Tag: Model Answer

  • [Solved] INP_1301

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    Need help with a question. – ## IndustryNewsPostAssignmentsInstructionsandGradingCriteria.docx **## IndustryNewsPostAssignmentsInstructionsandGradingCriteria.docx** Industry News Post Assignments Instructions and Grading Criteria [Fall 2025] The purpose of these assignments is for each student to …

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    Need help with a question.

    – ## IndustryNewsPostAssignmentsInstructionsandGradingCriteria.docx

    **## IndustryNewsPostAssignmentsInstructionsandGradingCriteria.docx**

    Industry News Post Assignments Instructions and Grading Criteria
    [Fall 2025]

    The purpose of these assignments is for each student to write a two-paragraph post
    discussing a piece of international news regarding their chosen industry – this MUST be
    one of the eight industries you picked in your introduction post.
    [PLEASE REFERENCE THE
    **ENERGY** INDUSTRY AS THAT IS MY CHOSEN INDUSTRY].

    Industry News Post #1 due by 11:59 pm, Saturday, October 4

    Grading Breakdown and Criteria for Assignments
    The write-up needs to have two paragraphs. In the first paragraph, discuss a piece of
    news that came out that week regarding the industry. In the second paragraph, assess
    the news source you used.

    Maximum number of points for Each News Post = 50 points.
    – If nothing is turned in by the deadline = 0 points
    – If the post is made by the deadline, the 50 points are distributed as follows:

    – The first 20 points will be a link to a reputable news source with the publishing date
    (see examples of reputable news sources in this syllabus). The TA must be able to
    access the article to get credit!

    – The second 30 points relate to the two paragraphs required for the assignment.

    ● 15 points for the first paragraph where the piece of news is discussed; to get
    full credit, you need to write a full paragraph (one sentence is not sufficient)
    where you present a summary of the article you read/news segment you
    listened to or watched; the article/news segment must have been published
    within the last month; grammar and spelling mistakes will be penalized if they
    make the text difficult to follow;
    ● 15 points for the second paragraph where the source of news is analyzed.
    what is the audience targeted by that news source; can you identify any

    inherent biases that news source may have (for example: do they have an
    agenda and if so, what is it; who is their target audience; do they have a
    particular political leaning; do they express the views of the owner, who is the
    owner and what are their views; are they pro- or against a particular industry,
    country, or policy issue). This second paragraph can be shorter, sometimes a
    couple of sentences may suffice as long as the required content is covered.

    **## IndustryNewsPostAssignmentsInstructionsandGradingCriteria.docx**

    Industry News Post Assignments Instructions and Grading Criteria
    [Fall 2025]

    The purpose of these assignments is for each student to write a two-paragraph post
    discussing a piece of international news regarding their chosen industry – this MUST be
    one of the eight industries you picked in your introduction post.
    [PLEASE REFERENCE THE
    **ENERGY** INDUSTRY AS THAT IS MY CHOSEN INDUSTRY].

    Industry News Post #1 due by 11:59 pm, Saturday, October 4

    Grading Breakdown and Criteria for Assignments
    The write-up needs to have two paragraphs. In the first paragraph, discuss a piece of
    news that came out that week regarding the industry. In the second paragraph, assess
    the news source you used.

    Maximum number of points for Each News Post = 50 points.
    – If nothing is turned in by the deadline = 0 points
    – If the post is made by the deadline, the 50 points are distributed as follows:

    – The first 20 points will be a link to a reputable news source with the publishing date
    (see examples of reputable news sources in this syllabus). The TA must be able to
    access the article to get credit!

    – The second 30 points relate to the two paragraphs required for the assignment.

    ● 15 points for the first paragraph where the piece of news is discussed; to get
    full credit, you need to write a full paragraph (one sentence is not sufficient)
    where you present a summary of the article you read/news segment you
    listened to or watched; the article/news segment must have been published
    within the last month; grammar and spelling mistakes will be penalized if they
    make the text difficult to follow;
    ● 15 points for the second paragraph where the source of news is analyzed.
    what is the audience targeted by that news source; can you identify any

    inherent biases that news source may have (for example: do they have an
    agenda and if so, what is it; who is their target audience; do they have a
    particular political leaning; do they express the views of the owner, who is the
    owner and what are their views; are they pro- or against a particular industry,
    country, or policy issue). This second paragraph can be shorter, sometimes a
    couple of sentences may suffice as long as the required content is covered.

  • [Solved] Chapter 7: Safety and Security

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    Chapter 7: Safety and Security I need help with this assignment

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    Chapter 7: Safety and Security I need help with this assignment

  • [Solved] Change Management

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  • [Solved] ling help

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  • [Solved] Week 7 Discussion- Account for Managment Decision Making

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    **Break-Even Point** Imagine working for an organization for a few years and, first, you are enjoying the experience. But, as time goes on, the conditions seem to worsen, perks continue to disappear, and the managers’ impatience seems to increase. After another round of layoffs, you find yourself in…

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    **Break-Even Point**
    Imagine working for an organization for a few years and, first, you are enjoying the experience. But, as time goes on, the conditions seem to worsen, perks continue to disappear, and the managers’ impatience seems to increase. After another round of layoffs, you find yourself in a management position that finally provides you with an insight into the organization’s finances. You find that for every project your organization takes on; there is an average of a 5% financial loss. You realize that, when pricing was originally determined, the organization did not do its due diligence in determining how many resources it would take to complete a project. The first step toward sustainable and then profitable organization would have been to determine the break-even point for a project. For this Discussion, you will use an example from your professional or personal life to consider the usefulness of break-even analysis to help with your decision making.
    **To prepare for this Discussion:**
    – Consider an example of how you could use break-even analysis (creativity is welcome!) to help you make a decision in your professional or personal life and how understanding the break-even point could help you make better decisions.
    **Post** an analysis of the usefulness of break-even analysis in supporting decision making, including the following:
    – Describe an example from your professional or personal life in which you might use break-even analysis to support a decision.
    – Analyze why and how understanding the break-even point would help in making an effective decision.
    – In considering your example, identify what elements you might consider improving the break-even point.
    \
    Week7LearningResources-AccountforManagementDecisionMaking.docx](https://www.sweetstudy.com/files/week7learningresources-accountformanagementdecisionmaking-docx "Week7LearningResources-AccountforManagementDecisionMaking.docx")

  • [Solved] Assigment .Apa seven . All instructions attached.

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    – ## EvidenceGridAssignment6.docx **## EvidenceGridAssignment6.docx** **Evidence Grid Assignment: Evaluating Levels of Evidence in Nursing Research** **Assignment Overview** As future Nurse Practitioners (NPs), you will frequently rely on evidence-based practice (EBP) to inform clinical decisions, i…

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    – ## EvidenceGridAssignment6.docx

    **## EvidenceGridAssignment6.docx**

    **Evidence Grid Assignment: Evaluating Levels of Evidence in Nursing Research**

    **Assignment Overview**

    As future Nurse Practitioners (NPs), you will frequently rely on evidence-based practice (EBP) to inform clinical decisions, improve patient outcomes, and advance healthcare delivery. This assignment focuses on developing skills in critically appraising research literature by creating an "evidence grid" (also known as an evidence table or synthesis grid). An evidence grid is a structured tool that organizes key information from multiple studies, allowing for quick comparison and evaluation of evidence quality.

    You will select a review paper (e.g., a systematic review or meta-analysis) or a professional clinical guideline relevant to NP practice. From this source, identify and analyze 10 cited research articles. For each article, evaluate its level of evidence using a standardized hierarchy, and compile your findings into a clear, tabular format. This exercise will enhance your ability to discern high-quality evidence, identify gaps in the literature, and apply EBP principles.

    **Due Date:** [Insert date, e.g., Two weeks from assignment distribution]
    **Submission Format:** Submit as a Word document APA 7th edition style Include the evidence grid, a brief introduction (1–2 paragraphs), and a reference list in APA 7th edition format.
    **Length:** Evidence grid should cover 10 articles; total document up to 5 pages (excluding references).
    **Grading:** 100 points total.

    **Learning Objectives**

    By completing this assignment, you will be able to:

    1. Locate and select a high-quality review paper or professional guideline in a topic area relevant to NP practice.

    2. Identify and extract key research articles from the source.

    3. Apply an evidence hierarchy to evaluate the level and quality of evidence in each article.

    4. Organize findings into a professional evidence grid for synthesis and comparison.

    5. Reflect on how the evaluated evidence could inform NP clinical decision-making.

    **Instructions**

    **Step 1: Select Your Source Document**

    · Choose
    **one** review paper or professional guideline published within the last 5 years (2020–2025) that is relevant to NP practice. Examples of topics include chronic disease management (e.g., diabetes, hypertension), preventive care, mental health, or palliative care.

    ·
    **Review Paper Options:** Systematic reviews or meta-analyses from sources like Cochrane Database, PubMed, or Joanna Briggs Institute.

    ·
    **Guideline Options:** Clinical practice guidelines from organizations like the American Heart Association (AHA), American Diabetes Association (ADA), U.S. Preventive Services Task Force (USPSTF), or Agency for Healthcare Research and Quality (AHRQ).

    · Ensure the source cites at least 10 primary research articles (e.g., RCTs, cohort studies) that you can access via your university library or open-access platforms.

    · In your introduction, briefly describe the selected source (1 paragraph): Include the full citation, topic, purpose, and why it is relevant to NP practice.

    **Step 2: Choose 10 Research Articles**

    · From the references or included studies in your selected review paper/guideline, select
    **10 primary research articles**. These should be original studies (not other reviews or editorials).

    · Prioritize a mix of study designs if possible (e.g., RCTs, observational studies) to demonstrate variety in evidence levels.

    · Ensure you can access the full text of each article for accurate evaluation.

    **Step 3: Evaluate the Level of Evidence**

    · For each article, determine its
    **level of evidence** using a recognized hierarchy. Recommended: Melnyk and Fineout-Overholt's Levels of Evidence for Nursing (2019), which is tailored to EBP in nursing:

    ·
    **Level 1:** Systematic reviews or meta-analyses of RCTs.

    ·
    **Level 2:** Single well-designed RCTs.

    ·
    **Level 3:** Well-designed controlled trials without randomization (quasi-experimental).

    ·
    **Level 4:** Well-designed case-control or cohort studies.

    ·
    **Level 5:** Systematic reviews of descriptive/qualitative studies.

    ·
    **Level 6:** Single descriptive or qualitative studies.

    ·
    **Level 7:** Expert opinions or reports from committees.

    · Alternatively, you may use the Oxford Centre for Evidence-Based Medicine (OCEBM) levels if it better fits your topic—justify your choice in the introduction.

    · Assess additional elements: Study design, sample size, strengths (e.g., large sample, rigorous methods), weaknesses (e.g., bias, small sample), and relevance to the guideline's recommendations.

    **Step 4: Create the Evidence Grid**

    · Compile your evaluations into a table (evidence grid). Use a word processor or spreadsheet tool to format it clearly.

    ·
    **Required Columns (Minimum):**

    1.
    **Article Citation:** Full APA citation (author, year, title, journal).

    2.
    **Study Design:** e.g., RCT, cohort study, qualitative.

    3.
    **Sample Size/Population:** Number of participants and key demographics.

    4.
    **Key Findings:** 1–2 sentence summary of main results.

    5.
    **Level of Evidence:** Using the chosen hierarchy (e.g., Level 2).

    6.
    **Strengths:** Bullet points (e.g., randomized, blinded).

    7.
    **Weaknesses/Limitations:** Bullet points (e.g., selection bias, generalizability issues).

    8.
    **Relevance to NP Practice:** How this evidence could inform clinical decisions (1–2 sentences).

