Over the past few years, Roger has developed a passion for outdoor athletic activities including triathlons and obstacle course racing (mud runs).
Roger is developing ways to better train and educate surgeons. His goal is to create simulations, testing devices, and curriculum innovations so surgeons can get better at their craft faster.
Roger began his career as a mathematician and computer programmer. After finishing school, he worked as an operations analyst where he created algorithms and computer programs to describe behaviors of complex systems. With these tools, they could run simulations to see how the real world would behave in different circumstances. About five years ago Roger turned his simulation skills towards medical and healthcare applications.
One of the frustrating things that Roger faces in testing surgical simulations with people is that there is a lot of bureaucracy surrounding administrative compliance and regulation. He recently had a study comparing the performance of experienced attending surgeons and skilled video game players in using a particular surgical robot. A project that was only going to involve three or four days of testing was delayed for three months because of paperwork.
A few years ago, Roger and his colleagues developed an exciting shared fellowship program with Columbia University. In this three year program, the fellows spend the first year doing research experiments with Roger to learn more about minimally invasive gynecologic surgery. They then spend the next two years doing clinical work at Columbia. So far, the program has been highly successful. There are three fellows currently in the program and doing very well. The first fellow recently graduated and was hired as the Director of Minimally Invasive Gynecology at a great institution.
Roger has fond memories of a trip he took with a team from Florida Hospital to visit a robotic surgery company in Israel that they were excited to work with. The CEO of the company invited them to Israel, and Roger was expecting a short business trip filled with the usual meetings and presentations. They were surprised that the itinerary for the first three days involved sightseeing and getting to know the country, including many of the important historical and religious sites. Afterwards, when they began the business portion of the trip, Roger's team had a greater understanding of the country and its people. They developed an excellent relationship with the company, and this really influenced how Roger establishes business relationships now.
In one of his software development jobs, Roger and his colleagues ran computer software simulations that drove military training exercises involving around 1,000 – 5,000 real people and tens of thousands of simulated people and vehicles. These exercises lasted for a week or more, and they would run for 24 hours a day and 7 days a week until the exercises were finished. Roger's favorite time to work was from 8 p.m. to 8 a.m. They used to play baseball with duct tape and a PVC pipe and have late-night burgers barbecued just outside their tent.
Remember that ordinary people can accomplish extraordinary things. Each of us is here to contribute our own unique ability to the world.
Roger is an expert in the development of simulation devices and training programs. He has created leading-edge simulators for the Department of Defense and Intelligence agencies. He is currently the Chief Technology Officer for the Florida Hospital Nicholson Center where he is responsible for establishing the technology strategy and leading research experiments. He has served as the CTO for the U.S. Army PEO for Simulation, Training and Instrumentation (PEO-STRI); VP and CTO for training systems at Titan Corp; Vice President of Technology at BTG Inc.; and Professor of Medical Education at the University of Central Florida College of Medicine. Roger holds a Ph.D. in Computer Science, a Doctorate in Management, has published 3 professional textbooks on simulation, 10 book chapters, and over 100 journal and conference papers. He has served on the editorial boards of the ACM Transactions on Modeling and Computer Simulation and the IRI Research Technology Management journals.


And this one is for the fun. If she reminds you of someone, that is the intent! As I was working on an idea, I had that déjà-vu feeling so I've decided to play the game and here is my version of Marion Cotillard in Inception. I might investigate ths idea a bit more in the coming days as the new Truth Hair totally reminds me of her.
← New Mainstore Opened !


