Category Archives: Tasks

“Describe or narrate a scenario about a beverage found two generations into a future in which a profound historical evolution has occurred. Your description should address issues related to health and elicit feelings of excitement.”

The year is 2070 and you have just been awoken by your AI robot Hugo, who has prepared your AM stimulant and the morning news report. The blinds open on your cue, and the smog-filled sky has a pink hue. Hugo reviews the news stories for July 31, 2070, that have been curated for you and the following topics are announced: Business, Climate Repair, Extraterrestrial Exploration, Arts and Culture, & Health and Wellness. You’ve been feeling overwhelmed lately and so you opt for the breaking and exciting news described in the Health and Wellness category by Hugo.

“This just in, Pfizer has been granted FDA approval for pharmaceutical Boba teas. After years of research and clinical trials, Pfizer has finally done it. They have created a new category of over-the-counter Boba Drinks with optional medication-infused pearls. The pearl drug options include an appetite suppressant, dopamine re-uptake inhibitor, analgesia and benzodiazepines.”

You ask Hugo to pause the feed as you reposition yourself in bed. Can this be true? Are we finally able to self-prescribe medications? A surge of excitement sets in. You ask Hugo to order one of each and a few extras for the children.

Reflection:

I opted to complete this assignment before completing the Module 12 readings. My goal was to reflect on my process and compare it to Speculate Everything by Dunne and Raby (2013). I was surprised by the accuracy with which they described my initial thought process. It was challenging for me to create a product and story without predictive undertones. Frederic Jameson (as cited in Dunne & Raby, 2013) noted that it is easier for us to imagine the end of the world than an alternative to capitalism. I must say this statement provided me with some relief and hope. As I worked through this creative assignment, it was hard not to focus on the issues we are experiencing today and predict a negative outcome. Dunne and Raby (2013) caution with predicting the future, noting the predictions have been proven wrong time and time again and, therefore, this activity is “pointless.” Perhaps if I had read Speculative Everything before this activity, I would have approached this activity with more optimism and created a design that highlights a beverage that is not only probable and possible but also positive! And one that highlights the kind of future that people want (Dunne & Raby, 2013).

Dunne, A., & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming. The MIT Press.

As I navigated through the Detain/Release simulation, I found myself acutely aware of the potential bias in the pre-trial algorithmic risk assessment tool. Despite limited information, I attempted to critically reflect on the factors influencing my decision-making. My observations were as follows:

1. Gender – As a mother of two young children, I was more sympathetic to individuals who had families or stated that jailing would influence their home stability/job status.

2. Violence – I found myself more swayed by an individual’s violence risk assessment compared to their flight risk assessment. However, as I navigated through the simulation, I found my thoughts veering toward a more critical analysis of the factors that may have influenced the algorithm’s determination of one’s violence risk. Were certain individuals flagged as a violence risk based on a biased algorithm, or were they truly a risk to harm others?

3. Societal pressure—I was surprised at how influenced I was by the jail status and community fear. Initially, I was prone to release more individuals, opting to assume the best of these individuals; however, as the game progressed and community fear increased, I was less sympathetic to the defendants’ claims and more likely to place them in jail.

Implications and consequences that AI-informed decision-making brings to certain aspects of life.

A key takeaway from this activity was my need for more information. Having completed the week’s readings, I had a heightened awareness of the bias that the algorithm was likely “feeding me.” On the podcast Machine Bias (2018), Valor discusses how predictive algorithms can create tremendous damage and self-fulfilling prophecies (Santa Clara University, 2018). Valor (Santa Clara University, 2018) states that “AI is an accelerant,” meaning this algorithm can accelerate the bias that currently exists in the criminal justice system instead of being an objective predictor of human behaviour and I did not want to rely on the algorithm for decision-making. I wanted more data regarding these individual’s lived experiences.

Throughout this activity, I also reflected on the bias that exists in our everyday lives and more specifically, the bias I encounter in healthcare. As a nurse, I have witnessed how bias can influence care and communication in the healthcare setting. My goal is to be as mindful as possible of the prejudice and systemic racism that exist in our system, and I frequently find myself debriefing with students on ethics, bias and systemic racism throughout the term. It is not uncommon to receive a handover report where patients are labelled, creating a perception of who the individual is before meeting them. However, I also know that this anchoring bias (McLaughlin & James, 2018) can skew my perceptions of an individual and influence my body language and interactions.

