Posted: February 8th, 2015

discuss the relationship between prostitution and sex trafficking

discuss the relationship between prostitution and sex trafficking

Order Description

This is the assignment of gender and women studies course, be careful!!!!!!!!
Read Paola Monzini’s (2005) book, Sex Traffic: Prostitution, Crime and Exploitation, which is included in
your course package. Using this book as the primary source for your analysis, discuss the relationship
between prostitution and sex trafficking. Your analysis should examine causes, consequences, and
prevalence rates as well as factors such as the impact of globalization on the sex “industry,” the effects
of poverty on women’s migration “choices,” and the mechanics and evolution of the sex “industry.”
Conclude with a discussion of the ways in which a human right’s perspective might translate into
positive action to eliminate the trafficking of girls and women.
In addition to Monzini (2005), your minor research paper must include references to 5-7 other resources
that support your arguments. You will also incorporate additional required readings from the course as
well as additional resources, which may come from the “References and Supplementary Readings” list at
the end of each unit. If you choose to go beyond these items, ensure that the references you select are
drawn from reputable resources. Reputable resources include articles from refereed academic journals

VPhonics and word recognition worksheet:
Name: ____________________________________
Word Recognition (Wild Animals)

In order for you to teach the students recognize the words in a very simple way, first, display the worksheet on the chalkboard, then using the teaching stick, point on every picture, giving the name of the wild animal. Then engage the students in a think aloud exercise, whereby you point out to every picture and ask the students to read out the actual name of the wild animal corresponding to the picture. After the students familiarize with the words, provide each with a worksheet for more practice.
DECODING

Decoding multi-syllable words requires consistence strategies (Taylor et al.1995). Some of these strategies which can easily help you teach students to decode multi-syllabic words include: Breaking the words into approximate syllables (chunks), sound the chunks flexibly, especially the vowels sound, remember to use context clues, and finally, sound the chunks again but try to be faster (Taylor, 2010). Remind the students to regularly use these strategies when they are reading on their own.

REFERENCE
Taylor, B., M. (2010). Catching Readers Grade 3, Day-By-Day Small Group Reading Interventions. Greenwood Publishing group. (34-36).

VPhonics and word recognition worksheet:
Name: ____________________________________
Word Recognition (Wild Animals)

In order for you to teach the students recognize the words in a very simple way, first, display the worksheet on the chalkboard, then using the teaching stick, point on every picture, giving the name of the wild animal. Then engage the students in a think aloud exercise, whereby you point out to every picture and ask the students to read out the actual name of the wild animal corresponding to the picture. After the students familiarize with the words, provide each with a worksheet for more practice.
DECODING

Decoding multi-syllable words requires consistence strategies (Taylor et al.1995). Some of these strategies which can easily help you teach students to decode multi-syllabic words include: Breaking the words into approximate syllables (chunks), sound the chunks flexibly, especially the vowels sound, remember to use context clues, and finally, sound the chunks again but try to be faster (Taylor, 2010). Remind the students to regularly use these strategies when they are reading on their own.

REFERENCE
Taylor, B., M. (2010). Catching Readers Grade 3, Day-By-Day Small Group Reading Interventions. Greenwood Publishing group. (34-36).