Tag: disability

  • Disability in universities is both everywhere and nowhere

    Disability in universities is both everywhere and nowhere

    In 2023/24, 18 per cent of students in UK higher education reported having a disability. By 2027, projections suggest this could rise to one in four.

    In some universities in the UK, the proportion is already approaching 40 per cent. These figures might suggest steady progress – more students feeling confident to share their disability, more support in place, and more inclusive campuses.

    However, according to recent research, the picture is more complicated.

    A study published in the British Educational Research Journal by Koutsouris et al. describes disability in UK universities as an “absent presence.” The research draws on interviews with staff from eight institutions across different types of universities.

    While this is a relatively small sample given the size of the UK higher education sector, the authors argue that the patterns identified illustrate wider sector tendencies, even if the exact dynamics vary between institutions.

    In their framing, disability is visible in statistics and policy documents, yet often missing from everyday campus life, leadership agendas, and core decision-making. The authors draw on Sara Ahmed’s concept of the “non-performative”, where institutions make commitments to diversity that look admirable on paper but do not necessarily translate into meaningful action.

    The paradox in practice

    The research is based on interviews with staff leading disability support services, in which they describe a sector in which disability is mentioned but rarely prioritised. In equality, diversity and inclusion discussions, it is often literally an afterthought – “and disability” – tagged on after race or LGBTQ+.

    Some staff in the study described situations where policies were celebrated as inclusive, but the day-to-day practices told a different story. For example, universities might publish ambitious accessibility statements while lecture capture remains inconsistent, or launch inclusive teaching frameworks that rely on individual academic enthusiasm rather than clear expectations or resourcing.

    There are signs of progress – the rates of students sharing a disability are rising, particularly for less visible disabilities – yet support services can be underfunded, placed in “out-of-the-way” locations, or merged into broader wellbeing structures. The authors state that in many cases, mental health initiatives have gained greater profile and investment than disability-specific commitments.

    One student described how their university had been supportive while they received the Disabled Students’ Allowance, but once the funding ended, things changed.

    “I was passed around because no one seemed sure what to do… It felt like I’d gone from being supported to being a problem.

    Their experience highlights how easily responsibility for inclusion can shift when support depends on external funding. Accounts like this appear frequently in sector-wide research.

    Organisations such as Disabled Students UK and several SUs have reported similar patterns, especially where support is fragmented or tied to short-term funding. Students often describe the same shift from clarity to uncertainty once their needs sit outside standard processes.

    Why this matters now

    With the projected increase of disabled students by 2027, the sector faces a test of whether its public commitments will be matched by practical action. Higher numbers mean greater demand for adjustments, accessible learning environments, and staff who understand how to implement them.

    The pressure is already visible across the sector – many support teams report rising caseloads without matching investment, and some hold waiting lists even for routine adjustments. At the same time, changes to disability-related funding and continuing pressure on university budgets risk widening the gap between what universities promise and what they can deliver. Acting now is less about preparing for 2027 and more about meeting the needs of students who are already on campus.

    The risk of continuing with non-performative inclusion – strategies that look good on paper but have limited effect – is the erosion of trust among disabled students and staff. The consequences, as the research notes, can be serious and long-lasting, and unfortunately, in some cases, have devastating consequences.

    If universities fail to act, the effects are already visible – disabled students are less likely to complete their studies, and disabled staff continue to report barriers to progression and belonging. The sector risks normalising a system where inclusion depends on individual goodwill rather than institutional design, undermining both student confidence and staff culture.

    What needs to change

    The study points to several shifts that could help embed disability inclusion within university life:

    • Integrating disability into core institutional strategies, not only wellbeing plans.
    • Co-designing policies and services with disabled students.
    • Ensuring visibility of disabled people in leadership, teaching, and promotional materials.
    • Providing transparent, ring-fenced budgets for disability inclusion, with clear accountability.

    It also calls for a cultural change – disability should not be treated only as a medical issue to “fix”, or hidden within generic “inclusion for all” approaches. While universal design principles are valuable, they need to be complemented by tailored support where needed.

    From rhetoric to reality

    Disability is more visible in higher education now than ever before. The question for the sector is whether to keep it marginal in culture and governance, or treat the rising disclosure rates as an opportunity for genuine transformation.

