Assessments

Intended Learning Outcomes of the Module:

LO1 Identify and discuss in detail the process of Law and parliament’s role in making it.

LO2 Discuss the concept of rights and discuss the variables that may impinge on individual rights.

LO3 Critically analyse the ethical and moral issues surrounding the topics of consent and refusal of consent.

LO4  Explore and critique some key Acts of Parliament and Case Law that affect children and families.

Assessment Brief Assessment 1.

Summative Assessment: An essay of 2,000 words [50%] This essay will be anonymously marked.

Title: On what grounds does the state intervene in complex cases such as that of Charlie Gard and is this intervention necessary? (Justify your answer drawing upon theory, policy and  evidence).

LO1-Identify and discuss in detail the process of Law and parliament’s role in making it.

LO4– Explore and critique some key Acts of Parliament and Case Law that affect children and families.

To be submitted via Blackboard: 17/11/17 before 4:00pm Feedback date: 15/12/17

Assignment presentation guidelines

• Your work should be word-processed.
• Font size
• Use double spacing within the
• Leave an extra line between
• Provide margins on the left and right hand side (the default setting of 3cm is standard).
• Include page numbers on all
• It is good practice to insert a header or footer with your student
• Reference using Harvard referencing – see ‘Cite them ’
• Provide a reference

Assessment 2.

Summative Assessment: Academic Poster and poster planning [50%] In groups of 3 or 4 ‘Produce an academic poster with the title:

 “Is su es of Con sent : The Eth ica l an d Mo ra l Di lemm as of I ndiv id ual R ight s”

You will be provided with a vignette outlining a scenario and will use this as a framework to address the title and meet the learning outcomes below. The poster will be presented in class and you should be ready to answer questions.

A poster template will be available to use or adapt.

LO2- Discuss the concept of rights and discuss the variables that may impinge on individual rights.

https://www.equalityhumanrights.com/en/human-rights/human-rights-act

LO3– Critically analyse the ethical and moral issues surrounding the topics of consent and refusal of consent. http://ministryofethics.co.uk/?p=6

Poster to be presented in class:     08/12/17

Submitted via Blackboard on:        08/12/17 Feedback date: 10/01/18

Poster presentation guidelines

What is an Academic Poster?

A poster is a visual medium that you use to communicate your information, ideas and argument. Think of it as a visual essay but one that uses graphs and/or images as well as text.

A poster is a type of presentation but it is one where the poster, rather than you, does the talking.

This does not mean that you do not talk at all! You will display your poster and will then leave, giving the markers a chance to read the posters in detail. You will then be invited back into the room to answer any questions the marker may have. This may include ‘fleshing out’, in more detail, any points you make, talking about what you have read for the assignment and the sources you have used, clarifying your argument, or providing a justification for the choice of topic you have made.

Don’t worry – this is not meant to be a grilling, more a ‘conversation’ between you and the marker about your work. Learning to explain, support and discuss your work in this way is an essential academic and transferable skill. You will be expected to talk about your poster for 10 minutes and of course you get to soak up any praise that comes your way immediately!!

An effective poster will:

• Be an A1 size poster

• Get the message across using a mixture of images and

• Keep blocks of text short –e.g. 150 words

• Make sure that the text is large enough to be seen from about 4 feet

• Use an easily read

• Has a

• Have clear

• Is well ordered and

• Uses colour, but

• Keeps the reader in Remember, most people read from left to right and top

to bottom so don’t create confusion by introducing a different sequencing.

• Includes a reference section

• The link below will take you to a very useful site for this task:

• http://www.ncsu.edu/project/posters

Formative Assessment: Debate

The debate will involve a discussion of a reported case of state intervention. In the case a judge ruled that a child’s life support be turned off and the child allowed to die. The child’s parents were in opposition.

The motion to be debated is:

Where the judgement of parents is clouded by emotion the courts have an

 obligation to end th e lif e of child wher e th e exp ert’ s p rogno sis sug gests th at

continued treatment would be futile.

You, as a student, should be aware of the following penalties:

• Assessment Word Limit – the upper limit specified may be exceeded by up to 10% without Penalties apply to work which exceeds the word limit beyond 10%, including citations within the main body of your assignment, and you will lose marks (please refer to the Academic Regulations, Appendix 3c, section 3.5 here, so that you are aware of these penalties).

• If you falsify the word count you will be subject to Minor Malpractice procedures and will receive a penalty in accordance with those procedures (please familiarise yourself with these procedures in the Academic Regulations, Appendix 3d, section 5 here. Further details about assessment word limits can be found in Section 3 of the University’s Academic Regulations, Conduct of Assessment found here and at https://www.cumbria.ac.uk/media/university-of-cumbria-website/content-  assets/public/aqs/documents/academicregulations/PP-Appx-3c.pdf

Academic Malpractice

The University adopts a firm position on academic malpractice (cheating) of any kind, which can include: cheating in exams; plagiarism (i.e. use of someone else’s work and trying to pass it off as your own); collusion (e.g. working with other students inappropriately in the submission of work); fabrication and falsification; and impersonation. Penalties for academic malpractice may affect your reassessment opportunities and can, in some cases, mean that you will be required to leave the University without any award. Full detail on the academic malpractice procedures can be found here and at: https://www.cumbria.ac.uk/media/university-of-cumbria-  website/content-assets/public/aqs/documents/academicregulations/PP-Appx-3d.pdf

Submission by Turnitin

Turnitin software is used by the University to match text and determine the originality of your work. It is a useful tool to indicate where work may not be your own and academic malpractice may have been committed. You should use Turnitin as a developmental tool to improve your academic practice and use of academic sources.

Further useful information can be accessed via the “study skills” tile under “digital skills”

Student Hub.

Assignment 1: Poster Presentation

(please refer to the SU ‘Tick List’ at the end of this Module Guide)

Assignment 2: Essay

Assessment and Reassessment detail and Guidance

Important: Please familiarise yourself with the guidelines for Assignment Submission detailed in the Student Hub.

Internally agreed feedback and provisional marks will be disclosed to students within 20 days. [This is before moderation by the External Examiner and confirmation of marks by the Module Assessment Board and hence marks will only be provisional at this point     in time].

Summative Assessment Summative assessment is the process of evaluating (and grading) the learning of students at a point in time.

Formative Assessment Formative assessment is designed to help learners learn more effectively by giving them feedback on their performance and how it can be improved and sustained.

Diagnostic Assessment Diagnostic assessment is the process of evaluating the ability and preparedness for a programme or module of study, identifying possible learning problems.

Further information on assessment (e.g. extenuating circumstances (and/or extensions) and academic malpractice) can be accessed using the links at the end of this module guide.

Referencing

The University of Cumbria uses the Harvard system of referencing contained in Cite them right. This book is your key to referencing and copies can be found in the library or it can be accessed electronically from the skills@cumbria tab in Blackboard. For more details about referencing, please refer to “Study Skills” tile the Student Hub.

Reading List

Reading List for HMFA5020

Please follow the above link to access the module reading list. This electronic list will enable you to follow direct links to the resources recommended for study on the module.

You are strongly encouraged to develop your library searching skills, and to research your topic beyond this reading list to demonstrate independent learning in the sources you choose to support your work.

Please look at Skills@Cumbria throughhttp://my.cumbria.ac.uk/StudentLife/Learning/SkillsCumbria/Home.aspx      for advice and guidance on using OneSearch and Journals. If you are struggling to find relevant library sources you can also email [email protected] for advice, or ask at the library desk to make an appointment with a Library and Academic Adviser.

Here is a selection of relevant key authors, thinkers, keywords, terms and phrases for this module to help you to get started using OneSearch: