Transcription
Hi there. Hello. Yeah, I just thought this might be. Yes. Thank you. It was a lot to take in, a lot to go through, and a lot of paperwork. So, I just figured this would probably be our best avenue, at least. Yes. Can you see me? I don't see myself. Let me see why. Oh, here we go. We have to click up here. It's been a while since I used Teams. I think multiple times. So, I guess I've read most of the stuff back and forth. I've seen the professor's statement. I've seen with, so I've seen your responses back and forth. At the end of the day, I guess I'm just trying to figure out what exactly is it that you want and where we want to go from here?
Okay, first of all, before we continue, I had requested, um, with the dean and Miss Parasol that I record the meeting, and they would not let me, and that's sort of kind of bothering me. And so I want you to know that I do am recording this meeting right now, and, and if you wouldn't mind consenting to that before you don't, but we've got it going. That's okay. Yeah, that's fine. Yeah. And we have to ask anyway. Hey, why didn't you ask me first? This is Florida, bro. Oh my god. Really? I'm not recording this. I thought you just said you had it going. I'm so— No, I said no. I said no, you're fine. I am not recording this. But anyways, you are. That's okay. Okay.
So, what do you understand so far? I— So I don't repeat myself. Uh, well, I like I said, I've read the form, the complaint from the professor. Uh, I've read your responses from all of it. I understand there was an, uh, she said a disruption in class. Okay. Asked you to leave. Yeah. Remember the order that I actually filed complaint before she wrote hers. So it wasn't my response. My email went to to Prof. um, Professor Bullard and Dion Foreme prior to, um, the write-up by Professor Gonzalez. Okay. Okay. Just be sure you understand that. Right. So, they didn't address any of that with you. So, the next time you've had conversation was with, uh, Kim and— No, we had a meeting. That's what's even stranger about all this. I'm sorry. I'll go through it because it is complicated, and trying to piece together the emails has got to be complicated. And I'm sorry if I came off so rude in the beginning, but I've just been so overwhelmed with the complete disregard for policy. So when you said, "We've got it going," I assumed that you were just saying, "Okay, yeah, we've got it recording on our end." And perhaps I probably should not have done my laugh like that, but it was just I've been really stunned. That's why— That's why we're communicating. Yeah. Gosh. Okay.
So, I I'm just going to go through my timeline, and I have it written out, so hopefully I can be quick about it. On, um, and this is just from the most recent incident. There's two other prior incidents as well that we can touch on once we go through this current incident. So on, um, March 28th in pediatrics OTAA class with Professor Gonzalez, um, that's when this incident occurred. And, um, my— I can go into the details in a moment, but I— when it happened, I immediately went to, um, speak to Dion for, and but she was not in. So I spoke with, uh, Claudia, uh, Fininnolan. And so there was that immediate verbal communication of what happened. And then over the weekend, I just have to take care of myself. Um, I do have autoimmune disease and other comorbidities because I was late diagnosed with my celiac at age 50. So it's caused a lot of secondary issues. Um, so I actually said, and this was a mistake, so I want to acknowledge it, in my email to Lonnie Thompson that it was on Monday that I sent the letter to Dion Forme and, um, Professor Bullard, but it was actually the following T— it was Tuesday because I have class until like almost 5:00. I couldn't get it. So, it was actually Tuesday that I got the letter to, um, Bullard and, um, Dion Foreman writing up my account of the incident. And so I, in that email, I say that I want to have a meeting with Bard and Professor Gonzalez. And Professor Bullard, who, just to be clear, I really respect. So this is just an account, not a criticism. um, responded that she would prefer that I had gone through the proper procedures of meeting with Professor Gonzalez first. I let her know that I was not comfortable meeting with her one-on-one and that at the time I didn't feel comfortable because what one of the things for whatever reason that Professor Gonzalez has been really like persistent about and and kind of harassing me about repeatedly is this idea that it's just a food allergy, that there's not, you know, secondary issues, that it's not an autoimmune disease. And she even has said it to Professor Vera. So that's someone else you can speak to. So there's a lot of people you can talk to to gather information on this to corroborate what I'm saying. She said that to Professor Vera since we're all on record now. Um, at our, uh, cultural presentations, she came to observe that on Monday, um, February 3rd. So per, you know, a while back. This goes— the first incident was January 17th. So that's how far back the harassment goes. I reported January 17th. Um, then the second incident was, um, February 7th. So between those times, she was also antagonizing me by saying it