Create a sexual harassment policy for your selected company to address a sexual harassment complaint. Cover both quid pro quo and hostile work environment types of harassment in your policy.

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As you are reviewing the growth of your selected company, you are noticing how diversity and sexual harassment issues are impacting the overall company culture. You want to make sure that your friend is not vulnerable to any legal issues that could jeopardize the survivability of the company. You realize that you may need to start implementing a few policies now instead of waiting until the HR department has been fully materialized. You will also need to communicate the policies to the managers, staff and employees of your selected company.

Write a five to six (5-6) page paper in which you:

1. Create a diversity policy for your selected company to mitigate discrimination on the basis of race, color, religion, sex, national origin, sexual orientation, etc. and to promote a diverse workplace. Note: Use the following samples as guidance.

Hint: Review the sample diversity policy

Hint: Review the Sample Human Resources Policies, Checklists, Forms, and Procedures, or use a sample policy from a company you are familiar with as guidance.

2. Create a sexual harassment policy for your selected company to address a sexual harassment complaint. Cover both quid pro quo and hostile work environment types of harassment in your policy.

Hint: Review “Sample Policy 1: Sexual Harassment”

Hint: Review the Sample Human Resources Policies, Checklists, Forms, and Procedures, located at , or use a sample policy from a company you are familiar with as guidance.

Hint: Review the article titled “How to address an employee sexual harassment complaint”

3. Use the Diversity or Sexual Harassment Training Plan template to develop a training plan to communicate one (1) of the policies you created (the diversity policy or the sexual harassment policy) to the company’s managers, staff and employees.

Note: The completed Training Plan should be incorporated into the paper and is counted towards the total page length requirement for this assignment.

Hint: Review the article titled “How Do I Plan a Human Resource Training Program in an Organization Setting”

4. Use at least four (4) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.

Explain the fundamental impact that the court decision in question has had on American society in general and on ethics in American society in particular.

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Religion and Politics have traditionally been highly debated topics in our society. Recently, the Pledge of Allegiance has added to this debate.

American citizens have generally recited the Pledge of Allegiance at important ceremonies ranging from presidential inaugurations to the beginning of the school day. The pledge has a great deal of sentimental value to many Americans, but also creates a great deal of controversy for others.

Review the Supreme Court case which highlights the debate.

Write a five to eight (5-8) page paper in which you:

  1. Summarize the salient points of the Supreme Court case Elk Grove Unified School District v. Newdow.
  2. Discuss the levels of the court through which the case evolved before it reached the Supreme Court.
  3. Explain the decision of the Supreme Court in this case in brief.
  4. Explain the fundamental impact that the court decision in question has had on American society in general and on ethics in American society in particular. Provide a rationale for the response.
  5. Discuss whether you believe that the recitation of the Pledge of Allegiance is a religious issue or a sign of respect for the United States.
  6. Discuss whether or not you think public schools should be allowed to recite the pledge.
  7. Use at least three (3) quality academic resources. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Examine the current ethical issues inherent throughout the criminal and civil justice systems.
  • Describe the dispensation of justice through the criminal and civil justice systems.
  • Use technology and information resources to research issues in the criminal court and the judicial process in America.
  • Write clearly and concisely about the American court system using proper writing mechanics and APA style conventions.

Discuss the different diagnoses you have for the family and the interventions you propose in the context of family functioning across the 3 domains

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Family Assessment – An identified family is assessed using the Calgary Family Assessment Model, Calgary Family Intervention Model, Genogram, Ecomap

Rubric – please go to evaluation and grading. The Family Assessment Project

The Family Assessment Project will utilize the Calgary Family Assessment Model and the Calgary Family Intervention Model. The student will assess a patient’s family. Included in the assessment are the Genogram and Ecomap.

Genogram grading (Include the legend): 2.5 points

Each of the following information/characteristic in the genogram is assigned 0.25 point for a total of 2.5 points.

1. Genogram has 3 generations 2. Family members identified 3. Immediate family relationship 4. Age or age at death 5. Marital/relationship 6. Sex/sexual orientation 7. Occupation 8. Health status 9. Health history 10. Interactional patterns between members

Ecomap Grading (Include the legend): 1.5 points Points are assigned to the elements of the Ecomap for a total of 1.5 points. 1. Basic genogram of the immediate family — 0.5 point 2. Connections in the community (8 or more) – 0.25 point 3. Symbols of relationship (lines drawn) – 0.25 point 4. Symbols of direction of energy flow – 0.25 point 5. Ecomap well- illustrated – 0.25 point

Guidelines for the Calgary Family Assessment Model (CFAM) and Calgary Family Intervention Model (CFIM)

The discussion of the CFAM and CFIM should be type written, double spaced, with pages numbered. The course name and number, your name, and date of submission should appear on the cover. Use the American Psychological Association (APA) style 6th edition including paper format and references. Discussion should be original and in your own words. Points will be deducted for multiple spelling, grammar, format and typing errors. Three major categories are included in the assessment.

