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Tag: Social Science

  • [Solved] (2) Course: human behavior in a social environment

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    Only 300 words answer questions below. • What does “community” mean to you personally? What gives you a sense of community or belonging? • Do you agree with how this week’s reading frames human experience within a multidimensional model? Why or why not? • In your view, how might a person’s sense of …

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    Assignment Prompt & Instructions

    Only 300 words answer questions below.
    • What does “community” mean to you personally? What gives you a sense of community or belonging?
    • Do you agree with how this week’s reading frames human experience within a multidimensional model? Why or why not?
    • In your view, how might a person’s sense of community influence or be influenced by biopsychosocial factors?
    • Can someone belong to multiple communities at once? Share examples from your own life or observations that support your answer.
    Only 250 words each response to the 2 image attached
    \
    IMG_2076.jpeg](https://www.sweetstudy.com/files/img-2076-jpeg "IMG_2076.jpeg")
    \
    IMG_2075.jpeg](https://www.sweetstudy.com/files/img-2075-jpeg "IMG_2075.jpeg")

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  • [Solved] Elder justice Act

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    Assist with brain storming for this assignment. I have posted my topic as well as the instructions for it. – ## SW630-PolicyAnaylisTopic.docx – ## Instructions.docx **## SW630-PolicyAnaylisTopic.docx** **Policy Analysis Topic** Ja’Mya Wilburn Department of Social Work, University of Kentucky SW 630,…

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    Assignment Prompt & Instructions

    Assist with brain storming for this assignment. I have posted my topic as well as the instructions for it.

    – ## SW630-PolicyAnaylisTopic.docx

    – ## Instructions.docx

    **## SW630-PolicyAnaylisTopic.docx**

    **Policy Analysis Topic**

    Ja’Mya Wilburn

    Department of Social Work, University of Kentucky

    SW 630, Intro Soc Welfare, Policy & Services

    Dr. Roberts

    September 21, 2025

    1) I am interested in the topic of elder abuse and neglect

    2) Elder abuse and neglect is a serious topic which is oftentimes a hidden social issue that may include but not limited to physical abuse, financial exploitation, neglect, and abandonment of older adults. This can occur in homes, nursing facilities, and various community settings. This topic directly connects to social work practices due to social workers being on the front line of identifying or reporting elder abuse and promoting their safety and autonomy. This issue intersects with ageism, mental health, caregiver stress, and underfunding that goes towards services targeting the aging population.

    3) a) Approximately 1 in 10 adults over the age of 60 in the U.S. have experienced some form of elder abuse, but only 1 in 24 cases are reported to authorities ( National Council on Aging, 2021).

    b) In 2020, Adult Protective Services ( APS) agencies received over 1.3 million reports of elder abuse, neglect, or exploitation in the U.S. ( Administration for Community Living 2022).

    c) The global population aged 60 and older are expected to double by the year of 2050, placing growing pressure on elder care systems and abuse prevention efforts (World Health Organization, 2021).

    4) The policy I will focus on is the Elder Justice Act (EJA), which was originally passed as a part of the Affordable Care Act in 2010 and is the first comprehensive federal legislation to address elder abuse, neglect, and exploitation.

    Sources:

    Administration for Community Living. (2022).
    _Elder abuse prevention_. U.S. Department of Health & Human Services. https://acl.gov/programs/elder-justice/elder-abuse-prevention

    National Council on Aging. (2021).
    _Get the facts on elder abuse_. https://www.ncoa.org/article/get-the-facts-on-elder-abuse

    World Health Organization. (2021).
    _Elder abuse_.
    [https://www.who.int/news-room/fact-sheets/detail/elder-abuse](https://www.who.int/news-room/fact-sheets/detail/elder-abuse)

    **## Instructions.docx**

    **Instructions**

    **Section 1**

    1. Review the detailed outline for the final assignment (module 13 and/or the Signature Assignment Kickoff posted in Module1).

    2. Be sure your policy is going to work for the assignment. Review the examples below and review feedback on your Module 4 assignment. Remember, in Module 4 you identified your social issue and policy for this assignment.

    3. Start to collect and read the literature you will need to answer the specific questions outlined in the final policy analysis assignment. Note that the expectation is that you will use a lot of sources — the minimum is 10 – in the final paper. That is because you need different kinds of sources to answer different kinds of questions.

    · you will need both research articles (peer-reviewed, from the social work/related literature) and sources that provide you with statistics/facts about your topic (these may be government websites, sources, etc.)

    · you may also need sources that help you write about the history, etc. – these could include your textbook, other books with broad overviews of policy, websites that provide policy overview, etc.

    · for all of the sources, ask yourself if you're looking at "good" evidence — if you're looking at web-based sources are they from reputable think tanks or policy forums? Do they have a bias you need to understand as you read? Are they legitimate/good sources that you trust?

    An
    **annotated bibliography** is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a References page
    **but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source.**

    ·
    [Example Annotated Bibliography](https://uk.instructure.com/courses/2149757/files/114924509?wrap=1)

    For this assignment, you will collect evidence/sources for your final policy analysis paper. In order to do so, you will compile an
    **annotated bibliography**(using APA format).

