assets/css/my-remark.scss

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 $fa-font-path: "../fonts/font-awesome/";
 @import 'fontawesome.all.min.css';
 @import "remark-base";
-$body-font: 22pt;
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+$green: #8fb47d;
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 $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;
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 }
 
 .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;

assignments/project.md

@@ -40,9 +40,9 @@ In choosing this project, you may want to draw from personal expertise, literatu
 Given the number of weeks available, be careful not to overcommit. You must figure out how to fit this all in a brief timeline. In particular, your final project will have four phases, and may be individual or a group project
 
 # Idea pitch and team formation (if working in a group)
-By February 10, 2023, you will make a discussion post with an idea of your choosing, and comment on at least one of the ideas posted by other students on [Ed]({{site.discussion}}/2501386) before class. *Every student needs to make a discussion post*.
+By February 10, 2023, you will make a discussion post with an idea of your choosing, and comment on at least one of the ideas posted by other students on [Ed](https://edstem.org/us/courses/31170/discussion/2501386) before class. *Every student needs to make a discussion post*.
 
-For your submission to [Ed]({{site.discussion}}/2501386) Please preopare a post that addresses the following:
+For your submission to [Ed](https://edstem.org/us/courses/31170/discussion/2501386) Please preopare a post that addresses the following:
 1. Describe your project.
   - What first person data informed it
   - What will you do? How does it address disability justice?

schedule.md

@@ -193,7 +193,7 @@ Try to find something you didn't find with an automated tool. ([Post a UAR on Ed
 
 - **Required Readings** Respond to the Reading Questions and Preparation Requirements on Ed
     - Read [Anticipate and Adjust](https://dl.acm.org/doi/abs/10.1145/3491102.3501882) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364596) 
-	- Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
+   - Read [Blurring the Boundaries Between Assistive Tech and Companionship](https://www.forbes.com/sites/gusalexiou/2021/01/26/amazon-alexa---blurring-the-boundaries-between-assistive-tech-and-companionship/?sh=2821499375e7) [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364598)
     - Read [Disability Dongles](https://blog.castac.org/2022/04/disability-dongle/) by Liz Jackson and [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2364600) 
 - **If you want to dig deeper**
    - [How To Do Something Good In The Disability Community If You’re Not Disabled](https://www.forbes.com/sites/andrewpulrang/2020/12/16/how-to-do-something-good-in-the-disability-community-if-youre-not-disabled/?sh=4befcb377d7f)
@@ -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
@@ -378,14 +378,14 @@ Discussion of Disability Dongle Paper
 : 
 
 - **Required: Respond to the Reading Questions and Preparation Requirements on Ed**
-  - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019
+  - [Consumer-Grade Fabrication and Its Potential to Revolutionize Accessibility](https://dl.acm.org/doi/10.1145/3339824), CACM 2019. [**Respond on Ed**](https://edstem.org/us/courses/31170/discussion/2545150)
 
 {% enddetails %}
 
 {: .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" %}
@@ -421,11 +421,10 @@ I'm also thinking about having them use fusion360 or something else to make some
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 : 
 
-{: .homework} [Finding Accessibility](assignments/finding-accessibility.html) Assigned: Summarize a first person account of an access technology
-: 
 
-{: .homework} **Post-module Reflection:**  2nd Wave Accessibility Reflection (TBD)
-: 
+- **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)
 
 {% enddetails %}
 
@@ -433,12 +432,22 @@ I'm also thinking about having them use fusion360 or something else to make some
 : 
 
 {: .week}
-# Week 9 (2/28): Intersectionality with Race, Gender & Other Identities
-{% details Learning Goals: STILL TBD %} 
-{% enddetails %}
+# Week 9 (2/28): Accessibility in Games and Chronic Illness
+
+
+{% details Class Plan: %} 
+
+{: .topic } 5:30-6:20 Accessibility in Games and Interactive Media
+: guest lecturer: Jesse Martinez
 
-{% details Class Plan: STILL TBD %} 
-...
+{: .break}  6:20-6:30
+: Break / Food 
+
+{: .topic } 6:30-7:30 
+: Accessibility in Chronic Illness: guest lecturers: Emma McDonnell and Kelly Mack
+
+{: .topic } 7:30-8:30 
+: Group project check ins (you can leave if your group is meeting with Jen at a different time)
 
 {% enddetails %}
 
@@ -448,24 +457,38 @@ I'm also thinking about having them use fusion360 or something else to make some
 {: .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).
+  - [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 Learning Goals: STILL TBD %} 
-{% enddetails %}
+{% details Class Plan %} 
 
