Tag: Sociology

  • [Solved] Child Victimization and Correctional Programs and Services

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    After looking over them and watching the video at the link below, do you think you have a maximalist or minimalist position on child victimization? How do the readings and/or video impact your position? On a final note, see the story link below the video link. About a decade ago, the U.S. Supreme Co…

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    After looking over them and watching the video at the link below, do you think you have a maximalist or minimalist position on child victimization? How do the readings and/or video impact your position? On a final note, see the story link below the video link. About a decade ago, the U.S. Supreme Court decided that courts do not have to require alleged child abuse victims to testify in order to convict someone. The history of this kind of issue is interesting – see links below on Maryland v. Craig (1990) and an Iowa Supreme Court ruling. With what you have studied so far in mind, what do you make of all this?
    Gendered and Attributions of Blame and Failure to Protect in Child Welfare Responses to Sexual Abuse: A Feminist Critical Discourse Analysis By Corry Azzopardi
    3 paragraphs
    \_\_\_______________________________________________________________________
    The idea of requiring prisoners to pay for their food, board, medical care, and other services is controversial. Explore the arguments for and against this practice. Should prisoners be financially responsible for their incarceration costs, considering the potential for reducing the burden on taxpayers? Or does this approach further penalize individuals who are already marginalized and possibly unable to afford these costs? Discuss the benefits and drawbacks of each perspective, including the impact on prisoners' rehabilitation, their families, and the overall goals of the correctional system. Be sure to include examples from the textbook in your answer.
    3 paragraphs
    Chapter 9 Correctional Programs and Services
    Siegel;, Larry.2018.Corrections Today.Boston, MA:Cengage

  • [Solved] Social Science – Sociology Homework assistant

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  • [Solved] What is a case study in aba ?

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  • [Solved] Foundations of Communication Revision

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  • [Solved] Discussion

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

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    – ## Discussion2.docx

    – ## Sexualities.pptx

    – ## SexandtheCityandMeToo_Armstrong2018.pdf

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

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

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

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

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

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

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

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

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

    **Part B: Violence Readings**

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

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

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

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

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

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

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

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

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

    SEXUAL POLITICS*

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

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

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

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

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

    Increase in webcam cyber sex trafficking and webcam pornography

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

    SEX TRAFFICKING

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

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

    Sex Trafficking vs Human Trafficking*

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

    Sex trafficking is a certain form of human trafficking

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

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

    Sex trafficking and human trafficking for regular labor are different

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

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

    Sex trafficking potential causes

    Globalization/poverty

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

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

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

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

    War

    Women abducted during military conflict

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

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

    Sex trafficking vs. Sex Workers*

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

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

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

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

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

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

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

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

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

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

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

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

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

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

    HUMAN TRAFFICKING

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

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

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

    *Osceola County Sheriff’s Office, 2021

    References

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

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

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

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

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

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

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

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

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

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

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

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

    ..J•
    I

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

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

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

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

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

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

    Sex and the City had a different story about sex

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

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

    ing no more than an eyeroll.

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

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

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

    It included some of the most graphic sex talk ever

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

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    It OlJ
    concern for consent, or when Charlotte wand t

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

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

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

    O
    ing,

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

    ,, or
    power… .

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

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

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

    away at us.