    FOR THIS ASSIGNMENT, LABEL THIS AS SECTION 1: ANNOTATED BIBLIOGRAPHY

    This bibliography will include at least eight references – of these, five should be from the peer-reviewed/academic literature and three should be government sources, textbooks, or other reliable sources.

    You will provide appropriate APA format citations and a discussion/overview of the article/source – this should include:

    · what question(s) it will help you answer in the final paper,

    · any quotes you plan to use (cited appropriately),

    · any especially helpful information/a critical analysis of the document.

    Information on Annotated Bibliographies can be found in Section 9.51 of the
    _Publication Manual of the American Psychological Association_ (7th ed.)

    · The format of your annotated bibliography follow the same format as any APA paper.

    · Title page, page numbers, font style and size, etc. Consult your style manual and sample student paper for help with the formatting.

    · The order of references also follow the same style and order as on a Reference page

    · Alphabetical with hanging indents etc.

    · The annotation – the notes you have about the source – appear in a new paragraph below its reference entry, indented 0.5 inches from the left margin. These are written in complete sentences in an academic voice and tone.

    **Section 2**

    THEN, COMPLETE SECTION 2: CONCEPTUAL PLANNING/OUTLINE per the instructions below.

    **FOR THE CONCEPTUAL PLANNING/OUTLINE please demonstrate that you have started to “fill in the ideas” for the final assignment. These questions will help you build your draft that is due for peer review in Module 11.**

    **It is not necessary to write your answers as a written paper – it is sufficient to answer each question. Below you have five questions to answer along with five examples of how a student might answer those questions.**

    Answer each of these questions (these map to the outline/requirements for the final paper). When appropriate, link your answers to the articles/sources provided above in your annotated bibliography.

    1.
    **Provide a two-to-three sentence overview of what your paper will be about. This should include both the problem/condition and the policy response.**

    ·
    _Example: My paper will be focused on the Healthy-Hunger Free Kids Act of 2010 and whether that legislation has helped to effectively decrease child hunger in the United States. The problem of note is that kids in this country are still going hungry, with over 1 in 5 children experiencing hunger at any given moment (Cross, Clark, and Smittie, 2023, p. 1)._

    2.
    **Provide an understanding of the history of the problem/highlight at least two key historical events/dates/acts, etc. that you will highlight in your paper. Here it is appropriate to talk about the history of the problem/condition as well as the history of the policy response – though in your paper you’ll build on each of those.**

    ·
    _Example: I will talk about the original 1947 School Lunch Act legislation and the changes to it – but beyond that I’ll also talk about what led to the creation of that legislation to begin with – how the Great Depression socialized this US towards safety nets and how many people experienced hunger – opening the door for a policy response. I’ll also talk about the growing role of school as a place where more than education takes place as that shift is important in understanding the history of the current legislation and its school based programs. Beyond that, I will touch on other programs and policies that help hunger but that do not do enough – like WIC, SNAP, etc. I think I also need to talk about the relationship between hunger/being food insecure and obesity as that has shaped current responses. That is Obama era changes._

    3.
    **Clarify what problem your chosen policy responds to.**

    ·
    _Example: the policy I am examining is related to hunger. Hunger can hard to define but the USDA defines terms like “food insecure” and those can be defined/discussed as related to hunger. More specifically though, the policy responds to the need to have healthy food available for school lunches and to the relationship between obesity and hunger for low income kids._

    4.
    **Consider the different and conflicting social values that “show up” in the development of legislation and social programs. Are there any values that you believe are prominently displayed within the legislation you’re researching?** _Here, you may need to read the preamble to the legislation, comments about it, etc._ **What can you find that helps orient you towards the values that shaped this policy response to a social problem?**

    ·
    _Example: In the HHFK Act of 2010 there’s a lot of discussion about not just feeding kids but about what kind of food, about childhood obesity, etc. So I think some of the values here are specific to being healthy and active as well as related to what certain groups of people perceive of as appropriate and healthy food for kids. It seems like, from what I’ve read, most people in congress support the overall school feeding programs but maybe disagree about the specifics tied to what kind of food can be served._

    5.
    **Based on the reading and research you’ve done this far, has the policy you’re analyzing been effective? What information are you using to generate that answer?**

    ·
    _Example: So far it looks like the original intent of the School Lunch Act has been good – data in some of my sources shows that kids would go hungry if they did not have access to meals at school, summer feeding programs. This stays true w/ more recent legislation – the HHHK Act which extended/continued those programs. What is less clear is whether the focus on “healthy” food has made a difference in the lunch program, so whether the focus on obesity and healthy food has mattered. I have two articles that look at this. Because the legislation has many different components, I’m trying to focus in on the school lunch component of the Act. I can find more data. So, for now, I think it has been effective yes._

    #### Check Your Policy:

    In order to collect literature and sources, you should
    **finalize the policy you would like to focus on** for the assignment; the previous assignments should have helped you to hone in on your chosen policy for the final project. If you are not sure about your topic, the following scenarios may be helpful:

    · As a reminder, you may analyze a federal, state, or local policy that piques your interest & that is related to the practice of social work and vulnerable populations.

    · Please be sure that you are looking at a
    **current** policy (e.g. the most recently reauthorized version of a policy if it has been reauthorized).

