Aging & Health Studies

post contains two assignments
1:Evaluation

use the Excel file for doing this assignment. you need to evaluate facebook.

read the book pages and slides attached.

Create and test an evaluation instrument that would be suitable for the evaluation of the website below (the screenshot of the first page is provided in figure 1). You are undertaking a human-centred evaluation and will need to understand how to evaluate the interface in the context of the usability and user experience.

? Please note this assignment is designed in three pages. Read all the three pages carefully.

The website:

WWW.facebook.com

The screenshot:

Figure 1: A front page screenshot of facebook.com website

Part 1: In your evaluation, you are required to answer the questions below:

A. Follow the steps for developing an evaluation instrument from the lectures.

B. Include both quantitative and qualitative measures for evaluation.

C. Test the instrument by applying it to the website/ mobile app and collect evaluative data.

D. Identify issues your instrument detected with the interface (referenced where possible) and note possible solutions to rectify issues for the identified audience. Where possible, submit screen capture or photographs to illustrate your points.

Part 2: Your personal reflection including what you have learnt in this subject, how you would apply your knowledge in the field of computer interaction design. In your answers, relate your explanation to HCI (human computer interaction) processes as well as technique which you learnt during your assignment 1 to 3.

Final Deliverables

The breakdown of your individual work assessment is as follows:

Document
Due Deliverables Grade
Evaluation

3-4 pages of spreadsheet showing:

? Description of what you are evaluating
? The purpose of the evaluation
? The evaluation instrument (criteria, weights, etc)
? Evaluative data about the website gathered using the instrument
? Possible solutions to identified issues
? Please include references where appropriate
10%
Personal Reflection

A separate page in your spreadsheet explaining:

? Your personal reflection including what you have learnt in this unit, how you would apply your knowledge in the field, etc. In your answers, relate your explanation to HCI (human computer interaction) processes as well as technique which you learnt during your assignment 1 to 3.
? please check attached lecture notes for writing reflection.
? you should cover these topics in the reflection.
o DHCI concept
o Expert Review, Usability Report
o The User Experience & The Internet of Things
o The Process of HCI Systems Design
o The Process of HCI Systems Design & HCI Project Planning
o HCI Detailed Specification
o Prototype
o Building an Evaluation Framework
o User Experience Measurement
o Foundations of Designing Interactive Systems
5%

Submission Guidelines

You will be submitting assignment 3 in one spreadsheet file with multiple pages.

Please make sure that you have answered both parts of this assignment including the evaluation as well as your personal reflection.
Reading Materials and Reference for week 10:
Usability.gov, Improving the user exprience, https://www.usability.gov/what-and-why/usability-evaluation.html (Links to an external site.)Links to an external site.

Andrew, O. (2015), Is My Design working?, https://envato.com/blog/is-my-design-working-how-to-gauge-user-experience/ (Links to an external site.)Links to an external site.

Cousins, Carrie (2013) Why does User Experience Matter http://designshack.net/articles/why-does-user-experience-matter/ (Links to an external site.)Links to an external site.

