pols 2117 children’s rights jan hancock - cbu€¦ · web viewpols 2117 children’s rights jan...

Cape Breton University Department of Political Science

POLS 2117: Children’s Rights November/December 2016

Credits: 3Course Instructor: Dr. Jan HancockPhone: 902 202 7455Email: [email protected]

Course OutlineThis course is designed for those with an interest in children, families, and the rights of the child in Canada and around the world. The course uses a multi-disciplinary approach, suitable for those with a background or interest in psychology, political science, law, social work, or other related disciplines. The course examines issues dealing with children’s rights, relevant policy and legal developments, and related psychological and social science research in the areas of child poverty, rights to education, child labour, child soldiers, corporal punishment, child care, child protection, and the participation rights of children. The course will examine each of these topics within the overarching framework of the UN Convention on the Rights of the Child.

Course Aims 1. To introduce learners to the rights of the child.2. To help learners understand basic threats to the rights of the child in Canada and across the world. 3. To prompt learners to reflect on the underlying causes of violations of children’s rights.

Intended Learning Objectives

Subject specific skills: The objective of this course is to assist students to attain the aims of the course, including the ability to: 1. Gain background knowledge of the institutions and processes governing the implementation of children’s rights in Canada. 2. Formulate and express an opinion on the underlying causes of violations of children’s rights. 3. Appreciate the obstacles and barriers to the realization of the rights of the child.4. Understand the contents and impact of the UN Convention on the Rights of the Child.

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POLS 2117 Children’s Rights Jan Hancock

Core academic skills:Through participating in this course students will develop skills and abilities to: 1. Develop reasoned and coherent arguments and to back these up with factual evidence. 2. Formulate and articulate ideas and thoughts relating to children’s rights in a structured manner. 3. Critically examine and evaluate the views and arguments of others and reflect upon their own ideas in the light of these. 4. Research, consider and analyze theoretical and empirical material.

Personal and key skills: Through participating in this course students will enhance their skills and abilities: 1. In effective written and verbal communication. 2. For analyzing conceptual and empirical data. 3. To select, appraise, evaluate and organize material.

Teaching and learning pedagogyThis course embraces a model of inquiry orientated learning. This model is based on the premise that ‘all learning begins with the learner’ and encourages students to be pro-active in engaging in the course material. As an important part of this pedagogy, learners will be challenged to think about children’s rights in light of real life examples, case studies and contemporary events. The course will be divided between lectures and seminars, both of which will be student led. Lectures will be interactive and will take into account the requirements, preferences and requests of students. Questions and discussions prompted by students are strongly encouraged throughout lecture sessions. Seminars will be structured around active student participation defined in terms of student leadership in delivering presentations and engaging in sub group discussions.

ELECTRONIC DEVICE POLICY ACADEMIC REGULATIONS CBU Academic Calendar pg. 43

The use of electronic devices in class and seminar settings can lead to distractions of the instructors and students and is not allowed in the academic class, laboratory, clinical area and seminar environment, unless specified by the instructor. Electronic devices include, but are not limited to, cell phones, portable radio and music devices, electronic translators and laptop computers. Students using electronic devices in contradiction to the wishes of the instructor may be asked to turn off and/or to remove the device or may be asked to leave the class, laboratory, clinical area or seminar.

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Course Content, Readings and DatesEach number below corresponds to an evening (4:30-7:30pm) or Saturday (10am-noon, 1pm-3pm) class.

1. Thursday 24 November 4:30-7:30pmWELCOME AND COURSE INTRODUCTION

PART I - CHILDREN’S RIGHTS ACROSS THE WORLD

2. Friday 25th November 4:30-7:30pmUN CONVENTION ON THE RIGHTS OF THE CHILDThe UN Convention on the Rights of the Child: Contents, interpretations, strengths and weaknesses.Required reading:

Stuart Hart, ‘From property to person status: An historical perspective on children’s rights,’ American Pyschologist, Vol 46 (1), 1996, pp. 53-60 (Available electronically via Academic Search Complete).

