The sociological topic I want to investigate within this proposal is to compare the type and amount of sexual acts/love scenes shown in media (film, t.v., etc.) by whites and by other racial groups.

Write a 5 page paper on masturbation during medieval times. Discuss the prevelance and the stigma associated with this sexual act and any other information related to this topic.

Response Paper 1: Your personal view of sexuality. In this 3 page paper you will describe your personal perspective on how sexuality impacts an individual and a relationship. Please address the following questions:

a. Is sexuality essential for individual health?

b. Is sexuality essential for a long term committed romantic relationship?

c. How do you think casual sex (a.k.a. sexual contact with someone who you are not committed to romantically) impacts a person or a relationship?

d. How does a person know when a sexual act is appropriate or permissible?

e. Who should educate children, adolescents, or young adults about sex? Why?

f. What is your view towards sexual orientation?

g. What is your perspective on gay rights (e.g. rights of lesbian, gay, and bisexual persons to marriage and other benefits)?

The following only applies to laws in New Jersey and no other state. New Jersey Criminal Code was used in class. ONLY NEW JERSEY. Thanks



1. Define the traditional crime of murder as described in 2C:11-3 (a) 1 and 2, include the two relevant forms of criminal intent or criminal state of mind.

2. Fully explain the doctrine of felony murder as it exists in New Jersey. Include its definition and specifically detail the meaning of each of its words and terms. Create a meaningful hypothetical.

3. Fully explain the following forms of homicide and include meaningful hypotheticals, which illustrate your understanding of each.
(a) Aggravated Manslaughter;
(b) Traditional Manslaughter (Reckless); and
(c) Passion Provocation Manslaughter

4. Victims of sexual crimes in New Jersey are no longer put on trial. Explain why the Code changed the law in that regard and how that change is reflected by the provisions concerning: (a) whether resistance by the victim is relevant and must always be proven, and (b) whether the prior and subsequent sexual history of the victim should be admissible at the trial. Give examples to illustrate your viewpoints.

5. Whether a sexual act is criminal and, if so, how serious it is depends on whether certain factual elements are present. These factors are: (a) the age of the victim at the time of the offense, (b) the relationship between the actor and victim (supervisory or related), and (c) the lack of consent or force used. Specifically describe and use each of these (3) criteria to describe both three forms of aggravated sexual assault and three forms of sexual assault. Give specific examples for each.

6. (a) Define and explain the necessary elements of the offense of theft and give specific examples of three types or forms of theft.
(b) Explain how the offense of theft is graded (how serious), i.e. amount of money involved or type of property stolen. Give examples of each.

7. (a) Define the crime of robbery and why its more than theft.
(b) Explain the distinction between robbery and armed robbery and define the meaning of deadly weapon and give examples.

8. Define and explain the offense of burglary. Give examples.

Please read each question carefully.

1. John Walker was arrested for Driving under the Influence of Intoxicating Liquor, drugs or both. You are a criminal defense lawyer and he consults you regarding representing him in court. He tells you that the week before your meeting with him, he was summoned to a hearing at the Department of Motor Vehicles to suspend his license. He tells you that he represented himself at the hearing, and he believes the hearing officer made several erroneous decisions that resulted in his license being suspended. He wants you to appeal the decision. He then pointed out the following perceived errors.

First, the hearing officer admitted the investigating police officers report, which Walker believed contained hearsay evidence that cannot be admitted in a judicial proceeding. The police report did contain a statement by a witness who told the police officer that Walker turned to him after the accident and said, Man Im really drunk, I should never have driven this car tonight.

Walkers second complaint to you is that there was no way the hearing officer could conclude at the end of the hearing that the evidence proved beyond a reasonable doubt that he was drunk.

Explain to Walker whether or not the issues he identified would likely result in the hearing officers rulings be overturned
Select the best answer and write the letter of your response on the line provided.



4. In order for Evidence to be admitted it must meet a three- part test. Identify the three elements of the test and provide a brief explanation of each element.




5. Meghan Meehan graduated from the University of New Haven with a degree in Forensic Science 10 years ago. After she graduated she was hired to work at by the Connecticut State Police Forensic laboratory in the firearms section. When she began working at the laboratory she received on the job training in firearms identification consisting of working closely with a well- respected firearms examiner. Since that time she has conducted over 2,000 identifications of evidence relating to firearms, and has testified in well over 800 criminal trials regarding her comparisons. She is also an adjunct professor at the University of New Haven in the Forensic Science Graduate program.

She is called to court to testify in the case of State v. Jones, regarding ballistic evidence comparison she conducted in the case. Jones was found to be in possession of a .38 caliber handgun that Ms. Meehan compared to a bullet removed from shooting victim Sneades head. She testified that beyond any doubt the bullet removed from Sneades head was fired from the gun of Jones. The defense attorney objects to the testimony of Meehan because she is not qualified to offer such a conclusion.
You are the prosecutor how will you respond to this objection?





6. During the course of Meehans testimony in the above mentioned case she also testifies regarding the method she used to identify the bullet removed from Sneades head and compared to the bullet. She explained that the Connecticut Forensic laboratory has developed a new machine to aid forensic scientists in the identification of ballistic evidence. The machine is named Ballistics and tool mark Identifier. The machine is currently being used in 10 forensic laboratories throughout the United States.

The defense attorney objects to the introduction of the results of the comparison by this relatively new technology.

You are the prosecutor, and you intend on showing the reliability of this machine. You have met with Ms. Meehan prior to trial and have received information from her regarding this relatively new technology. What will you need to demonstrate to show that the court should accept the test results of the new machine? Describe the test and apply any facts to support the machines admissibility.



7. You are a criminal defense attorney and a new associate of your firm, Jack Adams comes to you for advice. He is representing Joe Smith who is on trial for sexual assault of Sally Jones. Adams discovered that the victim, Sally Jones is a well-known prostitute in the New Haven, Connecticut. Joe Smith told Adams that he did engage in a sexual act with the victim, but that it was consensual, and that the victim agreed to engage in the act with him, after he provided her with cocaine.

The medical records that the prosecution provided to Adams showed that cocaine was found in the victims blood, and a sexual assault kit showed that there was a mixture of DNA found on the victims underwear. One DNA profile was identified as that of the defendant Joe Smith, the other DNA profile recovered from the underwear was not identified. Adams asks you whether or not he will be able to introduce evidence that Sally Jones is a prostitute, and how he can get that evidence admitted at trial. Advise Adams if he can get the evidence admitted, and what Federal Rule of Evidence applies to such evidence.