2:Aging & Health Studies Program

COURSE DESCRIPTION
The fieldwork experience will give students an opportunity for firsthand experience in working with the elderly in such places as Senior Centers, Nursing Homes, Hospitals, and Adult Day Care Programs. It will include seminars so that students may increase their knowledge, exchange ideas and discuss problems that may occur.
Required Class Text
101 Careers in Gerontology ¡V 2nd Ed.
by C. Joanne Grabinski
ISBN ¡V 978-0-8261-2008-3
ebook ¡V 978-0-8261-2009-0
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Additional Selected Readings and Websites to Supplement Class Notes and Chapter Discussions may Include:
Administration on Aging http://www.aoa.gov
AARP http://www.aarp.org
American Society on Aging http://www.asaging.org
Gerontological Society of America https://www.geron.org
Social Security Administration http://www.ssa.gov
Unied States Census Bureau http://www.census.gov/#
NYC Department for the Aging (DFTA) http://www.nyc.gov/html/dfta/
NYC Department of Health and Mental Hygiene http://www.nyc.gov/html/doh/
Technology Requirement
Students must have an active Hostos email account. (If you have changed your password and do not remember it, please visit the Help Desk located in the college computer lab building C-595 or call 718-518-6622.) This class will make active use of Blackboard. Class notes, journals and assignments will be shared through Blackboard. Notices and updates will be sent to your Hostos email account.
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Student Objectives:
„h Develop a professional portfolio and use discussed options for their career choices.
„h Develop skills needed to use networks and resources that support their career pathway.
„h Work effectively under supervision and in organizations to achieve person and professional learning outcomes.
„h How to use professional networks and resources for life-long learning opportunities.
Student Learning Outcomes
„h Develop a resume, cover letter, and thank you letter and describe basic job search skills.
„h Identify acquired skills needed for job search.
„h Document in journal weekly skills and tasks they have acquired.
„h Identify continuing education alternatives.
GENERAL EDUCATION LEARNIN OUTCOMES (CORE COMPETENCIES)
General Education Category A: Skills
This category addresses fluency in reading, writing, and oral communication; mastery of the basic principles of logical, mathematical, and scientific reasoning; and literacy in information resources and learning technologies.
A2. Develop the acts of speaking, reading, listening, and writing; demonstrate the act of speaking and synthesizing information correctly and effectively with the ability to use context-appropriate vocabulary and communication technology; parse lectures, text, and other educational material.
General Education Category B: Skills
This category addresses discipline-specific academic literacy. The category stresses mastery of the core concepts, principles, and methods in the various disciplines students will encounter in their programs at the College
B2. Make meaningful interdisciplinary connections, recognizing that subject area knowledge may go beyond a particular course.
General Education Category C: Synthesis and Application
This category addresses logical analysis and synthesis of information and ideas from multiple sources and perspectives. The student¡¦s acquisition of knowledge should be considered, as well as the integration of different forms of knowledge and ability to apply it to the student¡¦s intellectual, personal, professional, and community experience.
C1. Access and identify the information necessary and appropriate to the production of projects, such as course papers, reports, and portfolios.
General Education Category D: Global Citizenship
This category addresses the application of the principles of ethics and governance to the larger society, one¡¦s immediate community, and to individual conduct on campus and in society. It addresses valuing the diversity of human experience and recognizing our common human heritage and the interconnectedness in the region, the nation, and the world.
D2. Exhibit an appreciation, understanding, acceptance and respect for human differences.
D3. Develop an ability to participate with self-awareness when interacting as a member of diverse local and global communities.
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Course Outline
1. Fieldwork course objectives and competencies:
o To provide students with an opportunity to work with older adults.
o To provide students with an opportunity to work on developing cultural competency in direct services.
o To provide students with an understanding of the professional responsibilities of working with older adults.
o To provide students with an understanding of how agencies for older people actually operate and function.
o To observe supervised learning experiences, therapy and information and referral sessions.
o To assist in supervised learning experiences, therapy and information and referral sessions.
o To lead, with supervised learning experiences, therapy and information and referral sessions.
