He didn't grow up with a dad at all. So who's really in they feelings.   You can use Jordan Pippin. Yeah, he was like he was like you can use money. He was like we can use each other because The strategy I will use to help Charleston white I would mention his name and other interviews so he can use it on his personal YouTube because let's say I interview Shaq in and I interviewed and I mentioned Shaq and I mentioned Charleston white in a shack in my shack Shaquille O'Neal interview Charleston white could bring that content to his personal YouTube. That's right.  Yeah, that's what I thought we was doing Yeah, so I said back and I was like This this sauce worker hurt his feelings did it did uh Like the band man hurt his feelings pulling out the three hundred thousand I Haven't talked to him. So so so Charleston white get to a line and he mentions this kid even and He takes me on February 9th, and he called me twice on February 9th Wednesday February 9th at 1 44 p.m And I'm doing two interviews back to back and I do my interviews via FaceTime. So I can't answer so I Think he thought I was spending him He was doing something that in for work for the kids and he was like say homie I didn't told these people I can get you to come talk to the kids We're launching our new youth program February 14th. So I'm confirming. Are you still in I text back two hours later The interview took me two hours. So I text back at three or five. I said when and where I'm there He didn't answer. Wow. So I think within those two hours of me not responding. He mad he got upset But him mr. Quote-unquote never in my feelings He got upset. Yeah, so that whole time He has built up animosity towards me, and I'm not even knowing so he didn't text me back on February 9th So I go take my kids to Phoenix. Uh, they had a basketball tournament. So here goes the text messages right here Wow And I said what did I say right there? You said when and where did he take me back? No No, so who's really in their feelings? Wow, and then you still plug me in right there So I see the plug. Uh, you're gonna text me. I don't know if it uh, give it to give it to her Yeah, give it to mr. Makers. You can make over seats, bro You really got to like like at the end of the day. You got the you got the tech stuff at 103 academics I heard him say something. Yeah, academics one for podcast. He knows that cuz I text them that wow I like I said academics what you on his podcast. They want your contact. No reply.   I listen to it the whole way Yeah, yeah, I don't have no to me is shocking because we built this off of keeping your name in the in the mix He said I'm being messy with sauce sauce is not worried about you bro. It's just content I thought he always screaming. It's just internet. It's entertainment. No now. That's where you draw the line that Charleston you didn't reply back to me when I asked you about the event you was in your feelings Then he says I Don't have a brother. I don't I was I'm a only boy. I don't have I didn't grow up with a brother So I don't know how to resolute my nigga. I grew up with a dad. I Was raised with my mom and dad, bro I played sports where you learn leadership and team being a team player. Wow.  So who's really in they feelings? No, I grew up with a father figure. We talked about the nigga who told when I went I didn't have to go to the streets for love I knew I was dead nigga in that and from in my household a lot of these niggas.


What's up? What is going on and welcome back to another reaction video today? We are focusing on an Indianapolis Colts player Indianapolis That is right Indianapolis try spelling it try saying it ten times fast. I'll try three Indianapolis Indianapolis Indianapolis. Well, not too bad. Anyways today. We're focusing on a center He doesn't move much and the position of center to me Unfortunately don't at me guys and certainly no centers out there at me because I'll be running in the opposite direction as fast as I can But what I do like about the center is that he's involved in every single offensive snap What I don't like about the center is the fact that they never seem to get the praise that they deserve But there is one position on that football field on the offensive side of the ball That simply has to develop a relationship That simply has to appreciate the work done by the center and that's the running back And believe it or not. We've got a running back on our screen right now the Colts rookie running back sensation Jonathan Taylor. So let's continue and before we do a quick word from our exclusive video sponsor the Ridge wallet Sup guys first and foremost. Thank you for clicking on this video. Secondly, this video is brought to you by none other Than the Ridge makers of the world famous and now YouTube famous at least on my channel Ridge wallet in less than two seconds I'm gonna show you exactly what the hype is all about That's what it's all about. This wallet holds just as much as this yet This one is bulky ugly and outdated now this one being that it is a Ridge wallet holds 12 cards It's sleek. It's stylish. 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The website does have an entire range of products designed to carry less and Live more and that is a quote that I've actually lived by for years head over to www.Ridge.com Use code Jacob for 10% off and I guarantee you this will be whether it's in black or 18 karat gold the last Wallet you'll ever use guaranteed because there's no way in the world I'm gonna be carrying something like this round anymore. Cheers guys and enjoy the video now if I can bring your attention to the screen Here he is now rookie running back sensation for the Indianapolis Colts Jonathan Taylor one of my favorites and damn does he look good on This list of top 100 players. Hopefully he does make it all of that and more will be revealed but for now Let's continue Definitely I would say So of course Ryan Kelly Oh riser. Oh keldog not to be confused with Our Kelly do we say our Kelly? Do we say riser? I'm gonna go with Ryan Kelly. He's so smart. He's so smart He's so smart smart one of the smartest guys. I know what you're called You're called tales Having