loudly to Professor Vera, saying, "Well, you know, celiac is just a food allergy," like looking at me too, almost to see if I would say openly, "No, it's not, it's a food allergy," antagonizing me. I didn't— I didn't say anything. Anyway, um, I have other disabilities, and I don't know how much of my file that I was told is protected has been disclosed. And we're in a time where a national registry is starting to be made. Let's just say I qualify. And that is my initial letter that I turned in to Dion Forme on February 10th was my acknowledgement of being autistic and having ADHD and attentive. Also late diagnosed because they didn't do that, do that back in the 1970s and for girls. I didn't catch it as an adult. I had it as a child. I still have it, and I've been able to use it as a superpower and worked in a lot of really good rule, roles, and I love people. And what you're seeing right now is what I mean when I say I struggle with emotional dysregulation, is that sometimes I become— to use a little humor there. I taught art for four years. I heard one student compliment another student, and it, it could touch my heart. You know, I can pull it back in. I manage it. And those are some of the differences in my account and Professor Gonzalez's account. When I went to the bathroom, I didn't announce I had a food, um, an gluten. I didn't say, "I'm glutening myself. Oh my god," and jump up and slam the door. I quietly went into the bathroom because this is embarrassing to me. I'm a 51-year-old woman. I'm not a child. I came back out. I was quiet, sitting. We did a writing bit of writing. Then she got to the other exercise, drew names, drew my name, and then locked eyes. "Oh, you can't be a team leader. You must not be feeling well." And I did respond, "I feel fine. I can do this." "No, you should go ahead and go. You should probably get some rest." "No, I feel fine. It's— It's not a food allergy with an immediate reaction. It's an autoimmune disease. Get your things and go." And then I said to her, which has been consistent, you can ask every single person I've spoken to because she's done this to other students who happen to also be neurodivergent, interestingly. I asked her, "Do you want me to go right now or, like, go forever, or do you want me to take my things, get, get my things and go, like, take them with me? Do you want me to, to leave and come back, or take my things and just be gone for the day?" Like, am I just stepping out and coming back? I'm asking for clarity. What's going on here? And she said, "I need to get my things and leave." And she said, "If I want to speak to her, I could wait around after class and talk to her after class." So, I got my things and I marched to the office and reported what happened. So, you, you know, Claudia Benol is a good person to talk to. I was emotional. I was crying. I was crying as I walked out the door, but I reported the harassment and bullying three times or two times at that point. And I reported it face to face. I sent an email. Copy Bullard. Copy Bullard, who I again think is a good person. So, I'm not— I think maybe she's being, I don't know, manipulated. I have no idea why. What's going on? Um, but I don't, again, don't see want to this be perceived as criticism, but she was sent the email, and then the next day, Professor Gonzalez provides a write-up to her the next day, and I— they didn't tell me. Okay. So, that's, um— So, thank you for listening, and I feel like you're doing a good job following my kind of circular communication style. All right. So, now we're back to my timeline that I did not do a good job sticking to. Okay. But that was all pertinent. Okay. So, I go and I talk to, um, to, you know, send the email, and so they did not tell me. No one told me. And when in that email I'd said to Ballard that, you know, or actually was, you know, that I'd said that I copied Bullard in hopes that she would have a meeting with me. And then Bullard was like, you know, "I prefer you meet one-on-one," but I don't want to meet one-on-one. What am I going to do? Argue with her about it being an autoimmune disease? That seems unprofessional. And no, it's— it seems traumatic, too. Like, you wouldn't, as someone who's worked in family court, like, you don't tell someone who's a victim of harassment that they need to go speak to their harasser privately. That's— you don't do that. So, anyway, and I'm not comfortable. It's a boundary I have. It's a boundary I'm going to stick to, and it's a reasonable boundary. So, um, the following week, so now we're a full week later, on the third. Nope, not the third. On the fourth, um, Bullard and it was while I was in Pete's class with Professor Gonzalez, and I— it was fine. Like, I grew up with sisters. We g— we can fight at night and wake up in the morning, like everything's fine. I'm very professional. I taught in middle school. You have ego death in middle school. I mean, you got to be able to come in every day with a smile and deal with somebody who's probably said some pretty nasty things to you the day before. And I believe I can learn from anyone. You have to believe that you can learn from anyone. Geniuses can be difficult, and you got to be open to learning from them even if