8. Sam Adams and his wife and two children were driving on I-95 southbound hearing toward New York, everyone in the care except Sam was wearing their seatbelt. John King entered I-95 Southbound heading north, causing his car to collide with Adams vehicle. Sam Adams is ejected and suffered a traumatic injury when the car landed on his lower body. When Trooper Jones arrived with other emergency personnel they move Adams family away from the car and try to get the car off of Sam. Sam looks up at him in extreme pain, and Jones tells him, Do you realize you are about to die, and have little hope of recovery? I have to know now what happened? Adams replies, If thats the case get my wife and kids over here now, and did you know that guy was driving the wrong way? Before Adams wife and kids come over to where Sam is lying, Sam dies.

Sam Adams wife files a wrongful death suit against John King and during the trial Trooper Jones is called to the stand to testify. The attorney for the Adams family asks Trooper Jones, Did Sam tell you anything before he died? The defense attorney yells out, Objection. What is the basis for the objection, and will Trooper Jones be able to testify to what Adams said before he died? Answer fully.





9. Robert Mullberger gets into a taxicab and points a .357 caliber handgun at the driver and says, Your money or your life. The cabdriver gave him $150, the total proceeds of his earnings, and Mullberger gets out and walks away. The police responded to the robbery call using lights and sirens. When the officer spoke to the cabdriver, the cabdriver described the suspect as a white male 69 tall, thin build, wearing a flowered shirt and blue jeans. The officer immediately put the broadcast out over the police radio.

Mullberger at this time was four blocks from the robbery and heard the police sirens and panicked. He cut through the Lincoln Elementary School yard and hid the gun and money stolen from the cabdriver behind some bushes. He was less than a block away from the schoolyard when Police Officers, Eddy Mahoney and Sam Goody see him. They stop Mullberger and call for backup, and tell the officer investigating the robbery to bring the victim to their location. When the cabdriver arrives he positively identified Mullberger as the person who robbed him.

Mullberger is then promptly placed in handcuffs and placed into the rear seat of the police car, and the doors are promptly locked. The cruiser also has a cage separating the front and backseat. Police Captain Pete Frampton arrives on scene and congratulates Officer Mahoney and Officer Goody for doing a good job apprehending Mullberger. Captain Frampton then instructs them to drive Mullberger to the detective division and says, Whatever you do, DO NOT say anything to him about the robbery.

They get in their patrol car and Mahoney turns to Goody and says, You know Goody, between here and where the robbery happened there is an elementary schoo, I hope that none of those kids gets their hands on the gun and hurts themselves. Before Goody replied to Mahoney, Mullberger says, Okay copper Ill show you where I dumped it, take me to the schoolyard. Mullberger then takes them to where he dumped the gun and money.

Prior to trial Mullbergers lawyer files a motion to suppress the statement made by Mullberger claiming the statement taken from Mullberger was a violation of his Constitutional Rights. You are the prosecutor how will you respond to the argument, and what is the likely result?




10. You are the prosecutor trying to convict Mullberger for the robbery of the cabdriver. While you are preparing the case, you learn of three prior robbery cases that involved other cabdrivers. The method used by the perpetrator included the same types of incidents as described. The cabdrivers were all called by an anonymous person to meet at them at same location Mullberger met the cabdriver on the day he was arrested. The perpetrator used the same type of gun used by Mullberger, and the perpetrator used the same words, Your money or your life when the robbery was committed. The problem is the other cabdrivers (three different cabdrivers) could not positively identify Mullberger.

You have the police charge Mullberger with the three other robberies, and you intend to use the evidence of the prior robbery against Mullberger to prove that he committed the three unsolved robberies.

What is the likelihood that you will be allowed to introduce the evidence from the case where he was arrested by Mahoney and Goody? Explain your answer fully.


11. A local grocery store is robbed at gunpoint. The perpetrator is clearly seen on the stores video surveillance camera entering the store wearing a ski mask and carrying a shotgun. As he is leaving the store he takes the mask off right in front of the camera and when Officer Jones looks at the video he recognized the perpetrator as Tom Jones. The videotape is entered into evidence and Jones is arrested. At his trial Jones objects to the showing of the videotape as a violation of his 5th, 6th, and 14th Amendment rights. Jones also claims that the videotape cannot be used because of chain of custody issues. Will the tape be allowed into evidence? Explain fully.


please folow this format to write the paper
Issue- What evidentiary issue is presented.
What is the Rule that applies to the issue presented.
Applicability-Explain how the rule and/or exception applies to the facts presented.
Your conclusion as to whether/not the evidence is admissible.

There are faxes for this order.

A newly elected governor is looking into the legal regulation of "vices." Specifically, she considers initiating legislation that would criminalize sexual acts that take place in the context of prostitution, hard core pornography, sado-masochism, and sexual therapy.
In light of the theories discussed in the course, write a MEMORANDUM advising the governor about the philosophical issues that arise in regard to the proposed legislation. Include some relevant ideas of: social utility, autonomy, dignity, identity and the body, and role distance. no sources or quotes are needed.

Read the case study located in the UOP Library: Case Study: Sexuality and a Severely Brain-Injured Spouse, (2010) Hastings Center Report, May/June 2010, p 14-15 and the commentary by Kirschner and Brashler and the commentary by Dresser. Address the grading criteria in a scholarly narrative.

Write a paper in which you answer the following questions:

Describe the ethical issue involved in the case using scholarly, discipline specific references.
Explain ethical principles involved in the case and how the principles are involved using scholarly, discipline specific references. Include autonomy, beneficence, non-malfeasance, and justice.
Identify the consequences of possible actions associated with the case AND the "goodness" associated with each consequence.
Suggest a decision making model for the case (reference the model).
Articulate an action of choice (state the action you would choose)

Please read the attached
Article below:

Sexuality and a Severely Brain-Injured Spouse/commentary/commentary/commentary
Kirschner, Kristi LView Profile; Brashler, RebeccaView Profile; Dresser, RebeccaView Profile; Levine, CarolView Profile. The Hastings Center Report40.3 (May/Jun 2010): 14-5.
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Abstract (summary)
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Since her discharge from the rehabilitation facility, she has been living at home with her husband and her four-year-old twin sons. Putting aside concerns about pregnancy, if severely disabled adults do not lose the right to refuse or accept r medical care due to cognitive impairment (via substituted judgment and best interest standards of proxy decision-making), it seems logical that they also do not lose the right to refuse or accept the opportunity to engage in intimate contact with a spouse. [...] assuming that Mrs. Z does not show fear or evidence of negative behaviors in the presence of her husband, we favor giving them a second chance with some safeguards in place due to the patient's vulnerable status.n Mrs. Z will never be the person she used to be.

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Mrs. Z is a twenty-nine-year old woman who sustained a severe traumatic brain injury five years ago when she was hit by a car whose driver was drunk. She spent six months recovering, first in the hospital and then in a rehabilitation facility. Since her discharge from the rehabilitation facility, she has been living at home with her husband and her four-year-old twin sons. Mrs. Z is unable to speak, dependent in all mobility and personal care, incontinent, and has a feeding tube. Although alert and able to respond to visual, auditory, and tactile stimuli, Mrs. Z is clearly unable to participate in even basic decisions. She requires twenty-four-hour care.

