Causes of Human Trafficking

Causes of Human Trafficking An examination of the issues and challenges of trafficking bring us face to face with the stark reality of the situation. Hordes of women and children are victims of grave human rights violation having been trafficked by vested interests using lure, deceit, compulsion, threat and coercion before being pushed into the gory world of CSE or other forms of bondage. They are subjected to physical and mental trauma, economic deprivation and violations of their dignity. The post trafficking scenario finds the victim at the end of the tunnel with almost no hope of survival. Vulnerability situations and gender discrimination have been facilitating and perpetuating trafficking. A few alarming trends that have emerged in recent years are sexual exploitation through sex tourism, paedophilia, prostitution in pilgrim towns and other tourist destinations and cross-border trafficking. Trafficking of women and children is definitely not a localised issue. There may be a few instances of trafficking within the community but it is largely a borderless crime transgressing the boundaries of police stations, districts, states, countries and regions. Over the years various countries in the South Asian region have emerged as sources, destinations and/or transit points. More so India has emerged as a source, destination and transit for trafficking for varied purposes such as for commercial sexual exploitation and labour. While intra-country trafficking forms the bulk of the trafficked victims, cross-border trafficking also takes place, especially from Nepal and Bangladesh. Women and children are also trafficked to the Middle Eastern countries and other parts of the world for purposes of cheap labour and commercial sexual exploitation. Trafficking though not reported from many places happens everywhere. The situation is worse in underdeveloped regions. Here come into play the push and pull factors of trafficking and its interplay with the forces of demand and supply. For instance trafficking of women and children from the North-Eastern states of India and bordering countries, in both directions, is a serious issue. The long drawn extremist activities as well as the ethnic clashes and conflicts between several groups in this region have made women and children in the entire region highly vulnerable. Lack of infrastructural development and livelihood options have exacerbated the situation  [1]  . Since trafficking in this area cuts across different states and countries, it needs to be studied in detail and dealt with appropriately by the agencies of the Government of India, along with the state governments and appropriate NGOs working in this field. While the pull factors appear to be the dominant cause of trafficking, the push factors not only contribute to but exacerbate the situation. It is the economically backward and socially discriminated and deprived sections of society, who are the most vulnerable. Even among them the girl child is the worst hit as she is regarded as a liability. The gender discrimination prevalent in the social milieu and different forms of violence against women like infanticide, female foeticide adds to the vulnerability. This is further accentuated during periods of acute economic distress like drought, flood, food shortage, etc. The debt crisis due to economic deprivation as well as the collapse of social security systems has spurred migration, which has also eventually contributed to trafficking. That trafficking is a low-risk and high-profit venture is not doubted. A well established trafficker with many links may easily have an extremely profitable and safe business of trading in women and children, with an income running into several lakhs a year  [2]  . In comparison the earnings of the trafficked persons are a pittance. There appears to be no instance where illegal wealth amassed by the trafficker has been forfeited. Action on this front by all the governments is essential as a deterrent also since it is a source of black money in the economy. While exploring the links between migration and trafficking, it emerged that restrictions on womens migration, coupled with lack of protective measures increases their vulnerability to trafficking. Therefore, migration has to be understood and addressed from a developmental perspective; if trafficking is to be prevented. There is a strong linkage between migration with gender, development and good governance. A holistic approach, addressing all these dimensions, is called for. Safe migration, prevention of trafficking and containment of HIV/AIDS are central to the development the south Asian region. These are parameters having a direct bearing on public safety and, therefore, on national security. Anti trafficking strategies need to recognise peoples rights to move with informed choice. With the surge in tourism in several countries of South Asia, sex tourism and related trafficking has also gone up. The governments of many developing countries with a view to encouraging