a good head on your shoulders won't help you with the toss But it will help you with the tablet And that's Quentin Nelson beside him isn't it mr. Pancake block But you know what when when I do hear a player has smarts doesn't matter what position he plays It does peak my interest and it takes me back to when I attempted the wonder lick test not once But three times and I'm not one to toot my own horn very often But I did get a level 35 and I'm yet to see a current NFL player beat that Hopefully until now. Let's look him up Ryan Kelly is 28 years of age. He was born in West Chester, Ohio six foot four 307 pounds Pick number 18 in the first round of the 2016 draft. He's been a cult his entire professional career He ran a 40-yard dash at 140 kilograms Of five point zero three seconds. That's moving 4.59 on the 20-yard shuttle seven point five eight seconds on the three cone drill a broad jump of eight foot seven inches But a bench press of 26 reps. He's a classic center on May 4th 2016 He signed his rookie contract a four-year ten point four five million dollar contract Throughout the next four years. He played his little heart out He secured his bag as they all do and on September 4th, 2020 the Colts signed Kelly to a four-year 50 million dollar extension making him the highest paid center in the NFL 50 million 50 million dollars and believe it or not guys. I'm gonna say one thing right here right now He deserves it These guys the shit that they put their bodies through week after week after week season after season They deserve it. There's one thing in football That's guaranteed you will get injured you will get knocked down you will have hurdles to overcome But it's whether you can keep getting back up and being over 300 pounds. I'm gonna admit It's not the easiest thing to keep getting back up if we're talking in literal terms But I tell you what he's now got 50 million reasons to get back up Do we just become best friends his job to know what's going on none do it better than Ryan Kelly And together with guard Quentin Nelson the Colts have the best center guard combination in the league Well, well, well, I'll tell you what Jonathan Taylor really would be happy There's only one thing a lineman likes crushing more than a beer Look at that against a guy like Chris Jones able to absorb that that's sort of player with that sort of power Nelson came in to clean up the mess That's what the Jags need I'm telling you Let me look at that again I reckon this guy here the defensive end would probably have to be the one defender that you worried about the most Does he get through? No, no, he doesn't because there's a massive pile of Colts players in front of him Could Heinz have bounced out to the left He is traveling out to the left He decides to cut with his left foot 90 degrees straight up the field through this gap But I'm gonna say sticks his left foot in the ground here a couple of steps Sticks his right foot in the ground here and runs this route Obviously we're focusing on what the line did which I mean they collapsed the line and and took out at least half of the defenders They did their job He's calling out everything he's always taking one step ahead of the person in front of kind of like the general He's looking at safety rotation. He's looking at linebacker depth. You don't seem to go all the way to 20 though And we got to go. Yeah doing the things that your quarterbacks should be doing and he's doing them at such a rapid pace Sometimes he might even get a call out before fill up would even get a call out I'll be back upright his processing time is second to none Kelly has snapped to four different quarterbacks the past three seasons Great pickup great pick up on that saw three drops y'all kept going the coast will start their fifth quarterback in four years But the man in the middle will remain the same What was that realization like I'm in the NFL right now, I really enjoyed that one guys. I'm not sure about you But it's not often a center comes across our screen on this top 100 list so so you've got to appreciate them when they do and Certainly appreciate Ryan Kelly, but I'm led to believe we do still have one Colts offensive lineman to go on the list And that's Quentin Nelson. That's his mate that we saw there before discussing plays on the on the iPad And look if we're talking about scary-looking lineman Quentin Nelson is one of those anyways guys. I hope you've enjoyed this video. It's been an absolute pleasure We are officially in the top 70 which is a good feeling in the next video We're focusing on a running back, which is an even better feeling his name is Josh Jacobs Andy plays for the Raiders So stay tuned guys if you have enjoyed this one hit the like button if you want to subscribe for more, please do There's plenty more content to come and I will see you in The next one to check out. Mr. Jacobs should be good Peace out


These are 67 creators, innovators, entrepreneurs who are coming to the public to display their ideas. It's really just a chance for them to engage with the community to display an idea that they have for a new product, a new service, a new feature or function or whatever. So it's a community of ideas today. A lot of these people work by themselves at home in small offices unbeknownst to the community. So there are some great ideas being developed that need some help going to the next step. So by bringing them into this footprint we give them the chance to interact with people who may be able to invest in the company. That can help someone who has an idea that's maybe stalled find someone that can take it to the next level. Without a festival like this where people have that engagement those conversations may never happen. That's why we do this. 67 teams are across five different zones that we call them. Healthcare, technology, social good, consumer services and education. And then ultimately we're going to have a live voting competition on stage Saturday night to determine who the top creators are from the five zones. The teams with the most votes per zone get $2,500. The team that wins gets an incremental $7,500. So we'll walk away with $10,000 in prize money.