    ·
    **Example Grid Template:**

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | **Article Citation** | **Study Design** | **Sample Size/Population** | **Key Findings** | **Level of Evidence** | **Strengths** | **Weaknesses/Limitations** | **Relevance to NP Practice** |
    | Smith et al. (2022). Title. Journal. | RCT | 500 adults with hypertension | Intervention reduced BP by 10 mmHg. | Level 2 | – Randomized – Large sample | – Short follow-up – Single-center | Supports NP-led lifestyle interventions for primary care management. |
    | [Continue for 10 rows] | … | … | … | … | … | … | … |

    · After the grid, include a 1-paragraph reflection: Discuss overall patterns (e.g., most evidence is Level 2–4), gaps (e.g., lack of diverse populations), and how this informs reforming U.S. healthcare (tie back to prior discussions on NP roles).

    **Resources**

    ·
    **Finding Sources:** Use PubMed, CINAHL, Google Scholar, or Cochrane Library. Search terms: "systematic review [topic]" or "[topic] clinical guideline 2020-2025."

    ·
    **Evidence Hierarchies:** Review Melnyk & Fineout-Overholt's
    _Evidence-Based Practice in Nursing & Healthcare_(4th ed.) or OCEBM website.

    ·
    **APA Formatting:**  APA Style

    ·
    **Support:** Consult your instructor or librarian for article access.

    **## EvidenceGridAssignment6.docx**

    **Evidence Grid Assignment: Evaluating Levels of Evidence in Nursing Research**

    **Assignment Overview**

    As future Nurse Practitioners (NPs), you will frequently rely on evidence-based practice (EBP) to inform clinical decisions, improve patient outcomes, and advance healthcare delivery. This assignment focuses on developing skills in critically appraising research literature by creating an "evidence grid" (also known as an evidence table or synthesis grid). An evidence grid is a structured tool that organizes key information from multiple studies, allowing for quick comparison and evaluation of evidence quality.

    You will select a review paper (e.g., a systematic review or meta-analysis) or a professional clinical guideline relevant to NP practice. From this source, identify and analyze 10 cited research articles. For each article, evaluate its level of evidence using a standardized hierarchy, and compile your findings into a clear, tabular format. This exercise will enhance your ability to discern high-quality evidence, identify gaps in the literature, and apply EBP principles.

    **Due Date:** [Insert date, e.g., Two weeks from assignment distribution]
    **Submission Format:** Submit as a Word document APA 7th edition style Include the evidence grid, a brief introduction (1–2 paragraphs), and a reference list in APA 7th edition format.
    **Length:** Evidence grid should cover 10 articles; total document up to 5 pages (excluding references).
    **Grading:** 100 points total.

    **Learning Objectives**

    By completing this assignment, you will be able to:

    1. Locate and select a high-quality review paper or professional guideline in a topic area relevant to NP practice.

    2. Identify and extract key research articles from the source.

    3. Apply an evidence hierarchy to evaluate the level and quality of evidence in each article.

    4. Organize findings into a professional evidence grid for synthesis and comparison.

    5. Reflect on how the evaluated evidence could inform NP clinical decision-making.

    **Instructions**

    **Step 1: Select Your Source Document**

    · Choose
    **one** review paper or professional guideline published within the last 5 years (2020–2025) that is relevant to NP practice. Examples of topics include chronic disease management (e.g., diabetes, hypertension), preventive care, mental health, or palliative care.

    ·
    **Review Paper Options:** Systematic reviews or meta-analyses from sources like Cochrane Database, PubMed, or Joanna Briggs Institute.

    ·
    **Guideline Options:** Clinical practice guidelines from organizations like the American Heart Association (AHA), American Diabetes Association (ADA), U.S. Preventive Services Task Force (USPSTF), or Agency for Healthcare Research and Quality (AHRQ).

    · Ensure the source cites at least 10 primary research articles (e.g., RCTs, cohort studies) that you can access via your university library or open-access platforms.

    · In your introduction, briefly describe the selected source (1 paragraph): Include the full citation, topic, purpose, and why it is relevant to NP practice.

    **Step 2: Choose 10 Research Articles**

    · From the references or included studies in your selected review paper/guideline, select
    **10 primary research articles**. These should be original studies (not other reviews or editorials).

    · Prioritize a mix of study designs if possible (e.g., RCTs, observational studies) to demonstrate variety in evidence levels.

    · Ensure you can access the full text of each article for accurate evaluation.

    **Step 3: Evaluate the Level of Evidence**

    · For each article, determine its
    **level of evidence** using a recognized hierarchy. Recommended: Melnyk and Fineout-Overholt's Levels of Evidence for Nursing (2019), which is tailored to EBP in nursing:

    ·
    **Level 1:** Systematic reviews or meta-analyses of RCTs.

    ·
    **Level 2:** Single well-designed RCTs.

    ·
    **Level 3:** Well-designed controlled trials without randomization (quasi-experimental).

    ·
    **Level 4:** Well-designed case-control or cohort studies.

    ·
    **Level 5:** Systematic reviews of descriptive/qualitative studies.

    ·
    **Level 6:** Single descriptive or qualitative studies.

    ·
    **Level 7:** Expert opinions or reports from committees.

    · Alternatively, you may use the Oxford Centre for Evidence-Based Medicine (OCEBM) levels if it better fits your topic—justify your choice in the introduction.

    · Assess additional elements: Study design, sample size, strengths (e.g., large sample, rigorous methods), weaknesses (e.g., bias, small sample), and relevance to the guideline's recommendations.

    **Step 4: Create the Evidence Grid**

    · Compile your evaluations into a table (evidence grid). Use a word processor or spreadsheet tool to format it clearly.

    ·
    **Required Columns (Minimum):**

    1.
    **Article Citation:** Full APA citation (author, year, title, journal).

    2.
    **Study Design:** e.g., RCT, cohort study, qualitative.

    3.
    **Sample Size/Population:** Number of participants and key demographics.

    4.
    **Key Findings:** 1–2 sentence summary of main results.

    5.
    **Level of Evidence:** Using the chosen hierarchy (e.g., Level 2).

    6.
    **Strengths:** Bullet points (e.g., randomized, blinded).

    7.
    **Weaknesses/Limitations:** Bullet points (e.g., selection bias, generalizability issues).

    8.
    **Relevance to NP Practice:** How this evidence could inform clinical decisions (1–2 sentences).

    ·
    **Example Grid Template:**

    | | | | | | | | |
    | — | — | — | — | — | — | — | — |
    | **Article Citation** | **Study Design** | **Sample Size/Population** | **Key Findings** | **Level of Evidence** | **Strengths** | **Weaknesses/Limitations** | **Relevance to NP Practice** |
    | Smith et al. (2022). Title. Journal. | RCT | 500 adults with hypertension | Intervention reduced BP by 10 mmHg. | Level 2 | – Randomized – Large sample | – Short follow-up – Single-center | Supports NP-led lifestyle interventions for primary care management. |
    | [Continue for 10 rows] | … | … | … | … | … | … | … |

    · After the grid, include a 1-paragraph reflection: Discuss overall patterns (e.g., most evidence is Level 2–4), gaps (e.g., lack of diverse populations), and how this informs reforming U.S. healthcare (tie back to prior discussions on NP roles).

    **Resources**

    ·
    **Finding Sources:** Use PubMed, CINAHL, Google Scholar, or Cochrane Library. Search terms: "systematic review [topic]" or "[topic] clinical guideline 2020-2025."

    ·
    **Evidence Hierarchies:** Review Melnyk & Fineout-Overholt's
    _Evidence-Based Practice in Nursing & Healthcare_(4th ed.) or OCEBM website.

    ·
    **APA Formatting:**  APA Style

    ·
    **Support:** Consult your instructor or librarian for article access.

  • [Solved] what is writing?

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  • [Solved] Discussion

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    – ## Discussion2.docx – ## Sexualities.pptx – ## SexandtheCityandMeToo_Armstrong2018.pdf – GlobalSexualities_BodyPolitics.pptx – AudreLordeUsesoftheErotic.pdf – BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf – PetersonQueeringofStates_Nations.pdf **## Discussion2.docx** **…

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    – ## Discussion2.docx

    – ## Sexualities.pptx

    – ## SexandtheCityandMeToo_Armstrong2018.pdf

    – GlobalSexualities_BodyPolitics.pptx
    – AudreLordeUsesoftheErotic.pdf
    – BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf
    – PetersonQueeringofStates_Nations.pdf

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

    **Discussion 2 is based on content from Weeks 8-11 (Body Politics; Violence; Sexualities & Sexual Politics). Unlike the first discussion, I am going to give you choices about which questions you would like to answer. This means you are answering 4 out of the 6 questions below. But you get to choose which questions to answer. You can choose any 4 questions you would like. I have labeled the questions according to where you can find this information in our course content.**

    **Questions 3-6 require citations.  You should also respond to two classmate's posts. To ensure you receive the grade you have earned, remember to number your responses so it is clear to me which question you are answering.  See grading criteria link below for more information.**

    ***This discussion can be turned in 24 hours after the due date for a 20% late point deduction***

    **Part A: Sexualities and Sexual Politics Readings**

    You were assigned four "
    [Personal Essays From Various  Scholars](https://fiu.instructure.com/courses/235986/pages/readings-sexualities-and-sexual-politics)" to read. Choose
    **one** and answer the following. Make sure to reference which article you are going to write about:

    1. Summarize 2-3 main points the author made.  (
    **150 words minimum, 2 points**)

    2. Describe your reaction to these points. What areas, if any, resonated with you? What areas, if any, did not sit right with you? Why? Did this have any impact on the way you think about sexuality and/or the body? (
    **150 words minimum, 2 points**)

    **Part B: Violence Readings**

    3. Do you agree or disagree that violence against women is a massive global pattern? Why or why not? What factors do you believe contribute to violence against women?   (
    **150 words minimum; 1 in-text citation and full reference required; citation must be from our class course content, 2 points**)

    **Part C: Body Politics Readings and Sexualities and Sexual Politics Readings**

    4. Choose 2 states/nations/territories and summarize reproductive health and laws in those areas.  Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    5. Choose 2 states/nations/territories and summarize laws that you believe are particularly relevant to LGBTQ+ folks. Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    **Part D: Any Content from Weeks 8-11**

    6. You learned about a lot of different concepts and perspectives in Weeks 8-11. Select one concept or perspective covered and expand on it in some way that was not covered in the course content. For example, you may have wanted to learn more about skin bleaching, the global gag rule, trafficking, or campus sexual assault. You can take this opportunity to do your own research and report back on what you find.  (
    **150 words minimum; 1 in-text citation and full reference required; must be from outside course content, 2 points**)

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

    There are various terms, ideas, theories, concepts, and perspectives that will be presented in this module. These are intended to be presented in an objective manner and not as an endorsement of what you should personally believe. You may decide that certain concepts/ideas are worthy of your personal belief. Understanding a concept/idea does not mean that you are required to believe it or agree with it.

    In addition, there may be other definitions or perspectives you have heard for these concepts/terms. I encourage you to share with me additional or more comprehensive definitions you may have come across.

    SEXUAL POLITICS*

    When discussing pornography, prostitution, and trafficking, feminist scholars often consider supply and demand issues. They consider:

    Why people are engaging in pornography, prostitution, commercial sex trafficking (all linked to the global economy)

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

    Many scholars argue that folks who want to truly address these issues should aim efforts at decreasing poverty instead of criminalization

    For example, production of pornography shifted towards countries with low labor costs and little state regulation to save money

    Increase in webcam cyber sex trafficking and webcam pornography

    *Lee & Shaw, 2011; Terre des hommes, n.d.

