ACCESSIBILITY EVALUATION THE ED ROBERTS CAMPUS As we have discussed in class, there are many ways to make our community more inclusive and accessible. Unfortunately, accessibility is often an afterthought in the engineering, design, and building process of community environments. This results in the exclusion of people with disabilities in life activities that non-disabled people take for granted. The hope with this assignment is to open your eyes to the ways that our community can be accessible and inaccessible for people with disabilities, and the ways that we can be proactive in ensuring that accessibility features are present within our communities.(Remember: Accessibility is not only for those with visible disabilities but also for invisible disabilities such as heart conditions, anxiety disorders, etc.) You will explore the concept of universal design and the accessibility features of The Ed Roberts Campus at UC Berkeley via two short videos: Ed Roberts Campus: Building Community https://youtu.be/7THtXFm_954The Ed Roberts Campus https://youtu.be/4Vh51HYJA-0 Required Format Microsoft Word format ONLY3-5 pages of question/answer text, and photosResponses must be in short essay/paragraph, question/answer format (answers underneath respective points/questions)1” margins12-point fontDouble-spaced For this assignment, you will respond to all of the following points or questions on the topic of accessibility at The Ed Roberts Campus at UC Berkeley and the community at large: What does universal design mean? Find at least 2 online definitions and put those definitions into your own words and write your definition here.(2 pts) Who was Ed Roberts and what did he believe to be important? (2 pts) Is The Ed Roberts Campus equally accessible to all groups of people? If so, which groups of people is it accessible to? And if not, which group(s) of people with disabilities is it not accessible to? Explain why you have come to this conclusion. (2 pts) What are some universal design features/qualities at The Ed Roberts Campus that make it accessible? (2 pt) There are many barriers on a day-to-day basis that make accessibility a challenge for people with disabilities. What barriers exist in the community at large that make accessibility more challenging? Think of barriers you have noticed in your own community. You may also take a look at historical footage via this video link to help refresh your memory: https://youtu.be/KRJM4hqj_JQ.Are the features/qualities and barriers you recognize man-made in the current moment? Or are they the result of the initial design? Explain. (2 pts) Add a photo of and a paragraph describing a real place that has poor accessibility features. The photo may be acquired in person or on the internet. However, you must provide a paragraph explaining why you have concluded that this place is not fully accessible. What would you change to make it accessible to more people? (2 pts) Add a photo of and a paragraph describing a real place that has excellent accessibility features. The photo may be acquired in person or on the internet. However, you must include a paragraph explaining why you believe that this place is fully accessible.Be sure to do ample research to ensure that this place is actually designed for full accessibility. (2 pts) Throughout your paper, use of person-first language is required (unless you are a person with a disability who prefers identity-first language and informs us of your preference within your paper). Respectful language is required. Inspiration porn is unacceptable. Proper disability-related language etiquette is required (1 pt) For help with this, please refer to the” Disability-Related Language in Written Assignments” document in Blackboard. The following considerations will benefit your evaluation and will contribute to a higher grade on this assignment. Things to consider as you answer the above questions: Can a person who uses a wheelchair access all of the same areas that a nondisabled individual can access?Are accessible alternatives clearly and visibly marked?Are elevators and lifts in working order wherever there are stairs? Are ramps located and angled in such a way that it is not overly burdensome for someone who uses a wheelchair to maneuver to them and on them? Are the accessible alternatives comparable in distance such that the person using a wheelchair does not need to go far out of their way to arrive at the destination? Are signs readable in Braille for people who are blind?Are audio cues available for people who are blind (such as crosswalks)?Are sign language interpretation and/or closed or open captioning available for any audio or video features?Are there enough accessible parking spots and are they actually accessible? If they are not accessible, is it because someone is parked in them illegally? Has someone put shopping carts or scooters or other obstacles in the spots? Or are they designed poorly, making them inaccessible? Are there enough accessible walkways, curb cuts, and other accessibility features? If they are not accessible, is it because someone has blocked them/created barriers? Or is it due to poor design?Do accessibility features that benefit people with disabilities also benefit those who do not have disabilities? If so, how?

Decision-Making Tool Matrix: For the first step in creating your matrix, you will identify tools based on the critical decisions provided by the executive director. To begin, review the critical decisions, and choose tools that might be used to inform decision making in each of the relevant functional areas. As you identify these tools, be sure to select a variety of data and technology tools, to provide the Exotic PetSavr employees and partners with options. Add these tools to your matrix. Determination: Now that you have identified the tools, you will determine a rating for each tool or technology by determining the tool’s relevance to the scenarios. Because many of the employees and partners are in need of business training, they need more information about the justification for 10 of your evaluations. Thus, once your matrix is complete, choose 10 individual evaluations (cells in the matrix) that might be useful to explain to the organizational member. You should include the following in your determination:Describe the process and output of each tool regarding decision making. This familiarizes the PetSavrs with the tools themselves.Determine the rating of each tool in the matrix by determining the relevance of the tool to each scenario.Be sure to justify each evaluation. Include all tools incorporated into the matrix and all critical issues at least once. Remember, the PetSavrs need to be able to fully understand your work.Include all ratings so the Exotic PetSavr employees and partners can understand your full thought process. Indicate whether each tool is not applicable (n/a), good, or great in relation to each scenario. Keep in mind the businesspeople may need to purchase or be trained in these, so make sure your evaluation is accurate! Each bullet should include a brief justification for its evaluation. This way the PetSavrs can learn about your thinking in a way that promotes their own understanding of the tools and issues.

Develop a Course Syllabus You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. Schools commonly establish guidelines and formats for information to be included in all syllabi developed for nursing courses. To deter misunderstandings, many institutions require all syllabi to include specific statements about institutional, departmental, and course policies on academic integrity, students with disabilities, and diversity. For the purpose of this assignment, required information to be included in your course syllabus is minimal. However, syllabi do not have to be simple, typed documents. You may choose to incorporate additional information (graphics, photos, comics, or designs) and other creative elements. However, be sure your syllabus includes at least the required information listed under the assignment guidelines section below in order to be considered for full credit.   Please note: You may not copy a syllabus to turn in. Make this syllabus your own ideal of teaching your chosen course. Have fun and be creative with this assignment. You will be utilizing your developed syllabus in weeks 6 and 7 to develop a teaching plan and mini-presentation, Assignment Guidelines When preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course. Your course syllabus should include: General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information. A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course. Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course.