Extra reading: R. Brian Howe and Katherine Covell (2007), A Question of Commitment: Children’s

Rights in Canada (Wilfrid Laurier University Press) ch. 1. Katherine Covell and R. Brian Howe, (2001) The Challenge of Children's Rights for

Canada (Wilfrid Laurier University Press) ch. 1 and 2.

3. Saturday 26th November 10am-noon, 1pm-3pm WAR AFFECTED CHILDREN AND CHILD SOLDIERS Prevalence of child soldiers, legality of child soldiers, psychological pathologies of former child soldiers, Case Study: Uganda.Required reading:

KONY 2012 video: http://invisiblechildren.com/kony/Extra reading:

http://rendezvous.blogs.nytimes.com/2012/05/21/to-help-africa-first-understand-it/ http://topics.nytimes.com/top/reference/timestopics/people/k/joseph_kony/index.html Verena Ertl et. al., ‘The challenge of living on: Psychopathology and its mediating

influence on the readjustment of former child soldiers,’ POLS ONE, Vol 9 (7), 2014. (Available electronically via Academic Search Complete).

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4. Monday 28th November 4:30-7:30pmRIGHT OF GIRLS TO EDUCATIONEducation as a right, lack of girls access to education, the politics of educating girls, Malala Yousafzai and the 2014 Nobel Peace Prize, barriers to girls education in Pakistan.Required reading:

Research the policy briefs listed under ‘Girls Education and Gender’ at http://www.campaignforeducation.org/en/resources#girls, Global Campaign for Education. See especially Gender Discrimination in Education: The violation of rights of women and girls, 2012.

Extra Reading: Ayesha Shaukat, Delivering Girls Education in Pakistan, 2009, Oxfam, available at

http://www.ungei.org/resources/files/delivering-education-pakistan-ukfiet09.pdf

5. Tuesday 29th November 4:30-7:30pmCHILD LABOURKailash Satyarthi, Bachpan Bachao Andolan and the 2014 Nobel Peace Prize, extent of child labor, effects on the child, barriers to ending child labour.Required reading:

Subhash Barman, ‘Socio-Economic and demographic impact on child labour in India’, Journal of Alternative Perspectives in the Social Sciences, Vol 3 (2), 2011, pp. 376-403 (Available electronically via Academic Search Complete).

Extra Reading: Carolyn Tuttle, ch 4 in Elise van Nederveen Meerkerk and Kristoffel Lieten (eds.), Child

Labour’s Global Past 1650-2000, Peter Lang, 2011. (Available as a e-book via CBU library).

Bachpan Bachao Andolan: http://www.bba.org.in/

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PART II - CHILDREN’S RIGHTS IN CANADA

6. Wednesday 30th November 4:30-7:30pm CHILD CARE Evolution of policies on child care in Canada, shortages of child care, psychological issues of child care, child care and the best interests of the child.Required reading:

Martha Friendly, ‘Canadian Early Learning and Child Care and the Convention on the Rights of the Child,’ Occasional Paper 22, University of Toronto, 2006, http://www.childcarecanada.org/sites/default/files/op22.pdf



Canada (Wilfrid Laurier University Press) pp. 56-67 and pp. 134-142.

7. Wednesday 7th December 4:30-7:30pmCORPORAL PUNISHMENT Canadian law on physical punishment of children, leading Court cases, psychological impact of physical punishmentRequired reading:

Joan Durrant and Ron Ensom, ‘Joint statement on physical punishment of children and youth’, Children’s Hospital of Eastern Ontario, 2007, http://www.cheo.on.ca/uploads/advocacy/joint_ statement_e.pdf. You can also access the document by clicking the ‘joint statement’ link at the Children’s Hospital of Eastern Ontario resources website at http://www.cheo.on.ca/en/physicalpunishment

Extra reading: Katherine Covell and R. Brian Howe, (2001) The Challenge of Children's Rights for

Canada (Wilfrid Laurier University Press) pp. 69-78. Joan Durrant, Nadine Sigvaldson and Lisa Bednar, ‘What did the Canadian public learn

from the 2004 Supreme Court decision on physical punishment?’ International Journal of Children’s Rights, Vol 16 (2), 2008, pp. 229-247. (Available electronically via Academic Search Complete).