    SEX TRAFFICKING

    The recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex act where such an act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age*

    *Definition from U.S. Department of Health & Human Services. Retrieved from https://www.acf.hhs.gov/otip/fact-sheet/resource/fshumantrafficking#:~:text=Sex%20trafficking%3A%20the%20recruitment%2C%20harboring,attained%2018%20years%20of%20age%3B

    Sex Trafficking vs Human Trafficking*

    Human trafficking is the overall umbrella term used to describe different forms of trafficking

    Sex trafficking is a certain form of human trafficking

    People talk about sex trafficking but use the word human trafficking and this is confusing

    Many times, people are talking about sexual exploitation only but use term human trafficking

    Sex trafficking and human trafficking for regular labor are different

    Statistics can be misleading because human trafficking and sex trafficking used interchangeably when they are different

    *Lee & Shaw, 2011; U.S. Department of State, 2022

    Sex trafficking potential causes

    Globalization/poverty

    Increasing reliance on women as low wage workers; women of color especially expected to bear social costs of globalization by working harder for less

    Women forced to migrate to sell their labor: but barriers to legal migration may lead women to consent to be trafficked into another country in hopes of a better future

    Documentation issues can prevent women from having rights once they consent to being trafficked

    Destination countries helping undocumented trafficked women could essentially protect their well-being

    War

    Women abducted during military conflict

    Poverty and danger of military conflict force women to search for work in other places

    *Brewer, 2008; Government of British Colombia, 2014; Lee & Shaw, 2011

    Sex trafficking vs. Sex Workers*

    Many anti-trafficking laws and initiatives can hurt adult women and men sex workers

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

    Of a sense of responsibility for the economic well-being of their families

    Some sex workers do not feel “tricked” or “abducted” into sex work, but may feel forced into the profession due to poverty or discrimination that makes other employment difficult or non-existent

    *Global Network of Sex Work Projects, 2018; Lee & Shaw, 2011

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

    “On any given day, an estimated 40.3 million people were victims of trafficking [modern slavery], 4.8 million of them in “forced sexual exploitation.” Over one million of those in “forced sexual exploitation” are children (ILO, 2016)

    LGBTQ+ homeless youth comprise 20 to 40 % of the homeless youth population (Ray, 2006; Quintana, Rosenthal, & Krehely, 2010; Moreton, et al., 2018)

    These youth are at high risk of being forced into sex work (U.S. Dept. Of State, 2017)

    Discrimination in hiring has been linked to feeling forced into sex work for some transgender people (Fitzgerald, Patterson, Hickey, & Biko, 2015)

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

    Some countries are hubs or transit countries, where the women are actually bought and sold. Hubs usually have highly developed sex industries (Thailand, the Philippines) or powerful organized crime sectors (Albania, Turkey, Nigeria).

    Some people believe this classification of soirce, destination, and transit countries is problematic because countries can fall under each of these categories at various points

    Lee & Shaw, 2011; U.N. (2016)

    HUMAN TRAFFICKING

    *Florida has been cited as the third largest hub for human trafficking in the country

    According to the National Human Trafficking Hotline (2021) Florida was third in the nation in calls to the Human Trafficking Hotline

    *Within Florida, Miami ranks the highest followed by Tampa and Central Florida

    *Osceola County Sheriff’s Office, 2021

    References

    Brewer, D. (2008). Globalisation and human trafficking. Topical Research Digest: Human Rights and Human Trafficking. Retrieved from http://www.du.edu/korbel/hrhw/researchdigest/trafficking/Globalization.pdf

    Global Network of Sex Work Projects.(2018).The impact of anti-trafficking legislation and initiatives on sex workers. Retrieved from https://www.nswp.org/sites/default/files/impact_of_anti-trafficking_laws_pb_nswp_-_2018.pdf

    Government of British Colombia (2014). What makes someone vulnerable to human trafficking? Retrieved from https://www2.gov.bc.ca/gov/content/justice/criminal-justice/victims-of-crime/human-trafficking/human-trafficking-training/module-1/vulnerabilities

    International Labor Organization (2016). Global estimates of modern slavery: Forced labour and forced marriage. Retrieved from https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_854733.pdf

    Lee, J. & Shaw, S.M. (2011). Women Worldwide: Transnational feminist perspectives on women. McGraw Hill

    National Human Trafficking Hotline. (2021). Retrieved from https://humantraffickinghotline.org/en/statistics/florida

    Osceola County Sheriff’s Office. (2021). Human trafficking awareness. Retrieved from https://www.osceolasheriff.org/human-trafficking-awareness/#:~:text=Human%20trafficking%20is%20the%203,rd%20behind%20Miami%20and%20Tampa.

    Terre des hommes, n.d. Retrieved from https://www.tdh.ch/en

    United Nations Office on Drugs and Crime (2016). Global report on trafficking in persons. Retrieved from https://www.unodc.org/documents/data-and-analysis/glotip/2016_Global_Report_on_Trafficking_in_Persons.pdf

    U.S. Department of State. (2022). Understanding human trafficking, Retrieved from https://www.state.gov/what-is-trafficking-in-persons/

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

    .,.;;. ♦ J4WWW@~OWSEX-A-rJ5"TAE c Y HCfLDSUP IN T E 1
    I•. #f\11 ETOO ERA (2018)

    ..J•
    I

    ·f Keishin Armstrong is a writer wh k
    Jenni er . 0 spent a decade on staff at Entertainment Weekly. Since then, her wor

    Peared in BBC Culture, The New Yo k r B · h
    has ap . . r imes oak Review, Vice, New York Magazine, and Billboard. She is t e

    of Semfe/d,a: How the Show Abo t N h ' haut or u at mg Changed Everyth ing (2016); a history of The Mary Tyler Moore
    Mary and Lou and Rhoda and Ted·(2013)· d d hShow, . · , an Sex and the City and Us: How Four Single Women Change t e

    Way We Think, Live, and Love.(2018)

    S-ex and the City premiered on HBO [more than]

    thesis: maybe women want sex as much as men do,
    and maybe they don't need men for much else. This
    represented a huge shift at the end of the millen­
    nium, a time when sex was on everyone's mind and
    newscast: Independent Counsel Ken Starr's inves­
    tigation into President Bill Clinton had just taken
    a prurient turn by focusing on Clinton's sexual
    relationship with White House intern Monica
    Lewinsky, and the nation was hanging on the in­
    timate details. But the dominant narrative was still
    the tale of a powerful man taking advantage of a
    much younger woman.

    Sex and the City had a different story about sex

    to tell. Over six seasons, the series presented its
    case for Carrie, Charlotte, Miranda, and Samantha
    as the models of a new kind of womanhood: they
    supported themselves, they made their friends
    their family, and they had lots of sex. Some of it
    was good, some of it wasn't, but all of it was central
    to Sex and the City's vision of female freedom.

    But the show's landmark portrayal of women's
    sexual freedom is exactly what can make it feel
    anachronistic now, in the age of #MeToo. Amid the
    four main characters' many encounters with men,
    very few involve danger, nonconsensual sex, or
    even harassment. Such incidents that do occur are
    played off as jokes, "bad sex," or occasions warrant­

    ing no more than an eyeroll.

    Sex and the City had a good reason to favor
    the fun and frivolous side of sex: it was meant to
    portray a glittery, glamorous version of the single
    woman. Before the show, single women in media
    were spinsters, cat ladies, and "Cathy" comic strips;
    if they were lucky, they were Mary on the 1970s's
    Mary Tyler Moore Show (required to be perfect in
    exchange for her freedom), or Ally on Ally McBeal
    (unhinged, baby-crazy …), which ran from 1997
    to 2002. The last thing single women needed at
    the time of Sex and the City was another Looking for

    Mr. Goodbar (indiscriminate sex results in brutal
    death, 1977) or Fatal Attraction (desperate single
    women are coming to steal your husband and boil
    your bunny, 1987). Sex and the City's unrealistically
    positive depiction of women's sexual freedom was
    one of its most revolutionary qualities.

    In an era that has seen the rise of such shows
    as Girls, Broad City, and The Bold Type, it's easy to
    forget just how groundbreaking Sex and the City was
    when it came to HBO on June 6, 1998. An adap­
    tation of Candace Bushnell's newspaper column­
    turned-book, the show followed a fashionable,
    Bushnell-like character named Carrie Bradshaw
    and her three best friends: romantic Charlotte,
    success-driven Miranda, and libertine Samantha.
    The formula sounds familiar, right down to the
    core foursome of distinct personalities. But this
    wasn't just a younger version of The Golden Girls.

    It included some of the most graphic sex talk ever

    Jennifer Keishin Armstrong #How Sex and the City Holds Up in the #MeToo Era.w Vanity Fair, June 6, 2018. Copyright c Conde

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

    featured in a prime-tim t Jevision show targeted
    t th ma . Its spot on premium cable allowed

    thi , of course, but what made it even more radi­
    cal was that the sex talk happened among women
    who were presented as the norm, not some fringe
    exception.

    The sex scenes themselves reflected the female
    gaze. The women looked great during their bed­
    room romps, but they weren't objectified. The
    scenes were played more for humor, insight, and
    character development than for eroticism. Sex, the
    show told us, was hardly ever perfect, but it was
    often fun and/or funny. As show-runner Michael
    Patrick King told me in an interview for my book,
    Sex and the City and Us: How Four Single Women
    Changed the Way We Think, Live, and Love, "Sex, up
    until Sex and the City, was sort of dipped in black,
    and it was dark and dirty and oily. After us, sex was
    seen differently. We made it pink. And fizzy. We
    took it into the light and made it something em­
    powering, but also funny."

    At the time, it seemed impossible to pull sex out
    of the dark depths and into the pink and fizzy­
    while still addressing its more dangerous side. So
    there is very little #MeToo in Sex and the City sex.
    This was of a piece with the many bargains Sex and
    the City seemed to strike, intentionally or not, as
    a show that raised hackles. It was sex-positive but
    apolitical, and in one episode, even anti-political.
    When Carrie dates a politician . . . she reveals
    that she's not even registered to vote. The message
    seemed to be: Don't worry, guys. We're only exercising

    our newfound power in the bedroom; we're not coming

    for your public sphere, too. The show demonstrated
    women's financial independence, but mainly
    through extravagant fashion and lifestyle spend­
    ing. Don't worry, guys. We'll just be over here shopping.

    This approach worked: Sex and the City became
    not just a hit, but a worldwide phenomenon. It

    made rabbit vibrators, Manolo Blahniks, nameplate
    necklaces, cosmopolitans, and cupcakes trends
    across the globe. It was nominated for 54 Emmy
    awards and won seven. It spawned two movies that
    broke box-office records, even though they were

    widely regarded as less than great.
    Countless people have watched the show

    in reruns, streaming, and on DVD since. It has

    become a rite of passage for women and
    &ay"'

    in particular. ·11e~
    Ofcourse, as younger generations have w

    . h atch
    and even as older generat10ns ave re-watched eq,
    modern eyes can spot a few stray Sex and th '°lit

    e c·moments worthy of #MeToo reflection. The 1ty
    . . h d"d ' re asome passmg mstances t at 1 n t register .te

    most of us at the time-like when the "mod 1~1th
    . d I d . e IZer•films his sex with mo e s an uses 1t as art w· h

    It OlJ
    concern for consent, or when Charlotte wand t

    "d . h ersiran older artist is cons1 enng a s ow at her &all
    only because he finds her "charming." Carrie ery

    "h ld h" . b asksif he wants her to o 1s pamt rush." Mir
    anda­

    "If he so much as suggests what she's suggesr ·
    you give me a call and we'll sue the hell

    O
    ing,

    Ut of
    him. That's the only proper way to trade sex t

    ,, or
    power… .

