Independent Study Unit
HRE 4M1: INDEPENDENT STUDY UNIT This -A clear explanation of the issue -various ethical positions in society. (minimum -> 2 opposing positions) -consequences of each position (results of adopting this position) -underlying beliefs of each position (why this position is right) -explain why some positions may be stronger than others -quotes(or paraphrase) from the Catechism of the Catholic Church -includes a mix of at least 4 examples (case studies or questions to stimulate discussion. -any multimedia that enhances the presentation) Students must inform the teacher of needs at least one week before the presentation. Essay:
The essay requires the author to adopt a position on the issue (researched for the presentation) and defend it with a logical and well researched argument. The argument should involve principle and practicality. The essay will be 4-5 pages long excluding title page, bibliography etc. A bibliography and referencing must be included or the essay may receive a grade of ZERO. Topics: 1. Is capital punishment moral or immoral? 2. Is euthanasia moral or immoral? 3. Can child labour ever be ethical? 4. Is there such a thing as a just war? (Just War Theory) 5. What is the general population’s moral responsibility to the poor/homeless? . Can doctor assisted suicide ever be moral? 7. Is genetic engineering in human beings ever moral? 8. Are there any circumstances where abortions are justifiable? 9. Is animal testing moral justifiable? (medical/industrial) 10. Is genetic engineering of plants and animals justifiable? 11. Is stem cell research morally justifiable? 12. Is poverty in developing nations the moral responsibility of developed nations? 13. Is pornography (making/viewing) moral? 14. Is censorship ever morally correct? 15. Is prostitution ever moral? ( legalization of) 16. Is homosexuality a moral issue? (Why do some make it one? 17. Should there be limits on reproductive technology? (IVF) 18. Who is morally culpable for the use of performance enhancing drugs in sports? Is this practice justifiable? 19. What is our moral responsibility to the environment? 20. Is surrogacy morally permissible? 21. Is in vitro fertilization morally permissible? 22. Is food consumption a moral issue? (ie. Vegan/vegetarianism) 23. Other topic (rarely approved) Topic Selection: -must provide 3 sources (for websites print a page that demonstrates relevance) (5 Marks) -complete a sheet listing sources and a preliminary thesis. Essay |Presentation | |Outline *15 |Conference | |First Submission * (10) |Note Submission* (30) | |Conference |Presentation * (50) | |Final Submission * (100) | | * for marks Topics and Seminar Dates HRE 4M1-01Period 3/4 |Topic |Student(s) |Date | |1. Capital Punishment | | | |2. Euthanasia | | | |3.
Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6. Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8.
Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev. Nations | | | |13.
Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | | |18. Perf. Enhance drugs | | | |19.
Environment | | | |20 Surrogacy | | | |21. In Vitro fertilization | | | |22. Food Supply | | | |22. Other | | | Topics and Seminar DatesHRE 4M1-04Period 6 |Topic |Student(s) |Date | |1.
Capital Punishment | | | |2. Euthanasia | | | |3. Child Labour | | | |4. Just War | | | |5. Resp. to the Poor | | | |6.
Doc Assisted Suicide | | | |7. Gen. Eng. Human | | | |8. Abortion | | | |9. Animal Testing | | | |10. Gen. Eng Plant/Animal | | | |11. Stem Cells | | | |12. Poverty Dev.
Nations | | | |13. Pornography | | | |14. Censorship | | | |15. Prostitution | | | |16. Sexual Orientation | | | |17. Reproductive Tech. | | |18. Perf. Enhance drugs | | | |19. Environment | | | |20 Surrogacy | | | |21. | | | |22. | | | |23. | | Religion ISU Seminar Name: _____________________ |Note |Level R |Level 1 |Level 2 |Level 3 |Level 4 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |The note is poorly |The note is poorly |The note is organized |The note is well organized|The note is well organized and | |Comm. |organized and laid out. |organized and laid out. The|and laid out with some |and well laid out. The |well laid out. | | |The important info is |important info is not |competence |important info. is easily |The important info. is easily | |Org. |not available. easily accessible |The important info is |accessible |accessible and well highlighted | | | | |not easily accessible| | | | | | | | | | |/10 | | | | | | |Knowledge |The note contains |The note contains some |The note contains most|The note contains all |The note contains all information | |Content |little info. on most |info. on most aspects of |info. on most aspects |info. on every aspect of |on every aspect of the issue | | |aspects of the issue. |the issue including the |of the issue incl. the |the issue including the|including the Catholic view. | | |Some of the info. is |Catholic view. Some of the|Catholic view. The |Catholic view. All the |Every point is accurate and | |/20 |correct |info. Is correct |info. is mostly correct|info. s correct |presented in detail with | | | | | | |underlying beliefs and | | | | | | |consequences of each position | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Presentation | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Knowledge |Lacks 