When examining the implications and consequences of artificial intelligence, we need to look at our own lived experience and the values and principles that guide how we live our lives. Valor (McRaney, 2018) expresses that technical experts need knowledge of history, social dynamics, ethics, and politics in addition to technical knowledge; however, I would take this further and say that we all need to do this. We are all responsible to reflect on our own bias and view of the world and try to see each others’ lived experience before making judgments. This is the only way we will allow artificial intelligence to “write” a better version of ourselves and prevent biased algorithms from reinforcing harmful social patterns (McRaney, 2018). We must focus on the ethics of the people behind the machine (McRaney, 2018).

McRaney, D. (Host). (2018, November 21). Machine Bias (rebroadcast) (no. 140)Links to an external site. [Audio podcast episode]. In You Are Not so Smart. SoundCloud.

McLaughlin, M. & James, L. (2018, May 1). Cognitive Bias (no. 40). [Audio podcast episode]. In NurseEM: Nursing in Emergency Podcast.

Santa Clara University. (2018, November 6). Lessons from the AI Mirror Shannon Vallor Links to an external site. [Video]. YouTube.

Phew! The online game of User Interface definitely got my heart rate up, which, upon reflection, was likely the point. I’ve broken down my experience below and summarized the key takeaways.

Step 1: Entering the site

The first thing that became apparent when playing this game was the confusing language and the site’s counterintuitiveness.

The instructions state to click HERE; however, 3 variations of hyperlinks were present, implying that these should be clicked to proceed. After multiple failed attempts, I stopped and re-read the sentence, followed the directions, and clicked on the word “HERE,” which allowed me to move to the next screen.

Step 2: Creating a password

This was much more challenging than I had anticipated. After a few failed attempts due to skimming instructions, it became apparent that the criteria were more specific than those of a standard internet password, including a Cyrillic character.

Among all the roadblocks and frustrations, what I found most challenging was the ticking clock. This made it incredibly hard to concentrate on the instructions for creating a password. I skimmed directions and did not systematically approach password creation.

Various prompts, as shown above, would also pop up. They did not appear to have any role in creating the password, but they were distracting and broke my concentration.

Step 3: ???

What is step 3? I am uncertain, as I did not complete step 2!! This was partly because I could not figure out how to access a Cyrillic letter on my computer. Also, with each failed attempt, I lost trust that this was possible and debated how much time I was willing to commit to this task. Due to several dishonest prompts and the overall confusion of the site, I started to question if there even was a way to beat this game.

Takeaways – Dark Patterns

1. The first thing that stood out during this exercise was realizing how much I navigate the internet site on “autopilot.” This concerned me, especially after listening to the TED talks by Tristan Harris and Zeynep Tufekci. Despite the foreshadowing of our readings and knowing this was a game to beat, I still failed to read instructions clearly and relied on the intuitiveness of the website. I clicked on large prompts that said NO, for example, simply because it looked like it was meant to be accessed.

2. Another takeaway was my reliance on skimming details and making assumptions. For example, I assumed the password criteria for this site would be the same as those for other websites. Brignull (2019) notes that psychologically, humans are inclined to skim pages, and this can be applied honestly to benefit website users or dishonestly to benefit businesses.

3. The pressure of a time clock in this game was incredibly debilitating. I found it challenging to focus and tried to rush through the game instead of taking my time and reading directions thoroughly. This made me think of tactics I have seen on websites such as VRBO – “5 other people have viewed this property in the past hour.” In other words, you had better commit to this property, or you’ll lose it! Don’t worry about reading the fine print; I’m sure they will give refunds.

Brignull, H. (2011). Dark patterns: Deception vs. honesty in UI design.Links to an external site. A List Apart, 338.

I enjoyed exploring Palladio and visualizing the data generated by our class. Upon initial glance, this network of nodes and edges was somewhat overwhelming. My initial thought was to manipulate the data manually by sorting the nodes. I moved all the students to the outside of the screen and the tracks to the inside of the screen.

This provided a somewhat more organized representation of the data but did not allow for interpretation of the lines. The one thing that did stand out to me was that all 27 tracks had been selected at least once and that Track 22 was the only track selected by just one student. This was apparent as only one edge or line was attached to a single node. The degree of connectivity of each track was not easily visualized by the size of the node as I had expected it to be (Systems Innovations, 2015).

