| 1. |
- Bouchard, Ron A., et al.
(author)
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Structure-Function Analysis of Global Pharmaceutical Linkage Regulations
- 2011
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In: Minnesota Journal of Law, Science & Technology. - Minneapolis : University of Minnesota. - 1552-9533. ; 12:2, s. 391-456
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Journal article (peer-reviewed)abstract
- Prompt and affordable access to essential medicines is a component of almost all domestic and global public health models. As is now well known, the availability and costs of both brand and generic drugs is a function of traditional patent law incentives. What is less known, however, is that generic entry is controlled increasingly through an emerging form of intellectual property law referred to as "linkage regulations". Linkage regulations tie generic drug approval, and thus access to essential medications, to existing drug patents through potentially long and costly litigation. The linkage regime is in the process of rapidly spreading worldwide through international free trade agreements. Even so, very little is known about how the regulations work in developed nations let alone how they impact on public health systems across international borders. The authors constitute a new consortium of eleven health policy experts and practicing lawyers in nine countries including those with mature linkage regulations, those with new regulations, those without regulations but with practices that parallel linkage, and those where regulations are currently subject to intense public debate and litigation. Here, we propose a novel framework to conduct a comparative legal analysis of global pharmaceutical linkage, with the aim of obtaining critical information about the costs and benefits of tying pharmaceutical innovation and generic drug availability to drug patenting. A major goal of the research is to investigate the structural and functional aspects of global linkage regulations as they relate to drug availability, costs and expenditures on the one hand and incentives for innovation and protection of rights on the other. The structural and functional aspects we discuss here include: assessment in each jurisdiction of the original policy intent underpinning linkage; the manner in which public health policy and economic policy is perceived by governments and the courts to converge or diverge through linkage; the specific legal checks and balances designed specifically to maintain balance between the interests of brand and generic firms; the growing expansion of linkage beyond the drug approval-drug patenting nexus to encompass drug pricing and reimbursement; and the role of empirical studies to establish the legal legitimacy of linkage regulations. A second major goal of our work is to assist domestic and global governments and legal systems working with linkage regimes to stimulate the production of new and innovative drugs while at the same time lowering public health costs and increasing access to essential medicines.
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| 2. |
- Deshmukh, Amol, et al.
(author)
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An Empathic Robotic Tutor in a Map Application
- 2015
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In: Proceedings of the 2015 international conference on autonomous agents & multiagent systems (AAMAS'15). - New York : Association for Computing Machinery (ACM). - 9781450334136 ; , s. 1923-1924
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Conference paper (peer-reviewed)abstract
- In this demonstration, we describe a scenario developed in the EMOTE project [2]. The overall goal of the EMOTE project is to develop an empathic robot tutor for 11-13 year old school students in an educational setting. The pedagogical domain we demonstrate here is to assist students in learning and testing their map-reading skills typically learned as part of the geography curriculum in schools. We demonstrate this scenario with a NAO robot interacting with the students whilst performing map-reading tasks in the form of a game on a touch-screen device.
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| 3. |
- Hall, Lynne, et al.
(author)
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Map reading with an empathic robot tutor
- 2016
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In: ACMIEEE International Conference on Human-Robot Interaction. - Piscataway, NJ : IEEE. - 2167-2121. - 9781467383707
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Conference paper (peer-reviewed)
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| 4. |
- Jones, Aidan, et al.
(author)
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Adaptive robotic tutors that support self-regulated learning : A longer-term investigation with primary school children
- 2018
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In: International Journal of Social Robotics. - : Springer Science and Business Media LLC. - 1875-4791 .- 1875-4805. ; 10:3, s. 357-370
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Journal article (peer-reviewed)abstract
- Robots are increasingly being used to provide motivating, engaging and personalised support to learners. These robotic tutors have been able to increase student learning gain by providing personalised hints or problem selection. However, they have never been used to assist children in developing self regulated learning (SRL) skills. SRL skills allow a learner to more effectively self-assess and guide their own learning; learners that engage these skills have been shown to perform better academically. This paper explores how personalised tutoring by a robot achieved using an open learner model (OLM) promotes SRL processes and how this can impact learning and SRL skills compared to personalised domain support alone. An OLM allows the learner to view the model that the system holds about them. We present a longer-term study where participants take part in a geography-based task on a touch screen with adaptive feedback provided by the robot. In addition to domain support the robotic tutor uses an OLM to prompt the learner to monitor their developing skills, set goals, and use appropriate tools. Results show that, when a robotic tutor personalises and adaptively scaffolds SRL behaviour based upon an OLM, greater indication of SRL behaviour can be observed over the control condition where the robotic tutor only provides domain support and not SRL scaffolding.
