The impact of physical and virtual environments on human emotions: A pilot study in an adult and community education setting
Jonathan Bishop and Piet Kommers
This paper concerns an experiment that attempts to understand the impact the physical and virtual environment can have on human emotions. To do this four blended learning workshops are held covering different amounts of technology enhanced learning based on the blended learning continuum. In each workshop there are two of the same participants – one who is autistic and one who is empathic – and then other participants are introduced depending on the aesthetics of the workshop. The study finds that learners deemed ‘empathic’ require less brain processing for befriending than people deemed ‘autistic’ do and that those deemed autistic treat every environment the same way and at the same time those deemed ‘empathic’ focus more on befriending others, regardless of the environment they are in.
Supporting Communication between People with Social Orientation Impairments Using Affective Computing Technologies: Rethinking the Autism Spectrum
A disability is a physical or mental impairment that has an adverse long-term impact on someone’s ability to carry out normal day-to-day activities. This is often thought of in terms of medical conditions with clearly defined symptoms. This chapter, however, argues that it is these symptoms that can be considered to be the impairments and that in the right environment can in fact be advantageous. Someone may be have a medical diagnosis but not be symptomatic due to medication, for instance. In this chapter, a set of symptoms is made up from a number of different scales, called Social-Behavioural Traits (SBTs), which are affected by a person’s Serotonergic-Dopamagenic Asynchronicity (SDA). This chapter discusses the role of affective computing in achieving harmony between people with various personality differences, including a model for explaining how technology can influence SDA and SBTs for the better.
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.
Scope and Limitations in the Government of Wales Act 2006 for Tackling Internet Abuses in the Form of ‘Flame Trolling’
Devolution has had a significant impact on the differences between the way legislation is constructed and implemented in the nations and regions of the British Isles that form part of the United Kingdom. It is known that the ever-increasing divergence of such legislation is leading to new legislative regimes that will mean that policies on talking ‘mis-behaviour’ will differ significantly over time.1 A search of the news archives of one of these nations in particular, Wales, including The Western Mail, South Wales Echo, South Wales Evening Post, found over 700 articles that could be linked to internet abuse. Of these articles, there were 36 instances of the Welsh Assembly being mentioned and none of these related to tackling Internet abuse. One of the few references to information technology specifically was when the then education Minister, Jane Davidson, was reported as saying that Welsh Government (WG)’s decision to spend £24m on IT equipment for schools over three years would ensure all pupils had a chance to develop skills needed. This clearly shows the lack of priority of tackling Internet abuse as distinct from other forms of offline bullying. In fact, it is known that its drive to ensure schools have effective anti-bullying policies affects the extent to which traditional forms of bullying occur at those schools in Wales.2 Indeed, it is argued that whilst clear evidence shows that school non-attendance is liked to cyberbullying, this is an ever-increasing problem that policymakers have not kept up with the ‘hardly standing still’ topic.