o To enable students to discover their professional strengths and weaknesses.
o To enable students to discover whether they want to work with older adults as a career objective.
o To prepare an effective employment portfolio.
o To develop effective interviews skills with the assistance from Career Services.
2. Assignment to Senior Center, Nursing Home, Adult Day Care Program or Hospital¡K
3. Review of responsibilities at the placement site
4. On-going assignments and projects as they relate to individual fieldwork assignments.
5. Seminars
6. Course Requirements
o Students must complete a time sheet to indicate hours of work at the field site. Timesheet must be signed by field supervisor
o Students must submit a weekly online journal of their activities. These reports should include what skills you learned, your interactions with fellow co-workers and/or supervisors, challenges, and any experience that participated. These notes will assist you as you prepare you resumes.
o Student will interview a professional in their chosen field of practice.
o Student will do research paper on Job Opportunities for their field of interest.
o Student will make a PowerPoint presentation on their research paper.
o Student will complete at least 100 hours of fieldwork.
o Student will prepare an updated resume, cover letter and thank you for a perspective employer.
o Student will apply for a position in a senior serving agency.
7. Mandatory – Students will apply for membership . (i.e. BRICA).
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Grades: Late assignments will only be accepted in cases of extreme emergencies with documented proof. Failure to complete any assignment will result in a grade of 0% that will be averaged into the final grade.
Grading System
A
93-100
4.0
A
90-92
3.7
B+
87-89
3.3
B
83-86
3.0
B
80-82
2.7
C+
77-79
2.3
C
70-76
2.0
D
60-69
1.0
F
00-59
0.0
An incomplete will only be given to a student who is successfully completing the course and because of unforeseen circumstances cannot complete a specific assignment in the given time frame. It is the student¡¦s responsibility to inform the professor at the time of the occurrence to sign a contract or an incomplete grade will not be given and the student will fail the course.
Students with Disabilities Policy: If any student has a disability that requires course accommodations, please contact me by phone or email as soon as possible to discuss your situation. I will be pleased to meet with you to discuss the matter as well. If you have not already done so, you should register with the college¡¦s office of Services for Students with Disabilities located in the Savoy building in Room D101P; telephone: 718-518-4454. The office will assess your eligibility for services and / or accommodations and will work with you to plan and implement appropriate accommodations to assist you to complete requirements for this and other courses.
Student Integrity Policy: Definitions and Examples of Academic Dishonesty
1. Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices or communication during an academic exercise.
2. Plagiarism is the act of presenting another person’s ideas, research or writings as your own.
3. Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the internet without citing the source, and cutting and pasting from various sources without proper attribution.
„« For more detailed information http://www.hostos.cuny.edu/oaa/policies.html
Student Feedback Evaluations
At the end of the semester students are encouraged to submit faculty evaluations. This can be done online once the system is activated. You can access the system from your smartphone, computer or access a kiosk on campus. https://www.hostos.cuny.edu/FBStudent/
Instructions for Using the On-Line Student Feedback Evaluations
Student Feedback Evaluations are ON LINE! That means you can give feedback about your teachers using the on line system and you can do it any time you want while the system is open.
The Student Feedback Evaluation system is very easy to use. No special computer skills are needed to access and use the system. If you can point and click with a mouse, you can use the system. Staff at the Academic Computing Center Help Desk in the C-Building is available to help. Or ask your friends for help! Your participation is highly encouraged.
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Week GERO 199 Seminars – Topics for Discussion
1
Introduction & Course Requirements
Career Service Intake
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Orientation to Fieldwork
Cultural Competency in the Workplace
Selection of Field Sites and Placements.
Online Journal Entry
You are responsible to visit the Discussion Board each week to answer the question and engage in conversation with your colleagues about the topic of the week. These discussions are part of your final grade.
3
Online Assignment ¡V Job Search Tools
4
Cultural Competency in the Workplace
Selection of Field Sites and Placements.
Contract/Letter of Introductions/ Timesheets DUE