The Stoke philosophy has a very unique view on poverty and riches. In this philosophy, Seneca was a very prominent figure. Born around 4 BC, his influence was at its height around the emperor Nero's reign. It's my hope that sharing his unique view on riches, poverty, and prosperity will not only help you better understand, but better appreciate what you already have. This way, as you work your way up and increase your influence and income, you won't be wracked with anxiety that does nothing but get in your way. We'll start this off by looking at his view on the benefits and risks of gaining new wealth. He said the acquisition of wealth has been for many not an end, but a change of troubles. You see, Seneca believed that the issues that many people blame on the lack of money actually come from the mind. He said, for the problem is not in the wealth, but in the mind itself. This is not to say that money cannot solve any of your life issues, but Seneca is more speaking of the internal issues, like happiness, anxiety, and self-satisfaction. Think of it, if somebody who is never satisfied with what they already have gains more money, don't you think that it would only increase their anxiety of either getting more money or losing it all? Another area in which Seneca felt strongly about in regards to money is how it affects friendships, new and old. You have to expect that the more riches that you gain, the more people are going to want their piece of the pie. In regards to this issue, I will tell you to heed this warning from Seneca. He who begins to be your friend because it pays will also cease because it pays. On the other hand, he said in contrast, poverty will keep for you your true and tried friends. You will be rid of men who are not seeking you for yourself, but for something which you have. Is it not true, however, that you should love poverty if only for this single reason, that it will show you those by whom you are loved? Seneca also expressed often the troubles that come along with riches. He sums it up with this one quote. When the trumpet sounds, the poor man knows that he is not being attacked. When there's a cry of fire, he only looks for a way to escape and does not ask what he can save. It's only natural that the more wealth that you have, the more that could be potentially lost. It's my opinion that influence and income should be grown slowly with true and virtuous intentions. If not, you risk not building the tools necessary so that when you do have the wealth, that you can keep it without the worry of being taken advantage of. Many will misunderstand or scorn Seneca's opinions on poverty and riches. This is partly because we're conditioned to think the exact opposite, but mostly because we want a corporeal answer for an incorporeal problem. So what is Seneca's response on how to obtain great wealth while limiting your anxiety and maintaining your happiness? For this, he said that if you wish to have leisure for your mind, either be a poor man or resemble a poor man. The important part about this quote is resemble a poor man. Live below your means. Try to give away that which you can and most importantly, be contented with little in life.  On the contrary, it means that you can move forward without the fear of failure because if you fail, you're just going back to that which you're satisfied with. Some people may say that this will take away any motivation that someone has to get out of the area of satisfaction, but in stoicism, you're always striving to be the best and most virtuous human being that you can be. This means taking action on what you deem to be true and righteous. Always try to remember this great quote by Seneca. Contended poverty is not poverty at all. It is not the man who has little, but the man who craves more who is poor. If you made it to the end of the video, let me know in the comments below what you're satisfied and grateful for in your life. And if you like videos on stoicism, make sure you subscribe. I post new videos every single week. Stay stoic and stay satisfied guys. Thanks so much for watching and I'll see you next time.


good points. We're focused on innovation and integration at the same time. So we know we need to innovate in the storage space and we've been doing that for 60 some years. So depending on your point of view you could argue we created the storage industry back in the 1950s right? So we have a lot of experience here. So we need to leverage what we've done in the storage space over a long period of time. At the same time I don't think there's anyone in the industry that can integrate the capabilities the way our clients are asking us to to your point with servers, with software, with services components and IBM. So it's not either or one or the other. We need to be good at storage and innovating around storage but more and more of our clients are demanding this notion around integration and I think that's critically important to us going forward. We had Laura on earlier and we were talking about the whole the challenge and I'll ask you the question. So the the hard part of your your job is like you say you've got the integration and there's immediate ROI to doing integration on things that maybe others don't pay as much attention to. You know look what the integration you've done with Protect here in the main frame side. Look at the look at the average prices of those and the margins that you get for those and I know you can't comment specifically on that but it's that's good business that drives ROI and free cash flow and we made the comment that IBM outperformed Apple last year as a stock. A lot of people you know don't really pay attention to that. At the same time you know you've got a lot of pressure from clients to sort of chase a lot of what the startups are doing a lot of the new features. So how do you you know balance those. Can you do both. I think I think you can. I mean first of all a lot of the competitors in our space I think would like to look a lot like IBM. So our ability to integrate you know our broad software portfolio our broad services portfolio that is some unique value add we can bring to our clients and unique capability we can leverage for our business partners advantage as well. So I think we can be both we have to be able to do both and frankly our competitors aspire to be more like IBM. So one of my challenges to your point is a do what we need to do in storage but equally important leverage what's powerful and good about the rest of IBM because I think that's where the real value is delivered to our clients in the end.


