diff --git a/assets/css/my-remark.scss b/assets/css/my-remark.scss
index 48600c2922d40d7c8cd08f12661d47a345272424..853a402eb273df0ae258612d713c3401337030a6 100644
--- a/assets/css/my-remark.scss
+++ b/assets/css/my-remark.scss
@@ -4,15 +4,17 @@
$fa-font-path: "../fonts/font-awesome/";
@import 'fontawesome.all.min.css';
@import "remark-base";
-$body-font: 22pt;
-$list-font: 20pt;
+$body-font: 28pt;
+$list-font: 24pt;
$code-font: 18pt;
-$mediumsmall-font: 16pt;
-$title-font: 28pt;
+$mediumsmall-font: 20pt;
+$title-font: 2em;
+$h2-font: 1.5em;
$footnote-font: 12pt;
$blue: #0066ff;
$lightblue: #39d;
$lightgreen: #2c7;
+$green: #8fb47d;
$turqouise: #1b9;
$purple: #95b;
$violet: #ffe6ff;
@@ -99,7 +101,11 @@ pre {
ul {
font-size: $list-font;
}
-
+
+ol {
+ font-size: $list-font;
+}
+
.remark-code {
font-family: 'Ubuntu Mono';
font-size: $code-font;
@@ -224,7 +230,7 @@ blockquote p {
color: $light;
}
.p {
- font-size: 1.5em;
+ font-size: $body-font;
}
.footnote {
font-size: $footnote-font;
@@ -251,6 +257,15 @@ blockquote p {
padding-left: 1em;
}
+.remark-slide-content h1 {
+ font-size: $title-font;
+}
+
+.remark-slide-content h2 {
+ font-size: $h2-font;
+}
+
+
.remark-slide-content {
background-position: right;
font-size: $body-font;
@@ -270,10 +285,10 @@ body.compact {
}
.font-medium {
- font-size: $list-font !important;
+ font-size: $list-font;
}
.font-mediumsmall {
- font-size: $mediumsmall-font !important;
+ font-size: $mediumsmall-font;
}
.font-smaller {
@@ -297,6 +312,10 @@ body.compact {
color: $lightest;
}
+.green {
+ color: $green;
+}
+
.contrast71 {
color: #2E2EFF;
background: #FFFFFF;
@@ -357,6 +376,7 @@ body.compact {
left: -50px;
text-align: center;
line-height: 50px;
+ font-size: $mediumsmall-font;
letter-spacing: 1px;
color: $light;
transform: rotate(-45deg);
@@ -408,10 +428,10 @@ body.compact {
}
.corner-ribbon.tr{
- top: 100px;
- left: 500px;
+ top: 150px;
+ left: 850px;
font-size: $body-font;
- width: 1000px;
+ width: 500px;
transform: rotate(45deg);
-webkit-transform: rotate(45deg);
z-index: 10;
diff --git a/schedule.md b/schedule.md
index 5dd97757e73781dbb664910747760874d61de04e..7efc11896ef20d185656231dfd25da5a1293d92f 100644
--- a/schedule.md
+++ b/schedule.md
@@ -285,7 +285,7 @@ Discussion of Disability Dongle Paper
{% enddetails %}
-{% details Class Plan: %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Presentations
: Accessibility Assessment Assignment
@@ -385,7 +385,7 @@ Discussion of Disability Dongle Paper
{: .week}
# Week 8 (2/21): Making Accessibility: Fabrication and Physical Computing
-{% details Class Plan: STILL TBD %}
+{% details Class Plan %}
{: .topic 5:30-7:00} Fabrication and Accessibility
: **Slides** {% include slide.html title="Introduction to 3D Printing and Physical Computing" loc="3dprinting.html" %}
@@ -422,9 +422,7 @@ I'm also thinking about having them use fusion360 or something else to make some
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-
-There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2649283).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week in response to either or both assigned readings. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2649283).
- [Difficulty Vs Accessibility](https://www.youtube.com/watch?v=sPehhHZvKE8&list=PLVEo4bPIUOskja9pfpqceY8qDrykFdubf&index=18)
- [My Disability Is Dynamic](https://medium.com/age-of-awareness/my-disability-is-dynamic-bc2a619fcc1)
@@ -459,18 +457,18 @@ There is only one Ed post you need to make this week in response to either or bo
{: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
:
-- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-
-There is only one Ed post you need to make this week. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2655576).