    · Be sure you are looking at something that has been voted on/is an actual policy, not something that has been introduced but not passed!

    · Additionally remember that you are looking for a POLICY – not a PROGRAM enacted because of a policy. Sometimes it is difficult to tease these out.

    **EXAMPLE 1:**

    You're interested in safety net supports for households so you want to look at TANF — TANF is a PROGRAM (Temporary Assistance for Needy Families) that was created by the 1996 Personal Responsibility and Work Opportunity (PRWORA) Reconciliation Act — Public Law #104-193).That is a BIG piece of legislation – remember it amends the Social Security Act and Title 1 of that act that creates TANF replaces AFDC… "welfare" – as you've learned about in this and other classes…
    **so, for the assignment you would be focused on the Act but could specifically narrow your discovery and analysis to Title 1 of the legislation.**

    **EXAMPLE 2:**

    You're passionate about affordable housing and you have family members who have served in the military – so you want to look at housing related policy specifically for veterans. You might google homeless veterans’ policy and find the Helping Homeless Veterans Act of 2021 — sounds great! BUT…WAIT – you check the federal BILL TRACKER and find out this is legislation that has been introduced but not passed – thus it is not qualified for this assignment!

    **EXAMPLE 3:**

    You are interested in child hunger and how to end it, so you decide that you will focus on the Healthy Hunger-Free Kids Act of 2010. You’re most interested in school lunch, breakfast, and summer feeding programs but know that those are PROGRAMS created by the POLICY. The original policy was the 1947 School Lunch Act – which has been amended many times. So, you focus on this more current legislation as it has more bearing on the current situation in US schools and communities.

    _As always, consult your section instructor if you have questions about your chosen policy._

    **## Instructions.docx**

    **Instructions**

    **Section 1**

    1. Review the detailed outline for the final assignment (module 13 and/or the Signature Assignment Kickoff posted in Module1).

    2. Be sure your policy is going to work for the assignment. Review the examples below and review feedback on your Module 4 assignment. Remember, in Module 4 you identified your social issue and policy for this assignment.

    3. Start to collect and read the literature you will need to answer the specific questions outlined in the final policy analysis assignment. Note that the expectation is that you will use a lot of sources — the minimum is 10 – in the final paper. That is because you need different kinds of sources to answer different kinds of questions.

    · you will need both research articles (peer-reviewed, from the social work/related literature) and sources that provide you with statistics/facts about your topic (these may be government websites, sources, etc.)

    · you may also need sources that help you write about the history, etc. – these could include your textbook, other books with broad overviews of policy, websites that provide policy overview, etc.

    · for all of the sources, ask yourself if you're looking at "good" evidence — if you're looking at web-based sources are they from reputable think tanks or policy forums? Do they have a bias you need to understand as you read? Are they legitimate/good sources that you trust?

    An
    **annotated bibliography** is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a References page
    **but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source.**

    ·
    [Example Annotated Bibliography](https://uk.instructure.com/courses/2149757/files/114924509?wrap=1)

    For this assignment, you will collect evidence/sources for your final policy analysis paper. In order to do so, you will compile an
    **annotated bibliography**(using APA format).

    FOR THIS ASSIGNMENT, LABEL THIS AS SECTION 1: ANNOTATED BIBLIOGRAPHY

    This bibliography will include at least eight references – of these, five should be from the peer-reviewed/academic literature and three should be government sources, textbooks, or other reliable sources.

    You will provide appropriate APA format citations and a discussion/overview of the article/source – this should include:

    · what question(s) it will help you answer in the final paper,

    · any quotes you plan to use (cited appropriately),

    · any especially helpful information/a critical analysis of the document.

    Information on Annotated Bibliographies can be found in Section 9.51 of the
    _Publication Manual of the American Psychological Association_ (7th ed.)

    · The format of your annotated bibliography follow the same format as any APA paper.

    · Title page, page numbers, font style and size, etc. Consult your style manual and sample student paper for help with the formatting.

    · The order of references also follow the same style and order as on a Reference page

    · Alphabetical with hanging indents etc.

    · The annotation – the notes you have about the source – appear in a new paragraph below its reference entry, indented 0.5 inches from the left margin. These are written in complete sentences in an academic voice and tone.

    **Section 2**

    THEN, COMPLETE SECTION 2: CONCEPTUAL PLANNING/OUTLINE per the instructions below.

    **FOR THE CONCEPTUAL PLANNING/OUTLINE please demonstrate that you have started to “fill in the ideas” for the final assignment. These questions will help you build your draft that is due for peer review in Module 11.**

    **It is not necessary to write your answers as a written paper – it is sufficient to answer each question. Below you have five questions to answer along with five examples of how a student might answer those questions.**

    Answer each of these questions (these map to the outline/requirements for the final paper). When appropriate, link your answers to the articles/sources provided above in your annotated bibliography.