    The most classic #MeToo encounter happens in
    the sanctity of the fashion closet at Vogue '"h , ·• ere
    Carrie is freelancing. There, an editor who h as
    taken a liking to her … drops his pants after plyin
    her with martinis and rare shoes. She rejects hi~
    and runs …

    In another, murkier situation, Carrie puts u
    with physically punishing-but consensual-se~
    with Charlotte's husband Harry's best man. Carrie
    shows up at the wedding hunched over with a "sex
    sprain" and dismisses the experience as "jackrab­
    bit sex." She declines a second round with the per­
    petrator and incurs his wrath: "If I'd known you
    were just using me," he says, "I wouldn't have made
    love to you like that." Let's just say a lot of us have
    been there, and it's exactly the kind of problem that
    would be solved by more affirmative and enthusi­
    astic consent practices.1

    All of these are perfect examples of typical in­
    cidents in many women's lives, the kinds of things
    we've always assumed are just normal-because
    they have been. The show models exactly this:
    it doesn't imply that these guys are right, but it
    shows how women have long dealt with such situ­
    ations. You complain about it to your girlfriends,
    then move on. The #MeToo movement is liberating
    because it allows us all to verbalize such experi­
    ences in public-to not explain them away or joke
    about them, to acknowledge that they chipped

    away at us.

    sex and the City did give us one great tool for more
    ered sex lives, whether we're seeking better

    ernpoW .
    eriences in bed or trying to process how sex has

    :~n used against us in the past: brunch. The show's
    classic girl-talk scenes were its most revolutionary
    and lasting contribution to women's culture. They
    modeled open and honest talk about sex positions,
    kinks, and relationships, and-critically-they al­
    lowed each of the characters to debate and clearly
    verbalize her own likes and dislikes.

    This allowed them to create a conversational
    version ofwhat's known as a yes/no/maybe list2-a
    lengthy menu ofsexual options thatyou can peruse
    alone or with a partner to determine what you're
    into. If you're with a partner, it allows for the clear­
    est enthusiastic consent possible. If you're alone,
    you're setting boundaries for yourself so you're
    dearer about them in the heat of a moment, or
    during the shock and confusion ofa nonconsensual

    171How Sex and the City Holds Up

    encounter. If you're with your friends at brunch, it
    serves the same purposes, along with extra bonuses
    like learning others' boundaries and alleviating

    shame and guilt.
    Carrie Bradshaw may not have been as enlight-

    ened about sexual harassment and assault as we are
    in 2018. But her couldn't-help-but-wonder attitude

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

    Has People Talking About 'Affirmative Consent."
    What's That?" Time, January 17, 2018, http://time.
    corn/5104010/aziz-ansari-affirmative-consent/

    2. "OurFavoriteYes/No/ Maybe ListsAvailableOnline,"
    Self Serve: Your Sexuality Research Center, n .d.,
    http://selfservetoys.com/resourcecenter/ favorite­
    yesnomaybe-lists-available-online/

    [http://selfservetoys.com/resourcecenter/favorite](http://selfservetoys.com/resourcecenter/favorite)

    [http://time](http://time/)

    **GlobalSexualities_BodyPolitics.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/globalsexualities-bodypolitics-pptx)

    **AudreLordeUsesoftheErotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audrelordeusesoftheerotic-pdf-10428611)

    **BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blackfemalesexualityinthemisadventuresofawkwardblackgirl-cruz2015-pdf)

    **PetersonQueeringofStates_Nations.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/petersonqueeringofstates-nations-pdf)

    **PetersonQueeringofStates_Nations.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/petersonqueeringofstates-nations-pdf)

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

    **Discussion 2 is based on content from Weeks 8-11 (Body Politics; Violence; Sexualities & Sexual Politics). Unlike the first discussion, I am going to give you choices about which questions you would like to answer. This means you are answering 4 out of the 6 questions below. But you get to choose which questions to answer. You can choose any 4 questions you would like. I have labeled the questions according to where you can find this information in our course content.**

    **Questions 3-6 require citations.  You should also respond to two classmate's posts. To ensure you receive the grade you have earned, remember to number your responses so it is clear to me which question you are answering.  See grading criteria link below for more information.**

    ***This discussion can be turned in 24 hours after the due date for a 20% late point deduction***

    **Part A: Sexualities and Sexual Politics Readings**

    You were assigned four "
    [Personal Essays From Various  Scholars](https://fiu.instructure.com/courses/235986/pages/readings-sexualities-and-sexual-politics)" to read. Choose
    **one** and answer the following. Make sure to reference which article you are going to write about:

    1. Summarize 2-3 main points the author made.  (
    **150 words minimum, 2 points**)

    2. Describe your reaction to these points. What areas, if any, resonated with you? What areas, if any, did not sit right with you? Why? Did this have any impact on the way you think about sexuality and/or the body? (
    **150 words minimum, 2 points**)

    **Part B: Violence Readings**

    3. Do you agree or disagree that violence against women is a massive global pattern? Why or why not? What factors do you believe contribute to violence against women?   (
    **150 words minimum; 1 in-text citation and full reference required; citation must be from our class course content, 2 points**)

    **Part C: Body Politics Readings and Sexualities and Sexual Politics Readings**

    4. Choose 2 states/nations/territories and summarize reproductive health and laws in those areas.  Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    5. Choose 2 states/nations/territories and summarize laws that you believe are particularly relevant to LGBTQ+ folks. Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    **Part D: Any Content from Weeks 8-11**

    6. You learned about a lot of different concepts and perspectives in Weeks 8-11. Select one concept or perspective covered and expand on it in some way that was not covered in the course content. For example, you may have wanted to learn more about skin bleaching, the global gag rule, trafficking, or campus sexual assault. You can take this opportunity to do your own research and report back on what you find.  (
    **150 words minimum; 1 in-text citation and full reference required; must be from outside course content, 2 points**)

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

    There are various terms, ideas, theories, concepts, and perspectives that will be presented in this module. These are intended to be presented in an objective manner and not as an endorsement of what you should personally believe. You may decide that certain concepts/ideas are worthy of your personal belief. Understanding a concept/idea does not mean that you are required to believe it or agree with it.

    In addition, there may be other definitions or perspectives you have heard for these concepts/terms. I encourage you to share with me additional or more comprehensive definitions you may have come across.

    SEXUAL POLITICS*

    When discussing pornography, prostitution, and trafficking, feminist scholars often consider supply and demand issues. They consider:

    Why people are engaging in pornography, prostitution, commercial sex trafficking (all linked to the global economy)

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

    Many scholars argue that folks who want to truly address these issues should aim efforts at decreasing poverty instead of criminalization

    For example, production of pornography shifted towards countries with low labor costs and little state regulation to save money

    Increase in webcam cyber sex trafficking and webcam pornography

    *Lee & Shaw, 2011; Terre des hommes, n.d.

    SEX TRAFFICKING

    The recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex act where such an act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age*

    *Definition from U.S. Department of Health & Human Services. Retrieved from https://www.acf.hhs.gov/otip/fact-sheet/resource/fshumantrafficking#:~:text=Sex%20trafficking%3A%20the%20recruitment%2C%20harboring,attained%2018%20years%20of%20age%3B

    Sex Trafficking vs Human Trafficking*

    Human trafficking is the overall umbrella term used to describe different forms of trafficking

    Sex trafficking is a certain form of human trafficking

    People talk about sex trafficking but use the word human trafficking and this is confusing

    Many times, people are talking about sexual exploitation only but use term human trafficking

    Sex trafficking and human trafficking for regular labor are different

    Statistics can be misleading because human trafficking and sex trafficking used interchangeably when they are different

    *Lee & Shaw, 2011; U.S. Department of State, 2022

    Sex trafficking potential causes

    Globalization/poverty

    Increasing reliance on women as low wage workers; women of color especially expected to bear social costs of globalization by working harder for less

    Women forced to migrate to sell their labor: but barriers to legal migration may lead women to consent to be trafficked into another country in hopes of a better future

    Documentation issues can prevent women from having rights once they consent to being trafficked

    Destination countries helping undocumented trafficked women could essentially protect their well-being

    War

    Women abducted during military conflict

    Poverty and danger of military conflict force women to search for work in other places

    *Brewer, 2008; Government of British Colombia, 2014; Lee & Shaw, 2011

    Sex trafficking vs. Sex Workers*

    Many anti-trafficking laws and initiatives can hurt adult women and men sex workers

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

    Of a sense of responsibility for the economic well-being of their families

    Some sex workers do not feel “tricked” or “abducted” into sex work, but may feel forced into the profession due to poverty or discrimination that makes other employment difficult or non-existent

    *Global Network of Sex Work Projects, 2018; Lee & Shaw, 2011

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

    “On any given day, an estimated 40.3 million people were victims of trafficking [modern slavery], 4.8 million of them in “forced sexual exploitation.” Over one million of those in “forced sexual exploitation” are children (ILO, 2016)

    LGBTQ+ homeless youth comprise 20 to 40 % of the homeless youth population (Ray, 2006; Quintana, Rosenthal, & Krehely, 2010; Moreton, et al., 2018)

    These youth are at high risk of being forced into sex work (U.S. Dept. Of State, 2017)

    Discrimination in hiring has been linked to feeling forced into sex work for some transgender people (Fitzgerald, Patterson, Hickey, & Biko, 2015)

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

    Some countries are hubs or transit countries, where the women are actually bought and sold. Hubs usually have highly developed sex industries (Thailand, the Philippines) or powerful organized crime sectors (Albania, Turkey, Nigeria).

    Some people believe this classification of soirce, destination, and transit countries is problematic because countries can fall under each of these categories at various points

    Lee & Shaw, 2011; U.N. (2016)

    HUMAN TRAFFICKING

    *Florida has been cited as the third largest hub for human trafficking in the country

    According to the National Human Trafficking Hotline (2021) Florida was third in the nation in calls to the Human Trafficking Hotline

    *Within Florida, Miami ranks the highest followed by Tampa and Central Florida

    *Osceola County Sheriff’s Office, 2021

    References

    Brewer, D. (2008). Globalisation and human trafficking. Topical Research Digest: Human Rights and Human Trafficking. Retrieved from http://www.du.edu/korbel/hrhw/researchdigest/trafficking/Globalization.pdf

    Global Network of Sex Work Projects.(2018).The impact of anti-trafficking legislation and initiatives on sex workers. Retrieved from https://www.nswp.org/sites/default/files/impact_of_anti-trafficking_laws_pb_nswp_-_2018.pdf

    Government of British Colombia (2014). What makes someone vulnerable to human trafficking? Retrieved from https://www2.gov.bc.ca/gov/content/justice/criminal-justice/victims-of-crime/human-trafficking/human-trafficking-training/module-1/vulnerabilities

    International Labor Organization (2016). Global estimates of modern slavery: Forced labour and forced marriage. Retrieved from https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_854733.pdf

    Lee, J. & Shaw, S.M. (2011). Women Worldwide: Transnational feminist perspectives on women. McGraw Hill

    National Human Trafficking Hotline. (2021). Retrieved from https://humantraffickinghotline.org/en/statistics/florida

    Osceola County Sheriff’s Office. (2021). Human trafficking awareness. Retrieved from https://www.osceolasheriff.org/human-trafficking-awareness/#:~:text=Human%20trafficking%20is%20the%203,rd%20behind%20Miami%20and%20Tampa.

