1 Core Curriculum
\nWinter Term 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers
\nUNCC100:
\nSelf and Community:
\nExploring the Anatomy of Modern Society
\nUNIT OUTLINE
\nCredit points: 10
\nPrerequisites: Nil
\nWho to contact:
\n1. Questions about the unit: your Tutor
\n2. Tutorial selection or clash: CoreCurriculum.Student@acu.edu.au
\n3. Educational Inclusion Plan: Faculty Academic Liaison (See your local contact below)
\n4. Request for Extension: Faculty Academic Liaison (See your local contact below)
\n5. Request for Special Consideration: Faculty Academic Liaison (See your local contact below)
\n6. Other enquiry: CoreCurriculum.Student@acu.edu.au
\nFaculty Academic Liaison (Education & Arts):
\nMr Roger Hillman (FEA.CoreCurriculum@acu.edu.au )
\nFaculty Academic Liaison (Health Sciences):
\nMs Laurine Hurley (FHS.CoreCurriculum@acu.edu.au )
\nFaculty Academic Liaison (Law & Business):
\nDr. Sr. Thuy-Linh Nguyen (FLB.CoreCurriculum@acu.edu.au )
\nFaculty Academic Liaison (Theology & Philosophy):
\nDr. Richard Colledge (FTP.CoreCurriculum@acu.edu.au )
\n2
\nDESCRIPTION
\nIs polluting our environment done for the common good?
\nDoes perpetuating discrimination respect the dignity of the individual?
\nThese are just two examples of the many real challenges we face as individuals functioning as members of our community. They highlight the fact that as humans, we are all individuals, and yet none of us lives in isolation. The African concept of \u2018ubuntu\u2019 is helpful here: I am what I am, because of who we are – this concept is consistent with the principles of Catholic social thought. Understanding these principles helps us to determine how issues relating to the dignity of the human person and the realization of the common good may be addressed in our personal and professional lives now and in the future.
\nThis knowledge and understanding is a foundation for the development of the skills needed to be able to propose ways to address challenges where shared responsibility for the common good is not being realized. Given the pervasiveness of such problems in our community, addressing this need is important to our success as a community in realizing a more just world \u2013 and your role as an individual who can, and must, be part of that.
\nTherefore, this unit will aim to equip you with knowledge and understanding of the ideas of -self- and -community- as interrelated concepts and develop basic skills to enable you to contribute to a more just society.
\nMode\/attendance pattern: This unit is offered in intensive mode in Winter Term. You are
\nrequired to complete activities in LEO prior to face-to-face classes. The activities are designed to support your completion of the assessment tasks. It is vital to the successful completion of the unit that you engage in these learning modes.
\nDuration: Intensive mode. You should anticipate undertaking 90 hours of study for this unit, including class attendance, readings and assignment preparation. This unit is the first of two units which are part of the University Core Curriculum.
\nLEARNING OUTCOMES
\nOn successful completion of this unit, you should be able to:
\n1. Describe coherently in writing the principles of Catholic Social Thought (CST), and through a personal written commentary on each one, explain how the concepts of ‘self’ and ‘community’ are interrelated.
\n2. Analyze and evaluate the principles of CST in order to write an argument that shows how issues relating to the dignity of the human person and the realization of the common good may be addressed by you in your professional practice (i.e. the degree program you are studying) now and in the future.
\nGRADUATE ATTRIBUTES
\nEach unit in your course contributes in some way to the development of the ACU Graduate
\nAttributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at https:\/\/essays.homeworkacetutors.com\/write-my-essay\/acu.edu.au\/204356. All Australian universities have their expected Graduate Attributes \u2013 ACU\u2019s Graduate Attributes have a greater emphasis on ethical behavior and community responsibility than those of many other universities. All of your units will enable you to develop some attributes.
