Applied Social Studies - Conference Items

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    Privacy preserving loneliness detection: A federated learning approach
    (Institute of Electrical and Electronics Engineers (IEEE), 2022-08-24) Qirtas, Malik Muhammad; Pesch, Dirk; Zafeiridi, Evi; Bantry White, Eleanor; Science Foundation Ireland
    Today's smartphones have sensors that enable monitoring and collecting data on users' daily activities, which may be converted into behavioral indicators of users' health and well-being. Although previous research has used passively sensed data through smartphones to identify users' mental health state, including loneliness, anxiety, depression, and even schizophrenia, the issue of user data privacy in this context has not been well addressed. Here we focus on the feeling of loneliness, which, if persistent, is associated with a number of negative health outcomes. While modern artificial intelligence technology, specifically machine learning, can assist in detecting loneliness or depression, current approaches have applied machine learning to centrally collected user data at a single location with the potential to compromise user data privacy. To address the issue of privacy, we investigated the feasibility of using federated learning on single user data to identify loneliness collected by different smartphone sensors. Federated learning can help protect user privacy by avoiding the transmission of sensitive data from mobile devices to a central server location. To evaluate the federated method's performance in detecting loneliness, we also trained models on all user data using a centralised machine learning approach and compared the results. The results indicate that federated learning has considerable promise for detecting loneliness in a binary classification problem while maintaining user data privacy.
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    Saying it out loud: how Rights theory frames and shapes practice for students with ID in a university setting
    (joinIN – Inclusive Higher Education Network Europe, 2022-10) Maxwell, Nicola; Leane, Máire; European Commission
    This paper tells the story of the development of a rights-based education programme for students with intellectual disability (ID) in one Irish university, the University College Cork (UCC). It explores how the philosophy underpinning the programme has emerged from an instinctive response to the segregation and isolation of people with ID into a more clearly articulated commitment to a model of provision based on a commitment to human rights. This represents a paradigm shift in how we view and work with people with ID and marks a break from traditional paternalistic and charity-based approaches to provision. Articulating what we are doing and why we are doing it, is vital for developing communities of inclusive practice who are sustained by an ongoing process of reflection, disruption, and reimagining.
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    The changing landscape of local and community development in Ireland: policy and practice
    (The Institute for Social Sciences in the 21st Century (ISS21), University College Cork, 2016-04) Forde, Catherine; O'Byrne, Déirdre; O'Connor, Ray; Ó hAdhmaill, Féilim; Power, Carol; University College Cork