    The “absent presence” described in the research is not inevitable. It reflects choices, and different choices are possible. Real inclusion will depend on whether universities choose to treat disability not as an afterthought but as a measure of how well they live up to their values. The sector has the knowledge and data – the next step is the will to act.

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  • Disability equality in higher education requires a joined-up and co-created approach

    Disability equality in higher education requires a joined-up and co-created approach

    Despite more than two decades of legislation to establish equality in education for disabled and or diverse learners, disabled students continue to tell us that university can feel like an obstacle course.

    The barriers are rarely spectacular, they are cumulative. A lecture uploaded without captions here, a placement form that cannot be read by a screen reader there, an adjustment agreed in one department but lost somewhere between a registry system and a module leader’s inbox. Committed staff can be found everywhere, but problematic patterns remain unyielding.

    That is the core problem our Office for Students-funded project sets out to address: in a mass, complex, data-driven sector, local goodwill and isolated fixes do not add up to equality. The numbers matter, as more students are disclosing disability than ever before, across every discipline and level of study.

    Behind those patterns sit familiar barriers: inaccessible learning environments and systems; opaque, slow, or inconsistent processes; siloed responsibilities between academic departments and student services; and a tendency to treat reasonable adjustments as individual fixes rather than signs of institutional design problems. Disabled-led organisations such as Disabled Students UK (DSUK) and Disability Rights UK (DRUK) have been clear in stating that meaningful change needs meaningful collaboration with disabled people, not consultation after the fact.

    So why has the sector not moved faster? Because the challenge, as our team have discovered, is ecological not episodic. Individual good practices exist, but without a joined-up approach or student leadership they do not add up to consistent or sustained equality.

    Policy and case law have been clear for years about duties to make reasonable adjustments. Yet the practical experience of securing those adjustments and seeing them work consistently, module by module and term by term, lags behind. One reason is structural: student services and academic departments often own different parts of the reasonable adjustment pathway, with digital systems, estates, timetabling and external partners (for example placement providers) making decisions that affect implementation.

    When responsibilities are split, accountability can be blurred; when data is siloed, feedback loops break down; when workloads bite, the exception becomes normalised. Our conclusion, based on lived experience, sector evidence and our own work with institutions, is that we have been treating an ecosystem problem with point solutions.

    An ecological approach

    When considering where disability equality and inequality are located in HE, the spaces, places and experiences we think of are shaped by relationships and meeting points between students, staff, timetables, curricula, estates, timetabling, assessment regulations, digital platforms, suppliers, and external points such as placement providers, funding assessors and employers.

    If you change one meeting point, the effects are felt across the whole system, and if meeting points are not communicating or working in joined up ways, they experience limited success in their combined aims and objectives. In this case the equitable access, success and progression of disabled students in HE.

    The ecological approach we are developing calls for joined up practices connecting actors, including students, programme teams, services, registry, estates, IT, and external partners to co-diagnose problems and co-design solutions. It works across timescales, from “use tomorrow” fixes (such as alternative formats) to structural shifts (such as assessment policy and data flows). It is transparent and makes accountability visible, sharing data, and providing feedback loops highlighting whether adjustments are timely, effective and equitable. Fundamentally, it centres disabled leadership, qualifying disabled students and staff as co-leaders, users and evaluators throughout, not just consultees.

    Three steps for equitable university experiences

    Our work is taking three key steps in developing this ecological model for the sector. First, we are mapping where and why barriers persist in the journey from a student disclosing a need to an adjustment being delivered in their teaching context.

    That journey is seldom linear. It crosses multiple systems, is hands-offs, and it often requires invisible labour by students themselves to keep things moving. We are documenting these routes with our partners, leading disabled people organisations DSUK and DRUK, so we can co-design fixes that survive real institutional conditions. We are doing this by collecting accounts and experiences through surveys and workshops with disabled students, student services and academics.

    Second, we are co-creating continuing professional development that address the needs of module leaders, personal tutors, programme leads, placement coordinators, timetablers, disability advisers and frontline advisers. The content pairs short, practical scenarios with data on timeliness and effectiveness, and prompts teams to move repeated adjustments into course design. By centring lived experience, we are producing “use-tomorrow” learning that is also a lever for upstream redesign.