\nOn successful completion of this unit, you should have developed your ability to:
\nGA1 demonstrate respect for the dignity of each individual and for human diversity GA2 recognize your responsibility to the common good, the environment and society
\nGA4 think critically and reflectively
\nGA7 work both autonomously and collaboratively
\nGA8 locate, organize, analyze, synthesize and evaluate information
\nGA9 demonstrate effective communication in oral and written English language and visual media
\nCONTENT
\nTopics will include:
\n\u2022 The Good Life and the Golden Rule
\n\u2022 I am because we are; the individual and society
\n\u2022 The history and principles of Catholic socialthought (parts 1 and 2)
\n\u2022 Human flourishing and the common good
\n\u2022 The common good
\n\u2022 Case study: challenges to the common good \u2013 freedoms and the common good
\n\u2022 Advocacy: personal and professional challenges of Catholic social thought
\nQUALITY ASSURANCE AND STUDENT FEEDBACK
\nThis unit has been evaluated through the \u2018Student Evaluation of Learning and Teaching\u2019 (SELT) online surveys.
\nThe following changes have been made:
\n-we introduced an extra class on the principles of Catholic Social Thought
\n-we introduced a new case study
\n-we revised and updated the marking rubrics
\n-we have included e-readings (recommended) on LEO
\nSELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
\ncoordinators and\/or through student representatives.
\nTEACHING AND LEARNING STRATEGIES
\nThis unit is delivered in:
\n\u2022 face-to-face mode over a 10-week period in a normal university semester; \u2022 an intensive mode in Winter and Summer Terms; and,
\n\u2022 an online mode.
\nFace-to-face and intensive modes adopt a \u2018flipped class room\u2019 approach with no lectures. Small group classes of one hour\u2019s duration are adopted with \u2018active learning\u2019 techniques being used as opposed to a didactic method. Active learning methods may include but are not limited to the use of facilitated group discussions; ice-breakers; buzz groups; role play and advocacy.
\nAll resources are electronically based and available through the LMS.
\nSCHEDULE
\nFor the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule.
\nComplete all activities in Module 1 (The Good Life and the Golden Rule) and Module 2 (I am because we are; individual and society) prior to your first face-to-face lesson.
\nLesson 1: June 17
\nIntroduction to the Unit \/ Icebreaker
\n1.1 Introduction to UNCC100
\n1.2 Ice breaker
\nThe Good Life and the Golden Rule 2. The Golden Rule \u2013 buzz groups activity 3 -I am because we are-; individual and society
\nComplete all activities in Module 3 (The History and Principles of Catholic Social Thought) prior to lesson 2.
\nLesson 2: June 21
\n4 The history and principles of Catholic Social thought (Part 1)
\n5 .The history and principles of Catholic Social thought (Part 2)
\nHow does CST relate to your profession? (Scenarios)
\nComplete all activities in Module 4 (Human Flourishing and the Common Good) & Module 5 (The Common Good) prior to lesson 3.
\nLesson 3: June 24
\nHuman Flourishing and the Common Good
\n6. Human Flourishing and Reciprocity \u2013 group activity
\nThe Common Good
\n7. Understanding the common good and inequality
\nCase study. Challenges to the common good \u2013 freedoms and the common good
\n8. Case study: Challenging the common good (-The Mega Worship Centre\u201d)
\nComplete all activities in Module 6 (Advocacy \u2013 personal and professional challenges of Catholic social teaching) prior to your final lesson.
\nLesson 4: June 28
\nAdvocacy \u2013 personal and professional challenges of Catholic social teaching
\n9. Advocacy: personal & professional challenges of CST\/\u201cWhat\u2019s behind my clothing?\u201d (activity)
\n10. Unit -Wrap up-
\nNB:
\nAssessment 1 due July 2 5pm;
\nAssessment 2 due: July 23, 5pm.
\nASSESSMENT
\nIn order to pass this unit, you are required to achieve a final grade of 50% or better as an aggregate score of all points from assessment tasks completed in this unit.
