ENGL 1A Arizona State University Violation of Human Rights Research Paper

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ENGL 1A

Arizona State University

ENGL

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TASK: In this assignment you will write a 6-8 page thesis-based, argumentative research essay in which you a) identify and offer a sympathetic portrayal of a group of people whose human rights have been violated, denied or limited; b) prove that a human rights violation has taken place or is currently taking place; c) argue who or what caused the violation or contributed to lasting negative effects; d) evaluate existing proposals, obstacles to change, and voices of opposition; and e) persuade your audience to take a particular action to improve or change the situation.

Strategies: To start, think about the different topics explored in the Universal Declaration of Human Rights (UDHR). Then, come up with a research question about the topic you wish to research. This question should not be too broad (“How many kinds of human trafficking are there and what are all of their causes?”) or too narrow (“What kinds of torture were used on Guantanamo inmates”). You can use the “question stems” to guide you, but if you have difficulty coming up with a research question, see me in office hours or make an appointment and I’ll be glad to help you formulate one.

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Herman/ENGL 1A Final Research Paper Essay #3: Researching, Reclaiming & Restoring Rights Background: This quarter, we have focused on the concepts of identity, media representation, human rights, dignity, and sympathy, by exploring the ways our self-portraits create and establish an identity online; how we are stereotyped or depicted in the media; and the effect perceptions can have on our actions, understanding, and sympathies, leading to atrocities as well as healing. You will be able to exert your influence on your classmates’ and instructor’s perceptions of the world by arguing how a group of people has been misrepresented or underrepresented, and how this has led to diminished human rights. Your goal will be to bring greater understanding to this group and their situation by offering a more accurate or sympathetic portrayal, with the hope of returning their dignity and rights. TASK: In this assignment you will write a 6-8 page thesis-based, argumentative research essay in which you a) identify and offer a sympathetic portrayal of a group of people whose human rights have been violated, denied or limited; b) prove that a human rights violation has taken place or is currently taking place; c) argue who or what caused the violation or contributed to lasting negative effects; d) evaluate existing proposals, obstacles to change, and voices of opposition; and e) persuade your audience to take a particular action to improve or change the situation. Strategies: To start, think about the different topics explored in the Universal Declaration of Human Rights (UDHR). Then, come up with a research question about the topic you wish to research. This question should not be too broad (“How many kinds of human trafficking are there and what are all of their causes?”) or too narrow (“Why are students in Palo Alto, CA suffering from anxiety disorder?”). A better question might be the following: How has current immigration policy affected human rights of migrants from North African countries? You can use the “question stems” to guide you, but if you have difficulty coming up with a research question, see me in office hours or make an appointment and I’ll be glad to help you formulate one. Here are some other suggestions for identifying your initial topic or demographic group: • • • • • • A region of interest (South-East Asia, Australia, Africa, the Middle East, North or South America, Europe, etc.); A specific human rights violation—review the articles of the Universal Declaration of Human Rights, and related sources--Human Rights Watch (www.hrw.org) etc. A current issue that concerns you (the technological divide, heath care, infectious diseases, civil war, torture, women’s rights, religious rights, immigration, etc.)--look through news sources and headlines for hot topics under debate. A specific demographic (a group of individuals defined by their age, gender, social class, culture, ethnicity, ideology, religion or a blend of these). Specific injustices, regions, stereotype and misrepresentations covered in the course readings, the novel, the film, or class discussion. Consider yourself, or people you know who are being misrepresented. Guidelines: A strong essay will . . . • Open with a well-developed introduction that appeals to your audience, identifies the specific group and issue you want to address, specifies the related article(s) of the UDHR (if applicable), and inspires your audience to read more. • Provide a focused thesis statement that argues the human rights violation or injustice that has occurred, the causes, and your proposal/solution to the problem. • Use well-developed, coherent PIE paragraphs. Herman/ENGL 1A • • • • • • • • • • Be well-organized to lead your reader and build your argument, covering all the components of the task (A-E). Make clear Points in each topic sentence to show the problem(s) (i.e. human rights violations), causes, effects, and solutions. Provide researched evidence (Information in PIE) in the form of facts, data, case studies and credible opinions. You must use at least 5 credible sources. Include at least one interview or reported first-hand account from a representative of your demographic group—we will review how to do this. Carefully review and analyze proposed solutions to the problem