movies

“Dirty, Pretty Things”(2002): A fictional film that deals with migration, human trafficking, and the trade
in illegally-extracted human organs.
Director: Stephen Frears

“Life and Debt”(2001): Addresses the impact of the International Monetary Fund, the World Bank, the
Inter-American Development Bank, and current globalization trends and policies on a developing country
(Jamaica).
Director: Stephanie Black

http://www.youtube.com/watch?v=e-ZE2L3_980
“Trading Women”(2003): Filmed in Burma, China, Laos, and Thailand, this is the first film to follow the
trade in women in all its complexity and to consider the impact of the “far away” problem on the global
community.
Director: David A. Feingold

“The Day My God Died”(2004): This film tells the story of young girls whose lives are destroyed when
they are sold and trafficked from Nepal into the child sex trade in India.
Director: Andrew Levine

“Borderless”(2006): A film outlining the root causes of migration to and exploitation of legal and illegal
immigrants in various professions in Canada. This film gives voice to the dreams and struggles of
undocumented workers in Canada.
Director: Min Sook Lee
Available from: KAIROS (Canadian Ecumenical Justice Initiatives)

 

“Wetback”(2005): This film follows several immigrants from Latin America on their dangerous journey
to North America (the United States) on one of the largest migration movements in history.
Director: Arturo Perez Torres
Available from: Amnesty International
“El Contrato”(2003): This film follows the story of Teodoro Bello Martinez, a poverty-stricken father
of four from central Mexico, and several other countrymen as they make their annual, eight-month
migration to southern Ontario under a government seasonal workers’ program…that is fraught with
injustices.
Director: Min Sook Lee
Available from: Amnesty International, Vancouver
“Illegal Immigrants”(2001): this film follows Middle Eastern immigrants making their illegal migration
through Istanbul, Bosnia, and Croatia to Western Europe. Crippled by civil war and the slow nationbuilding
process, the former Yugoslavia offers passage—sometimes deadly—for men, women, and
children trafficked toward a “better life” by highly organized international networks of human smugglers.
Director: Jean-Paul Mudry
Available from: Amnesty International, Vancouver
“Mexican Refugee”(2005): People choose or are forced to migrate for many reasons. Mexican Refugee
deals with the issues facing several refugee claimants from Mexico now seeking asylum in Toronto: sexual
persecution, family violence, and torture.
Director: Alex Flores
Available from: Amnesty International, Vancouver; Gatuna Film and Video

Indicators of suspected/potential victims of human trafficking

The following are some indicators that should raise the suspicions of social workers or law enforcement officers with regard to a suspected/potential case of human trafficking. It is relevant to note, though, that suspicion alone is not conclusive and a thorough interview must be carried out with the potential/suspected victim to confirm status.

A person may experience abuse/exploitation signifying the possibility of a trafficking experience when the following indicators are present, that is, when a person:

•  is made to work against his/her  will;

•  is unable to freely leave his/her work environment;

•  is unfamiliar with the local language/culture where he/she is working;

•  does not know his/her  home or work address;

•  is forced to work under inhumane conditions (often exploitative); has no or only partial access to his/her earnings;

•  works excessively long hours over long periods without compensation; does not have any days off;

•  is forced to live in crowded or substandard accommodations to accomplish tasks for the employer;

•  has tried to escape from a situation of work or family and is returned back;

•  has accepted or is about to accept an unclear job advertisement/offer away from home;

•  has had the costs for transport to the destination paid for by facilitators, whom he/she must pay back by working or providing services in that place;

•  shows signs that his/her movements are being controlled;

•  is distrustful of the authorities or is threatened with being handed over to the authorities;

•  is afraid of revealing his/her immigration status;

•  is not in possession of his/her passport or other travel or identity documents, as those documents are being held by someone else;

•  is found in or connected to a type of location likely to be used for exploiting people;

•  has limited or no social interaction because he/she is restricted by someone else;

•  has limited or no contact with family or with people outside of his/her immediate environment;

•  shows signs of injuries that appear to be the result of assault or sexual abuse and it is revealed that such injuries are inflicted frequently;

•  suffers injuries that appear to be the result of the application of control measures;

•  is sick and has had no access to medical attention for a prolonged time;

•  seems fearful, not confident, and prefers others to speak on his/her behalf when addressed directly;

•  acts as if he/she was instructed by someone else;

•  shows fear or anxiety because  of someone controlling him/her or forcing him/her to do something unwanted;

•  is subjected to violence or threats of violence against family members or loved ones, if he/she wants to leave a working situation;

•  is under the perception that he/she is bonded by debt or cultural bondage (e.g. witchcraft bond).

In the case of children, possible indicators that should raise suspicion of child trafficking include when a child:

•  has no or limited access to his/her parents or guardians;

•  travels unaccompanied, depending on age;

•  travels in groups with persons who are not relatives;

•  travels accompanied by suspicious individuals;

•  is unable to speak fluently in the local language;

•  has no friends of his/her own age elsewhere, except in his/her area of work;

•  is engaged in work that is not suitable for children;

•  performs works of a certain nature (e.g. begging on the streets);

•  has no access to education;

•  has no time for play;

•  lives apart from other children in an unhealthy environment, with substandard accommodation;

•  looks intimidated and behaves in a way that does not correspond with behaviour typical of children his/her age;

•  eats apart from other members of the “family”;

•  is given only leftovers to eat;

•  has scars or injuries on his/her body suggestive of abuse.