8. Thursday 8th December 4:30-7:30pmCHILD PROTECTION Evolution of Canada’s child protection system, psychological effects of abuse and neglect, issues of protection, consistency with the UN Convention on the Rights of the Child.Required reading:

R Brian Howe, ‘Implementing children’s rights in a federal state: The case of Canada’s child protection system,’ International Journal of Children’s Rights, Vol 9 (4), 2001, pp.

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361-382. (Available electronically via Academic Search Complete).Extra reading:

Katherine Covell and R. Brian Howe, (2001) The Challenge of Children's Rights for Canada (Wilfrid Laurier University Press) pp. 78-91 and ch.12.

Nancy Freymond and Gary Cameron, Towards Positive Systems of Child and Family Welfare, University of Toronto Press, 2006, chps. 1 and 2 (Available as ebook from CBU library).

9. Friday 9th December 4:30-7:30pmPreparation session for the group course presentations on Saturday 17th December

10. Thursday 15th December 4:30-7:30pmABORIGINAL CHILDREN’S RIGHTS Legacy of residential schools, Aboriginal children in care, poverty rates amongst Aboriginal childrenRequired reading:

David Macdonald and Daniel Wilson, ‘Poverty or Prosperity: Indigenous Children in Canada’, Canadian Centre for Policy Alternatives and Save the Children, 2013, available at https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2013/06/Poverty_or_Prosperity_Indigenous_Children.pdf


Rights in Canada (Wilfrid Laurier University Press) ch. 11.

11. Friday 16th December 4:30-7:30pmPARTICIPATION RIGHTSMeaning of participation rights in the UN Convention on the Rights of the Child, types of parenting styles, psychological perspective on parentingRequired reading:

Donna Martinson, Hear the Child-The Legal Framework: Why Children in Canada have the legal right to be heard. Continuing Legal Education Society of British Columbia, 2009. Available online at http://www.cle.bc.ca/practicepoints/FAM/HearChild.pdf



Canada (Wilfrid Laurier University Press) pp101-108. Malfrid Flekkoy and Natalie Kaufman, The Participation Rights of the Child: Rights and

Responsibilities in family and society, Jessica Kingsley Publishers, 1997 chs 5 and 7.

12. Saturday 17th December 10am-noon, 1pm-3pm

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COURSE PRESENTATIONS AND COURSE CONCLUSIONEvaluationGrades will be calculated as follows:Class participation 20% OngoingCourse essay (2,000 words max) 40% Due 4:30pm Weds 7 December 2016Course presentation 40% Sat 17 December 2016

Total 100%

ParticipationGroup discussions are a vital part of the course and your participation constitutes 20% of the marks awarded in this course.

Participation grades will be awarded on the basis of the following metrics:1. Participation in class discussions (for example by posing questions and presenting

arguments and/or useful examples). 2. Actively engaging with, and listening to, co-learners.3. Arriving on time and being well prepared for each seminar by, for example, having done

the required reading for that topic.4. Making comments and posing questions which advance the breadth and depth of the class

discussions.5. Improving the group dynamics in sub group discussions and enhancing the learning

atmosphere in class.Learners are requested to always respect the differences in opinions of others when advancing points or arguments.

EssayPlease select your research essay question from the following choice of titles:

1. Does the UN Convention on the Rights of the Child succeed in presenting a positive political ideology supportive of child development?

2. Using examples of your choice, evaluate the main reasons for the continuing involvement of child soldiers in conflict zones around the world and the long term consequences on the children involved.

You can alternatively choose your own topic and question for your course essay, but please do confirm your precise title with the course instructor if you want to exercise this option.

