Is Human Cloning Acceptable In Todays Society Essays - Cloning

Is Human Cloning Acceptable In Today's Society Is Human Cloning Acceptable in Today's Society? Imagine a twelve-year-old girl that has been diagnosed with an illness that will be fatal in the next ten years. This disease targets the heart and slowly deteriorates the myocardium of the heart. The twelve-year-old girl is placed behind fifty people on a list for a heart transplant. For that little girl, there seems to be no faith to which she can depend on for her heart transplant. What options does this girl have besides waiting for a heart transplant or waiting to die? Now, imagine a set of parents who are about to have a baby that was cloned from the father. The parents went for a regular check-up with their doctor and found out that their child was going to be physically retarded due to the cloning of the child. The parents are devastated and outraged that the cloning did not turn out successfully. Unfortunately, the responsibility of raising a physically retarded child has been put into their hands. Would this type of genetic altering be acceptable in today's society? How can cloning a person be ethical if the risks of retardation come into play? These two scenarios draw just a few of the questions that scientists and people all over the world are faced with as human cloning is introduced to the world. In the past few years, many people all over the world have read about the cloned sheep called Dolly. Dolly has been one of the most talked about experiments in the twentieth century. When the concept of cloning emerged, the possibilities that could emerge from it floated in the minds of scientists all around the world. Could we really create an exact copy of any living thing by altering the DNA of the particular organism? To many people, the possibilities are endless but to others, it seems like one of the biggest mistakes that man may have stumbled on throughout our entire human existence. In an article in the The Sunday Times written by Steven Connor and Deborah Cadbury, the issue of human cloning is addressed in a positive way. ?Scientists have created an embryo of a frog without a head, raising the prospect of engineering headless human clones which could be used to grow organs and tissues for transplant surgery.? This type of engineering could bring many answers to questions and problems concerning organ transplanting. With any organ transplant, the patient is required to stay on drugs, which lower the immune system in order to keep the transplanted organ from rejecting its recipient. By using the method that scientists predict will soon be available, the recipient would have no problem accepting the newly transplanted organ. With any type of cloning, the issue of ethical behavior arises. Researchers believe that ?because without a brain or central nervous system the ?organ sacs' may not meet the technical definition of an embryo.? In order to produce the headless frogs, scientists have to pinpoint a certain gene and alter that gene. Fortunately, the frogs ?could be applied to human embryos because the same genes perform similar functions in both frogs and humans (1A).? In Scotland, scientists are trying to create a genetically altered cloned pig that can produce harvestable pig organs that the human body will not reject (?Better? 19). The cloning of pigs could one day benefit humans but in order to insure success, the headless human clone would be the guaranteed project. This type of cloning could save hundreds of people everyday but it is a question of whether it's acceptable or not to the public. In an article from The Atlanta Constitution by Jeff Nesmith, scientists are trying to reach a decision on whether human cloning should be legal and how best to prevent it. The article stresses the importance of how human cloning should not be allowed for the use of parents to clone themselves. At a cloning forum sponsored by the American Association for the Advancement of Science, ?participants grappled about ethical and moral issues raised by the unexpected appearance of Scotland's cloned sheep, Dolly.? At the forum, the total consensus was directly pointed at making the procedure illegal for human cloning. The real question