Mapping in QGIS, Creating a Map Layout, Part 2, Adding Map Elements. In this Part 2 video, we will explore how to enhance our map by adding map elements, such as a title, legend, scale bar, orientation arrow, and text to our map layout. For more instruction on how to create and work with a map layout, please view the Creating a Map Layout Part 1 video. If you have closed the Layout window, you can reopen it by selecting Project Layouts from the top menu bar. Adding Text. You can add text by moving your cursor to the top menu and selecting Add Item, Add Dynamic Text. Here you can see the variety of dynamic text options. In this example, let's add a project title. Select Project Title. Use the crosshairs to create the designated area your title will fall in. Once your text box has been added, you can type directly into the text box under the Item Properties tab in the bottom right corner of your Layout window. Here, you can also edit the size, font, color, and positioning of the title by using the drop-down arrows where applicable. You can also add other types of text by using the Add Label icon. You can specify the type of dynamic text by using the Dynamic Text icon. In this example, we will be adding background information on the peel region. Adding a Legend. You can add a legend by selecting the Add Legend icon on the left menu bar or by selecting Add Item, Add Legend from the top menu bar. Use the crosshairs to create your desired shape. You may notice there are some layers that do not have appropriate names. To fix this, return to your project window. In the Layers pane, double-click on the layer name you would like to change. Select Source and provide your layer a new name beside Layer Name. Select Apply and OK when finished. You can also change the name of a layer by right-clicking on the layer and selecting Rename Layer. Return to the Layout window. In the Item Properties tab, you can change the main properties of the legend as well as many other legend options. Beneath Legend Items, you can reorganize the way in which your legend items appear by clicking and dragging the items up and down. To remove an item from your legend, such as the base map, unselect Auto Update and select the unwanted layer. Next, select the Remove Selected Items from Legend icon. Additionally, you can edit the spacing, font, add a frame, and alter the background color. Adding a North Arrow Next, let's add a North Arrow to our map. Select the North Arrow icon on the left menu bar. Use the crosshairs to create the placement and size of the arrow. You can change the arrow style by selecting the Item Properties tab. Beneath SVG Groups, select the arrows folder. Adding a Scale Bar To add a Scale Bar, select the Add Scale Bar icon. Use the crosshairs to create the placement of the Scale Bar. In the Item Properties tab, you have the ability to change the style, color, units used, and edit other features. Let's change the style to Double Box and change the label placement. Select the drop-down menu beside Style and select Double Box. Scroll down and expand Display. Change the vertical label placement to Below Segments. You have now learned how to add basic map elements to your map layout. To learn how to add an Inset Map, please refer to the Mapping in QGIS Creating a Map Layout Part 3, Adding an Inset Map Video. For more information on QGIS, visit the UTM Library QGIS playlist.


