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imagination</title> <meta name="description" content="Search results for: imagination"> <meta name="keywords" content="imagination"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="imagination"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 136</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: imagination</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">136</span> The Instruction of Imagination: A Theory of Language as a Social Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Dor">Daniel Dor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research presents a new general theory of language as a socially-constructed communication technology, designed by cultural evolution for a very specific function: the instruction of imagination. As opposed to all the other systems of intentional communication, which provide materials for the interlocutors to experience, language allows speakers to instruct their interlocutors in the process of imagining the intended meaning-instead of experiencing it. It is thus the only system that bridges the experiential gaps between speakers. This is the key to its enormous success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience" title="experience">experience</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20theory%20of%20language" title=" general theory of language"> general theory of language</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20as%20technology" title=" language as technology"> language as technology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20essence%20of%20language" title=" social essence of language"> social essence of language</a> </p> <a href="https://publications.waset.org/abstracts/45356/the-instruction-of-imagination-a-theory-of-language-as-a-social-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">586</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">135</span> Visual and Verbal Imagination in a Bilingual Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erzsebet%20Gulyas">Erzsebet Gulyas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our inner world, our imagination, and our way of thinking are invisible and inaudible to others, but they influence our behavior. To investigate the relationship between thinking and language use, we created a test in Hungarian using ideas from the literature. The test prompts participants to make decisions based on visual images derived from the written information presented. There is a correlation (r=0.5) between the test result and the self-assessment of the visual imagery vividness and the visual and verbal components of internal representations measured by self-report questionnaires, as well as with responses to language-use inquiries in the background questionnaire. 56 university students completed the tests, and SPSS was used to analyze the data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=imagination" title="imagination">imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20representations" title=" internal representations"> internal representations</a>, <a href="https://publications.waset.org/abstracts/search?q=verbalization" title=" verbalization"> verbalization</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/182122/visual-and-verbal-imagination-in-a-bilingual-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">54</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">134</span> Active Imagination: The Effective Factor in the Practice of Psychotherapy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Regina%20Lyra">Sonia Regina Lyra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The desire for unequivocal clarity is understandable, but this can make one forget that things of the soul are experiential processes, or transformations, which should never be designated unilaterally if it is not wanted to transform something that moves, a living thing, into something static. Among the so-called ‘things of the soul’ there are especially spontaneous fantasies, that emerge during the processes, as a result from the use of the active imagination technique, for when fantasy is not forced, violated, or subjugated by an illegitimate, intellectually preconceived idea, then it is a legitimate and authentic product of the unconscious mind. This is how one can gain access to unadulterated information about everything that transcends the conscious mind. However, it is vital to discern between ego and non-ego, because this principle will result in a release of energy and a renewal of life, which will come to have meaning. This study will deal with the active imagination as a knowledge that depends on the individual experience of the therapist because the patient will be taken just to reach where the unconscious of the therapist was assimilated to his own conscience. In this way, the therapist becomes the method itself, being his personality, a fundamental part of an effective factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20imagination" title="active imagination">active imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=effective%20factor" title=" effective factor"> effective factor</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronicity" title=" synchronicity"> synchronicity</a>, <a href="https://publications.waset.org/abstracts/search?q=symptom" title=" symptom"> symptom</a> </p> <a href="https://publications.waset.org/abstracts/105772/active-imagination-the-effective-factor-in-the-practice-of-psychotherapy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105772.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">198</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">133</span> Knowledge Creation Environment in the Iranian Universities: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mahdi%20%20Shaghaghi">Mahdi Shaghaghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Ghaebi"> Amir Ghaebi</a>, <a href="https://publications.waset.org/abstracts/search?q=Fariba%20Ahmadi"> Fariba Ahmadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The main purpose of the present research is to analyze the knowledge creation environment at a Iranian University (Alzahra University) as a typical University in Iran, using a combination of the i-System and Ba models. This study is necessary for understanding the determinants of knowledge creation at Alzahra University as a typical University in Iran. Methodology: To carry out the present research, which is an applied study in terms of purpose, a descriptive survey method was used. In this study, a combination of the i-System and Ba models has been used to analyze the knowledge creation environment at Alzahra University. i-System consists of 5 constructs including intervention (input), intelligence (process), involvement (process), imagination (process), and integration (output). The Ba environment has three pillars, namely the infrastructure, the agent, and the information. The integration of these two models resulted in 11 constructs which were as follows: intervention (input), infrastructure-intelligence, agent-intelligence, information-intelligence (process); infrastructure-involvement, agent-involvement, information-involvement (process); infrastructure-imagination, agent-imagination, information-imagination (process); and integration (output). These 11 constructs were incorporated into a 52-statement questionnaire and the validity and reliability of the questionnaire were examined and confirmed. The statistical population included the faculty members of Alzahra University (344 people). A total of 181 participants were selected through the stratified