Calgary Family Assessment Model (CFAM) (12 points) : 1. Structural (4 points) a. Internal – includes family composition, gender, sexual orientation, rank order, subsystems, boundaries b. External – includes the extended family and the larger systems – work relations, other families, specific agencies with direct involvement in the family’s function c. Context – includes ethnicity, race, social class, religion/spirituality, environment

2. Developmental (4 points) a. Stages in the family life cycle b. Tasks – functions of each family member

3. Attachments – relationships between each member of the family (4 points) a. Instrumental – deals with activities of daily living – family members interact with one another in performing these functions.

b. Expressive – includes emotional communication, verbal communication, non-verbal communication, circular communication, problem-solving, roles, influence and power, beliefs, alliances/coalitions

Calgary Family Intervention Model (CFIM) (6 points)

Discuss the different diagnoses you have for the family and the interventions you propose in the context of family functioning across the 3 domains: a. Cognitive (2 points) – e.g. – Commending Family and individual strengths, offering information and opinions b. Affective (2 points) – e.g. – validating, acknowledging, or normalizing emotional responses, encouraging the telling of illness narratives, drawing family support c. Behavioral (2 points) – e.g. – encouraging family members to be caregivers and offering caregiver support, encouraging respite, devising rituals

Others (3 %) a. It should be in APA format, type-written, double-spaced, Times New Roman 12pt font, and concise (using short paragraphs and phrases). b. Information is written so that the objective reader can follow the progression of events and information c. There should be more than three (3) references from recent professional journal publications each written in APA format. These can include but not limited to medical, research, pharmacological or advanced practice nursing journals. References used should not be more than 5 years old.

Moral Development

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Moral Development
Consider what you think might be the date of origin of the following quote:
“Our youth now love luxury. They have bad manners, contempt for authority; they show disrespect for their elders and love chatter in place of exercise; they no longer rise when elders enter the room; they contradict their parents, chatter before company; gobble up their food and tyrannize their teachers.”
When might someone have made this observation: this year, this decade, or twenty years ago? Would you be surprised to learn that this quote is attributed to Socrates, who wrote in the 5th century, BC?
Members of each passing generation can often be heard uttering their disapproval of “today’s youth.” People in aging generations sometimes blame parents, the media, and society as a whole for younger generations’ declining morals and manners. They reminisce about the way things were and make blanket statements about going back to the ways things should be. While the truth to their claims can be left up to debate, there is one common element that spans all generations of adolescents: the impact of current events.
In the 1940s, the events of World War II sparked in United States citizens patriotic behaviors such as enlisting in the military. The aftermath of the war contributed to many youth in the succeeding generation seeking peace and love to overcome the plagues of war. Today, news reports are peppered with incidents of adolescents assaulting one another and sharing their conquests with the masses via social media. Bullying and the influence of social media are two examples of current issues impacting a generation. The 2011 National Youth Risk Behavior Survey found that 1 in 6 United States high school students admitted to being bullied through indirect communication such as e-mail or text messages (Centers for Disease Control and Prevention, 2011). Statistics such as these leave many to wonder whether bullying is becoming more extreme or if social media is simply beginning to highlight its severity.
As a counselor, it is important that you consider the current events that impact the children and adolescents with whom you might work.
For this Discussion, research the Walden library and/or contemporary news sources to find an article that presents a particular event highlighting immoral behavior of children or adolescents. Consider the factors that might have contributed to the behavior. Some of the following terms might be helpful to use in your research: bullying, technology, social media, consumerism, or religion.
Post by Day 4 a description of the event and the immoral behavior described in the article you selected. Then, explain factors that may have contributed to the immoral behaviors presented in the article. Finally, describe two interventions you might use to influence moral development in the individual(s) who participated in the event. Justify your response with references to this week’s Learning Resources and the current literature. Be specific.

Readings
· Broderick, P. C., & Blewitt, P. (2015). The life span: Human development for helping professionals (4th ed.). Upper Saddle River, NJ: Pearson Education.
o Chapter 6, “Realms of Cognition in Middle Childhood” (pp. 202-243)
o Chapter 7, “Self and Moral Development: Middle Childhood Through Early Adolescence” (pp. 244-281)
· Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer groups, popularity, and social preference. Journal of Learning Disabilities, 41(1), 5–14.
Retrieved from the Walden Library databases.
· Haste, H., & Abrahams, S. (2008). Morality, culture and the dialogic self: Taking cultural pluralism seriously. Journal of Moral Education, 37(3), 377–394.
Retrieved from the Walden Library databases.
· Kuhn, D. (2008). Formal operations from a twenty-first century perspective. Human Development, 51(1), 48–55.
Retrieved from the Walden Library databases.
· Psaltis, C., Duveen, G., & Perret-Clermont, A.-N. (2009). The social and the psychological: Structure and context in intellectual development. Human Development, 52(5), 291–312.
Retrieved from the Walden Library databases.