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

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

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

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

    171How Sex and the City Holds Up

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

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

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

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

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

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

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

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

    **GlobalSexualities_BodyPolitics.pptx**

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

    **AudreLordeUsesoftheErotic.pdf**

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

    **BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf**

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

    **PetersonQueeringofStates_Nations.pdf**

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

    **PetersonQueeringofStates_Nations.pdf**

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

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

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

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

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

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

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

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

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

    **Part B: Violence Readings**

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

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

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

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

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

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

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

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

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

    SEXUAL POLITICS*

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

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

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

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

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

    Increase in webcam cyber sex trafficking and webcam pornography

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

    SEX TRAFFICKING

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

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

    Sex Trafficking vs Human Trafficking*

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

    Sex trafficking is a certain form of human trafficking

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

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

    Sex trafficking and human trafficking for regular labor are different

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

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

    Sex trafficking potential causes

    Globalization/poverty

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

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

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

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

    War

    Women abducted during military conflict

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

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

    Sex trafficking vs. Sex Workers*

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

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

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

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

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

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

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

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

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

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

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

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

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

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

    HUMAN TRAFFICKING

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

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

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

    *Osceola County Sheriff’s Office, 2021

    References

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

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

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

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

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

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

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

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

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

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

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

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

    ..J•
    I

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

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

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

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

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

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

    Sex and the City had a different story about sex

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

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

    ing no more than an eyeroll.

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

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

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

    It included some of the most graphic sex talk ever

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

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    It OlJ
    concern for consent, or when Charlotte wand t

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

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

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

    O
    ing,

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

    ,, or
    power… .

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

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

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

    away at us.

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

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

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

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

    171How Sex and the City Holds Up

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

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

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

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

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

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

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

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

    **GlobalSexualities_BodyPolitics.pptx**

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

    **AudreLordeUsesoftheErotic.pdf**

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

    **BlackfemalesexualityintheMisadventuresofAwkwardBlackGirl_Cruz2015.pdf**

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

    **PetersonQueeringofStates_Nations.pdf**

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

    **## Discussion2.docx**

    **Discussion 2: Weeks 8-11**

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

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

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

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

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

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

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

    **Part B: Violence Readings**

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

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

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

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

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

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

    **## Sexualities.pptx**

    Sexual & Body Politics

    Dr. Victoria Burns

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

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

    SEXUAL POLITICS*

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

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

    Worldwide poverty and its relationship/facilitation of exploitation

    Context  why and how do people become involved?

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

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

    Increase in webcam cyber sex trafficking and webcam pornography

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

    SEX TRAFFICKING

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

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

    Sex Trafficking vs Human Trafficking*

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

    Sex trafficking is a certain form of human trafficking

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

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

    Sex trafficking and human trafficking for regular labor are different

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

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

    Sex trafficking potential causes

    Globalization/poverty

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

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

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

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

    War

    Women abducted during military conflict

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

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

    Sex trafficking vs. Sex Workers*

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

    Some sex workers are in the profession because:

    Long history of sex work in their communities

    A way to stay competitive in the global economy

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

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

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

    SEX TRAFFICKING

    *Who gets trafficked?

    Abducted and/or forced into it

    Tricked into applying for jobs and but instead sold into brothels

    Some poor families do sell their children

    Poverty

    Military conflict and war

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

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

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

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

    *Lee & Shaw, 2011

    SEX TRAFFICKING

    Less wealthy countries are often considered the source or origin countries

    Affluent countries often serve as destination sites

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

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

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

    HUMAN TRAFFICKING

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

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

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

    *Osceola County Sheriff’s Office, 2021

    References

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

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

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

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

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

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

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

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

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

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

    **## SexandtheCityandMeToo_Armstrong2018.pdf**

    ER KEISHIN ARMSTRONG
    JENN IF

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

    ..J•
    I

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

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

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

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

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

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

    Sex and the City had a different story about sex

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

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

    ing no more than an eyeroll.

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

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

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

    It included some of the most graphic sex talk ever

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

    Nast. Reprinted with permission of the publisher.

    169

    170 SE UALITY

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    It OlJ
    concern for consent, or when Charlotte wand t

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

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

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

    O
    ing,

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

    ,, or
    power… .

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

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

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

    away at us.

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

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

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

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

    171How Sex and the City Holds Up

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

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

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

    did help us get here. .. .