A few months ago, Mrs. Z suffered abdominal discomfort, and her doctor discovered that she was pregnant. The pregnancy was terminated after physicians consulted on her case and determined that continuing it would compromise her health. Mrs. Z's parents are deceased, but her two older brothers have accused Mr. Z of rape. They contacted the local police asking that eliminai charges be filed and have retained a lawyer to begin guardianship proceedings. Based on their sister's severe cognitive impairments, they do not believe that Mrs. Z can make any reasonable sense of what is happening to her and think that any sexual contact with a minimally conscious woman is inappropriate. They believe Mr. Z is abusive and his views self-serving.

Mr. Z is adamant that his wife would have wanted to maintain a physical relationship with him and that what takes place in the privacy of their bedroom is not something that should interest the probate courts or the police. As evidence of his fidelity to his marriage vows he argues that he did not divorce his wife when she became disabled and that he still loves her and finds her attractive.

A guardianship agency is reviewing the case fot the judge and asks consultants to give theit opinions on these questions: Does Mrs. Z's inability to provide consent to sexual intercourse override Mr. Z's claims of marital privacy? Does Mrs. Z's prior sexual relationship with het spouse constitute clear and convincing evidence that she would want her partner to continue this relationship, even if she is only a passive participant? Should Mrs. Z remain with her husband, or should her brothers be given the authority to remove her from her home?

by Kristi L. Kirschner and Rebecca Brashler

While conversations about sexuality after disability are commonplace in rehabilitation, this particular case is unlike any we can recall. It is not like those of patients after spinal cord injuries, where the focus is on changed physiology, fertility, and ways to rediscover intimacy. It is unlike cases involving patients with developmental disabilities that prompt us to assess their understanding of sexuality and the consequences of intercourse and their ability to protect themselves from unwanted sexual advances. It is also unlike cases involving patients with severe cognitive disabilities who live in institutions - such as the young girl in a vegetative state who was raped by a staff membet - where we address protection. Discussions about sexuality with the spouse of a person who is unconscious, minimally conscious, or as severely brain injured as Mrs. Z rarely occur.

That doesn't mean, though, that we don't discuss physical touch. We encourage family members to help range and massage stiff limbs, for example, and to show their loved ones affection. We teach family caregivers to participate with catheterization and bowel programs. But initiating a frank discussion about sexuality has not felt appropriate with these couples. This case makes us question the wisdom of that practice because of the risks associated with pregnancy and the possibility of rape charges.

In reality, we don't know much about the normative sexual practices of couples when one member has a severe brain injury. How often does sexual contact occut? Do spouses hope, as popular literature might lead us to believe, that the power of their touch might "awaken" the injured brain? Current research may shed light on this.

The question of capacity to consent is enormously difficult in this kind of situation. Consent typically involves verbal communication, while intimacy often involves subtle nonverbal cues. The Alzheimer literature tells us that when couples have been together for years, the familiar patterns of physical intimacy may be a comfort - a source of support and reassurance amidst an otherwise frightening and disruptive disease.

In this case it seems critical to balance Mrs. Z's privacy, best interests, and need for prorection. Does she recognize her husband and welcome his sexual advances? Short of videotaping them in the privacy of their bedroom, we cannot think of a way to discern whether intercourse is consensual, or at least not harmful. We know she cannot take steps to protect herself, and that by allowing her to become pregnant, her husband was at least negligent. But is his negligence criminal? Is it substantial and grievous enough to remove her from his care forever?

Putting aside concerns about pregnancy, if severely disabled adults do not lose the right to refuse or accepr medical care due to cognitive impairment (via substituted judgment and best interest standards of proxy decision-making), it seems logical that they also do not lose the right to refuse or accept the opportunity to engage in intimate contact with a spouse. Premorbid wedding vows and a sexual history with a spouse may constitute clear and convincing evidence that the individual desired a physical relationship with their partner. Having a spouse who believes that he married for better or worse, and could seek divorce but does not, seems like a blessing - exactly what many of us would hope for if we sustained a severe brain injury. In the end, assuming that Mrs. Z does not show fear or evidence of negative behaviors in the presence of her husband, we favor giving them a second chance with some safeguards in place due to the patient's vulnerable status.

by Rebecca Dresser

This case presents two major legal questions. One is whether the law would classify Mr. Z's actions as sexual assault. Many U.S. jurisdictions have rejected the old rule that rape cannot occur in a marriage. One rationale for the old rule was that consent to marry signified consent to intercourse throughout the marriage. That reasoning is now questioned, with many arguing that married women should have the same right as single women to decide about each instance of sexual contact.

Nevertheless, her severe mental disability leaves Mrs. Z incapable of giving valid consent to intercourse. The legal standard for consent varies among the states, but at minimum, a woman must be able to understand the physical nature of the sexual act and that she has a right to refuse to engage in it. Underlying the concern about capacity to consent is knowledge that people with mental disabilities can be exploited by individuals seeking sexual gratification.

On the face of it, Mr. Z's actions could constitute sexual assault under the law. Nevertheless, I believe that few prosecutors would pursue charges in this situation. There is no clear evidence of physical or psychological harm to Mrs. Z from the encounters. And although it could be self-serving, Mr. Z's explanation for his behavior provides a plausible alternative story to exploitation. If we take him at his word, he believed intercourse was part of their relationship and was consensual in some sense. Although one can argue that this belief was unreasonable, the story he tells makes it possible to distinguish this case from the conduct targeted by sexual assault laws.

The remaining legal question is whether Mrs. Z should be cared for at home or somewhere else. Two standards are available to assist in resolving this question. The substituted judgment standard seeks to determine what the impaired individual would choose if she were capable of decision-making and aware of her current circumstances. To apply the standard, we must consider whether the evidence about Mrs. Z's beliefs and behavior before her injury points to a particular result.

The available evidence fails to tell us much about what Mrs. Z would choose, however. Her prior sexual behavior fails to indicate whether she would prefer to continue a sexual relationship with her husband in this drastically different situation. And because of his personal interests in the matter, we cannot rely solely on Mr. Z's claim that she would want to continue having a sexual relationship with him.

When substituted judgment fails to supply clear answers, the best interest standard comes into play. Case law on sterilization for individuals with mental disabilities offers guidance on how to think about Mrs. Z's placement. In those cases, courts consider the potential benefits and harms of the procedure and compare them to the potential benefits and harms of available alternatives, such as long-term contraception. They choose the approach that would produce the greatest net benefit from the disabled woman's perspective.