3 or more of the |Lacks 2 or more of the |-Opp. Viewpoints Church|-Opp. |-Opp. Viewpoints/ | |Content |following: |following |view are presented with|Viewpoints are presented |Church view are presented in | | |-Opp. viewpoints |-Opp. iewpoints |some detail |in detail |detail with accurate analysis | | |-detail |-detail |-Questions/ Case | |-Questions/Case studies are | |/10 |-Church view |-Church view |studies have some |-Church view |relevant to the topic and serve to| | |-Questions |-Questions/ Case studies |relevance | |illuminate the aspects of the | | |-Case Studies |are not relevant | |Questions/Case studies are|issue | | | | | |relevant and insightful | | |Communication |Voice is monotone. |Voice is monotone. |Voice is clear and |Voice is clear and |Voice is clear and confident. | | |Reads the pres. with |Pres. |confident. |confident. |Speaks with clarity with | | |clarity with a lack of |lacks focus & clarity & an |Speaks with clarity |Speaks with clarity with |appropriate vocabulary | | |under. |understanding of the issue |with an appropriate an appropriate vocabulary |Use of different media to engage | |/10 |Uses little to no media|Use different media to |vocabulary |Use different media to |the class in the presentation | | |to engage the class in |engage the class in the |Use different media to |engage the class in the |Little to no checking of notes | | |presentation |presentation |engage the class in the|presentation | | | |Reads notes |Frequently reads notes |presentation |Infrequently checks notes | | | | | |frequently checks notes| | | |Application |Student is unable to |Questions are answered |Questions are answered |Questions are answered |Questions are answered with | |Questions |answer any questions |without clarity and with a|with little clarity and|with clarity, with little |complete clarity, without | | | |great deal of hesitation |little attention to |hesitation, and in some |hesitation, and in great detail | | | | |detail |detail | |/10 | | | | | | DUE DATES: Outline: First Essay: One week after the outline is returned Final Essay: December 19, 2008 Submit Outline/ 1st Essay as well Presentation Date: Essay Outline: Genetic Screening Ian Gogolek: While there are possibilities that genetic screening procedures could provide great insight into defects and disease in humans, the process (who has control and access to the information) needs to be very tightly controlled. The way genetic screening is currently used and promoted is immoral. Point One:
Pre-birth genetic screening, how it is currently used is immoral because it leads to abortion based on gender and prejudice towards those who have special needs. Abortion based on gender: 7999/8000 abortions performed in the Bombay area between 1978-82 were on female fetuses. (Kimbrell, pg. 122) Abortions based on disabilities: Poll in New England 1% based on gender 6% based on Alzheimer’s in old age 11% based on obesity (Rifkin, pg. 147) -can lead to a genetic-based eugenics program (sterilization of those deemed unfit to have children) -violation of the integrity of the human being and a child as a gift (Catechism of the Catholic Church, 2344) Point Two:
Genetic Screening has the strong possibility of being used by corporations to determine hiring practices and insurance premiums. Example: Reggie Lewis: Boston Celtics died of a genetic heart dysfunction Eddy Curry: Chicago Bulls had heart problems. Bulls wanted him to undergo genetic testing before signing him to a new contract The Bulls had insisted that Curry take a DNA test to determine whether he’s a potentially fatal heart problem. Curry, who missed the final 13 games of the regular season susceptible to and the playoffs after experiencing an irregular heartbeat, balked, saying it violated his privacy. (www. nytimes. com/2005/10/03/sports/basketball/04curry) Employers may demand the right to genetic tests before hiring or promotion 981, the Bureau of labor statistics reported that occupational illness costs private sector employers 850,000 lost workdays. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Corporations looking to improve their profits could demand that genetic tests be applicable to reduce waste. This could create a permanent underclass of the unemployable. predisposition to genetically-based disease is often associated with race or ethnic background. For example, the sickle cell trait is found in 1 out of 12 blacks, but only in 1 out of 1,000 whites. (http://www. scu. edu/ethics/publications/iie/v4n2/genes. html) Insurance companies could deny access after a genetic screen
Genetic screening may be performed on current or prospective employees when it is clear that the genetic trait directly affects job performance (http://www. acoem. org/guidelines) Point Three: Genetic Screening can be useful but most genetic diseases are untreatable or not properly diagnosed. Gen. screening often only demonstrates a predisposition or susceptibility to a certain disorder not a definitive Results can be misinterpreted Problems in diagnosis – both parents must have the gene Tay Sachs disease Cystic Fibrosis Sickle Cell Anemia Useful to inform couples concerning marriage (accepted by the Catholic Church) Conclusion: While there are some possible benefits to gen. screening, many of its current uses are unethical.
