Human Trafficking Of Thailand s Fishing Industry

Human Trafficking in Thailand’s Fishing Industry Twenty-seven million people have become victims of human trafficking across the world. This transnational crime generates 32 billion dollars annually by the human trafficking industry. Victims of this crime are traded for most commonly the purposes of sexual slavery, forced labor or commercial sexual exploitation, extraction of organ or tissues, or even forced marriage. This is a violation of human rights because of coercion and commercial exploitation (â€Å"Human Trafficking.† Wikipedia). 161 countries have been identified as affected by human trafficking according to the Polaris Project (â€Å"Human Trafficking Statistics†). Recently, Thailand, a source, destination, and transit country for men,†¦show more content†¦Unless the Thai government directs pressures upon the Thai Fishing industry and their secretive methodology of capturing and refraining victims, Thailand will see no results in the fight against human trafficking in the labor industry. Although t he Thai government has been showing progress and promises, the unregulated fishing industry allows for victims be more vulnerable to trafficking so it is crucial for the government to implement strict laws within the Thai fishing industry, Thai navy, and local police officials. The heavy reliance that boat owners have on brokers and the corrupt officials that partner up with the labor industry for profit are pulling down the anchor for results to take fruit. Learning from new investigations put into sale, Thailand has been repeatedly accused of slavery within their fishing industry with vast evidence of abuse and exploitation migrant fisherman (â€Å"Thailand ignoring slaves†). Thailand is the world’s largest prawn exporter in vast seafood and their export industry is estimated to be worth $7.3 billion. The Thai government estimates that up to 300,000 people work in its fishing industry, 90% of whom are migrants vulnerable to being tricked, trafficked and sold to the sea (â€Å"Revealed: Asian slave†). These salves are forced to work for no pay for years and are controlled through threats of extreme violence. A six-month investigation confirmed that large numbers of men are bought and sold

Discrimination, Racial, Gender, Religious, Age, And...

Discrimination is a topic that is often written about in the newspaper. Many people within our society experience discrimination in some form throughout the day. There are many different types of discrimination that we can experience: racial, gender, religious, age, etc. Discrimination is defined as â€Å"the differential (usually negative) behaviors directed towards members of different social groups† (Baron Branscombe 2011). When thinking about discrimination and stereotypes they may seem very similar when actually they are quite different. Baron and Branscombe (2011) believe that â€Å"Stereotypes about groups are the beliefs and expectations that we have concerning what members of those groups are like† (p.183). An example of a stereotype is the belief that all women are bad drivers and an example of discrimination would be a matter of harassment. In Delaware there was an issue of racial discrimination and stereotyping within a college newspaper. Matthew Albright of The News Journal wrote an article â€Å"Wesley Students hope cartoon can stir race discussion† (Albright 2016). The college, Wesley College only puts out four issues a semester, and this edition involved some cartoon images. They were very offensive to many people within the college community. Political cartoons in newspapers are often used to make a point and bring awareness to an issue. â€Å"One cartoon shows an African-American woman in a â€Å"Black Lives Matter† T-shirt saying, â€Å"Would you look at the time†¦I’m late for myShow MoreRelatedWhen People Think Of Discrimination, They Tend To Think1254 Words   |  6 Pagespeople think of discrimination, they tend to think back to older times of slavery, racism, and an underdeveloped country. Sadly, discrimination actual plays a large role in the workplace of today. Discrimination is defined as â€Å"treating a person or particular group of people differently, especially in a worse way from the way in which you treat other people, because of their skin color, sex, sexuality, etc.† according to the Cambridge Dictionary (Cambridge University Press 1). Discrimination comes in manyRead MoreAppedix C673 Words   |  3 Pages |Definition | |Discrimination |The unjust or prejudicial treatment of different categories of people or things, esp. on the| | |grounds of race, age, or sex. | |Institutional discrimination |Unfair prejudice against individuals as a result of the way an organization works or | Read MoreEth 125 Discrimination Worksheet Essay607 Words   |  3 PagesDiscrimination Worksheet ETH/125 March 24, 2013 Discrimination Worksheet ------------------------------------------------- Associate Program Material Discrimination Worksheet Write a 100- to 200-word response to each of the following questions. Provide citations for all the sources you use. * What is discrimination? How is discrimination different from prejudice and stereotyping? Discrimination comes in different forms.   