In this assessment you will reflect on Catholic social thought to apply it to a theme from this unit anda marginalised or minority group in Australia society. There are two parts for this assessment...

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In this assessment you will reflect on Catholic social thought to apply it to a theme from this unit and
a marginalised or minority group in Australia society. There are two parts for this assessment task.
Part 1: Produce an original and creative work that reflects the relevance of CST principles and a
theme from the unit to a marginalised or minority group in Australia.
Original and creative work: choose one from the following options:
1) a letter to a chief executive officer of a company; or
2) a poster; or
3) a written direction/script for a dramatic/comedic scene/skit; or
4) a journal entry.
The original and creative work is not included in the overall word count for this assessment
task and should be no more than one A4 page in length (or equivalent). Kindly note: the
original and creative piece is not assessed per se, but it is a necessary requirement for this
assessment task.
CST principles: choose subsidiarity and participation.
Theme: choose one from the following options:
1) Flourishing and the good life (relates to Module 3); or
2) Empathy and compassion (relates to Module 4); or
3) Advocacy and action (relates to Module 5).
Marginalised or minority group: choose one from the following options:
1) Culturally and linguistically diverse people; or
2) Migrants to Australia from countries affected by civil/international conflict or natural
disasters.
Part 2: Based on your original and creative work, write a personal reflection that explores the
relationships between the prescribed CST principles; your chosen theme from the unit; your chosen
group; and how these relationships are important for your course of study.
Course of study: the degree program you are enrolled in at ACU.
It is a requirement that you:
Extended Unit Outline – UNCC100: Self and Community: Exploring the Anatomy of Modern Society
Semester 2, 2022 – Multi-mode – Version 1: 16 July 2022 Page 14 of 22
a) cite at least the following six readings/resources:
i. one “all student” unit reading from your chosen theme/module (i.e., Connolly, 2000 (for
Module 3: Flourishing and the good life); Weisz and Cikara, 2021 (for Module 4: Empathy
and compassion); or Gardner and Brindis, 2017 (for Module 5: Advocacy)).
ii. two resources (e.g., LEO book, a linked article, reading (other than the “all student” unit
reading), a YouTube video, etc.) that is included in the LEO folder/tile for your chosen
theme/module.
iii. one Faculty-specific unit reading from your chosen theme/module or a Faculty-specific
resource/website.
iv. two articles of your own choosing from the Journal of Catholic Social Thought
Answered Same DayOct 19, 2022

Answer To: In this assessment you will reflect on Catholic social thought to apply it to a theme from this unit...

Robert answered on Oct 19 2022
56 Votes
Assessment 3
Name:
School Name:
University Student Name:
Submission date:
Word count: 1233
Part 1    1
Part 2    2
Reference    4
Part 1
We've been taught to believe that there's a religious explanation for everything and that we must submit to a higher authority. The belief in a higher power was hand
ed down to my grandmother via my great-grandmother and on to my mother and me. My grandparents were devout Catholics, and their faith was integral to our family life (Baumer et al,2014). When my grandfather was young, he lived in Israel, and it was there that he formed a profound love for the mountains. After a day in the mountains, my grandpa would return home in the afternoon, and as my grandmother sang prayers in Mozarabic to her own God, he would hurl stones through the window. family. My family's history is intertwined with the Catholic religion because of my grandpa and mother (Beyer, 2014). My grandfather grew up in Israel, where he had a strong connection with the mountains. During the afternoons, when my grandmother would sing in Mozarabic to her deity, he would return from the highlands with rocks in his hands. Can you find your deity in this slab of rock?" he probed. In response, she said every stone has a piece of that deity since all stones are created from the same material (Fredericks,2015).
However, there are so many surprises in life that no one could possibly anticipate them all. Many individuals don't buy the common religious belief that God exists everywhere in nature, including the mountains, rivers, trees, birds, insects, plants, or humans. My father discovered the prayer stone in the highlands above, where a conflict broke out in Israel in the 1940s. We moved to Iran in 1949. With his fluency in Arabic, my grandpa often served as a translator in that setting. My grandma maintained her belief in the godhead as one despite being displaced throughout the conflict of religion. The Zoroastrians of Iran are my mother's ancestors. The grandmother may have been the one who lit the sacred fire and began reciting the prayer to Ahura Mazda. Still, the granddaughter has continued the practice of counting the rosary and observing the family's other traditions. Her ecumenical observance of the rites of her two faiths allows her to hold on to the belief in the unity of god.
Part 2
A book's commercial success might skyrocket if it manages to stir up strong emotions in its readers. In his story "This is my song," Richard Yaxley has appealed to the emotions, values, and dreams of a wide range of readers. The author tries out a single story line that takes place across three different time periods, in three different social contexts, and spanning the crises of three different generations (Kanu et al,2020).
Because of this, even in the twenty-first century, this work is considered a classic. Wright (2017) argues that at the heart of Catholic social teaching is a belief in a world where all people are treated with respect and where there is always a chance for a better tomorrow (CST)....
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