UNCC300 Assessment 2 ru
ic
HD
85-100
Di
75-84
Cr
65-74
P 50-
64
F 0-
49
1
Defines and
clarifies the
principle of the
common good in
elation to the
chosen issue (the
student must
choose one issue
from the list
provided in the
Unit Outline to
achieve a pass,
or better, on the
assessment).
6 marks
Provides an entirely clear,
accurate and coherent
definition and clarification of
the principle of the common
good in relation to the chosen
issue (from the list in the Unit
Outline)
Provides a very clear,
accurate and coherent
definition and clarification
of the principle of the
common good in relation
to the chosen issue (from
the list in the Unit Outline)
Provides a clear, accurate
and coherent definition
and clarification of the
principle of the common
good in relation to the
chosen issue (from the list
in the Unit Outline)
Provides a basic but
largely clear, accurate,
coherent definition and
clarification of the
principle of the common
good in relation to the
chosen issue (from the
list in the Unit Outline)
Fails to defines and clarify
the principle of the
common good in relation
to the chosen issue (from
the list in the Unit Outline)
clearly, accurately and
coherently.
2 Critically
analyses the
challenges with
ealizing
aspirations of the
common good in
elation to the
issue chosen
(from the list in
the Unit Outline)
and in the context
of the student’s
professional
community
12 marks
Provides a critical analysis of
the challenges with realizing
aspirations of the common
good, in relation to the issue
chosen from the list in the
Unit Outline, and in the
context of the student’s
professional community, in
an entirely clear, accurate
and coherent way.
Depth of engagement with
unit materials evident.
Provides a very clear,
accurate and coherent
critical analysis of the
challenges with realizing
aspirations of the common
good, in relation to the
issue chosen from the list
in the Unit Outline, and in
the context of the
student’s professional
community
Depth of engagement with
unit materials evident.
Provides a clear, accurate
and coherent critical
analysis of the challenges
with realizing aspirations
of the common good, in
elation to the issue
chosen from the list in the
Unit Outline, and in the
context of the student’s
professional community.
Some depth of
engagement with unit
materials evident.
Provides a basic but
largely clear, accurate,
coherent critical analysis
of the challenges with
ealizing aspirations of
the common good, in
elation to the issue
chosen, from the list in
the Unit Outline and in
the context of the
student’s professional
community.
Some evidence of
engagement with unit
materials evident.
Fails to critically analyze
the challenges with
ealizing aspirations of the
common good in relation
to the issue chosen from
the list in the Unit Outline,
and in the context of the
student’s professional
community, clearly
accurately and coherently
3
Discusses local
and especially,
global contexts
6 marks
Provides an entirely clear,
accurate and coherent
discussion of local, and
especially, global contexts.
Provides a very clear,
accurate and coherent
discussion of local, and
especially, global contexts
Provides a clear, accurate
and coherent discussion
of local, and especially,
global contexts
Provides a basic but
largely clear, accurate,
coherent discussion of
local, and especially,
global contexts
Fails to discuss local and
especially, global contexts
HD DI CR PA NN
4
Style and Writing
Mechanics
3 marks
0-1.4 = F
1.5-1.9 = P
2.0-2.2= C
2.3-2.5 = D
2.6-3.0 = HD
Presents information in a
very clear and highly
engaging style.
No e
ors in grammar,
punctuation and spelling.
Presents information in a
very clear, engaging
style.
Few or no e
ors in
grammar, punctuation
and spelling.
Presents information in a
clear, engaging style.
Few e
ors in grammar,
punctuation and spelling.
Presents information in
a largely clear style.
Some e
ors in
grammar, punctuation
and spelling.
Presents information in an
unsatisfactory style or in
an unclear way.
Many e
ors in grammar,
punctuation and spelling.
6
Referencing
3 marks
0-1.4 = F
1.5-1.9 = P
2.0-2.2= C
2.3-2.5 = D
XXXXXXXXXX = HD
Excellent referencing: all
sources cited accurately
and co
ectly.
Provides accurate and full
information about all
sources used.
Very good referencing
throughout; sources cited
accurately and co
ectly.