Additional essay source materialsYou should research your chosen subject. You may find it a helpful start to your research to consult some of the following sources which are available as e-resources via the CBU library

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website.

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Essay 1: Suman Khadka, ‘Is the CRC a help or hindrance for developing universal and egalitarian

social policies for children’s wellbeing in the developing world?’ International Journal of Children’s Rights, Vol 21 (4), 2013, pp 616-628.

Gary Reinbold, ‘Realising young children’s rights to health under the Convention on the Rights of the Child’, International Journal of Children’s Rights, Vol 22 (3), 2014, pp 502-551.

Chaditsa Poulatova, ‘Special protection measures: States parties’ reporting on article 38 of the Convention on the Rights of the Child’, International Journal of Children’s Rights, Vol 21 (4), 2013, pp 569-589.

Lothar Krappmann, ‘The weight of the child’s view’, International Journal of Children’s Rights, Vol 18 (4), 2010, pp 501-513.

Radhika Coomaraswamy, ‘The optional protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict – Towards Universal Ratification’, International Journal of Children’s Rights, Vol 18 (4), 2010, pp 535-549.

Robin Mama, ‘Needs, rights and the human family: The practicality of the Convention on the Rights of the Child’, Child Welfare, Vol 89 (5), 2010, pp 177-189.

Ann Quennerstedt, ‘Balancing the rights of the child and the rights of parents in the Convention on the Rights of the Child’, Journal of Human Rights, Vol 8 (2), 2009, pp 162-176.

Rudi Roose and Maria Bouverne-de Bie, ‘Do children have rights or do their rights have to be realised? The United Nations Convention on the Rights of the Child as a frame of reference for pedagogical action’, Journal of Philosophy of Education, Vol 41 (3), 2007, pp 431-443.

Sonja Grover, ‘On recognizing children’s universal rights: What needs to change in the Convention on the Rights of the Child’, International Journal of Children’s Rights, Vol 12 (3), 2004, pp259-271.

Essay 2: Stella Yarbrough, ‘Amnesty or accountability’, Vanderbilt Journal of Transnational Law,

Vol 47 (2), 2014, pp531-568. D G Harendra de Silva, ‘The use of child soldiers in war with special reference to Sri

Lanka’, Paediatrics and International Child Health, Vol 33 (4), 2013, pp 273-280. All contributions, Special issue on Child Soldiers, Peace Review, Vol 24 (3), 2012. Myriam Denov, ‘Child soldiers and iconography’, Children and Society, Vol 26 (4),

2012, pp 280-292. Paul O’Callaghan, Lesley Story and Harry Rafferty, ‘Narrative analysis of former child

soldiers traumatic experiences’, Educational and Child Psychology, Vol 29 (2), 2012, pp 87-97.

Mark Jordans et al, ‘Reintegration of child soldiers in Burundi’, BMC Public Health, Vol 12 (1), 2012, pp 905-916.

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Luz Nagle, ‘Child soldiers and the duty of nations to protect children from participation in armed conflict’, Cardozo Journal of International and Comparative Law, Vol 19 (1), 2011, pp 1-58.

Fionna Klassen et al, ‘Multiple trauma and mental health in former Ugandan child soldiers’, Journal of Traumatic Stress, Vol 23 (5), 2010, pp 573-581.

To structure your essays correctly and in order to develop your writing style you should familiarise yourself with the marking criteria and guidelines for essays (in this courseguide below). You should see the instructor at any time during the writing of your essay if you feel that you would be benefit from any advice or clarification on any aspect of your essay.

Course essay guidelines Your essay should be emailed to [email protected] no later than 4:30pm Weds 7

December 2016. Your essay should be a maximum of 2,000 words in length, including bibliography and

footnotes. Please note that this is the maximum permissible length, not a target and unnecessary descriptions should be avoided.

Start working on your essays as soon as possible. Plan your essay. This plan should include the following elements:

Aim of paper. How you propose to answer the question. Section titles and outlines (structure of paper).

