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1. LSTM vs Plot-based CNN for EEG Emotion Detection Tasks

   https://doi.org/10.1109/CHASE52844.2021.00026  

   Kelnhofer, Jared; Blaisdell, Marcus; Ghandi, Mona (December 2021, 2021 IEEE/ACM Conference on Connected Health: Applications, Systems and Engineering Technologies (CHASE))

   Emotion detection using machine learning and data gathered from an electroencephalogram (EEG) holds the potential for architecture and creating smart adaptive spaces which can respond to the user's current emotional state detected from the Neurophysiological data in real-time. This technology can help people with mental and physical disabilities to have a greater role in shaping their environment and live more independent lives. In this paper, two different machine learning approaches, the Long Short Term memory network, (LSTM) and Convolutional Neural Network (CNN) are compared in order to assess their potential to satisfy this goal of emotion detection. The LSTM network was trained on eight-channel time-series data which had undergone a Fast Fourier Transform, and the CNN was trained on the un-transformed data in the form of a unique plot-image based approach. 

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2. Expanding Conversations about Accessibility to Include Faculty

   Anicha, C. (February 2023, CoNECD ’23: Collaborative Network for Engineering and Computing Diversity.)

   The past decade has witnessed increasing interest in attracting and retaining a more diverse workforce in science, technology, engineering, and mathematics (STEM) fields, including expanding the participation of women and racial-ethnic minorities and, in fewer cases, to people with disabilities. Despite the availability of a rich collection of published research on women faculty that has increasingly used an intersectional lens, these conversations rarely meaningfully address strategies to make faculty careers more welcoming and accessible to women with disabilities. Further, as the professoriate ages, there will be an increasing number of faculty with disabilities and the pandemic has a disproportionate impact on many faculty with disabilities. In the coming years, there will also be faculty who have acquired disabilities as the result of long covid. This paper reviews existing research and practice reported in the literature about faculty with disabilities as well as reports of people with disabilities and other stakeholders in an online community and offers practical promising practices for increasing the participation of this marginalized and underserved group in STEM fields. The paper begins with a discussion of structural barriers that make faculty careers inaccessible and unwelcoming to people with disabilities and presents two approaches to access: accommodations and universal design. Both approaches have a role in the process of increasing the participation of people with disabilities in faculty careers. Given the relatively sparse literature on the topic, we encourage researchers addressing faculty careers to ask about disability in their work and to analyze disability-related data to increase our understanding of the issues impacting this population. Moreover, we offer departments and institutions strategies that they can take related to institutional and departmental policies related to accommodation requests, hiring practices, faculty evaluation, and other relevant areas; departmental culture; physical environments; collaboration and communication, and information technology. We conclude with recommendations to researchers and practitioners regarding the development of practices that will lead to increased engagement and success of women in faculty positions in STEM. 

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3. Expanding Conversations about Accessibility to Include Faculty

   Anicha, C. (February 2023, CoNECD ’23: Collaborative Network for Engineering and Computing Diversity.)

   The past decade has witnessed increasing interest in attracting and retaining a more diverse workforce in science, technology, engineering, and mathematics (STEM) fields, including expanding the participation of women and racial-ethnic minorities and, in fewer cases, to people with disabilities. Despite the availability of a rich collection of published research on women faculty that has increasingly used an intersectional lens, these conversations rarely meaningfully address strategies to make faculty careers more welcoming and accessible to women with disabilities. Further, as the professoriate ages, there will be an increasing number of faculty with disabilities and the pandemic has a disproportionate impact on many faculty with disabilities. In the coming years, there will also be faculty who have acquired disabilities as the result of long covid. This paper reviews existing research and practice reported in the literature about faculty with disabilities as well as reports of people with disabilities and other stakeholders in an online community and offers practical promising practices for increasing the participation of this marginalized and underserved group in STEM fields. The paper begins with a discussion of structural barriers that make faculty careers inaccessible and unwelcoming to people with disabilities and presents two approaches to access: accommodations and universal design. Both approaches have a role in the process of increasing the participation of people with disabilities in faculty careers. Given the relatively sparse literature on the topic, we encourage researchers addressing faculty careers to ask about disability in their work and to analyze disability-related data to increase our understanding of the issues impacting this population. Moreover, we offer departments and institutions strategies that they can take related to institutional and departmental policies related to accommodation requests, hiring practices, faculty evaluation, and other relevant areas; departmental culture; physical environments; collaboration and communication, and information technology. We conclude with recommendations to researchers and practitioners regarding the development of practices that will lead to increased engagement and success of women in faculty positions in STEM. 

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4. Ambient intelligence: Placement of Kinect sensors in the home of older adults with visual disabilities

   https://doi.org/10.3233/TAD-200287  

   Kim, Hyung Nam (November 2020, Technology and Disability)

   null (Ed.)

   BACKGROUND: Although a number of research studies on sensor technology for smart home environments have been conducted, there is still lack of consideration of human factors in implementing sensor technology in the home of older adults with visual disabilities. OBJECTIVE: This paper aims to advance knowledge of how sensor technology (e.g., Microsoft Kinect) should be implemented in the home of those with visual disabilities. METHODS: A convenience sample of 20 older adults with visual disabilities allowed us to observe their home environments and interview about the activities of daily living, which were analyzed via the inductive content analysis. RESULTS: Sensor technology should be integrated in the living environments of those with visual disabilities by considering various contexts, including people, tasks, tools, and environments (i.e., level-1 categories), which were further broken down into 22 level-2 categories and 28 level-3 categories. Each sub-category included adequate guidelines, which were also sorted by sensor location, sensor type, and data analysis. CONCLUSIONS: The guidelines will be helpful for researchers and professionals in implementing sensor technology in the home of older adults with visual disabilities. 

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5. Rethinking Our Approach to Accessibility in the Era of Rapidly Emerging Technologies

   Vanderheiden, Gregg; Marte, Crystal; Bahram, Sina (June 2024, Springer)

   Gao, Q; Zhou, J (Ed.)

   Accessibility has always played catch-up to the detriment of people with disabilities - and this appears to be exacerbated by the rapid advancements in technology. A key question becomes, can we better predict where technology will be in 10 or 20 years and develop a plan to be better positioned to make these new technologies accessible when they make it to market? To attempt to address this question, a “Future of Interface Workshop” was convened in February 2023, chaired by Vinton Cerf and Gregg Vanderheiden that brought together leading researchers in artificial intelligence, brain-computer interfaces, computer vision, and VR/AR/XR, and disability to both a) identify barriers these new technologies might present and how to address them, and b) how these new technologies might be tapped to address current un- or under-addressed problems and populations. This paper provides an overview of the results of the workshop as well as the current version of the R&D Agenda work that was initiated at the conference. It will also present an alternate approach to accessibility that is being proposed based on the new emerging technologies 

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