Protocol Trafficked Persons Kit 2005
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Men Who Buy Sex Who They Buy and What They Know
-RKQ -DFN -DPHV &KULV 5REHUW -RKQ 7DULT -RVHSK 7RP /HUR\ 3DXO +DUU\ 0DUN -RKQ 2OLYHU 6LPRQ 5RQ $OH[ 'DQLHO 5\DQ 0(1:+2%8<6(; :KRWKH\EX\DQGZKDWWKH\NQRZ 6SHQW5HSRUW&RYHUYLQGG Men who buy sex Who they buy and what they know A research study of 103 men who describe their use of trafficked and non-trafficked women in prostitution, and their awareness of coercion and violence. Melissa Farley, Julie Bindel and Jacqueline M. Golding December 2009 Eaves, London Prostitution Research & Education, San Francisco 2 CONTENTS 1. Acknowledgements 5 2. Introduction 6 3. Methodology 7 4. Results 8 Selected comments by London men who buy sex (Table 1) 8 4.1 Sample demographics 8 4.1i Age (Table 2) 8 4.1ii Ethnic identities 9 4.1iii Family income 9 4.1iv Family educational background 9 4.1v Religion 9 4.2 Number of sex partners and number of women used in prostitution 9 4.3 Age and circumstances when first bought sex 10 4.4 Locations where men purchased sex in London 10 Table 3 11 4.5 Buying sex during service in the Armed Forces 11 4.6 Buying sex outside the UK 11 Table 4 12 4.7 Rape and prostitution myth acceptance and hostile masculinity 13 4.8 The theory that prostitution is rape prevention 13 4.9 Awareness of age at entry into prostitution 14 4.10 Awareness of minors in strip clubs and massage parlours 14 4.11 Awareness of childhood abuse 14 4.12 Awareness of homelessness 14 4.13 Awareness of the psychological damage caused by prostitution 14 4.14 Awareness of pimping, trafficking and coercive control 15 4.15 The myth of mutuality in prostitution 17 Table 5 18 Table 6 19 4.16 Reasons men offer for buying sex 20 Table 7 20 4.17 Sexualisation and commodification of race/ethnicity 21 4.18 Frequency of pornography use 21 4.19 Deterrence 22 Table 8 22 4.20 Men’s ambivalence about prostitution 23 5. -
Wrong Kind of Victim? One Year On: an Analysis of UK Measures to Protect Trafficked Persons
Northern Ireland Supriya Begum, 45 South Asia trafficked for domestic servitude Scotland Abiamu Omotoso, 20 West Africa trafficked for sexual exploitation Aberdeen▪ Stirling▪ ▪ Glasgow Dumfries ▪Londonderry ▪ /Derry ▪ Belfast Leeds ▪ Blackpool ▪ Conwy ▪ Manchester Anglesey ▪ ▪Liverpool ▪ Sheffield London Wales Swansea Newport ▪ Cardiff Slough ▪▪ Bristol ▪ Mikelis Ðíçle, 38 Bridgend▪ ▪ ▪ Dover▪ Latvia ▪Portsmouth trafficked for Torquay forced labour ▪ England Tuan Minh Sangree,16 Vietnam trafficked for forced labour in cannabis farms Wrong kind of victim? One year on: an analysis of UK measures to protect trafficked persons. June 2010 Front Cover The cases on the cover refer to real cases of trafficked persons identified in the course of the research for this report. The names were changed and ages approximated to protect the identity of these individuals. The places indicated on the map are examples of some of the locations where cases of trafficking were identified in the course of the research for this report. This is by no means an exhaustive list. This report has been produced by the Anti-Trafficking Monitoring Group with Mike Dottridge Researcher: Lorena Arocha Coordinator: Rebecca Wallace Design and layout: Jakub Sobik ISBN: 978-0-900918-76-6 © Anti-Slavery International for the Anti-Trafficking Monitoring Group Acknowledgements This report has been made possible due to the information and advice provided by the Members of the Anti-Trafficking Monitoring Group and a variety of individuals, organisations and agencies across the UK and beyond who have shared their experience of working with trafficked persons. The Monitoring Group works closely with the Anti-Trafficking Legal Project (ATLeP). Contributions were received under the agreement that names of individuals and organisations would not be cited unless specifically requested. -
What to Expect... Education & Training Career Cluster
HEAR FROM PROFESSIONALS. LEARN FROM EXPERIENCE. EDUCATION & TRAINING CAREER CLUSTER NEBRASKA CAREER TOURS WHAT TO EXPECT... INTERVIEWS Each video contains interviews with employees and business representatives discussing work requirements, education levels, salary and job prospects. TOURS Experience virtual industry tours that provide a unique opportunity to get a glimpse inside Nebraska-based companies without leaving your home or classroom. INFORMATION Throughout the videos you will find valuable information regarding job markets, sal- aries, and educational requirements to help you identify a possible career path. TEACHER DISCUSSION GUIDE www.necareertours.com HEAR FROM PROFESSIONALS. LEARN FROM EXPERIENCE. NEBRASKA CAREER TOURS EDUCATION AND TRAINING This cluster prepares for careers in providing, supporting, and managing the education and training of millions of learners. It encompasses ages from pre- school through adults; varies from informal to formal settings; and provides for the skills necessary for initial entrance as well as updating skills to advance within the job or train for a different one. TEACHER DISCUSSION GUIDE www.necareertours.com NOTE TO INSTRUCTOR: Below are suggested activities and questions to accompany the virtual industry tour. Each component may be used individually or modified to fit the needs of your classroom. For more information on this Career Cluster, visit these websites: • www.education.ne.gov/nce/CareerClustersResources.html • h3.ne.gov/H3/ • www.nebraskacareerconnections.org In addition, NEworks has an array of resources, including Nebraska Workforce Trends magazine, Labor Market Regional Reviews, Occupational Profiles and Career Ladder Posters, available at https://www.neworks.nebraska.gov under Labor Market Information, Publications. BELL RINGER: Post the following prompt on a writing surface for students to answer as they enter the room. -