Hello, my name is Ayaka Yoshimizu. Today I'm speaking from the traditional ancestral and unceded lands of the Mosque, Squamish, and Tsleil-Wathuth First Nations. I am non-disabled, cis woman from East Asia, and speak Japanese as my first language. I have black straight hair up to my shoulders, and today I'm wearing an orange colored cardigan. I am an assistant professor of teaching in the Department of Asian Studies. So I have been working with Corin De Freitas, Shota Iwasaki, and Shaolin Oba to look into the current state of UBC's accessibility and think about what can be done to make the university more accessible. And part of our project involves conducting a university-wide survey about UBC's accessibility. So in this video, Corin and I will present key findings from the survey. So first, let me introduce Corin De Freitas. Thank you so much. My name is Corin De Freitas. I'm a PhD candidate in geography at UBC, and I've been working on the accessibility and support for disabled instructors project. I am a white trans man who identifies as crisp or disabled. I have short brown hair, light eyes, tortoise shell glasses, a plaid colored shirt, and the mustard colored cardigan, and I'm kicking it back to Ayako. So Corin and I will present some of the key findings from the survey that we conducted in March 2021. The survey sought input from disabled instructors at UBC about the university's accessibility and support, and this survey was an outcome of a larger project which was funded by UBC's Equity and Inclusion Office. So aside from this survey, we also consulted with six disabled instructors at UBC to hear about challenges they experience in the everyday context of teaching and working as well as suggestions for best practices. We also produced an annotated bibliography that includes a list of literature that discuss teaching and learning with disabilities and illnesses in higher education. And lastly, we facilitated the workshop called What Would an Accessible University Look Like? Perspectives of Disabled Instructors at UBC as part of CTLT Winter Institute in December 2021. And during the workshop, we had five panelists sharing their experiences of teaching and working at UBC as disabled instructors. So all these materials, including the recording of the workshop, are available upon request. So if you are interested, please contact us by email and our contact information will be provided at the end of the presentation. So this survey was again conducted in March 2021. We received 44 ballot responses from those who identified themselves as disabled instructors at UBC. And areas of inquiry included questions around who UBC's disabled instructors are in terms of the types of disabilities people have and also their ranks at UBC. There were a couple of questions about disclosure, including questions about to whom people have disclosed their disabilities and issues related to disclosure. There were some questions about challenges in the context of teaching, particularly around how disabilities impact their teaching and other areas of work. There were questions about instructional support, whether people have sought instructional support from university, where they get support from, how they assess the levels of accessibility, availability, adequacy, and quality of support. And finally, there were some questions about professional development of support, again provided by UBC. So this graph shows the distribution of our respondents by rank. So the darkest bars, the three bars on the left are full professors. So that includes those in research stream, educational leadership stream, and also clinical professor. And in total, we had nine through professors. And likewise, when we combine different streams together, we had nine associate professors, nine assistant professors. And we also had quite a few instructors who teach under more precarious conditions, so including adjunct professor, lecturer, many sessionals, and graduate student TAs and RA. Now this graph shows the responses to the question, how would you characterize your conditions or impairments? And this was an open-ended question with a list of suggested answer options. And respondents reported a variety of disabilities and core in group similar responses together. And one important point to mention here is that 32 out of 44 respondents, so 73% of respondents indicated that they are multiply disabled or they experienced a condition or impairment with multiple impacts. And among those disabilities and conditions, the most frequently reported was pain. So 43% of people reported it, which is followed by mental, psychological, or mood-dedicated, 41%. Energy levels, sleep, fatigue, 34%. Mobility, dexterity, physical movement, sensation, and balance, 32%. Learning, cognition, and or memory, 27%. Neurotype, including ASD and unspecified neurotype, 20%. Sensory, 14%. Vision, 9%. Digestion and elimination, 9%. Communication, 5%. Hearing, 5%. Cancer, 2%. Unspecified, clinical illness, 2%. Immune compromise, 2%. Limb difference, 2%. And finally, environmental, 2%. This graph shows the responses to the question, have you disclosed your disability status to any of the following? And this was a multiple answers question. Very small number of respondents answered, I am perceived as disabled without needing to disclose. Six people answered, I have not disclosed my disability to anyone at UBC. And while the number is not too large, it is not worthy that those self-identified disabled instructors have not disclosed about their disability to anybody at work. 10 people disclosed to admin entities, 19 people disclosed to students, 20 people disclosed to offices such as HR and Center for Accessibility, and 25%, sorry, 20 people, 25 people, sorry, disclosed to departmental leadership, and 30 people disclosed to colleagues. And in the next slide, Corinne will share what came up in an open-ended question which describes concerns and challenges of disclosure. Thank you so much. So we also gave folks a chance to respond more in depth to our questions about disclosure, and I've collected some of the major themes as well as relevant quotes from respondents. So first off, an accommodations based approach to disability creates pressure to disclose. And this means that disclosure is more than an individual choice or political decision or an act of trust. It's frequently a form of systemically coerced intimacy. So in order to secure accommodations, whether formal or informal, instructors must disclose intimate personal details. And even when the specifics are withheld, the existence of unrevealed personal circumstances is still disclosed. As the survey data shows, disclosure poses social and professional risks in the current