-{% details Class Plan: STILL TBD %} 
-...
+{: .topic } 5:30-6:30 Traumatic Brain Injury and Incarceration 
+: guest lecturer: Mark Harniss
 
-{% enddetails %}
+{: .break}  6:30-6:45
+: Break / Food 
+
+{: .topic } 6:45- ~8:00
+: **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)
 
+{% enddetails %}
 {% details Preparation for next week  %}
 
 {: .homework} [Class Participation survey](https://forms.gle/qcjc5fSNSAVeE5pK9)
 : 
 
+
 {% enddetails %}
 
 
@@ -474,7 +497,7 @@ I'm also thinking about having them use fusion360 or something else to make some
 
 
 {: .week}
-# Finals week: Final presentations 3/14, 6:30pm
+# Finals week: Final presentations 3/14, 5:30pm
 
 {: .lecture} Final project presentations
 : 

slides/sustainability.html

+---
+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[
+![:img A picture of a group of disabled people holding protest signs protesting climate change,100%, width](img/sustainability/disability-protest.jpg)
+]
+
+---
+
+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 homes”) 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[
+![:img News article titled A teenager didn't do her online schoolwork. So a judge sent her to juvenile detention,100%, width](img/sustainability/teen-disability.png)
+
+]
+
+
+---
+
+# Governmentality, Ableism & Racism (2/2)
+
+.left-column50[
+![:img News article titled "What happens when an algorithm cuts your healthcare",100%, width](img/sustainability/algorithm-healthcare.png)
+
+]
+.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
+![:img wordcloud containing: Location; safety; age; price; building cleanliness,70%, width](img/sustainability/wordcloud-before.png)
+
+]
+
+--
+.right-column50[
+## After Renting
+![:img wordcloud containing: Control; heating; community; commute; rodents; behavior; pests; time; noise; sunlight; quality; safety; appliances; landlord; disrepair,110%, width](img/sustainability/wordcloud-after.png)
+
+]
+
+---
+# Edigs: Estimating Utilities From RECS
+
+.column[
+![:img A mobile phone interface showing a list of homes for rent each showing a picture; distance; reviews; square footage; rent; utilities; and total cost,100%, width](img/sustainability/edigs1.png)
+]
+
+.column[
+![:img A mobile phone interface showing a specific unit with the advertisement title; and tabs for Utilities (including an estimated cost and a butten for improving estimates); description; reviews and notes,100%, width](img/sustainability/edigs2.png)
+]
+
+.column[
+![:img A mobile phone interface titled "Duplex for Lease" providing details on how the utility estimate is calculated and information that would help to improve the estimate,100%, width](img/sustainability/edigs3.png)
+]
+.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[
+
+![:img A mobile phone interface showing a tree with a car next to it covered in leaves,100%, height](img/sustainability/ubigreen.png)
+
+]
+
+.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[
+![:img two mobile phone interfaces. On the left is a phone showing a tree progressing from almost no leaves to more leaves. The leafless tree is labeled "everything resets on sunday". Below the tree are four icons: a piggybank; a person doing yoga; a person exercising; and a book. On the right is a second phone showing a tree with leaves and a person walking next to it and the piggybank and exercising icon highlighted. The person walking is labeled "current activity". The tree is labeled "evolving image". The icons are labeled "values icon bar" ,100%, height](img/sustainability/ubigreen.png)
+
+]
+.right-column[
+Two formative studies
+
+In-situ deployment
+]
+
+---
+# ubi .green[green] (3/3)
+
+![:img A close up of the values icon bar showing that the four values are money savings; relaxation; exercise; and do other things, 60%, width](img/sustainability/values.png)
+
+---
+# Real-time Recommendations
+
+- post-study survey, “what could help you take more green trips”
+  - 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.”
+
+---
+# 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[
+
+![:img A picture of a sidewalk from google streetmaps with a labelin interface for identifying inaccessible concerns,80%, width](img/sustainability/sidewalk.png)
+
+![:img A map showing an interface for specifying accessibility needs and labeled by color to show hills, 80%, width](img/sustainability/accessmap.png)
+
+]
+
+.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 
+
+![:img A map showing part of uw with an interface for specifying accessibility needs associated with third places such as navigation needs; social needs; and resting needs. On the right is data about a specific location called drumheller fountain showing the specific ratings it has for these needs,100%, width](img/sustainability/compas.png)
+
+.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 impactswhat 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 harm”
+  - 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
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+