as well as barriers to improving the situation before providing your own solution or advocating for an existing proposal. Explain all of your evidence thoroughly, persuading your reader to see the urgency of the problem and why you have the best solution. Conclude by offering ways for your peers to get involved and take action. Use MLA format, including in-text citation and a Works Cited page for all sources directly referenced. Be carefully proofread for minimal sentence-level errors, especially those mentioned in your previous work, and employ a variety of sentence combining and modifying strategies for greater complexity and logic. Provide a Cover Letter as the opening page of your document, which discusses your progress throughout the quarter, areas you are still working on, and ways that this class—the topics, skills, and activities—may relate to your academic or personal journey. Breakdown of the Assignment: 1. Wednesday, March 11: Complete the Topic Proposal Worksheet, which includes a description of your group, the UDHR violations, possible causes, opposing views, and potential solutions. Within this first topic proposal, you will also complete your initial research. For this first research activity, I am asking you to identify 5 sources that could help you narrow your topic or could lead you toward deeper discoveries, so I would like you to focus on the databases and websites suggested in our library research orientation, including the following: Opposing Viewpoints, CQ Researcher, Human Rights Watch, Amnesty International, and the official UN website for the UDHR. 2. Friday, March 13: Submit a Revised Proposal, which includes a refined overview of your topic and an Annotated Bibliography. This new proposal must be typed in MLA format, and should respond fully to the guidelines you will be given in the second research session. This will include a question to guide your research, a series of search terms that you might use, short answer responses to each of the questions, and at least 5 credible and relevant sources with a brief summary of their scope and usefulness. You will begin this process during the class research workshop. 3. 4. 5. 6. Monday, March 16: Complete a thesis and tentative outline. Wednesday, March 18: Craft an introduction and two body paragraphs. Friday, March 20: Participate in the Rough Draft Peer Response Workshop. Friday, March 27: Submit the Final Draft: The completed essay is due to Canvas by 11:59pm on the last day of the quarter. NO LATE ESSAYS ACCEPTED. If you have any questions or concerns, please do not hesitate to meet with me at any stage of the research, writing, or collaboration process!
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Researching, Reclaiming and Restoring Rights
Violation of Human Rights
Human rights are characteristic to every single individual, whatever their nationality, spot
of habitation, sex, national or ethnic starting point, shading, religion, language, or some other
status. While the United Nations Office on Human Rights sees that we are largely similarly
entitled to our human rights without separation, this isn't the situation for individuals living with
HIV (PLHIV) who are confronted with different structures of human rights infringement. More
noteworthy Involvement of People Living with HIV (GIPA) is a rule that means to understand
the rights and duties of individuals living with HIV, remembering their privileges to selfassurance and investment for dynamic procedures that influence their lives. In spite of the fact
that the Paris AIDS Summit Declaration of 1984 recognized the key job of PLHIV in avoidance,
also care, in the execution of the strategies and projects towards an effective reaction to HIV and
AIDS, to date the results of GIPA are yet to be acknowledged, and infringement of human rights
against PLHIV go unaddressed.
This report presents and talks about the discoveries of an examination to research HIV
and wellbeing related human rights infringement that are experienced by individuals living with
HIV (PLHIV) in many parts of the world. The examination done by the Kenya Legal and Ethical
Issues System on HIV and AIDS (KELIN) as a component of a more extensive task by Kenya
AIDS NGO Consortium (KANCO) entitled Enhancing More noteworthy Involvement of PLHIV
and Building Partnerships among Civil Society Organizations. The study is expected to advise

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systems and projects which center around backing for expanded access to equity and legitimate
change for PLHIV (Türmen, 417)
HIV-related violation and segregation allude to preference, adverse perspectives, and
misuse coordinated at individuals living with HIV and AIDS. In 40% of nations with accessible
information, over 60% of individuals report having prejudicial mentalities towards individuals
living with HIV. Shame and separation likewise make individuals helpless against HIV. Those
most in danger to HIV (key influenced populaces) keep on confronting shame and segregation
dependent on their genuine or saw wellbeing status, race, financial status, age, sex, sexual
direction or sex character, or other grounds.
Disgrace and segregation show itself from various perspectives. Separation and other
human rights infringement may happen in social insurance settings, banishing individuals from
getting to wellbeing administrations or appreciating quality wellbeing care. Some individuals
living with HIV and other key influenced populaces are evaded by family, peers, and the more
extensive network, while others face poor treatment in instructive and work settings, the
disintegration of their privileges, and ...


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