In deciding where Mrs. Z should live, the judge should consider the potential benefits and harms of keeping her at home, as well as the potential benefits and harms of placing her in anorher setting. This will require an evaluation of how Mrs. Z responds to her husband and children and how she responds to other potential caregivers. If her behavior suggests that she is most content with Mr. Z and the children, the judge could reasonably allow her to remain at home on a trial basis. With close monitoring to protect Mrs. Z's welfare, keeping her at home could be the best alternative.

by Carol Levine

The language of ethics sits uneasily in the realm of intimate human relationships. Describing sex as a partner's duty, obligation, right, or any other normative word seems both to diminish its meaning and elevate it to an unchallengeable principle. Even the word consent seems misapplied in this context; it implies that one person asks and the other accedes to the request. Nor does the language of science work much bettet. Locating the pleasure centers in the brain stimulated by sexual activity (and chocolate?) may tell us something about cognition but not much about how to live one's life as a person with a brain injury, or as that person's partner. We lack the words - and, more important, we lack the wisdom - to know what enhances human dignity and respect in these situations.

The essence of the sexual relationship between loving partners is not a contract, a vow in perpetuity, or a mechanical physiological response but a complex expression of their mutual commitment, love, and passion for each other. Sex in a marriage changes over time and often deepens in meaning as it decreases in frequency. Certainly illness and disability create the need for sensitive accommodation to the new reality. Serious brain injury is particularly challenging because it involves not a different body, but a very different self. Mrs. Z will never be the person she used to be. Her body may appear the same, but her ability to undetstand her identity and the way in which others can relate to her has changed.

Mr. Z does not seem to have accepted his wife's altered state and what that means for their relationship. He continues to see himself as het lover, when his primary responsibility to her now is to protect her from harm, enhance the quality of her life as much as possible, and add her responsibilities as a parent to his own. He has clearly violated the first responsibility by failing to protect her from a pregnancy that could compromise her health. Was he perhaps hoping for a miracle? Does he really believe that "finding her atttactive" makes his actions more acceptable? Divorce is not the only alternative. Some people in this situation are able to maintain their caregiving responsibilities only because they find companionship and intimacy outside the marriage. Mrs. Z's brothets, however, have compounded the problem by their actions. Are there other sources of their fury? Was this tension with Mr. Z part of the family dynamics throughout the marriage, or perhaps even earlier?

At its core this case is not about sex. It is about control. And it is a family tragedy, not just an individual ot marital tragedy. Who is looking out for the interests of the couple's two children? They have lost the love and nurturing of their mothet; their father is engaged in a bitter legal battle with their mother's family. How does this affect them emotionally?

Whatevet legal decision is reached about Mrs. Z's custody and placement, there should be a plan in place to counsel the whole family, separately if need be and ultimately as a unit. Pethaps a mediatot or other trained professional could assist them in putting aside their individual interests to provide a stable, loving environment for the children. If Mr. Z agrees that he is responsible for protecting the vulnerable people in his care, I would favor keeping Mrs. Z at home. Whether Mrs. Z as she is now would want to have sex with her husband or not, she would surely want her family to come together for the sake of her children.

Carol Levine directs the Families and Health Care Project at the United Hospital Fund and is editor of Always On Call: When Illness Turns Family Members into Caregivers (Vanderbilt, 2004).

Rebecca Brashler is a clinical social worker who directs care management and family support services and cochairs the clinical ethics service at the Rehabilitation Institute of Chicago. She is also an assistant professor at Northwestern University Feinberg School of Medicine.

Kristi L. Kirschner is professor at Northwestern University Feinberg School of Medicine and attending physician at Schwab Rehabilitation Hospital in Chicago.

Rebecca Dresser is Daniel Noyes Kirby Professor of Law and professor of ethics in medicine at Washington University in St. Louis.

Word count: 2302
Copyright The Hastings Center May/Jun 2010

Indexing (details)
Cite
Subject Marriage;
Divorce;
Families & family life;
Sexuality;
Pregnancy
MeSH Adult, Female, Humans, Legal Guardians -- legislation & jurisprudence, Rape -- legislation & jurisprudence, Sexuality -- psychology, Spouses -- psychology, Brain Injuries -- psychology (major), Mental Competency -- legislation & jurisprudence (major), Privacy -- legislation & jurisprudence (major), Sexuality -- ethics (major), Spouses -- legislation & jurisprudence (major)
Title Sexuality and a Severely Brain-Injured Spouse/commentary/commentary/commentary
Author Kirschner, Kristi L; Brashler, Rebecca; Dresser, Rebecca; Levine, Carol
Publication title The Hastings Center Report
Volume 40
Issue 3
Pages 14-5
Number of pages 4
Publication year 2010
Publication date May/Jun 2010
Year 2010
Section case study
Publisher Blackwell Publishing Ltd.
Place of publication Hastings-on-Hudson
Country of publication United Kingdom
Publication subject La

My concern is with the mixed signals enshrined in our laws. Laws relating to media violence, drugs and pornography are both age related and largely opinion-based. They are also inconsistent. For example, we continue to sell a proven lethal drug (and tax it) tobacco, while punishing those who use marijuana. Warnings such as, Smoking Causes Heart Disease, must be printed on cigarette packets. Cheese, bacon and other fatty foods also cause heart disease, but there is no mandatory warning. Why are we inconsistent here? Some medicinal drugs are also dangerous, but, like tobacco and alcohol, we can buy them almost anywhere provided we are of legal age. Can we show how bad some legal drugs are (eg alcohol and tobacco, compared with the illegal ones?

Persons under a particular age cannot watch certain movies. But there is real evidence that the proscribed movies are harmful, either by scaring the hell out of kids and scarring them for life, or by causing them to commit violent acts. Are those who become violent after viewing violence pre-disposed to be violent. (I've seen many violent movies, as do many people, but the proportion of violent acts appears miniscule compared to the numbers who view such movies.) Can I make a good case for making parents responsible for what thir kids watch, rather than the person who runs the video store?

Pornography: Define it! Is there any evidence to show that pornography is harmful? And, as for child pronography. What is a child? What constitutes child pornography? Alowing that depiction of sexual acts is pornography, what of suggestive poses? Is it possible to distinguish between "posing" "erotica" and non-sexual, but explicit posing?

I'm looking for false notions, weak evidence and prohibition based on an opinion in the various laws. I'm looking for the reality compared with what the law assumes. My Masters work will dig very deeply into these subjects, but I need a Research Proposal of 5000 words in a hurry or I'll miss the enrolment date.

Sexual Predator Prosecution
Prepare a three to five page paper (excluding the title and reference pages). Include an introductory thesis along with a conclusion. Each question below must be addressed in the paper.
1.) Detail the state of Illinois approach to sexual predators.
2.) Does the state of Illinois have any laws which prohibit conduct that would be considered to be predatory?
3.) What types of crimes are codified into law, misdemeanor or felony?
4.) What are the punishments?
5.) Are there mandatory punishments or do judges have discretion in sentencing a defendant after conviction.
6.) According to the statutes that you research, is mere solicitation of improper activities enough for a prosecution, or must there be physical contact?
7.) Provide your opinion on the statute(s) and whether or not they are too soft, adequate, or too harsh on sexual predators.
The paper must be three to five pages in length (excluding the title and reference page), and formatted according to APA style. You must use at least two scholarly resources (at least one of which can be found in the Ashford Online Library) other than the textbook: Principles of Criminal Law (Wallace & Roberson, 2012) to support your claims and subclaims. Cite your resources in text and on the reference page.