    1.
    **Provide a two-to-three sentence overview of what your paper will be about. This should include both the problem/condition and the policy response.**

    ·
    _Example: My paper will be focused on the Healthy-Hunger Free Kids Act of 2010 and whether that legislation has helped to effectively decrease child hunger in the United States. The problem of note is that kids in this country are still going hungry, with over 1 in 5 children experiencing hunger at any given moment (Cross, Clark, and Smittie, 2023, p. 1)._

    2.
    **Provide an understanding of the history of the problem/highlight at least two key historical events/dates/acts, etc. that you will highlight in your paper. Here it is appropriate to talk about the history of the problem/condition as well as the history of the policy response – though in your paper you’ll build on each of those.**

    ·
    _Example: I will talk about the original 1947 School Lunch Act legislation and the changes to it – but beyond that I’ll also talk about what led to the creation of that legislation to begin with – how the Great Depression socialized this US towards safety nets and how many people experienced hunger – opening the door for a policy response. I’ll also talk about the growing role of school as a place where more than education takes place as that shift is important in understanding the history of the current legislation and its school based programs. Beyond that, I will touch on other programs and policies that help hunger but that do not do enough – like WIC, SNAP, etc. I think I also need to talk about the relationship between hunger/being food insecure and obesity as that has shaped current responses. That is Obama era changes._

    3.
    **Clarify what problem your chosen policy responds to.**

    ·
    _Example: the policy I am examining is related to hunger. Hunger can hard to define but the USDA defines terms like “food insecure” and those can be defined/discussed as related to hunger. More specifically though, the policy responds to the need to have healthy food available for school lunches and to the relationship between obesity and hunger for low income kids._

    4.
    **Consider the different and conflicting social values that “show up” in the development of legislation and social programs. Are there any values that you believe are prominently displayed within the legislation you’re researching?** _Here, you may need to read the preamble to the legislation, comments about it, etc._ **What can you find that helps orient you towards the values that shaped this policy response to a social problem?**

    ·
    _Example: In the HHFK Act of 2010 there’s a lot of discussion about not just feeding kids but about what kind of food, about childhood obesity, etc. So I think some of the values here are specific to being healthy and active as well as related to what certain groups of people perceive of as appropriate and healthy food for kids. It seems like, from what I’ve read, most people in congress support the overall school feeding programs but maybe disagree about the specifics tied to what kind of food can be served._

    5.
    **Based on the reading and research you’ve done this far, has the policy you’re analyzing been effective? What information are you using to generate that answer?**

    ·
    _Example: So far it looks like the original intent of the School Lunch Act has been good – data in some of my sources shows that kids would go hungry if they did not have access to meals at school, summer feeding programs. This stays true w/ more recent legislation – the HHHK Act which extended/continued those programs. What is less clear is whether the focus on “healthy” food has made a difference in the lunch program, so whether the focus on obesity and healthy food has mattered. I have two articles that look at this. Because the legislation has many different components, I’m trying to focus in on the school lunch component of the Act. I can find more data. So, for now, I think it has been effective yes._

    #### Check Your Policy:

    In order to collect literature and sources, you should
    **finalize the policy you would like to focus on** for the assignment; the previous assignments should have helped you to hone in on your chosen policy for the final project. If you are not sure about your topic, the following scenarios may be helpful:

    · As a reminder, you may analyze a federal, state, or local policy that piques your interest & that is related to the practice of social work and vulnerable populations.

    · Please be sure that you are looking at a
    **current** policy (e.g. the most recently reauthorized version of a policy if it has been reauthorized).

    · Be sure you are looking at something that has been voted on/is an actual policy, not something that has been introduced but not passed!

    · Additionally remember that you are looking for a POLICY – not a PROGRAM enacted because of a policy. Sometimes it is difficult to tease these out.

    **EXAMPLE 1:**

    You're interested in safety net supports for households so you want to look at TANF — TANF is a PROGRAM (Temporary Assistance for Needy Families) that was created by the 1996 Personal Responsibility and Work Opportunity (PRWORA) Reconciliation Act — Public Law #104-193).That is a BIG piece of legislation – remember it amends the Social Security Act and Title 1 of that act that creates TANF replaces AFDC… "welfare" – as you've learned about in this and other classes…
    **so, for the assignment you would be focused on the Act but could specifically narrow your discovery and analysis to Title 1 of the legislation.**

    **EXAMPLE 2:**

    You're passionate about affordable housing and you have family members who have served in the military – so you want to look at housing related policy specifically for veterans. You might google homeless veterans’ policy and find the Helping Homeless Veterans Act of 2021 — sounds great! BUT…WAIT – you check the federal BILL TRACKER and find out this is legislation that has been introduced but not passed – thus it is not qualified for this assignment!

    **EXAMPLE 3:**

    You are interested in child hunger and how to end it, so you decide that you will focus on the Healthy Hunger-Free Kids Act of 2010. You’re most interested in school lunch, breakfast, and summer feeding programs but know that those are PROGRAMS created by the POLICY. The original policy was the 1947 School Lunch Act – which has been amended many times. So, you focus on this more current legislation as it has more bearing on the current situation in US schools and communities.