    Third, we are writing university guidelines on reasonable adjustments that bring together responsibilities, timeframes and escalation routes. This is a working pathway, visible to students and staff alike, with shared ownership across academic and professional teams. These resources will be published openly on an OfS-sourced platform to support sector-wide take-up and long-term evaluation.

    Why a joined-up and co-created approach matters

    There is no shortage of “good practice” lists in the sector. What we do not yet have is a user-led, sector-ready pathway that integrates roles, systems and timescales. Gibson’s user-informed, user-led, user-evaluated approach provides the model of practice behind this project’s work. With its emphasis on partnership, user-leadership and co-creation the model places disabled students and lived expertise at the core and front of the project in design, output and impact evaluation.

    This approach reframes the idea of “reasonable”. A reasonable adjustment becomes not only something that can be delivered for an individual, but a signal about programme design and institutional capability. If the same adjustment is needed across a cohort, the reasonable response is to redesign. Staff recognise this logic; many are already pulling in that direction. The ecological approach provides them with a shared language, shared tools and shared accountability.

    On that basis, these are our recommendations for the sector:

    • Swap exceptions for design. Treat repeated adjustments as prompts to redesign curricula, assessments and processes so the need becomes built-in, not bolted on.
    • Create a single visible pathway. Publish a plain-English route, co-owned by departments and services, for securing, implementing and reviewing reasonable adjustments, with clear timeframes and escalation.
    • Close the loop with students. Ask disabled students if support was timely and effective, publish the actions you take, and track changes using measures that matter locally (as well as NSS/APP indicators).

    A student’s experience should not depend on which member of staff opens their email. In an inclusive ecology, the pathway is transparent and defensible, the systems talk to each other; the same student does not have to re-explain across every module; adjustments are recorded, enacted and reviewed; and the lessons from individual cases migrate into programme-level design.

    Our project aims to connect these practices into a pathway any provider can follow, and all the resources will be freely available for sector-wide use on an OfS-hosted platform.

    The authors would also like to thank Kathrin Paal, Chloe Webster-Harris, Lucy Bartlett, Arianwen Fox, Lottie Atton, Elena Brake, and Tyrell King for their contributions.

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  • Support for action on ethnic and disability pay gaps demonstrates our commitment to our communities

    Support for action on ethnic and disability pay gaps demonstrates our commitment to our communities

    By mirroring gender pay gap reporting, which was made mandatory in 2018, the Equality (Race and Disability) Bill would introduce mandatory ethnicity and disability pay gap reporting for large employers with 250 or more employers.

    In his foreword to the consultation on introduction of the Bill, the Minister for Social Security and Disability Stephen Timms notes that the UK is far away from achieving its goal of creating a more equal society in which people can thrive whatever their background. According to the Office for National Statistics, the current ethnicity pay gap in the UK ranges from 1.9 per cent to 9.7 per cent, depending on ethnicity and if individuals were born in the UK.

    Diving into the data, we were concerned to find that no progress has been made in reducing the median gross hourly pay gap for Black, African, Caribbean or Black British employees compared to white employees, remaining “consistent since 2012”. The disability pay gap is even more pronounced, at 12.7 per cent, having remained “relatively stable since 2014.” The lack of progress in closing these pay gaps is as concerning as the lack of awareness of the problem.

    Conversely, the practice of gender pay gap reporting will have contributed to the gender pay gap declining by approximately a quarter among full-time employees over the past decade. Greater transparency helped build the foundations for positive transformation, creating a strategic imperative to root out systemic inequalities and leading to many employers developing, and proactively publishing, action plans to close the gap within their organisations.

    In pursuing the noble aim of creating a more equal – and socially cohesive – society, the same focus must now be placed on tackling racial and disability inequalities. Economic inequalities between ethnic groups are an important contributor to social unrest.

    The government should be supported in its proposed introduction of the Equality (Race and Disability) Bill and, speaking as vice chancellor of Birmingham City University (BCU), David would encourage fellow higher education leaders to join him in lending our public support to the government for this proposal.

    There are two key reasons for higher education institutions publicising their ethnicity pay gaps in particular: to build trust with their internal community, and to strengthen authentically social cohesiveness in their local communities.

    Building trust

    BCU’s new strategy articulates a clear commitment to improve the diversity of our organisation at all levels and eradicate pay gaps. The first step in this will be to publish all our pay gaps with a clear plan to close them by 2030.