It can be direct when someone’s gender, ethnicity, faithRead MoreHarrassment Is an Example of Discrinimation in Employment Essay example821 Words   |  4 PagesJob Discrimination by definition is the practice of using an individuals race, color, national origin, sex, or religion to make employment decisions related to hiring, firing, compensation, evaluations, promotions, and training. There is a lot of discrimination in employment and the example of discrimination that occur is Harassment. Harassment Sexual harassment is one of the most heard in the workplace and usually it occur when employees are subjected to unwanted and unwelcome treatment due toRead MoreThe Effects Of Prejudice On Children And Young People1502 Words   |  7 Pagesgroup. Prejudiced attitudes can all too often be found among children, even at a very young age. Research has shown that children are capable of holding prejudices and negative attitudes towards others from the age of three. There are so many pressures on children to fit in and to conform with expected appearances and behaviour that they may be discriminated against and bullied if they do not. Both discrimination and prejudice can take a range of forms and can take place for a multitude of reason andRead MoreHow Is Discrimination Different from Prejudice and Stereotyping?629 Words   |  3 Pages |Definition | |Discrimination |The denial of opportunities and equal rights to individuals and groups because of prejudice | | |or for other arbitrary reasons | |Institutional discrimination |A denial of opportunities and equal rights to individuals or groups, resulting from the | Read MoreChampion equality, diversity and inclusion1712 Words   |  7 PagesChampion equality, diversity and inclusion          1.1 Explain the models of practice that underpin equality, diversity and inclusion in own area of responsibility. Equality is to treat all as individuals; to respect race, disability, age, gender, religion, beliefs ,culture and sexual orientation. For all to be open to opportunities, to be treated fairly and respectfully, have rights and equal status in society and for all to reach their full potential. Diversity is to value that we are all uniqueRead MoreEssay On Age Discrimination942 Words   |  4 PagesWorkplace Discrimination: It is illegal to discriminate based on race, religion, gender, or national original when hiring or in the workplace. Equal Employment Opportunity (EEO) practice is important in every work places. Different Types of Employment Discrimination †¢ Age †¢ Gender †¢ Race †¢ Ethnicity †¢ Skin Color †¢ National Origin †¢ Mental or Physical Disability †¢ Genetic Information †¢ Relationship to someone who may be discriminated against †¢ Pregnancy or Parenthood Age discrimination is a practiceRead MoreWorkplace Discrimination : Discrimination And Discrimination1588 Words   |  7 Pagesdespite their race or gender. In the world we live in, however, we always face all kinds of neglect based on different attributes. All over the United States, certain people treat others with prejudice because of particular features they possess. Unfortunately, prejudice and discrimination occur even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This tragedy is called workplace discrimination; not every unfair behaviorRead MoreRacial Discrimination : The Act Of Making Or Perceiving A Difference1705 Words   |  7 PagesMerriam-Webster defines discrimination as, â€Å"the act of making or perceiving a difference† (Discrimination, 2017.) Does your skin color impact the quality of your work or the fortitude your resolve? It may seem that the answer to that question is quite cl ear, nonetheless, 32,309 cases of race/color discrimination were reported in fascial year 2016 (EEOC, 2017.) Prejudice and discrimination are often mistaken for one another, however, prejudice is the negative attitude toward a category of people

The blue zones free essay sample

The Blue Zones The Blue Zones: Lessons for Living Longer From the People Who’ve Lived the Longest by Dan Buettner talks about the author’s research in different places who have people who live into very long years of their life in a few areas of the world who claim to have the highest number of the oldest people. Blue Zone is a concept used to identify a demographic and/or geographic area of the world where people live measurably longer lives, as Dan Buettner describes in his book. The concept had its work done by Gianni Pes and Michel Poulain, who identified Sardinias Nuoro province as the region with the highest concentration of male centenarians. As the two men closed in on the group of villages with the highest longevity, they drew concentric blue circles on the map and began referring to the area inside the circle as the Blue Zone. We will write a custom essay sample on The blue zones or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Buettner identifies longevity spots in Okinawa (Japan); Sardinia (Italy); Nicoya (Costa Rica); Icaria (Greece); and among the Seventh Day Adventists in Loma Linda, California, and talks about how and what they do, based on data and first hand observations, as to why these populations live healthier and longer lives. Examples of communities with centenarians that we read about include the Barbagia region of Sardinia, Okinawa, and Loma Linda, California. A long healthy life isn’t something that just happens or is definitely not some accident. It starts off with good genes, but it also depends on good habits you do for yourself. If you decide to live the right lifestyle, experts say, chances are you may live up to about ten years longer. That’s a great deal longer to live. So what’s the key for long successful life? National Geographic Explorer Dan Buettner had lead teams of researchers across the world to find out the secrets of Blue Zones, geographic regions where lots of centenarians are enjoying very long and happy lives. The three of the five regions identified and talked about by Buettner in the book Blue Zones: Sardinia, Italy (specifically Nuoro province and Ogliastra): one team of demographers found an area of longevity in mountain villages where men reach the age of 100 years at an amazing rate. It is so fascinating to read about people who at the age of 75 years old are climbing mountains and doing all of this physical activity with no problem. The Sardinians have a very strong value in family which makes them all take care of one another. Because of their strong family values they  tend to suffer from less depression, stress, and suicide. They all are also big on humor, which also reduces stress and can lower and risk for cardiovascular