The role of affective computing for ensuring safety in at-risk educational environments: The development of ‘VoisJet’ and ‘VoisEye’ for forensic phonetical analysis
Jonathan Bishop and Darren Bellenger
This paper presents an introduction to the use of affective computing in at-risk educational environments, such as those that schools located in areas where there is armed conflict and for the safeguarding of children and at-risk adults more generally. This paper has discussed the improvement of the EigenFace based facial emotion recognition by continually streamlining the facial dataset used and its application in at-risk educational environments. One of these mimics the authors’ EigenFaces library and appears to have better performance in poor lighting and poor camera situations, making it possibly better for drone use. It is therefore paramount that as the authors develop the system further that they keep each component separate, in case it is decided to utilise commercial libraries (e.g. Microsoft Project Oxford) for certain aspects. A structure such as VoisOver that allows for third party technologies to be plugged in would mean the authors’ code can remain separate from that of third party plug-ins, namely specific algorithms for identifying the core 12 emotion sets the authors have devised in contexts that might not even have been considered yet. Such algorithms could work with the system described in this paper to make its operation in at-risk educational environments even more possible.
The empathic psychopathy in public life: Towards an understanding of ‘autism’ and ’empathism’ and ‘dopaminergic-serotonergic asynchronicity’
So-called ‘autism’ is a generally well understood condition yet it is claimed has no known cure, is best dealt with through “early intervention,” and to many is deserving of pity. This poster shows an aetiology of ‘autism’ and what can be called ’empathism’ as being caused by ‘dopaminergic-serotonergic asynchronicity’ that results in ‘autistic’ functions of the brain and ‘empathic’ ones being used unequally, with one being more predominant than the other. The poster argues that those who overuse the ‘empathic’ parts of the brain suffer from ‘empathism’ which impairs their relationship skills as much as social skills are impaired in people with ‘autism,’ who overuse the ‘autistic’ parts of their brain. The poster concludes by discussing how the researcher’s advancements in affective computing could be used to assist people with the symptoms of obsessive compulsive and narcissistic disorders that result from the mental dependence to an imbalance in serotonin and dopamine activity in the brain. The poster displays two diagrams linking these together, including the relationship between autism and empathism with regards to other so-called personality disorders.
The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals
E-learning systems generally rely on good visual and cognitive abilities, making them suitable for individuals with good levels of intelligence in these areas. A group of such individuals are those with non-systemising impairments (NSIs), such as people with autism spectrum conditions (ASCs). These individuals could benefit greatly from technology that allows them to use their abilities to overcome their impairments in social and emotional functioning in order to develop pro-social behaviours. Existing systems such as PARLE and MindReading are discussed, and a new one, the Visual Ontological Imitation System (VOIS), is proposed and discussed. This chapter details an investigation into the acceptability of these systems by those working in social work and advocacy. The study found that VOIS would be well received, although dependency on assistive technology and its impact on how others view NSIs still need to be addressed by society and its institutions.
Jonathan Bishop (2011). The Role of Augmented E-Learning Systems for Enhancing Pro-Social Behaviour in Socially Impaired Individuals. In: Lau Bee Theng (Ed.) Assistive and Augmentive Communication for the Disabled: Intelligent Technologies for Communication, Learning and Teaching. IGI Global, Hershey, PA. (Pages 248-272). Available online at: http://resources.crocels.com/wp-content/uploads/sites/4/the-role-of-augmented-e-learning-systems-for-enhancing-pro-social-behaviour-in-socially-impaired-individuals.pdf
The Internet for educating individuals with social impairments
Social impairments materialise in a number of forms, from developmental disabilities such as autistic spectrum disorder, to psychiatric conditions such as social phobia. The individuals diagnosed with these problems find it difficult to deal with social situations through either the inability to perform in these situations or the fear of not being able to do so. The study investigated the social and practical implications of using Mobile Internet technology to deliver information relating to a social situation in real-time to participants with Autistic Spectrum Disorders (n = 10) and General Social Phobia (n = 3) diagnosed using DSM-IV. The participants used the agent on their mobile phone to convert phrases they found offensive or confusing into more concise and understandable definitions. Analysing their attitudes found that the technology enables socially impaired individuals to learn the meaning of emotions and understand more about how they communicate with their peers. However, the study concludes that governmental organisations, education providers and society as a whole need to adopt a cohesive approach to communication to ensure socially impaired individuals are fully included in society