• About
  • Projects & Research
  • Publications
  • Archives
  • Categories
  • Archive for November, 2009

    Ableism 101


    2009 - 11.17

    So, most people are keenly aware that racist and sexist comments are not politically correct or generally acceptable (I will state that these beliefs are still very strong). Sadly, classist, xenophobic, transphobic, heteronormative, and to some extent homophobic prejudices are still pretty much the norm.

    I’m not going to be talking about those today. I’m talking about ableism. Ableism in the simplest meaning are societal prejudices about people with disabilities. It takes the assumption that being able-body, having a neurotypical mindset, boundless physical and mental endurance, etc. are normal. People that don’t fall into this category are abnormal.

    The United States Census bureau estimates that there are 51 million people with disabilities in the US, placing it as the highest populated minority group. When you picture someone with a disability, what do they look like? Let me guess: a man using a wheelchair of European descent.

    For people with these obvious signs of disability (also known as assistive devices), there’s no pretending to be non-disabled. That said, two-thirds of disabled persons have an “invisible disability;” they use no cane or hearing aid. They pass as being normal; they can pretend to be part of the privileged able-bodied population.

    So, what else is there to an ableist mindset?

    I’m not disabled. Disabled rights do not mean anything to me. I have had a poem, memorized since before I learned I was disabled that I feel is relevant:

    First, they came for the gypsies, and I didn’t speak up because I wasn’t a gypsy.

    Then, they came for the Bolsheviks, and I didn’t speak up because I wasn’t a Bolshevik.

    Then, they came for the Jews, and I didn’t speak up because I wasn’t a Jew.

    Then they came for the trade unionists and I didn’t speak up because I wasn’t a trade unionist.

    Then they came for the Catholics. I didn’t speak up then because I was a Protestant.

    Then they came for me, and there was no one left to speak up for me.

    [Attributed to Pastor Martin Niemöller. This is not his preferred version, but it is the one I learned.]

    Do not ever assume that something does not apply to you. It very well may one day, and in the case of disability, it is very likely it will.

    Dying is better than having a disability. How many people have uttered “I would rather die than” be blind, be in a wheelchair, etc? It assumes that people living with their disabilities are either admirable for “persevering” or  too cowardly to take their own lives. Heaven forbid that someone just live their life.

    Invisible disabilities do not exist. Yes, they do exist. But, hey, feel free to ignore medical evidence and believe that everyone is lying.

    That not being able-bodied is a tragedy which one “suffers” and must desire a cure. Perhaps initially, but one eventually needs to accept reality. At which point, it’s not suffering; it’s a way of being. Cures are just not going to happen with a lot of disabilities; a person accepts this and enjoys their life to its fullest.

    Disabilities, particularly invisible ones, are easy to fake. First, no it’s not, particularly not for a lifetime. Second, there isn’t any real benefit. A person with a disability is ridiculed for it. Extra time on exams or quiet environments, accommodations I receive, have both been proven to give no testing improvement to a non-disabled person.

    A disabled person is less valuable than an able-bodied one. This comes up a lot in discussions about abortion; one would obviously not want a child with a disability. The implication being that the choice is made solely based on how normal the child will be. I will state that being female has, and in some countries still is, considered a disability. Is that also acceptable?

    I do not advocate anti-choice. Yet, I do take offense to people being put into categories as being not of equal value. What if we reverse it? A disabled woman wants to abort a normal fetus. Does this fetus have more rights to her body?

    People with X disability also always has Y disability. While there is cormordality between some disabilities, this does not mean that it is always true or even mostly true. A person who is blind is very rarely also deaf. Someone who is deaf is not mute by default. Someone with attention deficit is not necessarily also developmentally challenged. A speech impairment does not prove a language deficiency.

    A disabled person is required to disclose his or her disability and prove it. This is equivalent to me asking someone about their last bowel movement; it’s none of my damn business.

    A person is defined by their disability. This is a very limited view; it would be equivalent to defining an able-bodied person solely on their English capabilities. It’s narrow and assumes a disabled person only ever thinks about their disability.

    Everyone is a little disabled. No. Everyone may be a little inconvenienced, but they are not disabled. Disability is defined by it making normal daily activities more difficult. An able-bodied person may be tired at the end of a 10 hour shift. A disabled person may be tired at the start of it.

    My sister/friend/partner/person I know has a X disability! I know how it feels! No, a person can only know what it feels like to be themselves. That said, this is a very depowering statement; it trivializes the experience of the referred person and the person one is currently addressing. It reduces time living with a disability to a series of observations, and don’t think for one moment that it’s all the worst or best parts. Even in the case of “I have X disability, too,” that does not mean the experiences are the same.

    Having/overcoming a disability is so strong/enlightened/inspiring. Putting someone on a pedestal is just as objectifying as treating them like garbage.  It used to be “he’s done so well , for a colored person” that was said. Doesn’t sound so okay anymore, does it?