Unemployment Compensation (UC): Eligibility for Students Under State and Federal Laws
Unemployment Compensation (UC): Eligibility for Students Under State and Federal Laws Julie M. Whittaker Specialist in Income Security Alan Eder PMF Intern September 7, 2012 Congressional Research Service 7-5700 www.crs.gov R42707 CRS Report for Congress Prepared for Members and Committees of Congress UC Eligibility for Students Under State and Federal Laws Summary The recent economic recession and subsequent recovery period has produced one of the most challenging labor markets in recent decades. Many workers lost their jobs during this time period, as others were just entering the market for the first time. As a strategy to cope with the difficult employment situation, many individuals entered school to acquire skills to become more competitive, while others never left, remaining in school to postpone the employment search. However, due to the prolonged nature of the recovery, many students and workers remain jobless and struggle to find work. According to Bureau of Labor Statistics (BLS) data, in July 2012, approximately 12.8 million workers remained jobless, of which almost 2.1 million individuals aged 20 to 24 were unemployed. Those that have gone back to school, and have now graduated, still face a competitive job market, and may need to search for work for a prolonged period of time. According to BLS data, in June 2012, there were approximately 3.4 unemployed workers for every available job, and almost 40% of the unemployed have been jobless for more than six months. Because of this economic climate, Congress has been interested in not only job creation and how students are coping with the competitive job market, but whether they are receiving income support during times of unemployment in order to cope. -
Government Employment and Training Programs: Assessing the Evidence on Their Performance
Government Employment and Training Programs: Assessing the Evidence on their Performance The Council of Economic Advisers June 2019 September 29, 2017 Executive Summary June 2019 For the first time since the Government began tracking job openings nearly 20 years ago, there are more job openings in the United States than unemployed people looking for work. In fact, there are over 1.6 million more job openings than unemployed people. Because of the Trump Administration’s pro-growth policies, the American worker is in great demand. In a 2019 survey by the National Federation of Independent Businesses, a quarter of small businesses reported that their single most important problem is finding workers with the skillset employers need. In an effort to address this issue, the Trump Administration is striving to connect job seekers with the resources and tools necessary to find employment. This includes ensuring that those seeking employment have the skills and training necessary to fill available jobs. In an effort to satisfy employer needs, the Trump Administration has launched initiatives like the Pledge to America’s Workers. In less than a year since introducing the Pledge, companies and trade groups have committed to provide almost 10 million Americans with education and training opportunities over the next five years and close the skills gap that currently exists in the American labor market. In accordance with the Executive Order Establishing the President’s National Council for the American Worker, the Council of Economic Advisers has prepared this report examining the evidence available on the effectiveness of government employment and training programs. -
50 Activities for Developing Critical Thinking Skills
COMPLIMENTARY RESOURCES from HRD Press 50 Activities for Developing Critical Thinking Skills Dr. Marlene Caroselli HRD Press, Inc. • Amherst • Massachusetts The 2 activities in this download are free to use in training at a single corporate site. COMPLIMENTARY RESOURCES from HRD Press © 1988, 2009 by Dr. Marlene Caroselli The materials that appear in this book, other than those quoted from prior sources, may be reproduced for internal education/training activities. There is no requirement to obtain special permission for such uses. We do require, however, that where those materials contain a specific copyright statement, it be included in all reproductions. In addition, the following statement must also be included on all reproductions: Reproduced from 50 Activities for Developing Critical Thinking Skills by Dr. Marlene Caroselli. Amherst, Massachusetts: HRD Press, 2009. Please note: This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution, or inclusion of items in publications for sale or for a public seminar where a fee is charged for attendance, may be carried out only with prior written permission from the publisher and copyright holder. Published by: HRD Press, Inc. 22 Amherst Road Amherst, MA 01002 1-800-822-2801 (U.S. and Canada) 1-413-253-3490 (fax) 1-413-253-3488 http://www.hrdpress.com ISBN 978-1-59996-196-5 Production services by Jean Miller Cover design by Eileen Klockars Editorial services by Suzanne Bay The 2 activities in this download are free to use in training at a single corporate site. COMPLIMENTARY RESOURCES from HRD Press Table of Contents Introduction..................................................................................................................... -