 

Source:

Guidelines for Assisting Victims of Human Trafficking in the East Africa Region

By Mr. Tonny Moses Odera and Mr. Radoslaw Lukasz Malinowski

© 2011 International Organization for Migration (IOM)

Questions to ascertain a potential case of trafficking

Some of the questions the service provider can ask to ascertain a suspected/potential case of trafficking

a. Was the person abducted and forcibly transported to another location in his/her country?

b. What was the person promised at the point of origin, and how does this compare to what he/she received at the point of destination?

c. What kind of work did the person believe he/she was going to engage in following arrival at the final destination?

d. Was there movement/transportation from the place of residence/home to a different location?

e. Does the person/child have freedom to leave?

 

From:

Guidelines for Assisting Victims of Human Trafficking in the East Africa Region

By Mr. Tonny Moses Odera and Mr. Radoslaw Lukasz Malinowski

© 2011 International Organization for Migration (IOM)

Elements necessary for identifying child victims of human trafficking

Guidelines for Assisting Victims of Human Trafficking in the East Africa Region

by Mr. Tonny Moses Odera and Mr. Radoslaw Lukasz Malinowski

© 2011 International Organization for Migration (IOM)

**************

Elements necessary for identifying child victims of human trafficking

ACTIVITY

• Recruitment
• Transport
• Transfer
• Harbouring
• Receipt of persons

PURPOSE

Exploitation, including:

• Prostitution of others
• Sexual exploitation
• Forced labour
• Slavery or similar practices
• Removal of organs
• Other types of exploitation

Elements necessary for identifying an adult victim of human trafficking

Guidelines for Assisting Victims of Human Trafficking in the East Africa Region

by Mr. Tonny Moses Odera and Mr. Radoslaw Lukasz Malinowski

© 2011 International Organization for Migration (IOM)

**************

Elements necessary for identifying an adult victim of human trafficking

ACTIVITY

• Recruitment
• Transport
• Transfer
• Harbouring
• Receipt of persons

MEANS

• Threat or use of force
• Coercion
• Abduction
• Fraud
• Deception
• Abuse of power or vulnerability
• Giving payments or benefits

PURPOSE

Exploitation including:

• Prostitution of others
• Sexual exploitation
• Forced labour
• Slavery or similar practices
• Removal of organs
• Other types of exploitation

Gender Mainstreaming

How to mainstream gender into universities’ or colleges’ programs in a developing country? How to make young students aware of their values in life in order to make them stand on their feet, to get gender equality?

You would like to integrate it into the training courses by which way? In a new curriculum, or mainstream it into the existed courses? Or some-how?

In developed countries, policies which raise gender equality have been applied into education at all levels, not only at schools but families and through social activities. Children, boys and girls, are aware of what they want to do and parents respect children’s decision. Parents play a role in guiding children as a mentor not as an interventionist. That’s why the question of WHY is always in young’s heads and it will be very unreasonable if somebody tells them that “You should not do this because you are a boy (or a girl).” Boys can play with dolls and girls can play with fire trucks is undeniable. It’s their interests. Why others prevent from, or scare of such a toy? Why girl can wear the pink shirt while a boy doesn’t? Why DO and DON’T. Or you think it is a good way to educate children to aware of their sex: boys are strong and girls are fragile? No. Both boys and girls have the similar rights in their ways: be strong and be soft. Boys and girls are born their ways naturally and you don’t need to do anything to improve, or to teach them who they should to be. Or another ways, in reality later on, breadwinner is not only for boys/men; cooking is not only for girls/women. Boys and girls/ men and women share similar functions in: role, opportunity, education, and so on. It should be taught at the beginning of life.

In developing countries, specifically from a country that education about gender equality is not in its education strategy, what we should do? How can we apply the strategy of gender equality into a higher level of education? How to make female students believe that she can do what male students can (same earning, position, opportunity for instance)? And how to tell male students that he should share his role with females and other roles when he gets married and becomes husbands and fathers?

I have just received an assignment of how to mainstream gender into education at universities/colleges in Vietnam. Very interesting topics indeed and it needs a serious research methodology. Any ideas would be very much appreciated.

Useful topics in human trafficking

Here are some of the topics in human trafficking that should not be ignored:

New York Times

CNN

Handbook on Performance Indicators for Counter-Trafficking Projects

This handbook is really helpful to project managers, developers, implementers, evaluators and donors working to counter trafficking in persons. It is published by IOM. The handbook will show you how to use the Matrix: Prevention, Protection, and Presecution. As well you will see the method of data collection in the area of anti-human trafficking.

I am highly to recommend you to read this. It can be downloaded by the link below:

http://www.iom.int/jahia/webdav/shared/shared/mainsite/published_docs/brochures_and_info_sheets/pi_handbook_180808.pdf

Is reading Little House on the Prairie

…

Tưởng rằng sau cuốn The Fountainhead thì các tác phẩm khác sẽ lu mờ, ai dè càng đọc Little House on the Prairie, càng mê, càng mệt.

Slavery: A 21st Century Evil

Today, 27 million men, women and children are held, sold and trafficked as slaves throughout the world. In Slavery: A 21st Century Evil, Rageh Omaar embarks on a worldwide journey to uncover the truth about the flourishing 21st century slave trade. Episode by episode, his investigation will expose the brutal reality of modern slavery and unpick the reasons why this age-old evil persist.

Click here to see the Source.

Or you may watch the episodes on Youtube by typing Slavery: A 21st Century Evil