For genetic screening to be ethical, access to results must be seriously restricted and must not be used to deny people health care, employment or other basic rights available to all people. Tips On Writing an Argumentative Paper Step One: Choose a Topic Choose a topic that is of interest to you. This will make the process of research much less painful. Step Two: Find Research Materials Gather information from as many sources as possible. You will need information(arguments, statistics) from different perspectives. Do not completely decide what your full argument will be before you complete your research. Step Three: Develop a Thesis Determine your stand on the issue. Be sure your stand can be defended by logic and/or statistical analysis.
All your arguments for your essay must flow logically from your thesis. The claim in your essay may be a positive or negative claim. Step Four: Make An Outline Before you start writing it is important to make an outline. The outline should sketch out all your arguments and the structure of your paper. Each argument should logically flow from the argument before it. Expect to encounter problems with logic and flow. You will most probably have to revisit this more than once. Step Five: Take a Break Take a break from the work for a few days. This is important to gain some perspective on your arguments. Step Six: Revisit Your Argument With a Critical Eye Look at your argument from an opposing viewpoint.
What objections would they raise to your arguments? Also, seek someone who has a skeptical mind who can evaluate your arguments objectively and without prejudice. Step Seven: Write Your Paper Write your paper following a revised outline. Write in a concise and formal manner. Your introduction should include your thesis and your reasoning behind your argument. Be sure to avoid common problems in language use, spelling, grammar etc.. Ex: tense agreement Step Eight: Proofread Your Paper After you finish writing your paper let it sit until the next day. Proofread it orally. Do not be afraid to rewrite sentences and restructure paragraphs to improve clarity. |Level 1 |Level 2 |Level 3 |Level 4 | |Thinking |This paper is unclear, or reflects |A clear position, but may not |A clear position, responding |A strong well articulated position, | |Soundness of |partial understanding or some |articulate it very clearly; |competently and comprehensively |responding precisely and | |Argument |distortion of the topic; exhibits |responds in a general way to the|to the topic, showing some depth|comprehensively to the topic: | | |faulty logic and/or stereotypical, |topic, showing broad |of thought; some claims may not |demonstrates excellent understanding | |30 |superficial thinking in some of its |understanding of major issues, |be strongly supported but this |and depth of thought supported by | | |supporting arguments, analysis and |but may address some ideas more |only slightly undermines the |compelling and logically sound | | |examples; little or no effort to |effectively than others; support|main argument; some success at |arguments, analysis and examples; | | |anticipate and address problems |of main points is inconsistent, |anticipation of counter |Anticipates and addresses problems and| | | |sometimes adequate; minimal |arguments |counter-arguments effectively | | | |anticipation of counter | | | | | |arguments | | | |Comm. |This paper reads poorly, exhibiting a|This paper reads well showing |This paper reads well for the |This paper reads very well, exhibiting| |Focus, Organization |lack of control of focus and/or weak |some control of focus, |most part, exhibit control of |command of focus, organization and | |and Development |organizational and developmental |organization and development; it|focus, org. nd dev, but its |development | | |patterns; may ramble, be repetitious,|may rely to some extent on |elements are not as well managed|Its introduction draws the reader into| |15 |hard to follow in places, or locked |formulaic devices for its |as at the command level (eg. The|the discussion, which presents a | | |into an organizational formula |structure, and it may wander or |intro. /concl. may be |sustained and logical progression of | | | |shift topics abruptly at times. |ineffective, or the argument may|ideas leading to an effective | | | | |not flow consistently) |conclusion. | |Comm. This paper exhibits a lack of control|This paper exhibits some control|This paper exhibits control of |This paper exhibits command of | |Clarity of |of expression, grammar, punctuation, |of expression, grammar, |expression, grammar, |expression (word choice, tone, | |Expression |and mechanics; many and significant |punctuation, and mechanics; may |punctuation, and mechanics; some|sentence structure, and sentence | | |errors, some of which interfere with |contain numerous errors, but |minor errors |sense), grammar, punctuation, and | |15 |the reader’s understanding or require|they are not such that they | |mechanics; no errors, or at most a few| | |the reader to supply meaning to make |interfere with the reader’s | |minor ones | | |the text intelligible |understanding | | | |Knowledge |Referencing |Referencing |Referencing |Referencing | | |Bibliography |Bibliography |Bibliography |Bibliography | |30 |Evidence |Evidence |Evidence |Evidence | | |Catholic Church |Catholic Church |Catholic Church |Catholic Church | Seminar Presentation Sign-Up | | | | | | | |Sun |Monday |Tuesday |Wednesday |Thursday |Friday |Sat | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Preliminary Sheet Name: __________________ Thesis: | | | | | | | | Sources:
Include title/author(website)/ how info is relevant to the topic at hand/ pages that are relevant | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