Following the Salamanca Statement, inclusive education has been widely accepted as a model for education (Maher 2009). Proponents see inclusive education as foundational to a more just society (Ainscow et al. 2004), because it obliges mainstream educational institutions to focus on increasing the participation and levels of attainment of SWDs as a historically marginalised group (Wolanin & Steele 2004:vii).
Recent literature on funding mechanisms aimed at providing access to higher education for previously excluded constituencies has mainly taken the form of comparative case studies (Yang & McCall 2014). None of these studies has focused specifically on SWDs.1 Yet the latter have very particular individual funding needs depending on the type or severity of their disabilities. As a result of their varying and varied needs, SWDs differ with regard to the nature of the support that they require to function optimally in their everyday living and learning environments. In other words, while the overarching question of higher education funding is a burning one, SWDs cannot simply be addressed as part of the wider debate.
Moreover, as many scholars have pointed out, universities globally are experiencing a dramatic decline in government subsidies and an increase in student fees (De Jager & Gbadamosi 2010:254), which have negatively impacted on the functioning of universities. In 2014, McGrath and colleagues conducted a comparative study which analysed admission systems to higher education across 10 European Union member countries focusing on how these countries deal with the inclusion of SWDs (McGrath et al. 2014:5). The study found that cutbacks in these countries' public funding resources reduced or negatively impacted on equity in admission to higher education for many students, including those with disabilities in these countries (McGrath et al. 2014:9).
What follows is an attempt to describe disability funding mechanisms and approaches employed in a sample of democratic states both in the global North and the global South to gain an insight into how such mechanisms do or do not enhance access, equal participation, retention, success and equality of outcome for SWDs. The sampled countries represent a diversity of global North and global South examples, all of which have in common that they are signatories to the 2006 United Nations Convention on the Rights of Disabled Persons (UNCRPD), which obliges member states to 'ensure an inclusive education system at all levels' including higher education and to provide reasonable accommodations (RAs) and appropriate support services tailored to individuals' educational needs as a measure for ensuring that persons with disabilities (PWDs) can participate effectively in a free society.
These countries have each enacted non-discriminatory legislation and have put in place disability funding policies and mechanisms to facilitate the inclusion of SWDs in higher education institutions (HEIs), and to address their educational needs. The selected countries take a human rights-based approach, which prohibits discrimination against SWDs on the grounds of disability and this is also provided for, in most instances, in these countries' constitutions. As democratic countries, the countries surveyed draw on a mix of principles of social justice, equality, widening participation, redress, equality of access, transformation, affirmative action principles, equality of opportunity and equity in their approach to promote access, retention and success in higher education for SWDs. Research on funding of disability in HEIs has taken a dichotomous form with the global North countries on the one hand being associated with having progressive policies and practices which enable them to meet best practices criteria (Eleweke & Rodda 2002). In contrast, developing countries or the global South on the other hand have been discussed as either struggling or failing to meet these criteria because seldom do these governments and HEIs prioritise expenditure on inclusive education-oriented initiatives, including funding of disability (Eleweke & Rodda 2002). South Africa and India fall into the category of global South countries. We compared South Africa and India with global North countries because the two countries share the characteristic of being 'countries in transition' while at the same time being regarded as evincing best practices regarding disability inclusion compared to other global South countries.
Drawing on a directed content analysis of policy and other documents, the article argues that availability of adequate funding to HEIs to support students, including those with disabilities, is central to the maintenance and enhancement of quality education (Daugherty et al. 2013:39). However, in the wake of government funding cuts, the privatisation of HEIs and overreliance on private sources to finance higher education, the trend is towards universities adopting selective inclusion of SWDs based on cost rather than on the principles of inclusion, access and equal chances of success for all.
Bowen (2009:27) describes document analysis as 'a systematic procedure for reviewing or evaluating documents – both printed and electronic'. As a qualitative analytical research method, document analysis 'requires that data be examined and interpreted to elicit meaning, gain understanding, and develop empirical knowledge' (Bowen 2009:27). For the purpose of this study the following documents were reviewed: The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the 1994 Salamanca Conference documents; peer-reviewed articles on inclusive education and disability in higher education; reports on disability retrieved from the official websites of the World Health Organisation, the United Nations Educational, Scientific and Cultural Organisation (UNESCO); the Organisation for Economic Co-operation and Development (OECD); Disabled World; University World News and Times Higher Education.
South Africa – White Paper 3 on Higher Education Transformation; the 1997 White Paper on an Integrated National Disability Strategy; the 1997 Higher Education Act; the 2001 National Plan for Higher Education and the 2001 Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System and national newspaper articles on the National Student Financial Aid Scheme (NSFAS).
India – the Equal Opportunities, Protection of Rights and Full Participation (PWD) Act and the Higher Education for Persons with Special Needs (HEPSN) policy as retrieved from University Grants Commission official website.
United States – Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 (ADA); various policy documents reporting on the country's federal student aid programme, known as the Pell Grant Program; various OECD reports on the inclusion of SWDs in higher education and other reports from the US Department of Education.
Australia – the document known as A Fair Chance for All, which aims to increase the enrolments of SWDs in Australian higher education as well as the 1992 Disability Discrimination Act (DDA) and various OECD reports on the inclusion of SWDs in higher education as well as national newspaper articles reporting on issues relating to the Disability Support Program (DSP) which is the Australian funding scheme for SWDs.
Canada – the Canadian Human Rights Act (CHRA) and the Canadian Charter of Rights and Freedoms (CCRF); the Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSGSESPD) and the Canadian Province of Ontario Bursary scheme for Students with Disabilities (BSWD) as well as OECD reports on the inclusion of SWDs in higher education retrieved from the Ontario Human Rights Commission website.
United Kingdom – the Equality Act, 2010; OECD reports on the inclusion of SWDs in the UK higher education system; newspaper articles reporting on the country's various disability funding schemes; documents relating to the Disabled Students' Allowance (DSA) grant; Premium Funding and the Higher Education Funding Council for England (HEFCE) Student Opportunity funding.
Table 1 summarised the findings of the study.
Full-time, part-time and postgraduate students can apply for DSA. Premium Funding is a funding allocation to HEIs to facilitate access for SWDs (Research Briefing 2008:2). Through Student Opportunity funding, the HEFCE also provides funds to HEIs in recognition of the additional costs of recruiting, supporting and retaining SWDs (OECD Higher Education Programme IMHE 2014:20).
In the USA, Congress enacted Section 504 of the Rehabilitation Act of 1973 as a measure to prohibit 'discrimination against otherwise qualified persons with disabilities in any program receiving federal funds' (Wolanin & Steele 2004:53). Section 504 prohibits denial of admission to a person because of their disability (Wolanin & Steele 2004:34). With the passage of the Rehabilitation Act of 1973, which defined facilities that are 'inaccessible to or unusable by handicapped persons' to be a form of prohibited discrimination, incentives were put in place in the form of federal funding to HEIs to enable them to make their facilities such as lecture theatres accessible to SWDs (Wolanin & Steele 2004:34). The Americans with Disabilities Act of 1990 (ADA) played an important role in enhancing the inclusion of SWDs by prohibiting discrimination against these students on the grounds of disability.
Under the ADA, discrimination against SWDs in American HEIs in relation to recruitment and admissions, academic and athletic activities, student examinations and evaluations, housing, financial aid, counselling, and career planning and placement is unconditionally prohibited (Kalivoda & Higbee 1994:133). The ADA also provides for the accessibility of the built environment by requiring public and private HEIs that are recipients of state or federal funds to adopt 'accessible design of public places and facilities for all people, making buildings and facilities easily accessible to people with disabilities' (Wolanin & Steele 2004:54). The education of SWDs is financed by a federal student aid programme, known as the Pell Grant Program, which supports eligible full-time SWDs (Wolanin & Steele 2004:ix–x). These students can apply for bursaries, non-repayable grants, loans or state or federally funded allowances managed by individual universities (OECD 2011:54).
Canada has taken a human rights approach to fostering the inclusion of SWDs (Thomas 2012:58–59) as is reflected in the CHRA principle that all individuals, including PWDs, should have equal opportunities and by prohibiting discrimination on the basis of disability (UNESCO 2015:37). In particular, the Act prohibits the denial of education to PWDs on the grounds of a disability as both discriminatory and illegal (UNESCO 2015:37). Section 15 of the CHRA provides for 'equality of all people under the law and protection of individuals against discrimination on the basis of disability' (Roeher Institute 1996). The CCRF states that, '[e]very individual is equal before the law and has the right to equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on … mental or physical disability' among other grounds (UNESCO 2015:37).