    _As always, consult your section instructor if you have questions about your chosen policy._

    **## SW630-PolicyAnaylisTopic.docx**

    **Policy Analysis Topic**

    Ja’Mya Wilburn

    Department of Social Work, University of Kentucky

    SW 630, Intro Soc Welfare, Policy & Services

    Dr. Roberts

    September 21, 2025

    1) I am interested in the topic of elder abuse and neglect

    2) Elder abuse and neglect is a serious topic which is oftentimes a hidden social issue that may include but not limited to physical abuse, financial exploitation, neglect, and abandonment of older adults. This can occur in homes, nursing facilities, and various community settings. This topic directly connects to social work practices due to social workers being on the front line of identifying or reporting elder abuse and promoting their safety and autonomy. This issue intersects with ageism, mental health, caregiver stress, and underfunding that goes towards services targeting the aging population.

    3) a) Approximately 1 in 10 adults over the age of 60 in the U.S. have experienced some form of elder abuse, but only 1 in 24 cases are reported to authorities ( National Council on Aging, 2021).

    b) In 2020, Adult Protective Services ( APS) agencies received over 1.3 million reports of elder abuse, neglect, or exploitation in the U.S. ( Administration for Community Living 2022).

    c) The global population aged 60 and older are expected to double by the year of 2050, placing growing pressure on elder care systems and abuse prevention efforts (World Health Organization, 2021).

    4) The policy I will focus on is the Elder Justice Act (EJA), which was originally passed as a part of the Affordable Care Act in 2010 and is the first comprehensive federal legislation to address elder abuse, neglect, and exploitation.

    Sources:

    Administration for Community Living. (2022).
    _Elder abuse prevention_. U.S. Department of Health & Human Services. https://acl.gov/programs/elder-justice/elder-abuse-prevention

    National Council on Aging. (2021).
    _Get the facts on elder abuse_. https://www.ncoa.org/article/get-the-facts-on-elder-abuse

    World Health Organization. (2021).
    _Elder abuse_.
    [https://www.who.int/news-room/fact-sheets/detail/elder-abuse](https://www.who.int/news-room/fact-sheets/detail/elder-abuse)

    **## Instructions.docx**

    **Instructions**

    **Section 1**

    1. Review the detailed outline for the final assignment (module 13 and/or the Signature Assignment Kickoff posted in Module1).

    2. Be sure your policy is going to work for the assignment. Review the examples below and review feedback on your Module 4 assignment. Remember, in Module 4 you identified your social issue and policy for this assignment.

    3. Start to collect and read the literature you will need to answer the specific questions outlined in the final policy analysis assignment. Note that the expectation is that you will use a lot of sources — the minimum is 10 – in the final paper. That is because you need different kinds of sources to answer different kinds of questions.

    · you will need both research articles (peer-reviewed, from the social work/related literature) and sources that provide you with statistics/facts about your topic (these may be government websites, sources, etc.)

    · you may also need sources that help you write about the history, etc. – these could include your textbook, other books with broad overviews of policy, websites that provide policy overview, etc.

    · for all of the sources, ask yourself if you're looking at "good" evidence — if you're looking at web-based sources are they from reputable think tanks or policy forums? Do they have a bias you need to understand as you read? Are they legitimate/good sources that you trust?

    An
    **annotated bibliography** is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a References page
    **but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source.**

    ·
    [Example Annotated Bibliography](https://uk.instructure.com/courses/2149757/files/114924509?wrap=1)

    For this assignment, you will collect evidence/sources for your final policy analysis paper. In order to do so, you will compile an
    **annotated bibliography**(using APA format).

    FOR THIS ASSIGNMENT, LABEL THIS AS SECTION 1: ANNOTATED BIBLIOGRAPHY

    This bibliography will include at least eight references – of these, five should be from the peer-reviewed/academic literature and three should be government sources, textbooks, or other reliable sources.

    You will provide appropriate APA format citations and a discussion/overview of the article/source – this should include:

    · what question(s) it will help you answer in the final paper,

    · any quotes you plan to use (cited appropriately),

    · any especially helpful information/a critical analysis of the document.

    Information on Annotated Bibliographies can be found in Section 9.51 of the
    _Publication Manual of the American Psychological Association_ (7th ed.)

    · The format of your annotated bibliography follow the same format as any APA paper.

    · Title page, page numbers, font style and size, etc. Consult your style manual and sample student paper for help with the formatting.

    · The order of references also follow the same style and order as on a Reference page

    · Alphabetical with hanging indents etc.

    · The annotation – the notes you have about the source – appear in a new paragraph below its reference entry, indented 0.5 inches from the left margin. These are written in complete sentences in an academic voice and tone.

    **Section 2**

    THEN, COMPLETE SECTION 2: CONCEPTUAL PLANNING/OUTLINE per the instructions below.

    **FOR THE CONCEPTUAL PLANNING/OUTLINE please demonstrate that you have started to “fill in the ideas” for the final assignment. These questions will help you build your draft that is due for peer review in Module 11.**

    **It is not necessary to write your answers as a written paper – it is sufficient to answer each question. Below you have five questions to answer along with five examples of how a student might answer those questions.**

    Answer each of these questions (these map to the outline/requirements for the final paper). When appropriate, link your answers to the articles/sources provided above in your annotated bibliography.

