103 dis 1 wk5

 

 

Before participating in this discussion, please make sure you have completed the readings and have comprehensively analyzed “The Raise” interactive scenario to ensure you can fully address the prompt.

In “The Raise” scenario, you were asked to construct arguments in favor of getting a raise. Using the knowledge you gained from the “The Raise” scenario, pick something that you are passionate about and create an argument, either inductive or deductive, to present your strongest position on that issue. Present your argument in premise-conclusion form. View the following human rights videos listed under this week’s required multimedia:

Focus your analysis on a specific contemporary human rights issue. You can use an issue from these videos or use what you learn in these videos to address another specific issue that is of interest to you.

Use the “Steps for Evaluating an Argument” template to help you structure your response. After you have completed the argument template, you will then be able to use that template to write out a narrative response in which you cover all the elements that were included in the argument template.

 least 600 words and three references

  1. Ariana Films. (Producer). (2008). Why women count video clip collection: Southeast Asia, Pacific, Caribbean, Latin America [Video file]. Retrieved from the Films On Demand database.  

    • Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
  2. Claypole, J. (Executive producer). (2011). Great thinkers: Human, all too human [Video file]. In J. Mullen (Series producer), Great thinkers: In their own words. Retrieved from the Films On Demand database.

    • This video is a presentation of the ideas of great thinkers that will aid students in their reflection on what it means to think critically.
  3. Kotake yellow. (2010, Oct. 6) Examined Life – Judith Butler & Sunaura Taylor 720p.avi [Video file]. Retrieved from http://www.youtube.com/watch?v=k0HZaPkF6qE

    • This video is an argument that students will evaluate.
  4. Maji, C. (Producer & Editor). (1994). Children and human rights, part 1: Rights & wrongs – Human rights television [Video file]. In R. O’Connor & D. Schechter (Executive producers), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.  

    • Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
  5. Maji, C. (Producer & Editor). (1995). Child labor, part 1: Rights & wrongs – Human rights television [Video file]. In S. C. F. Anderson (Series producer), Rights & wrongs: Human rights television. Retrieved from the Films On Demand database.   

    • Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans.
  6. OneWorldTV. (2007, June 8). Gem Slaves: Tanzanite’s child labour – Part – 1 [Video file]. Retrieved from http://www.youtube.com/watch?v=geQrt1LDvu8

    • Students will use this video to analyze social issues and create arguments that relate to the just and equal treatment of humans. Transcript.
  7. shopallvideos. (2011, Aug. 14). Colleen Lopez 3.92ct tanzanite sterling silver bold ring [Video file]. Retrieved from http://www.youtube.com/watch?v=SvgpdkqnPN0

    • Students will use this video to analyze social issues and create arguments that relate to the just and equal

 

 

 

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