Dr. Joshua Rubongoya Spring 2005
Office: West Hall 119, Ext. 2444 Block 6
Office Hrs: MW: 4-6 p.m. or by appointment
Classroom: West Hall 325
e-mail: rubongoy@roanoke.edu

HUMAN RIGHTS POLICY (POLI 252A)

COURSE OBJECTIVES:

(a) To achieve an understanding of the basic principles and theories of human rights.
(b) To raise awareness of the different interpretations and practices of human rights
internationally.
(c) Examine the main issues of human rights.
(d) Review the nature of national and global action in support of the promotion of
human rights.
(e) Get familiar with the organizations that are involved in the human rights movement
and policy implementation.

Required Reading:

Donnelly, Jack, International Human Rights, 2nd ed., Boulder: Westview Press, 1998

Brown, Seyom, Human Rights in World Politics, New York: Addison Wesley Longman, Inc., 2002.

Claude, Richard P & Weston, Burns H., Human Rights in the World Community: Issues & Action 2nd ed., University of Pennsylvania Press, 1992 (excerpts)

Cuba, Lee. A Short Guide to Writing About Social Science, 4th ed., New York: Longman, 2002

Additional reading materials will be available on reserve in the library.

COURSE REQUIREMENTS (GRADING):

Your course grade will be based on the following:

Two Exams 15% each
Final 25%
Seminar Paper 20%
Presentation 15%
Class participation 10%

Absences will have an adverse negative impact on overall course grades. One absence will be permitted. Save it for emergencies, athletic competition and illness. A second absence and each subsequent absence will result in lowering of your final overall course grade by one (1) percent. Chronic absences may result in dismissal from the course with a failing grade. Such dismissal will be preceded by a formal written warning.

Any absence from any graded exercises without prior permission from the instructor will result in a grade of “0”. No make-up examinations will be given. Any unexcused absence from an oral presentation will result in a grade of “0”. Only under extreme and exceptional circumstances will you be excused from an oral presentation. If excused, a make-up research paper (6-8 pages) will be used as a substitute for examination grade.

Academic integrity is required and expected. Enrollment constitutes acknowledgement by the student of his/her awareness of all definitions, rules and procedures relating to academic integrity. Please review the contents of the College Academic Integrity Handbook.

Students are advised to consult with the instructor if they are encountering difficulty in the course.

COURSE OUTLINE:

Section A – Philosophy and Theory

Jan 17-21 Introduction Claude & Weston, Ch. 1, p. 14-30;
Brown, Ch. 1

Jan 24-28 Human Rights as an Issue In Donnelly, Ch.1; Brown, Ch. 2
World Politics

Jan 31-Feb 4 Theories of Human Rights Donnelly, Chapter 2; Brown, Ch. 3

Feb 7-11 Human Rights & Cultural Claude & Weston, Ch. 1, p. 42-51;
Relativism Brown, Ch. 4

TEST 1 (Date to be announced)

Section B – Transnational Dimensions

Feb 14-18 The Domestic Politics of Human Donnelly, Ch. 3; Brown, Ch. 6
Rights: Case Studies – Southern
Cone/South Africa

Feb 21-25 The Multilateral Politics of Donnelly, Ch. 4; Brown, Ch. 4
Human Rights

Feb 28-Mar 4 Human Rights and Foreign Donnelly, Ch. 5; Brown, Ch. 7
Policy Claude & Weston, Ch. 5, p. 296-306

Mar 7 – 11 SPRING BREAK

Mar 14-18 Human Rights NGOs Claude & Weston, Ch. 6, p. 372-382

Mar 21-25 International Human Rights in a Donnelly, Ch. 6
Post Cold War World

SEMINAR I (Mar 25)

TEST 2 : March 23

Section C – Policy Areas

Mar 28-Apr 1 Letter from Birmingham City Jail Martin Luther King, Jr.

