Social Justice Issue Research Paper- Rhatigan Fall 2015

(Thank you to Dr. Connie M. Moss, Society and the Individual, Spring, 09)

You are to choose one issue connected with social justice and present it to me for approval. In the issue paper, you are to state the issue, and in light of your research (using books, articles, interviews, and internet resources) discuss it in the context of society and the individual. Your issue paper should answer the following six main questions:

What is the scope of the social justice issue? What is the current situation? What are the societal impacts and consequences of the issue? (If not previously addressed) What long term changes much be made to improve and/or eliminate the situation? What current actions can be taken to lessen immediate impacts? What current programs/organizations are addressing this issue?

o How successful are these other programs?o Why did any fail? Why did some succeed?

The paper will be evaluated according to its focus, coherence, depth, discernment, evaluation of different points of view, relevance, use of sources, and written quality. It should not be merely a report on the subject matter, but should demonstrate critical engagement with the issue as it relates to the conditions of social justice.

This paper will be, at a minimum, 12 pages in length and must be accompanied by a works cited page- not included in the 12 pages. This paper MUST be in MLA format.

Steps For Writing Your Issue Paper

1- What is a Research Paper? A research paper is the culmination and final product of an involved process of research, critical thinking, source evaluation, organization, and composition. (Purdue OWL)

2- Select an Issue Topic Decide the topic to address. Choose an issue that stirs emotion in you and you find to be personally important.

3- Determine the Scope Make sure the issue you select has appropriate scope. If the issue is too narrow, too broad, or too complex, you will not be able to address the issue thoroughly or you will run out of information too soon.

4- Research Your Topic and Evaluate Your Sources USE RELIABLE SOURCES! You must locate information other than internet resources, which means you must visit the local public library to collect at least two resources. Please have these with you in class by Monday, August 31. While it is highly likely

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that someone has already written about the issue you select and it is appropriate to incorporate other author’s thoughts in to your paper, you must give credit!

5- Select A Position and Develop a Thesis: Based on the research you have conducted, create a possible working thesis. In the course of your writing, you may find that you change your mind. If so, make sure you re-work your thesis.

6- Organize Your Research Sort through organize the information you have gathered to ensure you have enough. You will need at least

7- Construct your “Working Outline” Based on your thesis, list the primary reasons the thesis is true. These ideas may come for your own thoughts and observations, but must be supported by your research.

I. Thesis

II. “Refutation” paragraph or “counterargument”: state the “other side” -your paper argues this.

III. Overcome Objections in refutation paragraph (if many, split among paragraphs)

A) First supporting reasona) Reason, evidence or exampleb) Reason, evidence or example

B) Second supporting reasona) Reason, evidence or example

IV. Overcome Objections OR move on to Supporting ReasonsA) First supporting reason

a) Reason, evidence or exampleb) Reason, evidence or example

B) Second supporting reasona) Reason, evidence or example

Continue in this body paragraph format for all proof gathered.

V. Conclusion

VI. Application Index (explained in step 7)

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Of course, your actual outline may have more than two primary reasons and the number of supporting reasons and evidence will vary. Normally an outline will change while you write your paper.

6. Check for fallacies

Look over your outline and look for any obvious flaws on logic or structure. Refer to the “do’s” and “don’ts” section for examples of common fallacies.

7. Planning and Writing the Issue Paper

Introduction: The point of the introduction paragraph is to provide an entry point and overview of the issue. Your introduction must include a clearly stated thesis - a clear statement of the position argued for in the paper. It must also include a rationale for the paper- why is this issue important? The introduction should also include a basic overview or map of the issue. Resist the temptation to be cute in the introduction or provide too much information; get to your point as directly as possible. An introduction longer than half of a page is too long. In this type of a paper, some writers prefer to begin the introduction with a bold thesis statement, while others prefer to raise the issue, discuss the importance and then end with the thesis.

Brief: This is the presentation of the case in favor of the thesis. Here is where you fill in the blanks from step 7. This section contains the body paragraphs. Your writing should flow and follow Standard English written language.