\nThe assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome
\nAssessment tasks
\nDue date Weighting (%) Learning outcome\/s assessed Graduate Attributes assessed
\nFeature Article July 2
\n5pm 50% 1 GA1, GA7, GA8, GA9
\nOp Ed piece July 23 5pm 50% 2 GA2, GA4, GA7,
\nELECTRONIC SUBMISSION, MARKING AND RETURN
\nAssessments will be submitted and returned electronically through LEO
\nWord limits
\nStudents may exceed the word limit on assessments by 10% without penalty. However, the marking penalty for exceeding the word limit by more than 10% will be calculated in this way: 5% of the total available marks for the assessment will be deducted from the student\u2019s mark for each further 10% by which the number of words in the student\u2019s assessment exceeds the limit\u201d (Please see the assessment overview and instructions on LEO also).
\nAssignment 1
\n(Feature article)
\nChoose 3-5 principles of Catholic Social Thought (CST),
\n1) state, define and describe these coherently; and
\n2) explain what each reveals about the interrelationship between \u201cself\u201d and \u201ccommunity\u201d.
\nWhat are you being assessed on?
\nAssessment No.1 is designed to assess the first intended learning outcome:
\n1. Describe coherently in writing the principles of Catholic Social Thought (CST), and through a personal written commentary, explain that the concepts of \u201cself\u201d and \u201ccommunity\u201d are interrelated.
\nReadings for this assessment:
\nThe readings from tutorials 1 and 2 of the unit available to you via LEO (i.e., The Good Life and the Golden Rule; -I am because we are-; individual and society; the history and principles of Catholic Social thought; Human Flourishing and the Common Good) and through any wider or further reading you wish to include. Please note that you are not required to read outside of the reading list in the unit in order to achieve a high distinction in this assessment task. General Instructions:
\n\u2022 Construct a feature article stating, defining and describing, in writing, 3-5 principles of Catholic
\nSocial Thought (CST) as outlined in the unit; explain the inter-relationship between \u201cself\u201d and
\n\u201ccommunity\u201d (with reference to 3-5 principles of Catholic Social Thought that you have chosen)
\n\u2022 The 3-5 should be chosen from these nine principles: Dignity of the Human Person; Common Good; Preferential Option for the Poor; Subsidiarity; Universal Purpose of Goods; Stewardship of Creation; Promotion of Peace; Participation; Global solidarity.
\n\u2022 From this assessment you will receive constructive feedback to assist you in completing assessment 2
\n\u2022 The article is to be between 1,000-1,200 words in length.
\n\u2022 The feature article may have illustrations\/artwork that relate to the content of your article, which must be referenced correctly. Try and make your article interesting and engaging for readers.
\n\u2022 All material must be referenced fully and correctly (see the notes on the UNCC100 LEO page for how to reference according to your discipline area).
\n\u2022 References do not count in the word limit.
\n\u2022 This assessment will be worth 50 marks.
\nDue date:
\nWeighting:
\nLength and\/or format: July 2, 5pm
\n50%
\n1000-1200 words
\n\u2022 Please see the instructions on LEO for this assessment also.
\n7
\nHow to submit:
\nyour feature article must be uploaded to LEO via Turnitin
\nPurpose:
\nWrite a feature article explaining principles of Catholic Social Thought (CST), and how the concepts of ‘self’ and ‘community’ are interrelated
\nLearning outcomes assessed:
\n1. Describe coherently in writing the principles of Catholic Social Thought (CST), and through a
\npersonal written commentary, explain how the concepts of ‘self’ and ‘community’ are interrelated
\nReturn of assignment:
\nAssignments will be returned on July 16, providing feedback for preparation of assignment 2.
\nAssessment criteria:
\nA rubric outlining the criteria you will be marked on and the standard for each criterion required to
\nachieve each grade for Assignment 1 is attached below.