    1.
    **Provide a two-to-three sentence overview of what your paper will be about. This should include both the problem/condition and the policy response.**

    ·
    _Example: My paper will be focused on the Healthy-Hunger Free Kids Act of 2010 and whether that legislation has helped to effectively decrease child hunger in the United States. The problem of note is that kids in this country are still going hungry, with over 1 in 5 children experiencing hunger at any given moment (Cross, Clark, and Smittie, 2023, p. 1)._

    2.
    **Provide an understanding of the history of the problem/highlight at least two key historical events/dates/acts, etc. that you will highlight in your paper. Here it is appropriate to talk about the history of the problem/condition as well as the history of the policy response – though in your paper you’ll build on each of those.**

    ·
    _Example: I will talk about the original 1947 School Lunch Act legislation and the changes to it – but beyond that I’ll also talk about what led to the creation of that legislation to begin with – how the Great Depression socialized this US towards safety nets and how many people experienced hunger – opening the door for a policy response. I’ll also talk about the growing role of school as a place where more than education takes place as that shift is important in understanding the history of the current legislation and its school based programs. Beyond that, I will touch on other programs and policies that help hunger but that do not do enough – like WIC, SNAP, etc. I think I also need to talk about the relationship between hunger/being food insecure and obesity as that has shaped current responses. That is Obama era changes._

    3.
    **Clarify what problem your chosen policy responds to.**

    ·
    _Example: the policy I am examining is related to hunger. Hunger can hard to define but the USDA defines terms like “food insecure” and those can be defined/discussed as related to hunger. More specifically though, the policy responds to the need to have healthy food available for school lunches and to the relationship between obesity and hunger for low income kids._

    4.
    **Consider the different and conflicting social values that “show up” in the development of legislation and social programs. Are there any values that you believe are prominently displayed within the legislation you’re researching?** _Here, you may need to read the preamble to the legislation, comments about it, etc._ **What can you find that helps orient you towards the values that shaped this policy response to a social problem?**

    ·
    _Example: In the HHFK Act of 2010 there’s a lot of discussion about not just feeding kids but about what kind of food, about childhood obesity, etc. So I think some of the values here are specific to being healthy and active as well as related to what certain groups of people perceive of as appropriate and healthy food for kids. It seems like, from what I’ve read, most people in congress support the overall school feeding programs but maybe disagree about the specifics tied to what kind of food can be served._

    5.
    **Based on the reading and research you’ve done this far, has the policy you’re analyzing been effective? What information are you using to generate that answer?**

    ·
    _Example: So far it looks like the original intent of the School Lunch Act has been good – data in some of my sources shows that kids would go hungry if they did not have access to meals at school, summer feeding programs. This stays true w/ more recent legislation – the HHHK Act which extended/continued those programs. What is less clear is whether the focus on “healthy” food has made a difference in the lunch program, so whether the focus on obesity and healthy food has mattered. I have two articles that look at this. Because the legislation has many different components, I’m trying to focus in on the school lunch component of the Act. I can find more data. So, for now, I think it has been effective yes._

    #### Check Your Policy:

    In order to collect literature and sources, you should
    **finalize the policy you would like to focus on** for the assignment; the previous assignments should have helped you to hone in on your chosen policy for the final project. If you are not sure about your topic, the following scenarios may be helpful:

    · As a reminder, you may analyze a federal, state, or local policy that piques your interest & that is related to the practice of social work and vulnerable populations.

    · Please be sure that you are looking at a
    **current** policy (e.g. the most recently reauthorized version of a policy if it has been reauthorized).

    · Be sure you are looking at something that has been voted on/is an actual policy, not something that has been introduced but not passed!

    · Additionally remember that you are looking for a POLICY – not a PROGRAM enacted because of a policy. Sometimes it is difficult to tease these out.

    **EXAMPLE 1:**

    You're interested in safety net supports for households so you want to look at TANF — TANF is a PROGRAM (Temporary Assistance for Needy Families) that was created by the 1996 Personal Responsibility and Work Opportunity (PRWORA) Reconciliation Act — Public Law #104-193).That is a BIG piece of legislation – remember it amends the Social Security Act and Title 1 of that act that creates TANF replaces AFDC… "welfare" – as you've learned about in this and other classes…
    **so, for the assignment you would be focused on the Act but could specifically narrow your discovery and analysis to Title 1 of the legislation.**

    **EXAMPLE 2:**

    You're passionate about affordable housing and you have family members who have served in the military – so you want to look at housing related policy specifically for veterans. You might google homeless veterans’ policy and find the Helping Homeless Veterans Act of 2021 — sounds great! BUT…WAIT – you check the federal BILL TRACKER and find out this is legislation that has been introduced but not passed – thus it is not qualified for this assignment!

    **EXAMPLE 3:**

    You are interested in child hunger and how to end it, so you decide that you will focus on the Healthy Hunger-Free Kids Act of 2010. You’re most interested in school lunch, breakfast, and summer feeding programs but know that those are PROGRAMS created by the POLICY. The original policy was the 1947 School Lunch Act – which has been amended many times. So, you focus on this more current legislation as it has more bearing on the current situation in US schools and communities.