Avoid the temptation to simply gloss over important reasons and supports. A good brief acknowledges the complexities of the issue to demonstrate why the position you are taking in this paper is important. Sometimes it will not be a clear-cut case of why your position reigns above the other. You need to provide a reason, however, for why your position makes particular sense given the scope of the issue, its immediate and long-term impacts and the importance of the remedy or remedies you are proposing.

Conclusion: Conclude your paper by summarizing the issue and re-emphasizing your thesis. There should be a strong degree of correlation between your introduction and conclusion. If there is a great deal of difference, consider rewriting your introduction. In particular, notice if you have softened or hardened some terms in your original thesis. Has must become might? Has some become all? Find overstatements and correct them.

Application Index: In the application indent answer the question, “So what?” Your writing here can be personal. The application index must tie the topic directly to your life. This is not extra space to continue the argument from the brief on your issue. It is a personal reflection on how this impacts what you say and do in ordinary life. Applications should be between one to two pages. Any application under three-fourths of a page is unacceptable. (This index does not count toward the 8 page minimum requirement!)

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8. Revising the Paper

Once you have a complete draft of the entire paper, you should do several revisions. Remember, while you may not always be able to say all you know, you do not really understand something until you can communicate it clearly and precisely to someone else. Keep an eye on three important areas while you are editing.

A) Argument: Make sure that you are actually arguing for your points and not merely asserting your opinions. You need to convince the reader that you are correct and these are not solely your personal views.

B) Scope: Make sure that everything in your paper directly addresses the issue. This can play itself out in two opposite ways. If the scope is too narrow, then the paper will lack integration. If the scope is too large, you will need to focus the paper. Identify what Is essential to your position and what is not. Evaluate your use of quotes. Narrow your thesis.

C) Editing: Make sure that your paper is well written. Don’t count on spell check and grammar check; and do not rely on a thesaurus without consulting the dictionary as well. Remember, all the grammar and spelling you learned was for a purpose.

9. Finalizing the Paper

The final form of your issue paper will contain five basic elements- in this order:

1. Title Page2. Outline Page3. Text of the Paper4. Works Cited Page5. Application Index

1. Title Page: The title page should be in the following format- centered in the page:

TitleYour NameDateMy Name

2. Outline: Once you have finished revising your paper, revisit your original outline and modify it so that it matches up with your finished product. Simplify this outline. Please only give first and second body outline points. (Should be like the example on page 2. It should be just detailed enough to allow the reader to grasp the general argument of the paper before actually reading the paper. The outline DOES NOT count towards the total pages for the paper.

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3. Text: The text element includes the introduction, brief, and conclusion of your position paper. Because you have a title page, do not include a title on the first page of the text. Make sure that you number your pages (beginning with one!) It is also strong suggested that you place your name in either the header of the footer to ensure that if pages are detached they may easily be connected with the correct paper. REMEMBER TO INCLUDE A COUNTER ARGUMENT PARAGRAPH!

4. Works Cited: Follow MLA guidelines in formatting any sources of information you use in your text. Remember, all sources of information in an issue paper must be properly cited. The Works Cited page does not count towards the length requirements for the paper, but please place a page number on this page.

5. Application Index: The Application Index is placed after the Works Cited page. The Index does not count towards the length requirement of the paper, but it should be numbered.

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Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

Counterargument

When you write an academic essay, you make an argument: you propose a thesis and offer some reasoning, using evidence, that suggests why the thesis is true. When you counter-argue, you consider a possible argument against your thesis or some aspect of your reasoning. This is a good way to test your ideas when drafting, while you still have time to revise them. And in the finished essay, it can be a persuasive and (in both senses of the word) disarming tactic. It allows you to anticipate doubts and pre-empt objections that a skeptical reader might have; it presents you as the kind of person who weighs alternatives before arguing for one, who confronts difficulties instead of sweeping them under the rug, who is more interested in discovering the truth than winning a point.

Not every objection is worth entertaining, of course, and you shouldn't include one just to include one. But some imagining of other views, or of resistance to one's own, occurs in most good essays. And instructors are glad to encounter counterargument in student papers, even if they haven't specifically asked for it.