they're difficult. So, Bolard said that, um, you know, "Would you like to meet with us after class?" In my mind, I'm thinking this is great. So, I meet with them, and it was a really good meeting. And Butler made the statement in the meeting that my account was different than Gonzalez's account. She had me share my account. She did not have Gonzalez share her account. At one point, because I'm speculating, I'm like, and I'm knowing that obviously she's going to change it because she doesn't want to come out and be like, "Oh, you know, I've really been harassing her around celiac disease and minimizing, you know, balance issues or whatever." Because there's lots of things that happen, little things throughout class, too. Um, she, I, um— Oh my gosh, I'm sorry. I'm losing my train of thought. So, this is what I wanted to say. I let them know that I was following Miss, um, For's guidance to try to use the systems that are in place and file for accommodations, and that I, I was doing that. So, I was, you know, I've been very transparent through all this. It's, and again, I didn't know that there was accusations against me. I'm just thinking this lady's confused. She took away my right to an education because of misinformation. Well, just have a little grace. Use the systems that are in place and try to sache, you know, just try to sache. I don't want to rock the boat. I mean, I've— but that was my thinking, you know. So, at that time, I didn't mention it was my doctor that had said it, but in the meeting, I said someone else had pointed out to me that perhaps, um, your professor was worried about you, and that maybe it was even a liability issue, and that they're required when someone has a food exposure to have them leave to seek medical help. So, I even said that, like, speculating. And I looked at Professor Gonzalez, and she's like, "So why am I not going to assume? Why am I not going to assume that the differences in the story are that direction and not that I caused a disruption and slammed the door and, you know, threw a fit in class?" Why would I think differently? Why would I think differently at this point? You don't have accommodations. Is that correct? I only have a letter that I turned in around my, um, ADHD and autism. That's okay. Yeah. So, that is turned in, but I don't have the a formal because, and like I, and I even said that I think I said that, you know, in the email to you, that like these times that I spoke with Miss Foreme, who was very nice, I don't want this to— I don't want her to be used as a scapegoat, just to be clear. Um, what, how do you accommodate common courtesy? How do you accommodate a teacher not arguing with you in front of the class and like stay sitting behind you with another teacher and prodding you, you know, it is just a food allergy, and, and even telling the class, like, there was a balancing the same day, March 28th, we were doing a balancing exercise, like standing on this foam thing, and I'm recovering from gluten ataxia, where gluten exposure not only destroys the lining of your small intestines but affects your brain and your ability to balance. It's a real thing. Google's real. I can't tell her that I'm recovering from gluten ataxia because she— I knew it would be a trigger for her. I knew she would get angry if, at the time, she was being like, "I think someone's acting," and I was like, "I'm actually not acting. I actually do have struggles that are medically related to balance." And that's what I, all I said to her. And then she was like, "Class, she, Mary wants you to know she's not acting." So, like, what is all this? Why is there this consistent? It's consistent. And I really encourage you all to interview every single one of the people in my class because of the pattern of focusing on minimizing my neurological fallout from undiagnosed celiac disease and minimizing celiac disease, and probably taking advantage of my quirkiness of being autistic, my eagerness to learn, my willingness to ask questions. I mean, it's strange. It really is. So, anyway, meeting went great in my opinion. Um, at one point, V— Professor Vera, she was on through Zoom, and she gave me some professional guidance that was helpful to me about lived experience, and that when I am working with someone as an occupational therapy assistant, that I must be sure I keep my, my wording client-centered. So, even when I'm pulling on my lived experience, that I'm not saying, "Oh, well, you know, I have celiac disease. I totally know what it's like to have orthostatic hypotension. Every time I stand up, it just gets cloudy. I, I can't say that part because that becomes me-centered." But what I can say is, "I know some things that have helped other people with orthostatic hypotension are making sure that they have enough, like, electrolytes. Do you have worked into your daily routine using electrolytes?" That's constructive. That's good. So, I went away from that meeting thinking this was great. It was constructive. Again, up— I also have utmost respect for the way Bullard did handle the meeting, except for the one oversight that no one still along the way has told me I've been written up. So, again, feeling like everything's resolved, feeling like everything's great. Let me take a drink of water. Okay.