    _As always, consult your section instructor if you have questions about your chosen policy._

    **## SW630-PolicyAnaylisTopic.docx**

    **Policy Analysis Topic**

    Ja’Mya Wilburn

    Department of Social Work, University of Kentucky

    SW 630, Intro Soc Welfare, Policy & Services

    Dr. Roberts

    September 21, 2025

    1) I am interested in the topic of elder abuse and neglect

    2) Elder abuse and neglect is a serious topic which is oftentimes a hidden social issue that may include but not limited to physical abuse, financial exploitation, neglect, and abandonment of older adults. This can occur in homes, nursing facilities, and various community settings. This topic directly connects to social work practices due to social workers being on the front line of identifying or reporting elder abuse and promoting their safety and autonomy. This issue intersects with ageism, mental health, caregiver stress, and underfunding that goes towards services targeting the aging population.

    3) a) Approximately 1 in 10 adults over the age of 60 in the U.S. have experienced some form of elder abuse, but only 1 in 24 cases are reported to authorities ( National Council on Aging, 2021).

    b) In 2020, Adult Protective Services ( APS) agencies received over 1.3 million reports of elder abuse, neglect, or exploitation in the U.S. ( Administration for Community Living 2022).

    c) The global population aged 60 and older are expected to double by the year of 2050, placing growing pressure on elder care systems and abuse prevention efforts (World Health Organization, 2021).

    4) The policy I will focus on is the Elder Justice Act (EJA), which was originally passed as a part of the Affordable Care Act in 2010 and is the first comprehensive federal legislation to address elder abuse, neglect, and exploitation.

    Sources:

    Administration for Community Living. (2022).
    _Elder abuse prevention_. U.S. Department of Health & Human Services. https://acl.gov/programs/elder-justice/elder-abuse-prevention

    National Council on Aging. (2021).
    _Get the facts on elder abuse_. https://www.ncoa.org/article/get-the-facts-on-elder-abuse

    World Health Organization. (2021).
    _Elder abuse_.
    [https://www.who.int/news-room/fact-sheets/detail/elder-abuse](https://www.who.int/news-room/fact-sheets/detail/elder-abuse)

    **## Instructions.docx**

    **Instructions**

    **Section 1**

    1. Review the detailed outline for the final assignment (module 13 and/or the Signature Assignment Kickoff posted in Module1).

    2. Be sure your policy is going to work for the assignment. Review the examples below and review feedback on your Module 4 assignment. Remember, in Module 4 you identified your social issue and policy for this assignment.

    3. Start to collect and read the literature you will need to answer the specific questions outlined in the final policy analysis assignment. Note that the expectation is that you will use a lot of sources — the minimum is 10 – in the final paper. That is because you need different kinds of sources to answer different kinds of questions.

    · you will need both research articles (peer-reviewed, from the social work/related literature) and sources that provide you with statistics/facts about your topic (these may be government websites, sources, etc.)

    · you may also need sources that help you write about the history, etc. – these could include your textbook, other books with broad overviews of policy, websites that provide policy overview, etc.

    · for all of the sources, ask yourself if you're looking at "good" evidence — if you're looking at web-based sources are they from reputable think tanks or policy forums? Do they have a bias you need to understand as you read? Are they legitimate/good sources that you trust?

    An
    **annotated bibliography** is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a References page
    **but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source.**

    ·
    [Example Annotated Bibliography](https://uk.instructure.com/courses/2149757/files/114924509?wrap=1)

    For this assignment, you will collect evidence/sources for your final policy analysis paper. In order to do so, you will compile an
    **annotated bibliography**(using APA format).

    FOR THIS ASSIGNMENT, LABEL THIS AS SECTION 1: ANNOTATED BIBLIOGRAPHY

    This bibliography will include at least eight references – of these, five should be from the peer-reviewed/academic literature and three should be government sources, textbooks, or other reliable sources.

    You will provide appropriate APA format citations and a discussion/overview of the article/source – this should include:

    · what question(s) it will help you answer in the final paper,

    · any quotes you plan to use (cited appropriately),

    · any especially helpful information/a critical analysis of the document.

    Information on Annotated Bibliographies can be found in Section 9.51 of the
    _Publication Manual of the American Psychological Association_ (7th ed.)

    · The format of your annotated bibliography follow the same format as any APA paper.

    · Title page, page numbers, font style and size, etc. Consult your style manual and sample student paper for help with the formatting.

    · The order of references also follow the same style and order as on a Reference page

    · Alphabetical with hanging indents etc.

    · The annotation – the notes you have about the source – appear in a new paragraph below its reference entry, indented 0.5 inches from the left margin. These are written in complete sentences in an academic voice and tone.

    **Section 2**

    THEN, COMPLETE SECTION 2: CONCEPTUAL PLANNING/OUTLINE per the instructions below.

    **FOR THE CONCEPTUAL PLANNING/OUTLINE please demonstrate that you have started to “fill in the ideas” for the final assignment. These questions will help you build your draft that is due for peer review in Module 11.**

    **It is not necessary to write your answers as a written paper – it is sufficient to answer each question. Below you have five questions to answer along with five examples of how a student might answer those questions.**

    Answer each of these questions (these map to the outline/requirements for the final paper). When appropriate, link your answers to the articles/sources provided above in your annotated bibliography.