The Turn Against

Counterargument in an essay has two stages: you turn against your argument to challenge it and then you turn back to re-affirm it. You first imagine a skeptical reader, or cite an actual source, who might resist your argument by pointing out

a problem with your demonstration, e.g., that a different conclusion could be drawn from the same facts, a key assumption is unwarranted, a key term is used unfairly, certain evidence is ignored or played down;

one or more disadvantages or practical drawbacks to what you propose; an alternative explanation or proposal that makes more sense.

You introduce this turn against with a phrase like One might object here that... or It might seem that... or It's true that... or Admittedly,... or Of course,... or with an anticipated challenging question: But how...? or But why...? or But isn't this just...? or But if this is so, what about...? Then you state the case against yourself as briefly but as clearly and forcefully as you can, pointing to evidence where possible. (An obviously feeble or perfunctory counterargument does more harm than good.)

The Turn Back

Your return to your own argument—which you announce with a but, yet, however, nevertheless or still—must likewise involve careful reasoning, not a flippant (or nervous) dismissal. In reasoning about the proposed counterargument, you may

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refute it, showing why it is mistaken—an apparent but not real problem; acknowledge its validity or plausibility, but suggest why on balance it's relatively

less important or less likely than what you propose, and thus doesn't overturn it; concede its force and complicate your idea accordingly—restate your thesis in a

more exact, qualified, or nuanced way that takes account of the objection, or start a new section in which you consider your topic in light of it. This will work if the counterargument concerns only an aspect of your argument; if it undermines your whole case, you need a new thesis.

Where to Put a Counterargument

Counterargument can appear anywhere in the essay, but it most commonly appears

as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;

as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;

as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;

as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Counterargument in Pre-Writing and Revising

Good thinking constantly questions itself, as Socrates observed long ago. But at some point in the process of composing an essay, you need to switch off the questioning in your head and make a case. Having such an inner conversation during the drafting stage, however, can help you settle on a case worth making. As you consider possible theses and begin to work on your draft, ask yourself how an intelligent person might plausibly disagree with you or see matters differently. When you can imagine an intelligent disagreement, you have an arguable idea.

And, of course, the disagreeing reader doesn't need to be in your head: if, as you're starting work on an essay, you ask a few people around you what they think of topic X (or of your idea about X) and keep alert for uncongenial remarks in class discussion and in assigned readings, you'll encounter a useful disagreement somewhere. Awareness of this disagreement, however you use it in your essay, will force you to sharpen your own thinking as you compose. If you come to find the counterargument truer than your thesis, consider making it your thesis and turning your original thesis into a counterargument. If you manage to draft an essay without imagining a counterargument, make yourself imagine one before you revise and see if you can integrate it.

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Counter Argument

___A. Summarize the counterclaims ___B. Provide supporting information for counterclaims ___C. Refute the counterclaims ___D. Give evidence for argument

You can generate counterarguments by asking yourself what someone who disagrees with you might say about each of the points you've made or about your position as a whole. Once you have thought up some counterarguments, consider how you will respond to them--will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have seriously considered the many sides of the issue, and that you are not simply attacking or mocking your opponents.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

**Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

For more on counterarguments visit: http://www.unc.edu/depts/wcweb/handouts/argument.html

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Issue Paper “DOs” and “DON’Ts”

The “DOs”:

• Pick a topic that can be argued.Position papers are meant to convince readers of something, to change their mind, or to incite change. If your topic is not arguable--or if there is a definite, correct solution-- your paper will automatically be ineffective.

• Formulate a thesis that contains your opinion.From the beginning, the reader should have no doubt about your stance on the issue. A good formula to follow for a thesis statement is to identify the situation and then make a claim about what should be done (ex: Because pesticides endanger the lives of farm workers, their use should be banned).

• Rely on facts, not opinion, to make your argument.Though most topics worth arguing about stir up strong emotional reactions, your argument should always rely on facts instead of emotions. Statistics, expert testimony, and personal accounts are all good sources from which to draw an argument. Keep in mind, though, that these sources should be reputable so that the reader can trust your judgment.

• Remember that your writing skills still apply.Though an issue paper may be slightly different from other forms of academic writing, the same rules of grammar, formality, and documentation apply. As always, your conclusion must tie your paper together with a summary of the main points. A polished and professional paper helps to convince your reader.