See, email or phone Jan Hancock to resolve any problems at an early stage (my contact details are on the front cover of this courseguide).

Research and think about what you are reading. In addition to the above suggested sources you should research books in the library, internet sources, newspapers, journals and book materials available from E-resource platforms (such as Academic Premier Complete) available via the CBU library website: http://www.cbu.ca/library/

If you find it difficult to write an essay, you may find it easier to start by writing a collection of ideas, then expand this into a first draft and then research and revise your essay until you’re happy with the final essay.

Late submission of essaysPlease note that it is your responsibility to plan your time effectively and ensure that your research essay is completed by the set deadline. Extensions to this deadline will be considered only in extenuating circumstances such as serious health problems. Time management and computer-related problems are not valid grounds for granting extensions. Papers received within 8 days of the passing of the deadline will accrue a 10% penalty mark. Essays received after Thursday 15th December will not be accepted.

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http://www.cbu.ca/library/

mailto:[email protected]


Example of POLS 2117 Essay Feedback SheetName: Mark:

Marking Criteria 1 2 3 4 5

Answers the question

Appropriately focused on the subject matter

Coherently structured

Sufficiently proofread

Use of language

Use of paragraphs

Evaluation of data

Use of illustrations and/or examples

Conceptual clarity

Factual accuracy

Knowledge of the subject matter

Comprehensive

Conclusions supported

Ability to explain clearly

Ability to construct an argument

Evidence of analytic ability

Evidence of independent thinking

Evidence that the topic has been understood

Research

ReferencesLegend1-Requires attention2-Meets expectations3-Good4-Very Good5-Outstanding

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Additional comments

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Guidelines: The marking criteria for essays explained

The feedback grid (as illustrated above) isolates different aspects involved in writing a good essay. The completed grid will identify the strengths and weaknesses in your own essay writing style. The objective of the feedback grid is to enable you to improve your essays and construct stronger answers in future.

Each essay is given a mark on the grid between 1 (requires attention) and 5 (outstanding) against the criteria described below. A mark of 1 indicates that you should focus on improving this aspect of your answer in your subsequent assignments. A mark of 2 indicates that your answer meets standard expectations of a students work. A mark of 3 signifies that your work exceeds expectations in relation to that grading criterion. A mark of 4 signifies very good whilst 5 indicates that you have excelled in that aspect.

The criteria against which your essays and exam will be assessed are:

1. Answers the question

To score highly against this criterion you must directly answer the question. If you simply repeat something you may have read or heard somewhere on a related topic you will most likely not be answering the specific question posed.

2. Appropriately focused on the subject matter

If you provide a concise and focused answer to the subject you will score highly in this area. You will receive a lower score in this area if your answer describes unrelated topics.

3. Coherently structured

If your essay contains a bibliography, and is comprised of an introduction, clearly signposted sections and a conclusion, you will score highly in this area. If your essay does not benefit from any of these structures, you will receive a lower mark.

4. Sufficiently proofread

If your essay contains numerous spelling mistakes, grammatical errors and missing sections you will receive a lower mark for not having proofread your essay sufficiently before submitting it.

5. Use of language

If you can discuss the subject of children’s rights using correct grammar, precise language and appropriate terms you will score highly against this criterion.

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6. Use of paragraphs

If your essay is organized into coherent and logical paragraphs that flow together in constructing your essay you will score highly against this criterion.

7. Evaluation of data

If your essay identifies and discusses pertinent data (including appropriate facts, figures and details) that informs your answer, you will receive credit in this area. If you do not locate or discuss any relevant data your answer will receive a lower mark in this area.

8. Use of illustrations and/or examples

You will receive credit if you can explain the reasoning that led you to your conclusions. Part of this requires that you provide illustrations and/or examples to show that your opinions are derived from consideration of empirical or theoretical evidence rather than simply from arbitrary preference.

