Note carefully: This document is a guide. It adds to and does not replace the information in the Extended Unit Outline. Use the notes following “e.g.” as ideas and suggestions. They are there to help...

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Note carefully: This document is a guide. It adds to and does not replace the information in the Extended Unit Outline. Use the notes following “e.g.” as ideas and suggestions. They are there to help you feel confident in your own approach.

Description, from the Extended Unit Outline: “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.”

1. Part 1

From the Extended Unit Outline: “Produce an original and creative work [i.e., from the prescribed list] that reflects the relevance of CST principles and a theme from the unit to a marginalised or minority group in Australia”

Additional tips: define the principles carefully, interact with ideas and sources critically, and avoid repeating yourself 2. Part2

From the Extended Unit Outline: “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”

a. use Catholic social thought principles document from LEO Choose:

a. for your theme, Module 3, 4, or 5

b. for your group, culturally and linguistically diverse people or migrants to Australia from countries affected by

civil/international conflict or natural disasters

Refer to AT2 guide for: identifying course

Faculty-specific research (primary): 3 resources – e.g., if you’ve chosen Module 3,

a. Creighton Connolly, “From resilience to multi-species flourishing: (Re)imagining urban- environmental governance in Penang, Malaysia,” Urban Studies 57 (2020) 1485–1501

b. and 2 articles or videos from Books 5 & 6

Faculty-specific research (secondary): 1 resource – e.g., if you’ve chosen Module 4, and

a. if you’re studying in the Faculty of Law and Business, Ishtiyaque Haji, “Empathy and legal responsibility,” in The Routledge Handbook of Philosophy of Empathy, ed. Heidi L. Maibom (Abingdon: Routledge, 2017) 253–263

b. or, if you’re studying in the Faculty of Health Sciences, the Australian Health Promotion Association [NB: follow these examples only as far as they apply to your own faculty]

Journal of Catholic Social Thought research: 2 resources – e.g., if you’ve chosen Module 5,

a. Thomas Massaro’s “Justice in the World, Then and Now: How Pope Francis Carries Forward the Agenda of the 1971 Synod of Bishops” (2021: 161–183)

b. and Drew Christiansen’s “Discerning the Signs of the Times: Holy Conferencing and Communal Discernment in Ecumenical Advocacy” (2017: 229–258)

Structure idea: 5 paragraphs, with clear focuses – e.g.,

a. approx. 300 words providing initial rationale of creative piece

b. approx. 300 words relating subsidiarity to theme and group

c. approx. 300 words connecting that relationship with your course

d. approx. 300 words relating participation to theme and group

e. approx. 300 words connecting that relationship with your course

Additional tips: for connecting the creative work to the reflective piece – e.g.,

a. at least 1 element from the creative work in each paragraph of the reflective piece


1 | UNCC100, AT3 GUIDE – SEMESTER 2, 2022





3. Checklist

Note carefully: On top of this guide and the related drop-in session, you might use the following as a list of key resources and items to check as you prepare your assignment for submission.

Starting:

a. ☐ Extended Unit Outline = all assignment details and requirements

b. ☐ Assessment tile in LEO site = this guide and the related drop-in session recording; information for

Extension and Special Consideration applications

c. ☐ Unit: Academic Skills Unit (acu.edu.au) = general academic assistance from outside the Core Curriculum

Writing:

a. ☐ Academic writing: Introduction (acu.edu.au) = 9 x specific and general topics

b. ☐ Academic writing: 8 Steps of writing process (acu.edu.au) = 1 x image with simple writing outline

c. ☐ Academic writing: Critical analysis and argumentation (acu.edu.au) = interactive resource connecting

critical approaches to 6 x writing steps

d. ☐ Academic writing: Reflective writing (acu.edu.au) = 6 x topics about this writing genre

e. ☐ Academic writing: Paragraph structure (acu.edu.au) = slides on 4 x topics with 6 x final takeaways

f. ☐ 10% +/- 1,500 words = use strategically, excluding footnotes and bibliographies

Research:

a. ☐ Academic integrity: Academic integrity in practice (acu.edu.au) = 10 x scenarios indicating levels of integrity

b. ☐ Student Academic Integrity and Misconduct - Policy and Procedures (ACU) = official, detailed University information

c. ☐ Introduction - Referencing - Library guides at Australian Catholic University (acu.edu.au) = go-to referencing resource

d. 6 x required sources =

a. ☐ 1 x “all student” reading from your chosen theme/module b. ☐ 2 x LEO resources from your chosen theme/module

c. ☐ 1 x relevant faculty-specific reading/resource

d. ☐ 2 x articles from the Journal of Catholic Social Thought

Consultation:

a. ☐ your Core Curriculum tutor (i.e., for brainstorming ideas, choosing topics, initial enquiries, interpreting the Extended Unit Outline, etc.) = through LEO; ACU email

b. ☐ the Core Curriculum lecturers = Zach Duke (i.e., for Extension and Special Consideration applications); Blake Wassell (i.e., for matters of assignment content and research)

c. ☐ Academic Skills Unit: 24/7 Online study support (acu.edu.au) = both (a) Academic Writing Feedback (i.e., up to 10 x uses for any student through any half-year period) + (b) Connect Live (i.e., online chat) through Studiosity (i.e., outside Core Curriculum); targeted assistance on specific assignments

d. ☐ Ask an Advisor (acu.edu.au) = question form for ACU Skills staff (i.e., outside Core Curriculum); focused on
Answered Same DayOct 16, 2022

Answer To: Note carefully: This document is a guide. It adds to and does not replace the information in the...

Robert answered on Oct 16 2022
56 Votes
Assessment 3
Name:
School Name:
University Student Name:
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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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