Outputs (5)

Swallow Tail Sign: Revisited (2022)
Journal Article
Brammerloh, M., Kirilina, E., Alkemade, A., Bazin, P.-L., Jantzen, C., Jäger, C., …Weiskopf, N. (2022). Swallow Tail Sign: Revisited. Radiology, 305(3), 674-677. https://doi.org/10.1148/radiol.212696

The loss of the radiologic swallow tail sign on MRI scans of the substantia nigra is a promising diagnostic marker of Parkinson disease (1), although its anatom-ic underpinning is unclear. An early influential study showed th... Read More about Swallow Tail Sign: Revisited.

The effect of stimulus duration on preferences for gain adjustments when listening to speech (2021)
Journal Article
Whitmer, W. M., Caswell-Midwinter, B., & Naylor, G. (2022). The effect of stimulus duration on preferences for gain adjustments when listening to speech. International Journal of Audiology, 61(11), 940-947. https://doi.org/10.1080/14992027.2021.1998676

Objectives: In the personalisation of hearing-aid fittings, gain is often adjusted to suit patient preferences using live speech. When using brief sentences as stimuli, the minimum gain adjustments necessary to elicit consistent preferences (“prefere... Read More about The effect of stimulus duration on preferences for gain adjustments when listening to speech.

Psychological Impacts of COVID–19 on Healthcare Trainees and Perceptions towards a Digital Wellbeing Support Package (2021)
Journal Article
Blake, H., Mahmood, I., Dushi, G., Yildirim, M., & Gay, E. (2021). Psychological Impacts of COVID–19 on Healthcare Trainees and Perceptions towards a Digital Wellbeing Support Package. International Journal of Environmental Research and Public Health, 18(20), Article 10647. https://doi.org/10.3390/ijerph182010647

We explore the impact of COVID-19 on the psychological wellbeing of healthcare trainees, and the perceived value of a digital support package to mitigate the psychological impacts of the pandemic (PoWerS Study). This mixed–methods study includes (i)... Read More about Psychological Impacts of COVID–19 on Healthcare Trainees and Perceptions towards a Digital Wellbeing Support Package.

TAS for Cats: An Artist-led Exploration of Trustworthy Autonomous Systems for Companion Animals
Presentation / Conference Contribution
Schneiders, E., Chamberlain, A., Fischer, J. E., Benford, S., Castle-Green, S., Ngo, V., Kucukyilmaz, A., Barnard, P., Row Farr, J., Adams, M., Tandavanitj, N., Devlin, K., Mancini, C., & Mills, D. (2023, July). TAS for Cats: An Artist-led Exploration of Trustworthy Autonomous Systems for Companion Animals. Presented at First International Symposium on Trustworthy Autonomous Systems (TAS 23), Edinburgh, UK

Cat Royale is an artist-led exploration of trustworthy autonomous systems (TAS) created by the TAS Hub's creative ambassadors Blast Theory. A small community of cats inhabits a purpose built 'cat utopia' at the centre of which a robot arm tries to en... Read More about TAS for Cats: An Artist-led Exploration of Trustworthy Autonomous Systems for Companion Animals.

Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism
Presentation / Conference Contribution
Standen, P. J., Brown, D. J., Kwiatkowska, G. M., Belmonte, M. K., Galvez Trigo, M. J., Boulton, H., Burton, A., Hallewell, M. J., Shopland, N., Blanco Gonzalez, M. A., Milli, E., Cobello, S., Mazzucato, A., & Traversi, M. (2021, July). Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism. Presented at International Conference on Adaptive Instructional Systems (AIS 2021), Virtual Event

Adoption of e-learning for those with special needs lags that for mainstream learners. Not much is known about barriers and facilitators that drive this disparity. The present study used focus groups and interviews to collect the views of 21 teachers... Read More about Teachers’ Perspectives on the Adoption of an Adaptive Learning System Based on Multimodal Affect Recognition for Students with Learning Disabilities and Autism.