So, that following, um, because I had the doctor's appointment on the 3rd, that impromptu meeting was that on the 4th. The following, um, Wednesday after my, um, class with Bard, I pick up my doctor's note. It takes some, you know, you meet, have the appointment, and then you have to pick up the note later. So, I picked up the note on the 9th and submitted it along with my request for accommodations on the 10th. So, I get a response, excuse me, from, um, Dion and from Sophia, who I guess is an assistant. And it does not include my celiac accommodations. So, I'm like, what's going on? That's when Kimberly Parasol and I have a conversation. That's when I learn that there are allegations against me for being removed from class for disruptive behavior. And I'm just like, first of all, it's not true. Even if it was true, even if it was true, you can't. It doesn't negate, like, me having an accommodation in place saying that even if I'm exposed to gluten, that I am able to stay in class. Doesn't make it so a teacher couldn't remove me for a disruptive behavior. Does so say that again, if they had granted the accommodation that stated that I had an a food a gluten-related, you know, autoimmune disorder and that I must avoid consumption of gluten, and if an accidental exposure occurs, it is okay for Mary Houston to continue receiving education in the least restrictive environment. Was trying to tactfully clarify to Professor Gonzalez who made me remove, leave class with the insistent that I was having an allergic reaction, and then even more so when I let her know I'm not having allergic reaction. I'm fine. It's an autoimmune disease. So, I mean, I felt like I was handling it tactfully. I thought I was doing it graciously. So, that accommodation was not granted to me. And in the email I provided you from Kimberly Parasol, it says that it is because of my teacher's professor's allegations, or not exactly that wording, but that I was made to leave class for other reasons. So, that was really concerning. I also on that same day had received the email from the dean, and maybe that was even, I think it was that same day, and in the email from the dean, it doesn't say that I had allegations against me. I know I sound naive. I thought she wanted to talk to me to address my concerns. Why wouldn't I? Why wouldn't I think that? So, you're going to have to give me a minute. The meeting was very difficult. It, the demeanor of Kimberly Perisol, I will describe as hostile. Um, there were a number of things that she said in that meeting that I want to make some clarifications on. If you have any other questions about this current incident, we can address this before I move on to that. And can we also have the two prior incidents if you want to address those as well? So, let's take a break for questions. No, I follow right along. Um, you know, again, I read it all. I'm just putting it all because it was all, I know that's so confusing. So, I've got, I've got pretty good idea what, what happened in the book. Yeah, I guess I should have prefaced this. My goal today is to figure out how we, how we can get to to the end of this, and where, where do you want to be at the end, I guess, is the other question, because I can't, well, I don't feel like I, I can't change the outcome. Essentially, what you received was a verbal warning that, but it's a verbal warning to a report that was made after I made three really four, if we're going to count separately, talking to, uh, Mr. her phone on, and the email reports. So, so that, and, and even the policies, and, and this is all outlined in the email to Lonnie Thompson, because that's who Miss Perasel said to communicate with regarding, uh, compliance issues. According to your own policies, I should have been told within 24 hours of that being filed. And that was filed on the 2nd. I believe you may have, I believe it was the second, again, after I filed and, or communicated via email with Professor Bullard and Dion Foreman. So, afterwards, so that's retaliatory by definition. But I don't feel like, again, I want to be clear. I, I mean, I really give people the benefit of the doubt. I really do. I hope you see that in me, even in the way I'm speaking about Professor Bullard. I can only, like, I'm trying to imagine how it went down, and, you know, "Hey, Mary has brought her attention, blah, blah, blah. If we need you to write up your account of what happened." I don't feel like she was like, "You need to get," you know, I don't feel like it was with the spirit of retaliation from Professor Bullard. I just can't see that in her. I refuse to believe that. So, hear you out. Make sure that I understand the entire thing. My job, I can't overturn the decision. That would be an appeal. Even though it's in retaliation, even— This whole thing is in retaliation. I wasn't notified and told that there was an allegation against me. I found out that there was an al— allegation against me when ADA accommodations were withheld from me because of a presumption of guilt. Think it all through as well. No, I, I hear you. Yeah. Because this is, we are in touchy ground, and like, I hope you understand, I know that