The Canada Student Grant for Services and Equipment for Students with Permanent Disabilities (CSGSESPD) is a non-repayable grant designed to help students overcome educational disability-related barriers that they may encounter while pursuing post-secondary training (Department of Workforce and Advanced Learning Student Financial Services (DWALSFS) 2016:2). Eligible students under this programme 'may receive funding of up to $8000 to cover the costs of needed goods and/or services that are directly related to overcoming the educational barriers that the disability may present' (DWALSFS 2016:2). Goods and/or services covered by the grant include, for instance, 'tutors; specialised transportation (to and from school); note takers; interpreters; attendant care for studies; readers; alternate format; reimbursements for learning disability assessments; assistive technology' (DWALSFS 2016:2). The Canadian Province of Ontario BSWD provides non-repayable financial assistance 'to assist students in meeting additional costs of equipment and supplies related to their participation in post-secondary education, which the student must incur because of his or her disability' (Ontario Human Rights Commission 2016).
A Fair Chance for All's aims were twofold: firstly, 'to double the present commencing enrolments of people with disabilities by 1995' (Department of Employment, Education and Training (DEET) 1990:40); and secondly, to ensure the participation with success of SWDs by making it 'unlawful [for] the development or approval of curriculum that excludes people with disabilities from participation' (Brett 2010:4–5). Subsequently, the DDA of 1992 was passed, which obliges the Australian government to support the participation of all PWDs at all levels of education including making it unlawful to exclude SWDs from universities on the grounds of disability (MacLean & Gannon 1997:217).
Following South Africa's first democratic election in 1994, the policy context changed rapidly in support of increasing and broadening access to university study as one aspect of redressing past inequalities (Cloete 2002). This commitment to equity and access was reflected in policy documents of the time (DOE 1997; Ministry of Education 2001) and continues to be emphasised in more recent policy making (DHET 2012; National Planning Commission 2011).
During apartheid, South African black learners with disabilities were low on the priority list of the National Party government (Fagin 2011:7). The 1948 Special Schools Act (SSA) provided for a segregated education system, which categorised children with disabilities according to both race and disability (Muthukrishna & Schoeman 2000), which made it difficult for learners with disabilities to access HEIs. The post-apartheid African National Congress (ANC) government's early policymakers developed several higher education policies aimed at 'putting in place appropriate redress strategies for the past inequities of the apartheid era' (Mapesela & Hay 2005:112) aimed at radical transformation of South Africa's higher education environment (Badat 2010:2). 'Transformation', thus, became a shorthand term to encapsulate a variety of initiatives aimed at 'removing barriers and providing access to higher education for Black students, disadvantaged groups, and women' (Belyakov et al. 2009:1).
South Africa's post-1994 higher education disability policies (see, e.g., the 1997 White Paper 3 on Higher Education Transformation; the 1997 White Paper on an Integrated National Disability Strategy; the 1997 Higher Education Act; the 2001 National Plan for Higher Education and the 2001 Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System) draw from the country's constitution in their emphasis on the need to address the disadvantages that PWDs experienced in the past and continue to experience, and the need to prioritise funding of higher education opportunities for SWDs in the present. Education White Paper 3 called for the establishment of a new funding mechanism to achieve the principles of equity and redress through the abolition of all forms of discrimination including on grounds of disability through empowerment measures, 'including financial support to bring about equal opportunity for individuals and institutions' (DOE 1997:7–8). The 1996 Green Paper proposed the implementation of 'funding mechanisms that will embody the principles of affordability, sustainability and shared costs, as well as those of equity, redress, development, democratisation, effectiveness and efficiency' (DOE 1996:6). The National Plan for Higher Education calls on HEIs, through their institutional plans and strategies, to commit themselves to increase access for people with special education needs (Ministry of Education 2001:41). These policies have been applauded as 'the best in the world, meeting internationally acclaimed standards' (see, e.g., Mapesela & Hay 2005:112).
Drawing on United Nations (UN) reports, Thomas (2012:59) has singled out India as 'ha[ving] the best disability policies among the developing countries'. India has committed considerable financial resources to the implementation of inclusive education at primary, secondary and higher education levels (Thomas 2005). The education of SWDs is regulated by the 1995 Equal Opportunities, Protection of Rights and Full Participation (PWD) Act, which prohibits discrimination in every sphere on the grounds of disability (Thomas 2005).
In 2013–2014, £15 million was delivered by the HEFCE through its mainstream disability allocation, that is, around 4.5% of the total 2013–2014 HEFCE targeted allocations for widening participation and improving retention, which was £332 million (Department for Business, Innovation and Skills 2014:64). Disability funding has resulted in most UK universities successfully supporting the inclusion of SWDs particularly those which have adopted 'an inclusive model that seeks to ensure all aspects of the institutional offer are accessible to disabled students' (Department for Business, Innovation and Skills 2014:64). Against this background, Bourn (2007) has attributed the increase in the number of students declaring a disability entering higher education by over two-thirds between 2000–2001 and 2005–2006, from 82 000 to 138 000, to the DSA as these students were DSAs recipients.
Research in the USA has shown that as a result of supportive funding mechanisms the numbers of SWDs in HEIs tripled over the past 20 years (Myers 2008). Pell Grant, for instance, awards amounted to some EUR 15 million in 2009 (OECD 2011:54). The passage of anti-discriminatory legislation in the 1990s in Canada facilitated inclusive education, and changes in the attitudes of Canadian society. The number of SWDs attending post-secondary education increased steadily. For instance, the OECD estimated that in Canada's Ontario province SWDs' enrolment rose from 1668 in 1989–1990 to 6883 in 2000–2001 (OECD 2003). While in 1995 a mere 0.25% of SWDs registered to receive disability-related services in 47 Canadian universities, in 2003 this percentage had increased to 5.67% (Fichten et al. 2003). From 2001 to 2013, education rates of Canadian individuals with disabilities increased by 12.3%, with 74.6% of working-age adults with disabilities obtaining a high school diploma or higher educational certification (HRSD 2013).
Because of expansive financial support provided to SWDs, Australia experienced increased enrolments of SWDs in higher education, with students with learning disabilities being the largest enrolment group (Noble 1993). In 2012, nearly 6000 SWDs accessed equipment and educational support made available by Australian universities using DSP funds (OECD Higher Education Programme IMHE 2014:4). In 2014 under the DSP, $6.9 million was made available to universities for this purpose. The introduction of the NSFAS scheme in South Africa has translated into many visible changes in the sector as evidenced by the increase in the number of SWDs enrolling in HEIs (Wilson-Strydom 2015:144). In the 2011 academic year alone, government earmarked R76.8 million 'to increase the funding available to SWDs and learners with special needs' (University World News 2011). According to information recorded in the Higher Education Management Information System (HEMIS) this allocation of R76.8 million subsequently saw an increase in the 'number of enrolled students with disabilities from 5856 in 2011 to 7110 in 2013' (Hammond 2015). Through NSFAS, R45.5 million in bursaries went to 1368 SWDs in 2012 and R69.9 million benefited 1383 SWDs in 2014 (Hammond 2015).
India has also witnessed a significant increase in the number of SWDs in HEIs, which many have attributed to the policy of inclusive education backed by the availability of financial support (Shenoy 2011:5). These policies include the Persons with Disabilities Act (1995), which 'came into action by bringing into sharp focus the state's responsibility to empower the disabled with equal opportunities, protection of rights and full participation in the country's development process' (The Tenth Five Year Plan 2002–2007:471). The Act obliges HEIs to provide equal access and proportionate opportunities to excel in education at all levels (Pillai 2012:15). Proponents have applauded the Act for its adoption of an affirmative action approach (Kumar 2012). Section 39 aims to achieve the goal of increasing access to education for SWDs through mandating all public HEIs that are government aided to reserve a 3% quota for SWDs (Krishnan 2012:6).
Students with disabilities enrolling in Indian colleges are exempted from paying fees if they are not able to obtain financial assistance and each university receives a one-time grant of 1 000 000 Rupees as an incentive for enrolling the maximum number of SWDs (Jameel 2011:15). The HEPSN scheme established by the Indian government provides grants to support the setting up of Disability Units in universities on condition that the applying university has a sufficient number of students with documented disabilities (Krishnan 2012:6). Angela Kohama has argued that India's Persons with Disabilities Act 'functioned as a catalyst for several other development projects around inclusion and disability' (Kohama 2012:21–22). In addition to the HEPSN scheme, provisions have been made for 'incentives such as scholarships, both domestic and overseas to the SWDs with good academic records in higher education' (Jameel 2011:6).