Violence Against Women Uk
CEDAW Thematic Shadow Report on Violence Against Women in the UK VIOLENCE AGAINST WOMEN IN THE UK SHADOW THEMATIC REPORT For the COMMITTEE ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION AGAINST WOMEN DR PURNA SEN PROFESSOR LIZ KELLY LONDON SCHOOL OF ECONOMICS LONDON METROPOLITAN UNIVERSITY 2007 1 CEDAW Thematic Shadow Report on Violence Against Women in the UK THE AUTHORS Purna Sen, Development Studies Institute, London School of Economics Liz Kelly, Child and Woman Abuse Studies Unit, London Metropolitan University ACKNOWLEDGEMENTS The authors would like to extend their appreciation to all those individuals and organisations involved in the consultation process and those who gave feedback and comments on the document. Thanks also to the Women’s National Commission for their support and facilitation of the consultation process. Particular thanks go to the Child and Woman Studies Unit, which has funded the writing of this report and its publication through a donation by the Roddick Foundation. DEDICATION This report is dedicated to the memory of Dame Anita Roddick, who passionately supported work against violence against women. Her legacy enabled this report to be produced. ORGANISATIONS THAT HAVE CONTRIBUTED TO OR ENDORSED THIS REPORT Amnesty UK Northern Ireland Women’s Aid Federation Domestic Violence Research Group, Poppy Project University of Bristol Rainbo Eaves Housing for Women Rape and Sexual Abuse Centre, Equality Now Merseyside End Violence Against Women Rape Crisis Scotland FORWARD Refugee Women’s Resource Project Greater -
Header 1, No Bigger Than 48 Point
STREET TALK: An evaluation of a counselling service for women involved in street based prostitution and victims of trafficking By Sarah Anderson, Esther Dickie and Caroline Parker November 2013 With thanks to Hannah Douglas and Turshia Park www.revolving-doors.org.uk Street Talk Evaluation Contents 1 Executive Summary 3 2 Background 16 3 Evaluation aims and methodology 17 3.1 Evaluation aims 17 3.2 Methodology 17 4 Literature review 20 5 Process evaluation: Results 26 5.1 Street Talk model 26 5.2 Client profiles 29 5.3 Client needs 30 5.3.1 Case file analysis 30 5.3.2 Stakeholder interviews 35 5.4 Interventions provided 41 5.4.1 Case file analysis 41 5.4.2 Stakeholder interviews 42 5.5 Effectiveness of service operation 49 5.5.1 Strengths 49 5.5.2 Model and implementation challenges 56 5.5.3 Areas for improvement 57 6 Outcome evaluation: Results 63 6.1 Primary outcomes 63 6.2 Secondary outcomes 68 7 Developing a Theory of Change 73 8 Conclusion and recommendations 74 9 Appendices 75 2 www.revolving-doors.org.uk Street Talk Evaluation 1 – Executive Summary Background Street Talk is a small charity providing psychological interventions (‘talking therapies’) alongside practical support, primarily to two groups of women: women who have been the victims of trafficking and those women involved in or exiting street based prostitution. Street Talk’s Mission Statement is: To provide professional and specialised mental health care of the highest quality to vulnerable women, including those in street based prostitution and those who have been the victims of trafficking. -
Sexed’ Regulation and the Disregarded Worker: an Overview of the Impact of Sexual Entertainment Policy on LapDancing Club Workers
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Lincoln Institutional Repository Social Policy and Society http://journals.cambridge.org/SPS Additional services for Social Policy and Society: Email alerts: Click here Subscriptions: Click here Commercial reprints: Click here Terms of use : Click here Over ‘Sexed’ Regulation and the Disregarded Worker: An Overview of the Impact of Sexual Entertainment Policy on LapDancing Club Workers Rachela Colosi Social Policy and Society / FirstView Article / January 2006, pp 1 12 DOI: 10.1017/S1474746412000462, Published online: Link to this article: http://journals.cambridge.org/abstract_S1474746412000462 How to cite this article: Rachela Colosi Over ‘Sexed’ Regulation and the Disregarded Worker: An Overview of the Impact of Sexual Entertainment Policy on LapDancing Club Workers. Social Policy and Society, Available on CJO doi:10.1017/S1474746412000462 Request Permissions : Click here Downloaded from http://journals.cambridge.org/SPS, IP address: 82.9.217.212 on 07 Oct 2012 Social Policy & Society: page 1 of 12 C Cambridge University Press 2012 doi:10.1017/S1474746412000462 Over ‘Sexed’ Regulation and the Disregarded Worker: An Overview of the Impact of Sexual Entertainment Policy on Lap-Dancing Club Workers Rachela Colosi School of Social Sciences, University of Lincoln E-mail: [email protected] In England and Wales, with the introduction of Section 27 of the Policing and Crime Act 2009, lap-dancing clubs can now be licensed as Sexual Entertainment Venues. This article considers such, offering a critique of Section 27, arguing that this legislation is not evidence-based, with lap-dancing policy, like other sex-work policies, often associated with crime, deviance and immorality. -