disease. As far as their diet they like to consume goat’s milk, which has ingredients that can help protect against various diseases of aging. They also drink a glass or two of red wine daily. This is shown to help lower the levels of stress. In The islands of Okinawa, Japan: another team took a look at a group that is part of the longest-lived people on Earth. Okinawans like to keep strong social connections with one another. One way of doing this is by gathering of a moai. They maintain good social groups where they know that there are people out there for them when needed; to provide support and lots of stress relief. When it comes to their diet they stick to a mainly plant- bas ed diet and eat many foods that are high in soy, such as tofu and miso soup. This offers some nutritional benefits as well as protecting the heart and can aid in fighting against breast cancer. They are also very big on physical activity by gardening and spending time outside, not only for the exercise but to also get some vitamin D to help promote stronger bones and healthier bodies. In Loma Linda, California: researchers studied a group of Seventh-day Adventists who were ranked among North Americas longevity. Just as the other two groups they are very big on regular exercise. Even just a walk or two a day is only what it takes. As for their diets they also watch what they eat. They also focus on more plants in their diet. They only eat meat in moderation and not all the time. They also like to spend time with others and try to focus on others by helping them. This helps them keep away from stress on themselves to help focus themselves on others rather than themselves. In the Blue Zones, people thrive in places where walking is the main or preferred way of transportation. In addition, the most important characteristics of centenarians include a daily routine of exercise, food gathering, living with or in a close distance of family, and have a definitive purpose in life. People tend to have important membership ties to a family, church organization, or both. A number of centenarians nap each day as part of their routine. The centenarians have lower levels of stress in their lives which can be due to the hard work which helps them burn off whatever stress they may get throughout the day or week. The Blue Zones has  profound implications for future generations of people. In addition, the book gives important health tips that could not only lower the cost of health care throughout the world, but also making our lives longer lasting by simply eating better, finding a productive purpose in life, and exercising as a part of the daily routine.

Teaching for Diversity

Question: Discuss about theTeaching for Diversity. Answer: Introduction: Education for diversity and social justice is an important value that should be included in the vision of every school of the world. The current century is a witness to a rising trend of terrorism, social injustice and disharmony, racial discrimination and a glaring disparity between the haves and the have-nots (Keddie 2012). Developing nations like Australia have seen an increase in the amount of immigrants of various ethnic, linguistic, socio-cultural groups approaching and settling in their countries (Ferfolja and Vickers 2010). The number of immigrants has increased over the years (Taylor and Sidhu 2012). They face the problems of isolation and marginalization in the society (Benjamin and Emejulu 2012). Hence every school should attempt to do away with the instances of inequality. It becomes the moral and social responsibility of the school to develop strategies to resist this kind of discrimination. Social equality would bring harmony and peace in the society. This would remove the general feelings of fear and xenophobia (Keddie 2012). However, various forces have become obstacles to the development of such strategies such as economic globalization. The government has curtailed its funding for educational systems. Instead, it has focused on the academic performance on literacy and numeric standards. This shift has changed the priority of the schools from learning to management and necessary skills. Such a move proves to be detrimental to the teaching of the disadvantaged and marginalized students of the society (Webster and Ryan 2014). The present education system is inadequate to address their problems. In a country like Australia, where there is a rising diversity in the classrooms, the teachers are not yet qualified enough to deal this diversity. Consequently, the students are not giving their best performance in the classroom. They need emotional, social and cultural support which the present education system cannot provide. However, there is a problem atic situation with regards to the minority class. If their concerns are not addressed, then they will be marginalized, and their group will not be given their due status. On the other hand, when the particular group is identified and supported, it will generate the hierarchical notion of difference and create injustice for the group in question (Keddie 2012). Dissertation: A school needs to follow some processes to achieve equity in the education of the diverse groups. The educator needs to go rationally through the processes to validate its usefulness in the education process. As discussed in "Educating for Diversity and Social Justice," in the case of Peppermint Grave High School, the school first prepares the students so that they can participate in the mainstream Australian education system. It is of utmost importance that they are gradually introduced to the mainstream education system. This determines their period of stay in the school. The students will be inclined to remain in the system once their self-confidence rises (Keddie 2012). Here the concept of inclusive education comes to the forefront. Earlier inclusive education referred to the inclusion of students with disabilities into