social location women inhabit. Results illustrate how precarity and exposure increases for multiply marginalized women, demonstrating the importance of considering the social dimensions of violence. The article argues for the importance of advancing critical dialogue and research on violence, using an intersectional frame and including factors such as disability, gender, sexual orientation, and financial strain. [ABSTRACT FROM AUTHOR]

This article examines evidence of academic skill development and transfer related to the taking of a first year Inquiry-based seminar course designed to enhance a range of self-directed learning skills and their transferability to other learning contexts. The study compares a sample of academic work from two groups of Social Sciences students, one comprised of students who had taken the Inquiry course and the other who had not. The student work consists of (1) papers submitted by participants who were asked for the best paper they had written at university; and (2) descriptive narratives provided by participants of the steps they took in researching and writing that paper. Qualitative and quantitative analysis by multiple raters using a blinded protocol was conducted. The results show both meaningfully higher paper and skill assessments for students who had taken the inquiry seminar and evidence of transfer of skills and strategy to other learning contexts, supporting the hypothesis that transfer of core skills occurs under particular learning conditions that can be fostered through course design and enhanced through specific pedagogical objectives.

This paper examines whether a single first-year inquiry-based seminar can have a lasting impact on students' academic skills. Fifty-four Inquiry students and 71 comparable students participated in three performance tests: a research skills exercise; an evaluation of oral presentation ability; and a test of critical reasoning and teamwork skills. In addition, participants completed a questionnaire focusing on learning approaches and experiences. The study demonstrates the feasibility of measuring long-term effects of relatively small educational interventions. Findings indicate that although universities may not be developing the skills they assume, a single first-year inquiry seminar can have far reaching effects on academic skill development and these skills are typically lasting.

Background: The aim was to investigate the role of measured intellectual function in framing parents as 'unfit' in child custody deprivation cases. Method: Grounded theory was used to analyse a national sample of custody deprivation cases in Iceland 2002-2014. Results: The terminology used to evaluate and describe the intellectual and developmental status of parents in child deprivation custody cases served as a device to define and shape the 'unfit parent'. Intellect itself, whether as low, average or even above average at times acts as a master narrative which informs and explains all manner of perceived parental deficiencies. Conclusion: The intellectual and developmental status served as a yardstick of identifying, understanding and interpreting the unfit parent. As a tool to achieve an end, parents were framed in language and culture using underlying belief set to make sense of events and issues.

In the years following the transfer of sovereignty from British to Chinese rule, the Hong Kong Special Administrative Region has consistently tried to maintain a reputation as a jurisdiction that enjoys an independent judiciary and the rule of law. However, over the past decade, a series of events in particular areas have challenged this perception. The status of refugees and how they are treated represents one such area. The status of asylum seekers has always been a matter of concern as Hong Kong has never been a signatory to the 1951 United Nations Convention Relating to the Status of Refugees. Additionally, recent court decisions regarding the question of non-refoulement and the absence of a government screening process for refugees make it increasingly difficult for observers to accept Hong Kong as a forward-looking, world-class city.This article examines recent decisions that deal with Hong Kong's obligations under international law regarding avoiding the ejection of refugees to jurisdictions where they will likely face persecution or torture. In particular, this article focuses on C. and Others v. Director of Immigration, in which Hong Kong's Court of First Instance considered whether an obligation of non-refoulement exists, and whether Hong Kong's government has a duty to provide a screening process to determine the status of all refugee claimants. Also explored is an earlier decision by Hong Kong's Court of Final Appeal, Secretary for Security v. Prabakar, in which a screening procedure for torture claimants was established.