Event Essays - Taking Back Sunday, Free Essays

An Influential Person/Event Essays - Taking Back Sunday, Free Essays An Influential Person/Event It seemed like it would make her die, just speaking it. So I didnt tell anyone, not even my best friends. At school I would slip into a fantastical dreamland, nobody there knew that I should be troubled, pensive. I put on my best front and paraded around the school halls with some sort of smile plastered on my face. At lunchtime Id stare at my food thinking that my friends should know. I thought of a million different ways to tell them. Each time that I came close to telling them, I would think about their potential reactions. There would be the normal lunchtime banter going on, complaints about the ranch dressing, and I would blurt out, Hey guys, my mom has breast cancer. The whole cafeteria would turn silent and the plastic forks would drop from their hands, making a sad little clinking noise. Then I would stare at my food mentally kicking myself for having opened my mouth. I chose to say nothing. I remember very clearly the day that I went to go sit with her while she got her chemotherapy. I only did this once because it was too hard for me. I walked down an overly-lit sterile hallway trailing behind my dad. When we reached her room I wished that I could just keep walking, pretend I hadnt seen her. I went in and sat down. Her shirt was partially unbuttoned so that the IV could be inserted into the porto-cath surgically implanted under her collarbone. She was hooked up to three different kinds of poisons, and one normal IV. There were some knitting things spread across her lap and the ever present bag of lemon drops was faithfully at her side. Her head was laid back in the chair, she was tired. She and my dad tried to involve me in some nice chit-chat, I met and shook hands with the doctors and nurses, Its nice to meet you Dr. McCoy. Yeah right. They complimented her on what a beautiful daughter she had. I blushed, smiled politely then excused myself to the bathroom. I wiped a way my forming tears and gave myself a mental pep talk to be cheery. As long as I didnt look at her tired eyes I was OK. Half an hour later, she was done and we got to go home. I stayed alone in my room that night. Out of courtesy to my mom and fear that my friends would find out, I didnt have them over to the house for a long time. I didnt want them to notice anything, like the bottles of medicine all lined up at my moms place at the table. Each pill a tiny soldier waging war on my mothers body. There were always huge quantities of lemons in the refrigerator. A friend would come over, Hey Karen, why so many lemons? Its the middle of winter! I couldnt risk having to explain to them that the taste of lemons made my mom less nauseous. The ceiling of the bathroom had hair on it. She tried so hard to camouflage her hair loss by blow drying her hair for over half an hour every morning. She would turn her head upside down, use some hairspray, then blow dry, then more hairspray and more blow drying. I dont think she realized her effect on the ceiling. Eight months after she had discovered the tumor, she was done with treatment. Eventually her hair began to grow back in. She and I played with new ways to fix her short hair and since it grew in curly, we referred to that phenomenon as, Post-chemo curls. We were both disappointed a few months ago when it dawned upon the two of us that the curls were finally falling out. So she got a perm. I became best friends with my mother during the course of the cancer. I really grew up during those eight long months of fixing the family dinners, trying to be strong for her and trying to take over certain aspects of her role as mom when she couldnt. I think that while hard to endure, her cancer has been good for the family. It