What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? a Review of the Literature
What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne NATIONAL COUNCIL FOR SPECIAL EDUCATION RESEARCH15 REPORT NO.15 What Works in the Provision of Higher, Further and Continuing Education, Training and Rehabilitation for Adults with Disabilities? A Review of the Literature Carmel Duggan and Michael Byrne, WRC Social and Economic Consultants Ltd A report commissioned by the NCSE 2013 The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council. NCSE RESEARCH REPORTS NO: 15 © NCSE 2013 National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie Table of Contents Foreword .........................................................................................................vii Acknowledgements ..............................................................................................viii Glossary of Acronyms .............................................................................................ix Executive Summary ............................................................................................ -
Examples of Activities That Qualify for Continuing Education (CE) Hours
Examples of Activities That Qualify for Continuing Education (CE) Hours PCI SSC Activities These activities include PCI conferences presented by the SSC such as the annual Community Meeting, the Re-qualification Training course, webinars presented by the PCI SSC, Special Interest Group (SIG) involvement and similar activities such as providing feedback when requested by the PCI SSC during an Open Feedback period of time. An individual can earn continuing professional education hours according to the number of hours of active participation. The individual is responsible for retaining evidence of their attendance and participation and should not rely on the PCI SSC to retain this information on behalf of the assessor. There is no annual CE limit for participation in PCI SSC activities. Other Qualified Training Activities There are many activities that may be chosen to meet the CE credit requirement. An individual may attend industry conferences and chapter meetings, ISA Sponsor Company training, university courses, seminars, workshops, and other forms of relevant meetings. Receiving additional professional certifications such as the CISSP, CISA and CISM may be also qualify with a maximum of 10 CE credit per certificate. The individual may also subscribe to information security periodicals, read a book (maximum of 5 CE credits annually) and other forms of self-learning to receive CE credit. The intent is to demonstrate continued active exploration of new threats and vulnerabilities and the technology and methodology to mitigate such risks. Unless otherwise stated, there is no annual CE limit for participation in these activities. For on-site training, each hour of in-class lecture may account for one CE credit. -
CTE's Role in Worker RETRAINING
Issue DECEMBER 2010 IN THIS BRIEF: This Issue Brief will explore the essential role that career and technical education programs play in addressing many of the issues faced by unemployed and underemployed workers. These CTE’s programs target the adult learner through short-term and accelerated courses; utilize flexible learning Role in approaches to account for students’ other responsibilities; include wrap- Worker around support services to increase student success; and concentrate on high-demand career areas to RETRAINING ensure students are prepared for jobs that exist in local economies. igh unemployment rates and an evolving labor market have created a The Concerns H strong need for efficient and effective ECONOMIC CONDITIONS worker retraining programs. Too often, workers’ skills are underdeveloped or outdated, leading Unemployment rates have skyrocketed as a result to prolonged underemployment or preventing of U.S. economic conditions, exacerbated by the re-employment after job loss.1 Unemployed and loss of jobs to globalization and increased use of underemployed workers must develop new skills or technology to produce goods that were previously update current skills to reflect workplace changes produced manually. Recent numbers are bleak, in order to secure employment in the careers that with the Bureau of Labor Statistics reporting that are available in today’s economy. nearly twice as many workers were displaced between January 2007 and December 2009 as in Career and technical education (CTE) programs, the previous two-year period, and fewer of these such as those at community and technical colleges displaced workers have been able to secure new and area CTE centers, are leading efforts to employment.2 For example, in November 2010, provide these individuals the training they need almost 42 percent of the unemployed had been out in a format conducive to their lives.