Sexual Harassment Research Paper

Your course project for this term is to write a 4-6 page, double-spaced mini-research project on Sexual Harassment. Everything you need to know about the project resides on this tab.

You must use at least 2 outside resources besides the textbook. Your paper must be written in APA format, include a title and reference page, and reference your sources both internally (parenthetically) and in the reference page. Your paper will answer the following questions, will include case research, and will include one appendix item. The paper is due at the end of Week 6. Use internet research, the textbook, and the DeVry Online Library (and any other relevant sources) to research the information in this paper.

Questions to answer in your paper:
(Include each question in a heading of your paper - and in this order.)

1. Define sexual harassment as the term is used legally.
2. Explain how sexual harassment differs from gender discrimination.
3. Provide the legal definition of "quid pro quo" (also known as "vicarious liability") sexual harassment. Provide one example of a behavior which could be found to be quid pro quo sexual harassment.
4. Provide the legal definition of hostile environment sexual harassment. Provide one example of a behavior which could be found to be hostile environment sexual harassment.
5. List the factors which contribute to a determination of whether behavior is sexual harassment.
6. Define the standard by which "unreasonable" behavior is determined.
7. Explain what situations are considered "severe or pervasive" and why these terms are important.
8. Give the main legal reason why every company should have a valid written policy against sexual harassment (besides the fact it is the "right" thing to do.)

Cases to discuss in your paper:

Pick ONE of the following four cases to discuss in your paper. In your discussion, state the following:

A. The facts of the case (briefly!)
B. The issue in the case (i.e. what was the court asked to review?)
C. The decision of the court
D. Whether you agree or disagree with the courts decision - and why.

Cases to choose from are:

I. Faragher v City of Boca Raton 524 US 775 (1998)
II. Burlington Industries, Inc. v Ellerth 524 US 742 (1998)
III. Meritor Savings Bank v. Vinson 477 US 57 (1986)
IV. Oncale v. Sundowner Offshore Services 523 US 75 (1998)

If you click on any of the four cases, you will be taken to the Cornell University Law School's Supreme Court Reporter decision on the case. You can also do further research and find many good articles and sources which discuss the cases online (and in your textbook.) Note that court cases are specifically not copyrighted; when you quote from them, you use legal citation styles to reference them.

This section of your paper should be about 1 to 2 pages.

Sexual harassment

1. History (what occurred in the workplace to bring attention to the issue? Discuss the topic.)
2. Legislative History (who sponsored the bill, what was the debate?)
3. What law (Federal/State) governs this topic? Explain and summarized the law.
4. Legal History (Summarize five recent court cases on the topic) past 10 years.
5. Enforcement (how is the enforced? What Federal, State or Local agency is responsible for the enforcement of this law?)
6. Opinion (From a Human Resources point of view is the law effective?)

Sexual addiction paper for Human Growth and Development
Need 5 sources: Would like to use a couple of books by Patrick Carnes. (Out of the Shadows and Contrary to Love are 2 I have.)

Paper should include definition of the disorder, prevalence rates, symptoms, diagnostic criteria, treatment, and prognosis.

"Sexual Perversity In Chicago" By: David Mamet. It is a short play of 69 pages.


This paper is a "script analysis" term paper. Please use theatrical terms/play analysis terms when writing. Please read this play thouroughly and use the guidelines I listed below. This paper is VERY important to me and I will graciously thank you if you can write me a quality piece......I would much rather have quality than quantity.....THANK YOU VERY MUCH.
............................................................

Paper should be organized as follows:

Intro: Title and basic information about the play, publisher,edition, dates, and subject matter. Include a statement of context as necassary.

Part I: Physical and psycological action. Note the major action and placement of parts of the story. Comment on the overall logic of the piece. Does the play fit a traditional form?

Part II: How is information placed in the play by the playwright? What information is learned from characters, action taken, dialogue,and exposition. How is stage time/narrative time manipulated?

Part III: How does the playwright use the tools of language, puntuation, and grammer? Note the use of sound and images in the play.

Part IV: How is suspense/tension created in the play? How is thatricality used and what theatrical choices have been made by the playwright? What does the reader/audience care about? What is the meaning of the work?

Summary: Comment on the effectiveness and beauty of the play as a work of art created and manipulated by the playwright.

............................................................

Additional information:
-Please use theatrical terms/play analysis terms when writing!
You may find additional sections are necassary, NOTE SPECIFIC REFERENCES BY ACT/SCENE, OR BY LINE AS APPROPRIATE. ***DO NOT REFERENCE THE PLAYS TEXT BY PAGE #.***
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Thank you again very much.

Sexual Harassment in the Workplace - Topic

This should be a persuasive report for decision and implementation. That is, propose a solution to a problem, suggest a change in policy, demonstrate that a problem exists, support a controversial interpretation, or oppose someone else's proposal. Assume the audience to be a decision maker who is your immediate supervisor or one level higher. Build the case for a decision means choosing a side and supporting it--and refuting opposing views.

Sexual Behavior
Gender and sexuality are intertwined in many cultures. (Gardiner & Kosmitzki, 2011) Socialization agents teach the appropriate behaviors for gender and the acceptable sexual attitudes and behaviors within a culture. Cultural differences exist around the world and across countries. For example, cultural differences may exist through the number of partners allowed in a marriage, expectations for males and females, and knowledge and application of safe sex practices. Differences may also arise in what is permitted and acceptable, such as premarital sex, same-sex relationships, and extramarital relationships. The consequences for an individual deviating from these cultural expectations also vary from culture to culture.
For this Assignment, choose one sexual attitude (e.g., abstinence, monogamy, etc.) and one sexual behavior (e.g., chastity, infidelity, etc.).
The Assignment (4?5 pages)
? Use your Project culture of interest and select another culture of interest to you. These cultures are to be Japanese and American
? Compare the similarities and differences of sexual attitudes and behaviors in each culture.
? Describe the cultural factors that influence sexual attitudes and behaviors.
? Explain how sexual attitudes and behaviors are perceived and displayed within each culture.
? Be specific and provide examples.
? Support the response using the current literature provided.
Support your Assignment with specific references to all resources used in its preparation.

Please no plagiarism
sexual addiction to focus on throughout the paper
Sexual addiction

Make the 5 sources all journal articles

Please have Abstract and Reference page ---- Make the 5 sources all journal articles


TREATMENT AND RECOVERY PROJECT INSTRUCTIONS

This paper is to be 5 pages (not including abstract, title page, and reference page). It must be in APA format including in-text citations and references. You must have at least 10 sources, three of which may be books, but the rest must be journal articles that date back no further than 10 years. This assignment must be submitted no later than 11:59 p.m. (ET) on Monday of Module/Week 7.