    There are persistent racial inequalities in higher education. This is demonstrated most evidently in awarding gaps for ethnic minority students and Black students achieving a good honours degrees compared to white students, at 14.1 per cent and 21.6 per cent respectively in 2024. A lack of representation of ethnic minority staff in senior positions also conveys persistent inequities. Ethnic minorities now comprise one in three undergraduate students, but only one in four (20.2 per cent) of academic staff. Their representation is even lower among professors (15.1 per cent), senior managers (9.1 per cent) and executives (7 per cent).

    The picture is more concerning in terms of Black representation in higher education. One in ten undergraduate students is Black (9.6 per cent), but only one in every roughly 27 academics share their ethnic identity. Only 1.6 per cent of all professors are black and 0.7 per cent of executives.

    In contrast to the gender pay gap, information on the ethnicity pay gap in higher education is not routinely published. Combined with the lack of proportional representation of ethnic minority staff in senior positions, the lack of published data and strategy to tackle pay gaps has caused many staff to lose trust in institutional leadership and its commitment to tackle racial inequalities. The Equality (Race and Disability) Bill would bring parity with mandatory gender pay gap reporting and offer greater transparency to our communities.

    For reference, the median gender pay gap across higher education institutions, which stands at 11.9 per cent, reduced by 4.4 percentage points since reporting began in 2017.

    Community cohesion

    Universities play a crucial role in shaping their localities and are increasingly active in strengthening social cohesion – our institutions allow (mostly) young people to study in diverse settings, enable better understanding of different cultures, encourage active citizenship, and develop graduates who are more likely to show concern over racism, be more positive towards immigration, and less likely to view feminism as harmful. Our social mobility missions break cycles of poverty, research and innovation activities drive productivity, and graduates sustain vital public services.

    Working effectively with our diverse local communities necessitates trust and the transparent reporting of systemic racial inequalities is paramount. For BCU, this means better reflecting and working in partnership with a community in which no ethnic group has a majority; the 2021 census identified that Birmingham’s population is more than twice as likely to come from an ethnic minority than the overall population in England. 51.4 per cent of people living in Birmingham are from an ethnic minority group, compared to a national average in England of 19 per cent. The data is much more profound for Ladywood, the constituency in which BCU’s city centre campus is based. Here, more than three in four (76.6 per cent) come from an ethnic minority, with the greater proportions of Asian (38.6 per cent) and Black (25.9 per cent) than White (23.4 per cent) citizens.

    Birmingham’s “super-diversity” is seen as one of its biggest strengths, the city council opining that it stems from the city’s long-standing history for welcoming people from around the world. However, we must recognise that challenges persist, most notably in terms of engendering social harmony and tackling inequality. Those two challenges are interlinked: social harmony rests on our different racial and ethnic groups feeling valued and having trust in their local institutions providing equal opportunities and equitable outcomes, regardless of background.

    Our 2030 strategy sets out a clear vision to be an exemplar anchor institution by 2030. This vision was co-created with representatives from our communities, who recognise and value the crucial role that universities like ours play in their locality. Our strategy explicitly recognises the responsibility we have in strengthening social cohesion in our home city of Birmingham.

    From speaking with many vice chancellors, I know that we at BCU are not alone in championing our civic mission. Notwithstanding this, until we collective publish data on ethnicity pay gaps – alongside action plans to overcome these – our sector may find it difficult to build and sustain trust with our diverse internal and external communities. The Equality (Race and Disability) Bill offers a timely opportunity for our sector to demonstrate its commitment to racial justice.

    My fellow vice-chancellors would do well in voicing their support through this government consultation.

    The consultation on the Equality (Race and Disability) Bill closes on 10 June and can be accessed here.

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  • Time to address disability inclusion for university staff

    Time to address disability inclusion for university staff

    Staff wellbeing is important for all organisations.

    This is especially evident in higher education where research indicates that staff wellbeing impacts on the student experience, the metric that drives the sector.

    In particular, reports demonstrate that stress and burnout is higher in university staff than in the general population, reflecting systemic factors such as high workloads and insecure contracts.

    There has been a greater focus on this issue in recent years and staff wellbeing is acknowledged within the University Mental Health Charter. However, as the sector is squeezed financially, staff are being placed under even greater pressure to do more with less, further placing staff wellbeing at risk.