the mainstream education. Now it has a broader implication. It takes into account the culturally and linguistically diverse minority groups. Most of the Australian state governments have devised policies to address this diversity in their education systems (humanrights.gov.au 2016). Every school will have its way to induct the students into their education system or the environment. Keddie discussed the equity-based approach that is followed in the Peppermint Grove High School. The approach implies that the linguistic and cultural backgrounds of the students determine the allocation of the resources of the school. The aim of the approach is maximum involvement of the students which would help them perform well in the class. To address the disparity among the students, the school also offers services which assist them in settling in the relatively foreign society. One problematic situation that may arise in the case of the diverse groups is that it's not stationary. It always changes bringing with fresh bouts of issues. Therefore, the teaching staff needs to be on its guard to deal with such matters deftly and like an expert. The problematic situations need to be discussed, and strategies need to be formulated to solve them (Keddie 2012). Another way of dealing with the problem of the marginalized group is adequate representations of such minority groups in the teaching staff. In this away, the approaches like the equity-based approach can be fully applied. Students feel that they can express themselves well in front of someone with whom they can relate themselves (Keddie 2012). The understanding of the educators regarding the concept of equity is also of immense importance. The students belong to different strata of society and are eligible for differential treatment. This implies that certain students will require support from educators more than other students. Equity is in a distributive sense of justice. In this case, the minority group needs extra emotional and socio-cultural support from teachers and society in general (Ferfolja and Vickers 2010). The students' needs should be consulted, and accordingly, they need to be fulfilled. Equity does not mean that all the students should be treated equally. The background, cultural differences and the past life of the refugees are taken into account before deciding which students are entitled to equitable treatment. This is crucial for the conception of justice in a satisfactory manner in the education system (Keddie 2012). This brings one to the concept of social justice. The aim of the social justice is to enable participation of different social groups in a diverse society. Toleration of the other minority groups is an essential part of that aim. Social justice enables the various members of the society to be self-reliant as well as dependent on each other. Diversity and social justice are the two sides of the same coin. Diversity implies the differences present in the society regarding race, culture, ethnicity and language. Social justice refers to the intermingling of the diversifying factors regarding equity and social inclusion (Adams and Bell 2016). Cultural valuation of the minority students plays a major role in the equitable treatment of the minority groups. In an attempt to emphasize on the vulnerability of the students in question, there is a danger of over marginalizing the minority group. Therefore certain social and cultural constraints need to be kept in mind while interacting with such students. The cultural valuation of the group should not be such that it will lead to the "belittling" of the group. Hence the cultural support to be provided to the students has to follow the social protocol and conventions (Keddie 2012). The regional differences in the group itself might pose a problem in creating an equitable approach to education. In the example provided by Keddie, there was a group of African students who were asked to participate in a dance activity where they could showcase their African dancing. However, regional differences in their kind of dancing showed up which led to immense rivalry among the participants. Therefore, this indicates that the educators believe in the homogeneity of the minority group which may not be the case as shown in the example given by Keddie. This cultural difference poses a difficult obstacle which needs to be overcome to achieve equity (Keddie 2012). The problem with the current academic system is that the educators are mostly monolingual and monocultural. Therefore, they face immense problem while handling the diverse students of the class. However, suitable programs can be devised to address such problems. In a modern classroom, the programs will prepare the educators on how to handle such diversity efficiently (Major 2012). The problems noted above show that the educators should always be on the guard while dealing with the minority students. They should be continuously aware of the cultural and social differences that set them apart from the mainstream students in the first place. In that way, the educators can understand their issues in a better way and find out ways of addressing them effectively. There is no room for assumption or preconceived ideas regarding the culture of the students since the background of the educators will be different from that of the student (Hinchey 2004). Each individual is unique in its own environment (Thompson 2016). If the instructor wants to get the perspective of the students the teachers need to understand his or her students in a comprehensive manner (Keddie 2012). Therefore, the educators need to be culturally responsive. Structural frameworks are accordingly devised which allow educators to be more inclusive of the minority groups in their classroom teaching. Connections should be maintained between the learning materials and the culture of the minority groups (Gay 2013). Not just students, but the guardians need