\nAssessment 1 Pass Fail
\nStates 3-5 Catholic
\nSocial Thought
\nPrinciples
\n(4 marks) States 3-5 Catholic
\nSocial Thought
\nPrinciples accurately. (2-4) Fails to state 3- 5 Catholic Social Thought Principles. (0-1.9)
\nHD
\n85-100 Di
\n75-84 Cr
\n65-74 Pa 50-64 NN 0-49
\nDefines 3-5 Catholic
\nSocial Thought
\nPrinciples
\n(6 marks) Defines 3-5 Catholic Social Thought Principles in great detail; clarifies and elaborates.
\nShows deep engagement with the module materials well beyond the level of class discussion
\nDefines 3-5 Catholic Social Thought
\nPrinciples in detail; clarifies and elaborates.
\nShows much evidence of engagement with the module materials beyond the level of class discussion
\nDefines 3-5 Catholic Social Thought Principles in some detail; clarifies.
\nShows evidence of engagement with the module materials beyond the level of class discussion
\nDefines 3-5 Catholic Social Thought Principles in a basic way.
\nResponse would have benefitted from more
\nclarification or accuracy.
\nFails to define 3- 5 Catholic Social
\nThought Principles (definitions of the principles are generally unclear, vague, or inaccurate).
\nCoherently describes 3-5 Catholic Social
\nThought Principles
\n(8 marks) Exemplary, coherent clear and accurate description of 3-5 Catholic Social Thought Principles. Shows deep and considered engagement with module materials; may show personal insight or original thought.
\nDescribes 3-5
\nCatholic Social Thought Principles very coherently clearly and accurately Shows evidence of deep engagement with the module materials beyond the level of class discussion
\nDescribes 3-5
\nCatholic Social Thought Principles coherently clearly and accurately.
\nShows evidence of engagement with the module materials beyond the level of class discussion.
\nDescribes 3-5
\nCatholic Social Thought Principles coherently, and in a largely clear and accurate way. Response would have benefitted from more clarification, concrete explanation or examples, or more evidence of engagement with unit materials.
\nFails to describe coherently 3- 5 Catholic Social
\nThought Principles (descriptions of the principles are generally very vague, or inaccurate).
\nThrough personal written
\ncommentary drawing on 3-5 Catholic Social Thought
\nprinciples, explains how these help us to understand \u201cself\u201d
\n(6 marks) Provides with exemplary accuracy and clarity and coherence a personal written commentary on the chosen Catholic Social Thought principles, explaining how these help us to understand \u201cself\u201d
\nProvides a very accurate and clear personal written commentary on the chosen Catholic Social Thought principles, explaining how these help us to understand \u201cself\u201d
\nProvides an accurate and clear personal written commentary on the chosen Catholic Social Thought principles, explaining how these help us to understand \u201cself\u201d
\nProvides personal written commentary on the chosen Catholic Social Thought principles, explaining how these help us to understand \u201cself\u201d
\nFails to explain how the chosen principles of Catholic Social Thought help us to understand \u201cself\u201d
\nThrough personal written commentary drawing on 3-5 Catholic Social Thought principles, explains how these principles help us to understand \u201ccommunity\u201d
\n(6 marks Provides with exemplary accuracy and clarity a personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand
\n\u201ccommunity\u201d
\nProvides a very accurate and clear personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand \u201ccommunity\u201d
\nProvides an accurate and clear personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand \u201ccommunity\u201d
\nProvides personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand \u201ccommunity\u201d
\nFails to explain how the chosen principles of Catholic Social Thought help us to understand \u201ccommunity\u201d
\nThrough personal written
\ncommentary drawing on 3-5 Catholic Social Thought
\nprinciples, explains what each reveals about the
\ninterrelationship between \u201cself\u201d and \u201ccommunity
\n(10 marks Provides with exemplary clarity and coherence a personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand the interrelationship between \u2018self\u2019 and \u2018community\u2019
\nProvides a very clear and coherent personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand the interrelationship between \u2018self\u2019 and \u2018community\u2019
\nProvides a clear and coherent personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand the interrelationship between \u2018self\u2019 and \u2018community\u2019
\nProvides largely clear and coherent personal written commentary on the chosen Catholic Social Thought principles, explaining how the chosen principles help us to understand the interrelationship between \u2018self\u2019 and \u2018community\u2019
\nFails to explain how the chosen principles of Catholic Social Thought help us to understand the interrelationship between \u2018self\u2019 and \u2018community\u2019
\nStyle and Writing Mechanics:
\n5 marks Presents all information clearly in a highly engaging style with no errors in grammar, capitalization, punctuation and spelling. Presents
\ninformation clearly, overall, in a very engaging style with occasional or no errors in grammar, capitalization, punctuation and spelling. Presents information clearly overall, in an engaging style with occasional errors in grammar, capitalization, punctuation and spelling. Presents
\ninformation clearly, overall, with few errors in grammar, capitalization, punctuation and spelling. Presents information unclearly Many errors in grammar, capitalization, punctuation and spelling, in general.
