Update site at 2023-12-01_17-23-32.67

Gemfile.lock

@@ -9,9 +9,9 @@ GEM
       eventmachine (>= 0.12.9)
       http_parser.rb (~> 0)
     eventmachine (1.2.7)
-    ffi (1.15.5-x64-mingw-ucrt)
+    ffi (1.15.5)
     forwardable-extended (2.6.0)
-    google-protobuf (3.21.12-x64-mingw-ucrt)
+    google-protobuf (3.22.0-arm64-darwin)
     http_parser.rb (0.8.0)
     i18n (1.12.0)
       concurrent-ruby (~> 1.0)
@@ -51,21 +51,21 @@ GEM
     rb-inotify (0.10.1)
       ffi (~> 1.0)
     rexml (3.2.5)
-    rouge (4.0.1)
+    rouge (4.1.0)
     safe_yaml (1.0.5)
-    sass-embedded (1.57.1-x64-mingw-ucrt)
+    sass-embedded (1.58.3-arm64-darwin)
       google-protobuf (~> 3.21)
     terminal-table (3.0.2)
       unicode-display_width (>= 1.1.1, < 3)
     unicode-display_width (2.4.2)
     webrick (1.8.1)
 
 PLATFORMS
-  x64-mingw-ucrt
+  arm64-darwin-22
 
 DEPENDENCIES
   jekyll (>= 3.6.3)
   webrick (~> 1.7)
 
 BUNDLED WITH
-   2.4.5
+   2.4.7

_data/students.yml

@@ -37,10 +37,13 @@
   number_educ: 2
   education1: Master of Information in User Experience Design at the University of Toronto, Toronto, Canada
   education2: BCom Information Systems from McGill University, Montreal, Canada
-  number_proj: 1
+  number_proj: 2
   link_project1: 
     url: /research/Accessibility/AccessibilityInfrastructure.html
     display: Accessiblity Infrastructure in Universities
+  link_project2: 
+    url: /research/Accessibility/AIDE.html
+    display: Accessible & Inclusive Data Science (AIDE)
 
 - name: Kit Haehnal
   photo: 
@@ -76,8 +79,8 @@
   education2: Honours BA, Specializing in Peace, Conflict and Justice Studies, University of Toronto, Toronto, Canada
   number_proj: 1
   link_project1: 
-    url: /research/Accessibility/AccessibilityInfrastructure.html
-    display: Accessiblity Infrastructure in Universities
+    url: 
+    display: 
 
 - name: Ishani Pandey
   photo: Ishani.jpg
@@ -134,12 +137,12 @@
 
 - name: Emily Su
   photo: emily_su.jpeg
-  info: Bachelor's student in Statistical Science, Computer Science, and Computational Cognitive Science (3rd Year) - Faculty of Arts and Sciences, University of Toronto
+  info: Bachelor's student in Statistical Science, Computer Science (3rd Year) - Faculty of Arts and Sciences, University of Toronto
   topics: Social Media and Social Movements, User-Friendly Applications
-  bio: Emily is an undergraduate student studying statistical science, computer science, and computational cognitive science. She is currently working on the Russian Resistance Movement Project and the Whisper App Project. On the Russian Resistance Movement project, she is streamlining data scraping by developing a data pipeline with a team and she is also assisting with data analysis. On the Whisper App project, she is working on developing a desktop app that integrates Whisper to translate and transcribe audio interviews.
+  bio: Emily is an undergraduate student studying statistical science and computer science. She is currently working on the Russian Resistance Movement Project and the Whisper App Project. On the Russian Resistance Movement project, she is streamlining data scraping by developing a data pipeline with a team and she is also assisting with data analysis. On the Whisper App project, she is working on developing a desktop app that integrates Whisper to translate and transcribe audio interviews.
   email: [email protected]
   number_educ: 1
-  education1: Honours BSc, Statistical Science, Computer Science, and Computational Cognitive Science, University of Toronto, Toronto, Canada
+  education1: Honours BSc, Statistical Science, Computer Science, University of Toronto, Toronto, Canada
   number_proj: 2
   link_project1: 
     url: TBD

_pages/home.md

@@ -10,6 +10,4 @@ STREET (**S**ocio-**T**echnical **R**esistanc**E** and **E**thical **T**echnolog
 
 Our research is influenced by Human-Computer Interaction (HCI), Computer-Supported Cooperative Work (CSCW), Social Computing, Development Studies, Political Science, Feminist and Queer theories, Postcolonial Studies, and Critical Theory. 
 
- **We are looking for students to join STREET Lab** [(more info)]({{ site.url }}{{ site.baseurl }}/vacancies)
-
- **We have an opening for a postdoctoral fellow** [(more info)]({{ site.url }}{{ site.baseurl }}/postdoc)
+ **We are looking for students to join STREET Lab** [(more info)]({{ site.url }}{{ site.baseurl }}/vacancies)

_pages/research/Accessibility/AccessibilityInfrastructure.md

@@ -29,15 +29,19 @@ permalink: /research/Accessibility/AccessibilityInfrastructure.html
 
 <div class=" col-sm-12">
   <h3>Summary</h3>
-The projects looks at the socio-technical, economic, cultural, and organizational factors that shape the inclusion of students with disabilities in post-secondary institutions? Specifically, how do existing organizational structures, processes, and policies address accessibility and inclusion of students with disabilities in universities, and how might these policies unintentionally create barriers to access? Further, what are the mismatches and gaps in existing systems of accessibility as experienced by students with disabilities, and how do their experiences differ based on their individual identities?
+The project looks at the socio-technical, economic, cultural, and organizational factors that shape the inclusion of students with disabilities in post-secondary institutions. Specifically, how do existing organizational structures, processes, and policies address accessibility and inclusion of students with disabilities in universities, and how might these policies unintentionally create barriers to access? Further, what are the mismatches and gaps in existing systems of accessibility as experienced by students with disabilities, and how do their experiences differ based on their individual identities?
 