Global research on retention has pointed to the availability of adequate financial aid as one of the most important determining factors when it comes to low-income and minority students enrolling in, and persisting to, degree completion in HEIs (Swail 2004:9). As a number of studies have shown, funding is critical to the challenge of increasing enrollments of SWDs in HEIs (see, e.g., Jameel 2011:15; Katsui 2009; Research Briefing 2008:2). Prior to the 1970s, many SWDs both in developed and developing countries found it difficult to access higher education (HE) unless they had considerable personal means at their disposal (Kamalam et al. 2004:332). Availability of funding resulted in 'disabled people increasingly hav[ing] access to educational opportunities that were not available to them in the past' (Foley & Ferri 2012:192).
The growing proportion of SWDs enrolled in OECD countries' higher education has been attributed to the introduction of financial incentives resources provided to HEIs (OECD 2003), which 'offset the additional costs that the presence of a student with special education needs may represent for the institution' (OECD 2011:55). It has been seen that the sample countries' response to prioritising increasing access to HEIs for SWDs gained momentum in the early 1990s following the 1998 UNESCO World Conference on Higher Education leading to global international calls for greater 'equality of access' (UNESCO 1998).
Although all the sampled countries have supportive disability policies, however, in practice these countries are struggling to meet the goals outlined in their policies. As for the UK, an overall increase in reliance on private funding as a source of HEIs' income (European Union 2014:28) and cuts to DSAs have resulted in SWDs being in debt as well as care cuts resulting in SWDs not, for example, having access to a personal assistant to make it physically possible to get to lectures (Ryan 2017). Cuts to DSAs were first proposed in 2014 when David Willetts, the then Universities Minister, announced a change in approach to the funding of computer equipment, software and consumable items through DSAs (Dunn 2016). In September 2015, the UK government officially confirmed that it would reduce direct public support for SWDs by making £30 million in cuts to DSA funding for SWDs in higher education (Dunn 2016). Willets urged universities to provide the support that was once provided by the DSA but without any funding allocated to cover the cost of this support.
In other words, without allocated funding universities are expected to pick up the tab for items that the DSA used to cover including, for instance, 'funding the provision of non-medical support staff, such as scribes, note takers, readers, proof-readers and sign language interpreters' (Dunn 2016). A particular worry is that these cuts to the DSA will disproportionately affect smaller institutions, which may lack the resources to fund adequate support for SWDs. The National Union of Students (NUS) protested against the government's intentions to cut funding when it was first announced in June 2014 and branded them as 'arrogant and out of touch' (Times Higher Education 2015) with recent figures showing that approximately 70 000 students would be affected (Dunn 2016). The announced changes to the DSA will undoubtedly jeopardise access and success for SWDs (Government United Kingdom 2016). Given that one of the core services being targeted is funding for assistive technology, such as laptops with specialist digital voice recording, it has been argued that students with a specific learning disability like dyslexia will be notably affected by this move as these students rely most on a range of specialist equipment (Times Higher Education 2015).
However, the US recession of 2007 to 2009 saw federal cuts and some universities increasing their tuition fees (Camera 2016). The US HEIs face the challenge of 'programs that should cooperate and coordinate to the benefit of SWDs often [competing] with each other to the detriment of these students' (Moore 2003:9–11). Growing numbers of SWDs pose a huge challenge primarily to HEIs, whose federal funding campus-based programmes such as Perkins Loans, Supplemental Educational Opportunity Grants and College Work Study are inadequate because the demand for funds far exceeds the available funds (Wolanin & Steele 2004:60). Despite the obligations imposed by the Rehabilitation Act of 1973 upon HEIs in relation to RAs for SWDs, in the context of budget constraints, many institutions object strongly to the cost of compliance (Scotch 2001:125).
In the Canadian context, there are limitations – while in terms of the CSGSESPD grant recipients receive up to $8000 to cover the costs of academic-oriented needs, 'the grant cannot be used to cover the cost of tuition, books, or items that are considered general requirements for the program' (DWALSFS 2016:1), which means that these students have to pay out of pocket for these costs. Similarly, financial assistance provided under the BSWD is restricted to purchasing specialised equipment and services required for participating in HE studies and not RA related to tuition, books and housing expenses, which are the obligation of HEIs (Ontario Human Rights Commission 2016). In 2016, although the federal budget allocated $118.2 million over 2 years for students with a disability, the funding targeted schools and saw cuts of $152.2 million over 4 years to the Higher Education Participation Program, which funds Canadian 'universities to bring in students from the lowest socio-economic levels [including SWDs]' (Ryan 2017).
In Australia, the DDA regulates how RAs2 should be applied in higher education environments and places 'a duty on institutions to make reasonable and anticipatory adjustments for disabled students in relation to teaching, learning and assessment' (Research Briefing 2008:2). Services supported by the DSP include production of course materials and lecture notes in Braille, assistance with examinations and other assessment tasks and 'purchase of adaptive software and/or adaptive computer equipment such as adaptive keyboards, mouse, screens, etc'. (OECD Higher Education Programme IMHE 2014:4). The passage of Australia's DDA Standards for Education of 2005 saw the introduction of equity standards for the elimination of discrimination against PWDs in terms of their access to services and education (DSD, DWCPD & UNICEF 2012:99).
In South Africa, public HEIs' budgetary constraints dating back to the late 1990s have inhibited the achievement of these aspirations: 'university funding declined in terms of the proportion of total state finance committed to higher education from 4% in 1999 to 2.5% in 2007 forcing universities to raise tuition fees sharply' (Shrivastava & Shrivastava 2014:815). Although the 'NSFAS will aid well over 400'000 students on a budget of R15-billion this year, ' (Collins 2017), nothing has been said yet as to whether the government will make similar increases to funding for SWDs. National Student Financial Aid Schemes SWD recipients increased from 701 in 2004 to 1112 in 2007 and dropped to 649 in 2009 (NSFAS 2012b). Delays of NSFAS bursaries reaching SWDs negatively resulted in many of these students dropping out (DHET 2009:24). South African HEIs' Disability Units have an obligation to provide sign language interpreters to help with the inclusion of students who are deaf, but this is a costly option resulting in institutions resorting instead to purchasing assistive devices, which is not the optimal outcome for these students.
South African students who are deaf are currently facing the challenge of the unavailability of professional South African sign language interpreters, which has forced these students to rely on 'fake' sign language interpreters who also 'take advantage of Deaf students, because they are desperately in need of access to education and will not complain about the lack of good sign language skills from the interpreters' (DHET 2015:10). A 2011 study that sampled Disability Unit staff from 15 South African HEIs (FOTIM 2011) highlighted the fact that students who are deaf and hearing impaired who were NSFAS funding recipients expressed concerns over insufficiency of funding which forced them to resort to additional sources such as disability grants and parents' contributions as a way of supplementing their funding (FOTIM 2011:83). The study also found that disability bursaries and scholarships often do not cover personal needs such as caregivers, for example, for quadriplegics (FOTIM 2011:84).
In India, research indicates that advances in access and equity are threatened by steadily declining financing of HEIs by the Indian government since the mid-1990s, which has resulted in higher education increasingly being 'financed by non-government money, including household expenditures, fees, student loans, and voluntary contributions' (Prakash 2007 cited in Yang & McCall 2014:28). These challenges which continue to be faced by the sampled countries clearly shed light on the fact that the mere provision of funding does not guarantee success once SWDs are enrolled (Belyakov et al. 2009:24). As defined by Belyakov et al., 'access with success goes a step further, defining true access as completion of a degree or certificate program that prepares one for a vocation' (Belyakov et al. 2009:1–3). The provision of funding alone does not result in the realisation of meaningful inclusive education (Ferguson 2008). Access and presence in 'mainstream' classrooms and schools are a necessary – but clearly not sufficient – step towards inclusive education for SWDs.
As Bowen (2009) points out, document analysis can provide a means to track change and historical processes. Here, we track a process of the countries selected for review putting in place funding mechanisms and policies, leading to an increase in the participation rate in higher education of SWDs, followed by subsequent funding cutbacks and the privatisation and marketisation of higher education leading to the erosion of some of these gains. In the context of budget constraints, we see a pattern of HEIs falling back to a position of minimal accommodation for SWDs and an approach of minimal legal compliance rather than seeing their responsibility as extending to the fullest possible realisation of the equal right to access and success of SWDs.