\nReferencing
\n5 marks Exemplary citation. Provides accurate information about all sources used, to support fully the credibility and authority of the information presented.
\nAccurately cites all sources of information, provides accurate information about all sources used, to support the credibility and authority of the information presented.
\nSources are cited accurately and student provides accurate information about the sources used, in general. Sources are cited and student provides information about sources used, in general.
\nNo referencing or sources not cited accurately throughout.
\nAssessment 2
\nWrite an Op-Ed (opinion-editorial) that allows you to demonstrate an understanding of how issues relating to the dignity of the human person and the realization of the common good may be addressed by you in your professional practice now and in the future.
\n(You need to select one issue from the list below that relates to the degree program you are studying and write a concise but persuasive opinion piece on this issue relating to the dignity of the human person and the realization of the common good that relates to your professional practice now and in the future.)
\n– the stigma attached to mental health (or other related health issues)
\n– violence directed towards, or threats \u201con the job\u201d to, paramedics, teachers, nurses, social workers etc.
\n– failure to provide a \u201cliving wage\u201d for low income Australian families
\n– lack of equal and equitable educational opportunities for Aboriginal and Torres Strait islander people
\n– social media and \u201csocial discord\u201d (the role of the arts, humanities, sciences, education etc) – \u201cdoping\u201d in sports
\n– unethical behaviour by the banks\/ financial institutions
\n– treating refugees or asylum seekers like \u201ccommon criminals\u201d
\n– challenges faced by rural and remote communities (the role of the arts, humanities, sciences, education etc)
\n– \u201cGaslighting\u201d
\n– Unfair or unethical pricing (margins)
\nGeneral Instructions:
\n\u2022 Create an evocative and engaging Op-Ed that applies insights from Assessment 1 (knowledge base) to an issue or problem relating to the dignity of the human person and the realization of the common good that relates to your professional practice now and in the future (i.e., the degree program you are studying).
\n\u2022 The Op-Ed should clearly explain to readers what the issue or problem is (in order to achieve a pass grade or better, you must choose an issue from the list above) 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.
\n\u2022 Please note that you do not have to come up with the \u2018definitive solution\u2019 but provide a wellargued view in order to move forward on the issue.
\n\u2022 The Op-Ed is 700 words long.
\n\u2022 The idea is to express your thoughts clearly and concisely and make your argument as directly as you can \u2013 just like a journalist or writer. Do not assume that this assignment is easy given the word length. The challenge is to present a persuasive argument in a clear and concise manner.
\n\u2022 Although Op-Eds do not usually require referencing, for this academic work correct and full referencing is required. References do not count in the word limit. See referencing guidelines on the UNCC100 LEO page (You can find it under Assessment How do I reference course materials for UNCC units?).
\n\u2022 This assessment will be worth 50 marks.
\n\u2022 Readings for this assessment: The readings of the unit available to you via LEO and through any wider or further reading you wish to include. Please note that you are not required to read outside of the reading list in the unit in order to achieve a high distinction in this assessment task. Further, you should read the article on LEO that explains more fully what an Op-Ed piece is before commencing
\nthis assessed task.