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Required Workshop (1) – Resumes, Cover Letters and Thank You Letters
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Required Workshop (2) ¡V Interview Skills
CAPSTONE PROJECT – 2018 This Capstone Project is an opportunity for you to take what you have learned throughout the Aging and Health Studies Program and apply it to a specific project. Since you are preparing to work as a professional in the health and aging community it is imperative that you are knowledgeable with the needs and resources for this community. This Capstone Project will give you (the student) the ability to take knowledge and theory that you have learned and apply in a real-world setting
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Classroom ¡V Review Fieldwork & Journals
Handouts: Where are the jobs in Gerontology?
Online Assignment:
Review three online employment search engines searching for positions in the field of aging. (Indeed, Monster, Simply Hired, etc.) Post a summary of your findings including your impressions on Blackboard
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Required Workshop (3) – Negotiating Office Politics
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Classroom ¡V Review Fieldwork & Journals
Corrected Resumes, Cover Letters, & Thank you Letters due
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Required Workshop (4) – How to handle conflict in the Workplace
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Classroom ¡V Review Fieldwork & Journals * Research Paper Due
12 Required Workshop (5) – Mock Interviews Mock Interviews with Career Service Department (Dress for Success!) 13 14/15 Classroom – Power Point Presentations of Career Papers Date Required In-Class Workshops Location February 21, 2018 Resumes, Cover Letter, Thank you Letter A 425C March 7, 2018 Interview Skills A 425C March 21, 2018 Conflict Resolution ¡V How to handle conflict in the Workplace A 425C April 18, 2018 Navigating Office Politics A 425C April 25, 2018 Mock Interviews (Dress for Success!) D 210
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Orientation to Fieldwork
For the first few days and weeks you will be learning a lot about your placement site. By answering the following questions you will become aware of the factors that make your field site unique. Discuss any concerns with your supervisor.
FACILTITIES
„X What area or rooms have special functions?
„X What rooms house particular staff?
„X Where are materials and supplies stored?
„X Where are the safety controls, fire extinguisher, alarms, etc.?
„X What are the emergency procedures?
„X Are there special building features for individuals with physical handicaps?
SENIOR POPULATION
„X What is the average age of the seniors?
„X What is the proportion of men to women?
„X What individual physical characteristics are apparent?
„X What is the multi-cultural composition of the group?
„X What activities are offered?
„X What activities seem to be the most popular?
„X Is the program based on client interest?
„X How do programs begin and end?
„X What other activities could the site provide?
OVERALL FIRST IMPRESSIONS
„X What immediate question would you like answered about your field site?
„X What emotions have occurred as you observed the site and its participants?
„X What were your first impressions, and did they change on subsequent visits.
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Careers in Aging Interview Assignment
Interview someone who has a job that is of interest to you
You may interview someone from a current or previous work setting, your internship site, a site where you volunteer, or a professional setting of your choice.
Examples of Jobs/Careers:
„h Nurse
„h Occupational Therapist/ Occupational Therapist Aide
„h Physical Therapist / Physical Therapist Aide
„h Recreational Therapist / Recreational Therapist Aide
„h Social Worker / Case Manager/ Nursing Home Administrator
„h Health Information Technology/ Dietetic Technician / Health Educator
„h Other¡K
Your interview questions will include, but not be limited to:
o Name of organization
o Position of employee
o Length of time in this career
o Their academic and professional training
o Likes and dislikes of job
o What recommendation did they make that you found helpful
o Are you on the right career path?
Post on Blackboard by
Post a two to three page (double spaced) summary of your interview. Describe the person interviewed, their background and career. Include a summary of their responses to your questions (see above). Conclude by describing your experience, how you felt during and after the interview. Was this what you expected, how did this interview affect your career goals?
This interview will help you with your research paper described on the next page.
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Careers in Aging Paper
Select a Health Career listed below, hopefully one that you are interested in. Obtain all facts pertinent to the health career and type a 2-3-page paper. Your paper should include the responsibilities and work of the profession, the environment in which the work takes place, the skills, education and training needed. Evaluate the employment opportunities; include salary potential and opportunities for advancement. Obtain a job description for the selected career. Contact the national organization for information on their benefits for the professional who belongs.
