From 0975bc62795c2f36d93407cc71c022a2e84ef61f Mon Sep 17 00:00:00 2001 From: prch <4814073+prch@users.noreply.github.com> Date: Fri, 1 Dec 2023 17:23:40 -0500 Subject: [PATCH] Update site at 2023-12-01_17-23-32.67 --- Gemfile.lock | 12 ++++++------ _data/students.yml | 15 +++++++++------ _pages/home.md | 4 +--- .../AccessibilityInfrastructure.md | 8 ++++++-- _pages/team.md | 2 ++ build_output.txt | 17 ++++++++++------- 6 files changed, 34 insertions(+), 24 deletions(-) diff --git a/Gemfile.lock b/Gemfile.lock index 5a4fdfe..76b8830 100644 --- a/Gemfile.lock +++ b/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) @@ -51,9 +51,9 @@ 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) @@ -61,11 +61,11 @@ GEM 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 diff --git a/_data/students.yml b/_data/students.yml index 941b673..c987681 100644 --- a/_data/students.yml +++ b/_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: em.su@mail.utoronto.ca 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 diff --git a/_pages/home.md b/_pages/home.md index 5bb0510..cf6747e 100644 --- a/_pages/home.md +++ b/_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) \ No newline at end of file diff --git a/_pages/research/Accessibility/AccessibilityInfrastructure.md b/_pages/research/Accessibility/AccessibilityInfrastructure.md index 8dba57b..291de7d 100644 --- a/_pages/research/Accessibility/AccessibilityInfrastructure.md +++ b/_pages/research/Accessibility/AccessibilityInfrastructure.md @@ -29,15 +29,19 @@ permalink: /research/Accessibility/AccessibilityInfrastructure.html

Summary

-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?

Description

-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.

+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.

Updates

April 2023 Status Update
Currently conducting interviews with university staff and administration July 2023 Status Update
Conducting final interviews and starting thematic analysis + +September 2023 Status Update
Analysis finished and paper submitted for publication + +October 2023 Status Update
Start of the second phase of the project; we will be interviewing students and activist groups to understand their perspectives and experiences
diff --git a/_pages/team.md b/_pages/team.md index 8cde8c7..61454b7 100644 --- a/_pages/team.md +++ b/_pages/team.md @@ -315,11 +315,13 @@ Jump to [researchers](#researchers), [PhD students](#phd-students), [Collaborato {% endif %} {% if member.number_proj == 2 %} +
Projects

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{% endif %} {% if member.number_proj == 3 %} +
Projects

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diff --git a/build_output.txt b/build_output.txt index ba108f2..8c6ec6e 100644 --- a/build_output.txt +++ b/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 `' + from C:/Ruby31-x64/bin/jekyll:25:in `load' + from C:/Ruby31-x64/bin/jekyll:25:in `
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