Develop content and materials for a workshop that raises awareness and lays the foundation for ways that participants might challenge ageism;ORProvide a policy brief on ageism for a government, non-government or commercial organisation that will inform strategic planning for supporting healthy ageing.

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Despite the many attempts to define ageism and a general definition of ‘discrimination on the basis of someone’s age’, ageism as a concept or term did not exist until Robert Butler invented the expression. As it was used by Butler (1969) specific to the stereotyping of and consequential discrimination experienced by a group of people in relation to the ‘being old’, it is therefore squarely in the realm of social gerontology and goes to the top of the list. In the global marketplace, the ability to communicate, both orally and in writing, is a skillset demanded by employers. Authentic assessment is a way that academia can provide students with the opportunity to use the same competencies or combinations of knowledge, skills, and attitudes that they need to apply in professional life. Regardless of discipline-based or professional context in which you work, as a gerontologist (which you will be with a degree in Applied Gerontology), you will need to inform, educate and provide leadership in many ways to improve the experience of ageing of a diverse range of individuals. In your final assessment for this topic, students are being provided with an ‘authentic assessment’ that will provide the opportunity to develop and/or enhance your ability to translate knowledge for an audience in an attempt to commence tackling a ‘wicked problem’. In this assessment exercise, you will………Address the ‘wicked problem’ of ageism. To facilitate student-centred learning, it is your choice as to the context in which you want to address it, but it needs to be framed in one of the structural frameworks identified in the assessment instructions below. Assessment InstructionsSelect ONE of the following to develop the way you will contribute to addressing the ‘wicked problem’ of ageism.Develop content and materials for a workshop that raises awareness and lays the foundation for ways that participants might challenge ageism;ORProvide a policy brief on ageism for a government, non-government or commercial organisation that will inform strategic planning for supporting healthy ageing.Depending on what you select, you can take a broad, societal context or a more focused context in which you target a specific area such as ageism in the workplace, healthcare or media, gendered ageism etc. or target a particular audience such as health care professionals or students, retail/consumer services workers and so on. Regardless of the context, your work should make a strong case for why ageism must be addressed as a matter of urgency and therefore needs to incorporate evidence demonstrating the impact on older people and consequential effects on the wider society.A policy brief presents a concise summary of information that can help readers understand and likely make decisions about government or organisational policies. Policy briefs may give objective summaries of relevant research, suggest possible policy options, or go even further and argue for particular courses of action. There are essentially two ways to approach a policy brief:an advocacy brief argues in favour of a particular course of action. an objective brief gives balanced information for the policymaker to make up his or her mind.Writing a policy brief is quite different from essay or report writing. Policy briefs are distinctive in their focus on communicating the practical implications of research to a specific audience. The brief is effectively providing a summary of evidence-based best practices or policy options. Emphasis is placed on the clarity and succinctness of the brief, which is essential in persuading the target audience of your key message. Policy briefs aim to be practical and well-researched in order to make timely evidence-based recommendations. A policy brief can be structured in different ways, depending on the audience of the brief. However, policy briefs are usually created for a more general reader or policymaker who has a stake in the issue that you’re discussing and therefore are anticipated to be knowledgeable about the subject area/focus of the brief. General Tips on policy briefsState your key message at the start and end with why it is important;Avoid using any academic or discipline-specific jargon;Use headings and sub-headings to break up large blocks of text and ensure clarity;If appropriate, use figures, charts or diagrams to help illustrate main points or key message;The presenta needs to be professional. Use appropriate fonts and headings; Make sure you proofread your brief to avoid any spelling or grammar mistakes.Provide enough background for the reader to understand the problem. Convince the reader that the problem must be addressed urgently.Provide information about alternatives (in an objective brief) or provide evidence to support one alternative (in an advocacy brief). Stimulate the reader to make a decision.






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