    NOTES
    1. Samantha Cooney, "The Aziz Ansari Allegation

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

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

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

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

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  • [Solved] Social Science – Sociology assignment 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – ## Assignment6.docx – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild2.docx – casestudy1.pdf **## Assignment6.docx** This week, your theoretical orientation is cognitive behavior theory. You will use the same case study that you chose in Week 2 and have been analyz…

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    Assignment Prompt & Instructions

    please see attachment

    – ## Assignment6.docx

    – ## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild2.docx

    – casestudy1.pdf

    **## Assignment6.docx**

    This week, your theoretical orientation is cognitive behavior theory. You will use the same case study that you chose in Week 2 and have been analyzing in this course. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your assignment.

    In this Assignment, you write a 5-minute speech . It is common to present a case analysis in multidisciplinary team meetings or with your supervisor and colleagues. This assignment offers you an opportunity to provide insights and perspectives to a case.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657452)

    To Prepare

    · Use the same case study that you chose in Week 2. Case study attached separately.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Read this article listed in the Learning Resources: González-Prendes, A. A., & Thomas, S. A. (2009). Culturally sensitive treatment of anger in African American women: A single case study.
    _Clinical Case Studies, 8_(5), 383–402. https://doi.org/10.1177/1534650109345004

    ·
    **Note:** This article provides an appropriate framework for how the authors’ cognitive-behavioral theoretical orientation shaped the conceptualization of the case and assessment and intervention.

    By Day 7

    ·
    **Note:** Your oral speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral—there is no PowerPoint element to this presentation. Imagine that you are discussing your case with a group of peers in a meeting. For example, if you stumble a bit, don’t feel you have to record yourself again.

    ·

    Your assignment should include.

    · In 1–2 sentences, identify and describe the presenting problem.

    · In 1–2 sentences, briefly define and conceptualize the problem from a cognitive-behavioral theoretical orientation.

    · Formulate two assessment questions that you will ask the client to better understand the client’s problem. Remember, the assessment questions should be guided by cognitive-behavioral theory.

    · In 1–2 sentences, identify two goals for treatment. Again, remember, the goals should be consistent with cognitive-behavioral theory.

    · In 1–2 sentences, describe the treatment plan from a cognitive-behavioral theoretical orientation. Remember, the treatment plan should align with the goal(s) for work.

    · Discuss one outcome you would measure, if you were to determine whether the intervention worked, and explain how this is consistent with cognitive behavior theory. Explain how one merit and one limitation of cognitive behavior theory relates to the case study.

    · Analyze the application of cognitive-behavioral theory in relation to a diversity issue pertinent to the case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit also,** as a separate document, your Week 6 Analysis of a Theory Worksheet.

    Worksheet attached separately.

    Case study Helen

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild2.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10416111)

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10416111)

    **## Assignment6.docx**

    This week, your theoretical orientation is cognitive behavior theory. You will use the same case study that you chose in Week 2 and have been analyzing in this course. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your assignment.

    In this Assignment, you write a 5-minute speech . It is common to present a case analysis in multidisciplinary team meetings or with your supervisor and colleagues. This assignment offers you an opportunity to provide insights and perspectives to a case.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657452)

    To Prepare

    · Use the same case study that you chose in Week 2. Case study attached separately.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Read this article listed in the Learning Resources: González-Prendes, A. A., & Thomas, S. A. (2009). Culturally sensitive treatment of anger in African American women: A single case study.
    _Clinical Case Studies, 8_(5), 383–402. https://doi.org/10.1177/1534650109345004

    ·
    **Note:** This article provides an appropriate framework for how the authors’ cognitive-behavioral theoretical orientation shaped the conceptualization of the case and assessment and intervention.

    By Day 7

    ·
    **Note:** Your oral speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral—there is no PowerPoint element to this presentation. Imagine that you are discussing your case with a group of peers in a meeting. For example, if you stumble a bit, don’t feel you have to record yourself again.

    ·

    Your assignment should include.

    · In 1–2 sentences, identify and describe the presenting problem.

    · In 1–2 sentences, briefly define and conceptualize the problem from a cognitive-behavioral theoretical orientation.