A comparative analysis of the sampled countries' funding mechanisms shows that these countries have had considerable successes in relation to increasing access to higher education for SWDs. However, declining government support for education has led to a massive rise in the for-profit education industry, which has influenced the way in which universities set their funding priorities (Kenway et al. 1993:2) and has resulted in 'an ideological shift towards higher education as a private rather than a public good' (Meek 2000:24). In the words of Newman and Jahdib (2009:1), this has led to 'a paradigm shift' in the form of the 'so-called marketisation of education'. According to De Jager and Gbadamosi (2010:254), the marketisation of higher education has resulted in 'a more competitive educational environment' in which universities compete with one another 'for students, resources and prestige' (Meek 2000:23) and in which students are framed as consumers of education (Molesworth et al. 2009:277). These shifts have taken their toll on social inclusion initiatives. This is not a phenomenon of the developed world alone. Government funding cuts lead to rising operational costs, hiring freezes and large classes (Shrivastava & Shrivastava 2014:815) – all of which have the potential to negatively impact the inclusion of SWDs.
While all the countries surveyed here are signatories to the UNCRPD of 2006 (DSD et al. 2012:19), the economic context impinges on their ability to fulfil their obligations in terms of the Convention not only with respect to the provision of funding to afford access to higher education for SWDs but also to cover expenses such as 'auxiliary aids to provide accommodations to students with disabilities' to achieve 'a level playing field' in higher education (Wolanin & Steele 2004:58).
Reliance on private rather than public funding has seen most universities breaching these obligations and serving market-driven rather public interests in relation to human health, safety or well-being (Côté-Boucher 2010). The consequences have proved detrimental to SWDs as their HEIs lose autonomy to private funders. Elaborating on this, Jung (2003) argues that this has resulted in universities fulfilling only their most 'minimal' legal and moral obligations to provide RAs to SWDs – principally disability accommodations necessary for their successful participation in the classroom.
By relying on private funding sources institutions are limited to the restrictions that come with donations – with private funders, for example, regarding personnel costs as the institution's responsibility and preferring to pay only for equipment rather than sign language interpreters (Howell 2005:10).
This exclusion has, according to Eleweke and Rodda (2002:115–116), created an unfavourable situation where upon gaining admission these students 'are [left] on their own as they receive no special support to help them on their courses'. The rationale behind selective inclusion is the marketised framing of these students as difficult to accommodate as a result of needing 'too much' specialist assistance (Singal 2005:6). Under this selective inclusion approach, students who are deaf are being poorly served especially in countries like South Africa as NSFAS guidelines 'do not fund human support (scribes, sign-language interpreters and note takers, etc.)' (FOTIM 2011:137). The same holds true for some Indian HEIs such as Adarsh College in Chamarajpet, Bengaluru University and Delhi University where the absence of sign language interpreters has forced some students who are deaf to pay out of pocket themselves for lessons with private interpreters at exorbitant rates (Krishnan 2012:7). In contrast, Australia stands out among the sampled countries as having been able to maintain good practices despite the challenges of budgetary constraints as it has responded positively to the increasing enrolment levels of deaf and hard of hearing in its HEIs by employing more and more interpreters (Knuckey et al. 2001; see also OECD Higher Education Programme IMHE 2014:4).
Students with disabilities must meet these additional costs in the course of coping with their disabilities, but often their incomes are lower than those of their non-disabled peers, which means that their dependence on state funding is higher, yet 'their opportunities have been diminished by the inadequate levels of financial aid, particularly grants' tailored for low-income SWDs (Wolanin & Steele 2004:ix–x). Funding cutbacks have meant that HEIs do not have enough funds available to meet all the needs of SWDs, resulting in SWDs themselves having to bear some of these costs out of pocket (Wolanin & Steele 2004:58). Similarly, 'the availability of state and institutional financial aid funds also is limited by either award limits or an excess of demand compared to funding' (Wolanin & Steele 2004:60).
In both global North and global South, PWDs are considered among the world's most vulnerable and least empowered groups (Khasnabis et al. 2010:11). This vulnerability of PWDs has been attributed to high levels of poverty, which has resulted in this group's experiencing worse edu-cational and labour market outcomes in comparison to their non-disabled peers (World Health Organization (WHO) & World Bank 2011:39). The findings of this study show that the funding mechanisms of sampled countries still deny SWDs the capabilities to escape the poverty cycle by empowering themselves through acquiring tertiary education, which enhances their prospect of employment. This is particularly true of SWDs who are reliant on assistive technology, which is not covered in most of the sampled countries' funding mechanisms. This becomes a violation of inclusive education as provided in the UNCRPD, which imposes a responsibility on state parties to honour their responsibility to promoting and ensuring the availability and access to assistive technologies for SWDs if they are to participate fully in the classroom setting (United Nations 2006:6).
We critique the incentivisation of disability inclusion which is prevalent in the USA (Wolanin & Steele 2004:34), Canada (OECD Higher Education Programme IMHE 2014:4) and India (Jameel 2011:15) where funding to these countries has been allocated based on a number of SWDs enrolled annually. Although we acknowledge that in the wake of serious resource constraints HEIs will need funding and resources should be made available to assist them in driving the disability agenda (FOTIM 2011:14), we argue that this approach will continue to benefit bigger HEIs in cities at the cost of smaller HEIs, especially those in under-resourced rural settings.
In India, for instance, given the abundance of assistive technology, the Indian Institute of Technology in Delhi has attracted many SWDs nationwide to come to study there (Joseph 2012:1), which means that this institution will always receive more funding than other Indian universities. Likewise, despite the fact that South Africa has leading universities which are internationally respected, because of the legacy of apartheid historically black universities continue to face severe financial, human, infrastructure and other resource constraints (Badat 2015). Unlike South African historically white institutions, some of these historically black universities still do not have Disability Units, which makes them unwelcoming to students with diverse disabilities. Seen from this perspective, we propose the need for the sampled countries to provide disability funding as per provided in their individual funding mechanisms as well as per the provisions of the UNCRPD and they should pay particular attention in prioritising the funding for smaller universities and universities of technology.
The OECD has pointed to inadequate funding as one of the hindrances to the successful transition to tertiary education for SWDs (OECD 2011:69). Living with a disability entails expenses such as trips to doctors, therapists, counsellors and administrators (Wolanin & Steele 2004:61). While under all the sampled countries' funding models, SWDs are entitled to funding to offset the extra costs of living with a disability or a specific learning difficulty (OECD 2011:55), the current financial context sees institutions facing challenges with the provision of adequate funding to cover the extra costs which are incurred by SWDs in the course of pursuing their studies in HEIs.
While the increase in numbers of SWDs enrolling in HEIs was, as we saw above, made possible by publicly funded grants, with declining public funding, there is a high possibility that numbers will once again fall. As access to grants and scholarships narrows, 'low-income students with disabilities [who] generally have a greater need for financial aid than their peers without disabilities' will be most affected (Wolanin & Steele 2004:63). Although the sample countries have widely embraced the practices of inclusive education as an ideal model for education (Maher 2009), these countries still have a long way to go with regard to adequately financially supporting SWDs in a manner which widens their opportunities to access, participate in, be retained in and succeed in HEIs. Because of funding challenges, it can be argued that inclusive education is being implemented narrowly in these countries in a way which perpetuates the exclusion and marginalisation of SWDs. As a result, the principle of inclusive education 'increasing participation and reducing exclusion, in a way that effectively responds to the diverse needs of all learners' (Kaur & Arora 2014:59) is routinely violated in practice.
Because of inadequate funding, we see many countries resorting to selective inclusion or what Ndlovu and Walton (2016:7) have referred to as an 'impairment based approach' in supporting SWDs in which only particular categories of disability are accommodated by specific institutions. Impairment-based approaches have often seen HEIs prioritising providing RAs to certain categories of SWDs at the cost of others. For example, students who are deaf fare differently compared to other students because of the shortage of, and cost involved in providing, fluent sign language interpreters. This violates the overarching goal of inclusive education which is to ensure the participation of all SWDs in quality education to develop the full potential of these students (Kaur & Arora 2014:59). The result of prioritising some groups of SWDs at the cost of others is a form of selective inclusion determined by cost rather than meeting individual needs regardless of cost.
We would like to acknowledge and express that we are grateful for the financial support received from the National Institute for the Humanities and Social Sciences (NIHSS) towards this study.
This study draws on D.C.'s current PhD research project at Rhodes University of which L.V. is the supervisor.
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1. Guided by the 'United Nations Convention on the Rights of Persons with Disabilities' we approach 'disability' as 'an evolving concept that results from the interaction between persons with impairments and attitudinal and environmental barriers that hinder their full participation in society on an equal basis with others' (United Nations 2006:5).
Common forms of accommodations in the postsecondary context would, for example, include provisions such as 'extended time on exams, alternative exam formats, and assistance with note-taking, study skills, and learning strategies' (Lombardi et al. 2011:250).