    Terre des hommes, n.d. Retrieved from https://www.tdh.ch/en

    United Nations Office on Drugs and Crime (2016). Global report on trafficking in persons. Retrieved from https://www.unodc.org/documents/data-and-analysis/glotip/2016_Global_Report_on_Trafficking_in_Persons.pdf

    U.S. Department of State. (2022). Understanding human trafficking, Retrieved from https://www.state.gov/what-is-trafficking-in-persons/

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

    .,.;;. ♦ J4WWW@~OWSEX-A-rJ5"TAE c Y HCfLDSUP IN T E 1
    I•. #f\11 ETOO ERA (2018)

    ..J•
    I

    ·f Keishin Armstrong is a writer wh k
    Jenni er . 0 spent a decade on staff at Entertainment Weekly. Since then, her wor

    Peared in BBC Culture, The New Yo k r B · h
    has ap . . r imes oak Review, Vice, New York Magazine, and Billboard. She is t e

    of Semfe/d,a: How the Show Abo t N h ' haut or u at mg Changed Everyth ing (2016); a history of The Mary Tyler Moore
    Mary and Lou and Rhoda and Ted·(2013)· d d hShow, . · , an Sex and the City and Us: How Four Single Women Change t e

    Way We Think, Live, and Love.(2018)

    S-ex and the City premiered on HBO [more than]

    thesis: maybe women want sex as much as men do,
    and maybe they don't need men for much else. This
    represented a huge shift at the end of the millen­
    nium, a time when sex was on everyone's mind and
    newscast: Independent Counsel Ken Starr's inves­
    tigation into President Bill Clinton had just taken
    a prurient turn by focusing on Clinton's sexual
    relationship with White House intern Monica
    Lewinsky, and the nation was hanging on the in­
    timate details. But the dominant narrative was still
    the tale of a powerful man taking advantage of a
    much younger woman.

    Sex and the City had a different story about sex

    to tell. Over six seasons, the series presented its
    case for Carrie, Charlotte, Miranda, and Samantha
    as the models of a new kind of womanhood: they
    supported themselves, they made their friends
    their family, and they had lots of sex. Some of it
    was good, some of it wasn't, but all of it was central
    to Sex and the City's vision of female freedom.

    But the show's landmark portrayal of women's
    sexual freedom is exactly what can make it feel
    anachronistic now, in the age of #MeToo. Amid the
    four main characters' many encounters with men,
    very few involve danger, nonconsensual sex, or
    even harassment. Such incidents that do occur are
    played off as jokes, "bad sex," or occasions warrant­

    ing no more than an eyeroll.

    Sex and the City had a good reason to favor
    the fun and frivolous side of sex: it was meant to
    portray a glittery, glamorous version of the single
    woman. Before the show, single women in media
    were spinsters, cat ladies, and "Cathy" comic strips;
    if they were lucky, they were Mary on the 1970s's
    Mary Tyler Moore Show (required to be perfect in
    exchange for her freedom), or Ally on Ally McBeal
    (unhinged, baby-crazy …), which ran from 1997
    to 2002. The last thing single women needed at
    the time of Sex and the City was another Looking for

    Mr. Goodbar (indiscriminate sex results in brutal
    death, 1977) or Fatal Attraction (desperate single
    women are coming to steal your husband and boil
    your bunny, 1987). Sex and the City's unrealistically
    positive depiction of women's sexual freedom was
    one of its most revolutionary qualities.

    In an era that has seen the rise of such shows
    as Girls, Broad City, and The Bold Type, it's easy to
    forget just how groundbreaking Sex and the City was
    when it came to HBO on June 6, 1998. An adap­
    tation of Candace Bushnell's newspaper column­
    turned-book, the show followed a fashionable,
    Bushnell-like character named Carrie Bradshaw
    and her three best friends: romantic Charlotte,
    success-driven Miranda, and libertine Samantha.
    The formula sounds familiar, right down to the
    core foursome of distinct personalities. But this
    wasn't just a younger version of The Golden Girls.

    It included some of the most graphic sex talk ever

    Jennifer Keishin Armstrong #How Sex and the City Holds Up in the #MeToo Era.w Vanity Fair, June 6, 2018. Copyright c Conde

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

    featured in a prime-tim t Jevision show targeted
    t th ma . Its spot on premium cable allowed

    thi , of course, but what made it even more radi­
    cal was that the sex talk happened among women
    who were presented as the norm, not some fringe
    exception.

    The sex scenes themselves reflected the female
    gaze. The women looked great during their bed­
    room romps, but they weren't objectified. The
    scenes were played more for humor, insight, and
    character development than for eroticism. Sex, the
    show told us, was hardly ever perfect, but it was
    often fun and/or funny. As show-runner Michael
    Patrick King told me in an interview for my book,
    Sex and the City and Us: How Four Single Women
    Changed the Way We Think, Live, and Love, "Sex, up
    until Sex and the City, was sort of dipped in black,
    and it was dark and dirty and oily. After us, sex was
    seen differently. We made it pink. And fizzy. We
    took it into the light and made it something em­
    powering, but also funny."

    At the time, it seemed impossible to pull sex out
    of the dark depths and into the pink and fizzy­
    while still addressing its more dangerous side. So
    there is very little #MeToo in Sex and the City sex.
    This was of a piece with the many bargains Sex and
    the City seemed to strike, intentionally or not, as
    a show that raised hackles. It was sex-positive but
    apolitical, and in one episode, even anti-political.
    When Carrie dates a politician . . . she reveals
    that she's not even registered to vote. The message
    seemed to be: Don't worry, guys. We're only exercising

    our newfound power in the bedroom; we're not coming

    for your public sphere, too. The show demonstrated
    women's financial independence, but mainly
    through extravagant fashion and lifestyle spend­
    ing. Don't worry, guys. We'll just be over here shopping.

    This approach worked: Sex and the City became
    not just a hit, but a worldwide phenomenon. It

    made rabbit vibrators, Manolo Blahniks, nameplate
    necklaces, cosmopolitans, and cupcakes trends
    across the globe. It was nominated for 54 Emmy
    awards and won seven. It spawned two movies that
    broke box-office records, even though they were

    widely regarded as less than great.
    Countless people have watched the show

    in reruns, streaming, and on DVD since. It has

    become a rite of passage for women and
    &ay"'

    in particular. ·11e~
    Ofcourse, as younger generations have w

    . h atch
    and even as older generat10ns ave re-watched eq,
    modern eyes can spot a few stray Sex and th '°lit

    e c·moments worthy of #MeToo reflection. The 1ty
    . . h d"d ' re asome passmg mstances t at 1 n t register .te

    most of us at the time-like when the "mod 1~1th
    . d I d . e IZer•films his sex with mo e s an uses 1t as art w· h

    It OlJ
    concern for consent, or when Charlotte wand t

    "d . h ersiran older artist is cons1 enng a s ow at her &all
    only because he finds her "charming." Carrie ery

    "h ld h" . b asksif he wants her to o 1s pamt rush." Mir
    anda­

    "If he so much as suggests what she's suggesr ·
    you give me a call and we'll sue the hell

    O
    ing,

    Ut of
    him. That's the only proper way to trade sex t

    ,, or
    power… .

    The most classic #MeToo encounter happens in
    the sanctity of the fashion closet at Vogue '"h , ·• ere
    Carrie is freelancing. There, an editor who h as
    taken a liking to her … drops his pants after plyin
    her with martinis and rare shoes. She rejects hi~
    and runs …

    In another, murkier situation, Carrie puts u
    with physically punishing-but consensual-se~
    with Charlotte's husband Harry's best man. Carrie
    shows up at the wedding hunched over with a "sex
    sprain" and dismisses the experience as "jackrab­
    bit sex." She declines a second round with the per­
    petrator and incurs his wrath: "If I'd known you
    were just using me," he says, "I wouldn't have made
    love to you like that." Let's just say a lot of us have
    been there, and it's exactly the kind of problem that
    would be solved by more affirmative and enthusi­
    astic consent practices.1

    All of these are perfect examples of typical in­
    cidents in many women's lives, the kinds of things
    we've always assumed are just normal-because
    they have been. The show models exactly this:
    it doesn't imply that these guys are right, but it
    shows how women have long dealt with such situ­
    ations. You complain about it to your girlfriends,
    then move on. The #MeToo movement is liberating
    because it allows us all to verbalize such experi­
    ences in public-to not explain them away or joke
    about them, to acknowledge that they chipped

    away at us.

    sex and the City did give us one great tool for more
    ered sex lives, whether we're seeking better

    ernpoW .
    eriences in bed or trying to process how sex has

    :~n used against us in the past: brunch. The show's
    classic girl-talk scenes were its most revolutionary
    and lasting contribution to women's culture. They
    modeled open and honest talk about sex positions,
    kinks, and relationships, and-critically-they al­
    lowed each of the characters to debate and clearly
    verbalize her own likes and dislikes.

    This allowed them to create a conversational
    version ofwhat's known as a yes/no/maybe list2-a
    lengthy menu ofsexual options thatyou can peruse
    alone or with a partner to determine what you're
    into. If you're with a partner, it allows for the clear­
    est enthusiastic consent possible. If you're alone,
    you're setting boundaries for yourself so you're
    dearer about them in the heat of a moment, or
    during the shock and confusion ofa nonconsensual

    171How Sex and the City Holds Up

    encounter. If you're with your friends at brunch, it
    serves the same purposes, along with extra bonuses
    like learning others' boundaries and alleviating

    shame and guilt.
    Carrie Bradshaw may not have been as enlight-

    ened about sexual harassment and assault as we are
    in 2018. But her couldn't-help-but-wonder attitude

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

    Has People Talking About 'Affirmative Consent."
    What's That?" Time, January 17, 2018, http://time.
    corn/5104010/aziz-ansari-affirmative-consent/

    2. "OurFavoriteYes/No/ Maybe ListsAvailableOnline,"
    Self Serve: Your Sexuality Research Center, n .d.,
    http://selfservetoys.com/resourcecenter/ favorite­
    yesnomaybe-lists-available-online/

    [http://selfservetoys.com/resourcecenter/favorite](http://selfservetoys.com/resourcecenter/favorite)

    [http://time](http://time/)

    **GlobalSexualities_BodyPolitics.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/globalsexualities-bodypolitics-pptx)

    **AudreLordeUsesoftheErotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audrelordeusesoftheerotic-pdf-10428611)

    **BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blackfemalesexualityinthemisadventuresofawkwardblackgirl-cruz2015-pdf)

    **PetersonQueeringofStates_Nations.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/petersonqueeringofstates-nations-pdf)

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

    **Discussion 2 is based on content from Weeks 8-11 (Body Politics; Violence; Sexualities & Sexual Politics). Unlike the first discussion, I am going to give you choices about which questions you would like to answer. This means you are answering 4 out of the 6 questions below. But you get to choose which questions to answer. You can choose any 4 questions you would like. I have labeled the questions according to where you can find this information in our course content.**

    **Questions 3-6 require citations.  You should also respond to two classmate's posts. To ensure you receive the grade you have earned, remember to number your responses so it is clear to me which question you are answering.  See grading criteria link below for more information.**

    ***This discussion can be turned in 24 hours after the due date for a 20% late point deduction***

    **Part A: Sexualities and Sexual Politics Readings**

    You were assigned four "
    [Personal Essays From Various  Scholars](https://fiu.instructure.com/courses/235986/pages/readings-sexualities-and-sexual-politics)" to read. Choose
    **one** and answer the following. Make sure to reference which article you are going to write about:

    1. Summarize 2-3 main points the author made.  (
    **150 words minimum, 2 points**)

    2. Describe your reaction to these points. What areas, if any, resonated with you? What areas, if any, did not sit right with you? Why? Did this have any impact on the way you think about sexuality and/or the body? (
    **150 words minimum, 2 points**)

    **Part B: Violence Readings**

    3. Do you agree or disagree that violence against women is a massive global pattern? Why or why not? What factors do you believe contribute to violence against women?   (
    **150 words minimum; 1 in-text citation and full reference required; citation must be from our class course content, 2 points**)

    **Part C: Body Politics Readings and Sexualities and Sexual Politics Readings**

    4. Choose 2 states/nations/territories and summarize reproductive health and laws in those areas.  Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    5. Choose 2 states/nations/territories and summarize laws that you believe are particularly relevant to LGBTQ+ folks. Are you satisfied with existing laws, or would you like to see those laws reformed? Why and in what way? In your opinion, are there any social, political, religious, or other forces that may impact the laws in these states/nations/territories? Please explain (
    **150 words minimum; 1 in-text citation and full reference required; citation can come from either our course readings or outside course content, 2 points**)

    **Part D: Any Content from Weeks 8-11**

    6. You learned about a lot of different concepts and perspectives in Weeks 8-11. Select one concept or perspective covered and expand on it in some way that was not covered in the course content. For example, you may have wanted to learn more about skin bleaching, the global gag rule, trafficking, or campus sexual assault. You can take this opportunity to do your own research and report back on what you find.  (
    **150 words minimum; 1 in-text citation and full reference required; must be from outside course content, 2 points**)

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

    There are various terms, ideas, theories, concepts, and perspectives that will be presented in this module. These are intended to be presented in an objective manner and not as an endorsement of what you should personally believe. You may decide that certain concepts/ideas are worthy of your personal belief. Understanding a concept/idea does not mean that you are required to believe it or agree with it.