    Special Treatment


    2009 - 11.10

    Professors are always biased when it comes to students they know. Depending on the professor, this may be a bias in your favor or one that makes you work 10 times harder than everyone else. Both aren’t okay.

    Today, I missed class because there was more grading for me to do. This extra work was because the prof I am TAing for accepted homework assignments via email from a handful of students and didn’t bother to tell me. 2 of these students emailed after the due date.

    None of these students has a learning disability, let alone one that affects their ability to turn work in. And, even if they did, university policy states that disability status cannot force a professor to have a flexible due date for students with disabilities.

    I’m pissed for several reasons:

    1. The students know damn well they need to use the checkin program and how to use it. Department machines can be accessed remotely.
    2. Turning in work late isn’t okay. Unless there’s a medical emergency, then tough shit.
    3. These students were out of town the weekend that the assignment was due. They had 1 and a half weeks to do and turn in an assignment that should take at most 2-3 hours at their level.
    4. I wasn’t informed until today about these students, 10 days later. I’m expected to finish grading within 5 days of the due date. (I ended up missing a class to do this new grading.)
    5. The professor didn’t consider the graduate TAs saying “no” to the students requests. This is rather disrespectful.

    Special treatment is very different from accommodation. I have never turned in an assignment late or partially completed; no one has ever told me that these are acceptable things to do. No one has said that misinterpreting directions, or choosing to view them as “not including me,” as being an acceptable thing to do.

    I have begun the process to file a complaint about this. And it’s not just about me. It’s about the graduate TAs that are expected to tell me what the professor is doing. And it’s about the 65 other students that did follow directions.

    Damn, I wish my job wasn’t so stressful.

    Toys I would like to play with


    2009 - 11.07

    Figured I’d talk about some relatively new technology that I would love to get my hands on. So, in alphabetical order:

    BUG Modules

    BUG modules with BUG base

    BUG modules with BUG base

    These little modular hardware components are designed with rapid prototyping in mind. So, what’s so great about them?

    • Various modules and planned modules:
      • Audio output
      • Motion detection
      • Zigbee
      • Touchscreen
      • GPS
    • Java programmed. Java is a simple object-oriented language with large functionality, cross-platform performance, and a safety net to prevent new programmers from doing stupid things (like, wipe one’s harddrive as one can do with C/C++). It also prevents having to write each component in it’s own language
    • There’s braille on the modules. While not very useful for most people, it is still a nice thing to do.
    • Modules are just inserted into slots; no having to argue with wires and solder. Like electronic legos, I suppose.
    • Education discount.

    So, why don’t I already have these?

    • Price. These things are $50-130 US a piece with the base module at a whopping $449. While I am paying for the convenience of prototyping, that’s still a lot of money considering that I (and I assume many people) would like several modules to create anything I want.
    • Sharability. I have to expect other people to shell out the money if I want to share my applications. While Bug Labs promotes users to share code on it’s site, I still would like to actually see others use it.

    littleBits

    littleBits intro from ayah bdeir on Vimeo.

    littleBits are a series of prebuilt circuitboards with components that magnetically snap together. Prevents the need to solder between boards to make connections and looks really child-friendly. Why do I want them?

    • Simple design. I don’t know a lot about hardware (despite my research interests being mostly in hardware), and these seem like a safe way for me to get my feet wet.
    • Outreach. These look like they would be a lot of fun for kids. While I know robots are interesting to many people, when I was little robots certainly weren’t for me (they didn’t come across as unusual or artistic enough for my tastes). These things look like they’d be more successful with atypical kids and super-hardware focused ones.

    And why don’t I have them?

    • Preorder without a set date. I don’t really have the time or money to tie up with a product that I don’t know when I will get it.
    • Preorder without a set dollar amount. I don’t want to order something without knowing how much it will cost.

    Nabaztag

    Nabaztag showing colored LEDs and it's ears moving.

    Nabaztag showing colored LEDs and it's ears moving.

    Created by French company Violet, Nabaztag is among the list of smart objects. This little electronic rabbit does reminders, does RSS updates, reads one version of RFID tags, and can send/receive messages from various sources. What’s the good:

    • It’s a rabbit.  I like rabbits.
    • RFID tagging of objects and linking these to digital events sounds convenient to me.
    • Programmable. It’s nice to have a pretty toy that I can modify.
    • Not having to look at my email all the time. Having a device on the other side of a room tell me I have mail sounds a lot nicer than always having to be connected.
    • It does ear tai chi.
    • Reads RSS, sets alarms, checks email, can receive texts. Generally, it just does lots of communication

    What’s the bad?

    • The services are reliant on  a database controlled by the company owner. I feel uncomfortable having data on another server and not knowing that I can be charged for services in the future.
    • Violet went bankrupt. It was then bought by Mindscape (this past October actually). So, I don’t know what will become of the Nabaztag line.