+- **Required: Respond to the Reading Questions and Preparation Requirements on Ed**. There is only one Ed post you need to make this week. [Please post your response in this Ed thread](https://edstem.org/us/courses/31170/discussion/2655576).
- [Crippin' Jim Crow](https://drive.google.com/file/d/1QaRu4T3aax6jg73quHKgpfwJe3nQ4PEv/view?usp=share_link)
- [Traumatic Brain Injury: A Guide for Criminal Justice Professionals](https://www.brainline.org/article/traumatic-brain-injury-guide-criminal-justice-professionals)
+- **Optional Readings**
+ - [Disabling Incarceration: Connecting Disability to Divergent Confinements in the USA](https://journals.sagepub.com/doi/pdf/10.1177/0896920511430864?casa_token=4JF2JifTBBwAAAAA:FOPw2ZwZDMbyKoRLloJIhzc4ZQTf25dnTt1NnvR6yaD-S8OfE96U-Un8QLA3_sOw7EGBk3ro8hUv)
{% enddetails %}
{: .week}
# Week 10 (3/7): Sustainability, Urban Access and Housing
-{% details Class Plan: %}
+{% details Class Plan %}
{: .topic } 5:30-6:30 Traumatic Brain Injury and Incarceration
: guest lecturer: Mark Harniss
@@ -479,7 +477,7 @@ There is only one Ed post you need to make this week. [Please post your response
: Break / Food
{: .topic } 6:45- ~8:00
-: Sustainability and Accessibility
+: **Slides** {% include slide.html title="Sustainability and Accessibility" loc="sustainability.html" %}
{: .topic } 7:30-8:30
: Group project check ins (you can leave if your group is meeting with Jen at a different time)
@@ -499,7 +497,7 @@ There is only one Ed post you need to make this week. [Please post your response
{: .week}
-# Finals week: Final presentations 3/14, 6:30pm
+# Finals week: Final presentations 3/14, 5:30pm
{: .lecture} Final project presentations
:
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diff --git a/slides/sustainability.html b/slides/sustainability.html
new file mode 100644
index 0000000000000000000000000000000000000000..ee6d8fb4a5bf915c523ee6915d4890654dedeb8c
--- /dev/null
+++ b/slides/sustainability.html
@@ -0,0 +1,412 @@
+---
+layout: presentation
+title: Sustainability & Disaster Response --Week 9--
+description: A discussion of accessibility concerns in sustainability and disaster response
+class: middle, center, inverse
+---
+background-image: url(img/people.png)
+
+.left-column50[
+# Welcome to the Future of Access Technologies
+
+Week 9, Sustainability & Disaster Response
+
+{{site.classnum}}, {{site.quarter}}
+]
+---
+name: normal
+layout: true
+class:
+
+---
+# Important Reminder
+
+## This is an important reminder
+## Make sure zoom is running and recording!!!
+## Make sure captioning is turned on
+
+---
+[//]: # (Outline Slide)
+# Learning Goals for today
+
+---
+.left-column[
+## Disability
+
+and climate change
+]
+
+.right-column[
+
+]
+
+---
+
+Quote from “Disability, Climate Change, and Environmental Violence: The Politics of Invisibility and the Horizon of Hope†by Julia Watts Belser (Disability Studies Quarterly)
+
+.quote[Disability politics offer a vital resource for grappling with climate change…
+
+[they reveal] the political stakes of diagnosis—the way power contours how, when, and to what ends we recognize human and ecological impairment.]