tourism and consequent economic development turn a blind eye to these problems. Undoubtedly, economic development cannot be at the cost of exploitation and trafficking. On the whole there is hardly any awareness or any conscious effort to address the issues concerned. The rehabilitative scenario presents a very dismal picture. More often than not, the efforts are disjointed and ad-hoc. There are no institutionalised mechanisms in most of the countries and states of India. The counselling and vocational training imparted in the rehabilitation homes are usually dictated by the availability of facilities and resources and not by the best interests of the victims. The needs of the rescued person need to be considered in a comprehensive manner. Along with psycho-social intervention, medical care, vocational training etc also have to be taken into account. Livelihood options have to be provided to the victims. Micro-credit and such other facilities need to be extended. Once rehabilitated a follow up mechanism needs to be in place to see that there is no retrafficking. There is a need to provide them access and awareness to such facilities through help lines, help kiosks, public awareness campaigns, etc. Trafficking of women and children has to be addressed in the specific context of the push factors in the concerned community. Since the exploiters take advantage of the helplessness of poor rural families, preventive action must necessarily involve empowering the powerless, especially in rural areas. Concerted efforts by the government, in cooperation with credible NGOs and PRIs can be helpful in achieving this. Thus an integrated approach involving the three components of à ¯Ã¢â€š ¬Ã‚  prevention, protection and prosecutionà ¯Ã‚ £Ã‚ §Ãƒ ¯Ã¢â€š ¬Ã‚  in effectively addressing trafficking is needed. Since trafficking is an organised crime, involving a multiplicity of actors linked together in a chain, professional methods of dealing with them are called for. Certainty and stringency of punishment of the exploiters, without any delay whatsoever, is the essential requirement for preventing trafficking. Simultaneously, the victims need to be rescued and rehabilitated in a sustainable manner. As lack of priority, time and sensitivity as well as ignorance of the issues concerned are commonly seen as the factors responsible for the present day dismal picture in enforcement, an effective networking of the law enforcement agencies with NGOs can make adequate dent in the given situation. The response scenario with respect to trans-border trafficking is fraught with innumerable challenges and problems. The nationality of the trafficked person often becomes a serious issue. Another issue with respect to trans-border trafficking is that of the procedures of repatriation. In fact, many rescued victims are confined to rescue homes for more than a decade despite the fact that they had to suffer exploitation in brothels for only a few months. The post-rescue non-rehabilitative scenario is not only traumatic but also violative of human rights. The problems are aggravated because the host country usually refuses to acknowledge the nationality of the person. In many instances, the victims are unable to recollect the details of their parentage and original village, causing difficulties in verification and authentication. Appropriate governmental systems are yet to take shape and become functional. This is an area that needs immediate attention. There is limited bilateral and re gional cooperation espically in relation to law enforcement, border interdiction, victim repatriation and prevention. There is a deficiency in collection, analysis and dissemination of trafficking data and information sharing. Trans-border bilateral arrangements are immediately called for to address these issues. It is high time that the concerned government agencies took initiative in this regard. For South Asia regional criminal justice cooperation is particularly important as much of the cross border trafficking that takes place is intra regional and currently there is no formal regional police arrangement (SAARCPOL) to combat such transnational crimes. The situation in the country presents a picture of lack of cohesion and coordination. Whether it is intra-state trafficking, inter-state trafficking or trans-border trafficking, the agencies involved in rescue do not seem to have any coordination with the agencies concerned with rehabilitation. The issue of missing women and children has been seen in isolation and was never seen in correlation with trafficking. There is no common platform linking up prevention strategies between source and destination areas. The absence of a national coordinating/monitoring agency has been a serious impediment in justice delivery and protection of human rights. Therefore, in order to ensure the best interests of the victims, to bring about effective coordination at the national level and to coordinate preventive strategies, programmes and polices, there is also a need for a national nodal