Choose sexual addiction to focus on throughout the paper. Your paper will have two distinct sections. The sections are as follows: Overview and Recovery Plan; under Recovery Plan, your sub-headings will be: Logistics, Treatment Plan, and Issues in Treatment.

1.) Overview
In the overview section you will want to discuss several components. First, discuss the symptoms and characteristics of the addiction. Explain the etiology and genetic factors that may be involved. Note what usually happens during withdrawal and what medications may be used in coping with withdrawal. Also, be sure to discuss the statistics of this particular addiction. How much does it cost the U.S. every year? What are the statistics of the different ethnicities struggling with this addiction, etc.?

2.) Recovery Plan
Logistics
In this section, you will organize a treatment plan for the addiction in either a group or an individual counseling setting. Be sure to discuss your target population (i.e. adolescent boys). Discuss where these sessions will take place (i.e. church, hospital). Also, explain which model you will be using (i.e. medical disease model, see Presentation: Models of Treatment ??" 401). Summarize the model and explain how you will integrate it. Additionally, describe who will be involved in the process (i.e. family, pastor, etc.). Will it be distinctively Christian or distinctively secular?
Treatment Plan
Explain how many sessions your treatment plan will consist of. Then, in detail, discuss the process of how each stage and phase will progress. What treatments and interventions will you be using? Be sure to have research backing your interventions at each stage. For example, if you will use intakes in your first session, what intakes will you use?
Issues in Treatment
Conclude by discussing different obstacles you will face in implementing this recovery plan. What are some ethical issues you will need to be aware of and prepare for? How will you screen for, address, and work with issues of co-morbidity? What co-morbidities are you likely to find with this specific population? Lastly, address any other issues linked to this particular population.

Doug Kant, 34 years old, was just convicted on misdemeanor sexual assault charges, for improperly fondling a child. This is Doug?s first conviction for a criminal offense. His pre-sentence investigation report shows only a prior conviction for driving under the influence of alcohol. Additionally, Doug admitted to have been drinking when he fondled the child.
What type of sentence would you give this offender?
What other types of information would help you make a more informed decision on sentencing?
What are some of the treatment options and alternatives available for Doug?
Has rehabilitation for persons accused of sexual assault proven effective in the past?

PART A. ? GENERAL RULES

SECTION I ? CONTENT MASTERY: The student must evidence an understanding of the facts, concepts, and theories presented in the assigned readings and the applicable lectures. This ability is the basis for all higher-level skills in the mastery of this disciplines content and must be made evident by the student?s responses in the Research Paper.

SECTION II ? COMMUNICATION SKILLS: The student must be able to inform others in an intelligent manner what the student knows. Ideas must be communicated clearly and persuasively. The student should respond in a clear manner, avoiding rambling discourses, use the proper theories and vocabulary pertinent to the issues being examined, build upon the ideas of others, etc.

SECTION III ? SYNTHESIS/INTEGRATION: The student must illuminate the connections between the material under consideration and other bodies of knowledge. For example, one could take several ideas from the readings or class discussions and combine them to produce a new perspective on an issue, or one could take outside materials and combine them to create novel insights. Students who probe the interdisciplinary roots of the theories presented or who are able to view the course material from several viewpoints demonstrate this skill.

SECTION IV ? CREATIVITY: The student must demonstrate that the student has mastered the basic material and has gone on to produce the student?s own insight. A simple repetition of ideas from the textbook, outside reading assignments and/or lectures will not suffice, nor will simply commenting on what other have said. The students must go beyond the obvious by bring their own belief and imagination to bear. Creativity may be display is correct, or incorrect; the student must be able to state why, based on some plausible reasons or evidence presented. In either accepting or rejecting a position, other values must become explicit.

SECTION V ? VALUING: The student should be able to identify the values inherent in the material studied. The underlying assumptions of the author should be identified. Furthermore, the student should be able to articulate the student's own position by reference to basic underlying values. The student must not simply assume that something is correct, or incorrect; the student must be able to state why, based on some plausible reasons or evidence presented. In either accepting or rejecting a position, other values must become explicit

PART B: COURSE SPECIFIC RULES.

SECTION I RESEARCH PAPER INQUIRY: There is no set formulas that can be applied to all issues/problems being studied; however the following rules of inquiry should be utilized to guide the investigation and explanation of the research paper?s topic.
Do not assume that any issue/problem can be studied as though it was unchanging and isolated from other social phenomena.
In dealing with social change, study an issues/problem in terms of its evolutionary development; what is the origin of its present form; in what ways is it now evolving; and, what are its potential consequences and future forms?
In order to understand the evolutionary development of a problem; investigate the opposing elements and tendencies representing contradictions within it.
Investigate the nature of internal conflict and the direction in which opposing tendencies are developing and determine which tendencies are weaker and which stronger.
Look for changes that are not only quantitative but also qualitative.
In analyzing change and development of the research issue/problem, examine the connection and interrelations between elements of the process of change ? do not treat developments in isolation from one another.
Do not treat ideas or theories as eternal and unchanging truths; the meanings of idea change with time, place, and circumstance; context, and context changes determine meaning.



SECTION III ? STYLE FOR THE PAPER: The paper shall be:
Typed, one and one-half line spaced, with one [1] inch margins, headers and footers, utilizing normal size print fonts [usually assumed to either 10 or 12 point];


Of a text page length of not less than twelve [12] pages or more than fifteen [15] pages [title pages, abstract page, charts, graphs, tables, endnote page(s), and/or bibliography pages are not considered text pages];


Based upon a style as set forth by the University of Chicago A Manual of Style, the American Psychology Association style for publication, or other similar accepted style.


SECTION IV ? STRUCTURE FOR THE PAPER: The basic structure of the research paper should be developed with the following details ?

E. The Question/Issue/Problem Being Investigated.
1. Brief statement of the question/issue/problem.
2. Genesis, milieu, background of the question/ issue/problem.
3. The importance/significance of the question/ issue/problem.
4. Specification/description of the research question(s).
F. Literature Review.
1. General overview of the body(ies) of literature, which theoretically focuses and informs the study.
2. Description of the specific and narrowly focused literature, which bears directly on the research topic.
3. Relationship of the pertinent literature to the research topic.
G. Analysis of the Question/Issue/Problem Being Investigated utilizing theory[ies] of Sociology Problems
H. Analysis of the Question/Issue/Problem Being Investigated from the issues of the Social Problem
I. Conclusion

The outline for the research paper reflected above is a general guideline; the student's specific paper may require some modification based upon the research topic.