climate. And this is supported by qualitative responses as well. Whenever respondents said, my early career experiences in the 2000s generally deterred me from disclosing disability, graduate advisors explicitly told me not to do so. Another said, my main concern with disclosing was perception of disability as a stigma of a problem or troubled employee. Another said, I did not disclose prior to tenure. And another said, I'm also hesitant to share this with colleagues in my discipline as I've shared other sensitive material based discrimination or been passed over for opportunities. Some of the themes from the qualitative data also include that disclosure is not total or comprehensive. So instructors may not disclose all of the ways in which a given condition affects them. And multiple disabled instructors may not disclose all of their conditions. A destruct instructor who is perceived as disabled without disclosing may also be disabled in ways that are not readily apparent. Disclosure is ongoing. So for a variety of reasons, disabled instructors may find that they need to continually disclose their disabilities to new people or disclose new aspects of dynamic or progressive disabilities. Disclosure is also interpersonally complex. So a disabled instructor may be out only with certain people and in certain contexts. And this might be because of relationships of trust or because the other person is disclosed to them first because of a position the other person holds such as department heads or HR or because circumstances compel disclosure. And lastly, disclosure is relevant for all disabled instructors, but it's not always relevant in the same ways. So for instance, instructors who, you know, recently acquired their disability or who have complex conditions may not have sufficient clarity on their health status to confidently disclose. Invisibly disabled instructors may find themselves having to disclose more often and may encounter skepticism when they disclose. They may also wind up caught between the negative repercussions of disclosing and the strain of being presumed to be non-disabled and therefore expected to operate without support. And meanwhile, an instructor who's perceived to be disabled without disclosing might find that people make incorrect assumptions about the nature of their condition and its impacts as well as their needs. We go to the next slide. Thank you. We also asked about how instructors' disabilities impact instruction and perhaps unsurprisingly the ways in which disability impacts teaching and other work-related tasks. It are incredibly varied. There are several reasons for this. These include the category of disability is itself incredibly varied and instructors an individual's disability may be variable and a disability can affect every area of a person's life. So for instance, some instructors found online options offered during the pandemic to be compatible with their needs and others found the opposite to be true. So in short, the most accessible option is always options. One major theme was how other areas of instructors' lives and well-being often suffer in order to keep up with the expected pace and structure of work. So one of our respondents said mostly it impacts other areas of life during intense times. Fatigue during work leaves little energy to family and personal life. And another respondent said the sheer amount of work is ridiculous when someone has cognitive disabilities. I can do an excellent job but it means I work seven days a week every week. Also the impact of disability. The impacts of disability are not exclusively negative. Disability can be a strength as well and some instructors mentioned they're better able to support students and colleagues. Disability can also transform what or how a person teaches for the better. So one respondent mentioned my anxiety makes it so that I go over student papers more carefully and more often than I would. When being evaluated, disabled instructors may find the disabilities rather than their instructional skills are scrutinized. So one of our respondents said that teaching evaluations are incredibly biased and often contain inappropriate comments from students about my gender and disability that impact both the written comments and the overall evaluation scores. I frequently encounter student comments and evaluations that if said in person will constitute bullying and harassment. And lastly, instructors find themselves navigating a hostile built environment which also impacts the ability to do one's job. So as one of our respondents said UBC is a radically ableist campus designed only for people who can walk or ride a bike back to you. Thank you Ayaka speaking. So this graph shows the responses to the question how confident are you in identifying necessary supports to enable your work? The key finding here is that while 13% answered very confident and 31% somewhat confident, many disabled instructors are not necessarily confident about identifying what supports enable their work effectively. So here almost one third or 28% of the respondents answered they are not confident. So the lesson here is that accessibility needs to be understood as an ongoing iterative process that provides instructors with options and gives them the space and time to figure out what approaches work best for them. And while many instructors are confident that they can identify the support to enable their job, the question of whether those supports are actually available, is the accessible adequate and high enough quality to meet instructors needs is another matter as we will show you soon. So the question is in the context of disability, do you currently use any disability related instructional supports? Of the 41 respondents, 12 respondents, so 29% of respondents answered, yes, I require and use disability related instructional supports. However, the rest of the people, so 71% answered, no. And if we look at this closely, 7% answered, no, I require and have pursued disability related instructional support but have not been able to access them. 39% answered, no, I require disability related instructional supports but have not pursued them. And these two combined, almost half of the respondents require instructional supports but have not been able to access or pursue them. And when we look at the breakdown further, the data indicates that the higher the rank is, the more likely the disabled instructors have pursued or used supports. But those who answered, no, are overly presented by graduate student TAs. So there is a correlation between the rank and whether people have been able to use or pursued UBC provided supports. So here the question is which of UBC provided instructional supports