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“The DON’Ts”:

• Don't fall victim to logical fallacies.Fallacious arguments are errors in reasoning, and most readers will be

able to detect them. Avoid arguments that depend upon generalization or oversimplifications (Example. The recognition of the rights of women will end discrimination against women in the workplace).

Don't attempt to tie together two or more logically unrelated ideas as if they were related. (Example. If we can send a man to the moon, we can find a way to end cyber bullying).

Don't assume that a complex situation can have only one correct outcome (Example. The only way to stop ageism is to stop listing age and date of birth on all forms of identification).

Avoid treating a question as if it has already been answered (Example. The death penalty is obviously useful, or we would not have it in this country).

• Don't rely upon emotional fallacies:These appeals attempt to overcome a reader's good judgment by using exaggerated emotional pleas.

Avoid flattery and in-crowd appeals to convince your reader (Example. Intelligent people who think critically about the models that we provide know that gays in the military are dangerous).

• Don't employ ethical fallacies.These tactics are unjustified attacks that are directed to the person and not the issue. Don't assume that a person's character or association with others reflects his or her ability to make a relevant argument (Example. Because Senator Smith is a Republican, her opinion on equal rights for women in naturally tainted and of no value.). Always focus upon the issues at hand.

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Defining the Thesis Statement

What is a thesis statement?

Every argument you make should have a main point, a main idea, or central message. The points you make in your paper should reflect this main idea. The sentence that captures your position on this main idea is what we call a thesis statement.

TOPIC ! ISSUE ! POSITION ! THESIS!

Where can I find a tutorial on writing a thesis statement?

Consult the Owl at Purdue for a succinct tutorial on writing a thesis statement: http://owl.english.purdue.edu/owl/resource/545/01/

How long does it need to be?

A thesis statement focuses your ideas into one or two sentences. It should present the main points of your paper and also make a comment about your position in relation to the topic. Your thesis statement should tell your reader what the paper is about. In addition, the thesis statement should help guide your writing and keep your argument focused.

Questions to Ask When Formulating Your

Thesis Where is your thesis statement?

You should provide a thesis early in your paper in order to establish your position and give

your reader a sense of direction.

Tip: In order to write a successful thesis statement:

Avoid burying a great thesis statement in the middle of a paragraph or late in the paper.

Be as clear and as specific as possible; avoid vague words. Indicate the point of your paper but avoid sentence structures like, “The

point of my paper is...”

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Is your thesis statement specific?

Your thesis statement should be as clear and specific as possible. Normally you will continue to refine your thesis as you revise your argument, so your thesis will evolve and gain definition as you obtain a better sense of where your argument is taking you.

Is your thesis statement too general?

Your thesis should be limited to what can be accomplished in the specified number of pages. Shape your position so that you can get straight to the "meat" of it. Being specific in your paper will be much more successful than writing about general things that do not say much. Don't settle for three pages of just skimming the surface.

Does your thesis include a comment about your position on the issue at hand?

The thesis statement should do more than merely announce the topic; it must reveal what position you will take in relation to that topic, how you plan to analyze/evaluate the the issue. In short, instead of merely stating a general fact or resorting to a simplistic pro/con statement, you must decide what it is you have to say.

Examples of Thesis Statements Avoid a thesis that is too general.

The opposite of a focused, narrow, crisp thesis is a broad, sprawling, superficial thesis. Compare this original thesis (too general) with three possible revisions (more focused, each presenting a different approach to the same topic):

Original thesis:

There are serious objections to today's horror movies.

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Revised theses:

Because modern cinematic techniques have allowed filmmakers to get more graphic, horror flicks have desensitized young American viewers to violence.

Today's slasher movies fail to deliver the emotional catharsis that 1930s horror films did.

Avoid making universal or pro/con judgments that oversimplify complex issues.

Original thesis:

We must save the whales.Revised thesis:

Because our planet's health may depend upon biological diversity, we should save the whales.

When you make a (subjective) judgment call, specify and justify your reasoning. “Just because” is not a good reason for an argument.

Original thesis:

Socialism is the best form of government for Kenya.Revised thesis:

If the government takes over industry in Kenya, the industry will become more efficient.