Tu Quoque - Ad Hominem Fallacy That You Did It Too!

Tu Quoque - Ad Hominem Fallacy That You Did It Too! Fallacy Name:Tu Quoque Alternative Names:You did it too! Fallacy Category:Fallacies of Relevance Ad Hominem Arguments Explanation of the Tu Quoque The Tu Quoque fallacy is a form of the ad hominem fallacy which does not attack a person for random, unrelated things; instead, it is an attack on someone for a perceived fault in how they have presented their case. This form of the ad hominem is called tu quoque, which means you too because it typically occurs when a person is attacked for doing what they are arguing against. Examples and Discussion of the Tu Quoque Usually, you will see the Tu Quoque fallacy used whenever an argument has gotten very heated, and the possibility of civil, productive discussion may have already been lost: 1. So what if I used an ad hominem? You insulted me earlier.2. How can you tell me not to experiment with drugs when you did the same thing as a teenager? As you can see, the arguers in these examples are trying to make the case that what they have done is justified by insisting that the other person has also done the same. If the act or statement in question was so bad, why did they do it? This fallacy is sometimes referred to as two wrongs dont make a right because of the implication that a second wrong makes everything alright. Even if a person is completely hypocritical, though, this does not mean that their advice is not sound and should not be followed. Tu Quoque and Sincerity This fallacy can also occur more subtly, for example, by attacking a persons sincerity or consistency: 3. Why should I take your arguments for vegetarianism seriously when you would accept a transfusion of blood that has been tested using animal products, or accept medication that has been tested using animals? The reason this example qualifies as a tu quoque fallacy is because the argument reaches the conclusion I dont have to accept your conclusion from the premise you dont really accept your conclusion either. This looks like an argument against the consistency of an argument for vegetarianism, but it is actually an argument against a person arguing for vegetarianism. Just because a person fails to be consistent does not mean that the position they are arguing for is not sound. You can be inconsistent in following a sound principle and consistent in following an unsound principle. This is why the consistency with which a person follows what they are arguing for is irrelevant when it comes to the validity of their position. Of course, this doesnt mean that it is illegitimate to point out such glaring inconsistencies. After all, if a person does not follow their own advice, it may be that they dont believe it themselves - and if that is the case, you can ask why they want you to follow it. Or maybe they dont understand what they are saying - and if they dont understand it, it is unlikely that they will be able to present an effective defense for it. You Would Do It Too A closely related tactic is to move from saying you did it, too to saying you would do it too if you had the chance. In this way, people can construct arguments like: 4. The leaders of that country are insane, and would attack us if they had the chance - so we should attack them first and thus protect ourselves.5. Christians would persecute us again if they were given the opportunity, so whats wrong with persecuting them first? This is fallacious for the same reason that the usual tu quoque is a fallacy - it doesnt matter what someone else would do if they had the chance because that alone doesnt make it right for you to do it yourself.