    In addition, there may be other definitions or perspectives you have heard for these concepts/terms. I encourage you to share with me additional or more comprehensive definitions you may have come across.

    SEXUAL POLITICS*

    When discussing pornography, prostitution, and trafficking, feminist scholars often consider supply and demand issues. They consider:

    Why people are engaging in pornography, prostitution, commercial sex trafficking (all linked to the global economy)

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

    Many scholars argue that folks who want to truly address these issues should aim efforts at decreasing poverty instead of criminalization

    For example, production of pornography shifted towards countries with low labor costs and little state regulation to save money

    Increase in webcam cyber sex trafficking and webcam pornography

    *Lee & Shaw, 2011; Terre des hommes, n.d.

    SEX TRAFFICKING

    The recruitment, harboring, transportation, provision, or obtaining of a person for the purpose of a commercial sex act where such an act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not attained 18 years of age*

    *Definition from U.S. Department of Health & Human Services. Retrieved from https://www.acf.hhs.gov/otip/fact-sheet/resource/fshumantrafficking#:~:text=Sex%20trafficking%3A%20the%20recruitment%2C%20harboring,attained%2018%20years%20of%20age%3B

    Sex Trafficking vs Human Trafficking*

    Human trafficking is the overall umbrella term used to describe different forms of trafficking

    Sex trafficking is a certain form of human trafficking

    People talk about sex trafficking but use the word human trafficking and this is confusing

    Many times, people are talking about sexual exploitation only but use term human trafficking

    Sex trafficking and human trafficking for regular labor are different

    Statistics can be misleading because human trafficking and sex trafficking used interchangeably when they are different

    *Lee & Shaw, 2011; U.S. Department of State, 2022

    Sex trafficking potential causes

    Globalization/poverty

    Increasing reliance on women as low wage workers; women of color especially expected to bear social costs of globalization by working harder for less

    Women forced to migrate to sell their labor: but barriers to legal migration may lead women to consent to be trafficked into another country in hopes of a better future

    Documentation issues can prevent women from having rights once they consent to being trafficked

    Destination countries helping undocumented trafficked women could essentially protect their well-being

    War

    Women abducted during military conflict

    Poverty and danger of military conflict force women to search for work in other places

    *Brewer, 2008; Government of British Colombia, 2014; Lee & Shaw, 2011

    Sex trafficking vs. Sex Workers*

    Many anti-trafficking laws and initiatives can hurt adult women and men sex workers

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

    Of a sense of responsibility for the economic well-being of their families

    Some sex workers do not feel “tricked” or “abducted” into sex work, but may feel forced into the profession due to poverty or discrimination that makes other employment difficult or non-existent

    *Global Network of Sex Work Projects, 2018; Lee & Shaw, 2011

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

    “On any given day, an estimated 40.3 million people were victims of trafficking [modern slavery], 4.8 million of them in “forced sexual exploitation.” Over one million of those in “forced sexual exploitation” are children (ILO, 2016)

    LGBTQ+ homeless youth comprise 20 to 40 % of the homeless youth population (Ray, 2006; Quintana, Rosenthal, & Krehely, 2010; Moreton, et al., 2018)

    These youth are at high risk of being forced into sex work (U.S. Dept. Of State, 2017)

    Discrimination in hiring has been linked to feeling forced into sex work for some transgender people (Fitzgerald, Patterson, Hickey, & Biko, 2015)

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

    Some countries are hubs or transit countries, where the women are actually bought and sold. Hubs usually have highly developed sex industries (Thailand, the Philippines) or powerful organized crime sectors (Albania, Turkey, Nigeria).

    Some people believe this classification of soirce, destination, and transit countries is problematic because countries can fall under each of these categories at various points

    Lee & Shaw, 2011; U.N. (2016)

    HUMAN TRAFFICKING

    *Florida has been cited as the third largest hub for human trafficking in the country

    According to the National Human Trafficking Hotline (2021) Florida was third in the nation in calls to the Human Trafficking Hotline

    *Within Florida, Miami ranks the highest followed by Tampa and Central Florida

    *Osceola County Sheriff’s Office, 2021

    References

    Brewer, D. (2008). Globalisation and human trafficking. Topical Research Digest: Human Rights and Human Trafficking. Retrieved from http://www.du.edu/korbel/hrhw/researchdigest/trafficking/Globalization.pdf

    Global Network of Sex Work Projects.(2018).The impact of anti-trafficking legislation and initiatives on sex workers. Retrieved from https://www.nswp.org/sites/default/files/impact_of_anti-trafficking_laws_pb_nswp_-_2018.pdf

    Government of British Colombia (2014). What makes someone vulnerable to human trafficking? Retrieved from https://www2.gov.bc.ca/gov/content/justice/criminal-justice/victims-of-crime/human-trafficking/human-trafficking-training/module-1/vulnerabilities

    International Labor Organization (2016). Global estimates of modern slavery: Forced labour and forced marriage. Retrieved from https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_854733.pdf

    Lee, J. & Shaw, S.M. (2011). Women Worldwide: Transnational feminist perspectives on women. McGraw Hill

    National Human Trafficking Hotline. (2021). Retrieved from https://humantraffickinghotline.org/en/statistics/florida

    Osceola County Sheriff’s Office. (2021). Human trafficking awareness. Retrieved from https://www.osceolasheriff.org/human-trafficking-awareness/#:~:text=Human%20trafficking%20is%20the%203,rd%20behind%20Miami%20and%20Tampa.

    Terre des hommes, n.d. Retrieved from https://www.tdh.ch/en

    United Nations Office on Drugs and Crime (2016). Global report on trafficking in persons. Retrieved from https://www.unodc.org/documents/data-and-analysis/glotip/2016_Global_Report_on_Trafficking_in_Persons.pdf

    U.S. Department of State. (2022). Understanding human trafficking, Retrieved from https://www.state.gov/what-is-trafficking-in-persons/

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

    .,.;;. ♦ J4WWW@~OWSEX-A-rJ5"TAE c Y HCfLDSUP IN T E 1
    I•. #f\11 ETOO ERA (2018)

    ..J•
    I

    ·f Keishin Armstrong is a writer wh k
    Jenni er . 0 spent a decade on staff at Entertainment Weekly. Since then, her wor

    Peared in BBC Culture, The New Yo k r B · h
    has ap . . r imes oak Review, Vice, New York Magazine, and Billboard. She is t e

    of Semfe/d,a: How the Show Abo t N h ' haut or u at mg Changed Everyth ing (2016); a history of The Mary Tyler Moore
    Mary and Lou and Rhoda and Ted·(2013)· d d hShow, . · , an Sex and the City and Us: How Four Single Women Change t e

    Way We Think, Live, and Love.(2018)

    S-ex and the City premiered on HBO [more than]

    thesis: maybe women want sex as much as men do,
    and maybe they don't need men for much else. This
    represented a huge shift at the end of the millen­
    nium, a time when sex was on everyone's mind and
    newscast: Independent Counsel Ken Starr's inves­
    tigation into President Bill Clinton had just taken
    a prurient turn by focusing on Clinton's sexual
    relationship with White House intern Monica
    Lewinsky, and the nation was hanging on the in­
    timate details. But the dominant narrative was still
    the tale of a powerful man taking advantage of a
    much younger woman.

    Sex and the City had a different story about sex

    to tell. Over six seasons, the series presented its
    case for Carrie, Charlotte, Miranda, and Samantha
    as the models of a new kind of womanhood: they
    supported themselves, they made their friends
    their family, and they had lots of sex. Some of it
    was good, some of it wasn't, but all of it was central
    to Sex and the City's vision of female freedom.

    But the show's landmark portrayal of women's
    sexual freedom is exactly what can make it feel
    anachronistic now, in the age of #MeToo. Amid the
    four main characters' many encounters with men,
    very few involve danger, nonconsensual sex, or
    even harassment. Such incidents that do occur are
    played off as jokes, "bad sex," or occasions warrant­

    ing no more than an eyeroll.

    Sex and the City had a good reason to favor
    the fun and frivolous side of sex: it was meant to
    portray a glittery, glamorous version of the single
    woman. Before the show, single women in media
    were spinsters, cat ladies, and "Cathy" comic strips;
    if they were lucky, they were Mary on the 1970s's
    Mary Tyler Moore Show (required to be perfect in
    exchange for her freedom), or Ally on Ally McBeal
    (unhinged, baby-crazy …), which ran from 1997
    to 2002. The last thing single women needed at
    the time of Sex and the City was another Looking for

    Mr. Goodbar (indiscriminate sex results in brutal
    death, 1977) or Fatal Attraction (desperate single
    women are coming to steal your husband and boil
    your bunny, 1987). Sex and the City's unrealistically
    positive depiction of women's sexual freedom was
    one of its most revolutionary qualities.

    In an era that has seen the rise of such shows
    as Girls, Broad City, and The Bold Type, it's easy to
    forget just how groundbreaking Sex and the City was
    when it came to HBO on June 6, 1998. An adap­
    tation of Candace Bushnell's newspaper column­
    turned-book, the show followed a fashionable,
    Bushnell-like character named Carrie Bradshaw
    and her three best friends: romantic Charlotte,
    success-driven Miranda, and libertine Samantha.
    The formula sounds familiar, right down to the
    core foursome of distinct personalities. But this
    wasn't just a younger version of The Golden Girls.

    It included some of the most graphic sex talk ever

    Jennifer Keishin Armstrong #How Sex and the City Holds Up in the #MeToo Era.w Vanity Fair, June 6, 2018. Copyright c Conde

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

    featured in a prime-tim t Jevision show targeted
    t th ma . Its spot on premium cable allowed

    thi , of course, but what made it even more radi­
    cal was that the sex talk happened among women
    who were presented as the norm, not some fringe
    exception.

    The sex scenes themselves reflected the female
    gaze. The women looked great during their bed­
    room romps, but they weren't objectified. The
    scenes were played more for humor, insight, and
    character development than for eroticism. Sex, the
    show told us, was hardly ever perfect, but it was
    often fun and/or funny. As show-runner Michael
    Patrick King told me in an interview for my book,
    Sex and the City and Us: How Four Single Women
    Changed the Way We Think, Live, and Love, "Sex, up
    until Sex and the City, was sort of dipped in black,
    and it was dark and dirty and oily. After us, sex was
    seen differently. We made it pink. And fizzy. We
    took it into the light and made it something em­
    powering, but also funny."

    At the time, it seemed impossible to pull sex out
    of the dark depths and into the pink and fizzy­
    while still addressing its more dangerous side. So
    there is very little #MeToo in Sex and the City sex.
    This was of a piece with the many bargains Sex and
    the City seemed to strike, intentionally or not, as
    a show that raised hackles. It was sex-positive but
    apolitical, and in one episode, even anti-political.
    When Carrie dates a politician . . . she reveals
    that she's not even registered to vote. The message
    seemed to be: Don't worry, guys. We're only exercising

    our newfound power in the bedroom; we're not coming

    for your public sphere, too. The show demonstrated
    women's financial independence, but mainly
    through extravagant fashion and lifestyle spend­
    ing. Don't worry, guys. We'll just be over here shopping.

