UNCC100: Self and Community: Exploring the Anatomy of Modern Society

UNCC100: Self and Community: Exploring the Anatomy of Modern Society
UNIT OUTLINE
Credit points: 10
Prerequisites: Nil
Incompatible units: UNCC301, UNCC302
Who to contact:
1. Questions about the unit: yourTutor
2. Tutorial selection or clash:CoreCurriculum.Student@acu.edu.au
3. Educational Inclusion Plan: Faculty Academic Liaison (See your Faculty contact below)
4. Request for Extension: Faculty Academic Liaison (See your Faculty contact below)
5. Request for Special Consideration: FacultyAcademic Liaison (See your Facultycontact
below)
6. Other enquiry: CoreCurriculum.Student@acu.edu.au
Faculty Academic Liaison (Education & Arts)
Mr. Roger Hillman (FEA.CoreCurriculum@acu.edu.au)
Faculty Academic Liaison (Health Sciences)
Ms. Laurine Hurley (FHS.CoreCurriculum@acu.edu.au)
Faculty Academic Liaison (Law & Business)
Dr. Sr. Thuy-Linh Nguyen (FLB.CoreCurriculum@acu.edu.au)
Faculty Academic Liaison (Theology & Philosophy):
Dr Richard Colledge (FTP.CoreCurriculum@acu.edu.au)
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Unit rationale, description and aim:
Is polluting our environment done for the common good?
Does perpetuating discrimination respect the dignity of the individual?
These 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 ‘ubuntu’ 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.
This 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 – and your role as an
individual who can, and must, be part of that.
Therefore, 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.
Mode/attendance pattern:
This unit is offered in multi-mode. This means you are required 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 both these learning
modes.
Duration:
10 week semester. 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.
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LEARNING OUTCOMES
On successful completion of this unit, you should be able to:
1. 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’ areinterrelated.
2. Analyse 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 realisation of the common good
may be addressed by you in your professional practice (i.e. the degree program you are
studying) now and in thefuture.
GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. You can view the
ACU Graduate Attributes for all courses at https://monkessays.com/write-my-essay/acu.edu.au/204356. All Australian universities
have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on
ethical behaviour and community responsibility than those of many other universities. All of your
units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise your responsibility to the common good, the environmentand society
GA4 think critically andreflectively
GA7 work both autonomously andcollaboratively
GA8 locate, organise, analyse, synthesise and evaluateinformation
GA9 demonstrate effective communication in oral and written English language andvisualmedia
CONTENT
Topics will include:
 The Good Life and the GoldenRule
 I am because we are; the individual andsociety
 The history and principles of Catholic socialthought
 Human flourishing and the commongood
 The common good
• Case study: challenges to the common good – freedoms and thecommongood
 Advocacy: personal and professional challenges of Catholic social teaching
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QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online
surveys.
The following changes have been made:
-we have revised and updated the assessments
-we have revised and updated the marking rubrics
-we have included e-readings (recommended) on LEO
SELT 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 coordinators
and/or through student representatives.
TEACHING AND LEARNING STRATEGIES
This unit is delivered in:
 face-to-face mode over a 10-week period in a normal universitysemester;
 an intensive mode over 2 sets of 2 days in Winter and SummerTerms;and,
 an online mode.
Face-to-face and intensive modes adopt a ‘flipped class room’ approach with no lectures. Small group
classes of one hour’s duration are adopted with ‘active learning’ 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.
All resources are electronically based and available through the LMS.
SCHEDULE
For 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.