    1.
    **Provide a two-to-three sentence overview of what your paper will be about. This should include both the problem/condition and the policy response.**

    ·
    _Example: My paper will be focused on the Healthy-Hunger Free Kids Act of 2010 and whether that legislation has helped to effectively decrease child hunger in the United States. The problem of note is that kids in this country are still going hungry, with over 1 in 5 children experiencing hunger at any given moment (Cross, Clark, and Smittie, 2023, p. 1)._

    2.
    **Provide an understanding of the history of the problem/highlight at least two key historical events/dates/acts, etc. that you will highlight in your paper. Here it is appropriate to talk about the history of the problem/condition as well as the history of the policy response – though in your paper you’ll build on each of those.**

    ·
    _Example: I will talk about the original 1947 School Lunch Act legislation and the changes to it – but beyond that I’ll also talk about what led to the creation of that legislation to begin with – how the Great Depression socialized this US towards safety nets and how many people experienced hunger – opening the door for a policy response. I’ll also talk about the growing role of school as a place where more than education takes place as that shift is important in understanding the history of the current legislation and its school based programs. Beyond that, I will touch on other programs and policies that help hunger but that do not do enough – like WIC, SNAP, etc. I think I also need to talk about the relationship between hunger/being food insecure and obesity as that has shaped current responses. That is Obama era changes._

    3.
    **Clarify what problem your chosen policy responds to.**

    ·
    _Example: the policy I am examining is related to hunger. Hunger can hard to define but the USDA defines terms like “food insecure” and those can be defined/discussed as related to hunger. More specifically though, the policy responds to the need to have healthy food available for school lunches and to the relationship between obesity and hunger for low income kids._

    4.
    **Consider the different and conflicting social values that “show up” in the development of legislation and social programs. Are there any values that you believe are prominently displayed within the legislation you’re researching?** _Here, you may need to read the preamble to the legislation, comments about it, etc._ **What can you find that helps orient you towards the values that shaped this policy response to a social problem?**

    ·
    _Example: In the HHFK Act of 2010 there’s a lot of discussion about not just feeding kids but about what kind of food, about childhood obesity, etc. So I think some of the values here are specific to being healthy and active as well as related to what certain groups of people perceive of as appropriate and healthy food for kids. It seems like, from what I’ve read, most people in congress support the overall school feeding programs but maybe disagree about the specifics tied to what kind of food can be served._

    5.
    **Based on the reading and research you’ve done this far, has the policy you’re analyzing been effective? What information are you using to generate that answer?**

    ·
    _Example: So far it looks like the original intent of the School Lunch Act has been good – data in some of my sources shows that kids would go hungry if they did not have access to meals at school, summer feeding programs. This stays true w/ more recent legislation – the HHHK Act which extended/continued those programs. What is less clear is whether the focus on “healthy” food has made a difference in the lunch program, so whether the focus on obesity and healthy food has mattered. I have two articles that look at this. Because the legislation has many different components, I’m trying to focus in on the school lunch component of the Act. I can find more data. So, for now, I think it has been effective yes._

    #### Check Your Policy:

    In order to collect literature and sources, you should
    **finalize the policy you would like to focus on** for the assignment; the previous assignments should have helped you to hone in on your chosen policy for the final project. If you are not sure about your topic, the following scenarios may be helpful:

    · As a reminder, you may analyze a federal, state, or local policy that piques your interest & that is related to the practice of social work and vulnerable populations.

    · Please be sure that you are looking at a
    **current** policy (e.g. the most recently reauthorized version of a policy if it has been reauthorized).

    · Be sure you are looking at something that has been voted on/is an actual policy, not something that has been introduced but not passed!

    · Additionally remember that you are looking for a POLICY – not a PROGRAM enacted because of a policy. Sometimes it is difficult to tease these out.

    **EXAMPLE 1:**

    You're interested in safety net supports for households so you want to look at TANF — TANF is a PROGRAM (Temporary Assistance for Needy Families) that was created by the 1996 Personal Responsibility and Work Opportunity (PRWORA) Reconciliation Act — Public Law #104-193).That is a BIG piece of legislation – remember it amends the Social Security Act and Title 1 of that act that creates TANF replaces AFDC… "welfare" – as you've learned about in this and other classes…
    **so, for the assignment you would be focused on the Act but could specifically narrow your discovery and analysis to Title 1 of the legislation.**

    **EXAMPLE 2:**

    You're passionate about affordable housing and you have family members who have served in the military – so you want to look at housing related policy specifically for veterans. You might google homeless veterans’ policy and find the Helping Homeless Veterans Act of 2021 — sounds great! BUT…WAIT – you check the federal BILL TRACKER and find out this is legislation that has been introduced but not passed – thus it is not qualified for this assignment!

    **EXAMPLE 3:**

    You are interested in child hunger and how to end it, so you decide that you will focus on the Healthy Hunger-Free Kids Act of 2010. You’re most interested in school lunch, breakfast, and summer feeding programs but know that those are PROGRAMS created by the POLICY. The original policy was the 1947 School Lunch Act – which has been amended many times. So, you focus on this more current legislation as it has more bearing on the current situation in US schools and communities.

    _As always, consult your section instructor if you have questions about your chosen policy._

    – 1
    – 2

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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)

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    ·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

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