Private security Coursework Example | Topics and Well Written Essays - 1000 words

Private security - Coursework Example Additional options of where it is sourcing funds are from partnerships, client advance payments and vending. The firm also relies heavily on any of the funds that they have generated, second mortgages and credit cards (Krueger, 2002). The firm intends to use the start up funds to cover build out costs, purchase the necessary equipment and software and also to cover the facility. Initial costs of operating will also be covered by the funds, that is, taxes, payroll and utilities. The firm intends to spend forty five percent of the funds on assets so that the remaining fifty five percent could be spent on operations until it starts to make profits. The new business venture tends to accept government grants or guarantees as part of the capital structure because it will receive huge monetary rewards from it which will be in millions of dollars. The venture will also find it easier to raise more money from other government and private sectors once it receives government grants. It will therefore have high chances of being prestigious, getting instant credibility and also gaining public exposure as noted by Krueger (2002). Government grants do no have to be paid back and when the venture accepts them it means that the government will have already done research on the necessary activities that will ensure satisfaction of the public needs. This may mean that the venture will have ready customers because of the great demand for its services and products. Ratio of depth to equity measures the amount of money that a venture should borrow safely over a long time period. This is done by comparing the total debts of the venture and dividing it by the total amount of owner’s equity. The result is the total percent of what the firm is indebted. In the initial capital structure of the venture, equity consisted of both the common and preferred stock and also

Ceremony & Wisdom Sits in Places Essay Example | Topics and Well Written Essays - 1000 words

Ceremony & Wisdom Sits in Places - Essay Example In this book, Basso also argues that places can be identified with sacred stories and ancestors. According to Basso (83), landscape connects sacred names and stories of ancestors to everyday life. He suggests that people tend to speak about strong place-names. Basso argues that place-names is not mere telling of stories but is adopted in Western Apache as a kind of shorthand during conversation. Using names enables individuals to remember about places and the story about them. In the book, Lola conversation serves as a perfect example of how places connect people to historical meanings. In the conversation, Lola explained â€Å"We didn't speak too much to her... that way she could travel in her mind... we gave her clear pictures with place-names. So her mind went to those places, standing in front of them as our ancestors did long ago. That way she could see what happened there long ago... perhaps (she could) hear our ancestors speaking'(83). This reveals the fact that place-names o f Western Apache are firmly embedded in the historical and moral meaning or imagination. Basso believes that there exist reciprocal relationship between people and landscape by which people and communities get connected to voice of their ancestors. The author believes that place-names enable people to develop mental pictures and images of Western Apache or any other geographical location. ... For instance, when an individual makes a mistake in the society, he/she is brought to a landscape that was named after an event occurred. Consequently, this would help remind the person who has committed mistake of the important morals of that event, which they can apply them to their lives. Basso argues that place naming is critical on the grounds that landscape is an instrument in human living. Names of places or geographical features such as mountain are used when teaching people about moral values because they are believed to be sacred. A Mountain is sacred because it is a hub of most natural resources. Western Apache have a close relationship with geographical features especially land because of the belief that land should be taken care of in order to improve the lives of people (90). Even though the book has had significance meaning to human life, it has certain shortcomings. Martin Ball is one of the scholars who sharply criticised Basso’s book Wisdom Sits in Places. Ba ll argues that Basso failed to represent the emic Western Apache view of places. He did not write directly on sacred lands in the Western Apache as the way they are being dealt with today. Basso also failed to include geographical locations where certain spiritual events occurred. Basso knew that Western Apaches would claim that these landscapes are sacred. As such, this claim is distinct from considerations of a sacred landscape connected to certain group of people in Western Apache (100). Question Two Tayo is the main character in Leslie Marmon Silko’s novel, Ceremony. Having returned from World War II, Tayo must cope up with life and come to terms with himself. As Silko indicates, Tayo is suffering from post traumatic stress disorder that has had far-reaching negative effects on his

