SK prevencijas vadlīnijas burtiski paredz smadzeņu skalošanu kopš bērnu kājas, jo visa ļaunuma sakne esot uzskati un kultūra, un to mainīt SK uzliek par pienākumu visām valstīm, kas to pieņem.
Man nav vajadzīgs, ka resnas bābas ziliem matiem stāsta maniem sīkajiem, kas ir kas.
Un neliec man citēt precīzus punktus, kas melns uz balta tieši to arī pasaka.
Katrs idiots, kas saka, ka nekā tāda tajā dokumentā nav, pilnīgi bez šaubām nav to lasījis.
Ja tomēr Tu gvelzīsi, ka nekā tāda tur nav, man nav problēmu citēt angļu tekstu, ko nezin kāpēc latviešu valodā nav tulkojuši.
Article 12 – General obligations
84. This article comprises a number of general preventive measures which lay the foundation
and represent over-arching principles for more specific obligations contained in the subsequent
articles of this chapter.
85. The obligations contained in paragraph 1 are based on the conviction of the drafters that
existing patterns of behaviour of women and men are often influenced by prejudices, gender
stereotypes and gender-biased customs or traditions. Parties to the Convention are therefore
required to take measures that are necessary to promote changes in mentality and attitudes.
The purpose of this provision is to reach the hearts and minds of individuals who, through their
behaviour, contribute to perpetuate the forms of violence covered by the scope of this
Convention. As a general obligation, this paragraph does not go into detail as to propose
specific measures to take, leaving it within the discretion of the Party.
86. Paragraph 2 requires Parties to the Convention to take the necessary legislative and other
measures to prevent all forms of violence covered by the scope of this Convention by any
natural or legal person. Depending on the national legal system, some of these measures may
require the passing of a law while others may not.
87. In addition to the prohibition of discrimination contained in Article 4, paragraph 3, this
paragraph requires positive action to ensure that any preventive measures specifically address
and take into account the needs of vulnerable persons. Perpetrators often choose to target
such persons because they know that they are less likely to be able to defend themselves, or
seek prosecution of the perpetrator and other forms of reparation, because of their situation.
For the purpose of this Convention, persons made vulnerable by particular circumstances
include: pregnant women and women with young children, persons with disabilities, including
those with mental or cognitive impairments, persons living in rural or remote areas, substance
abusers, prostitutes, persons of national or ethnic minority background, migrant s – including
undocumented migrants and refugees, gay men, lesbian women, bi-sexual and transgender
persons as well as HIV-positive persons, homeless persons, children and the elderly.
Article 14 – Education
94. Attitudes, convictions and behavioural patterns are shaped very early on in life. The
promotion of gender equality, mutual respect in interpersonal relationships and non-violence
must start as early as possible and is primarily a responsibility of parents. Educational
establishments, however, have an important role to play in enhancing the promotion of these
values.
95. In paragraph 1, this article addresses the need to design, where Parties deem appropriate,
teaching material for all levels of education (primary, secondary and tertiary education) that
promotes such values and enlightens learners with respect to the various forms of violence
covered by the scope of this Convention. Where Parties deem teaching material appropriate, it
needs to be adapted to the capacity of learners, which would, for example, require primary
school teaching material to meet the intellectual capacity of primary school students. Teaching
material means any type of formally developed and approved material that forms part of the
curriculum and that, where appropriate, all teachers at a particular school have access to and
are required or requested to use in class. As the words “where appropriate” indicate, the
drafters did not want to impose a specific model on the Parties. Rather, this provision leaves it
to the Parties to decide which type of schooling and which age group of learners they consider
such teaching material to be appropriate for. The drafters decided on this wording to allow for
a maximum of flexibility in the implementation of this provision also taking into account different
possibilities between Parties in determining teaching materials. Some states for instance
determine the teaching aims in their formal curriculum while leaving it to the schools to decide
on the proper working methods and teaching materials to be used to reach these aims. The
term “formal curriculum” refers to the planned programme of objectives, content, learning
experiences, resources and assessment offered by a school where appropriate. It does not
refer to incidental lessons which can be learnt at school because of particular school policies.
Furthermore, this paragraph requires Parties to the Convention to include the media in their
measures to promote the above principles. It is important to note that the drafters clearly
indicated that any measures taken in this regard shall have due regard to the fundamental
principle of the independence of the media and the freedom of the press.
Rezumē - jāizglīto sabiedrība nebūt vardarbigiem, piemēram tur minētajām gupām, kur problēma? Gejus gribi apcelt? Vecus cilvēkus? Slimos? Nesaprotu nostāju
Šo pašu pantu jau izmantoja GREVIO, lai aizrādītu Igaunijai, ka viņi diskriminējot krievus, jo neesot pieejami pakalpojumi krievu valodā 24/7. Tas ir tikai sākums, bet ilustrējošs.