    · Formulate two assessment questions that you will ask the client to better understand the client’s problem. Remember, the assessment questions should be guided by cognitive-behavioral theory.

    · In 1–2 sentences, identify two goals for treatment. Again, remember, the goals should be consistent with cognitive-behavioral theory.

    · In 1–2 sentences, describe the treatment plan from a cognitive-behavioral theoretical orientation. Remember, the treatment plan should align with the goal(s) for work.

    · Discuss one outcome you would measure, if you were to determine whether the intervention worked, and explain how this is consistent with cognitive behavior theory. Explain how one merit and one limitation of cognitive behavior theory relates to the case study.

    · Analyze the application of cognitive-behavioral theory in relation to a diversity issue pertinent to the case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit also,** as a separate document, your Week 6 Analysis of a Theory Worksheet.

    Worksheet attached separately.

    Case study Helen

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild2.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10416111)

    **## Assignment6.docx**

    This week, your theoretical orientation is cognitive behavior theory. You will use the same case study that you chose in Week 2 and have been analyzing in this course. Use the Analysis of a Theory worksheet to help you dissect the theory. You do not need to submit this handout. It is a tool for you to use to dissect the theory and then you can employ the information in the table to complete your assignment.

    In this Assignment, you write a 5-minute speech . It is common to present a case analysis in multidisciplinary team meetings or with your supervisor and colleagues. This assignment offers you an opportunity to provide insights and perspectives to a case.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657452)

    To Prepare

    · Use the same case study that you chose in Week 2. Case study attached separately.

    · Use the Analysis of a Theory Worksheet to help you dissect the theory. Use this tool to dissect the theory, employ the information in the table to complete your Assignment, and then keep it to add to your Theories Study Guide in Week 11.

    · Read this article listed in the Learning Resources: González-Prendes, A. A., & Thomas, S. A. (2009). Culturally sensitive treatment of anger in African American women: A single case study.
    _Clinical Case Studies, 8_(5), 383–402. https://doi.org/10.1177/1534650109345004

    ·
    **Note:** This article provides an appropriate framework for how the authors’ cognitive-behavioral theoretical orientation shaped the conceptualization of the case and assessment and intervention.

    By Day 7

    ·
    **Note:** Your oral speech should be no longer than 5 minutes.

    ·
    **Also Note:** This Assignment is an entirely oral—there is no PowerPoint element to this presentation. Imagine that you are discussing your case with a group of peers in a meeting. For example, if you stumble a bit, don’t feel you have to record yourself again.

    ·

    Your assignment should include.

    · In 1–2 sentences, identify and describe the presenting problem.

    · In 1–2 sentences, briefly define and conceptualize the problem from a cognitive-behavioral theoretical orientation.

    · Formulate two assessment questions that you will ask the client to better understand the client’s problem. Remember, the assessment questions should be guided by cognitive-behavioral theory.

    · In 1–2 sentences, identify two goals for treatment. Again, remember, the goals should be consistent with cognitive-behavioral theory.

    · In 1–2 sentences, describe the treatment plan from a cognitive-behavioral theoretical orientation. Remember, the treatment plan should align with the goal(s) for work.

    · Discuss one outcome you would measure, if you were to determine whether the intervention worked, and explain how this is consistent with cognitive behavior theory. Explain how one merit and one limitation of cognitive behavior theory relates to the case study.

    · Analyze the application of cognitive-behavioral theory in relation to a diversity issue pertinent to the case.

    Be sure to:

    · Identify and correctly reference the case study you have chosen.

    · Speak clearly.

    **Submit also,** as a separate document, your Week 6 Analysis of a Theory Worksheet.

    Worksheet attached separately.

