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Microsoft Word - WEL301A_Assessment 3
ief_Case Study_Week 10_27Jul2016.docx

WEL301A – AB3, Case Study Page 1

Assessment Brief
Program Bachelor of Applied Social Science
Subject Community development
Subject code WEL301A
Name of assessment Assessment 3: Written academic case study
Length 2500 words
Learning outcomes addressed
y this assessment: A, B, C, D, E
Submission Date: End of week 10, Sunday 11.55 pm
Assessment
ief summary:
Research and choose an example of Community Development today. Use
this example to identify, theoretically articulate & analyse as an Academic
Case Study- Community Development principles and practices in action.
Identify- the community of focus, the principles, power roles & alliances,
networking, leadership/team skills, educational initiatives, “positioning”,
development of communication / research / development skills:- as well as
using public awareness groups and initiatives etc. Identify evidence of the
underpinning social justice ethos in their work, and the range of values,
skills, and insights drawn from social theory, and academic disciplines/ and
models of practice. Demonstrate the efficacy of their sustainability
principles and practices.
Total marks 50
Weighting 50%
Students are advised that any submissions past the due date incur a 10% penalty per day, calculated from the total
mark e.g. a task marked out of 40 will incur a 4 mark penalty per day.
Please note: you must attempt all tasks in a subject to be eligible to pass the subject.
More information, please refer to the Academic Progression Policy on http:
www.think.edu.au/about‐think/think‐
quality/our‐policies.

WEL301A – AB3, Case Study Page 2
Assessment Description:
Community development workers draw on values underpinning an ethos of social justice. In their
work, workers employ a range of values, skills, insights drawn from social theories and academic
disciplines, and models of practice. Summarise these core Community Development Characteristics –
and then use examples in your case study ‐ to critically justify and discuss‐ how it is an example of
Community Development core principles and practices.
Include a critical evaluation of the community development project or initiative as theoretical content
from sections 7‐9/10.  Provide a clear academic analysis of the case study, study. Some of the topical
points to consider include:
 Principles of social justice, equitability, inclusiveness
 Power and empowerment
 Social, ecological and economic sustainability
 Broader social, political, historical and economic contexts
 Stages of community development used in the project
 Skills employed by community developers
 Project’s effects, outcomes. Project evaluation
 Theories of community development which might help to explain the community development
approach employed by the project/ initiative described in the case study.

Marking Criteria:
Max. in
category
Your
points
Answering the question and responding to the topic 30
Links to theories and concepts 10
Number and choice of appropriate references 4
Word count, readability, and structure 3
In-text references and reference list, accuracy and use of
co
ect referencing style 3
Total: 50
Comments:

WEL301A – AB3, Case Study Page 3
What we want to see:
The work must be fully referenced with in-text citations and a reference list at the end. We
ecommend you work with your Academic Writing Guide to ensure that you reference co
ectly. You
will find a link to this document on the main page of every unit, under the 'Assessments' section.
Co
ect academic writing and referencing are essential tasks that you need to learn. We
ecommend a minimum of six references.
Referencing: References are assessed for their quality. You should draw on quality academic
sources, such as books, chapters from edited books, journals etc. Your textbook can be used as a
eference, but not the Study Guide and lecture notes. We want to see evidence that you are capable
of conducting your own research. Also, in order to help markers determine students’ understanding
of the work they cite, all in-text references (not just direct quotes) must include the specific page
numbe
s if shown in the original.
Researching: You can search for peer-reviewed journal articles, which you can find in the online
journal databases and which can be accessed from the li
ary homepage. Reputable news sites
such as The Conversation (https:
theconversation.com/au/health), online dictionaries and online
encyclopedias are acceptable as a starting point to gain knowledge about a topic. Government
departments, research institutes such as the National Health and Medical Research Council
(NHMRC), international organisations such as the World Health Organisation (WHO) and local not
for profit organisations such as the Cancer Council are also good resources.
Formatting: The assessment MUST be submitted electronically in Microsoft Word format. Other
formats may not be readable by markers. Please be aware that any assessments submitted in other
formats will be considered LATE and will lose marks until it is presented in Word.
What we don’t want to see:
Plagiarism: All sources of information need to properly be acknowledged. Please refer to the
plagiarism website on blackboardi. By clicking the 'Upload this file' button you acknowledge that you
have read, understood and can confirm that the work you are about to submit complies with the
Flexible and Online plagiarism policy as shown in the JNI Student Handbook. Like other forms of
cheating plagiarism is treated seriously. Plagiarising students will be refe
ed to the Program
Manager.
Word Count: Marks will be deducted for failure to adhere to the word count – as a general rule you
may go over or under by 10% than the stated length.
Late Submissions: Students are advised that any submissions past the due date incur a 10%
penalty per day, calculated from the total mark e.g. a task marked out of 30 will incur 3 marks
penalty per day.
No submission: Students must attempt all tasks to be eligible to pass the unit.
More information can be found in Think Education Assessment Policy document on the Think
Education website.