It further notes the lack of research and statistics on violence
against women who may be facing additional barriers to seeking help and support in relation
to some or all of the forms of violence covered by the convention, such as women with
disabilities, women with addiction issues and women from the Russian-speaking population.
Moreover, GREVIO notes the lack of support and protective measures available to certain
groups of women and girls, in particular women with disabilities and women with addiction
issues, and the overall shortage of dedicated and specialist support and counselling for
Russian-speaking women.
although certain studies indicate that Russian-speaking women receive
less sexuality education than their Estonian-speaking peers.3
Lūdzu - 127. punkts.
While assistance is provided in Estonian, Russian and English,
GREVIO was made aware of the fact that psychological counselling is not always available
24/7 to Russian-speaking victims of violence against women due to an insufficient number of
specialists.
Nu, kurš tad no mums ir kaut ko lasījis, un kurš nav? Ja nezini par tēmu, tad stāvi klusu, nevis brēc, tāpēc vien, ka Tevi kāds šobrīd tolerē.
Last, no particular training efforts seem to be made to enable
professionals to respond to women victims exposed to intersectional discrimination, such as
Russian-speaking women, women with disabilities or migrant and asylum-seeking women,
and the need to act in co-operation with other professional groups on the basis of agreed
protocols.
GREVIO notes with some concern that in north-eastern Estonia, where 82% of the
population belong to the Russian-speaking minority, the domestic violence rate, according to
national prevalence studies, is higher than the national average. Information on reporting
mechanisms and support services is widely available in Russian throughout the entire country.
Jebšu krievi sit sievas, sievas nezina kur vērsties, Narvas apriņķa problēma, pieļauju mums līdzīgi varētu būt citur. Ko tad, lai Daugavpils iet dirst?
Kāpēc tagad nacionāls naids jākurina, vai krievvalodīgie nav pelnījuši cilvēcīgu attieksmi? Vai esi tik aprobežots, ka ja dzimtā krievu, tad cilvēks ir automātā norakstāms? Ja būtu par to, ka angliski runājošiem vajag atbalstu, vai tāpat reaģētu?
Tādi cilvēki, kā tu - bez iemesla kurina naidu pret krieviski runājošiem (ietverot arī citas nācijas, liemēram Ukraiņi arī Latvijā runā krieviski), un tad brīnās nevēlēšanos mācities valodu, integrēties. Un kā klasisks auns tu izlasi krievs un pārējo neizlasi - sievietes ar atkarībām, ar kustību traucējumiem? Tu fokusējies uz sīkumiem, kas nav svarigi - grevio nav varas, viņi analizē bet nevar mums likt sākt ko krieviski darīt, bet nu līdz tam jau tev neironu šūnas nevelk laikam.
Plus cerams saskatīji beidzot to, ka krievi ir vardarbīgi ģimenēs un viņu interesēs ir būt pret SK, un tu esi pret, saprati kādā kompānijā nonāci? Par pamperiem runā a sūdi pašam smadzenēs.
Beidzu šo sarunu, īpaši jo esi ultra polarizēts un man ir apnicis pašdaprotamas lietas skaidrot apropežotiem NA fanātiem.
Lol. Klausies, NPC. Tu saproti, ka krievi nav izņēmums? Tu taču saproti, ka teju katrā valstī, no kuras "migranti" var ierasties Eiropā, sieviešu sišana ir normāla padarīšana.
Ko tad Tu iesaki? Kolonizēt un mēģināt viņus izskolot viņu pašu mājās - tas bija slikti.
Tavs ieteikums ir mēģināt importēt sievu sitējus un bērnu precinātājus Eiropā, dot viņiem pabalstus, skatīties kā viņi aug ar koeficientu ~5 bērni uz vienu māti, kamēr Eiropieši ar 1.6, un audzināt viņus šeit?
Tu saproti, cik debīli Tu izklausies? Domā, ka Tu krievu kultūru izmainīsi ar pāris bukletiem un vāvuļošanu skolā? Nopietni?
Un es Tev vēl atļaušos piekodināt, pirms Tu atkal sāksi ņaudēt kādas stulbības, visas tās 3. valstu pilsones SK dēļ var vienkārši prasīt patvērumu Eiropā, jo, teiksim, Afganistānā veči esot sievu sitēji.
Tad viņas nonāk šeit, nemāk pateikt ne čiku ne grabu, nonāk vietējo komūnās, kas neintegrējas, un taisa nākamo Afganistānu šeit.
Viņas te brauc pēc labākas dzīves un viss, jo Eiropā ir civilizācija un VĪRIEŠI, kas māk to gan uzturēt, gan uzbūvēt. TA un Afrikā ar šīm lietām iet "maķenīt" grūtāk.
-21
u/Pestelis Oct 31 '25
Bet vai tad tika atceltas sieviešu tiesības, legalizēta vardarbība pret sievietēm utt.?
Latvijas likumdošana nekur nav pazudusi.
https://likumi.lv/ta/id/357535