    Case study Helen

    **## SOCW_6060_week03_AnalysisofaTheoryWorksheet_toBuild2.docx**

    **Analysis of Theory Worksheet**

    Use this worksheet to help you apply a theory as a lens to the case study for your assignments. Fill in the column on the right with all applicable information, and then consider it a reference for how to apply the theory. You must submit this worksheet, where indicated, in applicable assignments. Then you will compile the worksheet for your Theories Study Guide (that you can use for the licensure exam) at the end of the course.

    | | |
    | — | — |
    | Name of theory | |
    | Author or founder | |
    | Historical origin of theory | |
    | Basic assumptions | |
    | Underlying assumptions | |
    | Key concepts | |
    | Foci/unit of analysis | |
    | Philosophical or conceptual framework | |
    | Strengths of theory | |
    | Limitations of theory | |
    | Common criticisms | |
    | When and with whom it would be appropriate to use the theory/model | |
    | Consistency of theory/model with social work principles | |
    | Identification of goodness of fit with ethical principles | |
    | Ways in which theory/model informs research methods | |
    | Implications for social work practice | |

    1

    © Walden University, LLC

    **casestudy1.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/casestudy1-pdf-10416111)

    – 1
    – 2
    – 3

  • [Solved] Prisons and Corrections

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Question 1 Supermax prisons gained significant popularity in the 1990s, reflecting a shift in the approach to handling the most dangerous and disruptive inmates. Analyze the factors that contributed to the rise of supermax prisons during this period. Consider the political, social, and economic forc…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Question 1
    Supermax prisons gained significant popularity in the 1990s, reflecting a shift in the approach to handling the most dangerous and disruptive inmates. Analyze the factors that contributed to the rise of supermax prisons during this period. Consider the political, social, and economic forces that drove the demand for these high-security facilities. What role did public fear of crime, media portrayal of violent offenders, and the "tough on crime" policies of the era play in this trend? Discuss whether the rise of supermax prisons was justified and what the long-term consequences of this correctional strategy have been. Be sure to include examples from the textbook in your answer.
    At least 2 to 3 paragraphs
    As the warden of a correctional facility with high rates of violence among racial and ethnic groups, you face the challenge of diffusing tensions and creating a safer environment. Develop a comprehensive strategy to address these issues. What specific policies and programs would you implement to reduce racial and ethnic conflict? Consider the role of staff training, inmate programs, and changes in housing assignments or activities. Additionally, discuss the potential obstacles to implementing your strategy and how you would overcome them. What are the key differences between the subcultures of men's and women's prisons, and how might these differences influence your approach to managing tensions? Be sure to include examples from the textbook
    At least 2 to 3 paragraphs
    Book Siegel;, Larry.2018.Corrections Today.Boston, MA:Cengage

  • [Solved] discussion 8

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attached file – ## PiedraandEngstrom.docx **## PiedraandEngstrom.docx** Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that fully explains…

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    Assignment Prompt & Instructions

    Please see attached file

    – ## PiedraandEngstrom.docx

    **## PiedraandEngstrom.docx**

    Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that fully explains a phenomenon or lays out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

    In this Discussion, you examine gaps in the life model by applying it to your field experience.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657470)

    To Prepare

    · Review the life model.

    · Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children.
    _Social Work, 54_(3), 270–277. https://doi.org/10.1093/sw/54.3.270

    · If you don’t have field experience that applies to this Discussion, you can apply other social work experience, including internships or professional experience, or apply a case study from this course. Contact your Instructor if you need clarification for what could apply for the Discussion.

    Assignment below

    **Post** a response to the following:

    Using an example from your fieldwork or other professional experience and a diverse population you encountered at the agency (for example, in Piedra and Engstrom’s article, it was immigrant families), respond to the following:

    · Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3–4 brief sentences.

    · Explain how you would use the life model to help the client understand and describe their challenges.

    · Explain how the problem-solving model can help the client address their challenges.

    · How is the client using defense mechanisms, and how is that impeding the ability to problem solve and move forward in the life model?

    · Identify where the gaps are in applying the life model for this population.

