Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor, Lecturer, Tutor
Dr Mianna Lotz
Contact via Email
By appointment
Tutor
Dr Wendy Carlton
Contact via Email
By appointment
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
(12cp at 100 level or above) or admission to GDipArts
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit introduces students to a selection of the most pressing ethical questions and concerns raised by current and recent developments in the so-called ‘biotech revolution’, especially in the sphere of genetic technology. The first section of the unit provides an introduction to ethical reasoning, to issues of social justice and to the relationship between social values, scientific enquiry and research ethics in the context of biotechnology. The second section focuses on the ethics of gene technology in the spheres of human medicine and reproduction, including: genetic screening/testing; gene therapies; genetic enhancement; and human reproductive cloning. In the third section we explore the impact of biotechnologies on other aspects of human, non-human animal and environmental welfare including: genetic engineering of plants and animals (GMOs); biofortification of food; bio-prospecting; and commercial exploitation of human genetic material. The unit is an ethics unit, not a science unit, and prior scientific knowledge is not required.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
NOTE: It is expected that students will complete ALL ASSESSMENT COMPONENTS in this unit. You do not need to have passed each assessment to pass the unit, but it is expected that all assessments are attempted.
General Submission Procedure: Essays and presentations (if applicable) must be submitted via TurnItIn at the correct link provided on the Unit iLearn site. Please note that there will be separate links for CBMS807 and PHL260 students. Please ensure that you use the correct link for your assessment!
Extensions: Extensions must be sought in writing (email) from the Unit Convenor (Dr Mianna Lotz) in advance of the due date. Extensions will only be granted for medical or equivalent reasons, supported by documentation (medical certificate or equivalent). Please note that workload in other units, and employment outside of university, will not be accepted as grounds for an extension.
Late submissions: Assessments submitted after the due date/time without an approved extension will incur a Late Penalty of ONE raw mark per day late (including each day at the weekends). This means that if your raw score on an assessment was 20/20 and your assessment was submitted two days late, you will receive a final mark of 18/20. Essays submitted two weeks or more after the deadline (with no extension) will not be accepted except in special circumstances where you have lodged a Disruption to Studies application and it has been approved.
Name | Weighting | Hurdle | Due |
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Online Discussion Exercise | 10% | No | 10 August 10am |
Online Timed Test | 20% | No | 31 August |
Essay | 30% | No | 22 Sept OR 3 Nov (5pm) |
Participation | 15% | No | Continuous |
Exam | 25% | No | Unversity Examination Period |
Due: 10 August 10am
Weighting: 10%
Individual introduction PLUS reflection on film in Lecture 1.
As well as introducing themselves online on the iLearn Discussion Board, students watch a film clip and post an online comment on the film.
Post a message on the iLearn Discussion Board for this Unit, containing the following: (i) Begin by introducing yourself. Include the following information: Name (and nickname or preferred name); Where you are from (locally or internationally); What you are studying at university (subjects, not degree); Why you are studying this unit/what you hope to get out of it.
(ii) Then add a comment about one or two of the issues or questions that you felt were raised by or in the film from Lecture 1.
This task will be assessed according to the following criteria: Evidence of engagement with film; relevance of issue identified in film; clarity of expression. A marking rubric and detailed task outline for this task will be supplied on the iLearn homepage.
Due: 31 August
Weighting: 20%
Case study application of emerging skills.
45min timed online test. The test will be accessible for 24 hours. Within that time you will have ONLY ONE OPPORTUNITY to commence and complete the test, within the 45 minutes allowable time. Further information will be provided in class.
This task will be assessed according to the following criteria: demonstration of familiarity with unit content and readings; understanding of core theories to be examined; quality of analysis in application of theories to case study. A marking rubric and detailed task outline for this task will be supplied on the iLearn homepage.
Due: 22 Sept OR 3 Nov (5pm)
Weighting: 30%
Written essay, 1500 words MAXIMUM. (NB: Choose ONLY ONE essay option. You can select whether to do your essay on a topic from the first half of the unit (Sept deadline) or from the second half (Nov deadline).
This task will be assessed by the following criteria: Mechanics (length, structure, written expression); Comprehension; Argument (critical analysis and purpose); and Sources (relevance and proper citation practices). A marking rubric and detailed task outline for this task will be supplied on the iLearn homepage.
Due: Continuous
Weighting: 15%
Internal: You must participate in 70% (7/10) of the tutorials and contribute to the discussions, by both asking and answering questions and engaging in tutorial activities. Both frequency of attendance & quality of contribution (in lectures and tutorials) will be considered.
External: You must listen to the online Echo 360 lectures every week, and post a discussion/response to 70% (7/10) of the weekly tutorial topics/questions posted on the External Students Discussion Board on iLearn.
This task will be assessed by the following criteria: Engagement (attendance/participation frequency meets requirements); Quality of contributions; Demonstration of familiarity with topic and readings. A marking rubric and detailed task outline for this task will be supplied on the iLearn homepage.
Due: Unversity Examination Period
Weighting: 25%
Short exam (1.5 hours) during University Examination period. Compulsory for Internal AND External students.
This task will be assessed according to the following criteria: Demonstration of familiarity with unit content and readings. A marking rubric and detailed task outline for this task will be supplied on the iLearn homepage.
There will be one 2-hour lecture per week, and for internal students, one 1-hour tutorial per week.
Please check Timetables for confirmation of days/times and venues.
All materials, including lecture recordings, will be available on the unit ilearn site.