Provides accurate and
full information about
sources used.
Good referencing;
sources cited accurately
throughout.
Provides accurate and
sufficient information
about sources used.
Satisfactory
eferencing, in general;
sources cited
accurately, in general.
Provides sufficient
information about
sources used.
No referencing or
numerous sources not
cited accurately.
Does not provide sufficient
information about sources
used.
Page 4 of 4
Dissanayake Mudiyanselage Lakmini Sudarshani Wijekoon
Student number: S XXXXXXXXXX
UNCC300 Semester 2, 2019
Assessment 2:
Word count: 700
addiction and access to government funded treatment
There is a trial for medically supervised safe injection room in North Richmond community Health which is coordinating by the Department of Health and community Services. Due to high amount of deaths related to drug over dose these medically supervised injecting rooms ( MSIR ) are safely medically approached. These places improve neighborhood enrichment for the local community. It facilitates less incidents in the community by public injecting, reduces the discarding needles in public area.
The accesses to the MSIR is allowed for the people over age 18 years older. The security around the process is designed by monitoring the site with CCTV cameras, working closely to Department of Health and Human resource Service and the police. There is a security inside and outside the stations. They do not allow the people to use illegal drugs.
Defines and clarifies the principle of the common good in relation to the chosen issue (the student must choose one issue from the list provided in the Unit Outline to achieve a pass, or better, on the assessment)
Provides an entirely clear, accurate and coherent definition and clarification of the principle of the common good in relation to the chosen issue (from the list in the Unit Outline)
2 Critically analyses the challenges with realizing aspirations of the common good in relation to the issue chosen (from the list in the Unit Outline) and in the context of the student’s professional community
Provides a critical analysis of the challenges with realizing aspirations of the common good, in relation to the issue chosen from the list in the Unit Outline, and in the context of the student’s professional community, in an entirely clear, accurate and coherent way. Depth of engagement with unit materials evident
Discusses local and especially, global contexts
Provides an entirely clear, accurate and coherent discussion of local, and especially, global contexts.
· Create an evocative and engaging Op-Ed that explains a challenge associated with realising aspirations of the common good in your professional community, locally and globally.
· The Op-Ed should clearly explain to readers what the issue chosen from the list is, and how your understanding of the knowledge you have acquired in the unit addresses the issue or problem and relates to the discipline area you are studying in.
· Please note that you do not have to come up with the ‘definitive solution’ for the Op Ed, this may form part of Assessment 3. Your tutor is looking for a well-argued view in order to move forward on the issue or problem.
· The Op-Ed is to be no more than 700 words long.
· The idea is to express your thoughts clearly and concisely and make your argument as directly as you can – just like a journalist or writer. The challenge is to present a persuasive argument in a concise manner.
· Although Op-Eds do not usually require referencing, for this academic work, full referencing is required. References do not count in the word limit. See referencing guidelines on the UNCC300 LEO page (You can find it under Assessment > How do I reference course materials for UNCC units).
Working towards the common good (that is, the good of all) is the responsibility of each citizen as well as all the institutions that are created to order a society.
[The common good] implies that every individual, no matter how high or low, has a duty to share in promoting the welfare of the community as well as a right to benefit from that welfare. Common implies ‘all inclusive’: the common good cannot exclude or exempt any section of the population. If any section of the population is in fact excluded from participation in the life of the community, even at a minimal level, then that is a contradiction to the concept of the common good and calls for rectification.1
So, for example, if people are excluded by poverty from participation in society and full flourishing as human beings, then governments have a duty to act to alleviate that poverty so the common good can be met. More than this, each individual person and organisation or corporation also has a duty to act to alleviate that poverty.
THE IDEA OF THE COMMON GOOD HAS SEVERAL DIMENSIONS
1. It means that the needs of all people are met - not just a few, not just the wealthy or the powerful or the educated or the healthy - but all.
2. It includes the flourishing and fulfilment of all people in all the different dimensions of their humanity (for example, intellectual, physical, relational, spiritual, affective, and so on).
3. It refers to what is good that can only come about by being shared, "in common."
When we speak about seeking the common good, then,