    · When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

    **## PiedraandEngstrom.docx**

    Piedra and Engstrom (2009) noted how the life model “remains general and unspecific regarding factors that affect immigrant families” (p. 272). Recall that there will never be one theory or a model that fully explains a phenomenon or lays out all the steps and procedures when working with complex issues that clients present to social workers. Recognizing this, Piedra and Engstrom selected another theory in the immigration literature—segmented assimilation theory. They identified concepts from segmented assimilation theory to “fill in” the gaps that the life model does not address.

    In this Discussion, you examine gaps in the life model by applying it to your field experience.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657470)

    To Prepare

    · Review the life model.

    · Review this article in the Learning Resources: Piedra, L. M., & Engstrom, D. W. (2009). Segmented assimilation theory and the life model: An integrated approach to understanding immigrants and their children.
    _Social Work, 54_(3), 270–277. https://doi.org/10.1093/sw/54.3.270

    · If you don’t have field experience that applies to this Discussion, you can apply other social work experience, including internships or professional experience, or apply a case study from this course. Contact your Instructor if you need clarification for what could apply for the Discussion.

    Assignment below

    **Post** a response to the following:

    Using an example from your fieldwork or other professional experience and a diverse population you encountered at the agency (for example, in Piedra and Engstrom’s article, it was immigrant families), respond to the following:

    · Identify and describe the diverse population and the unique characteristics and/or the distinctive needs of the population in 3–4 brief sentences.

    · Explain how you would use the life model to help the client understand and describe their challenges.

    · Explain how the problem-solving model can help the client address their challenges.

    · How is the client using defense mechanisms, and how is that impeding the ability to problem solve and move forward in the life model?

    · Identify where the gaps are in applying the life model for this population.

    · When looking at the gaps, explain which theory might be helpful in filling the gaps of the life model when working with this population.

  • [Solved] Social Science – Sociology Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment – ## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx – ## Process_Recording_Foundation_20194.docx **## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx** What did you learn from your first process recording in Week 6? Did you find the task challenging, enlig…

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    Assignment Prompt & Instructions

    Please see attachment

    – ## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx

    – ## Process_Recording_Foundation_20194.docx

    **## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx**

    What did you learn from your first process recording in Week 6? Did you find the task challenging, enlightening, or both? Hopefully, the process recording has given you some insight into the interpersonal and practice skills you employed, client reactions, and your thoughts and feelings. No doubt it has revealed just how much is occurring during a client session, both on the surface and below.

    Now, in this Assignment, you complete the same task of process recording using a different client interaction from your field experience. What might you learn about yourself and the client dynamic here?

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696262)

    To Prepare

    · Reflect on your experience completing Process Recording 1, as well as Instructor feedback received.

    · Select another interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.

    Assignment below

    Using the template: NOTE Template attached separately.

    · Complete the agency and client information section.

    · Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.

    · Identify your application of specific theories, tools, and skills within the interaction.

    · Analyze the interaction by interpreting the client’s verbal and nonverbal responses.

    · Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.

    **## Process_Recording_Foundation_20194.docx**

    **Template**

    | | | | |
    | — | — | — | — |
    | The first section is for introducing the client. Please include the following information:<br>**Agency Information**<br>**Client information (confidentiality of course)**<br>**Session Number**<br>**Date**<br>**Presenting Issue (reason for referral)**<br>**Relevant Information**<br>**Goal of Session**<br>1. Client Goal<br>2. Your Goal |
    | **Dialogue**<br>**Please group dialogue together.** | **Identify (for each section)**<br>1. <br>**Theory**<br>2. <br>**Tools**<br>3. <br>**Skills** | **Analysis/assessment of dialogue**<br>What was going on?  What were the patient's reactions to your feedback?  How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) | **Personal reactions and self-reflection to the interaction**<br>What were you thinking?  How do you feel the session went?  What could you have done better?  What will you do differently/the same next time? |
    | | | | |
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    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Process Recording- Cavanagh ( Foundation Year) 2019