Avoid generic words. Search for concrete subjects and active verbs, revising as many "to be" verbs as possible. A few suggestions below show how specific word choice sharpens and clarifies your meaning.

Original:

“Society is...” [who is this "society" and what exactly are they doing?]Revised:

"Men and women will learn how to...," "writers can generate...," "television addicts may chip away at...," "American educators must decide...," "taxpayers and legislators alike can help fix..."

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Avoid merely reporting a fact. Say more than what is already proven fact. Go further with your ideas. Otherwise why would your point matter?

Original thesis:

Hoover's administration was rocked by scandal.Revised thesis:

The many scandals of Hoover's administration revealed basic problems with the Republican Party's nominating process.

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What I will be looking for in your writing?

Issue Development

Excellent: A strong, well- defined and nuanced position that demonstrates a significant understanding of the complexities of the issue and its ramifications; uses sophisticated reasons and detailed supports for each reason.

Proficient: Clear position taken and defined. Reasons and supporting details present but not fully developed.

Average: a general position stated, development is brief; unrelated, unsupported or supported by anecdote and opinion, general statements, reasons, and details; minimal facts used.

Unsatisfactory: No clear position taken; underdeveloped, no facts used.

Organization

*Must include all components of the research process as outlined in requirement packet

Excellent: demonstrates logical, subtle sequencing of ideas through well- developed paragraphs; transitions are used to enhance organization; a gripping introduction and a strong conclusion evident. The conclusion restates the thesis.

Proficient: organization evident with appropriate sequencing of ideas. Paragraph development present but not perfected. General transitions used. An organized introduction matches an organized conclusion.

Average: Logical organization of paper; organization of ideas not fully developed; introduction and conclusion present but not fully developed.

Unsatisfactory: no evidence of paragraph structure; no introduction or conclusion; illogical organization of ideas.

Quality of W r i t i n g

Excellent: Writing of publishable quality. The language used reflects a careful choice of words and a vocabulary that documents a continually growing professional knowledge base. Ideas borrowed from other sources are professionally cited. Very few errors in totality of paper.

Proficient: Writing is on a formal and professional level. Communication of ideas is clear and accurate. Language reflects correct usage of a professional vocabulary. Ideas borrowed from other sources are professionally cited. Minor errors that do not distract from the paper.

Average: Grammar and syntax are correct. Professional vocabulary is limited but appropriately used. Most thoughts are expressed formally. Errors slightly distract from the paper.

Unsatisfactory: Writing containing many grammar and syntax errors. Repeated patterns of mechanical and usage errors seriously interfere with writer’s purpose. Vocabulary is not on a professional, formal level, may be inappropriate, vague, or used incorrectly

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MLA Citation and Formatting

Excellent: Paper always uses proper MLA format (i.e. heading, margins, font, spacing, page numbers, & works cited) All sources are properly cited both in the body of the paper and on the works cited page

Unsatisfactory: Paper does not use proper MLA format, Sources are not properly cited in the body of the paper and on the works cited page

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Research Paper Rubric Student Name INTRODUCTION

Research subject is clearly identified 1 2 3 4 5

A general overview of the subject/debate is provided 1 2 3 4 5

Thesis is clearly stated 1 2 3 4 5

Major claims are previewed 1 2 3 4 5

BODY

Critical exploration of ideas 1 2 3 4 5

Subdivided into paragraphs containing major claims 1 2 3 4 5

Paragraphs are well developed and remain on topic 1 2 3 4 5

Major claims supported with sufficient and relevant evidence 1 2 3 4 5

Paragraphs include a summary/analysis of evidence 1 2 3 4 5

Paragraphs organized in logical order 1 2 3 4 5

Effective transitions between paragraphs 1 2 3 4 5

CONCLUSION

Conclusion reiterates thesis and major claims 1 2 3 4 5

Conclusion demonstrates application of information 1 2 3

Conclusion ends on a memorable note 1 2

GRAMMAR AND LANGUAGE

Paper uses standard English grammar conventions 1 2 3 4 5

(e.g., S-V agreement, antecedent-pronoun agreement, verb tense agreement, spelling)

Paper uses proper punctuation 1 2 3 4 5

(e.g., no run-on sentences or comma splices)