this, like, every link is dead in your policies. You know what I mean? Like, going through, who's, who do I talk to about these issues? Schools are losing funding for addressing issues. But Supreme Courts, Supreme Courts, I can't overturn the decision. This is, I can't do. My goal was today to try to— So, where do we go from here? I've been like, so, so that, that, that's what I, that's what I wanted to communicate with you. I wanted to understand is, find out at the end of the day, what is it looking for? How can I get, why weren't my complaints taken seriously? Why was there an investigation of me and withholding accommodations because of a retaliatory false allegation? Why has that happened? That's something we'll look into. Okay. Because right now, I'm being told I need to, and I will, I mean, hopefully, I'm, um, and I want to make sure I'm having the right names of people that I'm supposed to speak to next, but I'm assuming that they know what's going on. I'm assuming. Yeah. Um, let me, in order to appeal, in order to appeal the verbal, verbal war, you would go through the appeals process with senior vice president in the, yes, decision, yes, that would be the next step if that's something— Oh, I am absolutely. I am. And I made that clear at the meeting with, um, the dean, that this is absolutely. And they wouldn't tell me the allegation. That's what's weird too, is that even when we got into the meeting, I said, "Can I read the allegation?" They said, "No." I said, "Well, can you read it to me?" And then they started reading little snippets, and one of which was that, you know, she told me to leave and rest, kind of, and it validated my point that, like, you know, she was doing, she was— it wasn't, and, you know, me like I've been insisting that I became upset as I left. I wasn't being asked to leave because of disruption. But because of me even trying to address what was in the write-up, they stopped reading it to me. So, and I had to draw it to Lonnie Thompson's attention that is outlined in the policies and procedures that that information is provided to me. I was also led to believe that there was testimony from students. There's not. There's hearsay from, I don't know, like, it's, again, the whole thing is false. I mean, I've underlined every single part that's false. And here, let me show you. So, first page, this is every single thing that's false. Every, like, paragraphs are false. Paragraphs are made up. So, this is— We've got a lot of things going on. We do. That's another reason why I wanted to have the call to find out what, what is it that we're looking for? How do we get to that point, and how can I help? This needs to be addressed. This needs to be addressed or reversed. I don't mind reaching out to to Mr. Doctor. I'm not sure his proper title, web. And, and I also feel very frustrated that this is happening now, right? And, and this, we want you to be successful in the program and in the schools. We want to work. I slept four hours last night. I woke up at 4:00 in the morning. I went back to bed at noon because I could not think. I have statistics exam. This, I have— Oh, I have the, I have to do a retake for Professor Gonzalez because I made a careless mistake. Well, I don't even think careless is the right word. I made a mistake in my lab exam with her. It was a valid mistake. I went and grabbed paper towels when I was doing my intervention with another student who was pretending to be a six-year-old. In a clinical setting, you would not take your eyes off of your person, and is a safety mark, which is an automatic fail with a retake for 75. That's all fine. Any other circumstance, I wouldn't be annoyed about it. You know, the fact that there's a lot of things contributing to my anxiety and how I might perform for Professor Gonzalez. Anyway, so I have to arrive early tomorrow at 7:45 to do my retake with her, a performative retake. We have our final exam. We have another capstone demonstration. Over the weekend, I have a statistics exam over the units I haven't processed because that's what slips when this is going on because I can't let my core program classes slip. So, somehow I'm going to have to figure out three units of statistics for, or three weeks of statistics for this exam for this weekend. Then on Monday, I have an exam for intro, and then on Wednesday, I have the cumulative exam for statistics. And what's due Tuesday? My appeal. This is all by design, sir. This woman, I do not know why she has harassed me throughout the school year. I don't understand it. I'm not the only student that she does this to, quite frankly. And I don't even, I don't like the way I see her treat Professor Vera. I'm going to say it on the record. Professor Vera also makes health choices in terms of her diet, and to see her being prodded and said things like being pulled into this, and I'm going to say this too on record. We just had our orientation. Everyone was in the room, so everyone can confirm this. We just had our orientation for clinicals because that is what Professor Gonzalez is in charge of. She can make or break my future. She reminds everyone that we are not to call people by their first name. Professor Vera has been an active occupational therapy