The Roles Of Non-Formal Education

The Roles Of Non-Formal Education Gandhi once said that Live as if you were to die tomorrow. Learn as if you were to live forever. The saying shows that education is undeniably important in our daily life. Without education, we probably still wasting time washing clothes by using hands. Education is not only important for the purpose to get a good job but it is also to make our life easier. The definitions exist of education are numerous. Education to me means learning new things or knowledge, including attitudes and skills. I also believe that all of us are lifelong learners because we actually learn something new every day with or without our realisation. Learning process is not only happening in the classroom but also happen accidently outside the classroom. There are few concepts of education that we can analyze especially the formal education and non formal education. Generally, people know about formal education but unaware of non formal education. Formal and non formal education is two different terms. Formal education is an organized education model, which is systematic, well structured and also administered according to the laws and regulations that are set by the ministry of education (Dib, 1988). As an obvious example is, the education in schools, colleges, and universities are considered as formal education. Formal education institutions are organized curricularly, administratively, and physically and also require the minimum number of students that will attend the class (Dib, 1988). In formal education, the interaction between teachers and students are usually direct with each other. In general, formal education is restricted to a certain credit hours according to each institution and a full time learning process, but still based on the curricular provided by the education department of the country. Other than that, students need to comple te the assessments given by the teachers that lead to some form of qualification and accreditation which will be required to continue to the next learning stage. The assessments are regularly made on a general basis, where it is used for administrative purpose and also to improve the learning process. The method used in formal education normally does not really show the progression of the students. This is because the students are only receiving any information from their teachers and most probably they do not really paying attention since it is a one way interaction. On the contrary, non formal education includes skills and knowledge that are unusual in part throughout formal education whether in primary schools or secondary schools even in higher education institutions (Non-formal Education, 1979). Non formal education can be divided into three broad categories which the first one is oriented activities particularly for development of skills and knowledge of labour force who is employed, secondly, activities that are planned mainly to provide people, predominantly the youth, to get into the job and lastly, activities designed to develop skills, knowledge and understanding beyond the work world (Harbison, 1971). Unlike formal education, non formal education does not require a specific time such as timetable or school hours. It can happen anywhere and anytime as long as the knowledge is passed on. Non formal education does not need the studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s attendance and also decreasing the interaction between teachers and st udents because most of the activities happen outside of the institutions, for example, girlà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s scouts or any outdoor activities. Besides, the techniques and materials used in non formal education often do not require a high standard as the typical schooling methods (Non-formal Education, 1979). The process can be conducted by semi-professionals such as activities in religious centres, youth groups, or any voluntary organizations (Non-formal Education, 1979). In view of the fact that non formal education occurs outside the curricular provided by schools, thus the learning process may only use simple and low-cost technologies like story books, radio and others (Non-formal Education, 1979). In addition, non formal education is flexible because it is adaptable according to the condition or situation and also the needs of the society at a time (Non-formal Education, 1979). Non formal education has started at early years of the formation of Malaysia as a country especially during the expansion of Islam in Peninsular Malaya and the Malay islands in the 14th century (Abd. Hamid et al., 2003). Arabian and Indian traders who are Muslims came to the Southeast Asia and spread the knowledge about their religion to the local people (Abd. Hamid et al., 2003). At that time the existence of education institutions called hut school that is developed together by mutual cooperation among the communities and it is not considered as formal education yet. This is the starting point of the non formal education in Malaysia. During the British colonisation, the British administration formed five types of schooling which are Malay Vernacular School, Chinese Vernacular School, School Vernacular India, English Vernacular School and Religious School (Madrasa) (Abd. Hamid et al., 2003). These types of schools are formed as taking into consideration the political, economic, soci o-cultural and religious. After few decades, the non formal education system has been changed along with the modernisation. Nowadays, non formal education has emphasis more on Skill Training Programmes such as Vocational Education, Engineering and Trading. The Malaysian government has built few vocational schools for the children that have more interest in skills related education rather than going to the school and learn things they do not like. At the tertiary level of education, Polytechnics are provided for those who want to complete Advanced Diploma, Diploma and Special Skills Certificate in skills-based programmes. The newest programme, the National Service Training Programme is established for youth community in Malaysia to develop patriotic, loyal and full with positive attitudes young generation for the future. It is also become a practice for the potential employees to do internship before starting the real job. There are still some religious talks, or campaigns about info rmation that the society may need to know happening in Malaysia. For example, the campaigns about health care, recycle and many others are conducted to educate the society. All of these programmes are specially formed to teach values and knowledge that are not being taught in schools. One of the roles of non formal education is to make a difference in the community by raising the awareness of the changes in environment. Other than that, non formal education also help in providing youth for production activities by way of giving them relevant courses so that can improve themselves to be a better person for the country. Furthermore, non formal education will help to produce generation with good values and attitudes in order to form a developed country. Besides, formal education mostly applies only the theories of the lesson but non formal education let the students explore things by themselves especially in the skills knowledge that will make the students has higher capability in using skills and techniques to perform job. This will result in many potential employees have the skills that can increase the efficiency and productivity of workers in this country and it is also will help the national development especially in producing the best quality of employees that are properly trained to obtain the skills. This means that it can reduce the number of unemployed because they have larger opportunities to get a job which requires skills (Yassin Muhamad, 1990). Non formal education also assists in conveying information that may be regarded not significant to the community that will lead the society into a well-informed society and not be left behind by the modernization of the world. To sum up, non formal education should not be considered as less important because it is in fact as important as formal education. In some situation, non-formal education is the only useful way in the development of skills and knowledge. It also acts as an alternative and normally more effective education and training for formal education. Non formal education may not be fully organized and well structured, but it is still provides important information for the generation. Somehow, non formal education is undoubtedly helps in formal education to make it more proficient for the students to acquire knowledge.