    **## Process_Recording_Foundation_20194.docx**

    **Template**

    | | | | |
    | — | — | — | — |
    | The first section is for introducing the client. Please include the following information:<br>**Agency Information**<br>**Client information (confidentiality of course)**<br>**Session Number**<br>**Date**<br>**Presenting Issue (reason for referral)**<br>**Relevant Information**<br>**Goal of Session**<br>1. Client Goal<br>2. Your Goal |
    | **Dialogue**<br>**Please group dialogue together.** | **Identify (for each section)**<br>1. <br>**Theory**<br>2. <br>**Tools**<br>3. <br>**Skills** | **Analysis/assessment of dialogue**<br>What was going on?  What were the patient's reactions to your feedback?  How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) | **Personal reactions and self-reflection to the interaction**<br>What were you thinking?  How do you feel the session went?  What could you have done better?  What will you do differently/the same next time? |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Process Recording- Cavanagh ( Foundation Year) 2019

    **## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx**

    What did you learn from your first process recording in Week 6? Did you find the task challenging, enlightening, or both? Hopefully, the process recording has given you some insight into the interpersonal and practice skills you employed, client reactions, and your thoughts and feelings. No doubt it has revealed just how much is occurring during a client session, both on the surface and below.

    Now, in this Assignment, you complete the same task of process recording using a different client interaction from your field experience. What might you learn about yourself and the client dynamic here?

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696262)

    To Prepare

    · Reflect on your experience completing Process Recording 1, as well as Instructor feedback received.

    · Select another interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.

    Assignment below

    Using the template: NOTE Template attached separately.

    · Complete the agency and client information section.

    · Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.

    · Identify your application of specific theories, tools, and skills within the interaction.

    · Analyze the interaction by interpreting the client’s verbal and nonverbal responses.

    · Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.

    **## Process_Recording_Foundation_20194.docx**

    **Template**

    | | | | |
    | — | — | — | — |
    | The first section is for introducing the client. Please include the following information:<br>**Agency Information**<br>**Client information (confidentiality of course)**<br>**Session Number**<br>**Date**<br>**Presenting Issue (reason for referral)**<br>**Relevant Information**<br>**Goal of Session**<br>1. Client Goal<br>2. Your Goal |
    | **Dialogue**<br>**Please group dialogue together.** | **Identify (for each section)**<br>1. <br>**Theory**<br>2. <br>**Tools**<br>3. <br>**Skills** | **Analysis/assessment of dialogue**<br>What was going on?  What were the patient's reactions to your feedback?  How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) | **Personal reactions and self-reflection to the interaction**<br>What were you thinking?  How do you feel the session went?  What could you have done better?  What will you do differently/the same next time? |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Process Recording- Cavanagh ( Foundation Year) 2019

    **## WhatdidyoulearnfromyourfirstprocessrecordinginWeek6.docx**

    What did you learn from your first process recording in Week 6? Did you find the task challenging, enlightening, or both? Hopefully, the process recording has given you some insight into the interpersonal and practice skills you employed, client reactions, and your thoughts and feelings. No doubt it has revealed just how much is occurring during a client session, both on the surface and below.

    Now, in this Assignment, you complete the same task of process recording using a different client interaction from your field experience. What might you learn about yourself and the client dynamic here?

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696262)

    To Prepare

    · Reflect on your experience completing Process Recording 1, as well as Instructor feedback received.

    · Select another interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.

    Assignment below

    Using the template: NOTE Template attached separately.

    · Complete the agency and client information section.

    · Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.

    · Identify your application of specific theories, tools, and skills within the interaction.

    · Analyze the interaction by interpreting the client’s verbal and nonverbal responses.

    · Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.