\nDue date:
\nWeighting:
\nLength and\/or format: July 23, 5pm
\n50%
\n700 words
\nPurpose:
\nto write an Op-Ed (opinion-editorial) that allows the student to demonstrate an understanding of how issues relating to the dignity of the human person and the realization of the common good may be addressed by them in their professional practice now and in the future.
\nLearning outcomes assessed: 2 (see p.2)
\nHow to submit:
\nThe Op-Ed piece must be uploaded to LEO via Turnitin.
\nReturn of assignment:
\nAssignments will be returned via LEO when final grades are released. If you are unsure how to find your assignment results and feedback you can read how to do this on LEO under Assessment How to find your results and feedback
\nAssessment criteria: The following table lists the criteria you will be marked on and the standard for each criterion required to achieve each grade for Assignment 2
\n.
\nHD
\n85-100 Di
\n75-84 Cr
\n65-74 P a N
\nN
\n1. On the principle of the
\ndignity of the human person (10 marks) Provides a clear and accurate definition and an entirely coherent account of human dignity supported by deep engagement with the module materials beyond the level of class discussion Provides a clear and accurate definition and a very coherent account of human dignity supported by detailed engagement with the module materials beyond the level of class discussion Provides a clear and accurate definition and a coherent account of human dignity, supported by engagement with the module materials beyond the level of class discussion Provides a clear and accurate definition and a largely coherent account of human
\ndignity Fails to provide a clear and accurate definition and an
\naccount of human
\ndignity
\n2. On the principle of the
\ncommon good
\n(10 marks)
\nProvides a clear and accurate definition and an entirely coherent account of the common good supported by deep
\nengagement with the module materials beyond the level of class discussion
\nProvides a clear and accurate definition and a very coherent
\naccount of the common good supported by sustained engagement with the module materials beyond the level of class discussion
\nProvides a clear and accurate definition and a coherent account of the common good supported by some engagement with the module materials beyond the level of class discussion
\nProvides a clear and accurate definition and a largely coherent account of the common good
\nFails to provide a clear and accurate definition and coherent account of the common good
\n3. An account of the issue, chosen from the
\nlist in the Unit Outline; related to the degree program that the student is studying (10 marks)
\nProvides an entirely clear and coherent account of the issue in relation to their
\ndegree program
\nProvides a clear and highly coherent account of the issue in relation to their degree program
\nProvides a clear and coherent account of the issue in relation to their degree program
\nProvides a clear and largely coherent account of the issue in relation to their degree program
\nFails to provide a clear and coherent account of the issue in relation to their degree program
\n4. The student\u2019s profession al practice, now and in the future, in relation to the
\ndignity of the human person and the realization of the
\ncommon good (10 marks)
\nProvides a clear and fully coherent accoun of professional practice, in response to the issue, now and in the future, that relates to the dignity of the
\nhuman person and the realization of the
\ncommon good
\nProvides a clear and highly coherent
\nt account of
\nprofessional practice, now and in the future, in
\nresponse to the issue, that relates to the dignity of the
\nhuman person and
\nthe realization of the
\ncommon good
\nProvides a clear and coherent account of professional practice, now and in the future, in response to the issue, that relates to the dignity of the human person and the realization of the
\ncommon good
\nProvides a clear and largely coherent account of professional practice now and in the future, in response to the issue, that relates to the dignity of the
\nhuman person and
\nthe realization of the
\ncommon good
\nFails to provide a clear and coherent account of professional practice, in response to the issue, now and in the future, that
\nrelates to the dignity of the human person and the realization of the
\ncommon good
\nHigh Distinction Distinction Credit Pass Unsatisfactory
\n5. Style and
\nWriting
\nMechanics
\n(5 marks) Presents all information clearly and coherently in a highly engaging style with no errors in grammar, capitalization, punctuation and spelling. Presents information clearly and coherently, overall, in a very engaging style with occasional or no errors in grammar,
\ncapitalization, punctuation and spelling. Presents information clearly and
\ncoherently, overall, in an engaging style with occasional errors in grammar, capitalization, punctuation and spelling. Presents information clearly and coherently, overall, with few errors in grammar, capitalization, punctuation and spelling. Presents information in a largely unclear way.