agency to combat trafficking. The number of non-governmental organisations working in the field has increased enormously during the last few years. However, the vast majority of them are located in urban centres and very few have grassroots connections. There is a dire need for genuine and concerned NGOs to work on anti-trafficking in the rural areas, especially in the source and transit areas. Their synergy with the PRIs, can yield good dividends. Moreover the NGOs are mostly working on rescue and post-rescue activities, including protection and prosecution. There are very few NGOs which are focussed on prevention of trafficking. This area also craves for attention by the civil society. Trafficking of women and children is the ultimate violation of human rights, but on the other hand, the response of the government and non-governmental sector is more or less ad hoc and individual-oriented, and seldom institutionalised. The extent and depth of exploitation of the trafficked victims have never been fathomed by the agencies concerned and, therefore, the response scenario has been dismal. The study also shows that post-rescue programmes lack the essence of empowerment. The welfare approach, which is commonplace, has to be replaced by a rights-based approach, where the survivors, the victims as well as prospective victims (the vulnerable ones) should be involved not only in developing strategies but also in implementing them. A participatory and holistic approach can be in the best interests of the victim, survivor and all concerned. As is seen poverty and illiteracy are the main elements constituting the substratum for trafficking. Herein operates the demand factor. This demand is fuelled by several other factors like the impunity with which the traffickers can operate, thanks to the distortions in law enforcement. The low risk enjoyed by the exploiters, coupled with the high profit in this world of crass commercialisation, ensures perpetuation of trafficking. Whereas the traffickers have no restriction on court jurisdictions or the boundaries between police stations, districts, states, and even nations in carrying out their trade, the enforcement agencies are bogged down by restrictions and limitations of all sorts, which are effectively capitalised by the traffickers. The response by the government agencies and even civil society has established that they have been able to address only the tip of the iceberg. The trends and dimensions of the problem of trafficking has exposed how it is the ultimate human right s violation and how holistic developmental issues are deeply linked to it and which needed to be addressed for successfully combating the menace.

Education †Africa Essay

Introduction In this essay I will discuss all the situational factors that formed the basis of the reforms during the era of education reform from 1976-1994 in South Africa. The essay will critically discuss factors in detail regarding pre 1994 education. I will then give a conclusion on all the factors that influenced the educational reforms. The Soweto uprising in 1979 In 1979 there was a huge riot against the education act. The riot was about creating equal learning opportunities for everybody, black and coloured people rioted in the streets of Johannesburg because they were tired of being oppressed. While this was going on teachers lost the will to teach and learners lost the will to learn. Erosion of the culture of learning and teaching (C. O. L. T) Schools were closed, destroyed and sometimes even burnt down because of the inequalities of learning during this era. This made it very hard for students of â€Å"colour† to learn. Thus putting education for people of â€Å"colour† in a deep crisis. Students were upset with three major issues: the standard of education, the quality of teaching and finally the poor state of school buildings and equipment. These three issues made students not want to attend school and was a main cause to the Soweto uprising in 1976. The De Lange commission The De Lange commission was introduced in order to create a better education system, for example creating equal education opportunities for everybody. These were some of their suggestions: education must improve quality of life, must promote economic growth and education should be equal and available to every student regardless of their colour. The De Lange commission was considered by the HSRC and eleven points from the commission were put into place. The 1994 democratic elections In 1994 the first democratic elections took place, this is the first time that everybody was seen as equal, with equal rights and learning opportunities. People were also given the freedom to pick which languages they wanted to learn in, as well as have a choice on subjects they learnt. People were also given freedom of choice in other areas not only education and some of these choices are: freedom to vote, freedom to live where they want, freedom to marry between races and International sanctions, against South Africa, in sport and economics