Week Starting Weekly topics and class activities Preparation and other
important information
1 July 29 Introduction to UNCC100
Ice breaker
Read Unit Outline
2 August 5
The history and principles of
Catholic Social thought (I)
Unpacking of the principles
➢ DignityoftheHumanPerson;
➢ Common Good;
➢ Preferential option for the
poor; Subsidiarity
Complete Module 3 in
LEO
The history and
principles of Catholic
Social thought
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3 August 12 The history and principles of
Catholic Social thought (II)
Unpacking of the principles
 Universal Purpose of Goods;
 Stewardship of Creation;
 Promotion of Peace
 Participation
 Global solidarity
Complete Module 3 in
LEO
The history and
principles of Catholic
Social thought
4 August 19
I am because we are; individual
and society
Ubuntu – Group discussion
Because We’re Happy – buzz
groups activity
Complete Module 2 in
LEO
The history and
principles of Catholic
Social thought
5 August 26
The Good Life and the Golden
Rule
Assessment 1 due August 26, 4am
Review Module 1 in LEO
The Good Life and
the Golden Rule
6 September 2
Human Flourishing and the
Common Good
Human Flourishing and Reciprocity
– discussion and group activity
Complete Module 4 in
LEO
Human Flourishing and
the Common Good
7 September 9
The Common Good
Understanding the common good
and inequality
Complete Module 5 in
LEO
The Common Good
8 September 16
Case study – challenges to the
common good – freedoms and
the common good
Read Case Study
Handouts provided in LEO
under Week 8 Resources
9 September 23
Advocacy – personal and
professional challenges of
Catholic social thought
“Where do my clothes come from?”
(activity)
Complete Module 6 in
LEO
• Advocacy – personal and
professional challenges of
Catholic social teaching
• Bring an item of clothing
or other item and conduct
research on it for this
week’s classroom activity
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September 30 Vacation week
10 October 7 Unit “wrap-up”.
Q and A for Op-Ed.
What to expect in UNCC300.
October 14 Assessment 2 due 4am
ASSESSMENT STRATEGY AND RATIONALE
Assessment tasks Due date Weighting
(%)
Learning
outcome/
s
assessed
Graduate Attributes
assessed
Feature Article 26 August
4am 50% 1 GA1, GA4, GA7, GA8,
GA9
Op Ed piece 14 October 4am 50% 2 GA2, GA4, GA7, GA8,
GA9
In 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.
The assessment tasks for this unit are designed for you to demonstrate your achievement of
each learning outcome
ELECTRONIC SUBMISSION, MARKING AND RETURN
Assessments will be submitted and returned electronically through LEO
Word limits
Students 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’s mark for each
further 10% by which the number of words in the student’s assessment exceeds the limit.
ASSIGNMENT 1
(Feature article)
Choose 3-5 principles of Catholic Social Thought (CST),
1) state, define and describe thesecoherently;
2) explain “self” and “community”, and 3-5 ways in which they are interrelated (with reference
to the 3-5 principles you have chosen)
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Due date: 26 August 4am
Weighting: 50%
Length and/or format: 1000-1200
Purpose: Write a feature article explaining principles of Catholic
Social Thought (CST), and how the concepts of “self”
and “community” are interrelated.
Learning outcomes assessed: 1. Describe coherently in writing the principlesof Catholic
Social Thought (CST), and through a personal written commentary, explain how the
concepts of “self” and “community” areinterrelated.
How to submit: Your feature article must be uploaded to LEO via Turnitin.
Return of assignment: Assignments will be returned on 10 September, providing
feedback for preparation of assignment 2.
Assessment criteria:
A rubric outlining the criteria you will be marked on and the standard for each criterion
required to achieve each grade for Assignment 1 is attached below.
HD
85-100
DI
75-84
CR
65-74
PA
50-64
NN
0-49
States 3-5 Catholic
Social Thought
Principles
(4 marks)
States 3-5 Catholic
Social Thought
Principles
accurately.
Fails to state 3- 5
Catholic Social
Thought Principles.
Defines 3-5
Catholic Social
Thought Principles
(8 marks)
Defines 3-5
Catholic Social
Thought
Principles in great
detail; clarifies
and elaborates.
Shows deep
engagement with
the module
materials well
beyond the level of
class discussion
Defines 3-5 Catholic
Social Thought
Principles in detail;
clarifies and
elaborates.
Shows much
evidence of
engagement with
the module
materials beyond
the level of class
discussion
Defines 3-5 Catholic
Social Thought
Principles in some
detail; clarifies.
Shows evidence of
engagement with the
module materials
beyond the level of
class discussion
Defines 3-5
Catholic Social
Thought
Principles in a
basic way.
Response would
have benefitted
from more
clarification or
accuracy.
Fails to define 3- 5
Catholic Social
Thought Principles
(definitions of the
principles are
generally unclear,
vague, or
inaccurate).
Coherently
describes 3-5
Catholic Social
Thought
Principles
(16 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.