    This approach worked: Sex and the City became
    not just a hit, but a worldwide phenomenon. It

    made rabbit vibrators, Manolo Blahniks, nameplate
    necklaces, cosmopolitans, and cupcakes trends
    across the globe. It was nominated for 54 Emmy
    awards and won seven. It spawned two movies that
    broke box-office records, even though they were

    widely regarded as less than great.
    Countless people have watched the show

    in reruns, streaming, and on DVD since. It has

    become a rite of passage for women and
    &ay"'

    in particular. ·11e~
    Ofcourse, as younger generations have w

    . h atch
    and even as older generat10ns ave re-watched eq,
    modern eyes can spot a few stray Sex and th '°lit

    e c·moments worthy of #MeToo reflection. The 1ty
    . . h d"d ' re asome passmg mstances t at 1 n t register .te

    most of us at the time-like when the "mod 1~1th
    . d I d . e IZer•films his sex with mo e s an uses 1t as art w· h

    It OlJ
    concern for consent, or when Charlotte wand t

    "d . h ersiran older artist is cons1 enng a s ow at her &all
    only because he finds her "charming." Carrie ery

    "h ld h" . b asksif he wants her to o 1s pamt rush." Mir
    anda­

    "If he so much as suggests what she's suggesr ·
    you give me a call and we'll sue the hell

    O
    ing,

    Ut of
    him. That's the only proper way to trade sex t

    ,, or
    power… .

    The most classic #MeToo encounter happens in
    the sanctity of the fashion closet at Vogue '"h , ·• ere
    Carrie is freelancing. There, an editor who h as
    taken a liking to her … drops his pants after plyin
    her with martinis and rare shoes. She rejects hi~
    and runs …

    In another, murkier situation, Carrie puts u
    with physically punishing-but consensual-se~
    with Charlotte's husband Harry's best man. Carrie
    shows up at the wedding hunched over with a "sex
    sprain" and dismisses the experience as "jackrab­
    bit sex." She declines a second round with the per­
    petrator and incurs his wrath: "If I'd known you
    were just using me," he says, "I wouldn't have made
    love to you like that." Let's just say a lot of us have
    been there, and it's exactly the kind of problem that
    would be solved by more affirmative and enthusi­
    astic consent practices.1

    All of these are perfect examples of typical in­
    cidents in many women's lives, the kinds of things
    we've always assumed are just normal-because
    they have been. The show models exactly this:
    it doesn't imply that these guys are right, but it
    shows how women have long dealt with such situ­
    ations. You complain about it to your girlfriends,
    then move on. The #MeToo movement is liberating
    because it allows us all to verbalize such experi­
    ences in public-to not explain them away or joke
    about them, to acknowledge that they chipped

    away at us.

    sex and the City did give us one great tool for more
    ered sex lives, whether we're seeking better

    ernpoW .
    eriences in bed or trying to process how sex has

    :~n used against us in the past: brunch. The show's
    classic girl-talk scenes were its most revolutionary
    and lasting contribution to women's culture. They
    modeled open and honest talk about sex positions,
    kinks, and relationships, and-critically-they al­
    lowed each of the characters to debate and clearly
    verbalize her own likes and dislikes.

    This allowed them to create a conversational
    version ofwhat's known as a yes/no/maybe list2-a
    lengthy menu ofsexual options thatyou can peruse
    alone or with a partner to determine what you're
    into. If you're with a partner, it allows for the clear­
    est enthusiastic consent possible. If you're alone,
    you're setting boundaries for yourself so you're
    dearer about them in the heat of a moment, or
    during the shock and confusion ofa nonconsensual

    171How Sex and the City Holds Up

    encounter. If you're with your friends at brunch, it
    serves the same purposes, along with extra bonuses
    like learning others' boundaries and alleviating

    shame and guilt.
    Carrie Bradshaw may not have been as enlight-

    ened about sexual harassment and assault as we are
    in 2018. But her couldn't-help-but-wonder attitude

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

    Has People Talking About 'Affirmative Consent."
    What's That?" Time, January 17, 2018, http://time.
    corn/5104010/aziz-ansari-affirmative-consent/

    2. "OurFavoriteYes/No/ Maybe ListsAvailableOnline,"
    Self Serve: Your Sexuality Research Center, n .d.,
    http://selfservetoys.com/resourcecenter/ favorite­
    yesnomaybe-lists-available-online/

    [http://selfservetoys.com/resourcecenter/favorite](http://selfservetoys.com/resourcecenter/favorite)

    [http://time](http://time/)

    **GlobalSexualities_BodyPolitics.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/globalsexualities-bodypolitics-pptx)

    **AudreLordeUsesoftheErotic.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/audrelordeusesoftheerotic-pdf-10428611)

    **BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/blackfemalesexualityinthemisadventuresofawkwardblackgirl-cruz2015-pdf)

    **PetersonQueeringofStates_Nations.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/petersonqueeringofstates-nations-pdf)

    – 1
    – 2
    – 3
    – 4
    – 5
    – 6
    – 7

  • [Solved] Week 7 Discussion- Marketing for Competitiveness

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Marketing Strategy and the Brand** In today’s crowded consumers’ market, the quest for brand loyalty is more competitive than ever. Successful brands understand that beyond offering quality products or services, cultivating an emotional connection with consumers is vital to establish brand loyalty…

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    Assignment Prompt & Instructions

    **Marketing Strategy and the Brand**
    In today’s crowded consumers’ market, the quest for brand loyalty is more competitive than ever. Successful brands understand that beyond offering quality products or services, cultivating an emotional connection with consumers is vital to establish brand loyalty. This emotional connection must go beyond mere transactions, fostering a sense of belonging and loyalty that withstands market fluctuations and competitive pressures. In this discussion, you explore how brands create emotional connections, and how these connections influence how you view different brands.
    **To prepare for this Discussion:**
    – Select a company you are familiar with or one that is well known that you feel could benefit from increasing its market share.
    **Post** an evaluation of brands’ use of emotional connections to influence consumer behaviors, to include the following:
    – Identify two to three examples of marketing campaigns that create a strong emotional connection with consumers and influence their buying decisions and brand loyalty. Provide a link to each example and describe how it makes these connections. ( **Note:** If you are unable to      provide a link to the specific example, be sure to provide a thorough description of the marketing campaign and its attributes.)
    – Summarize how you are influenced by these brands’ marketing campaigns and how they might (or do) impact your feelings about the brands and your decision to purchase from them.

  • [Solved] Response

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    Executive Solution Overview

    – ## peerresponseAP.docx **## peerresponseAP.docx** Response Instructions: Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers: · Compare and contrast your initial posting with those of your peers. …

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    Assignment Prompt & Instructions

    – ## peerresponseAP.docx

    **## peerresponseAP.docx**

    Response

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete:  1 hour

    **Reply from April Williams**

    **First-Generation vs. Second-Generation Antipsychotics**

    First-Generation Antipsychotics (FGAs)

    Also recognized as typical antipsychotics, FGAs include Haloperidol, Chlorpromazine, Fluphenazine, Thioridazine, and Perphenazine. These medications primarily block dopamine D2 receptors, which improves reducing positive symptoms of psychosis such as delusions and hallucinations (Jaffe & Levine, 2021). However, this mechanism also influences extrapyramidal symptoms such as dystonia, parkinsonism, and tardive dyskinesia (Jaffe & Levine, 2021).

    Second-Generation Antipsychotics (SGAs)

    Also referred to as atypical antipsychotics, SGAs include Risperidone, Olanzapine, Quetiapine, Aripiprazole, and Lurasidone (Jaffe & Levine, 2021). . Second-generation antipsychotics aim for both dopamine and serotonin receptors, which expands their therapeutic profile (Jaffe & Levine, 2021). They are associated with lower risk of EPS and tardive dyskinesia and may offer improved control of negative symptoms and mood stabilization (Jaffe & Levine, 2021).

    Effectiveness Comparison

    Jaffe and Levine noted that SGAs had comparable efficacy in treating first-episode psychosis but fewer motor side effects, making them more suitable for maintenance therapy (2021). While SGAs are not completely more effective than FGAs, they are suitably accepted and preferred for long-term use due to their safety profile Jaffe & Levine, 2021).

    Critical Analysis

    Tardive dyskinesia and acute dystonia are both drug-persuaded but contrast in onset and reversibility (Stern et al., 2023). The author’s further detailed athetosis is typically non-drug-related and reflects structural brain damage. Tics are characterized as neuropsychiatric and frequently suppressible movement, differing from other movements (Stern et al., 2023). Comprehension of these characteristics is fundamental for differential diagnosis and applicable treatment planning, uniquely in psychiatric populaces subjected to dopamine-modulating agents.

    **References**

    Jaffe, A. B., & Levine, J. (2021).
    _Efficacy and effectiveness of first- and second-generation antipsychotics in schizophrenia_. Journal of Clinical Psychiatry.
    [https://www.psychiatrist.com/wp-content/uploads/2021/02/13140_efficacy-effectiveness-second-generation-antipsychotics.pdfLinks to an external site.](https://www.psychiatrist.com/wp-content/uploads/2021/02/13140_efficacy-effectiveness-second-generation-antipsychotics.pdf)

    Stanford Medicine 25. (n.d.).
    _Involuntary movements and tremors_. Stanford University School of Medicine.
    [https://med.stanford.edu/stanfordmedicine25/the25/involuntary-movements-and-tremors.htmlLinks to an external site.](https://med.stanford.edu/stanfordmedicine25/the25/involuntary-movements-and-tremors.html)

    Stern, T. A., Paudel, S., Vyas, C. M., Donovan, A. L., Van Alphen, M. U., & Petriceks, A. (2023).
    _Drug-induced abnormal involuntary movements: Prevalence and treatment_. Primary Care Companion for CNS Disorders, 25(3), 22f03305.

    · Reply to post from April Williams
    **Reply**

    ·

    **Reply from Erica OQuin**

    1. Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective?

    First-generation antipsychotics are defined as dopamine receptor antagonists. These particular antipsychotic drugs are also identified as typical antipsychotics. This group of drugs includes phenothiazines (trifluoperazine, perphenazine, prochlorperazine, acetophenazine, triflupromazine, mesoridazine), butyrophenones (haloperidol), thioxanthenes (thiothixene, chlorprothixene), dibenzoxazepines (loxapine), dihydroindoles (molindone), and diphenylbutylpiperidines (pimozide), Chokhawala and Stevens, (2023).

    In contrast, Second-generation antipsychotics are serotonin-dopamine antagonists and are identified as atypical antipsychotics. According to this article, The Food and Drug Administration (FDA) has approved 12 atypical antipsychotics. These drugs are identified as risperidone, olanzapine, quetiapine, ziprasidone, aripiprazole, paliperidone, asenapine, lurasidone, iloperidone, cariprazine, brexpiprazole, and clozapine, Chokhawala and Stevens, (2023).

    PubMed collected real-world data to investigate the effectiveness and tolerability profiles of second-generation antipsychotics (SGAs). The study concluded that second-generation antipsychotics (SGAs) expressed higher effectiveness over first-generation antipsychotics (FGAs). Prolonged effectiveness and adherence to therapy were more prominent in SGAs than FGAs, Fabrazzo et al., (2022).

    2. Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.

    **Tardive dyskinesia (TD)** is a weakening condition that is medication induced. This can be a potentially severe movement disorder characterized by involuntary, repetitive, purposeless movements that are present throughout the body. Tardive dyskinesia (TD) is irreversible and is a result of long-term exposure to antipsychotic medications as well as the dopamine receptor blocking agent (DRBA). This includes nonpsychiatric medications such as metoclopramide. Tardive dyskinesia can lead to psychological stress and decreased quality of life, Debrey and Goldsmith, (2021).