were lifted. Differences in schooling between the four different race groups Along almost any dimension of comparison, there have been, and are glaring inequalities between the four schooling systems in South Africa. This applies to teacher qualifications, teacher-pupil ratios, per capita funding, buildings, equipment, facilities, books, stationery and also to ‘results’ measured in terms of the proportions and levels of certificates awarded. Along these dimensions, â€Å"White’ schools are far better off than any of the others, and ‘Indian’ and ‘Coloured’ schools are better off than those for ‘Africans’. Schooling is compulsory for ‘Whites’, ‘Indians’ and ‘Coloureds’ but not for ‘Africans’. Which created unequal opportunities when it came to job opportunities. Curriculum during the apartheid era Curriculum development in South African education during the period of apartheid was controlled tightly from the centre. While theoretically, at least, each separate department had its own curriculum development and protocols, in reality curriculum formation in South Africa was dominated by committees attached to the white House of Assembly. So prescriptive was this system, controlled on the one hand by a network of inspectors and subject advisors and on the other hand by several generations of poorly qualified teachers, that had authority, controlled learning, and corporal punishment were the rule. These conditions were exacerbated in the impoverished environments of schools for children of colour. Examination criteria and procedures were instrumental in promoting the political perspectives of those in power and allowed teachers very little latitude to determine standards or to interpret the work of their students. The Bantu education act  The Bantu Education Act (No. 47) of 1953 widened the gaps in educational opportunities for different racial groups. The concept of racial â€Å"purity,† in particular, provided a rationalization for keeping black education inferior. Verwoerd, then minister of native affairs, said black Africans â€Å"should be educated for their opportunities in life,† and that there was no place for them â€Å"above the level of certain forms of labour. † The government also tightened its control over religious high schools by eliminating almost all financial aid, forcing many churches to sell their schools to the government or close them entirely. Christian national education(C. N. E) Christian National Education supported the NP program of apartheid by calling on educators to reinforce cultural diversity and to rely on â€Å"mother-tongue† instruction in the first years of primary school. This philosophy also exposed the idea that a person’s social responsibilities and political opportunities are defined by that person’s ethnic identity. The government also gave strong management control to the school boards, who were elected by the parents in each district. Official attitudes toward African education were paternalistic, based on segregation. Black education was not supposed to drain government resources away from white education. The number of schools for blacks increased during the 1960s, but their curriculum was designed to prepare children for menial jobs. Per-capita government spending on black education slipped to one-tenth of spending on whites in the 1970s. Black schools had inferior facilities, teachers, and textbooks. Conclusion In conclusion to the above essay there were many problems such as; Christian national education(C.N. E), The Bantu education act, Curriculum during the apartheid era, Differences in schooling between the four different race groups, The 1994 democratic elections, The De Lange commission, Erosion of the culture of learning and teaching (C. O. L. T)and The Soweto uprising in 1979. In all these situational factors that formed the basis of the reforms during the era of education reform from 1976-1994 in South Africa, the 1994 democratic elections were put in place so that everyone had equal opportunity at everything; it was the main â€Å"turn around† point after the period of 1976-1994. I have discussed some of them in detail so that you can get a better understanding of the reforms that took place during the period of 1976-1994. Words: 1024 References 1. http://upetd. up. ac. za/thesis/available/etd-05062008-091259/unrestricted/02chapter2a. pdf 2. http://jae. oxfordjournals. org/content/16/5/849. abstract 3. http://newlearningonline. com/new-learning/chapter-5-learning-personalities/apartheid-education/ 4. http://www. nwu. ac. za/sites/default/files/files/p-saeduc/articles/2009articles/Teksversorg_23nov09_ODAV. pdf 5. http://www. mongabay. com/history/south_africa/south_africa-education_under_apartheid. html

Cultural Event: Pan’s Labyrinth

