define 'human being' and describe the "meaning" of 'being human'. How may the limitation of such a definition affect the way human beings treat each other?

define 'human being' and describe the "meaning" of 'being human'. How may the limitation of such a definition affect the way human beings treat each other? A1 Description Throughout this unit students will be faced with issues of inequality and human rights, many of which will lead them to reflect upon aspects of their own lives, attitudes, beliefs, thoughts, morals and behaviours some of which may be experienced as quite “confronting”. Through this assignment, it is intended for students to learn to critique their own experiences and preconceived ideas about other people, cultures, religions and political systems. Title Define 'Human Being' and describe the "meaning" of 'Being Human'. How may the limitations of such a definition affect the way human beings treat each other? Topic Though the UDHR was written in response to the rather recent atrocities of WWII discussion/debate about what are appropriate ‘Human Rights’ has an extremely long history in both philosophy and politics. Fundamentally, ‘Human Rights’ are only conferred upon those who are considered to be “human” (historically not all people have been considered human), which then has implications for the treatment of those considered lessthan or otherthan human. This paper has 4 parts: 1. Provide a discursive definition (ie. a definition developed through academic reading and argument that goes far beyond a simple dictionary definition) of ‘Human Being’ and the “meaning” of ‘Being Human’. 2. Provide reasons and rationales for your defining criteria. 3. Reflect upon the extent to which your “definition” may include/exclude certain people from being considered human and “assumptions” you held about the “meaning” of ‘Being Human’ at the commencement of this assignment. 4. Illustrate how a definition of "Human Being" can affect how others are treated. A1 Criteria Marking Criteria It is important to note this assignment is highly selfreflective and as such, there is no absolute "right" or "wrong" answer. Responses will be graded according to the extent of knowledge of the set readings and other literature on the topic; the capacity to develop a coherent, reasonable and logical argument; special attention will be given to student’s capacities to reflect upon their own thinking and identification of assumptions and engagement with current issues. Evidence of additional reading and quality of written expression is also taken into account. In summary, the examiner will aim to: • Ascertain students’ understanding of philosophy and assumptions underpinning human rights. • Ascertain students’ capacity for critical reflection and argument. • Ascertain students’ ability to apply theory, literature and academic argument to literal examples. • Ascertain students’ direct and succinct expression of arguments. • Ascertain students’ capacity and willingness to integrate information beyond set readings School of Social Sciences and Psychology Learning Guide Page 7 of 13 ASSESSMENT ONE CONT'D Marking Sheet: Marking Criteria Feedback 1. DEFINITION: Student has provided a discursive definition of “human being” and the meaning of “being human” that goes beyond a dictionary definition. Needs attention / Satisfactory / Good / Very Good / Excellent 2. REASONING AND RATIONALE: Student has provided clear reasoning and rationales for their defining criteria that are based on academic readings Needs attention / Satisfactory / Good / Very Good / Excellent 3. REFLECTIVE ARGUMENT: Student has shown the capacity for selfreflection and selfcritique, identifying their own assumptions/assertions and development of thought/argument. Needs attention / Satisfactory / Good / Very Good / Excellent 4. EXAMPLES AND IMPLICATIONS: Student has provided examples of how a definition of "human being" affects how others are treated. Needs attention / Satisfactory / Good / Very Good / Excellent 5. STRUCTURE & PRESENTATION: Content structure: flow of ideas from introduction to conclusion and the level of written expression with academic writing style. Presentation: grammar, paragraphing, page number, word limit (750 words, +/10%) and overall presentation. Needs attention / Satisfactory / Good / Very Good / Excellent 6. REFERENCES: Correct & adequate use of referencing. Student has adequately referred to definition, legislation, course materials & a number of different media. Needs attention / Satisfactory / Good / Very Good / Excellent General comments: MARK: /35, GRADE: _________ School of Social Sciences and Psychology Learning Guide Page 8 of 13 ASSESSMENT TWO A2 Assessment CASE STUDY 2 (750 words) Worth: 30% A2 Due BEFORE Saturday 24 April, 2015, 5:00 PM A2 Submission Participation on Tutorial Discussion Board and hard copy of written paper in relevant School of Social Sciences and Psychology assignment box or personally to the tutor. All assignments must have a