Here is an example of an outline my professor gave in class to be combined with the outline above:

Intro (1/2 pg)

Fuller/Myer's Objective definition of Discrimination Over Sexual Orientation in the U.S Workplace (1/2 pg)

Fuller/Myer's Subjective definition of Discrimination Over Sexual Orientation in the U.S Workplace (1/2 pg)

Example Theory 1 - Value Conflict of Discrimination Over Sexual Orientation in the U.S Workplace (3 pg)

Example Theory 2- Deviant Behavior of Discrimination Over Sexual Orientation in the U.S Workplace (3 pg)

Blumer's Career of a Social Problem in retrospect of Discrimination Over Sexual Orientation in the U.S Workplace (4-5 pgs)

Conclusion

Any theories of a social problem can be used to discuss Discrimination Over Sexual Orientation in the U.S Workplace, but use no more and no less than 2 theories.

The purpose of the Analysis of the Question/Issue/Problem Being Investigated utilizing theory[ies] of a Social Problem section of this paper is the analysis of the topic and not a descriptive or topic presentation. Descriptive and topic presentations tend to create a set of seemingly unrelated analyses and findings, lacking any integration into comprehensive analysis of the topic. The focal point of this research paper is the analysis of the topic, not the simple presentation.

The purpose of the Literature Review section of this paper (Part E of Outline, above) is designed to provide the reader with context of the general body of scientific knowledge in which the analysis of this research paper fits. In addition, the Literature review should bring the reader up?to?date of the previous research pertaining to the specific topic of this research paper: particular emphasis should be placed on the agreements and disagreements concerning this topic; specific domain assumption and frames of reference applicable; models of references and causality required; and, operationalization of the terms, concepts, and theoretical positions necessary for such analysis. In general, the Literature Review section provides the reader with a comprehensive analysis of previous research and theories that focus directly on the concerns of the research topic of this paper and establishes the foundation of the student's argument[s] set forth in the remainder of this research paper.

The student shall use a minimum of 15 references that will be using as supporting material for the research paper. At least 8 of the references must be from primary sources. A primary source includes journals, proceedings, technical notes, and books in which original data are presented. It does not include reviews, surveys, and analyses written by other scientists who may have reviewed many primary sources in their book or paper. The student must attach a copy of the article title page (first page of the article) of each primary source to the required research paper outline.

Two of the minimum 15 sources must be historical references published before 1980. Two others must be recent articles published within the past three years. The remaining references can be any year. Popular articles, text books, and in most instance internet sources are not acceptable. References from professional publications, journals, books, theses, Internet sources and related materials must be cited appropriately using an accept format style (either MLA, APA or the University of Chicago style).

.

SECTION V ? GROUND RULES FOR ASSESSMENT OF RESEARCH PAPER: The following ground rules apply in determining that mastery of the subject matter has been demonstrated:
1. The demonstration of mastery of content material that has been presented in Part A of this Addendum B;
2. The avoidance of unsupported opinions, broad sweeping statements, generalities, etc.;
3. The precision in the paper without becoming verbose;
4. The avoidance of responses that reflect a simple restatement of the issue;
5. The avoidance in the construction of a response that depends on the assumption, on the student?s part, that the position, and the logic of the argument for that position is self evident, inescapable, and/or inevitable; and,
6. The application of the appropriate terms, theories, concepts, principles, and proper grammar.

Thus, the student?s response must reflect the logic of the student?s position; the assignment of the number of points awarded out the maximum available shall be based upon the presentation of the position and/or argument of the response rather than on the tasks of ?seeking out? some hidden, assumed logic.

SECTION VI ? THE ASSESSMENT VALUE FOR RESEARCH PAPER: The research paper shall have a maximum assessment value of one hundred and fifty [150] points within the determination of the student?s course grade.

The student?s research paper shall be analyzed within this assessment guide scheme:
- CREDIT RANGE BETWEEN 100% TO 90% OF MAXIMUM POINTS ALLOWED, when the research paper demonstrates a through understanding of the most significant aspects of the inquiry?s subject matter in that the student:
Responds appropriately to all parts of the paper outline set forth in Section IV, Part B, set forth above;
Uses accurate terminology throughout;
Provides a strong explanation that is well supported by relevant evidence;
Any diagrams, tables, statistical analysis, and graphs are complete, accurate, and well organized; and,
Demonstrates a strong knowledge of the subject matter, concepts, theories, facts, procedures or methodologies relevant to the inquiry.

-CREDIT RANGE BETWEEN 89% TO 80% OF MAXIMUM POINTS ALLOWED, when the research paper demonstrates a strong understanding of the most significant aspects of the inquiry?s subject matter in that the student:
Responds appropriately to most aspects of the paper outline set forth in Section IV, Part B, set forth above;
Uses accurate terminology throughout;
Provides a strong explanation that is well supported by relevant evidence;
Any diagrams, tables, statistical analysis, and graphs are complete, accurate, and well organized; and,
Demonstrates a strong knowledge of the subject matter, concepts, theories, facts, procedures or methodologies relevant to the inquiry.

-CREDIT RANGE BETWEEN 79% TO 70% OF MAXIMUM POINTS ALLOWED, when the research paper demonstrates a basic understanding of the most significant aspects of the inquiry?s subject matter in that the student:
Responds appropriately to most aspects of the paper outline set forth in Section IV, Part B, set forth above;
Uses accurate terminology throughout;
Provides a basic explanation that is supported by relevant evidence;
Any diagrams, tables, statistical analysis, and graphs are complete, accurate, and well organized; and,
Demonstrates a basic knowledge of the subject matter, concepts, theories, facts, procedures or methodologies relevant to the inquiry.

-CREDIT RANGE BETWEEN 69% TO 60% OF MAXIMUM POINTS ALLOWED, when the research paper demonstrates a minimal understanding of the most significant aspects of the inquiry?s subject matter in that the student:
Fails to respond appropriately to most aspects of the paper outline set forth in Section IV, Part B, set forth above;
Uses accurate terminology throughout;
Any diagrams, tables, statistical analysis, and graphs are complete, accurate, and well organized;
Provides a weak explanation that is not well supported by relevant evidence; and,
Demonstrates a weak knowledge of the subject matter, concepts, theories, facts, procedures or methodologies relevant to the inquiry.

-NO CREDIT, when the research paper demonstrates a misunderstanding of the significant aspects of the inquiry?s subject matter in that the student:
Response is off-the topic of the inquiry;
Fail to use accurate terminology throughout;
Provides weak explanations;
Lacks supporting evidence; and/or,
Demonstrates an absence of the basic knowledge of the subject matter, concepts, theories, facts, procedures or methodologies relevant to the inquiry.

RESEARCH QUESTION:
Are schools adequately dealing with sexual assault?
How and why is this a gender issue?

