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
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