As I became more familiar with the application and its data manipulation capabilities, I began to see its potential. This tool could provide a wealth of information. For instance, I could select a few participants and compare the tracks they had in common and those they didn’t. The possibilities for exploration are vast and intriguing.

In this image, for example, I can demonstrate the tracks that Steph Takeda and I had in common and which tracks differed. I chose Steph in particular because we have completed other courses together, and I know that we both work in healthcare, are in the same age range, and have young children. Despite our many similarities, we chose only four of the same tracks.

One key realization that emerged from my exploration is the need for more data to answer the questions posed in this assignment. A more comprehensive dataset is essential to establish any meaningful correlation between the group participants and their choices and answer the assignment question – Why are these responses similar?

Johnny B. Good was the track selected by the most students in the class—16 out of 23 students. I could assume that this was likely because, out of the 27 tracks, it was produced the most recently or perhaps the most familiar, having been featured in the popular movie Back to the Future; however, this is purely speculation.

In ETEC 500 – Research Methodology in Education- we delved into the distinction between correlation and causation. With more data added to Palladio, we could see a correlation between the data, but this does not necessarily indicate causation. For example, if we added information indicating the participants’ age, we may see patterns indicating a correlation between age and music selection; however, it is important to recognize it as that and not make misleading assumptions.

Finally, this assignment has led me to reflect further on algorithms and the assumptions they make based on what is viewed or what links are clicked. With each view or click, the relationship between you and your associated data is strengthened (ETEC 540, n.d.), and correlations are made. If I click on multiple plant-based recipes, for example, the algorithm will likely continue to send me similar content. This can be helpful but also detrimental depending on the content being viewed. Scrolling can quickly snowball and impact what is viewed daily, feeding more material based on these assumptions and potentially influencing your perception of the world around you.

References

ETEC 540. (n.d.). Web Structure and Algorithms. In Module 9 – A Network of Texts. https://canvas.ubc.ca/courses/142635/pages/9-dot-1-what-is-the-web-and-what-is-not?module_item_id=6728887

Systems Innovation. (2015, April 19). Network connectionsLinks to an external site. [Video]. YouTube.

1. Senegal, percussion, recorded by Charles Duvelle. 2:08

1. • Africa, percussion

2. “Johnny B. Goode,” written and performed by Chuck Berry. 2:38

1. • Electric guitar

3. “Melancholy Blues,” performed by Louis Armstrong and his Hot Seven. 3:05

1. • Brass, blues,

4. Azerbaijan S.S.R., bagpipes, recorded by Radio Moscow. 2:30
   • Bagpipes
5. Navajo Indians, Night Chant, recorded by Willard Rhodes. 0:57
   • Chanting
6. Bach, The Well-Tempered Clavier, Book 2, Prelude and Fugue in C, No.1. Glenn Gould, piano. 4:48

1. • Piano

7. Bach, Brandenburg Concerto No. 2 in F. First Movement, Munich Bach Orchestra, Karl Richter, conductor. 4:40 (Aliens have no ears)

1. • Strong mathematical foundations

8. Mozart, The Magic Flute, Queen of the Night aria, no. 14. Edda Moser, soprano. Bavarian State Opera, Munich, Wolfgang Sawallisch, conductor. 2:55
   • Opera
9. Holborne, Paueans, Galliards, Almains and Other Short Aeirs, “The Fairie Round,” performed by David Munrow and the Early Music Consort of London. 1:17

1. • Flute

10. Peru, wedding song, recorded by John Cohen. 0:38

1. • Voice, no instruments

I found this task more challenging than I had anticipated. Perhaps it’s due to my innate need to overthink most things, or perhaps it is because it seems impossible to capture the complexity and diversity of planet Earth in 27 songs.

As I listened to the music and the Twenty Thousand Hertz podcast, I asked myself: What is essential to consider when choosing music representing life on planet Earth? The following themes presented themselves to me.