Civil Rights Claude & Weston, Ch. 2, p. 90-100

SEMINAR II (April 1)

Apr 4-8 The Case of Joelito Filartiga in Claude & Weston, Ch. 5, p. 328-337
the Courts

SEMINAR III (April 8)

Apr 11-15 Refugees: A Never Ending Story Claude & Weston, Ch. 2, p. 114-122
the Courts

SEMINAR IV (April 15)

Apr 18-22 Genocide: The Holocaust Staub Ervin, Ch. 1-3, 7-11

FINAL EXAM: April 27, 2:00 – 5:00pm

Human Rights Policy (POLI. 252A)
Spring 2005

Seminar Paper and Presentation

The seminar paper must be 6-8 (double-spaced) pages in length exclusive of bibliography. It will be a case study focusing on one of the following human rights topics: genocide, refugees, political repression, civil rights, death penalty, women and/or children’s rights, indigenous peoples rights and torture.

The class will be divided into groups of three, with each group responsible for making an oral presentation focusing on a case study derived from the more general topics listed above. For example, if you have been assigned genocide as your general topic you may choose to research the Tutsi/Hutu conflict in Rwanda or Burundi, the Holocaust, etc. Seminar papers will be due exactly one week after your presentation in order to allow you to integrate class comments and critiques.

Your presentation will examine the following:

1. The nature of the case and how it constitutes human rights principle(s), issue(s) or subject(s).
2. A historical, philosophical, and theoretical context of the case.
3. A legal framework (regime) within which the case can be understood.
4. Policies that might promote human rights or prevent abuse in selected cases.

Your case study and, for the most part, presentation will be graded on the following criteria:

1. The presence of a clearly stated thesis that is developed and demonstrated throughout your paper/presentation.
2. Thoughtful application of the course material, i.e. regimes, historical precedents, theoretical principles, etc.
3. Organization of the paper/presentation, and
4. Grammar, spelling and overall presentation of the essay/presentation.

Four points will be deducted for each day the completed paper (plus all material required for submission) is overdue. Papers will not be accepted 2 days after the due date. All materials are due at the beginning of class. Papers not handed in at the beginning of class will be considered late. Computer related excuses will not be entertained!

Research notes, and drafts must be used and submitted (these will be returned). The completed paper AND one good copy must be submitted together with a disk. The graded original with comments will be returned; the disk will not. The instructor may require that poorly researched or written papers be rewritten prior to the assignment of a paper and course grade. Handwritten papers are not acceptable. All papers must include textnotes and a bibliography following the format, and only the format, indicated in the ASA Documentation style (attached). Papers must not be stapled. Please use a paperclip and be sure to submit the paper (plus all material required for submission) in a folder or secure envelope. All work must be original for this course. Failure to utilize proper citation and quotation procedures (use Cuba as a complementary guide) and/or failure to meet any of the above mentioned requirements constitutes a violation of academic integrity. Students are expected to be aware of and to review the contents of the College Academic Integrity Handbook.

Consult the instructor if there are any questions regarding the research for or writing of the paper. If you are not in the habit of writing drafts, begin to do so. PC users should print hard copies and retain disks which may be requested by instructor if necessary. Computer gimmicks like enlarged marginalization or
font-size reduction will adversely affect your paper grade.

SPECIAL ACADEMIC NEEDS:
If you are on record with the College’s Special Services as having special academic or physical needs requiring accommodations, please discuss this with me as soon as possible. We need to discuss your accommodations before they can be implemented. Also, please note that arrangements for extended times on exams and testing in a semi-private setting must be made at least one week before the exams.

If you believe you are eligible for accommodations but have not yet formally contacted Special Services, contact the Office of Academic Services (x2248).

ELECTRONIC DEVICES:
Cell phones and pagers must be turned off prior to entering the classroom or lab.
The use of any electronic device during a quiz or exam is strictly prohibited. This includes PalmPilots, Pocket PCs, and Blackberrys. Any use of such devices during a quiz or exam will be considered a breach of academic integrity. Basic handheld calculators may be used on certain quizzes and exams only when announced by the instructor.

Guidelines for Seminar Presentations (POLI 252A)

Addendum to Syllabus

1. In order to give enough time for preparation, the topics for each seminar will
be assigned to individual student groups before Spring Break.

2. The parameters of the presentation itself are defined in your syllabus.

3. Each group is responsible for making a 30 min. presentation to the class
on the subject in question. Members of the class are then expected to engage
in a discussion of the subject. It is obvious therefore, that members will be
expected to have read and listened to news items regarding the topic. A
one-page single-spaced summary of the topic for discussion will be
expected. These will not be returned. They will be used to award class
participation grades.

