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.
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 1 2017) (6 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, Cambridge University Press, Cambridge, 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: 978-90-4815839-3 (Print) 978-94-017- 0988-0 (Online). 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, 2016-2017. 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://ezproxy.acu.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&d b=nlebk&AN=2174271&site=ehost-live&scope=site&ebv=EB&ppid=pp_57 http://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/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 https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4085881 https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4085881 https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4085881 https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4085881 https://ebookcentral.proquest.com/lib/acu/detail.action?docID=4085881 https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368140002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368140002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368140002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368140002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368860002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368860002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368860002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368860002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052368860002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/6860331220002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/6860331220002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/6860331220002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/6860331220002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/6860331220002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052384240002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052384240002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052384240002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052384240002352?auth=SAML https://ap01.alma.exlibrisgroup.com/leganto/public/61ACU_INST/citation/7052384240002352?auth=SAML 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 http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/1429419323?OpenUrlRefId=info:xri/sid:primo&accountid=8194 http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/1429419323?OpenUrlRefId=info:xri/sid:primo&accountid=8194 http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/1429419323?OpenUrlRefId=info:xri/sid:primo&accountid=8194 http://ezproxy.acu.edu.au/login?url=https://search.proquest.com/docview/1429419323?OpenUrlRefId=info:xri/sid:primo&accountid=8194 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/bishops-1/statements-2/1874-social-justice-statement-2016-social-justice-in-an-ageing-society/file https://www.catholic.org.au/all-downloads/bishops-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/bishops-1/statements-2/1833-a-vote-for-the-voiceless/file https://www.catholic.org.au/acbc-media/downloads/all-downloads/bishops-1/statements-2/1833-a-vote-for-the-voiceless/file http://ezproxy.acu.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2174271&site=ehost-live&scope=site&ebv=EB&ppid=pp_57 http://ezproxy.acu.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=2174271&site=ehost-live&scope=site&ebv=EB&ppid=pp_57 UNCC300 Assessment 2 (rubric) 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 better, on the assessment). (6 marks) Provides an entirely clear, accurate and coherent definition and clarification of the principle of the common good in relation to the chosen issue (from the list in the Unit Outline) Provides a very clear, accurate and coherent definition and clarification of the principle of the common good in relation to the chosen issue (from the list in the Unit Outline) Provides a clear, accurate and coherent definition and clarification of the principle of the common good in relation to the chosen issue (from the list in the Unit Outline) Provides a basic but largely clear, accurate, coherent definition and clarification of the principle of the common good in relation to the chosen issue (from the list in the Unit Outline) Fails to 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 realizing aspirations of the common good, in relation to the issue chosen from the list in the Unit Outline, and in the context of the student’s professional community, in an entirely clear, accurate and coherent way. Depth of engagement with unit materials evident. Provides a very clear, accurate and coherent critical analysis of the challenges with realizing aspirations of the common good, in relation to the issue chosen from the list in the Unit Outline, and in the context of the student’s professional community Depth of engagement with unit materials evident. Provides a clear, accurate and coherent critical analysis of the challenges with realizing aspirations of the common good, in 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 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. Some evidence of engagement with unit materials evident. Fails to critically analyze 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, clearly accurately and coherently Discusses local and especially, global contexts (6 marks) Provides an entirely clear, accurate and coherent