Accessibility

At the beginning of the Twenty Thousand Hertz podcast, they note how Brandenburg Concerto No. 2 in F was chosen, in part, due to its mathematical foundations. They proposed that aliens may be unable to hear the same frequencies as humans. This statement prompted me to think about the concept of accessibility and choosing a diverse range of sounds and instruments. I am not a musical expert, but my untrained ear can differentiate the vast difference in frequency between Mozart’s “Queen of the Night” and the Senegel percussion. Frequency can change significantly between musical instruments; for example, the sub-bass is between 0 to 60 Hz and is more felt than heard (Abletunes, 2021). At the same time, a flute or even a human voice can be as high as 12,000-16,000 Hz (Abletunes, 2021).

Diversity

If I were creating my own Golden Record, it would be essential to me that the music was representative of the diverse culture that exists on our planet. I was surprised to find that three of the songs on the Golden Record were composed by Bach. There was diversity within these pieces; however, with only 27 songs representing Earth, did it make sense to choose multiple pieces from the same artists? If the Golden Record was created in 2024, would this list be vastly different considering our endless access and our globalized world? Would this task be easier? Or more difficult? Dr Smith Rumsey (1999) highlighted how determining value in the analog world was clearer. For example, if something was printed, it was highly vetted and had potential value (Smith Rumsey, 1999). So, does the same apply to music that has been recorded vs music that is not recorded? Would access to the internet provide us with a broader representation of the world and its music, or would there still be countries and cultures with limited representation due to their inability to access digital technology?

Technology

As I listened to each piece, I was struck by the variation in sound and instruments. For example, the electric guitar in Johnny B Good symbolizes musical advancement compared to the Peruvian Wedding Song, which is comprised solely of voices. I also wanted to ensure I captured the evolution of music as much as possible. The oldest song on the Golden Record, The Fairie Round, was composed in 1599 and the most current song was Johnnie Be Good, in 1958.

I’d like to end this blog post with a quote from Abby Smith Rumsey (1999) that aligns well with this assignment: “Memory is not about the past; memory is about the future.”

Abletunes (2021). EQ Cheat Sheet for Over 20+ Instruments. Abletunes. https://abletunes.com/blog/eq-cheat-sheet/

Smith Rumsey, A. (1999, February). Why digitize?Links to an external site. Council on Library and Information Resources. Retrieved August 12, 2022. 

Taylor, D. (Host). (2019, April). Voyager golden recordLinks to an external site. [Audio podcast episode]. In Twenty thousand hertz. Defacto Sound. T

CLICK HERE -> https://quizizz.com/embed/presentation/668440b5bc879d4aca429c

One of the things I love most about being an educator is tapping into my creativity. There are many benefits to mode changing or approaching something differently. One that stands out is how it allows you to engage your learner. I recently attended a conference where the speaker, Michele Deck, discussed creative ways to teach diverse learners. In this lecture, she acknowledged that, to prevent “spillover” of information, you need to do one of two things:

1. Stop and let students digest the information.
2. Change something you are doing OR something they are doing.

By changing the semiotic mode of my first task, I was able to influence the learner differently and increase engagement. The New London Group identifies two key factors influencing literacy pedagogy: our culturally and linguistically diverse societies and the variety of text forms associated with information and multimedia technologies (The New London Group, 1996). These researchers recognized the importance of representation beyond language and making new use of old materials. This activity allowed me to use old materials and redesign an already created assignment.

To do so, I first examined the assignment’s learning outcomes, which were as follows:

• introduce myself
• explore the duality of how people characterize public and private content
• reflect on items you use every day and why you chose to use them

Next, I reflected on how to revamp the activity to enhance learner engagement. I chose to do a game as it provided visual, audible, and tactile modes of knowledge acquisition. Despite these benefits, there were challenges, the most significant being the time commitment. As I was new to the Quizizz website, I had to invest time in learning the application before creating content. After creating the quiz, I played the game myself. Many question formats required the answers to be placed in a specific order. After experimenting for over 30 minutes, I reverted to a multiple-choice option that allowed for more than one correct answer. The upside is that using this in the future will be less time-consuming and is a technique I can incorporate into my teaching pedagogy.

Deck, Michele, (2024, April 8). Creative ways to teach the diverse learner: It’s all about engagement [Conference session]. NEI 2024 – New Graduate Transition into Successful Practice, Branson, MO, United States.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.

Did you rely more on syllables, words, ideas, or a combination of all of them?