assistant for years, and she has gone by in a clinical setting, Lindsay. So, she had mentioned to us in the past that she feels more comfortable with Professor Lindsay, but, you know, there's this pressure for her to go by Vera. So, in her, in Professor Gonzalez's de— demonstrative PowerPoint this past Friday, repeatedly, she's reminding us that we have to call people by their, um, last name, that we can't, you know, say Professor Lindsay. And, but yet she kept calling Professor Vera some weird name like Professor Vegas. Like, that's my new nickname for her. Professor Vegas. Professor Vegas. Professor Vegas. So, she can stand up there, call her a name that's not her name, while doubling down in front of the entire student class of the juniors and Professor Bullard that, you know, it's in wrong and inappropriate if any of us were to refer to Professor Vera by her preferred title, Professor Lindsay. Like, what is that? Why? And I mean, maybe, maybe because I've taught in middle school for four years, I notice these things like, wow, you know, kind of, I don't know, it was, and, and I maybe feeling protective, and because as, again, in my previous role, making sure that dynamics and being tuned in to when someone was being treated poorly. Yeah. Um, my reason for the call today was get a better understand what it is, and then find out what you want to do and how you want to do it, and then inform you of what the next steps look like. Okay. On our side, we're most certainly going to conversation with the folks involved. Um, because if there is retal— retaliation on any side, that, that's a huge problem. Our goal here is to make sure students graduate. That's the goal of the college. That's the goal of the professors should be. So, we want to make sure that if any of that stuff is, is happen— is happening, we will take care of, we certainly will. I reach out to the provost and the academic deans to make sure we have a meeting on that. Um, and really those points home. Yeah. And, and not, we're not taking this lightly. Again, that's why I wanted to get a better understanding of where you are and where you, what you want. So, if you do want to appeal, and you said that you do, we extended the deadline because now that you have the information, right in the middle of everything I just told you. Thanks. Like, I can't think. I mean, this is what's in my head. So, thanks. Um, anyway, one thing that would be helpful, and I think extremely important, is just training. I feel like from the conversation with Kimberly Parasol, that there may be some misunderstanding between ADA accessing education, the ADA, which deals, you know, with discrimination, and then Title Nine, also that participation piece and that accommodation piece. There was a lot of emphasis to me that because I hadn't applied for accommodations, that I wasn't protected. But that's not true. According to law, someone can think that you have a disability, fire you based on that presumption, and it is, you know, a civil rights issue. It's, you don't even have to have the disability if you're being harassed and discriminated against. So, you certainly don't have to have accommodations in place to not be harassed and discriminated against. So, that needs to be made clear. I feel like there's real misunderstanding on that basic principle. Another thing that I think would be really helpful, not just for Kimberly Parasol, but really for all the, everyone, all the advisors, everyone, but to better understand the OTAA program, and probably nursing and physical therapy. We sign a medical release, and at our orientation, they let us know that our medical conditions will not be private. That if we get up, and for example, someone tunes in, or, oh, here's a good example, professor of the other day teaching class, talking about the importance of movement, "Hey, anybody else have orthostatic hypotension?" Yeah, you know, that is one of the things why I— reasons why I run the days I don't run. I feel really stiff, but that's an everyday thing, and it's not offensive. On, I had my exam on Wednesday with Professor Ballard, when I got up to, after my exam, to, to take a bathroom break before re-checking, but having my test still open. She said, "Do you have anything in your pockets?" I show her my little pill box. She said, "Well, what is that for?" And I say, "It's for my blood pressure." And she was like, "What is it for?" And I said, "Well, it's for my blood pressure. What is it for?" I said, "It's my orthostatic hypotension." And I show her my palms, and my blood vessels open up, and my hands tremor, you know. And again, I'm not offended because, you know, it seemed okay and relevant, like, why is this woman going to a bathroom with pills? But whatever, you know, like, I can tell, and we signed that release. So, you know, one of the things that Kimberly Parasol said to me was that it was that I was wrong to share about my celiac disease, and that I should never tell anyone about my celiac disease again, and that that was wrong. She needs to be trained. That is not wrong. And yesterday, walking by campus, they have the little solo setup going on. I pick up a bag of chips. Oh, you mind if I, you know, because I got to touch them all