    **## Process_Recording_Foundation_20194.docx**

    **Template**

    | | | | |
    | — | — | — | — |
    | The first section is for introducing the client. Please include the following information:<br>**Agency Information**<br>**Client information (confidentiality of course)**<br>**Session Number**<br>**Date**<br>**Presenting Issue (reason for referral)**<br>**Relevant Information**<br>**Goal of Session**<br>1. Client Goal<br>2. Your Goal |
    | **Dialogue**<br>**Please group dialogue together.** | **Identify (for each section)**<br>1. <br>**Theory**<br>2. <br>**Tools**<br>3. <br>**Skills** | **Analysis/assessment of dialogue**<br>What was going on?  What were the patient's reactions to your feedback?  How did the client respond verbally (quality of voice, tone, did the respond better to closed or open-ended questions?) How did the client respond non-verbally (how did you know they were listening? were they distracted? Did they welcome your feedback?) | **Personal reactions and self-reflection to the interaction**<br>What were you thinking?  How do you feel the session went?  What could you have done better?  What will you do differently/the same next time? |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    Process Recording- Cavanagh ( Foundation Year) 2019

    – 1
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  • [Solved] Social Science – Sociology Assignment 6

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment. – ## Consideryourrecentworkwithclientsattheagency.docx **## Consideryourrecentworkwithclientsattheagency.docx** Consider your recent work with clients at the agency. Is there one particular interaction that stands out that would be helpful for you to break down and analyze? Pe…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Please see attachment.

    – ## Consideryourrecentworkwithclientsattheagency.docx

    **## Consideryourrecentworkwithclientsattheagency.docx**

    Consider your recent work with clients at the agency. Is there one particular interaction that stands out that would be helpful for you to break down and analyze? Perhaps it is an interaction you are particularly proud of, that worked well, or, on the other hand, one that was confusing or which you could have handled better. Completing a process recording for any of these situations would give you valuable information about how you are performing, how you are applying skills and theories, and how you are interpreting your work with clients.

    Now that you have practiced process recording using a simulated scenario, you are ready to apply your learning to a real situation from the field. In this Assignment, you complete a process recording using a client interaction from your agency.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696211)

    To Prepare

    · Reflect on your experience completing the practice process recording, as well as prior discussion and feedback surrounding process recordings.

    · If needed, revisit the Week 4 Learning Resources on process recordings. Access the Process Recording Template for Foundation Year.

    · Select an interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.

    Assignment below

    Using the template:

    · Complete the agency and client information section.

    · Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.

    · Identify your application of specific theories, tools, and skills within the interaction.

    · Analyze the interaction by interpreting the client’s verbal and nonverbal responses.

    · Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.

    **## Consideryourrecentworkwithclientsattheagency.docx**

    Consider your recent work with clients at the agency. Is there one particular interaction that stands out that would be helpful for you to break down and analyze? Perhaps it is an interaction you are particularly proud of, that worked well, or, on the other hand, one that was confusing or which you could have handled better. Completing a process recording for any of these situations would give you valuable information about how you are performing, how you are applying skills and theories, and how you are interpreting your work with clients.

    Now that you have practiced process recording using a simulated scenario, you are ready to apply your learning to a real situation from the field. In this Assignment, you complete a process recording using a client interaction from your agency.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/185893/modules/items/7696211)

    To Prepare

    · Reflect on your experience completing the practice process recording, as well as prior discussion and feedback surrounding process recordings.

    · If needed, revisit the Week 4 Learning Resources on process recordings. Access the Process Recording Template for Foundation Year.

    · Select an interaction you have had with a client at your agency that would be helpful for you to analyze via process recording.

    Assignment below

    Using the template:

    · Complete the agency and client information section.

    · Provide a transcript of what happened during your field education experience, including a dialogue of interaction with a client.

    · Identify your application of specific theories, tools, and skills within the interaction.

    · Analyze the interaction by interpreting the client’s verbal and nonverbal responses.

    · Describe your reactions, including what you were thinking and feeling, and/or any issues related to the client interaction.