Describes 3-5
Catholic Social
Thought Principles
very coherently
clearly and
accurately
Shows evidence of
deep engagement
with the module
materials beyond
the level of class
discussion.
Describes 3-5
Catholic Social
Thought Principles
coherently clearly
and accurately.
Shows evidence of
engagement with the
module materials
beyond the level of
class discussion.
Describes 3-5
Catholic 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.
Fails to describe
coherently 3- 5
Catholic Social
Thought
Principles
(descriptions
of the
principles are
generally very
vague, or
inaccurate).
Through personal
written
commentary
drawing on 3-5
Catholic Social
Thought principles,
explains how these
help us to
understand “self”
(3 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 “self”
Provides a very
accurate and clear
personal written
commentary on the
chosen Catholic
Social Thought
principles,
explaining how
these help us to
understand “self”
Provides an
accurate and clear
personal written
commentary on the
chosen Catholic
Social Thought
principles,
explaining how
these help us to
understand “self”
Provides
personal written
commentary on
the chosen
Catholic Social
Thought
principles,
explaining how
these help us to
understand “self”
Fails to explain
how the chosen
principles of
Catholic Social
Thought help us to
understand “self”
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HD
85-100
DI
75-84
CR
65-74
PA
50-64
NN
0-49
Through personal
written commentary
drawing on 3-5
Catholic Social
Thought principles,
explains how these
principles help us to
understand
“community”
(3 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
“community”
Provides a very
accurate and clear
personal written
commentary on the
chosen Catholic
Social Thought
principles,
explaining how the
chosen principles
help us to
understand
“community”
Provides an accurate
and clear personal
written commentary
on the chosen
Catholic Social
Thought principles,
explaining how the
chosen principles
help us to understand
“community”
Provides personal
written commentary
on the chosen
Catholic Social
Thought principles,
explaining how the
chosen principles
help us to
understand
“community”
Fails to explain how
the chosen
principles of
Catholic Social
Thought help us to
understand
“community”
Through personal
written
commentary
drawing on 3-5
Catholic Social
Thought
principles,
explains how the
principles help us
to understand the
interrelationship
between ‘self’ and
‘community’
(6 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 ‘self’ and
‘community’”
Provides 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 ‘self’ and
‘community’
Provides 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 ‘self’ and
‘community’
Provides 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 ‘self’ and
‘community’
Fails to explain how
the chosen principles
of Catholic Social
Thought help us to
understand the
interrelationship
between ‘self’ and
‘community’
Style and Writing
Mechanics
(5 marks)
Presents all
information clearly
in a highly
engaging style
with no errors in
grammar,
capitalization,
punctuation and
spelling
Presents
information
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
information
clearly, overall,
with few errors in
grammar,
capitalization,
punctuation and
spelling.
Presents information
unclearly Many
errors in grammar,
capitalization,
punctuation and
spelling, in general.
Referencing
(5 marks) Exemplary
citation.
Provides entirely
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.
Readings for this assessment:
The readings from tutorials 2, 3, 4, 5 and 6 of the unit available to you via the LEO (i.e. Module 1 –
The Good Life and the Golden Rule; Module 2 – I am because we are; individual and society; Module 3
– The history and principles of Catholic Social thought; and through any wider or further reading you
wish to include (optional: you MAY wish to include Module 4 – Human Flourishing and the Common
Good which we will cover in week 6, but this is NOT required).
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:
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• Construct a feature article stating, defining and describing, in writing, 3-5 principles of Catholic Social
Thought (CST) as outlined in the unit; explain the inter-relationship between “self” and “community”
(with reference to 3-5 principles of Catholic Social Thought that you have chosen)
• The 9 principles are: the Dignity of the Human Person; the Common Good; the Preferential
Option for the Poor; Subsidiarity; the Universal Purpose of Goods; the Stewardship of Creation; the
Promotion of Peace; Participation; Global Solidarity.
• From this assessment you will receive constructive feedback to assist you in completing assessment 2
• The article is to be between 1,000-1,200 words in length; penalties will apply for assessments that exceed
the word limit and also for late submissions: please see the assessment overview and instructions on
LEO.