to be taken into the educations system as well. They need to be communicating with the school authority so that they can voice their opinion and problems to the educators properly. The guardians may suffer from a sense of prohibition which has to be removed. There is a power imbalance between the students who are in a socially superior position than those who belong to the marginalized group. The school must take steps to remove this inequality (Keddie 2012). The productivity of the equitable approach to the education system is dependent on a lot of variables. There can be no definite rule of approach which every school can follow blindly (Tichnor-Wagner et al. 2016). The social groups are heterogeneous with issues of their own. The educator and the school authority, in general, need to be aware of the conflicting problems of the marginalized students. The authoritarian character of the educator should be destroyed, and a congenial environment should be established. The students should feel confident enough to approach the teacher with confidence and participate in the education system. One more barrier that the students face is that they cannot always connect the culture where they grew up and the culture to which they are subjected now. There are some limitations in their society which they would not face in the current one. In this way, their education seems to suffer a setback. Their parents are not always easy with the activities which are common in the school, but they could not perform back in their home environment. The school should introduce activities which would help in bridging this gap between cultures. The students will feel more connected to the new environment (Banks 2014). For instance, the Muslim girls have to wear veils back at home. They are used to that kind of practice, and they are comfortable with it. The teacher asked them about what they felt about those students who did not wear veils. They replied that there should be freedom of choice with regards to their dress. In their case, they wore a veil generally to protect themselves from "male gaze". Some wore veils to show their preference for religious commitment. Conclusion: From the above discussion, one can safely say that diversity in education is an inevitable outcome of globalization. This difference holds true for countries like Australia and UK. However, the multicultural policy of Australia ensures the smooth movement of immigrants into the country. Education is one such medium which helps in assimilating the so called marginalized sections into mainstream life. The current education policy also provides the inclusive education of the minority students into the mainstream school system. Problems arise to achieve equity and distributive sense of justice. But these issues can be solved with the help of constructive policies and a sympathetic understanding for the immigrants. The equity is dependent on the role played by the educators towards their pupils. The educators should focus on anti discriminatory policies and enable greater engagement of the students in the class. Material goods should be allocated following the diversity of the students in the school. However, the immaterial resources like encouragement and support also play a significant role. They must be distributed in a way that would enable the marginalized students to participate and engage themselves more in the current educational system. The support system should also be dependent on certain social protocols. Over emphasis and evaluation of the groups may make the students feel inferior though that may not be the intention of the educators. The students themselves contribute to the approach of comprehensive education. They can speak of their cultural differences and how they perceive their current environment. This frank discussion would help the educators determine the paths they can take to assimilate them into mainstream education (Keddie 2012). References: Adams, M. and Bell, L.A. eds. 2016.Teaching for diversity and social justice. Routledge. Banks, J.A. 2015.Cultural diversity and education. Routledge. Benjamin, S and Emejulu, A 2012, Learning about concepts, terminology and theories: from ambiguity to clarity in R Arshad, T Wrigley L Pratt (eds) Social justice reexamined:dilemmas and solutions for the classroom teacher, Trentham, Stoke-on-Trent, pp. 33-47. Ferfolja, T. and Vickers, M. 2010. Supporting refugee students in school education in Greater Western Sydney, Critical Studies in Education Gay, G. 2013. Cultural Diversity and Multicultural Education.Curriculum Inquiry,43(1), pp.48-70. Hinchey, P. H. 2004 Becoming a Critical Educator : Defining a Classroom Indentity, Designing a Critical Pedagogy. New York, US: Peter Lang Publishing, 2004. ProQuest ebrary. Web. 16 August 2016. Humanrights.gov.au, 2016. Face the facts: Cultural Diversity | Australian Human Rights Commission. [online] Available at: https://www.humanrights.gov.au/face-facts-cultural-diversity [Accessed 17 Aug. 2016]. Keddie, A. 2012. Educating for Diversity and Social Justice,Taylor and Francis, Florence. Major, J. 2012. Teacher education for cultural diversity: Online and at a distance.Journal of Open Flexible and Distance Learning,9(1), pp.15-26. Taylor, S. and Sidhu, R.K. 2012. Supporting refugee students in schools: what constitutes inclusive education?, International Journal of Inclusive Education Thompson, N. 2016.Anti-discriminatory practice: Equality, diversity and social justice. Palgrave Macmillan. Tichnor-Wagner, A., Parkhouse, H., Glazier, J. Cain, J.M. 2016, "Expanding approaches to teaching for diversity and social justice in K-12 education: Fostering global citizenship across the content areas",education policy analysis archives,vol. 24, pp. 59. Webster, S and Ryan, A 2014, Equity and (critical) diversity, Understanding curriculum: the Australian context, Cambridge University Press, Port Melbourne, Vic., pp.98-115.