Paper uses appropriate tone, word choice, and point of view 1 2 3 4 5

SOURCES

Paper uses proper MLA format 1 2 3 4 5

Paper uses a minimum of five academic research sources (80/20 rule*) 1 2 3 4 5

In-text citations adhere to proper MLA format 1 2 3 4 5

Works Cited page adheres to proper MLA format 1 2 3 4 5

(* 80% of material is students/20% of material comes from outside sources) TOTAL

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SOCIAL JUSTICE RESEARCH PAPER TOPICSIMPORTANT HUMAN RIGHTS RESOLUTIONS 1948 UN Universal Declaration of Human Rights 2008 UN Resolution on Human Rights and Climate Change 2008 Organization of American States Resolution on Human Rights and Climate Change in the Americas ACTIVISM Non-governmental Organizations [NGOs]: are they positive agents for change? Student activism ANTHROPOLOGY Traditional lifestyle of an aboriginal community Cultural differences and values Rights of indigenous populations BUSINESS Business Leaders Initiative on Human Rights BLIHR [United Nations] Child labor Domestic workers—illegal immigrants; fair wages and treatment Effects of Globalization Fair Trade Corporate social responsibility in trans-national corporations Human rights risk management in foreign investment—how a particular project might impact the traditional lifestyle of an aboriginal community Environmental standards differ globally Operating in zones of conflict Socially responsible business practices: sustainability of resources Sweatshops Workers’ rights—migrant labor CATHOLIC SOCIAL JUSTICE Access to food, clean water and shelter: a matter of justice Community: promotion of the common good, e.g. education Development of poor countries in an effort to alleviate human misery Dignity of the human person from creation: abortion; euthanasia; the death penalty Family-friendly economic policy—where does the US stand in this regard? Global responsibility for alleviation of economic inequality Human dignity: how poverty affects human rights Marginalization of the poor Pacifism, disarmament Rights and their corresponding social responsibilities 2

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CHILDREN’S RIGHTS Exploitation of children Child soldiers in Uganda Child workers enslaved on chocolate farms in Ivory Coast Child workers in India Human trafficking – prostitution Right to free education Right to adequate healthcare CLIMATE CHANGE Climate change inequitably impacts developing countries Help is needed to adapt to climate change—technology, policy, etc. Effect of sea level rise to small island nations, e.g. Maldives; Vanuatu Enable the most vulnerable states and populations to become more resilient to climate change by mitigation and adaptation CRIMINAL JUSTICE Challenges of terrorism: extraordinary rendition, torture and unlawful detention Crime victims Death penalty / capital punishment Human trafficking Police powers and human rights Prisoners’ rights Racial profiling DEVELOPING COUNTRIES Access to information—censorship; lack of technology Access to technology takes international support Guidance needed in adaptation of new energy sources/fuels—environmental impact assessments needed Non-governmental Organizations [NGOs]: are they positive agents for change? Role of private companies in technology transfer—will technology transfer advance or impede human rights protection? ECONOMICS Economics and human rights: in conflict or complementary? Is economics at the service of human dignity? Food and nutrition Global commerce and its effect on local populations Pharmaceuticals—equal access in all communities? Poverty and inequality EDUCATION Access to education: minority groups, the poor, refugees, migrant workers, and others Censorship of textbooks; rewriting history 3

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Children with disabilities Corporal punishment The "Digital Divide": access to technology Discrimination against girls or non-citizens “Free or fee?” The right to free and compulsory primary education Freedom from indoctrination Global differences in attitudes towards the right to education Impact of child labor or early marriage on education of children Language of instruction Impact of illiteracy on society ENVIRONMENTAL JUSTICE Globalization vs. local ethnic identity Indigenous populations Forest-dependent economies in the Amazon Bushmen of Southern Africa Arctic peoples and climate change: The Inuit of North America—legal battle: right to property being lost through global warming Landfills—proximity to the homes of the poor Industrial air pollution – how it often affects the poorest and most vulnerable FREEDOM OF SPEECH Freedom of the press Government censorship Hate speech Prisoners of conscience “Reporters Without Borders” Reporters killed, jailed in Africa, China, Russia, Turkey, Korea, Belarus, Mexico, etc. GENOCIDE / ETHNIC CLEANSING Holocaust; Armenia; Cambodia; Rwanda; Kosovo; Darfur GEOGRAPHY and SOCIAL JUSTICE Landfills—proximity to the homes of the poor Industrial air pollution – how it often affects the poorest and most vulnerable GLOBAL WARMING Carbon emissions trading—long-term effects on poorest countries—research needed “Harm caused at a distance” —poorer countries need legal protections Wealthy countries have responsibility to mitigate climate change and aid in adaptation abroad GLOBALIZATION Globalization vs. local ethnic identity Exploitation of local citizens Inequality in world politics 4

