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Orientation Module on the Socioeconomic Impact of Unregulated Arms Trade in the World (English/Filipino)

Orientation Module on the Socioeconomic Impact of Unregulated Arms Trade in the World (English/Filipino)

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Published by John Nicer Abletis

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Published by: John Nicer Abletis on Aug 08, 2012
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01/07/2013

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Session 2: Socio-economic impact of arms proliferation
 John Abletis
Amnesty International Philippines-PUP Group Coordinator
Objectives:
At the end of the session, participants will:1.
 
Be able to link arms trade with
 
socio-economic issues at a personal, community andnational level.2.
 
Be more sensitive about the global and local effects of unregulated arms on socio-culturalissues, poverty, security and violence3.
 
Be able to explain how poverty and other socio-cultural issues are worsened by violence
Running time:
1 hour
Activity:
 
Newspaper clippings on a Matrix
Objectives:1.
 
Be able to link arms trade with
 
socio-economic issues at a personal, community andnational level.2.
 
Be more sensitive about the global and local effects of unregulated arms on socio-culturalissues, poverty, security and violence
Procedure:
 1.
 
Divide the participants into 3 groups. Provide the materials listed below and instructthem to make a matrix similar to the one presented below.2.
 
Instruct the participants to cut articles and pictures from newspapers/magazinesrelating to the use of guns (e.g. violence involving guns). They will paste the pictures on
the matrix depending on whether it’s good or bad (rows) and degree of extensiveness
(columns). Allow a maximum of 2 articles/ pictures per cell.3.
 
After classifying the articles and pasting them on their respective cells, instruct theparticipants to indicate the kind(s) of rights made relevant by each article/picture bysticking colored papers at the bottom of it. A minimum of one colored paper and amaximum of three colored papers per article are allowed.Blue paper - civil and political rightsGreen paper - social and cultural rightsRed paper - economic rights
 
4.
 
After the activity, ask each group to choose a person who will present their work in theplenary. To the facilitor, be sure to take note of emerging social, cultural, political, andeconomic themes that may arise as the presentation goes on.5.
 
After each group has presented, the facilitator, with the help of the presenters, willcollate news articles of several groups into a single matrix before asking the participantsthe following guide questions.
Guide questions:1.
 
Was it difficult to look for gun-related articles and photos? Why?
 2.
 
What is your impression of the collated matrix?
3.
 
Why do you think certain cells are more filled with clippings than others?(After processing their answers, you may also state the fact that the impression formedfrom the matrix based on the newspapers is only on the surface [indicative] of the graveconsequences of unregulated manufacturing and trade of arms in the world)
 4.
 
How come guns are present in the personal and community/neighborhood levels of oursociety? What possible implications and risks do this kind of condition brings to us?
 5.
 
Do you think international and national level gun-related violence (e.g. wars, politicalsquabbles, dictatorship, military aggression, arms trade, arms race, mafia, piracy) haverepercussions to how we live our daily lives, freely and securely? How?
6.
 
Does gun-related violence affect economic rights? Social and cultural rights?
7.
 
What social strata and groups of people are likely to be affected by arms-relatedviolence? Why?(Social strata may include the following categories of people: poor, middle-class, andrich; majority vs. minority; religiously dominant groups vs. rival religious groups,denominations, sects and cults; government vs. activists, insurgents, terrorists, andsecessationist groups; citizens vs. criminal elements; educated vs. the uneducated;authoritative personnel vs. ordinary personnel; first world countries vs. second worldcountries and third world countries; groups formed among intra and inter-statealliances among other possibilities)
8.
 
What possible solutions would you propose to the prevalence of gun-related violence,at the local and international level?
Input:
Arms trade, human rights and socio-economic impact of arms proliferation
Running time:
30
 –
45 Minutes
 Key concepts:
1.
 
Intersectionality (interrelatedness) of rights2.
 
Intersectionality of violence, especially those relative to misuse of firearms
 
3.
 
Need for effective local and international fire-arm regulation5.
 
Violence breeds poverty, insecurity, and further violence, which in turn breeds violence(vicious cycle). Hence solution does not end in regulating the trade and supply of arms toactors that are most likely to violate human rights and international humanitarian laws. Tobe sure, political, economic and social reforms are necessary for long-ranging change andimprovement of human condition, but a bullet-proof Arms Trade Treaty is a necessary,urgent, and primary component for any serious change to take effect.
Materials:
1.
 
2 broadsheet and 2 tabloid newspapers for each group2.
 
2 scissors and 2 adhesive tapes3.
 
10 red, blue, and green coin-sized paper chips for each group4.
 
1 whole manila paper for each group5.
 
1 marker for each group
Personal Family Community/Neighborhood/Parks/MallsSchool Church placeof workregional national internationalGoodBad
Talakayan:
Sosyo-ekonomikong Pagsipat para sa Pangangailangan ng Mundo ng isang Arms Trade Treaty
Sa exercise sa itaas, nahinuha natin na ang problema sa kawalan ng kontrol sa paggawa,paggamit, at distribusyon ng baril at iba pang mga armas ay hindi lang pang lokal na lebel kundipandaigdigan din. Sa makatuwid, hindi lang mga lokal na opisyal, tauhan ng gobyerno at mgaordinaryong mamamayan ng iisang bansa ang namomroblema sa mga karahasang naidudulotng maling paggamit ng baril at mga armas pandigma. Pinoproblema ito ng lahat ng mga bansa.Ang problemang ito ay nag-ugat sa hindi pagkakapantay-pantay ng kapangyarihan, kapasidad atkayamaman ng mga bansa at mga mamamayan nila, ng hindi pagkakasundo-sundo bunga ng
magkakaibang nasyunalidad (nationality), etnisidad (ethnicity), “lahi” (race), relihiyon, at

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