4. It is expected that while the group may get together to research, plan and
present their topics, the writing of the seminar paper to be submitted (a week
later), must be done individually and in conformity with academic integrity
rules.

GUIDELINES FOR RESEARCH PAPERS

1. All papers should be organized around the theme, have an introduction, a discussion of the problems or issues addressed by the theme and a conclusion.

2. Textnotes and bibliographies using the style conventions listed on the accompanying sheet (entitled "ASA Documentation Style") are required.

3. Further guidelines for political science research may be found in Lee Cuba's A Short Guide to Writing About Social Science.

4. Captions, sections and chapters should be used only to give coherence to the paper. A title page including title, name, date, and course is required.

5. All papers must be typed, double-spaced. Two copies must be submitted. A graded annotated copy will be returned.

6. Poor grammar, documentation, construction, and spelling will be used as criteria for grading and will result in the lowering of one's grade. One cannot demonstrate one's knowledge or argue a case persuasively unless one can communicate properly. The instructor may require that poorly written papers be rewritten and resubmitted prior to the assignment of a grade.

7. Promptness in submitting the paper is a requirement. Exceptions will be granted only for the most compelling reasons after prior consultation with the instructor. Penalties will be assessed for failure to submit requirements on time, as defined in the Syllabus.

8. Bindings or fancy folders are not necessary. Papers should not be stapled.

9. Submit all notes, rough drafts, and PC hard copies for evaluation. They will be returned.

10. Students should consult with the instructor while developing paper topics and during the course of research.

11. Be sure to follow all directions contained in the research assignment directions.

12. All students have received and are assumed to be cognizant of the pamphlet Academic Integrity at Roanoke College. Read that document, especially the sections concerning papers and plagiarism, prior to beginning your research.

ASA DOCUMENTATION STYLE (i.e., Reference Format)

References in the Text

All source references are to be identified at the appropriate point in the text by the last name of the author, year of publication, and pagination where needed. Identify subsequent citations of the same source in the same way as the first.

1. If author's name is in the text, follow it with year in parentheses:
According to Duncan (1959), most corrections officials operate in a vacuum.

2. If author's name is not in the text, insert in parentheses the last name and year:
At least one researcher (e.g., Gouldner 1963) has offered evidence contrary to the Commission's report.

3. Pagination follows year of publication after a comma:
As Kuhn (1980, p. 71) makes clear, no one is willing to make a public statement.
No one has made a more public cry for "scientific revolutions" than Kuhn (1970, p. 71).

4. Give both last names for dual authors. Give all last names on first citation in text for more than two authors: thereafter use "et al." in the text. When two authors have the same last names, use identifying initials in the text. For institutional authorship, supply minimum identification from the beginning of the complete citation.
Clinard and Meier (1986) report findings that are similar to those reported by Poole, Regoli, and Lotz (1979).
Poole et al. (1979) were able to replicate the studies of both A. Smith (1972) and B. Smith (1974).
Less than 50 percent of the population understands sentencing disparity (U.S. Bureau of the Census 1963, p. 117).

5. Separate a series of references with semicolons and enclose them within a single pair of parentheses.
The deprivations of prison life have been well-documented (Burgess 1968; Cohen 1962; Maxwell et al. 1971).

6. More than one reference to the same author and year is to be distinguished by the letters a, b, etc., added to the year.
"Rehabilitation is likely to be little more than rehabituation" (Jones 1983a, p. 73).

References in the Appendix

List all items alphabetically by author and, within author, by year of publication, in an appendix titled "REFERENCES". The reference appendix must include all references in the text. List the names of all authors, using full first names.

1. More than one reference to the same author and year is to be distinguished by the letters a, b, etc., added to the year.
2. The first letter of each word in a title should be capitalized. Titles of books, journals should underlined or italicized.
3. Give the publisher's name in as brief a form as is fully intelligible (e.g., John A. Wiley and Sons should be "Wiley").
4. If the cited material is unpublished, use "forthcoming" with name of journal or publishers; otherwise use "unpublished".

Books:
U.S. Bureau of the Census. 1960. Characteristics of Population. Vol. 1. Washington, DC: U.S. Government Printing Office.

van den Haag, Ernest. 1975. Punishing Criminals: Concerning a Very Old and Painful Question. New York: Basic Books.