Turnitin receipt and summary report attached otherwise the assignment will not be marked. A2 Description This work is an analysis of a contentious case pertaining to human rights. By the term ‘contentious’ it is meant that the case is not “straight forward” because there are “layers of complexity”. For example, there may be a ‘conflict’ of rights and responsibilities such that what is required is an analysis/discussion of the prioritising of rights; or, the case may be highly debated within the public arena and as such, quite “emotive”. Examples of such “conflict” of rights is that of individual rights and cultural practices; freedom of expression and freedom from vilification. The purpose of this assessment is for students to engage with opposing perspectives on contemporary human rights issues that enables application of theoretical concepts and arguments to literal situations. Title Case Study: Contention, Conflict, Complexity A Conclusion Topic and Process A dedicated Discussion Board will be established for each tutorial group during weeks 6 and 7 of semester. Students will be presented with 23 cases of human rights issues. Students are to choose 1 case for discussion. Students must complete a minimum of 3 substantive postings in the Discussion Thread. These postings must address previous points within the thread and illustrate application of the literature and concepts addressed in readings, lectures and tutorials (simple "I agree/disagree" will not be considered adequate and therefore not count in the total of postings). Students then submit the written assignment which is an analysis of the Case and shows evidence of engagement with the points developed through the online Discussion and draws a conclusion based on the literature, critique and reasoned argument. This assessment has 2 parts: 1. Discussion Board Participation Students complete a minimum of 3 substantive postings within the 1 thread 2. Case Study Analysis Students provide a discursive analysis of the contentious human rights issue that illustrates engagement with the literature and the Discussion Board but is more than a repetition of postings. Note cuttingandpasting of postings may equate to plagiarism and could result in a charge of academic misconduct. Students must show an integration of critique of points and arguments from the Discussion Board; engagment and critique of the literature; clear, logical argument and conclusion. A2 Criteria Marking Criteria Discussion Board: Responses will be measured quantitatively (minimum 3 postings) and qualitatively (demonstrate engagement with the literature and capacity for reasoned, critical argument). Case Study Analysis: Work will be graded according to the clarity and critical reasoning of argument that addresses points raised in the Discussion Board but goes beyond mere repetition of postings. The analysis must illustrate engament and critique of the literature and draw a clear, reasonable, logical and humane conclusion. Evidence of additional reading and quality of written expression is also taken into account. In summary, the examiner will aim to: • Ascertain students’ participation in the Discussion Board. • Ascertain students’ understanding of the contention on rights. • Ascertain students’ capacity to apply the literature to an analysis of a contemporary situation. • Ascertain students’ capacity for clear, logical argument to a humane conclusion. School of Social Sciences and Psychology Learning Guide Page 9 of 13 ASSESSMENT TWO CONT'D Marking Sheet: Marking Criteria Feedback 1. DISCUSSION BOARD: Student has adequately and appropriately participated in the online Discussion . Needs attention / Satisfactory / Good / Very Good / Excellent 2. ARGUMENT: Student has a clear, logical argument that is based in the literature. Needs attention / Satisfactory / Good / Very Good / Excellent 3. STRUCTURE: Content structure: flow of ideas from introduction to conclusion and the level of written expression with academic writing style. Needs attention / Satisfactory / Good / Very Good / Excellent 4. CRITIQUE & ANALYSIS: Student displays capacity to apply the literature to critique alternative arguments, analyse an issue, and draw humane conclusions. Needs attention / Satisfactory / Good / Very Good / Excellent 5. PRESENTATION: grammar, paragraphing, page number, word limit (750 words, +/10%) and overall presentation. Needs attention / Satisfactory / Good / Very Good / Excellent 6. REFERENCES: Correct & adequate use of referencing. Student has adequately referred to definition, legislation, course materials & a number of different media. Needs attention / Satisfactory / Good / Very Good / Excellent General comments: MARK: /30, GRADE: _________ School of Social Sciences and Psychology Learning Guide Page 10 of 13 ASSESSMENT THREE A3 Assessment MAJOR ESSAY (1,000 words) Worth: 35% A3 Due BEFORE Saturday 29 May, 2015, 5:00 PM A3 Submission Hard copy in relevant School of Social Sciences and Psychology assignment box or