• The feature article may have illustrations/artwork that relate to the content of your article. Try and make
your article interesting and engaging for readers.
• All material must be referenced, if it is not original (see the notes on the UNCC100 LEO page for how to
reference according to your discipline area).
• References do not count in the word limit.
• This assessment will be worth 50 marks.
• Please see the General Instructions on LEO for this assessment
ASSIGNMENT 2
Write 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.
You will 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 realisation of the common good that relates to your professional
practice now and in the future
List of issues:
-not improving access to health centres or hospitals
-the challenge of radicalization
-climate change and the threat to coastal communities (the role of science or education or the arts or
law or business, etc.)
-social inequality (and the role of education or the arts or science or the humanities, and so on)
-violence in schools
-victimization online
-the proliferation of nuclear weapons
-fake news
-internet addiction and its negative impact on communities
-the failure to recognize Australia’s First Peoples in the Constitution
-Australians living in poverty
-the “crisis” in youth justice
General Instructions:
• Create an evocative and engaging Op-Ed that applies insights from Assessment 1 (knowledge
Page 10 of 14 Version: 006 16 August 2019
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).
• 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. Please note that you do not have to come up with the ‘definitive solution’ but
provide a well-argued view in order to move forward on the issue.
 The Op-Ed is to be no more than 700 words long; penalties will apply for assessmentsthat
exceed the word limit or which are submitted late: please see the assessment overview and
instructions onLEO.
• 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. 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.
 Although Op-Eds do not usually require referencing, for this academic work correct
and full referencing is required.
 References do not count in the wordlimit.
 See referencing guidelines on the UNCC100 LEO page (You can find it under
Assessment>How do I reference course materials for UNCC units?).
• This assessment will be worth 50 marks.
• Please see the instructions on LEO also for thisassessment
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 articles on LEO that explain more fully what an Op-Ed piece is before
commencing this assessed task.
Due date: 14 October 4am
Weighting: 50%
Length and/or format: 700 words
Purpose: to write an Op-Ed (opinion-editorial) thatallows the
student to demonstrate an understandingof 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.
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Learning outcomes assessed: analyse and evaluate the principles ofCST in
order to write an argument that shows how issues relating to the dignity of the
human person and the realisation 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.
How to submit: The Op-Ed piece must be uploaded to LEO via
Turnitin.
Return of assignment: Assignments will be returned via LEO when
final grades arereleased.
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
Assessment criteria: The following table lists the criteria youwill be
marked on and the standard for each criterion required to achieve each grade for
Assignment 2.
HD
85-100
DI
75-84
CR
65-74
PA
50-64
NN
1. On the
principle of the
dignity 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 dignity
Fails to provide a
clear and accurate
definition and an
account of human
dignity
2. On the
principle of the
common good
(10 marks)
Provides a clear and
accurate definition and
an entirely coherent
account of the common
good supported by deep
engagement with the
module materials beyond
the level of class
discussion
Provides a clear and
accurate definition and
a very coherentaccount
of the common good
supported by sustained
engagement with the
module materials
beyond the level of
class discussion
Provides 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
Provides a clear and
accurate definition
and a largely
coherent account of
the common good
Fails to provide a clear
and accurate definition
and coherent account of
the common good
3. An account of
the issue, chosen
from the list in the
Unit Outline;
related to the
degree program
that the student is
studying
(10 marks)
Provides an entirely clear
and coherent account of
the issue in relation to
their degree program
Provides a clear and
highly coherent
account of the issue in
relation to their degree
program
Provides a clear and
coherent account of the
issue in relation to their
degree program
Provides a clear and
largely coherent
account of the issue
in relation to their
degree program
Fails to provide a clear
and coherent account of
the issue in relation to
their degree program
4. The student’ s
professional
practice, now and
in the future (in
response to the
issue from the list
in the Unit Outline),
in relation to the
dignity of the
human person and
the realization of
the common good
(10 marks)
Provides a clear and
fully coherent account of
professional practice
now and in the future (in
response to the issue
from the list in the Unit
Outline), that relates to
the dignity of the human
person and the
realization of the
common good
Provides a clear and
highly coherent account
of professional practice,
now and in the future (in
response to the issue
from the list in the Unit
Outline), that relates to
the dignity of the human
person and the
realization of the
common good
Provides a clear and
coherent account of
professional practice,
now and in the future (in
response to the issue
from the list in the Unit
Outline), that relates to
the dignity of the human
person and the
realization of the
common good
Provides a clear and
largely coherent
account of professional
practice now and in the
future (in response to
the issue from the list in
the Unit Outline), that
relates to the dignity of
the human person and
the realization of the
common good
Fails to provide a clear
and coherent account of
professional practice,
now and in the future (in
response to the issue
from the list in the Unit
Outline), that relates to
the dignity of the human
person and the
realization of the
common good
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HD
85-100
DI
75-84
CR
65-74
PA
50-64
NN
5. Style and Writing
Mechanics
(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, capitalization,
punctuation and spelling.