Learning management system Essay

Department of Applied Finance and Actuarial Studies Faculty of Business and Economics Unit Guide S1 External Session 1, External 2013 Table of Content Table of Content General Information 2 3 Convenor and teaching staff Credit Points Prerequisites Corequisites Co-badged status Unit Description 3 3 3 3 3 3 Learning Outcomes Assessment Tasks 4 5 Assignments Case Study Quizzes 5 5 6 Unit Schedule Delivery and Resources 7 8 Classes Prizes Required and Recommended Texts and/or Materials Technology Used and Required Unit Web Page Teaching and Learning Strategy Policies and Procedures 8 8. 8 8 8 8 9 Academic Honesty Grades Grading Appeals and Final Examination Script Viewing Special Consideration Policy Student Support UniWISE provides: 9 9 9 9 10 10 Student Enquiry Service Equity Support IT Help 10 10 10 Graduate Capabilities 11 Capable of Professional and Personal Judgement and Initiative Learning Outcome Assessment Task 11 11 11 Problem Solving and Research Capability Learning Outcome Assessment Task 11 11 11 Socially and Environmentally Active and Responsible Learning Outcome 11 11 Discipline Specific Knowledge and Skills 11 Learning Outcome Assessment Task 12 12. Critical, Analytical and Integrative Thinking Assessment Task 12 12 Research and Practice 13 Page 2 of 13 General Information Convenor and teaching staff Unit Convenor: Peter Mordaunt Email: peter. mordaunt@mq. edu. au Consultation Hours: As this course is an online course students can consult with staff through iLearn or through the e-mail addresses above. Students experiencing significant difficulties with any topic in the unit must seek assistance immediately. Other Staff: Sue Wright Email: sue. wright@mq. edu. au Credit Points 2 Prerequisites 45cp Corequisites N/A Co-badged status This unit is not co-badged. Unit Description For details of this unit contact the Faculty of Business and Economics. Page 3 of 13 Learning Outcomes 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts 5. Compare and contrast different â€Å"employment† structures Page 4 of 13 Assessment Tasks Task Weight Due Date. Linked Learning Outcomes Linked Graduate Capabilities Brief Description Assignments 10% See timetable in iLearn 1, 2, 3 1, 2, 3, 8 Tasks set for students Case Study 50% See timetable in iLearn 2 1, 2, 8 A case study covering material in Modules 1,2 & 3 Quizzes 40% See course timetable in iLearn 3, 4 3 A series of online multiple choice quizzes Assignments Due Date: See timetable in iLearn Weight: 10% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology,the student’s internet provider or the student’s internet connectivity. S ubmission Submission is on-line. Module 1 assignment due by mid-night 11th March 2013. Module 2 assignment due by mid-night 25th March 2013. Extension No extension will be granted. Students who have not submitted their assignment prior to the due date will be awarded a mark of 0 for the assignment, except for cases in which an application for special consideration is made and approved. Penalties See extension. What is required to complete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Case Study Due Date: See timetable in iLearn Weight: 50% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on-line. C ase Study answer due by m id-night 20th May 2013. Page 5 of 13 Extension No extension will be granted. Students who have not submitted the case study prior to the deadline will be awarded a mark of 0, except for cases in which an application for special consideration is m ade and approved. Penalties See extension What is required to com plete the unit satisfactorily. In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Quizzes Due Date: See course timetable in iLearn Weight: 40% Warning This is an online course and therefore it is the student’s responsibility to have available and access to the technology to access the material and to complete the tasks. No exceptions or extensions will be granted because of issues with the student’s technology, the student’s internet provider or the student’s internet connectivity. Submission Subm ission is on line. Module 1:Q uiz 1 on the 8th April 2013 Q uiz 2 on the 29th April 2013 Q uiz 3 on the 6th May 2013 Q uiz 4 on the 20th May 2013 Module 4:Q uiz on the 3rd June 2013 Module 5:Q uiz on the 7th June 2013 Extension No extensions will be granted. Students who have not attempted a quiz prior to the deadline will be awarded a mark of 0, except for cases in which an application for specila consideration is m adenand approved. Penalties See extension. What is required to complete the unit satisfactorily? In order to pass this subject, students m ust pass the case study, which enables them to dem onstrate their accum ulated and integrated understanding of the unit m aterial. If perform ance in the case study does not dem onstrate this level of achievem ent, a passing grade overall can be achieved by higher perform ance in the quizzes and the assignm ents. Page 6 of 13 Unit Schedule Modules 1. Goals (anticipated student workload 4 hours) Online presentation of content Online discussion Reading/website reference. Set your own goals Individually written discussion 2. Budgets (anticipated student workload 5 hours) Online presentation of content Your Money – ASIC resource and associated activities Online discussion Complete, explain & submit your own budget 3. Investments (anticipated student workload 50 hours) Basic Principles Interest calculations Tax Overview of Financial Scams Overview of investment options Overview of debt management Overview of Superannuation Asset protection issues Case Study Complete online tests 4. Common Contracts (anticipated