   <h3>Description</h3>
-At the start of the COVID-19 pandemic, higher education around the world transitioned to online learning and put in place accommodations to ensure education could continue through the global crisis (Adedoyin and Soykan, 2020). While these accommodations became immediately necessary for all students, they have been requested long before 2020 (Graves et al., 2011; Meskhi, 2019; Moritz et al., 2022). Despite the rapid transition and overall success of emergency online learning, once the public health situation was thought to be under control, most post-secondary institutions returned to in-person learning and abandoned the accommodations and accessibility considerations that had been in place (Friesen, 2021). Disabled students once again face barriers in education which had previously been reduced when the alleviation of such barriers was seen as essential by post-secondary administrations (Titchkosky, 2010; Moritz et al., 2022).  A closer examination is required to evaluate the efficacy of higher education policies, systems, and their capacity for inclusion and diversity. Historically, accessibility services were developed for early education before they were applied in post-secondary contexts (Danforth et al., 2005; Moriña, 2017). Additionally, higher-education institutions included accessibility-based initiatives on top of their existing organisational structures in response to disability-related regulations and policies (Hannah-Moffat et al., 2021). Existing organizational structures, processes, and policies shaped the dynamics between departments, staff, and students.<br><br>
+At the start of the COVID-19 pandemic, higher education around the world transitioned to online learning and put in place accommodations to ensure education could continue through the global crisis (Adedoyin and Soykan, 2020). While these accommodations became immediately necessary for all students, they have been requested long before 2020 (Graves et al., 2011; Meskhi, 2019; Moritz et al., 2022). Despite the rapid transition and overall success of emergency online learning, once the public health situation was thought to be under control, most post-secondary institutions returned to in-person learning and abandoned the accommodations and accessibility considerations that had been in place (Friesen, 2021). Disabled students once again face barriers in education which had previously been reduced when the alleviation of such barriers was seen as essential by post-secondary administrations (Titchkosky, 2010; Moritz et al., 2022).  A closer examination is required to evaluate the efficacy of higher education policies, systems, and their capacity for inclusion and diversity. Historically, accessibility services were developed for early education before they were applied in post-secondary contexts (Danforth et al., 2005; Moriña, 2017). Additionally, higher-education institutions included accessibility-based initiatives on top of their existing organisational structures in response to disability-related regulations and policies (Hannah-Moffat et al., 2021). Existing organizational structures, processes, and policies shaped the dynamics between departments, staff, and students. This study, conducted in two phases, will examine both administrative and student perspestives on the experience of providing and receiveing accommodations and other accessibility-related services. <br><br>
 
 <h4>Updates</h4>
 <b>April 2023 Status Update</b><br>Currently conducting interviews with university staff and administration
 
 <b>July 2023 Status Update</b><br>Conducting final interviews and starting thematic analysis
+
+<b>September 2023 Status Update</b><br>Analysis finished and paper submitted for publication
+
+<b>October 2023 Status Update</b><br>Start of the second phase of the project; we will be interviewing students and activist groups to understand their perspectives and experiences
 
 <!-- <h2>Papers</h2> -->
 <br />

_pages/team.md

@@ -315,11 +315,13 @@ Jump to [researchers](#researchers), [PhD students](#phd-students), [Collaborato
   {% endif %}
 
   {% if member.number_proj == 2 %}
+   <h5><strong>Projects</strong></h5>
   <p><strong><a href="{{ member.link_project1.url }}">{{ member.link_project1.display }}</a></strong></p>
   <p><strong><a href="{{ member.link_project2.url }}">{{ member.link_project2.display }}</a></strong></p>
   {% endif %}
 
   {% if member.number_proj == 3 %}
+   <h5><strong>Projects</strong></h5>
   <p><strong><a href="{{ member.link_project1.url }}">{{ member.link_project1.display }}</a></strong></p>
   <p><strong><a href="{{ member.link_project2.url }}">{{ member.link_project2.display }}</a></strong></p>
   <p><strong><a href="{{ member.link_project3.url }}">{{ member.link_project3.display }}</a></strong></p>

build_output.txt

@@ -1,7 +1,10 @@
-Configuration file: C:/Users/priya/OneDrive - University of Toronto/Website/street-lab-tech.github.io/_config.yml
-            Source: C:/Users/priya/OneDrive - University of Toronto/Website/street-lab-tech.github.io
-       Destination: C:/Users/priya/OneDrive - University of Toronto/Website/street-lab-tech.github.io/_site
- Incremental build: disabled. Enable with --incremental
-      Generating... 
-                    done in 0.394 seconds.
- Auto-regeneration: disabled. Use --watch to enable.
+Resolving dependencies...
+C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/bundler-2.4.5/lib/bundler/definition.rb:524:in `materialize': Could not find rouge-4.1.0, rouge-4.1.0 in locally installed gems (Bundler::GemNotFound)
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/bundler-2.4.5/lib/bundler/definition.rb:197:in `specs'
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/bundler-2.4.5/lib/bundler/definition.rb:254:in `specs_for'
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/bundler-2.4.5/lib/bundler/runtime.rb:18:in `setup'
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/bundler-2.4.5/lib/bundler.rb:170:in `setup'
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/jekyll-4.3.2/lib/jekyll/plugin_manager.rb:52:in `require_from_bundler'
+	from C:/Ruby31-x64/lib/ruby/gems/3.1.0/gems/jekyll-4.3.2/exe/jekyll:11:in `<top (required)>'
+	from C:/Ruby31-x64/bin/jekyll:25:in `load'
+	from C:/Ruby31-x64/bin/jekyll:25:in `<main>'