REQUIRED READING: All required reading in this unit can be found in the PHL260/CBMS807 Bioethics and Biotechnology unit reader, available via online order (Print On Demand). Please use the link on the unit iLearn site to order your copy. Please do not delay with purchasing your copy, as there is a test in Week 3 and you will need your own copy of the Reader before then.
RECOMMENDED READING: A list of Additional Readings, for use for your essays, exam study and as supplementary reading throughout the semester, will be available on the unit iLearn site under "Additional Reading". Asterisked sources on that list are available on Reserve in the Library.
SCHEDULE OF CLASSES AND REQUIRED READINGS
Note: The following are REQUIRED readings for this unit. All readings listed below are in the Unit Reader. Where more than one reading is listed priority is to be given to reading(s) marked ‘*’, but it is expected that all readings listed here will have been read by the end of the unit.
SECTION I: (WEEKS 1–5) FRAMEWORKS FOR ETHICAL REASONING
WEEK 1 (Aug 3): Introduction/overview of course. Introducing the process and principles of ethical reasoning.
Reading:
*Stephen Cohen: ‘What is Ethics?
*James Rachels: ‘What is Morality?’
NOTE: NO TUTORIALS in Week 1
WEEK 2 (Aug 10): Overview of key moral theories and their applications to issues in biotechnology.
Reading:
* Damian Grace and Stephen Cohen: Excerpt from Business Ethics: Problems and Cases.
* Anne Thomson: ‘Moral Principles and Moral Theories’.
NOTE: Online Discussion Exercise due: by 2pm today.
WEEK 3 (Aug 17): The role of ethics and social values in science
Reading:
* E. Emanuel et al: ‘What Makes Clinical Research Ethical?’ Journal of the American Medical Association (JAMA), Vol. 283, No. 2 (May24/31: 2701-2711.
* Glass: ‘The Ethical Basis of Science.’
WEEK 4 (Aug 24): The moral legacy of eugenics and key principles of justice in biotechnology.
Reading:
* Buchanan et al: Excerpt from ‘Eugenics and Its Shadow’
* Wikler and Barondess: ‘Bioethics and Anti-Bioethics in Light of Nazi Medicine: What Must We Remember?’
Buchanan et al: Excerpt from ‘Genes, Justice and Human Nature.’
WEEK 5 (Aug 31): TIMED ONLINE TEST: Must be completed within 24 hours between 9am Thurs 31st August and 9am Fri 1 September.
NOTE: NO LECTURE OR TUTORIALS this week
SECTION II (WEEKS 6–10): GENETIC TECHNOLOGY IN THE SPHERE OF HUMAN HEALTH AND REPRODUCTION
WEEK 6 (Sept 7): Ethical issues posed by genetic screening, testing and diagnosis
Reading:
* Clarke: ‘Genetic Screening and Counselling.’
* Steinbock: ‘Preimplantation Genetic Diagnosis and Embryo Selection.’
WEEK 7 (Sept 14): The ethics of somatic and germline genetic therapy
Reading:
* Chadwick: ‘Gene Therapy.’
* Elias and Annas: ‘Somatic and Germline Gene Therapy.’
Warren: ‘The Moral Status of the Gene.’
* ESSAY 1 DEADLINE: 5pm Friday 22 September
MONDAY 18 SEPT – MONDAY 2 OCT (inclusive): MID SEMESTER BREAK
WEEK 8 (Oct 5): Guest lecture: Professor Wendy Rogers – The moral acceptability of genetic enhancement and the therapy/enhancement distinction
Reading:
* Peter Singer: ‘Parental Choice and Human Improvement’.
* Ruud Ter Meulen et al: ‘Ethical Issues of Enhancement Technologies’.
David Resnik and Daniel B. Vorhaus: ‘Genetic Modification and Genetic Determinism’.
WEEK 9 (Oct 12): Stem cell research and the moral status of human embryonic stem cells.
Reading:
* Harris: ‘Stem Cells, Sex and Procreation’
WEEK 10 (Oct 19): Would it be morally permissible to clone human beings?
Reading:
* Brock: ‘Cloning Human Beings: An Assessment of the Ethical Issues Pro and Con.’
Holm: ‘A Life in the Shadow: One Reason Why We Should Not Clone Human Beings.’
Kass: ‘The Wisdom of Repugnance.’
SECTION III (WEEKS 11-12): THE SOCIAL AND ENVIRONMENTAL IMPLICATIONS OF BIOTECHNOLOGY
WEEK 11 (Oct 26): Ethical issues posed by commercialisation of human genetic material
Reading:
* Chadwick and Hedgecoe: ‘Commercial Exploitation of the Human Genome’
Munzer: ‘Property, Patents and Genetic Material'
WEEK 12 (Nov 2): Ethical and environmental issues in food biotechnology.
Reading:
*Thompson: ‘Ethical Issues in Food Biotechnology’
Altieri and Rosset: ‘Ten Reasons Why Biotechnology Will Not Ensure Food Security, Protect the Environment and Reduce Poverty in the Developing World.’
McGloughlin: ‘Ten Reasons Why Biotechnology Will Be Important to the Developing World.’ Wills: ‘Disrupting Evolution: Biotechnology’s Real Result.’
* ESSAY 2 DEADLINE: 5pm Friday 3 November
SEMESTER ENDS – EXAMINATIONS BEGIN
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
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:
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:
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:
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.
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As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
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Modifications to assessment.
Date | Description |
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24/07/2017 | Change to date of online test |