personally to the tutor. All assignments must have a Turnitin receipt and summary report attached otherwise the assignment will not be marked. A3 Description Efforts to address conflicts, social injustices, inequalities and poverty both at home (Australia) and abroad through the United Nations and significant NonGovernment Organisations have produced mixed results. In this work students will examine an issue on vulnerable persons and groups (weeks 913) and discuss and critique efforts by the UN, Governments and NonGovernment Organisations to address and alleviate these social problems so as to achieve peace and encourage/enable development. In week 8 a list of questions will be posted on vUWS. Students choose to answer one of those questions. Students must address the question specifically and accurately. A “broad” description of the general area will be unacceptable. In their essays students must refer to theoretical literature for the formation of their argument, which may be ‘illustrated’ with reference to particular examples however, an exhaustive description of examples will not be considered adequate. Students must aim for clear, logical, succinct argument. Students must display a capacity for measured, balanced and reflective thought showing an awareness, sensitivity and consideration of potential personal and cultural biases. Subheadings may be used but sparingly. The work should be written in discursive style and be readily comprehended. Work cannot be marked if it cannot be understood. NB: If you would like your essay and the feedback returned please supply a stamped selfaddressed envelope. If we do not receive a stamped self addressed envelope we will assume you do not want your essay back. A3 Criteria Marking Criteria Responses will be graded according to the extent of knowledge of the set reading and other literature on the topic; the capacity to critique the literature; ability to analyse conceptual issues and to draw reasonable, logical and humane conclusions. Evidence of additional reading and quality of written expression is also taken into account. See Marking Sheet below. In summary, the examiner will aim to: • Ascertain students’ understanding of the basic concepts of human rights, peace and development. • Ascertain students’ understanding of the complexities of human rights, peace and development. • Ascertain students’ capacity and willingness to integrate information beyond set readings. • Ascertain students’ capacity for clear, logical argument. • Ascertain students’ capacity to critique literature. • Ascertain students’ capacity for reflective thought. The following essay writing guide will be helpful for you. It has been developed by the University of New South Wales: http://www.lc.unsw.edu.au/onlib/Essay.html School of Social Sciences and Psychology Learning Guide Page 11 of 13 2. STRUCTURE: Content structure: flow of ideas from introduction to conclusion and the level of written expression with academic writing style. Needs attention / Satisfactory / Good / Very Good / Excellent 3. CRITIQUE & ANALYSIS: Quality, logic, depth and breath of argument. Student has critically discussed & linked theoretical ideas with the argument. Needs attention / Satisfactory / Good / Very Good / Excellent 4 . EXAMPLES & APPLICATION: Student illustrates argument with appropriate examples, showing a capacity to apply information and theory to develop an academic argument. Needs attention / Satisfactory / Good / Very Good / Excellent 5. PRESENTATION: grammar, paragraphing, page number, word limit (1000 words, +/10%) and overall presentation. Needs attention / Satisfactory / Good / Very Good / Excellent 6. REFERENCES: Correct & adequate use of referencing. Student has adequately referred to definition, legislation, course materials & a number of different media. Needs attention / Satisfactory / Good / Very Good / Excellent General comments: MARK: /35, GRADE: _________ Marking Sheet: Marking Criteria Feedback 1. ARGUMENT: Student has developed a clear and logical argument that directly addresses and answers the essay question, drawing humane conclusions. Needs attention / Satisfactory / Good / Very Good / Excellent School of Social Sciences and Psychology Learning Guide Page 12 of 13 Section 3 SECTION THREE: Teaching and Learning Activities For your convenience the Learning and Teaching Schedule is on the second page of the Learning Guide. Section 4 SECTION FOUR: Learning Resources For your convenience the following are listed in Section 1 with other Unit Information: • Textbook • Readings • Any additional resources • Referencing requirements. Literacy Literacy Resources Links to academic literacy resources are available in vUWS. Section 5 SECTION FIVE: Expectations of You, and By You See SSAPguide for: • Expectations of students • Expectations of UWS staff • Raising concerns • Links to key policies. School of Social Sciences and Psychology Learning Guide Page 13 of 13  PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT :)