UNCC100, AT3 guideNote carefully: This document is a guide. It adds to and does not replace the information in the Extended UnitOutline. Use the notes following “e.g.” as ideas and suggestions. They...

1 answer below »
UNCC100, AT3 guide
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. Part 2
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
2 | 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
general development
Answered 1 days AfterOct 04, 2022

Answer To: UNCC100, AT3 guideNote carefully: This document is a guide. It adds to and does not replace the...

Dr Insiyah R. answered on Oct 06 2022
64 Votes
Assessment 3
Name:
School Name:
University Student Name:
Submission date:
Word count:
Part 1:    2
Part 2    3
Reference    6
Part 1:
Everything that happens in life is seen through the lens of religion, and we are taught to believe that we must submit to some unseen authority. The belief in a higher power was passed down from my g
randmother to me via my mother. This is my family's tale, and it's deeply intertwined with the Catholic faith which my grandpa and mother brought to the household. My grandfather spent his early life in Israel, where he had a close relationship with the surrounding mountains. In the afternoons, while my grandmother was singing in Mozarabic for her own God to satisfy her god, my father walked into the room with stones in his hand from the mountains. He said, "Could you invoke your god inside this stone?" as a rhetorical inquiry (Baumer et al,2014). She responded by saying that just about every stone is formed out of that god and that god can be found within every stone. On the other hand, life is full of unexpected turns and twists, and no one could possibly predict them. People find it impossible to accept that God exists in the rock of the mountains, the river, the tree, the air, the music, the flowers, the bees, or even among themselves. In the 1940s, a conflict broke out in Israel and across the mountains, and this was the area where my father had discovered the stone for praying. Our family relocated to Iran in the year 1949. My grandpa was fluent in Arabic and served in that capacity due to his expertise in the language. My grandmother persevered in her belief in the oneness of God despite the fact that she had to uproot her life due to a battle of religion. My mother is from a Zoroastrian family that originally hails from Iran.
She had lighted her holy fire and began to worship Ahura Mazda. Still, the family's commitment to rituals and the counting of rosaries were practising that her grandmother had originally imparted. She had also begun to count her rosaries. She combines the practices of her two religions into her everyday life in order to stay true to her conviction that there is only one god (Baumer et al,2014).
Part 2
When a book successfully conveys the emotions of its readers, it may quickly become a bestseller. Richard Yaxley has touched on the feelings, beliefs, and aspirations of a diverse audience in his narrative "This is my song (Beyer,2014)." Despite the author's best efforts to weave together three different eras, three different social settings, and three different generations' worth of catastrophes into a single narrative arc, the work ultimately reveals only unity. As a result, even in the twenty-first century, this book is considered a classic. Wright (2017) argues that at the heart of Catholic social teaching is a belief in a world where everyone is treated fairly, and there is always a reason to have faith in the future (CST). Richard Yaxley's story effectively tackles CST, moving readers emotionally. Richard Yaxley's story skillfully tackles CST, engaging readers' emotions in the process. In the works of Rafael Ullmann, Annie Ullmann, and Joe Hawker, the concept of oneness stands out as the overarching theme. The unity of mankind continues to spark optimism in the hearts and minds of people all across the world, despite the passage of time and the...
SOLUTION.PDF

Answer To This Question Is Available To Download

Related Questions & Answers

More Questions »

Submit New Assignment

Copy and Paste Your Assignment Here