WEL301A – AB3, Case Study Page 4
Resources Available to YOU:
1. Academic writing guide link
https:
laureate-
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset

2. Writing & referencing: The link to the Learning and Academic Skills Unit
(LASU) is on the left pulldown menu on the blackboard home page:
https:
laureate-
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_
1&content_id=_2498847_1&mode=reset
LASU also provides a series of academic skills tutorials. Please contact Caroline
Spaans ( XXXXXXXXXX, XXXXXXXXXX).

3. Researching: A guide to researching is available on the li
ary page
http:
li
ary.think.edu.au
esearch_skills/.
Please contact the online and Pyrmont li
arian for Health, Dawn Vaux
( XXXXXXXXXX) if you would like further help or a tutorial on how to do
esearch this way.
i https:
laureate‐
au.blackboard.com/webapps
lackboard/content/listContent.jsp?course_id=_20163_1&content_id=_2498858_1&mode=reset

wk10-ajkbzsfj-gv03r03t.pdf

Moumita · Accepted Answer

Running Head: COMMUNITY DEVELOPMENT	 1
COMMUNITY DEVELOPMENT		 14
Community Development 
Table of Contents
1. Introduction	3
2. Discussion	3
3. Conclusion	11
References	13
1. Introduction 
	Some people misinterpret community growth as another term for urban development. When the idea is brought up, it's always what individuals think about first. Although the two are equal in a group and may have a mutually beneficial relationship, they are not still the same. The United Nations describe the creation of the community as a mechanism in which the foundations for social and economic change are generated by community involvement and dependency on community initiatives. Various cultures prefer to use different ways to do this, but irrespective of that it is a common principle.
Until currently, for rural, decrepit neighbourhoods in dire need of change, urban construction was conceived as a form of gentrification and reconstruction. For several years, it has been the typical vision of urban growth and is still viewed to some degree nowadays as such. For the good of everyone, moreover, often groups use economic growth as a form of general change (Aquino, Lück & Schänzel, 2018). A community's priorities will also concentrate on supplying people of all socio-economic backgrounds in the neighbourhood with support and allowing them the opportunities to utilise the services they require when they are in need.
2. Discussion 
2.1 Principles of social justice, equitability, inclusiveness
	Social justice is the relationship of equilibrium between people and society, from personal freedoms to equal opportunity for the privilege. Four social justice principles are firstly accessible; a safe community must provide services and opportunities to support residents. Equity is the second, which is separate from equality. It wouldn't contribute to a just world if social justice were merely concerned with equality. Thirdly participation, the community must encourage everyone to express their opinions and take part in decision-making. Lastly, human rights, means that society must guarantee the security of the legal, political, economic, spiritual and social rights of all.
	The principle of equitability is directed at stopping a criminal from behaving unconscionably in situations not permitted by common law (Seering, Wang, Yoon & Kaufman, 2019). It means to intervene in maintaining any of the victim's inherent rights either because of a contract with the shyster, and when the shyster has the power of some land that is rightly theirs, or because one can feel that its shyster's actions might in some manner influence the victim in the future.
	The principles of inclusivity recognise people in the learning and work community with special and relevant needs. Value the right of each citizen to represent themselves or present themselves concerning their religion, community, ethnic heritage, sexual orientation, gender identification, physical and mental capacity. Focus without judgments or marks on the individual's power. In all modes of conversation, be inclusive. And lastly, with compassion, reverence, and justice, represent everyone.
2.2. Theories of  the community development  approach
Community development theory
	For social workers pursuing lasting improvement for people and the cultures and environments in which they operate, Group planning philosophy is the most realistic paradigm. In the course of addressing socially induced social challenges, it insists on the centrality of marginalised persons (Saepudin & Mulyono, 2019). This idea is community-building work, and it stands for itself through the straightforward reality of the concept. The theory may be applied to other areas, such as community growth.
Empowerment theory
The theory of empowerment applies to the perception of personal growth and an increase in self-definition, which happens as a consequence of ability and capability development. Another concept indicates that assignment is a blend of unique abilities, effort, and structures of natural assistance to bring about improvement. By encouraging the individuals within the group to create their community, this idea can apply to community development. The theory can be used in other areas, such as sociology.
Ecological theory
	The theory of ecological structures is a form of the idea of general systems in which the interactions amongst "living entities" including entities and other elements of their environment are concrete. This theory may be extended through or by the ecosystem to community growth since the creator must first check the atmosphere and its surrounding to create successfully (Banks & Hart, 2018). Other fields, such as ecological psychology and general systems analysis, may be applied to the theory.
Communication theory
	Every person who acts in reaction to knowledge about themselves and their surroundings is studied by communication theory. When people share details, they affect each other. By the idea that the developer needs to engage with the people within the group to obtain an awareness of what the citizens require and want to be created, this idea can be extended to community development.
Positivism
	A scenario of community growth that exemplifies this idea will be where the organiser looks at the population not as people, but as artefacts that need to be discussed as a means of solving problems. In an attempt of doing "Positivism," the job for the group should not hold too many positive feelings (Vernet, Khayesi, George, George & Bahaj, 2019). To be more responsive to group concerns and preferences, this can be applied by looking at experimental research and understanding how progress can impact individuals based on knowledge.
2.3. Power and empowerment  
	Power is often inter-subjective, which usually means contact and interdependence between more or less influential entities. In terms of social action,

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