„h Art, Dance, or Music Therapist
„h Dietetic Technicians or Assistants
„h Dietitians
„h Medical Records Personnel
„h Occupational Therapists
„h Occupational Therapy Assistants or Aides
„h Physical Therapists,
„h Physical Therapy Assistants or Aides
„h Recreational Therapists
„h Social Service Assistants
„h Social Worker
After you have gathered your information, your paper should include and answer questions like¡K
1. Why are you interested in this profession and career path?
2. How does this profession benefit the elderly population?
3. Is this profession transferable to any geographic area?
4. What organizations or agencies support this profession?
5. What are your personal views on this professional career?
References
All references used are to be listed using APA (American Psychological Association) format. This includes the use of chapters in the textbook, web sites, magazines, newspapers and journal articles. Students are encouraged to use sources from a variety of sources and not simply depend on the textbook.
For guidelines on use of APA format please visit:
https://owl.english.purdue.edu/owl/section/2/10/
https://www.library.cornell.edu/research/citation/apa
http://www.apastyle.org
Assignments are to be typed, double spaced, using Times New Roman font, with 1¡¨ margins. Add your name, assignment and date as a header. Handwritten assignments will not be accepted. Late assignments, not receiving prior approval from the instructor, will receive a lower grade.
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Final Class Presentation
Develop a brief 4 to 5 slide PowerPoint presentation in which you describe your Career in Aging Research paper. Your PowerPoint should be brief and use images that provide context to your Career in Aging Paper. Limit the use of text and keep your slides readable. Engage your audience and use this experience as an opportunity to strengthen your ability to discuss your career interest and knowledge.
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Cultural Sensitivity Assignment
Self Assessment
My personal cultural competency goals:
„h Name a new culture you learned about this semester.
„h Name an aspect of or fact about that culture you learned and had never heard before.
„h Describe an interaction you had with a senior and something surprising you learned.
„h Name something you had in common with the senior.
„h Write a new phrase you learned in another language.
„h Write one way you plan to change your body language or physical presentation to be more sensitive to potential cultural expectations.
Is there anything else you would like to share about your insight on aging and cultural diversity?
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SELF-EVAULATION: GERO 199 ¡V Field Experience
Below is a self-evaluation that you need to complete three (3) times during your field experience, after 10 hours, after 40 hours and after 80 hours. Please complete and e-mail the evaluation after you have completed your first week at your field placement site.
NAME
First Evaluation Date (10 hours)
Second Evaluation Date (40 hours)
Third Evaluation Date (80 hours)
Please use the following rating scale to respond to each question:
F= frequently
O=occasionally
R=rarely
Personal Qualities and General Work Habits
_____ Do you arrive on time?
_____ Do you come to work with a positive attitude, enthusiasm, a sense of humor?
_____ Do you remain calm in a tense situation?
_____ Are you flexible with assignments and schedules?
_____ Do you look for ways to enhance the program?
Working with Seniors
____ Are you attentive to the seniors and do you listen to them attentively?
_____ Do you treat seniors of all races, religions, family backgrounds and cultures with equal respect and consideration?
_____ Do you encourage seniors to participate in activities?
_____ Do you ask open-ended questions & speak to the seniors directly?
_____ Do you use an appropriate voice tone with seniors?
Working with Staff
_____ Are you friendly and respectful with others?
_____ Do you do your fair share of work?
_____ Do you avoid gossip?
_____ Do you understand the mission and the goals of the agency?
_____ Do you communicate concerns to your supervisor?
_____ Do you offer to share ideas and materials?
(Adapted from A Practicum Guide)
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CAPSTONE PROJECT – 2018
This Capstone Project is an opportunity for you to take what you have learned throughout the Aging and Health Studies Program and apply it to a specific project.
Since you are preparing to work as a professional in the health and aging community it is imperative that you are knowledgeable with the needs and resources for this community.
This Capstone Project will give you (the student) the ability to take knowledge and theory that you have learned and apply in a real-world setting