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Pinscreen peut faire référence à :
 l'écran d'épingles (pinscreen animation en anglais), technique d'animation ;
 le Pin Art, ou Pinscreen, jouet breveté en 1987.

Voir aussi

 Pink Screens

redpajama_set_name: RedPajamaWikipedia


text:
Serious illness sidelines police cat, another sought
TROY, Mich. (AP) — A suburban Detroit police department says a cat set to be deputized for therapeutic purposes and public appearances has developed a serious illness.
The Troy Police Department said Thursday that Badges can't perform the duties because she's been diagnosed with feline leukemia, an often fatal disease that can be transmitted to other cats.
Michigan Human Society spokeswoman Anna Chrisman says the group hopes to find a new home for Badges for "as long as she is with us." The Police Department's "feline handler" has other cats would could be put at risk.
Police are seeking another candidate. A new cat could be officially appointed Friday — the day planned for Badges' swearing-in.
Troy police say in a tweet that Badges will always be the department's "first 'pawfficer.'"
Police investigating purse snatching in south Columbus

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Weekly Veterinary News Roundup: Is Veterinary Education Outpricing Students?
By AdminJuly 15, 2021No Comments
Is Veterinary Education Outpricing Students?
During the last decade, the proportion of vet graduates who paid for their education outright grew from 12% to 17%. These students, also known as 'zero debtors' have raised questions about the affordability of veterinary education, and whether it is on track to price everyone out but the wealthy.
Whilst the veterinary profession has seen a rise in students paying for their education outright, it has also seen a rise in debt for those not so fortunate. A survey by the American Veterinary Medical Association (AVMA) has shown that six-figure student debt has become the norm among graduate vets. In 2020, the average vet had $188,853 worth of debt, a substantial sum.
And with the cost of education not getting any cheaper, the veterinary profession is set to have a disproportionate amount of wealthy students in its ranks.
'There's been lots of increase in people with zero debt, so we're accepting more rich kids' said Michael Dicks, former director of the AVMA Veterinary Economics Division.
Although not all zero-debtors are necessarily from wealthy backgrounds, the veterinary field could be losing valuable young talent as a result of rising educational costs. And of course, putting at risk any notion of inclusiveness in the process.
For more on this story, click here.
Incoming RCVS President Gets Set To lead The Organisations First All-Female Team
The Royal College of Veterinary Surgeons (RCVS), have welcomed their tenth female president since the organization was established in 1844.
Dr. Kate Richards, a graduate of Edinburgh's Royal (Dick) School of Veterinary Studies, had previously worked as a farm vet for 15 years as a partner in a 15 vet practice in Aberdeen. She then moved into the pharmaceutical industry as a veterinary advisor before joining the Department for Environment, Food & Rural Affairs (DEFRA).
In the RCVS day 2021 speeches, Dr. Richards said:
'Today is a huge privilege. The tenth female President since the RCVS was established in 1844 and having the honor of leading the first all-female presidential team.'
'I promise to do my best as president, to be the custodian for this wonderful profession. I won't be perfect and there will be times when people disagree with the RCVS. I welcome dialogue that's respectful, courteous, and constructive.'
'I am excited about my presidential year, thankful for my connections, my iceberg of support.'
'I'm thankful for the wise counsel of past presidents, especially Mandisa and Niall Connell. My priority is to encourage Connections that Count, making sure we look after ourselves so that we can build vibrant purposeful, and powerful connections across ours and allied professions for the good of animal and human health and welfare, for our communities, society, and the environment.'
'My aim this year? To amplify and extend the reach of the veterinary voice.'
Vets Choose Australia Over New Zealand
Border restrictions in New Zealand are discouraging vets from settling in the country. Many vets instead are opting to migrate to Australia, given its relatively favorable migration policies.
Julie South, a talent acquisition consultant with VetStaff told Rural News that though many overseas vets she's been working with have been considering both New Zealand and Australia, many ultimately opt to go down under.
'If your dream is to emigrate down under or do your OE down under, of course, you're going to go to the country that makes it easy and welcomes you the most' she said.
Helen Beattie, chief veterinary officer for the New Zealand Veterinary Association (NZVA), added:
'Australia has recently removed some visa requirements, so it is much easier for up to 800 veterinarians to enter the country – this places us in direct market competition for the recruitment of overseas veterinarians, and our visa requirements are more difficult to meet, meaning we are at a disadvantage.'
This is sure to have implications for practices in New Zealand, which are already struggling with staff shortages.
Why Your Perfectionism Is Getting In The Way Of Your Happiness
Although perfectionism is a trait associated with success, it oftentimes can accomplish the exact opposite of this.
Perfectionists tend to be workaholics. Their drive for perfectionism in everything can make them more vulnerable to burnout, anxiety, and stress. This can inhibit perfectionist professionals, and drive them out of veterinary medicine altogether.
Many perfectionists have the false belief that achieving their goals will result in unequivocal happiness. The reality, however, is that their perfectionism is likely making them unhappier.
'We believe we can get to this place of no problems or struggle, where everything is perfect, but as humans, we are innately imperfect and it becomes totally exhausting because the higher the bar you set, the greater the gap between reality and expectation, and so much self-hate, self-disgust, and self-criticism can fill that gap.' said Poppy Jamie, an author, and entrepreneur.
Perfectionists must remind themselves that the goals they set may not be realistic. If you have perfectionist tendencies, accepting that not all of your work will be your best (which is totally ok!) can be the first step towards workplace wellness.
For more on this topic, click here.
Veterinary Shortages Are One of the Biggest Drivers of Stress for Veterinary Teams, Says Study A…
[vc_row type="in_container" full_screen_row_position="middle" column_margin="default" column_direction="default" column_direction_tablet="default" column_direction_phone="default" scene_position="center" text_color="dark" text_align="left" row_border_radius="none" row_border_radius_applies="bg" overlay_strength="0.3" gradient_direction="left_to_right" shape_divider_position="bottom" bg_image_animation="none"][vc_column…
Weekly Veterinary News Roundup: 'Omicron Disrupts Veterinary Conferences'
The new covid variant has put a spanner in the works for a number of veterinary…


text:
namespace SimplCommerce.Module.SignalR.RealTime
{
    public class OnlineUserEventArgs : OnlineClientEventArgs
    {
        public long UserId { get; }

        public OnlineUserEventArgs(long userId, IOnlineClient client)
            : base(client)
        {
            UserId = userId;
        }
    }
}