Presents information
clearly and coherently,
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.
Many errors in grammar,
capitalization,
punctuation and spelling,
in general.
6.Ref’g
(5 marks)
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.
REFERENCING
This unit requires you to use the referencing system used by your
discipline area. See the ‘Academic referencing’ page of the Student
Portal for more details.
ACU POLICIES AND REGULATIONS
It 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.
A list of these and other important policies can be found at the University
policies page of the Student Portal.
Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University
Handbook: they include rules on deadlines; penalties for late submission; extensions;
and specialconsideration. If you have any queries on Assessment Policy, please see
your Lecturer in Charge.
Academic integrity
You 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. Penalties for academic misconduct can vary in severity and can include
being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
 students to improve their academic writing by identifying possible areas of poor
citation and referencing in their written work;and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is
Page 13 of 14 Version: 006 16 August 2019
more important. Information on avoiding plagiarism is available from the Academic
Skills Unit.
For 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.
Please 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.FIRST PEOPLES
AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT
ISLANDER STUDENTS
Every 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.
STUDENT SUPPORT
If 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.
For all aspects of support please visit ACU Info section in the Student Portal.
• 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 groupconsultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunitiesfor
you tobe involved with community projects.
• The Career Development Service can assist you with finding employment,
preparing a resume and employment application and preparing forinterviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental
service open to all students and staffed by qualified social workers orregistered
psychologists.
• Disability Services can assist you if you need educational adjustments
because of a disability or chronic medical condition; please contact them as
early aspossible.
Page 14 of 14 Version: 006 16 August 2019
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
UNCC100 2019 Semester 2 Ballarat https://leo.acu.edu.au/course/view.php?id=31887
UNCC100 2019 Semester 2 Brisbane https://leo.acu.edu.au/course/view.php?id=31888
UNCC100 2019 Semester 2 Canberra https://leo.acu.edu.au/course/view.php?id=31889
UNCC100 2019 Semester 2 Melbourne https://leo.acu.edu.au/course/view.php?id=31890
UNCC100 2019 Semester 2 North Sydney https://leo.acu.edu.au/course/view.php?id=31891
UNCC100 2019 Semester 2 Strathfield https://leo.acu.edu.au/course/view.php?id=31892
UNCC100 2019 Semester 2 Online https://leo.acu.edu.au/course/view.php?id=31893
REPRESENTATIVE TEXTS AND REFERENCES
1. Witenberg, Rivka, “A Refugee Like Me: Why the Golden Rule Matters in an Era of Mass
Migration”, in The Conversation, 26 November, 2015, at
https://www.dailybulletin.com.au/the-conversation/10183-a-refugee-like-me-why-thegolden-rule-matters-in-an-era-of-mass-migration (4 pages online)
2. United Nations, The United Nations Declaration of Human Rights,
https://monkessays.com/write-my-essay/un.org/en/universal-declaration-human-rights/index.html (4 pages online)
3. Pagnucco, Ron and Ensalaco, Mark, “Human Rights, Catholic Social Thought and the Liberal
Rights tradition”, in A Vision of Justice, Edited by Susan Crawford Sullivan and Ron Pagnucco,
Liturgical Press, Collegeville, Minnesota, 2014, pp. 139-160
4. United for Human Rights (UHR),https://monkessays.com/write-my-essay/humanrights.com/what-are-human-rights/briefhistory/declaration-of-independence.html (A Brief History of Human Rights, United for
Human Rights)
There are many other recommended e-readings on LEO.

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