Prepare to engage in lifelong learning, including the ability to:
„« Exhibit the skills necessary to acquire, organize, reorganize and interpret new knowledge
„« Show proficiency in current technologies and the ability to adapt to emerging technologies
„« Recognize and participate in activities that enhance wellness of body, mind and spirit
„« Formulate a plan of personal goals for continued professional growth
„« Demonstrate intellectual curiosity
„« Work collaboratively, including the ability to participate effectively in teams
„« Consider different points of view
„« Work with others to support a shared purpose or goal
You are going to create a Falls Prevention Manual.
This manual will be for seniors. It should include pertinent information for their use.
Your manual should include general information about aging in NYC. You will need to gather the following information. The following resources will assist you.
Part I
Provide the statistical data for seniors in NYC.
https://nycfuture.org/research/the-aging-apple
Provide an analysis of this data relating to the elderly population and the impact on their lives
Part II
Using the information from your literature search site at least 10 resources that support your reason for creating this manual.
o Create a chart and contact at least 5 agencies and find if they have a Falls Prevention Program, including your site.
Each agency/Program/Business/ Service Provider must be listed by name, address, zip code, telephone, web and email.
What services/activities are offered that might be beneficial to a senior who is at risk for falls.
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RESOURCES
NYC Planning Dept web page for community planning district demographics:
http://www.nyc.gov/html/dcp/html/neigh_info/nhmap.shtml
Minority aging population in 2010 census:
http://www.census.gov/newsroom/minority_links/minority_links.html
For Senior Center program information and contact information
http://www.nyc.gov/html/dfta/html/home/home.shtml
Process Reflection
„« What challenges did you face in completing the assignment? How did you address/troubleshoot them?
„« Describe the aims and strategies that led to the completion of this project. How did the assignment evolve (or not evolve), refer to specific experiences.
„« What were your successes and difficulties in completing this task?
„« Outline the steps you took to complete the assignment, and explain your thinking at each step
„« Describe the learning process throughout this course and what it felt like at different stages until you mastered certain skills. Discuss the skills you are still developing CAPSTONE ASSIGNMENT Falls Assessment What is a Capstone Project: LITERATURE REVIEW ¡V Pre-Scheduled Workshop with Library Faculty Student will first do self -assessment of their homes SIMULATION ACTIVITY Review of Simulation Activity Sight Simulation: Pass out simulation eyeglasses to each student Content: With increasing age the eyes decrease in their ability to see as clearly as when the person was younger, particularly details such as small print or the eye of a needle.
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Mobility/Dexterity Simulation: Wrap masking tape around each finger on one hand, particularly the thumb and index finger, or tape splints on several fingers. Knee and elbow joints may be immobilized by using splints or wrapping them with 3″ to 4″ elastic bandages. Content: Forty percent of people over the age of sixty-five experience limits in activity due to changes in the skeletal-muscular system. Bone, muscular changes and health conditions (such as arthritis, Parkinson’s Disease and stroke) can mean decreased dexterity. Auditory Simulation: Ear plugs: Listen to recording and follow the instructions Refer to Reflection Questions What is the problem? 9 Acute Illnesses and Accidents „« Describe effective interventions to prevent accidental death or injury „« Understand how to assess an elder for accident risk Medication Use Medical Care/Long-Term Care 6 10 See assignment Refer HSSAT v4 What is the plan? 11 Plan Implementation Process Reflection „« What challenges did you face in completing the assignment? How did you address/troubleshoot them? What surprised you? „« Describe the aims and strategies that led to the completion of this project. How did the assignment evolve (or not evolve), refer to specific experiences. Describe an event that stands out in your mind? „« What were your successes and difficulties in completing this task? „« How is your agency addressing this issue? „« What else can be done to address this issue by individual, group, agency, society? „« Outline the steps you took to complete the assignment, and explain your thinking at each step „« What did you learn from this experience? Describe the learning process throughout this course and what it felt like at different stages until you mastered certain skills. Discuss the skills you are still developing, and how can it be used in other aspects of life? „« What is the root cause of this problem? „« Where do we go from here? What are the next steps? 15/16 Class Presentation

Aging & Health Studies