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| 5. |
- Jones, Aidan, et al.
(author)
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Empathic Robotic Tutors for Personalised Learning: A Multidisciplinary Approach
- 2015
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In: Social Robotics: Proceedings of the 7th International Conference, ICSR 2015, Paris, France, October 26-30, 2015. - Cham : Springer International Publishing. ; , s. 285-295, s. 285-295
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Conference paper (peer-reviewed)abstract
- Within any learning process, the formation of a socio-emotional relationship between learner and teacher is paramount to facilitating a good learning experience. The ability to form this relationship may come naturally to an attentive teacher; but how do we endow an unemotional robot with this ability? In this paper, we extend upon insights from the literature to include tools from user-centered design (UCD) and analyses of human-human interaction (HHI) as the basis of a multidisciplinary approach in the development of an empathic robotic tutor. We discuss the lessons learned in respect to design principles with the aim of personalised learning with empathic robotic tutors.
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| 6. |
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| 7. |
- Obaid, Mohammad, 1982, et al.
(author)
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Endowing a Robotic Tutor with Empathic Qualities: Design and Pilot Evaluation
- 2018
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In: International Journal of Humanoid Robotics. - 0219-8436 .- 1793-6942. ; 15:6
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Journal article (peer-reviewed)abstract
- As increasingly more research efforts are geared towards creating robots that can teach and interact with children in educational contexts, it has been speculated that endowing robots with artificial empathy may facilitate learning. In this paper, we provide a background to the concept of empathy, and how it factors into learning. We then present our approach to equipping a robotic tutor with several empathic qualities, describing the technical architecture and its components, a map-reading learning scenario developed for an interactive multitouch table, as well as the pedagogical and empathic strategies devised for the robot. We also describe the results of a pilot study comparing the robotic tutor with these empathic qualities against a version of the tutor without them. The pilot study was performed with 26 school children aged 10-11 at their school. Results revealed that children in the test condition indeed rated the robot as more empathic than children in the control condition. Moreover, we explored several related measures, such as relational status and learning effect, yet no other significant differences were found. We further discuss these results and provide insights into future directions.
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| 8. |
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| 9. |
- Rabone, Muriel, et al.
(author)
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How many metazoan species live in the world’s largest mineral exploration region?
- 2023
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In: Current Biology. - 0960-9822 .- 1879-0445. ; 33:12
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Journal article (peer-reviewed)abstract
- The global surge in demand for metals such as cobalt and nickel has created unprecedented interest in deep- sea habitats with mineral resources. The largest area of activity is a 6 million km2 region known as the Clarion- Clipperton Zone (CCZ) in the central and eastern Pacific, regulated by the International Seabed Authority (ISA). Baseline biodiversity knowledge of the region is crucial to effective management of environmental impact from potential deep-sea mining activities, but until recently this has been almost completely lacking. The rapid growth in taxonomic outputs and data availability for the region over the last decade has allowed us to conduct the first comprehensive synthesis of CCZ benthic metazoan biodiversity for all faunal size classes. Here we present the CCZ Checklist, a biodiversity inventory of benthic metazoa vital to future assessments of environmental impacts. An estimated 92% of species identified from the CCZ are new to science (436 named species from a total of 5,578 recorded). This is likely to be an overestimate owing to synonyms in the data but is supported by analysis of recent taxonomic studies suggesting that 88% of species sampled in the region are undescribed. Species richness estimators place total CCZ metazoan benthic diversity at 6,233 (+/82 SE) species for Chao1, and 7,620 (+/132 SE) species for Chao2, most likely representing lower bounds of diver- sity in the region. Although uncertainty in estimates is high, regional syntheses become increasingly possible as comparable datasets accumulate. These will be vital to understanding ecological processes and risks of biodiversity loss.
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| 10. |
- Serholt, Sofia, 1986, et al.
(author)
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Students' Normative Perspectives on Classroom Robots
- 2016
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In: What Social Robots Can and Should Do: Proceedings of Robophilosophy 2016 / TRANSOR 2016. - : IOS Press. ; , s. 240-251
-
Conference paper (peer-reviewed)abstract
- As robots are becoming increasingly common in society and education, it is expected that autonomous and socially adaptive classroom robots may eventually be given responsible roles in primary education. In this paper, we present the results of a questionnaire study carried out with students enrolled in compulsory education in three European countries. The study aimed to explore students’ normative perspectives on classroom robots pertaining to roles and responsibilities, student-robot relationships, and perceptive and emotional capabilities in robots. The results suggest that, although students are generally positive toward the existence of classroom robots, certain aspects are deemed more acceptable than others.
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