\nMany errors in grammar,
\ncapitalization, punctuation and spelling, in general.
\n6. Refere ncing
\n(5
\nmarks Provides fully accurate information about all sources used. Accurately cites all sources of information, provides accurate information about all sources used Sources are cited accurately and student provides accurate information about the sources used, in general. Sources are cited and student provides information about sources used, in general. No referencing or sources not cited accurately throughout.
\nREFERENCING
\nThis unit requires you to use the referencing system used by your discipline area.
\nSee the \u2018Academic referencing\u2019 page of the Student Portal for more details.
\nACU POLICIES AND REGULATIONS
\nIt is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
\nA list of these and other important policies can be found at the University policies page of the Student Portal.
\nAssessment Policy and Procedures:
\nYou must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge. Academic integrity:
\nYou have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and\/or work of others. The Academic Integrity and Misconduct Policy and the Academic Misconduct Procedures are available from the website. Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments and misrepresentation are not acceptable.
\nPenalties for academic misconduct can vary in severity and can include being excluded from the course
\nTurnitin:
\nThe \u2018Turnitin\u2019 application (a text-matching tool) will be used in this unit, in order to enable
\n\u2022 students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and
\n\u2022 teaching staff to identify areas of possible plagiarism in students\u2019 written work.
\nWhile Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit.
\nFor any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report.
\nPlease note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically.
\nFIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
\nEvery campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
\nSTUDENT SUPPORT
\nIf you are experiencing difficulties with learning, life issues or pastoral\/spiritual concerns, or have a disability\/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and\/or one of the services listed below as soon as possible.
\nFor all aspects of support please visit ACU Info section in the Student Portal.
\n\u2022 \u2022 Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations.
\n\u2022 \u2022 Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects.
\n\u2022 \u2022 The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews.
\n\u2022 \u2022 The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists.
\n\u2022 \u2022 Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.
\nONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
\nThe LEO page for this unit contains further readings\/ discussion forums; you will find some helpful e- readings there also.
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term Ballarat https:\/\/leo.acu.edu.au\/course\/edit.php?id=30940
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term Brisbane https:\/\/leo.acu.edu.au\/course\/edit.php?id=30941
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term Canberra https:\/\/leo.acu.edu.au\/course\/edit.php?id=30942
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term Melbourne https:\/\/leo.acu.edu.au\/course\/edit.php?id=30943
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term North Sydney https:\/\/leo.acu.edu.au\/course\/edit.php?id=30944
\nUNCC100 2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers Winter Term
\nStrathfield https:\/\/leo.acu.edu.au\/course\/edit.php?id=30945
\nREPRESENTATIVE TEXTS AND REFERENCES
\n1. https:\/\/theconversation.com\/a-refugee-like-me-why-the-golden-rule-matters-in-an-era-of-massmigration-50957 (\u201cA Refugee Like Me: Why the Golden Rule Matters in an Era of Mass Migration\u201d, Rivka T. Witenberg ,The Conversation, 26 Nov 2015 – Research Paper Writing Help Service) (4 pages online)
\n2. https:\/\/essays.homeworkacetutors.com\/write-my-essay\/un.org\/en\/universal-declaration-human-rights\/index.html (United Nations, The United Nations Declaration of Human Rights) (4 pages online)
\n3. \u201cHuman Rights CST and the Liberal Rights tradition\u201d (Chapter 8, A Vision of Justice, edited by Susan Crawford Sullivan and Ron Pagnucco) (21 pages)
\n4. https:\/\/essays.homeworkacetutors.com\/write-my-essay\/humanrights.com\/what-are-human-rights\/brief-history\/declaration-of-independence.html
\n(A Brief History of Human Rights, United for Human Rights) (5 pages online)
\nThere are many other recommended readings on LEO<\/p>\n","protected":false},"excerpt":{"rendered":"
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