For this task, I started by searching for words that fit the story I wanted to tell. I quickly realized that many of the words I wanted were not available, which required me to shift to a more creative approach combining words and ideas. I opted to use words to describe the title of what was occurring, then selected images to convey a description of what was happening or a scene without the direct use of language. I often had to be creative with my thinking; for example, when searching “money,” the search failed to come up with an emoji. however, I was able to think about what symbolized money and used a dollar sign.

As the story unfolded, I found myself gradually shifting away from relying on words and instead embracing the power of actions and emotions to narrate the story. This transition allowed me to use fewer emojis yet still paint a more profound and detailed picture of the characters’ experiences.

I was also able to find emoji characters with similar characteristics to the contestants.

Did you start with the title? Why? Why not?

My emoji story began with the title. I was aware of the existence of a chef emoji and believed it could capture the essence of the show’s title. The emoji for ‘top’ had the word embedded in it and would, therefore, be considered more of a “sign” than an emoji (Bolyer, 2001). To avoid this, I pondered using a top hat but decided against it as it might confuse the audience, given its lack of direct relevance to the show’s content.

Did you choose the work based on how easy it would be to visualize? 

Bolter (2001) notes that one limitation of picture writing is the challenge of illustrating the passage of time. To overcome this, I was strategic in crafting the narrative on the page. Each line depicts a new scene, depicting the chronology of the show. This approach was important in conveying the story’s progression.

Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of printLinks to an external site. (2nd ed). Lawrence Erlbaum Associates.

For task 4, I opted to reflect on a manual script that I had written. However, my nine-year-old had other plans when I mentioned that my homework could include making potato prints together. I’ve posted a video of our experience just for fun. This experience was challenging and made me grateful for the pen and paper I used in my initial assignment!

I am someone who can always be found with a pen in my hand. Whether reading an article for school, helping my daughter with her homework, teaching a student how to concept map or calculating an IV drip rate, a pen in my hand is representative of knowledge transaction. On the other hand, my struggle to visualize what 500 words look like on paper demonstrates how my preference to write by hand can only exist in certain aspects of my life. I attribute this to 20 years of computer processing and keeping up with the pace of the world we live in. I would be lost without the speed and editing capabilities a computer provides. As I routinely take notes in pen, a transcription error results in a creative doodle or squiggle, not a quick tap of the backspace key.

I chose to share my ETEC 540 notes for this assignment as this is a true representation of how I use pen and paper on a weekly basis. This process feels natural to me and helps me to retain information (or at least it feels that way!) My science background, of course, wanted me to put this hypothesis to the test. Horbury and Edmonds (2021) looked at children’s recall and comprehension when taking handwritten notes compared to notes taken on the computer. Their study found that those who took notes by hand had a better conceptual understanding of the content being taught. In their discussion, they noted how handwritten notes were likely to have more visual cues, such as arrows or diagrams. They also emphasized the slower process of handwriting as opposed to typing information verbatim. This is evident when looking at my Module 3 notes. The use of headings and subheadings is present and allows me to scaffold and organize new content. Using arrows and diagrams allows me to translate paragraphs into a visual representation of what those words mean. Could this be done on a computer? Of course, but more time would likely be spent finessing the technical difficulties of how to create the correct sized arrow or adjust margins.

Cooke (2021) asks this question: Does the digital age remove us from hands-on tactile work, and are we longing to return to that? There is truth in that for me. The slower transcription process of handwriting allows me to take in the information and reflect on what I am learning. I am interested to hear your thoughts!

Danny Cooke Freelance Filmmaker. (2012, January 26). Upside down, left to right: A letterpress film. [Video]. YouTube.

Horbury, S. R., & Edmonds, C. J. (2021). Taking Class Notes by Hand Compared to Typing: Effects on Children’s Recall and Understanding. Journal of Research in Childhood Education, 35(1), 55–67. https://doi.org/10.1080/02568543.2020.1781307

Dr Lera Boroditsky (2017) describes how languages and cultures shape our thinking. My second task in this course was to answer the following question: “Does language shape the way we think?” I was asked to identify six statements made by Dr. Boroditsky that stood out to me or that I could relate to on a personal level. I will speak to each of these statements individually, but what I found to be quite interesting was the common theme I observed across the six statements I chose. That theme is the power of language. When visualizing the mind map I created, I observed both negative and positive influences of language, as visualized with the black and white background.