do you currently use? So again, the majority of the respondents answered they do not currently use any UBC provided supports. So the following UBC supports are used by a small number of respondents. So out of 39 people, seven people use schedule modification, five people use workload modifications, four TA arrangements, three classroom specifications, three deserved parking, two office specification, two assistive technology, and finally two course assignment and selection. Here the question is how would you rate the availability of disability related instructional supports at UBC? As you can see, only 10% says readily available, 35% says somewhat available, but the majority answered somewhat or totally unavailable. So 45% of respondents said somewhat unavailable and 10% said totally unavailable. This question asks the accessibility of supports at UBC and again, the majority feel the supports are somewhat or very difficult to access. So 29% of respondents also somewhat difficult to access, 38% very difficult to access. Only 33% also somewhat easy to access, but please note that nobody answered very easy to access. This question asks about the adequacy of supports at UBC. Again, the majority feel the supports are somewhat or totally inadequate to meet their needs. So only 10% feel fully adequate to meet my needs, 32% answered somewhat adequate to meet my needs, 37% answered somewhat inadequate to meet my needs, and 21% totally inadequate to meet my needs. This question asks about the quality of supports at UBC. The number of people who answered this question is particularly small. So only 16 people answered, and that's because most of the survey respondents currently do not use supports provided by UBC and are not able to answer this question. But among those who use UBC supports, 19% answered these are excellent quality, 90% another 90% good quality, another 90% answered okay quality, and 44% answered the poor quality. And I like to note that other data from the survey show that many disabled instructors are spending additional labor time and money to enable their work. And this is to compensate the poor accessibility availability, adequacy and quality of supports currently provided by UBC. And all of those extra labor is paid at the cost of disabled instructors professional development and personal well being. This is Corinne once again, one of the central themes to emerge from the qualitative data and consultations is that there is currently a patchwork approach to disability supports across the university. And the pathways for accessing supports as well as the type of supports available are opaque and vary depending on units. Disabled instructors rely on a mix of formal and informal supports tending more towards informal support at the department level or privately arranged supports. Because accommodation occurs mostly at the department level of practice, disabled instructors are particularly vulnerable to interdepartmental politics and changes in departmental leadership. When support is not worth coming, the burden falls to instructors themselves rather than the university where the responsibility actually lies. And this is also supported in data that I presented on the amount of time and money instructors spend to compensate for lack of supports. So respondents told us supports are incredibly hard to access and frequently change with department leadership. I often have to renegotiate accommodations and resupply documentation every year. The process and pathways for accessing accommodations varies with departments and is opaque. What accommodations are even possible is unclear and often very difficult to negotiate and implement taking months or even taking months or even more than a year to put in place and then challenged each semester. Another response said much depends upon the head of unit, the head of our unit at the moment is a warm, empathetic, responsible person. If she were not, things might not be going so well for me. It would be good to see a system that would work well for disabled people no matter who the head of unit is. I used to have an informal arrangement with my department about scheduling but the current administration stopped respecting that arrangement so I had to go to HR and officialize my accommodation. Next slide please. Related issue is that instructors' needs are not being consistently and impartially accommodated within and across units so our survey data suggests that instructors who are able to access adequate supports of sufficient quality in a timely manner are overwhelming tenured faculty. Meanwhile, teaching assistants, research assistants, adjuncts and sessionals are far more likely to avoid seeking supports and rate their availability, accessibility, adequacy, quality and timeline for delivery as poor. Rather troublingly this suggests that the university is not actually accommodating disability but institutional power. Another concerning hint of a trend to emerge in the data is that perceived gender also strongly correlates with whether instructors are able to access adequate supports of sufficient quality with men having greater access to and a higher opinion of disability supports. So this suggests that the university may not be accommodating disability but rather social power and in further surveys it would be important to include demographic questions to facilitate a more intersectional analysis. Both of these things have huge ramifications for the professional development of disabled instructors. They suggest that whatever pipeline may exist isn't just leaky but blocked. The purpose of support should be to help a person excel in their position and not merely to keep their head above water. And yet we heard that instructors have been required to take a leave, fail or otherwise prove their need before being able to access supports. So as one of our respondents said, I have been fortunate not to have any significant flare-ups or serious complications since arriving at UC. I do believe that if I had I would not be supported and would be forced to take a leave of absence. All of the issues highlighted in this section are part of a larger system of academic ableism and inaccessibility that disproportionately impacts disabled instructors and interferes with work and well-being. So as one of our respondents said, my disability is not always present in terms of clear or distinct physical symptoms. However, the emotional and bodily toll adds up in the academic setting. And lastly, it's important to note that the supports that are or ought to be provided by the university are part of a much larger toolbox strategies and skills that disabled instructors employ. So as one of our respondents said, I have many