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Impact on human rights—does it lead to an unequal distribution of wealth? HEALTH Access to food, clean water and shelter: a matter of justice Access to adequate healthcare Medical experimentation Rights of the disabled and the mentally ill HISTORY Theories and movements in the field of Human Rights History and development of the idea in Western political thought Non-Western attitudes towards human rights Nuremburg and Tokyo war crimes trials Post-Soviet human rights Colonialism and human rights Apartheid Slavery INTERNATIONAL CRIMINAL COURT Geneva Convention Truth commissions Universal jurisdiction INTERNATIONAL HOSPITALITY AND TOURISM Ecotourism: leave no footprints; low impact; "green" hostelry Globalization of industry: how it impacts local populations LITERATURE of Human Rights Writings of survivors, victims, witnesses – plays, novels, poetry, stories Imagery and symbolism MATH & SCIENCE Average wages worldwide Bioethics: Biology and human values Environmental justice Fair trade, e.g., coffee and chocolate Health professionals and human rights Technology: absence of, in developing world MINORITY RIGHTS Women, workers, racial/ethnic groups, the elderly, children, LGBTs, the disabled, the poor, immigrants PERSECUTION Argentina’s “disappearances” 5

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Cultural differences and values Homelessness Immigrants’ rights Persecution on account of political opinion or social group Race prejudice around the world PSYCHOLOGY Aggression and violence Causes and consequences of genocide Conduct of research with human subjects—ethics Conflict resolution Consequences of detention on refugees Duty and responsibility of the individual to the community Ethics: interrogation of political detainees Evil: personality and human cruelty Impact of apathetic bystanders Peace psychology Human behavior toward the idea of climate change Motivation: strategies to overcome inaction REFUGEES Internally displaced persons Victims of disasters: Earthquakes; Floods; Fires Hurricane Katrina and rights of African Americans The children of war: Uganda's Lord's Resistance Army Persecution on account of political opinion or social group SOCIAL WORK Access to social services Cultural competence Homelessness Inequalities in treatment Rights of indigenous populations Social policies Violence against Native American women SOCIOLOGY Access to education: minority groups, the poor, refugees, migrant workers, and others The "Digital Divide": access to technology Domestic workers—illegal immigrants; fair wages and treatment Development of poor countries in an effort to alleviate human misery Exploitation of local citizens Global differences in attitudes towards the right to education Globalization—does it lead to an unequal distribution of wealth? 6

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Globalization vs. local ethnic identity Impact of child labor or early marriage on education of children Impact of illiteracy on society Marginalization of the poor Non-governmental Organizations [NGOs]: are they positive agents for change? Poverty and inequality HEALTH Access to adequate healthcare Right to adequate healthcare Medical experimentation Rights of the disabled and the mentally ill Homelessness (should also be cross-listed under Social Work) Race prejudice around the world SPORT and HUMAN RIGHTS Gender equity Paralympics Race equity Sport and protest UNITED NATIONS Declaration of Human Rights 1948 – Internationalizing of human rights How far can it go in protecting human rights? Humanitarian intervention – Does it work without weapons? WOMEN’S RIGHTS Access to credit and marketing arrangements Crimes against women Discrimination in health research Domestic violence Equal pay for equal work Religious differences in attitudes towards women Shari’a: rights of women in a modern Islamic state Women’s cooperatives WORKERS’ RIGHTS Clothing industry workers worldwide: sweatshops Fair wages Gender equity: equal pay for equal work Migrant workers – exploitation The right to form unions Slavery – Florida’s tomato workers

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