XI LIU Cultural Event Paper: Pan’s Labyrinth I like watching movies, and I want to learn about different cultures from different countries. So I attended the cultural event of 2012 Foreign Film Series at 7:00 pm in October 9th. I was so excited that the Art History Organization gave us a chance to watch a Spanish film called Pan’s Labyrinth. I had heard of it before, but I had never watched it. This film combined the fantasy world and the real world perfectly. That is to say, it is a film of magic realism.I was attracted by the plot of the film, and I was astonished by the director’s conception and the visual effects even though a few scenes were a little bit disgusting and scary. The background of the story was traced to 1944, five years after the end of the Spanish Civil War. Spain was shrouded under the haze of fascist dictatorship. Those who were communist party members and the democratic persons were hunted down and killed savagely by the army. The plot of t he movie develops with resistance against forces of General Francisco Franco, whose leader was Captain Vidal and who ruled Spain as dictator.The protagonist Ofelia entered a magic world with three challenges that Pan gave to her. The film opened with the sound of a faint melody which was accompanied by the sound of Ofelia’s breathing and the frames of blood streaming from Ofelia’s nose while she was lying on the ground. With the background of white words showing on the screen and the voiceover telling us Ofelia’s status of princess in underground realm, the story started. Ofelia, who was twelve years old, took her pregnant mother to the north to rendezvous with her stepfather Vidal, whose real identity was a fascist officer responsible for repression of the local guerrillas.The purpose of Vidal’s living with Ofelia and her mother was his flesh and blood son to be born, and Vidal’s only pleasure was to study all kinds of ways to torture people who w ere caught. After watching her cold stepfather doing evil for fun, her sick mother and witnessing violence, Ofelia, who was surrounded by loneliness and fear, became addicted to fantasy for consolation. She was led to a deserted mill which was the entrance to the labyrinth by an insect elf, and the labyrinth porter who had long horns with goats and transparent eyes was waiting for her arrival.Pan told Ofelia that she was actually a lost princess from the underground kingdom and she had to accept three challenges and complete the tasks in order to go back to her kingdom. The first task was to save an old tree. Because there was a huge toad living in the root of the tree, the tree was on the edge of death. She had to take out a golden key from the toad’s stomach. The second task was to use the golden key to retrieve a dagger. In that room, there was an evil creature sitting at a table with a feast of beautiful foods which she could not eat.She was within an inch of her life aft er giving in to temptation. At the same time, her stepfather began more offensive activities of killing people above ground. Ofelia’s struggling with nightmares blurred the boundaries of reality and fantasy. The third task was to use her half-blooded brother’s pure blood to open the door of underground. Ofelia refused this requirement due to her virtuous heart. She didn’t realize that her stepfather had followed her, and she got shot by him.The scene was back to the initial scene of Ofelia’s streaming blood from her nose lying on the ground at the start of the movie. The ending of the movie can be interpreted in two ways. If it was real, she rejoined the kingdom using her own pure blood and opening the door of entrance. If not, then she ended the movie happy and certain that she was going to a better place, with the dictator powerless to stop her. Pan’s labyrinth is a movie based in a real historical background. It is clear to show us the antiwar a ttitudes with the development of the two main plots.However, it combines the cruel reality and the beautiful fantasy world perfectly to indicate the damages and hurt of the Second World War from the angle of a girl’s point of view. The role of Ofelia represents the whole group of children who were the victims who suffered most at that time. They were eager to live in a world of fairy tale. However, the war destroyed their real dream, leaving despair, hate and agony. One of the director’s obvious artistic characteristics is that he did well in applying contrasts to achieve great artistic effects.He uses the nice fairy tale to contrast the cruel reality and the darkness of humanity. The scene at the end of the movie, which was the same as the beginning, gives me a deep impression of an innocence girl. Thus it clarifies the abhorrence to the war and spiritual sustenance of longing for beauty. The question at issue that Pan’s labyrinth brings to us is whether fantas ies can rescue us from fascism. Around this theme, the director set out two main lines of the plot; one is the reality and the other is the girl’s fantasy world. Three challenges that the girl aced with and the atrocities of Captain Vidal which center on the question at issue reveal that fantasies cannot rescue us from fascism finally. In terms of importance, relevance and sufficiency, a very famous writer Justin Zhang for Slant Magazine stated that this film used a large number of symbolisms of