redpajama_set_name: RedPajamaGithub


text:
Home Miami Law News Articles 2014 May Professor Charlton Copeland Receives Dukeminier Award for Article
Professor Charlton Copeland Receives Dukeminier Award for Article
Professor Charlton Copeland has received a 2013 Dukeminier Award and the Michael Cunningham Prize for his article, "Creation Stories: Stanley Hauerwas, Same-sex Marriage, and Narrative in Law and Theology," which was published in the Duke Law School journal, Law and Contemporary Problems, at the end of 2012.
The essay's central argument is that criticism of the marriage equality movement might be better understood, and might better understand itself, by recognizing its similarity with connection to the narrative theology movement. Through a discussion of liberal theological movements and liberal legal movements (here understood as the marriage equality movement), this essay argues that critics of the marriage equality movement share a similar conception of narrative's constituting power with the narrative theological movement. Their claims rest on a conception of communal identity constructed through narrative that is capable of making normative claims on the strategic choices of the LGBT equality movement. This essay argues that we might understand battles over the strategy of the LGBT equality movement as a battle over what constitutes the authoritative "canon" that is not very different from the battles within particular religious traditions.
"Having the article recognized in this way is gratifying on quite a few levels," said Copeland. "First, it affirms my sense that we can think seriously about the relationship between law and theology as normative discourses, and apply that thinking to relevant issues such as same-sex marriage. I take my identities as a religious person and as an LGBT person seriously, and bring them fully to the table, and so this article is special because it's allowed me to explore the surprising ways that queers and orthodox Christian theologians might have lots in common; as the movement for LGBT equality progresses, I think highlighting these connections is important."
Professor Copeland has a Master of Arts in Religion from Yale Divinity School, as well as a J.D from Yale Law School. He joined Miami Law's faculty in 2007, and his research interests are administrative law, federal courts and federalism, comparative constitutional law, and the race and the law.
"Given the fact that Stanley Hauerwas was one of the reasons why I embarked upon an academic study of theology, I am very happy that this article was produced as a way of honoring his career, and important contributions," said Copeland. "I am in awe of the work of many of the people who have won the Dukeminier Award – Melissa Murray, Russell Robinson, Cliff Rosky from my 'generation' – and Bill Rubenstein and Kenji Yoshino from previous generations have made tremendous contributions to this conversation. I'm just happy to have been included in such company."
The Williams Institute at UCLA School of Law awards the Dukeminier Awards. The awards acknowledge the best law review articles published on sexual orientation and gender identity law issues each year. The goals of the prizes are to encourage scholars to begin or continue writing about sexual orientation and gender identity law and public policy; provide valuable recognition and support for scholars, law students, and lawyers who write in this area; and provide easy access to each year's best scholarly materials for those outside of legal academia, including lawyers, judges, other legal actors, and policy makers.
The winning articles are reprinted in a special issue of The Dukeminier Journal, named in memory of Jesse J. Dukeminier (1925-2003), who was a member of the UCLA law faculty for 40 years and an excellent scholar and gay man. The journal celebrates scholarly excellence in the field of sexual orientation.
The Williams Institute is an academic think tank focused on sexual orientation and gender identity law and public policy. Each year, UCLA faculty and students screen nearly one hundred anonymous submissions to identity the top forty articles, which are closely analyzed in an annual seminar. Seminar participants select ten finalists, and an editorial board of faculty and students chooses the best three to five articles of the year.


text:
Q: React Router v4 renders multiple routes I'm creating an SPA and I'm trying to setup Routing in the application using the react-router-dom package version 4.1.1.
My Route Definition is below:
<BrowserRouter>
  <div>
    <Route exact path="/" component={Login} />
    <Route path="/login" component={Login} />
    <Route path="404" component={NotFound} />
    <Route path="*" component={NotFound} />
  </div>
</BrowserRouter>

Basically, I want to setup routing so that any request to a page for which no route is defined goes to the {NotFound} component.
How can this be achieved?
The solution above renders both the Login and the NotFound component when requesting the /login page.
Kind regards

A: here's an example from official tutorial, how to avoid rendering multiple routes
import { Switch, Route } from 'react-router'

<Switch>
  <Route exact path="/" component={Home}/>
  <Route path="/about" component={About}/>
  <Route path="/:user" component={User}/>
  <Route component={NoMatch}/>
</Switch>

A: Make use of Switch to render the first match of the route, You need to import Switch before using
import {Switch} from 'react-router';

<BrowserRouter>
  <Switch>
    <Route exact path="/" component={Login} />
    <Route path="/login" component={Login} />
    <Route path="404" component={NotFound} />
    <Route path="*" component={NotFound} />
  </Switch>
</BrowserRouter>

According to the docs

<Switch> is unique in that it renders a route exclusively. In
  contrast, every <Route> that matches the location renders
  inclusively.
Now, if we're at /login, <Switch> will start looking for a
  matching <Route>. <Route path="/login"/> will match and <Switch>
  will stop looking for matches and render <Login>. otherwise route
  matches /login with /login and * and renders both the routes

However, when using Switch the order of Routes matter, make sure that you are adding the prefix Routes after the other Routes. For e.g. '/home' must be after '/' in the Route order or else, you could make use of the exact prop
 <Switch>
    <Route exact path="/" component={Login} />
    <Route path="/home" component={Home} />
  </Switch>

A: I think NotFound page is rendered because of <Route path="*" component={NotFound} /> rule. Path property of the Router accepts Any valid URL path that path-to-regexp understands. So '*' means zero or more parameter matches