    **Dystonia** is characterized by involuntary continuous contraction of agonist and antagonist muscles that results in abnormal posturing, twisting and repetitive movements/ tremulous, Pana and Saggu, (2023).

    **Athetosis** involves is comprised of smooth movements that appear random and are not composed of identifiable small movements or movement fragments. In athetosis, happens in the same regions of the body are repeatedly. Athetosis may worsen with movement, but can also happen at rest, Lanska, (2013).

    **Tic disorders (TDs)** are a group of neuropsychiatric disorders that can impact the physical, emotional, and social well-being of an individual. Tic disorders are more common in children than in adults and in males than in females. This can be contributed to several factors that include genetic, environmental, and immunological issues. In addition to tics, these patients may have sensory features, including premonitory urge; enhanced and persistent sensitivity to non-noxious external or internal stimuli; and behavioral manifestations, including attention deficit hyperactivity disorders, obsessive-compulsive disorders, and autism spectrum disorders, Desai, Kumar, and Goyal, (2023).

    **References:**

    Chokhawala K, Stevens L. Antipsychotic Medications. [Updated 2023 Feb 26]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from:
    [https://www.ncbi.nlm.nih.gov/books/NBK519503/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK519503/)

    Debrey, S. M., & Goldsmith, D. R. (2021). Tardive Dyskinesia: Spotlight on Current Approaches to Treatment.
    _Focus (American Psychiatric Publishing)_,
    _19_(1), 14–23.
    [https://doi.org/10.1176/appi.focus.20200038Links to an external site.](https://doi.org/10.1176/appi.focus.20200038)

    Desai, I., Kumar, N., & Goyal, V. (2023). An Update on the Diagnosis and Management of Tic Disorders.
    _Annals of Indian Academy of Neurology_,
    _26_(6), 858–870. https://doi.org/10.4103/aian.aian_724_23

    Fabrazzo, M., Cipolla, S., Camerlengo, A., Perris, F., & Catapano, F. (2022). Second-Generation Antipsychotics' Effectiveness and Tolerability: A Review of Real-World Studies in Patients with Schizophrenia and Related Disorders.
    _Journal of clinical medicine_,
    _11_(15), 4530.
    [https://doi.org/10.3390/jcm11154530Links to an external site.](https://doi.org/10.3390/jcm11154530)

    Lanska D. J. (2013). Early Controversies over Athetosis: I. Clinical Features, Differentiation from other Movement Disorders, Associated Conditions, and Pathology.
    _Tremor and other hyperkinetic movements (New York, N.Y.)_,
    _3_, tre-03-132-2918-1.
    [https://doi.org/10.7916/D8TT4PPHLinks to an external site.](https://doi.org/10.7916/D8TT4PPH)

    Pana A, Saggu BM. Dystonia. [Updated 2023 Sep 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from:
    [https://www.ncbi.nlm.nih.gov/books/NBK448144/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK448144/)

    **## peerresponseAP.docx**

    Response

    Instructions:

    Please read and respond to at least two of your peers' initial postings. You may want to consider the following questions in your responses to your peers:

    · Compare and contrast your initial posting with those of your peers.

    · How are they similar or how are they different?

    · What information can you add that would help support the responses of your peers?

    · Ask your peers a question for clarification about their post.

    · What most interests you about their responses?

    Please be sure to validate your opinions and ideas with citations and references in APA format.

    All peer responses are due by Sunday at 11:59 pm CT.

    Estimated time to complete:  1 hour

    **Reply from April Williams**

    **First-Generation vs. Second-Generation Antipsychotics**

    First-Generation Antipsychotics (FGAs)

    Also recognized as typical antipsychotics, FGAs include Haloperidol, Chlorpromazine, Fluphenazine, Thioridazine, and Perphenazine. These medications primarily block dopamine D2 receptors, which improves reducing positive symptoms of psychosis such as delusions and hallucinations (Jaffe & Levine, 2021). However, this mechanism also influences extrapyramidal symptoms such as dystonia, parkinsonism, and tardive dyskinesia (Jaffe & Levine, 2021).

    Second-Generation Antipsychotics (SGAs)

    Also referred to as atypical antipsychotics, SGAs include Risperidone, Olanzapine, Quetiapine, Aripiprazole, and Lurasidone (Jaffe & Levine, 2021). . Second-generation antipsychotics aim for both dopamine and serotonin receptors, which expands their therapeutic profile (Jaffe & Levine, 2021). They are associated with lower risk of EPS and tardive dyskinesia and may offer improved control of negative symptoms and mood stabilization (Jaffe & Levine, 2021).

    Effectiveness Comparison

    Jaffe and Levine noted that SGAs had comparable efficacy in treating first-episode psychosis but fewer motor side effects, making them more suitable for maintenance therapy (2021). While SGAs are not completely more effective than FGAs, they are suitably accepted and preferred for long-term use due to their safety profile Jaffe & Levine, 2021).

    Critical Analysis

    Tardive dyskinesia and acute dystonia are both drug-persuaded but contrast in onset and reversibility (Stern et al., 2023). The author’s further detailed athetosis is typically non-drug-related and reflects structural brain damage. Tics are characterized as neuropsychiatric and frequently suppressible movement, differing from other movements (Stern et al., 2023). Comprehension of these characteristics is fundamental for differential diagnosis and applicable treatment planning, uniquely in psychiatric populaces subjected to dopamine-modulating agents.

    **References**

    Jaffe, A. B., & Levine, J. (2021).
    _Efficacy and effectiveness of first- and second-generation antipsychotics in schizophrenia_. Journal of Clinical Psychiatry.
    [https://www.psychiatrist.com/wp-content/uploads/2021/02/13140_efficacy-effectiveness-second-generation-antipsychotics.pdfLinks to an external site.](https://www.psychiatrist.com/wp-content/uploads/2021/02/13140_efficacy-effectiveness-second-generation-antipsychotics.pdf)

    Stanford Medicine 25. (n.d.).
    _Involuntary movements and tremors_. Stanford University School of Medicine.
    [https://med.stanford.edu/stanfordmedicine25/the25/involuntary-movements-and-tremors.htmlLinks to an external site.](https://med.stanford.edu/stanfordmedicine25/the25/involuntary-movements-and-tremors.html)

    Stern, T. A., Paudel, S., Vyas, C. M., Donovan, A. L., Van Alphen, M. U., & Petriceks, A. (2023).
    _Drug-induced abnormal involuntary movements: Prevalence and treatment_. Primary Care Companion for CNS Disorders, 25(3), 22f03305.

    · Reply to post from April Williams
    **Reply**

    ·

    **Reply from Erica OQuin**

    1. Which antipsychotics are considered first-generation and why are they used less often than second generation antipsychotics? Are second-generation antipsychotics more effective?

    First-generation antipsychotics are defined as dopamine receptor antagonists. These particular antipsychotic drugs are also identified as typical antipsychotics. This group of drugs includes phenothiazines (trifluoperazine, perphenazine, prochlorperazine, acetophenazine, triflupromazine, mesoridazine), butyrophenones (haloperidol), thioxanthenes (thiothixene, chlorprothixene), dibenzoxazepines (loxapine), dihydroindoles (molindone), and diphenylbutylpiperidines (pimozide), Chokhawala and Stevens, (2023).

    In contrast, Second-generation antipsychotics are serotonin-dopamine antagonists and are identified as atypical antipsychotics. According to this article, The Food and Drug Administration (FDA) has approved 12 atypical antipsychotics. These drugs are identified as risperidone, olanzapine, quetiapine, ziprasidone, aripiprazole, paliperidone, asenapine, lurasidone, iloperidone, cariprazine, brexpiprazole, and clozapine, Chokhawala and Stevens, (2023).

    PubMed collected real-world data to investigate the effectiveness and tolerability profiles of second-generation antipsychotics (SGAs). The study concluded that second-generation antipsychotics (SGAs) expressed higher effectiveness over first-generation antipsychotics (FGAs). Prolonged effectiveness and adherence to therapy were more prominent in SGAs than FGAs, Fabrazzo et al., (2022).

    2. Compare and contrast the following conditions: Tardive Dyskinesia, Acute Dystonia, Athetosis, and Tics.

    **Tardive dyskinesia (TD)** is a weakening condition that is medication induced. This can be a potentially severe movement disorder characterized by involuntary, repetitive, purposeless movements that are present throughout the body. Tardive dyskinesia (TD) is irreversible and is a result of long-term exposure to antipsychotic medications as well as the dopamine receptor blocking agent (DRBA). This includes nonpsychiatric medications such as metoclopramide. Tardive dyskinesia can lead to psychological stress and decreased quality of life, Debrey and Goldsmith, (2021).

    **Dystonia** is characterized by involuntary continuous contraction of agonist and antagonist muscles that results in abnormal posturing, twisting and repetitive movements/ tremulous, Pana and Saggu, (2023).

    **Athetosis** involves is comprised of smooth movements that appear random and are not composed of identifiable small movements or movement fragments. In athetosis, happens in the same regions of the body are repeatedly. Athetosis may worsen with movement, but can also happen at rest, Lanska, (2013).

    **Tic disorders (TDs)** are a group of neuropsychiatric disorders that can impact the physical, emotional, and social well-being of an individual. Tic disorders are more common in children than in adults and in males than in females. This can be contributed to several factors that include genetic, environmental, and immunological issues. In addition to tics, these patients may have sensory features, including premonitory urge; enhanced and persistent sensitivity to non-noxious external or internal stimuli; and behavioral manifestations, including attention deficit hyperactivity disorders, obsessive-compulsive disorders, and autism spectrum disorders, Desai, Kumar, and Goyal, (2023).

    **References:**

    Chokhawala K, Stevens L. Antipsychotic Medications. [Updated 2023 Feb 26]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from:
    [https://www.ncbi.nlm.nih.gov/books/NBK519503/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK519503/)

    Debrey, S. M., & Goldsmith, D. R. (2021). Tardive Dyskinesia: Spotlight on Current Approaches to Treatment.
    _Focus (American Psychiatric Publishing)_,
    _19_(1), 14–23.
    [https://doi.org/10.1176/appi.focus.20200038Links to an external site.](https://doi.org/10.1176/appi.focus.20200038)

    Desai, I., Kumar, N., & Goyal, V. (2023). An Update on the Diagnosis and Management of Tic Disorders.
    _Annals of Indian Academy of Neurology_,
    _26_(6), 858–870. https://doi.org/10.4103/aian.aian_724_23

    Fabrazzo, M., Cipolla, S., Camerlengo, A., Perris, F., & Catapano, F. (2022). Second-Generation Antipsychotics' Effectiveness and Tolerability: A Review of Real-World Studies in Patients with Schizophrenia and Related Disorders.
    _Journal of clinical medicine_,
    _11_(15), 4530.
    [https://doi.org/10.3390/jcm11154530Links to an external site.](https://doi.org/10.3390/jcm11154530)

    Lanska D. J. (2013). Early Controversies over Athetosis: I. Clinical Features, Differentiation from other Movement Disorders, Associated Conditions, and Pathology.
    _Tremor and other hyperkinetic movements (New York, N.Y.)_,
    _3_, tre-03-132-2918-1.
    [https://doi.org/10.7916/D8TT4PPHLinks to an external site.](https://doi.org/10.7916/D8TT4PPH)

    Pana A, Saggu BM. Dystonia. [Updated 2023 Sep 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 Jan-. Available from:
    [https://www.ncbi.nlm.nih.gov/books/NBK448144/Links to an external site.](https://www.ncbi.nlm.nih.gov/books/NBK448144/)