Periodicals:
Cullen, Francis T., Bruce G. Link, Nancy T. Wolfe, and James Frank. 1985. "The Social Dimensions of Correctional Officer Stress". Justice Quarterly. 2(4):505-534.

Goodstein, Lynne, and John Hepburn. 1986. "Determinate Sentencing in Illinois: An Assessment of its Development and Implementation". Criminal Justice Policy Review 1(3):305-307.

Collections:
Cohen, Jacqueline. 1978. "The Incapacitative Effect of Imprisonment: A Critical Review of the Literature". Pp. 187 243 in Deterrence and Incapacitation: Estimating the Effects of Criminal Sanctions on Crime Rates, edited by Alfred Blumstein, Jacqueline Cohen, and Daniel Nagin. Washington, DC: National Academy of Sciences.

Tjaden, Patricia Godeke, and Claus D. Tjaden. 1981. "Differential Treatment of the Female Felon: Myth or Reality?" Pp. 83 88 in Comparing Female and Male Offenders. edited by Marguerite Q. Warren. Vol. 21, Sage Progress Series in Criminology, edited by Michael R. Gottfredson: Beverly Hills: Sage.

A RESEARCH PAPER CHECKLIST
Name: Date:
Topic:
Title:
Writing a research paper involves a long but orderly process which must be followed step by step. Use this checklist to guide you through the process, scheduling enough time to complete each phase thoroughly. Your schedule may have to be revised several times as you go along.

Date Completed

Steps to Be Completed
Schedule Actual

1. Select a Subject. Unless your subject has been assigned, pick one that genuinely interests you, one that you can live with for a long time and that can be researched with the resources available to you. Keep a notebook of new items, facts or names that catch your attention from back issues of Time. You may notice a pattern of interests that you want to research further.
2. Survey the Subject by Preliminary Reading. Get an overview of your subject by reading background articles in general works, such as an encyclopedia, or cover stories in Time. This helps you identify the significant aspects of the subject and the research material you will need to use. It also helps you narrow your topic and formulate the preliminary thesis for your paper.
3. Narrow the Subject into a Topic. The topic must be one that you can explore in depth. Reject topics that are too big, too familiar or too complicated for the assignment. Make sure you can generate a thesis for your topic.
4. State Your Preliminary Thesis. A thesis is the controlling idea around which the research paper will take shape. A good thesis presents a point that can be proven by the facts gathered in research.
5. Prepare a Preliminary Bibliography. To make this list of sources, look in your library's card catalog, The Reader's Guide to Periodical Literature, special reference works in the library and in non-book sources, such as interviews, letters, local newspaper files or museum exhibits. List sources on 3x5 index cards which can be rearranged as your research progresses.
6. Prepare a Working Outline. The thesis goes at the top of the page and is divided into subheadings which are the categories to research. Categories can be found by leafing through your bibliography or by asking questions about your thesis: Who, what, when, where, why and how?
7. Conduct Research and Take Notes. Use 3x5 index cards which can be sorted and rearranged when it is time to write your paper. Each card should have a main heading summarizing the idea on the card and should include only one idea, fact, or quote from one source. It should also include the category from your working outline and the source from your preliminary bibliography.
8. Review Your Notes. Make sure you have covered your topic thoroughly. Facts or quotations you have found in your research may cause you to modify your original thesis or outline.
9. Arrange Note Cards and Outline Paper. Organize note cards by their headings and arrange them in a logical manner. With your thesis at the top of the page, write down the headings in outline form.
10. Write the First Draft. A good research paper contains an introduction which states the thesis, a body which develops ideas from the outline through specific information contained on you note cards and a conclusion which summarizes your research and restates the thesis. Be sure to put quotes around another person's words or words that are copied verbatim from a source.
11. Revise, Edit and Rewrite the First Draft. Read your paper aloud. Each paragraph should be coherent, precise and free of grammatical errors. Check your facts and quotes against your sources. Select an interesting title based on your paper's thesis.
12. Prepare Footnotes and Bibliography. Footnotes identify all statements of fact and opinion that have been quoted, paraphrased or cited. The bibliography is made from your bibliography cards arranged in alphabetical order.
13. Type and Proofread (and/or have someone else proofread) Your Final Draft.
14. Hand in Your Completed Research Paper and Celebrate.