    Such issues are likely to disproportionately impact those with protected characteristics – including disabled staff. However, nowhere is the need for staff support more apparent than in relation to equality and diversity, where the focus on student experience typically leaves a void for staff: For example, Universities UK notes:

    We believe that anyone who would benefit from a university education should have access to one. But more than that, we want to support our members in creating inclusive environments where all students enjoy their experience and achieve their study and career goals.” (emphasis added)

    But what about disabled staff?

    Data from Advance HE reveal that 6.8 per cent of staff in higher education have disclosed a disability, with the Higher Education Statistics Agency (HESA) reporting this as 15,155 academic staff and 16,320 staff in non-academic roles (though the latter figure represents only those providers that complete this, optional part of the underlying HESA submission). Given that 24 per cent of working age adults have a disability and 17.3 per cent of students declare a disability, disabled staff are vastly under-represented in higher education. Representation is especially problematic for academics, as declarations are consistently higher among professional and support staff. It is likely that the rates of disabled staff are impacted by a range of factors including a reluctance to disclose, with sharing a disability likened to “coming out”.

    Even the words “disclosure” and “declare” themselves suggest that sharing your disability is something to be concerned about; hence inclusive language is important in all discussions of disability. Disclosure is, of course, particularly important for staff with non-visible disabilities who may otherwise not have their impairments acknowledged. Being visible is also central to challenging ableism and collective advocacy.

    Disabled staff face a number of barriers to inclusion. For example, line management support is inconsistent and disabled staff experience glass partitions and ceilings that limit both horizontal and vertical movement. It should, however, be emphasised that disabled staff are not a homogenous group.

    Staff with a range of impairments are included within available data, including those disclosing specific learning differences and longstanding illness or health conditions. Further, some staff disclose multiple disabilities, impairments and conditions. Care should be taken to understand the experiences of staff with specific conditions or condition types and to acknowledge the extent to which experiences differ both across and within categories of disability.

    Staff are legally protected by the Equality Act (2010) which requires workplaces to make reasonable adjustments for impairments. Negotiating this process can, however, be exhausting for staff who have to advocate for themselves and make a case for how the employer should operationalise the weasel word “reasonable”. Staff can be encouraged to disclose disabilities though an improved commitment to support, for example by universities being flexible in their application of accommodations and line managers being given training to appreciate that staff may have fluctuating conditions and that the same impairment can impact staff differently.

    Wider support is also welcomed through government initiatives such as Access to Work, though accessing timely support is challenging in the UK context where reported wait times for assessment have increased significantly.

    Disabled Staff Networks can be a core part of the support for workers with impairments; these can offer a place for social connection, an empathic ear, and a place where staff can share experiences and strategies to respond to workplace challenges. In addition, the National Association of Disabled Staff Networks (NADSN) connects and represents disabled staff networks; here members share resources, promote events and work together to bring about change. NADSN has been supporting disabled staff networks to drive real policy change within higher education institutions (HEIs) and, over the past decade, has responded to national consultations and contributed to policy development thus amplifying the voices of all disabled staff and providing challenge to colleagues leading equality, diversity and inclusion (EDI); there are excellent resources on their website for anyone wanting to learn more.

    While NADSN’s work has been powerful for disabled staff, there is a lack of wider support from influential organisations to drive equality and diversity in relation to disability in universities. Important progress is being made in highlighting key issues relating to race and gender; in particular the Race Equality Charter and Athena Swan are pressing for transformative change. Although these schemes have not been without criticism, they have increased visibility of equality issues and championed a cultural shift. It is also important to recognise that intersectionality is highlighted within these charters, pertinent to staff who face more than one form of discrimination, such as disabled women in academia who benefit from support with progression. Nonetheless, a disability charter has been conspicuous by its absence.

    Work to improve disability inclusion for staff in universities is taking place, for example Evans and Zhu’s (2022) Disability Inclusion Institutional Framework stresses an integrated approach to disability inclusion, and places equal emphasis on staff and student disability inclusion. They argue that if disability inclusion is to improve for students we need to start with staff. There are also excellent examples of work such as podcasts sharing experiences of disability in HE; these increase visibility of disability, help to connect the community, and promote learning from each other. Within research, disability is being addressedand there is greater focus in both policy and practice on the development of anti-ableist research cultures that enable disabled researchers and professional services colleagues. Also pressing for change is the University Mental Health Charter where wellbeing of staff is acknowledged within domain 3 and inclusivity noted as an enabling theme; the charter describes the challenges that staff have to navigate such as issues with adjustments, social barriers, and the impact of the built environment.