strategies I always have needed to strategize around my learning teaching needs. The context is always slightly different depending on course, class, set of workload and inclusion of TAs. Unfortunately, I have had to learn how to self-accommodate. So you can see that disability is a source of creativity and knowledge of disabled instructors are not asking the university to do our work for us, but rather that you're saying that the university owes it to disabled instructors to pull its weight instead of offloading costs and labor onto disabled instructors. That's one moment while I get caught up on my slides. Okay, so based on our survey and consultations, a few things stand out with respect to professional development as well. First, there's currently very little professional development for disabled instructors at UBC, which is what motivated this work. Our survey confirmed that disabled instructors are generally pretty isolated and overextended. One of the few spaces that does exist for disabled instructors and staff is the disability affinity group. Although the core mission of the group isn't professional development per se, we were lucky to be joined for the panel portion of the workshop that we gave by Jennifer Gagnan, who founded Disability Affinity Group. There is also not much awareness or acknowledgement of what might be called a leaky pipeline, but as I mentioned is more accurately blocked pipeline to faculty positions. If it's professionally dangerous for graduate students and non-tenured instructors to disclose disability through supports, we can't really hope for a functioning professional development strategy for disabled instructors, so the university needs to stand behind all disabled members of the UBC community regardless of rank. Likewise, professional development needs to attend to the power-laden landscape of access and accommodations, and this is something that this quote on the screen speaks to. This respondent said, precarious employment, inconsistent access to extended medical benefits, lack of access to avenues for promotion and advancement, and inability to safely access medical leave or work with accommodations without jeopardizing contract renewals all add to the difficulties and insecurities of being a disabled contract faculty member at UBC. And lastly, promoting professional development of disabled instructors needs to be the responsibility of the university. Work like this often falls to disabled instructors who are already expected to do more with less than their non-disabled colleagues, so the university needs to provide administrative, financial, and material supports for this work. Okay, so Ayaka speaking, to summarize our key findings, while accommodation-based approach to disability requires disclosure of disabilities, disclosing disabilities remain challenging in the context of teaching or working for a variety of the reasons as coined detailed earlier. In terms of the supports, I'd like to remind you that the majority of disabled instructors, at least the respondents in this survey do not currently use instructional supports provided by UBC, and among those who currently use or pursued UBC supports, the majority feel these supports are unavailable, difficult to access, inadequate to meet their needs, and poor quality. In this survey and consultation, respondents also noted that access to support is contingent on the current departmental leadership, and therefore, accessibility of support is precarious and conditional rather than permanent and guaranteed. And finally, UBC does not adequately provide professional development of programs and resources for disabled instructors. This is Corinne once again, so based on our findings, we have some preliminary recommendations. First, we need to normalize discussions of disability, assume the presence of disabled instructors, and plan for accessibility. University cannot make strides in professional development of disabled instructors if disability remains a taboo subject. Disability is a core part of the lives and experiences of many instructors, and the university needs to therefore assume the presence of disabled instructors and not treat us and our needs as unexpected or an exception. Finally, this means planning for accessibility. Disabled instructors are part of the university community, so it's time to stop approaching disability as an afterthought. Second, the university needs to promote available supports and resources for disabled instructors. It's not clear what supports are even available to disabled instructors, and this is a particular issue for instructors who may not know what supports would be most helpful to them. Necessary supports vary depending on the nature of a person's disability, but the data show that the most popular supports instructors currently use are work with modifications, TA arrangements, scheduling modifications. Instructors also indicated that if available, they would like excessively structured disability teaching positions followed by a mentoring program, informational resources, and a centralized hub of institutional support. Third, the university must create barrier-free, individualized, centrally funded instructional supports. The university needs to start from the place of planning for accessibility, but accommodation in some form will always have a play, and securing appropriate accommodations for a person's individual needs must be a barrier-free process and not dependent on departmental budgets. Fourth, the university needs to clearly define institutional responsibilities and pathways and hold all levels accountable for legal obligations around accommodation. The current process for securing formal supports is fragmented, disorganized, opaque, and labor-intensive. The process for securing informal departmental level supports relies on goodwill, interpersonal politics, and departmental budgets. Neither option serves the needs of disabled instructors or delivers on the university's legal responsibilities. And lastly, it's lonely out there, and isolation doesn't support disabled instructors' well-being or our collective interests. So the university needs to create mentorship and networking opportunities among disabled instructors, and importantly, ensure that this doesn't become another item on the to-do list of already extended disabled, excuse me, of already overextended disabled instructors. So this means devoting, funding, and administrative support to professional development programming. Okay, thank you very much for watching or listening to our presentation. If you have any questions or are interested in the materials we produced through our project, please feel free to contact us at emails provided here. Thank you.