    Zii EGG

    ZiiLABS, a subsidiary of  Creative Technology, has been pushing the creation of it’s Zii processor, a stemcell-like multimedia-focused chip. Out of this is Zii EGG, a developer tool. What makes it interesting:

    • 10 point multitouch screen
    • 1080p output image
    • 32 gigs of memory
    • WiFi and Bluetooth wireless standards
    • HD camera
    • Accelerometer and GPS
    • Text-to-Speech engine

    And the not so great:

    • Android isn’t fully operational so have to rely on ZiiLABS’ Plaszma SDK.
    • Cell phone chip?! Seriously, this looks like a phone.
    • $400 price tag. Yeah, I get that it’s intended for companies, but there’s a nice individual and educational marketability.

    Unusual job suggestion


    2009 - 11.04

    My official title is Assistant to the Director of Mentoring and Retention. My work has varied from cleaning to keeping the Director sane to web site design to an in-class teaching assistant to mentoring to running a student group to grading. So far I haven’t had a significant amount of say in what work I will be doing.

    This semester has been hell though with grading. I am grading, by hand, the quality of the code submitted (the equivalent of a grammar check on an essay) for the second semester programming course. This latest assignment is taking 20-30 minutes to grade each student and with 66 submissions I can feel my brain melt.

    Because I’m having to use more mental and time resources than the Director expected when she signed me over to another prof, she has asked me what work I want to do my final semester. And the idea that I have in mind is very unusual.

    We have 200 and 400-level independent study credits. For several years, excluding last year, there has been a group independent study in the spring with students from both the 200 and 400 level. This is led by the Director and usually another faculty member with approximately 10 students. The purpose being to do undergraduate research as a group or groups and practice presenting findings in the spring poster session.

    I have asked to be the teacher for this course next semester.

    I know that at some point of my academic career I will be a lab/recitation teaching assistant. Between my social anxiety and attention deficit, I can honestly say that teaching will be difficult for me. So, I want practice first.  The group study seems like a good place to get my feet wet.

    1. No preset agenda.While I enjoy structure when learning, it will take some coaxing to keep me from going on a tangent.
    2. Minimal grading compared to normal TA work.
    3. Encouraging creativity and critical thinking. I’m passionate about learning; creative and critical thinking are fantastic skills for others to develop.
    4. Writing reports and researching literature are two of my strongest skills which I can teach to others.
    5. Small group size. Less people means less anxiety.

    The Director approves of this suggestion. Now, we just need to know whose approval we need for me to do something that’s never been done before by a graduate student, let alone an undergrad.

      Setting Bars


      2009 - 11.03

      [What follows is pretty free form, so sorry if it's hard to follow.]

      Yesterday, I went to a talk on science education in the twenty-first century. The main points from the talk were:

      • Traditional lecture-style teaching results in 10-20% retention of knowledge.
      • Working memory can last for at most 7 distinct topics.
      • Examples, analogies, and images decrease the working memory load.
      • Explain things as cohesive units rather than as disjoint parts.
      • Even if the choice is insignificant, the ability to have a choice increases motivation.
      • Most students leave classrooms with less “expert-like” thinking than when they entered.

      … So, if it isn’t really clear, I research a lot on education in STEM areas. And, the longer I am in college, the more I am convinced that many professors have no idea where the bar should be set on how students should preform. A particular favorite is a professor who explained his curving scheme thusly:

      Of course there will be a curve! I list everyone by their uncurved score and then [moving his hands in a window/gap creating fashion up and down] go ‘hmm there.’ And divide the grades that way [with partitions].

      In all honesty, this seems to be the primary methodology for curving computer science courses, including ones where exams are already curved. And it seems detrimental to students learning. This arbitrary curving indicates that one did better than some percent of students, while giving no evidence of what material was actually learned.

      I am currently grading the second programming course in the curriculum. And I feel like banging my head against a wall while doing so. Students make mistakes on material covered in the prerequisite course. Repeatedly. After I dock points and write a comment on what error occurred.

      The professor for this course disproves of  me grading students harshly. This includes docking points for having unnecessary looping and requiring that all of their variables be more meaningful than ‘x.’

      The professor I am working under is also the professor for one of my courses. My project is notably more difficult than others (many have settled on game A.I. while I’m doing computer vision and machine learning). On more than one occasion, he has indicated that he feels it is too complex for me. I’m not sure if this is cultural or because he feels I can’t succeed or that it shows an example of higher difficulty that others should be able to do.

      From elementary through high school, in gifted education and accelerated learning courses. College is the first setting where I am always in classes that are designed for the middle. College is also, interestingly, the first time that I have tested notably worse than my peers and been told that I can’t do something.

      I find myself questioning why I am compared to everyone rather than judged on my own qualities. I have had professors grade me more harshly for being clever, and I don’t agree to this. But, if I’m choosing to do work at a different level, why should I be discouraged? And, to be fair, I think students working at a lower than mean level have a right to work at that level.

      Professors need to work on showing students why subjects are important and how to learn them. Professors are typically passionate about their subjects, they should share this passion.