9. Conceptual clarity

If you demonstrate an awareness of the theoretical issues surrounding use of distinct concepts (such as the basis of children’s rights), contested ideological positions (eg how to best reduce child poverty rates) and legal functions (eg the remit and operations of the child protection system), you will score highly against this criterion.

10. Factual accuracy

If you describe factual events (such as names, facts or dates) correctly, you will receive a high score in this area. Note that this is just one criterion and does not by itself constitute a solid answer.

11. Knowledge of the subject matter

If you demonstrate an awareness of the subject you will score highly against this criterion. If you have not done the required reading before answering the essay you are unlikely to score highly against this criterion.

12. Comprehensive

If you provide comprehensive details and a thorough treatment of the question you will receive a higher mark in this category. If you provide an incomplete or overly brief answer, or simply an unsubstantiated opinion, you will likely receive a lower mark here.

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13. Conclusions supported

If you provide a conclusion in your essay where you succinctly address the title question and say how you have used your essay to demonstrate and substantiate your conclusion, you will receive credit in this criterion. If you omit a conclusion or else cannot explain how your conclusion has been demonstrated in your essay, you will receive a lower grade in this area.

14. Ability to explain clearly

If you can explain your answer in a clear manner that demonstrates a grasp over the subject material you will score highly against this criterion.

15. Ability to construct an argument

If you simply describe information, you will likely have little or no argument in your answer, and will not score highly against this criterion. If you have carefully considered the topic and have thought about your answer, you will have formulated an argument and you should score highly against this criterion. The actual argument you choose should articulate your own informed ideas.

16. Evidence of analytic ability

The best answers contain an argument based on due consideration of the evidence and facts. Many observers interpret the facts and the evidence differently and therefore reach different conclusions. Your capacity to evaluate competing and sometimes conflicting information reflects your ability to analyze and it is this ability that this criterion assesses.

17. Evidence of independent thinking

You will be rewarded under this criterion for demonstrating original thinking when drawing your conclusions.

18. Evidence that the topic has been understood

If you have shown that you have understood the topic to which the question relates you will score well against this criterion.

19. Research

If you have researched your answers to the questions by consulting source material such as the core or supplemental textbooks, a journal article or an online source or you will receive credit. You will receive extra credit for undertaking independent research such as using the library, Academic Search Complete or else locating other relevant online or print based materials.

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20. References

An important component in producing a scholarly essay is to indicate your sources throughout your work. This is especially important to avoid any chance of inadvertently plagiarizing material. The origins of all quotes as well as sources for particular ideas and details should be fully referenced in footnotes. If you have used footnotes properly and have included a bibliography at the end of your assignment (where you collate all sources consulted during the preparation of your essays) you will score more highly against this criteria.

The instructor will provide additional comments below the marking grid to comment on substantive and specific aspects of your answers. This feedback will focus on, for example, notable strengths and weaknesses in your essay as well as the substantive arguments, points and ideas you may have raised. Notable omissions or errors will also be mentioned by the instructor in this section of the feedback. The purpose of this feedback is to provide you with constructive comments specifically designed to improve your writing style and the content of your assignments. You are strongly encouraged to contact Jan Hancock if you are unsure or concerned about any aspect of the feedback you receive.

Assessment CriteriaAggregating scores on the feedback grid may not necessarily correspond to your final percentage mark awarded in that assignment. For example, a ‘3’ in each category need not necessarily result in a mark of 60%.Instead, marks in both the research essay and exam will be awarded according to the following metric:85+ Excellent. Exceeded expectations in most or all of the above 20 categories.70-84% Very good. Demonstrated a high level of capability in most or all of the above 20 categories.60-69% Good. Demonstrated a good level of capability in most or all assessed categories.50-59% Acceptable. Demonstrates average capability in some categories and some under average levels of capability in others. Less than 50%. Fail. Demonstrates under average capability in most or all 20 categories.

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Group presentationThe group presentations will be made in the final class of Saturday 17 th December. At the start of the course, you will be placed in one of two groups. Your group should decide which of the following questions to answer in the presentation:Questions for group 1

1. Does the UN Convention on the Rights of the Child succeed in reconciling the rights of the child with respect for the rights and duties of parents to provide direction and guidance for the child?