    What’s next?

    More focus and commitment is needed to respond to disability initiatives and drive impactful change. In 2022 colleagues who had met via NADSN began discussing how to respond to this need. Rather than creating a charter like the examples above, we set out to develop a mechanism to encourage universities to share best practice relating to the inclusion of disabled staff. RIDE Higher, standing for “Realising the Inclusion of Disabled Employees” in Higher Education, was born and today it is a core initiative of NADSN.

    RIDE Higher is chaired by Melanie Best of the University of Wolverhampton, and run by and for disabled staff working in higher education; our steering group includes staff from HE institutions across the UK (Please connect with us through NADSN’s news page and social media channels). Its mission is to change the HE landscape and ensure that disabled employees are seen, valued, and can thrive.

    RIDE Higher is committed to a research-informed approach to driving disability inclusion across the sector. Central to this initiative, is the need for better understanding the lived experience of disabled staff working in higher education. This is why RIDE higher is launched the first National Disabled Staff Survey (NDSS) during Disability History Month, which fittingly, focussed on “livelihood and employment” this year.

    We invite all staff who are Disabled, Deaf, Neurodivergent and living with a long-term health condition in UK universities to share their experiences with us  We welcome your perspectives, whatever your role in the university, whether your experiences of disability are visible or non-visible, whether you have a diagnosis confirmed or not, and whether you have disclosed your impairment or health condition to your university or not. We acknowledge that identity is complex and that you may have an impairment but not identify as disabled; we welcome your input however you choose to identify.

    Acknowledgements: As authors we would like to thank those who provided peer feedback during the development of this article including the RIDE Higher steering group (Melanie Best, Hamied Haroon, Dan Goodley, Elisabeth Griffiths, Meredith Wilkinson, Gayle Brewer, and Anica Zeyen).

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  • EEOC Adds Technical Assistance Guidance to Clarify When COVID-19 Is Considered a Disability Under the ADA – CUPA-HR

    EEOC Adds Technical Assistance Guidance to Clarify When COVID-19 Is Considered a Disability Under the ADA – CUPA-HR

    by CUPA-HR | December 22, 2021

    On December 14, the Equal Employment Opportunity Commission (EEOC) released additional COVID-19 technical assistance to clarify certain circumstances under which employers and employees may consider COVID-19 a disability under the Americans with Disabilities Act (ADA) and the Rehabilitation Act. The guidance, which is presented in a Q&A format, focuses broadly on the definition of disability under the ADA and Rehabilitation Act and provides examples detailing how an individual diagnosed with COVID-19 or post-COVID-19 conditions could be considered to have a disability under these laws.

    According to an EEOC press release, the technical assistance adds the following key guidance:

    • An applicant’s or employee’s COVID-19 may cause impairments that can be considered disabilities under the ADA, regardless of whether the initial case of COVID-19 itself constituted an actual disability.
    • An applicant or employee with mild COVID-19 symptoms that resolve in a few weeks with no other consequences will not have a disability as defined under the ADA that would make them eligible to receive a reasonable accommodation.
    • Applicants or employees with disabilities under the ADA are entitled to a reasonable accommodation when their disability requires it, and the accommodation is not an undue hardship for the employer. They are not automatically entitled to reasonable accommodations under the ADA. Employers can choose to do more than the ADA requires.
    • Employers risk violating the ADA if they prevent employees from returning to work once the employee is no longer infectious and is medically able to return to work without posing a threat to infect others.

    The EEOC also clarifies that this technical guidance differs from July guidance from the Department of Justice (DOJ) and the Department of Health and Human Services (HHS), which addresses “Long COVID” as a Disability under Sections 504 and 1557 of the ADA. According to the press release, the DOJ and HHS guidance only focuses on long COVID, while the EEOC’s new technical assistance focuses more broadly on COVID-19 in the context of Title I of the ADA and Section 501 of the Rehabilitation Act, which covers employment.

    CUPA-HR will continue to keep members apprised of any COVID-19 guidance as it relates to disability and discrimination under EEO law.



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