student workload 20 hours) Introduction. Overview of common contracts Online Test 5. â€Å"Employment† Structures (anticipated student workload 12 hours) Introduction Overview of common employment structures Online Test Again, please note: it is the student’s responsibility to have available or access to the technology to access the material and to complete the assigned tasks. No exceptions or extensions will be granted because of issues with the students’ technology. Page 7 of 13 Delivery and Resources Classes 5 x online modules delivered via iLearn Prizes There are no prizes for this unit. Required and Recommended Texts and/or Materials. Students will be referred to online resources via iLearn as required for each module. Technology Used and Required Technology used iLearn Microsoft Office Internet Voice boards Technology requirements Access to a computer Access to Microsoft Office Access to the Internet Unit Web Page Course material is available on the learning management system (iLearn). The web page for this unit can be found at www. iLearn. mq. edu. au Teaching and Learning Strategy Students are expected to listen to online lectures and read the material supplied via the Learning Management System. Students are expected to apply the knowledge in answering the various quizzes and assignments. Page 8 of 13 Policies and Procedures Macquarie University policies and procedures are accessible from P olicy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching: Academic Honesty Policy http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Assessment Policy http://www. mq. edu. au/policy/docs/assessment/policy. html Grade Appeal Policy http://www. mq. edu. au/policy/docs/gradeappeal/policy. html Special Consideration Policy http://www. mq. edu. au/policy/docs/special_consideration/policy. html In addition, a number of other policies can be found in the L earning and Teaching Category of Policy Central. Academic Honesty The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that: all academic work claimed as original is the work of the author making the claim all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged appropriately. Further information on the academic honesty can be found in the Macquarie University Academic Honesty Policy at http://www. mq. edu. au/policy/docs/academic_honesty/policy. html Grades Macquarie University uses the following grades in coursework units of study: HD – High Distinction D – Distinction. CR – Credit P – Pass F – Fail Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy which is available at: http://www. mq. edu. au/policy/docs/grading/policy. html Grading Appeals and Final Examination Script Viewing If, at the conclusion of the unit, you have performed below expectations, and are considering lodging an appeal of grade and/or viewing your final exam script please refer to the following website which provides information about these processes and the cut off dates in the first instance. Please read the instructions provided concerning what constitutes a valid grounds for appeal before appealing your grade. http://www. businessandeconomics. mq. edu. au/new_and_current_students/undergraduate_current_students/how_do_i/grade_appeals/ Special Consideration Policy The University is committed to equity and fairness in all aspects of its learning and teaching. In stating this commitment, the University recognises that there may be circumstances where a student is prevented by unavoidable disruption from performing in accordance with their ability. A special consideration policy exists to support students who experience serious and unavoidable disruption such that they do not reach their usual demonstrated performance level. The policy is available at: http://www. mq. edu. au/policy/docs/special_consideration/policy. html Page 9 of 13 Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://students. mq. edu. au/support/ UniWISE provides: Online learning resources and academic skills workshops http://www. mq. edu. au/learning_skills/ Personal assistance with your learning & study related questions. The Learning Help Desk is located in the Library foyer (level 2). Online and on-campus orientation events run by Mentors@Macquarie. Student Enquiry Service Details of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. W hen using the university’s IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 10 of 13 Graduate Capabilities Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Problem Solving and Research Capability. Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals Assessment Task 1. Tasks set for students 2. A series of online multiple choice quizzes Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. This graduate capability is supported by: Learning Outcome 1. Select appropriate investment instruments to support budget results and achieve financial goals 2. Recognize the features and implications of common financial contracts Discipline Specific Knowledge and Skills Page 11 of 13 Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome 1. Develop personal financial goals as appropriate to anticipated life stages 2. Construct and maintain a working budget using appropriate financial tools 3. Select appropriate investment instruments to support budget results and achieve financial goals 4. Recognize the features and implications of common financial contracts Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task 1. Tasks set for students 2. A case study covering material in Modules 1,2 & 3 Page 12 of 13 Research and Practice This unit uses research from external sources. This unit gives you practice in applying research findings in your assignments.