2. Do Aboriginal children experience less respect for their rights than other children in Canada do?

3. Evaluate whether or not child welfare legislation in Nova Scotia currently offers sufficient protection to children at risk from neglect and/or abuse by their parents.

Questions for group 21. Evaluate the main barriers to the global realisation of the right of all children to

primary education. 2. Using examples of your choice, define the participation rights of the child and explain

how they differ from child protection and child provision rights.3. Critically assess what you have learnt as a result of taking this course.

Other Information: Your group has a maximum of 30 minutes to make the presentation on your chosen

subject from the above list of questions. Divide up responsibilities between all group members and ensure that everyone does their

fair share of the work. Note: your work will be evaluated by other members of your group and this feedback will be taken into account by the course instructor when allocating presentation marks.

You should incorporate an analysis of what you learned, the challenges you faced and how you handled them, and the issues that surprised you.

Try to make the presentation as interesting as possible by, for example, using visual guides, interactions and ensuring clear speaking.

The class on Fri 9th Dec is dedicated to preparing the presentation. You should also communicate regularly outside of class time to divide responsibilities and tasks and ensure the group is on schedule.

You must make some choices about what you want to present and practice to make sure that you stay within the 30 minute time limit.

Include a summary and conclusion. Invite the rest of the class to ask questions after your presentation. Each student in the group must answer at least one question following the presentation. Begin the presentation with introductions.

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If a member of your group is not present on Sat 17th December, you should just say so and move on to the next presenter.

A Power Point slide or two for each topic/assignment would make a nice addition to the presentation.

Other group members should be attentive when each member speaks. This is an informal presentation so you can remain seated while you do your part.

Guidelines: The marking criteria for presentations explained

The presentation is graded on both an individual and group basis. The individual mark is based on

your part of the presentation, your answer to the questions and discussions after the presentation, peer feedback, the quality of your part of the presentation, the quality of communication skills demonstrated, clarity of speaking, motivation / self-direction skills demonstrated, appropriate focus, level of detail attained in the presentation, quality of planning and preparation evident, quality of demonstrating critical thinking skills, use of technology, how well were questioned answered following the presentation.

The group mark will be assigned on the basis of the overall presentation taking into account: starting on time, equal participation in both the individual presentation and the question period, the overall way in which the presentation was conducted, peer feedback.

Plagiarism Plagiarism is the act of representing the intellectual work of others as one’s own. Instances of plagiarism can result in extremely serious consequences. Possible sanctions that may be taken in response to instances of plagiarism range from the deduction of marks against applicable assessments through to discontinuation from CBU. Scholarship is based on the proper recognition and critical expansion of past works. This requires every student to use citations to say where the information and ideas used in each assignment has been found. If you use the words of someone else it is essential that these be placed in quotation marks and properly attributed.Plagiarism occurs when:

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1. You cut and paste information from the internet without both placing the quote in quotation marks and citing the source of your information. So if you copy and paste from an online source such as Wikipedia into an assignment, making no reference to the source, it would constitute an example of plagiarism.

2. You repeat passages that you have found from a published source such as a book, newspaper or journal article without both placing the quote in quotation marks and citing the source of your information.

3. You present another students answers and work as your own. Each student must answer each assignment by themselves. It is plagiarism when another person writes an answer on your behalf that you then present as your own work.

4. It is plagiarism to submit the same assignment or report for credit to more than one instructor.

Plagiarism is never acceptable and is taken extremely seriously by CBU. When writing your assignments, please make sure that you properly acknowledge and footnote all arguments, evidence as well as direct quotes taken from another’s work. See CBU’s plagiarism policy in the CBU calendar further details. If you are in any doubt as to the meaning or seriousness of plagiarism, please contact the course instructor, Jan Hancock, for advice.

Jan Hancock [email protected]

19 November 2016

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