Assessment 2 Description:
Choose one of the issues listed below and write a 700-word Opinion Editorial that critically analyses the challenges with realizing aspirations of the common good in your professional community, locally and especially globally.
• Complicity (or an active role) in the spread of infection
• Prohibiting visitors to aged care facilities, detention centres, prisons, psychiatric institutions, or specified indigenous communities due to Covid 19
• The impact of physical isolation on individuals and families at risk of domestic violence
• Abusing health workers
• “Anti-vaxxers” (health sciences, education, social media or history, etc ) • Closing down schools
• Slashing funding to organisations in the arts (or humanities)
• Global recession
• Dislocation (geographical)
• Millennials and high levels of anxiety
• Trauma (and stress)
• Covert internet surveillance
General Instructions:
· 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).
Due date: July 17, 2020, 11.00pm
Weighting: 30% Length and/or format: 700 words
Purpose: Building on the concepts and principles introduced in UNCC100 choose a challenge from the list above associated with realizing aspirations of the common good in your professional community, locally and especially globally.
Please note, for the opinion editorial you wrote for UNCC300, you are required to write about a challenge experienced both locally and especially globally.
UNCC300 Additional reading resources for assignment
2
1. Choosing the Common Good, Bishops’ Conference of England and Wales, Alive Publishing
Ltd., Stoke on Trent, 2010.
2. Vote for the Common Good, Catholic Bishops’ Conference of England and Wales 2001.
3. Byron, William, “Ten Building Blocks of Catholic Social Teaching”, 1998, (August XXXXXXXXXX
pages in total).
4. Massaro, SJ, Thomas, Living Justice : Catholic Social Teaching in Action, Rowman &
Littlefield Publishers, 2015, pp.81-102.
5. Hornsby-Smith, Michael P. An Introduction to Catholic Social Thought, Cam
idge
University Press, Cam
idge, 2006, pp104-112.
Please use the link provided in the Reading List within your UNCC300 unit
6. Wells, Cynthia A., "Finding the Center as Things Fly Apart: Vocation and the Common
Good", Chap 2 in At This Time and In This Place: Vocation and Higher Education, Ed.
David S. Cunningham, OUP Online, 2015.
Please use the link provided in the Reading List within your UNCC300 unit
7. Clark, Meghan J. Vision of Catholic Social Thought: The Virtue of Solidarity and the Praxis
of Human Rights, Fortress Press, 2014
Please use the link provided in the Reading List within your UNCC300 unit
8. John Sullivan, Catholic Education: Distinctive and Inclusive, "Distinctive Components in
Catholic Education", pp 74-104, Springer, ISBN: XXXXXXXXXXPrint XXXXXXXXXX-
XXXXXXXXXXOnline).
Please use the link provided in the Reading List within your UNCC300 unit
9. Human Rights and the Church (1998), Bishops of England and Wales.
10. Dunlop, Tarsi, Education is a common good: there should be no losers, Education Digest,
Sept, 2013, Vol.79(1), p.18(4).
11. Rethinking Education: Towards a global common good? UNESCO Publications, 2015.
12. Riordan SJ, Patrick. Education: a public good and a common good, 17th November 2016.
13. Donley, SC, Rosemary, Grandjean, Cynthia, Jairath, Nalini, McMullen Patricia and Shelton,
Deborah. Nursing and the Common Good, NovemberDecember 2006 Sr.
14. Cochran, Clarke E. The Common Good and Healthcare Policy, Journal of the Catholic
Health Association of the United States, May-June 1999.
15. A place at the table: social justice in an ageing society, Australian Catholic Bishops
Conference, XXXXXXXXXX.
16. A vote for the voiceless, May 2016, Australian Catholic Bishops.
17. Mortensen, JN, Bech, EM & Godrim, F 2017, ‘You are Free for Community’ , The Common
Good : An Introduction to Personalism, Vernon Series in Philosophy, Vernon Press,
Wilmington, DE, pp. 57-79, 2017. Available at:
http:
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http:
familyofsites.bishopsconference.org.uk/plain/wp-content/uploads/sites/3/2018/11/choosing-the-common-good-2010.pdf
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familyofsites.bishopsconference.org.uk/plain/wp-content/uploads/sites/3/2018/11/choosing-the-common-good-2010.pdf
http:
familyofsites.bishopsconference.org.uk/plain/wp-content/uploads/sites/3/2018/11/vote-for-common-good-2001.pdf
http:
familyofsites.bishopsconference.org.uk/plain/wp-content/uploads/sites/3/2018/11/vote-for-common-good-2001.pdf
https:
www.americamagazine.org/faith/1998/10/31/ten-building-blocks-catholic-social-teaching
https:
www.americamagazine.org/faith/1998/10/31/ten-building-blocks-catholic-social-teaching
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ebookcentral.proquest.com/li
acu/detail.action?docID=4085881
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https:
cbcew.org.uk/plain/wp-content/uploads/sites/3/2018/11/human-rights-and-catholic-church-1998.pdf
https:
cbcew.org.uk/plain/wp-content/uploads/sites/3/2018/11/human-rights-and-catholic-church-1998.pdf
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http:
unesdoc.unesco.org/images/0023/002325/232555e.pdf
http:
unesdoc.unesco.org/images/0023/002325/232555e.pdf
http:
www.thinkingfaith.org/articles/education-public-good-and-common-good
http:
www.thinkingfaith.org/articles/education-public-good-and-common-good
https:
www.chausa.org/publications/health-progress/article/november-december-2006/nursing-and-the-common-good
https:
www.chausa.org/publications/health-progress/article/november-december-2006/nursing-and-the-common-good
https:
www.chausa.org/publications/health-progress/article/may-june-1999/the-common-good-and-healthcare-policy
https:
www.chausa.org/publications/health-progress/article/may-june-1999/the-common-good-and-healthcare-policy
https:
www.catholic.org.au/all-downloads
ishops-1/statements-2/1874-social-justice-statement-2016-social-justice-in-an-ageing-society/file
https:
www.catholic.org.au/all-downloads
ishops-1/statements-2/1874-social-justice-statement-2016-social-justice-in-an-ageing-society/file
https:
www.catholic.org.au/acbc-media/downloads/all-downloads
ishops-1/statements-2/1833-a-vote-for-the-voiceless/file
https:
www.catholic.org.au/acbc-media/downloads/all-downloads
ishops-1/statements-2/1833-a-vote-for-the-voiceless/file
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UNCC300 Assessment 2 (ru
ic)
HD
Di
Cr
P 50-64 F 0-49
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
etter, on the assessment).
(6 marks)
Provides an entirely
clear, accurate and
coherent definition
and clarification of
the principle of the
common good in
elation 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
elation 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
elation to the
chosen issue (from
the list in the Unit
Outline)
Provides a basic
ut largely clear,
accurate, coherent
definition and
clarification of the
principle of the
common good in
elation to the
chosen issue (from
the list in the Unit
Outline)
Fails to define 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.
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
(12 marks)
Provides a critical
analysis of 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, 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
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
Depth of
engagement with
unit materials
evident.
Provides a clear,
accurate and
coherent critical
analysis of 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.
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 relation 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
Discusses local and
especially, global contexts
(6 marks)
Provides an
entirely clear,
accurate and
coherent