+
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (1/10)
+
+- Government Services & Civic Engagement
+
+Essential to changing how we address climate change,
+and implementation of the same
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (2/10)
+
+- Government Services & Civic Engagement
+ - Process Accessibility
+ - Resource distribution
+ - Accessibility of voting
+
+---
+# Example: Disaster Response Planning
+
+- Decisions about who is included (e.g. disaster response plans) are often ableist -- actively de-prioritizing disabled lives
+ - E.g. during COVID; Hurricane Katrina
+- Emergency broadcasts often inaccessible (e.g. no captions; inaccessible data visualizations; no ASL interpretation; inaccessible websites)
+- Disabled people are often institutionalized (e.g. prison; hospital; “nursing homesâ€) and many institutions are deprioritized
+- Shelters may refuse people with disabilities
+
+---
+# Example: Conservation
+
+Conservation often asks people to change behavior to reduce environmental impact
+
+Yet such changes often fail to account for accessibility concerns (e.g. straws; inhalers) What priorities do these campaigns reflect?
+
+---
+
+# Governmentality, Ableism & Racism (1/2)
+
+.left-column50[
+
+
+]
+
+
+---
+
+# Governmentality, Ableism & Racism (2/2)
+
+.left-column50[
+
+
+]
+.right-column50[
+The government is often a site for algorithmic decision making; surveillance; etc
+
+This differentially impacts people of color, low-income people and people with disabilities
+]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (3/10)
+
+- Government Services & Civic Engagement
+ - Accessibility must be considered in the government response to climate change. Accessibility can impact safety, civic engagement, access to services, and who is included in the democratic process
+ - Top down decisions that don’t include people multiple viewpoints can be problematic
+- Give choice/agency to people many backgrounds
+- Give responsibility for support to governmental context
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (4/10)
+
+- Government Services & Civic Engagement
+- Education
+ - Source of future leaders and decision makers
+ - Source of future innovators
+ - Strongly associated with things that can help to mitigate climate change, such as empowered family planning for women
+ - Also generally not designed to include people with disabilities
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (5/10)
+
+- Government Services & Civic Engagement
+- Education
+ - STEM is particularly exclusive and a top interest for disabled people
+ - Tools & software rarely accessible
+ - Accessible teaching also helpful to non-english speakers; undiagnosed; etc.
+ - Lots of improvement possible -- disabled students felt MUCH more supported during COVID [TACCESS 2022]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (6/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Information is power
+ - Often critical in the fight to address environmental damage, climate change, etc
+ - Can help to support activist movements
+ - Can change the balance of power
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (7/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+
+---
+# Research Questions
+
+Study 1: How does energy consumption in low-income areas differ or compare to those in “green†or typical households?
+
+--
+Study 2: What are the causes of conflict between landlords and tenants? What are the solutions?
+
+--
+Study 3: How can energy feedback help to mediate this [CSCW 2014]
+
+--
+Study 4: How does this differ in other contexts (India) [CHI 2013]
+
+---
+# Overall conclusions
+
+- Money, power imbalances, and lack of information all contribute to and impact how energy is used.
+- Individual action is limited in impact, particularly when renting.
+- Information can help activate communities to work together to fight policies that hurt them
+- Biggest opportunity for change is prior to lease signing
+
+---
+# Rentals and Temporary Housing
+
+More likely to include people with disabilities and health concerns
+
+More likely to include lower income households
+
+More likely to include people of color and immigrants/refugees
+
+Spend greater percentages of income on energy
+
+---
+<iframe src="https://embed.polleverywhere.com/free_text_polls/6BulXYeFmPsbUKKaVsFzf?controls=none&short_poll=true" width="800px" height="600px"></iframe>
+
+---
+# What did we find in our studies?
+
+.left-column50[
+## Before Renting
+
+
+]
+
+--
+.right-column50[
+## After Renting
+
+
+]
+
+---
+# Edigs: Estimating Utilities From RECS
+
+.column[
+
+]
+
+.column[
+
+]
+
+.column[
+
+]
+.corner-ribbon.tr[COMPASS 2018]
+
+---
+# Existing Home Feedback Technology
+
+Not really targeted at renters (30% in US; 1-5 year turnover)
+
+Paucity of information about factors prospective tenants care about
+- Actual cost
+- Sunlight & noise
+- Housing quality
+
+---
+# Other data could address intersectional issues
+
+Housing choices linked to health outcomes & disability (lead, asthma, mold, air quality, etc.)