- You should not only show the ability to analyze text, film, or statistical data, but also demonstrate original thought and express what interests you personally about gender.
- Your topic must relate to gender identity
- Please choose, first of all a research topic, research question or hypothesis, and finally a research method. Secondary source analysis will be sufficient; you are not required to perform original research.


Must use a few of the sources i have listed on a page i will upload titled - notes and sources for research paper

i will also upload a brief outline about the topic and include sources that relate to the issue and topic.

YOU MUST MAKE SURE YOU INCORPORATE GENDER VERY CLEARLY INTO THIS PAPER. although the topic we are looking at is sexual assault in colleges we need to frame it in a gender issue way and make sure that gender is clear within the paper

use any many sources you think are necessary but make sure to use some from the list i upload THIS IS NECESSARY FOR THE ASSIGNMENT

The assignment will be to research the Internet, textbook and various sources and write a 1000-1500 word paper, double-spaced paper in APA Style that addresses the following questions, referencing your sources:

*
What constitutes sexual harassment? How does sexual harassment differ from gender discrimination?
*
What constitutes quid pro quo sexual harassment? Give two examples.
*
What constitutes hostile environment sexual harassment? Give two examples.
*
What factors contribute to a determination of whether behavior is sexual harassment? How is "unreasonable" behavior determined? What kind of situations are considered "severe and pervasive"? What makes behavior "unwelcome"?
*
Assume you are the Director of Human Resources for your company. The company has asked you to draft a sexual harassment policy for the company that will both protect employees against sexual harassment and the company against liability.

This is subject called Industrial Relations.

I want you to write a research paper on Sexual harassment, you should address the following question:

1-What is sexual harassment?
2-How is it different from workplace bullying?
3-How does the law deal with it?
4-What are employers doing about it?


This is a research paper and it is vital that your work be substantiated with relevant and high quality research material. It is expected that at lest 15 peer reviewed articles are cited.

The paper should be set out as a report which includes an executive summary, table of contents introduction, conclusion and bibliography.


MARKING CRITERIA USED:
1-Discussion points: topics and issues raised; level of analysis;
2-References: quality and quantity of research material cited;
3-Written Work: Clarity, logical organization, grammar &spelling.


References:-

Here are some of referncess that can help you to write the paper,

References
ACIRRT 1999 Australia at Work, Australian Centre for Industrial Relations Research and Training, Sydney.

Wright, C. 1995, The Management of Labour., A History of Australian Employers, Oxford University Press, Melbourne.

Alexander, R. and Lewer, J (1998) Understanding Australian Industrial Relations, Harcourt Brace (pub).

Fox, C.B., Howard, W.A., and Pittard, M.J. (1995), Industrial Relations in Australia, Development, Law and Operation, Longman, Australia.

Dabscheck, B., Griffin, G. and Teicher, J. 1992, Contemporary Industrial Relations, Longman Cheshire.

Relevant Journals:
Journal of Industrial Relations
Australian Bulletin of Labour
Labour and Industry
Asia Pacific Journal of Human Resource Management;
On-line resources available at the library home page:

Web Resources:
www.airc.gov.au provides information about the Australian Industrial Relations Commission
www.wagenet.gov.au provides all commission decisions and agreements

Research paper need to have a title page, reference page, use legal citation styles to reference them.

Create an appendix which outlines what a good Sexual Harassment policy would include, and why you would include each section.


Answer the following questions, this will include case research, and will include one appendix item.
(Include each question in a heading of your paper - and in this order.)

1. Define sexual harassment as the term is used legally.
2. Explain how sexual harassment differs from gender discrimination.
3. Provide the legal definition of "quid pro quo" (also known as "vicarious liability") sexual harassment. Provide one example of a behavior which could be found to be quid pro quo sexual harassment.
4. Provide the legal definition of hostile environment sexual harassment. Provide one example of a behavior which could be found to be hostile environment sexual harassment.
5. List the factors which contribute to a determination of whether behavior is sexual harassment.
6. Define the standard by which "unreasonable" behavior is determined.
7. Explain what situations are considered "severe or pervasive" and why these terms are important.
8. Give the main legal reason why every company should have a valid written policy against sexual harassment (besides the fact it is the "right" thing to do.)

Discuss Meritor Savings Bank v. Vinson 477 US 57 (1986)
State the following:
A. The facts of the case (briefly!)
B. The issue in the case (i.e. what was the court asked to review?)
C. The decision of the court
D. Whether you agree or disagree with the courts decision - and why.

this will be basically a handout that should dicuss the basics or general information about sexual abuse. some things that will include info on sexual abuse, such as stats, prevention as well as arenas one can seek help. It include a section on agencies that the victim or
someone who knows about it can contact as well as services to help those individuals and families taht have been victims of sexual abuse. these topics are some suggestions but not limited to.
There are faxes for this order.

Outline of Final Paper

Review the Final Paper instructions in Week Five of the online course or in the ?Components of Course Evaluation? section of this guide. Then, visit the Ashford Writing Center located under Learning Resources tab on the left navigation tool bar in our online classroom. Format your outline for the Final Paper according to the ?Sample Outline.? (NOTE: In the ?Sample Outline,? it states that the thesis statement is the last one to three sentences of the Introduction. However, the thesis statement must be one sentence in length and the last sentence of the Introduction).

The outline must include:
Introduction with thesis statement
An outline of 5 body paragraphs as demonstrated in the Writing Center?s template
Conclusion
Reference Page
Final Paper

Select one of the following issues affecting the workplace and working environment. You may narrow the range of the topic by choosing a subtopic. Develop a paper that discusses the issue you have chosen, your subtopic if applicable, and how your topic has or is affecting the work environment that you have been in or are currently a part of. Also analyze how the problem(s) could be solved using various social controls (i.e., laws, organizational policies/practices, training/education, government or corporate involvement) and determine what potential social or economic benefits may result if your recommended changes were implemented.
Retirement issues
Balancing family and work life
Workplace violence
Ethical behavior in the workplace
Substance abuse in the workplace
Sexual harassment

This is a paper for a doctoral program in nursing

Topic: Sexual Health Assessment Across the Lifespan

As you know from your previous courses, health histories provide the foundation for clinical reasoning and patient care management. In Advanced Health Assessment you learned the importance of modifying your assessment based on the individuals age, gender, race, lifestyle, preferences, etc. For this assignment, you will design a schema for conducting a sexual health assessment with women of different stages in the life cycle. While the basic details will be consistent between and among the females you assess, there are also age specific concerns, which require emphases in the assessment. Therefore, identify the assessments common to all females and then highlight those specific to the female as an adolescent, young adult, pregnant adult, middle-aged adult and older adult.

Topics to be covered:
-Identification of common sexual health assessment strategies
-Adaptation of assessment for an adolescent female
-Adaptation of assessment for a young adult woman
-Adaptation of assessment for a pregnant woman
-Adaptation of assessment for a middle aged adult woman
-Adaptation of assessment for an older adult woman

10-12 pages

APA format