Youre probably all better at this than I am, but here as an example of image placement and captioning if needed (hope you can wrangle formatting bet

Youre probably all better at this than I am, but here as an example of image placement and captioning if needed (hope you can wrangle formatting better than me, and with less cussing, I have very basic skills and find I have to just muddle through it)

left931545left613548Figure 1 Bathroom doorway (image contains a white schnauzer dog and a tape measure reading 650mm)

Figure 1 Bathroom doorway (image contains a white schnauzer dog and a tape measure reading 650mm)

Example text At 650 mm wide, the bathroom doorway does not meet the minimum standard for doorway access of 820mm (Livable Housing Design Guidelines 2017, p.27). Further, the flooring transition is 13mm high with hard edges which breaches the minimum standard allowance of 5mm between abutting surfaces (provided the lip is rounded or beveled, which this is not).

Then I would go on to say how this could be remedied (provide an example that could meet the guidelines, or point out why it cannot be easily remedied e.g. prohibitive cost, internal structures that cannot be altered etc.), and then cite a research article to argue why its important to remedy this (e.g. ageing in place or independent living studies, negative impact on various elements of health and social wellbeing if people need to be relocated due to poor design etc..).

Tip: You can use MS Word captioning function https://support.microsoft.com/en-us/office/add-format-or-delete-captions-in-word-82fa82a4-f0f3-438f-a422-34bb5cef9c81APA 7 formatting requires captioning to go above images, so youll need to change the default in the captioning functioning. I honestly prefer it below images, but, you might get instructors in other courses who are pedantic about accurate formatting (and yes I would fail their expectations), so lets try learning it the correct way now.

Youll also see that I added an image description. Its not a dealbreaker if you dont, but we are here to learn about accessibility, so I think its good practice to do this.

You can centre images, or left/right align, and wrap text around the image (like I tried to). https://support.microsoft.com/en-au/office/wrap-text-around-a-picture-in-word-bdbbe1fe-c089-4b5c-b85c-43997da64a12

Treat the caption reference as in-text, and place the full citation in the reference list (only if you sourced the image elsewhere, which might be more likely in CA 1.2 or CA 1.3). APA 7 states you dont need a citation if it is your own, unpublished image.

https://owll.massey.ac.nz/referencing/referencing-other-material-in-apa.php

Hope this helps.

Thanks for being my image and caption model Chachi!

I hope we get to see all the pets, teddies, garden gnomes etc. of WELF2021 making an appearance in the assessments!

Continuous Assessment 1.1

Continuous Assessment 1.1: Environmental Analysis - Homes (equivalent) 900 words: 20%

Component of assessment scheme:1stof 3 continuous assessments for this courseDue date: Week 4, Monday October 9 at 12 noon

Assessment Description

Assessment 1.1 requires you to applyan aged and disability friendly lensto analyse a home. This could be your own home or someone else's home (who has given you permission).

Assessment Instructions

Use and complete the Ageing and Disability Friendly Checklist provided (you do not need to submit this as part of your assessment, it is just a resource to help you draft your responses). Then, in 700 words, identify and describe the design enablers and barriers that you observe in your chosen space and discuss possible remedies or improvements and any other points that you identify as pertinent. Provide a minimum of 4 images to illustrate your key points and findings (images are equivalent to 200 words)

Include at least 4 appropriate scholarly references in addition to any guidelines or web sources you may use, and structure your paper in the following manner:

An introduction (approximately 50-100 words) that includes:

a brief description of the environment that you are analysing and reflecting on

A body section (approximately 400 words) that includes:

the identification and description of some barriers and/or enablers that you observe in your chosen space;possible remedies and improvements;any other points that you identify as pertinent (e.g. critical arguments as to why the remedies and improvements are needed); and

reference to research and literature to extend on your discussionA conclusion(approximately 200 words)that includes:

your critical reflection on the environment that you are analysing; and

any suggestions/recommendations that will contribute towards the creation of an age and disability friendly environment in the future.

Note: try to include your images in the context of the discussion, rather than attaching them as appendices. It carries more impact for the reader.

Assessment Aims

This course focuses on the everyday environments that most students will live in houses, transportation, pedestrian environments, public spaces such as parks, recreation areas and the like. There are other environments that students will probably visit or be familiar with as well, such as workplaces, shopping malls, natural spaces such as beaches, forests, etc. All of these environments can be assessed through the lens of age and disability inclusiveness or friendliness.

We want you to develop an awareness of how environments can facilitate or block people from participating as active, independent members of society. Awareness of how environments can enable or disable people has a long history. The National Disability Insurance Scheme (NDIS) and models of healthy and active ageing are posited on philosophies of moving from old models of caring for to approaches that focus on enabling people to participate as they wish to, whenever and for as long as possible in mainstream society. Many students will (or may not) work in these areas and seek to apply ideas and concepts in new and innovative ways it is a happening field!

By completing this assessment, you would be meeting the following course objectives:

CO 2 -describe how the natural and built environment can affect ageing in place and living with disablement.

CO 3 - identify and evaluate age and disability friendly principles and apply these in practiceAssessment Criteria

Demonstratesability to use healthy design guidelines to interpret the concepts of barriers and enablers.

Demonstrates ability to apply the concepts of barriers and enablers in a real-world situation and make appropriate, evidence-based recommendations for change.

Arguments are supported by consistent integration of appropriate scholarly literature (in addition to any reports, guidelines or web sources).Employs appropriate referencing conventions -(APA 7 referencing style, note:all in-text references must have page numbers You may see APA 7 guides state that page numbers are not required, but there is also a caveat that course instructors can request page numbers)

Expresses ideas clearly, logically and without any errors (spelling, grammar, typos)

Includes appropriate photographs/images that clearly capture the barriers and/or enablers being assessed.

Assessment Advice and ResourcesPlease look at theLivable Housing Design Guidelines PDF below.If you observe a design element in the home you are analysing, you can look it up in the guidelines to see if it constitutes livable design.UniSA Referencing Guidelines-we are now using APA 7 referencing in this course -you might find this citation generator tool useful

You might like to watch this short video with some strategies for the first assessment. It runs for 10 minutes as it covers the basic structure you will need for all continuous assessments. It also has information specific to the first assessment.