+
+Landlord citations -- is a landlord trustworthy
+
+Sunlight [crowdsourced comparable estimates] -- impacts health & energy use
+
+Noise -- impacts health/disability & comfort
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (8/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+ - Example: Rentals and housing efficiency
+ - Example: Transportation and public spaces
+
+
+---
+# ubi .green[green] (1/3)
+
+.left-column[
+
+
+
+]
+
+.right-column[
+Investigating a Mobile Tool for Tracking and Supporting Green Transportation Habits [Froehlich et al, CHI 2009]
+
+]
+
+---
+# ubi .green[green] (2/3)
+
+.left-column[
+
+
+]
+.right-column[
+Two formative studies
+
+In-situ deployment
+]
+
+---
+# ubi .green[green] (3/3)
+
+
+
+---
+# Real-time Recommendations
+
+- post-study survey, “what could help you take more green tripsâ€
+ - Reliable transportation (76.8%)
+ - Financial incentives (71.4%)
+ - Knowledge about alternatives (56%)
+- future designs could suggest alternative forms of transit based on trip history
+- recommendations could also come in form of neighborhood:
+ - “42% of the people who live in your neighborhood and work in Capitol Hill take the bus.â€
+
+---
+# Potential for behavior change
+
+.quote[The motivation for me is moer of the tracking and kind of seeing how I am doing and just the reminder factor of it (Participant 11)]
+
+.quote[It really encourages you to analyze your own performance (Participant 8)]
+
+.quote[I feel I already travel in a relatively eco-friendly way and the study did not change that (Participant 15)]
+
+---
+# But is this approach inclusive?
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities
+
+.left-column30[
+
+
+
+
+
+]
+
+.right-column70[
+
+.font-mediumsmall[[Project Sidewalk](http://projectsidewalk.org) combines remote crowdsourcing + machine learning to map and assess accessibility features of sidewalks]
+
+.font-mediumsmall[[AccessMap](http://accessmap.io) provides a personalized and interactive view of a city's accessibility, including road grade, sidewalk locations, and curb ramps]
+]
+
+---
+# Urban Accessibility and Mobility
+
+Sidewalks, public transit, and businesses can be inaccessible to those with disabilities. Three-fold aim [All work by Froehlich & Caspi]:
+1. Develop scalable techniques to map and assess every sidewalk, transit stop, and business in the world
+3. Create new digital tools that provide personalized routing, government accountability, and support new urban analytics.
+3. Examine geo-spatial patterns of and influences on urban accessibility, barriers and facilitators of accessible infrastructure, and socio-cultural contexts of urban access across the globe.
+
+---
+# Third Spaces also not accessible
+
+
+
+.corner-ribbon.tr[COMPASS 2021]
+
+---
+# A disability-informed technology agenda for addressing the climate crisis (9/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+ - Innovation is part of how we address the climate crisis
+ - Accessibility has driven innovation over the years
+ - Who innovates matters and impacts what is made (back to education…)
+
+---
+# Case study: Medical Making
+
+- Conflict between Community and Clinical Values in the U.S.
+ - Have seen in multiple case studies
+ - Wish to help where you can, right away vs “do no harmâ€
+ - Emphasis on doing what you can vs longitudinal support/whole case management
+ - Deeply rooted differences
+ - One team member was threatened with COVID-infected artifacts when asking about safety
+- Complete rift in one COVID site of study between medical making and community making
+
+.corner-ribbon.tr[Savage, TACCESS 22]
+
+---
+# Study Population:
+
+Makers; recipients; clinicians in seven countries
+
+- United States (E-Nable; and two private companies)
+- Mexico (E-Nable with and without government)
+- India (E-Nable)
+- Chile (E-Nable)
+- Costa Rica (E-Nable)
+- Brazil (E-Nable with government)
+- France (E-Nable
+
+---
+# Key differences between U.S. and other countries
+- Multi-stakeholder collaborations (innovators and clinicians)
+ - Formal collaborations with documented guidelines
+ - Express support for follow up
+ - Often include funding
+- Community engagement
+ - Families/community working and learning together
+- Follow up included in process
+- Legal context more forgiving?
+---
+# A disability-informed technology agenda for addressing the climate crisis (10/10)
+
+- Government Services & Civic Engagement
+- Education
+- Information economy
+- Innovation
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
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