redpajama_set_name: RedPajamaStackExchange


text:
Agents of SHIELD EPs Reveal Why Graviton Had to be Season 5's Villain
by Meagan Damore
in CBR Exclusives
As Agents of S.H.I.E.L.D. hurtles towards its Season 5 finale, Glenn Talbot's Graviton is gearing up to end the world -- whether he realizes it or not. Talbot's delusions of grandeur have led him to seek out Earth's untapped gravitonium reserves, and Phil Coulson's team must stop him before he inadvertently cracks the planet apart, as they personally witnessed when they traveled through time to the year 2091. However, Graviton's arrival and mission are more than the season's closing salvo; it is also the culmination of a storyline five seasons in the making.
Ahead of the Season 6 renewal, S.H.I.E.L.D. executive producers Jeff Bell, Maurissa Tancharoen and Jed Whedon spoke to CBR about the upcoming Season 5 finale, which was written as a series ender in the event the show didn't return. They teased a "satisfying" end with "a little bit of something for everybody" and recalled how they intentionally wrapped up dangling plot threads in order to bring the show "full circle." They also explained why it was "the right time" to introduce Graviton, why it had to be Talbot and more.
RELATED: Somehow, Agents of SHIELD Became One of the Best Superhero Shows on TV
CBR: With this finale, we're coming to the end of what's been an incredible five-year journey. How does it feel?
Jed Whedon: Feels good! We're tired.
Jeff Bell: We're proud of having made it past 100 [episodes] and sort of look back at how far characters have come. There's a certain amount of satisfaction with that.
Whedon: Also, you know, there's a real sense this year over here that -- when we got to the 100th, we started reflecting on everything we've created, not just story-wise and character-wise, but with the people around us. There's a real sense around here lately of family and of gratitude for the fact that we all get along and we all enjoy coming to work. It's separate from the creative. Just the process has been great this year and coming to the end of this season has been a rewarding experience.
Bell: I would say, getting to the 100th, we really looked back and we wanted to bring some of the stories full circle, which is why we went back and brought Mike Peterson back into it and referenced a lot of touchstones along the five years. We put up a big list on the board of "here's the things we've talked about over the years and are still a question or not." So, starting to see those end towards the back half of Season 5, we hoped would be satisfying for the fans.
What made Graviton the right villain for Season 5?
Whedon: Well partially, we had it still out there. It was one of our dangling threads, and Megan Thomas Bradner at Marvel would have been furious with us if we never did it.
Maurissa Tancharoen: Yeah, we did it all for Megan Thomas Bradner. [laughs]
Whedon: You know, we don't like to leave things dangling. Honestly, the only time we do it, really, is when there's a scheduling conflict or something that's keeping us from tying it up. This was one we knew we had out there and, if we ever got to a place where we thought it could be over, we were going to bring it back. So, going into our fifth season not sure if there's a sixth, it felt like the right time to do it. In terms of who became Graviton, we wanted someone who'd been on the show the whole time. Talbot's one of the only characters who has been in every season.
RELATED: ABC Doesn't Have 'Any Plans' to End Agents of SHIELD Next Season
Tancharoen: We find antagonists are more impactful if we've had a relationship with them. Also, Talbot in all his iterations -- like, he was an antagonist when we first met him, and then he became a partner of ours, but sort of an uneasy alliance, and then of course he was shot in the head and he went through some brain damage and we see him trying to sort through all that.
Bell: It's not like he shows up hating us!
Tancharoen: No!
Bell: He really does have a higher calling in his own head in terms of, "I'm going to fix this. I'm going to fix this!"
Tancharoen: "I'm going to fix this, and you will align with me and it will be okay, but if you get in my way, that's worse than the other thing."
Whedon: And last on the list of "why" would be Adrian Pasdar, who can absolutely pull it off.
Tancharoen: Yes!
Whedon: When you add all those things into the mix, it's like...
Bell: Who will look cool in the suit? Who can pull off the facial hair?
RELATED: Marvel's Agents of SHIELD Won't Return Until Summer 2019
What are you most excited for fans to see in this episode?
Whedon: I mean, we can't really say without spoiling it, but I will say that I think we are happy with how the season has been tied up and that there's good rewards for people who have been with us the whole season and for people who have been with us the whole run. Obviously, there's a little bit of something for everybody.
Airing Fridays at 9 p.m. ET/PT on ABC, Marvel's Agents of S.H.I.E.L.D. Season 5 stars Clark Gregg, Ming-Na Wen, Chloe Bennet, Henry Simmons, Ian De Caestecker, Natalia Cordova-Buckley and Elizabeth Henstridge.
Tags: agents of shield
More in CBR Exclusives
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The Arrowverse: Every Green Arrow TV Costume, Ranked
Jackson Hayes
Chris Pratt's 'Don't Tread On Me' T-Shirt Controversy, Explained


text:
Q: Infinite Loop Images Javascript I am making a mini gallery where I can display my artworks. What I wanted to happen is that everytime I should click the "right" button image up until to the last photo, it will still repeat the images from the start. I tried the if statement but nothing happens. A little help will be much appreciated, thank you!
$(function(){

var currIndex;

//$("#header").hide();

$("ul li img").click(function() {

    currIndex = $(this).parent();

   var selectsrc = $(this).attr("src");
    $("#display").attr("src", selectsrc);

    $("#gray").slideDown();
    $("#white").fadeIn();
});

$("#gray").click(function(){
    $("#gray").slideToggle();
    $("#white").fadeOut();
});

$("#right").click(function(){

    var numOfItems = $("ul li img").length;

    var nextIndex = currIndex.next();
    var nextImg = nextIndex.children("img").attr("src");
    $("#display").attr("src", nextImg);
    currIndex = nextIndex;

    if (currIndex == numOfItems-1){
        alert("HELLO");
        currIndex = 0;
    }

    else {
        alert("HI");
        currIndex++;
    }

})

});

A: I didn't try your code, but it looks like in the right click function...
   if (currIndex == numOfItems-1){
    alert("HELLO");
    currIndex = 0;
   }
   else
   {
      alert("HI");
      currIndex++;
   }

should be...
   currIndex++;

   if (currIndex >= numOfItems){
    currIndex = 0;
   }

And your left click function should increment the currIndex, plus you need to initially set it to zero. :-)


text:
Modern Ruins, off topic, Ruins July 7, 2016
There's a shop near the place I'm currently living called The Bone Room. I've never been, but from what I hear it is a…
Modern Ruins, Ruins June 23, 2016
My grandparents built a cabin on the side of a mountain in Arkansas. They moved away from it when my dad was still a…
Ancient Ruins, guest post, Ruins May 12, 2016
A 15 year old kid has used satellite imagery and some really clever research to predict the location of a Mayan city. In particular,…
Modern Ruins, Ruins April 28, 2016
Archaeology at the Presidio in San Francisco
The air is that perfect San Francisco temperature where you can't tell if you want to put your jacket on or take it off….
Modern Ruins March 31, 2016
Our car pulls up in the dusty parking lot in the shadow of the massive bridge traversing the bay. The only other people there…
Ancient Ruins March 17, 2016
Take a look at any fiction that has ancient ruins in it, and odds are that it's going to be trapped. Whether it's Indiana…
Modern Ruins February 25, 2016
Admiral's Row in the Navy Stockyard
The fence surrounding the abandoned Navy Stockyard is old and fancy, with wrought iron bars topped in vicious looking spearpoints. Good. The fancier a…
The Plants are Running the Greenhouse
We've been searching for hours, and we've finally found it. We amble nonchalantly past a cop car, which drives by and leaves us be….
Modern Ruins January 28, 2016
The Agora Building in Melbourne
I'd spotted the boarded up windows of the majestic old building while walking through Melbourne. Whenever I find a beautiful old building that looks…
Ancient Ruins January 17, 2016
According to legend, Angkor Wat was taken directly from the heavens and placed fully formed in the city of Angkor. When the French explorer…


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text:
Muslim leader's edict decries terrorism
By Nicholas Kralev
The leader of a global Muslim movement Tuesday issued a rare religious edict condemning terrorism and denouncing suicide bombers as "heroes of hellfire" in an effort to help prevent the radicalization of young British Muslims.
The State Department welcomed the 600-page document known as a fatwa, which was released in London with the British government's support, as a "very important step" in "taking back Islam" from al Qaeda and other extremist groups.
Muhammad Tahir-ul-Qadri, a former Pakistani lawmaker and a leading scholar of Islam, has issued similar, shorter decrees in the past. But the new fatwa makes the most detailed and comprehensive case against Islamic extremism by a Muslim, diplomats and analysts said.
"Terrorism is terrorism, violence is violence, and it has no place in Islamic teaching, and no justification can be provided for it, or any kind of excuses or ifs or buts," Mr. Tahir-ul-Qadri said at a news conference in London. "Good intentions cannot convert a wrong into good; they cannot convert an evil into good."
It was not clear how much influence the fatwa will have in the broad Muslim world or even outside the South Asian community whose members are Mr. Tahir-ul-Qadri's most dedicated followers.
To read more, visit: http://www.washingtontimes.com/news/2010/mar/03/muslim-leaders-edict-decries-terrorism/?utm_source=newsletter&utm_medium=email&utm_campaign=newsletter_must-read-stories-today
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