and read the package, and I, before I know it, I say, "I got celiac disease. I just got to look at all these real close." Every time I encounter food, I have to be allowed to say, "Hey, you know, I got celiac disease. Do you mind me asking you a few questions?" So, this idea that she presented that I'm not allowed to share that I have celiac disease is not accurate. That does not negate the, what Professor Vera said to me in the meeting, that when I'm working with a client, I have to stay client-centered. Those are two different things. So, that training, training, training, training, training, training. As a teacher, you want to know how often we have Title Nine training? Every single year. Every single year. Every single year. I never knew it would pay off this well. We were usually getting lectured on like keeping track of accommodations, so we wouldn't deal with the fallout. Um, so that, it, I also want this issue with Professor Gonzalez dealt with. We have, I don't know, at this point, how, I hope too that my tone shows my desires to work with this, the college on this. I'm not a litigious person. I'm, I'm a principal. I'm a person on principles. I got, I got the good Lord taking care of me. And I, you can't serve two gods. So, you can't, you know, you got to be either principles. That's what I'm about. But we got false allegations typed up here in retaliation. I don't know. I don't know. What can you do on a university level to address that? That's maybe a question I should ask. Well, that's, that's what we'll do. Again, wanted to reach out to not only, uh, the provost and the deans, uh, but the program, program coordinators, find out when, with their side, where we go from here, and how we can correct this, because, you know, you, even, even the fact that you feel like it, we need to, we need to work on that. Um, so that's what we're going, that's what we can do. I think you can never get too much training, whether any of, any and all of the things that's, that's, you guys are the life changers. And as an occupational therapy assistant student, I don't know how much you know about occupational therapy, but it is about empowering people to overcome any kind of disability or, or difficulty to be able to participate in meaningful activities. And as we have on this national level, accusations that apparently I don't have to pay taxes, but obviously I'm all about what you all are all about, and that is helping the marginalized, helping the people with disabilities. I see the groups touring around campus doing the different programs. I see students in wheelchairs. I see other kids that look, you know, maybe you're neurodivergent like me. That's who you all are. That, that's who you should want to be. That is who you should want to be. And that's why it's even more surprising to me that this treatment came to me from the Department of Disabilities. That's big. So, I don't know how you're going to handle all of that, but there definitely needs to be training, and I don't know how, I don't know. I mean, I got to go through the appeals process, and I've got to see if this is going to be removed. But as we do this, the fallout in my life increases. The fallout from this false allegation that is typed increases. So, I'm like, golden bridge. I'm building a golden bridge. Let's meet on the golden bridge. Sorry, my autism show. It helps. Your suggestions. I think, you know, we can try to move forward with some of that, and, and I guess the next step would be for you to make an appeal if you would like to have. Do I just let him know, hey, I'm appealing this, or do I have to have like a typed up case? Because this is killing me. It's killing me. I think you just have to put it in writing. Hey, I'm appealing this. I disagree. It's retaliation and false. Okay. And I'm sure that their thoughts were like, "Oh, it's not even on your permanent record." But that's not what I'm about. Yeah. Absolutely. It's not how I'm wired. It's not how I'm wired. Make sure you get, I think you've attached it, but the appeals process, student appeal and complaint policy is, um, rule number 4.26. Email that to you if you'd like. Again, outl— but again, like, how am I going to pass stats? I mean, I'm going to pass it. How am I gonna maintain my B in stats? That's actually my goal. 25% of my grade. I just wanted to have a communication with you. I'm glad we were able to get together. I'm glad I better understand it now and put it in a timeline that now. So, I appreciate your time. Yes. And I'm sorry. I wish you the best. I'm sorry if I do come off intense. I know at the beginning I was intense, and I can be really direct, and I can be a little pottery, but I am vehemently deny yelling about celiac, slamming the door. I was intentionally being quiet because I made the choice to eat that M&M without asking questions, and I didn't want the young lady that brought them to feel bad about it. So, I was very intentionally muting any display of of reaction, like even emotionally. So, anyway, I just wanted to say that because I know I can be a lot. You're okay. Thank you. Alrighty. Well, thank you. I appreciate you as well. Yeah. Have a great day. Good luck on your finals. All right. Thank you. Bye. Bye.