0:40: “We can plant ideas in each other’s mind using a finite set of words that we recombine into an infinite set of meanings.” This statement made by Dr Boroditsky speaks to the power language has to plant ideas. When first hearing this, my mind went to a dark or negative space for some reason. I immediately thought of social media and internet algorithms. I reflected not only how the text we are exposed to daily shapes how we think but also how text and images are curated to potentially bias one to think in a particular way or create self-fulfilling prophecies.

7:17: “When you utter a sentence, you’re only uttering a tiny portion of what you actually know about.” Dr. Boroditsky spoke about what is assumed when a statement is made. Using the example, “It rained this morning”, she speaks about what is assumed in this sentence. It is implied that the person making this statement knows it rained outside and not inside, for example. This thought made me think about the power to be misunderstood through language. This concept spans across cultures, languages and even the form of communication. I would be curious to know how many people read and re-read emails like I do to ensure their communication comes across as friendly and inquisitive instead of direct and confrontational. To use my daughter as an example, her text communications are direct and with no punctuation. Me: “I love you! Have a great day!” Her: “K” “Bye”. Because I know her, I know that she loves me and wishes me a great day, too, but there is power for this communication to be misunderstood and interpreted as cold or impersonal.

44:30: “We are able to think about the world and conceptualize the world in many different ways, but we usually do those different ways.” Dr. Boroditksy discusses how we have the power to look at things differently and how we are prone to do things how we are used to doing them. This statement made me think about my journey in this master’s program so far. I have always approached school and learning with the intention of the grade. What do I need to do to get a good mark? How much an assignment is worth would determine the time and energy I put into it. I have had the opportunity to look at learning differently in this program which has been hard for me to do. By changing my language and asking the question, “What do I want to take away from this course?” I am changing how I visualize and approach this course. My language gives me the power to change what I am experiencing.  

57:00: “People are always using language in new ways; language has never been static; it’s a living thing.” Visualizing language as a living thing highlights the power to evolve. As I navigate the world as a mother of a pre-teen, I frequently come across words that I haven’t heard. Sus, no cap, mid, the list goes on. This is one example, perhaps a more simplistic one, of how our language can change and evolve. New words have entered the stratosphere; however, I think it is equally important to note the language that is no longer commonplace. Words that were hurtful and cruel. I recently watched a movie from the late 80s with my children, an all-time fave, “Adventures in Babysitting.” As we watched, I could tell the movie had been altered to cut out a particular word. This was not an edit for TV, as the movie was streaming on Disney Plus. However, the original movie had been edited to remove this word completely. This was not a “swear word” but a word that exuded homophobia and was a word that sadly would have been considered acceptable in the 1980s. In that moment, I thought of the language that I was exposed to as a child and how that shaped my perception of the world, and I was grateful for how we have evolved with each generation.

54:00: The [broader] your set of experiences, whether through lived experience or experience with reading, the more flexible and open-minded you become.” This statement is more than just a sentence that stood out to me during Dr. Boroditsky’s talk; it is how I try to live my life. Working in healthcare, I work with individuals with varied lived experiences, and I have seen how trauma can impact an individual’s physical and psychological well-being. I have seen the assumptions that are made about an individual when they are unable to communicate in English: “confused,” “rude,” “aggressive,” and “agitated.”  Teaching in the hospital, I encourage my students to think about their patients’ lived experiences and experiences beyond the hospital walls. I encourage the use of our translation program to ensure we are understanding our patient’s lived experience to the best of our ability. Stepping outside of our own lived experience and anticipating what someone else might be going through is one of the greatest skills a nurse can have. One of my favourite quotes: “Instead of asking why are you doing this to me? Ask, what happened to you?” Experience through language gives us the power to change what we comprehend.

18:29: “When you teach people to talk a new way, you teach people to think a new way. Language has this causal power.” This final statement left me reflecting on the power language has to change how we think. I have been a nurse for many years and have experienced an important change in how we describe and document our patients. Person-first language advocates argue that its use results in decreased stereotypes and objectification of patients based on their illness or disability (Grech, Koller, & Olley, 2023). For example, the once common term “drug user” is now replaced with “a person who uses drugs.” Changing our language about people provides us with the power to change how we think about people.

Grech LB, Koller D, Olley A. Furthering the person-first versus identity-first language debate. Australian     Psychologist. 2023;58(4):223-232. doi:10.1080/00050067.2023.2192863