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
+
+
+
+
+
+
+
+
+
+
+
+
+
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+

slides/syllabus.html

@@ -16,26 +16,26 @@ background-image: url(img/people.png)
 # Course learning goals:
 
 .right-column[
-## Access Basics
-How do we build accessible systems and interfaces?
-- Week 1: Ways of thinking about and designing for accessibility
-- Week 2: How we assess whether technology is accessible
-- Week 3: Accessible needfinding and evaluation
+Access Basics
+- How do we build accessible systems and interfaces?
+  - Week 1: Ways of thinking about and designing for accessibility
+  - Week 2: How we assess whether technology is accessible
+  - Week 3: Accessible needfinding and evaluation
 ]
 ---
 # Course learning goals:
 
 .left-column[
-## Access Basics]
+Access Basics]
 .right-column[
-## Second Wave Accessibility
-How do we account for access in all of today's technologies?
-- Multi person systems
-- Mobile systems
-- Data Equity: Visualization and Machine Learning
-- Making Accessibility: Fabrication and IOT 
-- AR/VR 
-- ...
+Second Wave Accessibility
+- How do we account for access in all of today's technologies?
+  - Multi person systems
+  - Mobile systems
+  - Data Equity: Visualization and Machine Learning
+  - Making Accessibility: Fabrication and IOT 
+  - AR/VR 
+  - ...
 ]
 
 ---
@@ -43,19 +43,19 @@ How do we account for access in all of today's technologies?
 # Course learning goals:
 
 .left-column[
-## Access Basics
-## Second Wave Access
-]
+Access Basics
 
-## Third Wave Accessibility
-How does technology impact access in all the spaces where disabled people are present?
+Second Wave Access
+]
 
-- Intersectionality with Race, Gender & other identities
-- Sustainability
-- Housing, Unhoused, and Incarcerated 
-- Healthcare technology & reproductive justice
-- Higher Education
-- ...
+Third Wave Accessibility
+- How does technology impact access in all the spaces where disabled people are present?
+  - Intersectionality with Race, Gender & other identities
+  - Sustainability
+  - Housing, Unhoused, and Incarcerated 
+  - Healthcare technology & reproductive justice
+  - Higher Education
+  - ...
 
 ---
 # Where to find what
@@ -78,6 +78,8 @@ either in office hours or through a [class discussion board]({{site.discussion}}
 - **Academic Integrity**: A course value and requirement See our [Academic Conduct]({{site.baseurl}}/academic-conduct) page for more details
 - **Language**: I am Jen, or Dr. Mankoff
 - **Respect**: This class is a compact between us based on respect
+---
+#  Syllabus: Summary of expectations and values
 - **Healthy Environment**: Your health/mental health are important and we have tried to
 structure the class to support you (e.g. up to 5  late days without questions asked).
 If you need larger accommodations for any reason, consider working with
@@ -87,14 +89,13 @@ If you run into problems, or have preferences about these issues, please tell me
 ---
 # Is this class hybrid?
 
-**No**, it is intended to be attended, in person, by everyone in the class
-
-**Yes**, because:
-- It is possible to be full remote *with permission of the instructor*
-- It is expected you will be remote in any particular week for the following reasons:
-   - If you have cold or flu symptoms or suspect you have COVID
-   - If you have caregiving obligations 
-   - If you have mental health concerns or any accessibility needs that are best met by being remote
+- **No**, it is intended to be attended, in person, by everyone in the class
+- **Yes**, because:
+  - It is possible to be full remote *with permission of the instructor*
+  - It is expected you will be remote in any particular week for the following reasons:
+     - If you have cold or flu symptoms or suspect you have COVID
+     - If you have caregiving obligations 
+     - If you have mental health concerns or any accessibility needs that are best met by being remote
    
 ---
 # How do I participate remotely?
@@ -106,28 +107,26 @@ If you run into problems, or have preferences about these issues, please tell me
 ---
 # Competency Based Grading
 
-We have a set of core learning goals in this class. If you learn them all, you get an A. Competencies make up 80% of your grade.
+- We have a set of core learning goals in this class. If you learn them all, you get an A. Competencies make up 80% of your grade.
 
 --
 
-Assignment completion is also required. This is 10% of your grade. You have up to four late days for assignment completion, and this only looks at whether you did everything, not how well you did it.
+- Assignment completion is also required. This is 10% of your grade. You have up to four late days for assignment completion, and this only looks at whether you did everything, not how well you did it.
 
 --
-Finally, Effort is 10% of your grade. This includes 
-- Participation in discussion and exercises (self reported)
-- Participation in discussion outside of class (based on submissions to Ed)
+- Finally, Effort is 10% of your grade. This includes 
+  - Participation in discussion and exercises (self reported)
+  - Participation in discussion outside of class (based on submissions to Ed)
 
 ---
 # More detail on competencies
 
-This approach was selected because it prioritizes *accessibility* and *justice* and *flexibility* for students.
-
-You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
-
-They fall into three categories (this is still being refined)
-- Accessibility Compliance (e.g. accessibility checking)
-- Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
-- Disability Awareness and Justice (How you pick problems and do disability centered design)
+- This approach was selected because it prioritizes *accessibility* and *justice* and *flexibility* for students.
+- You can find all of the competencies under "[Outcomes](https://canvas.uw.edu/courses/1619674/outcomes)" on canvas
+- They fall into three categories (this is still being refined)
+  - Accessibility Compliance (e.g. accessibility checking)
+  - Accessible Media and Documents (e.g. writing alt text, presenting accessibly)
+  - Disability Awareness and Justice (How you pick problems and do disability centered design)
 
 ???