blood to unveiled Pan’s labyrinth god’s mysterious veil (Zhang 24). This movie provides us sufficient and detailed content to reflect the inhumanity of Captain Vidal and the innocence of the little girl. The military executed justice with brutality, violence, cruelty, and no respect for civil rights.The examples of Vidal executing the man that was telling the truth about hunting rabbits, the doctor without any trial, and shooting Ofelia for no real crime, in addition to the brutal interrogation methods, embodies the inhumanity of Vidal. When Ofelia’s mother was in dystocia, he chose to save his baby son’s life but not his wife. These examples are important and relevant to reflect the character of Vidal. The example of Ofelia’s giving up using her half-blooded brother’s pure blood to open the door to the underground kingdom indicates her essence of innocence.All these examples of Vidal and Ofelia are important and relevant to the question at issue and the purpose. Pan’s labyrinth is a movie with deep understanding and implications. At first, it conveys a meaningful anti-war topic. The three tasks that Pan gave to Ofelia were to see if she dared to question when she realized that she was wrong. Eating grapes without resisting temptation in the second task and her refusal of handing over her brother indicates that she was an innocent girl with a rebellious spirit. All the settings of the roles and scenes have their u nique meaning.For instance, the scene of Vidal having his mouth cut open by Mercedes is derived from a tradition of Chelsea Smile. British people will cut the traitors’ or the enemies’ mouth as the shape of smile for punishment. The painting of Saturn Devouring One of his Children which was drawn by Spanish painter Goya, hung on the wall in the room where Ofelia finished her second task, is derived from a legend of Greek Mythology. It’s a painting with dark humor to interpret anti-war means. The design of the name of the leading role Ofelia is from Hamlet, written by Shakespeare. This may imply the tragic destiny of the little girl.In short, it is a film that has deep meaning regarding anti-war believing, rebellious spirit and challenges. Not only does it set out an issue that is worth thinking, but it also eulogizes justice and bravery. All these symbolism and settings reflect on its depth and make it a perfect film. However, Pan’s labyrinth does not exi st. It was made up by the director, but it is based on a real background. It is precise in describing all the characters of the roles in detail. And, also, it describes the violent scene more directly, such as the face with bloody pile of flesh and the scene of Vidal’s sewing his own mouth which was cut open.It has a visual power to make us know the cruelty of the reality. The scenes switch with accuracy and precision so that we do not feel the movie boring and long. It arranges all three challenges which interlace with Captain Vidal’s atrocities within two hours. So, I think that the movie is a success in its precision of characterization and mysterious scenes. In all, I like this movie. It gives me both visual impact and strong emotional shock. It’s a fantasy story based on the real history. The fantasy world gives me an illusion of beauty, but the cruel reality makes me sober enough to rethink profoundly and see the history clearly.This movie arouses peopleâ €™s thinking about whether fantasies can rescue us from fascism. The director used the deep symbolism and settings to make the film more thoughtful and have anti-war meaning in depth. The film also gives me a chance to do some research on the background and analyze the implications that the director made. I wish I could watch more movies like this in the future. Work Cited Zhang, Justin. â€Å"The Esoteric Interpretation of â€Å"Pan’s Labyrinth†. †Ã‚  Slant Magzine. 06 2006: 24. print

Chemical Definition - Chemistry Glossary

There are two definitions of the word chemical as the term is used in chemistry and common usage: Chemical Definition (adjective) As an adjective, the term chemical indicates a relationship to chemistry or to the interaction between substances. Used in a sentence: She studied chemical reactions.They determined the chemical composition of the soil. Chemical  Definition (noun) Everything which has mass is a chemical. Anything consisting of matter is a chemical. Any liquid, solid, gas. A chemical includes any pure substance; any mixture. Because this definition of a chemical is so broad, most people consider a pure substance (element or compound) to be a chemical, particularly if it is prepared in a laboratory. Examples of Chemicals Examples of things which are chemicals or consist of them include  water, pencil, air, carpet, light bulb, copper, bubbles, baking soda, and salt. Of these examples, water, copper, baking soda, and salt are pure substances (elements or chemical compounds. A pencil, air, carpet, a light bulb, and bubbles consist of multiple chemicals. Examples of things which are not chemicals include light, heat, and emotions.