random sampling technique. The descriptive statistics, binomial test, regression analysis, and structural equation modeling (SEM) methods were also utilized to analyze the data. Findings: The research findings indicated that among the 11 research constructs, the levels of intervention, information-intelligence, infrastructure-involvement, and agent-imagination constructs were average and not acceptable. The levels of infrastructure-intelligence and information-imagination constructs ranged from average to low. The levels of agent-intelligence and information-involvement constructs were also completely average. The level of infrastructure-imagination construct was average to high and thus was considered acceptable. The levels of agent-involvement and integration constructs were above average and were in a highly acceptable condition. Furthermore, the regression analysis results indicated that only two constructs, viz. the information-imagination and agent-involvement constructs, positively and significantly correlate with the integration construct. The results of the structural equation modeling also revealed that the intervention, intelligence, and involvement constructs are related to the integration construct with the complete mediation of imagination. Discussion and conclusion: The present research suggests that knowledge creation at Alzahra University relatively complies with the combination of the i-System and Ba models. Unlike this model, the intervention, intelligence, and involvement constructs are not directly related to the integration construct and this seems to have three implications: 1) the information sources are not frequently used to assess and identify the research biases; 2) problem finding is probably of less concern at the end of studies and at the time of assessment and validation; 3) the involvement of others has a smaller role in the summarization, assessment, and validation of the research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=i-System" title="i-System">i-System</a>, <a href="https://publications.waset.org/abstracts/search?q=Ba%20model" title=" Ba model "> Ba model </a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20creation" title=" knowledge creation "> knowledge creation </a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20creation%20environment" title=" knowledge creation environment"> knowledge creation environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Iranian%20Universities" title=" Iranian Universities"> Iranian Universities</a> </p> <a href="https://publications.waset.org/abstracts/112544/knowledge-creation-environment-in-the-iranian-universities-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">132</span> Manifestations of Moral Imagination during the COVID-19 Pandemic in the Debates of Lithuanian Parliament</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laima%20Zakaraite">Laima Zakaraite</a>, <a href="https://publications.waset.org/abstracts/search?q=Vaidas%20Morkevicius"> Vaidas Morkevicius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The COVID-19 pandemic brought important and pressing challenges for politicians around the world. Governments, parliaments, and political leaders had to make quick decisions about containment of the pandemic, usually without clear knowledge about the factual spread of the virus, the possible expected speed of spread, and levels of mortality. Opinions of experts were also divided, as some advocated for ‘herd immunity’ without closing down the economy and public life, and others supported the idea of strict lockdown. The debates about measures of pandemic containment were heated and involved strong moral tensions with regard to the possible outcomes. This paper proposes to study the manifestations of moral imagination in the political debates regarding the COVID-19 pandemic. Importantly, moral imagination is associated with twofold abilities of a decision-making actor: the ability to discern the moral aspects embedded within a situation and the ability to envision a range of possibilities alternative solutions to the situation from a moral perspective. The concept was most thoroughly investigated in business management studies. However, its relevance for the study of political decision-making is also rather clear. The results of the study show to what extent politicians are able to discern the wide range of moral issues related to a situation (in this case, consequences of COVID-19 pandemic in a country) and how broad (especially, from a moral perspective) are discussions of the possible solutions proposed for solving the problem (situation). Arguably, political discussions and considerations are broader and affected by a wider and more varied range of actors and ideas compared to decision making in the business management sector. However, the debates and ensuing solutions may also be restricted by ideological maxims and advocacy of special interests. Therefore, empirical study of policy proposals and their debates might reveal the actual breadth of moral imagination in political discussions. For this purpose, we carried out the qualitative study of the parliamentary debates related to the COVID-19 pandemic in Lithuania during the first wave (containment of which was considered very successful) and at the beginning and consequent acceleration of the second wave (when the spread of the virus became uncontrollable). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20imagination" title=" moral imagination"> moral imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20debates" title=" political debates"> political debates</a>, <a href="https://publications.waset.org/abstracts/search?q=political%20decision" title=" political decision"> political decision</a> </p> <a href="https://publications.waset.org/abstracts/137545/manifestations-of-moral-imagination-during-the-covid-19-pandemic-in-the-debates-of-lithuanian-parliament" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137545.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">131</span> Social Imagination and History Teaching: Critical Thinking's Possibilities in the Australian Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Howard%20Prosser">Howard Prosser</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines how critical thinking is framed, especially for primary-school students, in the recently established Australian Curriculum: History. Critical thinking is one of the curriculum’s 'general capabilities.' History provides numerous opportunities for critical thinking’s application in everyday life. The so-called 'history wars' that took place just prior to the curriculum’s introduction in 2014 sought to bring to light the limits of a singular historical narrative and reveal that which had been repressed. Consequently, the Australian history curriculum reflects this shifting mindset. Teachers are presented with opportunities to treat history in the classroom as a repository of social possibility, especially related to democratic potential, beyond hackneyed and jingoistic tales of Australian nationhood. Yet such opportunities are not explicit within the document and are up against pre-existing pedagogic practices. Drawing on political thinker Cornelius Castoriadis’s rendering of the 'social-historical' and 'paidea,' as well as his mobilisation of psychoanalysis, the study outlines how the curriculum’s critical-thinking component opens up possibilities for students and teachers to revise assumptions about how history is understood. This ontological shift is ultimately creative: the teachers’ imaginations connect the students’ imaginations, and vice versa, to the analysis that is at the heart of historical thinking. The implications of this social imagination add to the current discussions about historical consciousness among scholars like Peter Seixas. But, importantly, it has practical application in the primary-school classroom where history becomes creative acts, like play, that is indeterminate and social rather than fixed and individual. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Australia" title="Australia">Australia</a>, <a href="https://publications.waset.org/abstracts/search?q=Castoriadis" title=" Castoriadis"> Castoriadis</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history" title=" history"> history</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a> </p> <a href="https://publications.waset.org/abstracts/67248/social-imagination-and-history-teaching-critical-thinkings-possibilities-in-the-australian-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67248.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">305</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">130</span> The Relationship between Creative Imagination and Curriculum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Faride%20Hashemiannejad">Faride Hashemiannejad</a>, <a href="https://publications.waset.org/abstracts/search?q=Shima%20Oloomi"> Shima Oloomi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Imagination is one of the important elements of creative thinking which as a skill needs attention by the educational system. Although most students learn reading, writing, and arithmetic skills well, they lack high level thinking skills like creative thinking. Therefore, in the information age and in the beginning of entry to knowledge-based society, the educational system needs to think over its goals and mission, and concentrate on creativity-based curriculum. From among curriculum elements-goals, content, method and evaluation “method” is a major domain whose reform can pave the way for fostering imagination and creativity. The purpose of this study was examining the relationship between creativity development and curriculum. Research questions were: (1) is there a relationship between the cognitive-emotional structure of the classroom and creativity development? (2) Is there a relationship between the environmental-social structure of the classroom and creativity development? (3) Is there a relationship between the thinking structure of the classroom and creativity development? (4) Is there a relationship between the physical structure of the classroom and creativity development? (5) Is there a relationship between the instructional structure of the classroom and creativity development? Method: This research is a applied research and the research method is Correlational research. Participants: The total number of participants in this study included 894 students from High school through 11th grade from seven schools of seven zones in Mashad city. Sampling Plan: Sampling was selected based on Random Multi State. Measurement: The dependent measure in this study was: (a) the Test of Creative Thinking, (b) The researcher-made questionnaire includes five fragments, cognitive, emotional structure, environmental social structure, thinking structure, physical structure, and instructional structure. The Results Show: There was significant relationship between the cognitive-emotional structure of the classroom and student’s creativity development (sig=0.139). There was significant relationship between the environmental-social structure of the classroom and student’s creativity development (sig=0.006). There was significant relationship between the thinking structure of the classroom and student’s creativity development (sig=0.004). There was not significant relationship between the physical structure of the classroom and student’s creativity development (sig=0.215). There was significant relationship between the instructional structure of the classroom and student’s creativity development (sig=0.003). These findings denote if students feel secure, calm and confident, they can experience creative learning. Also the quality of coping with students’ questions, imaginations and risks can influence on their creativity development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=imagination" title="imagination">imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=bioinformatics" title=" bioinformatics"> bioinformatics</a>, <a href="https://publications.waset.org/abstracts/search?q=biomedicine" title=" biomedicine"> biomedicine</a> </p> <a href="https://publications.waset.org/abstracts/8350/the-relationship-between-creative-imagination-and-curriculum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8350.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">129</span> Self –Engineering Strategy of Six Dimensional Inter-Subcultural Mental Images </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20Jafari">Mostafa Jafari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> How the people continually create and recreate the six dimensional inter- sub-cultural relationships from the strategic point of view? Can they engineer and direct it toward creating a set of peaceful subcultures? This paper answers to these questions. Our mental images shape the quantity and quality of our relationships. The six dimensions of mental images are: my mental image about myself, your mental image about yourself, my mental image about you, your mental image about me, my imagination about your image about me and your imagination about my mental image about you. Strategic engineering is dynamically shaping these images and imaginations.Methodology: This survey, which is based on object and the relation between the variables, is explanatory, correlative and quantitative. The target community members are 90 educated people from universities. The data has been collected through questionnaire and interview and has been analyzed by descriptive statistical techniques and qualitative method. Results: Our findings show that engineering and deliberatly managing the process of inter- sub-cultural transactions in the national and global level can enable us to continually reform a peaceful set of learner sub-culturals toward recreate a peaceful unit global Home. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategic%20engineering" title="strategic engineering">strategic engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20image" title=" mental image"> mental image</a>, <a href="https://publications.waset.org/abstracts/search?q=six%20dimensional%20mental%20images%20strategy" title=" six dimensional mental images strategy "> six dimensional mental images strategy </a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20literacy" title=" cultural literacy"> cultural literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=radar%20technique" title=" radar technique"> radar technique</a> </p> <a href="https://publications.waset.org/abstracts/33169/self-engineering-strategy-of-six-dimensional-inter-subcultural-mental-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33169.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">403</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">128</span> Literary Imagination and Leadership: Lessons From the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naor%20Cohen">Naor Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, business schools made teaching ethical leadership a higher priority. Greater attention to moral and ethical concepts and reasoning processes may prove beneficial to future business leaders. But with a shift in focus, there is a need for a shift in pedagogy. This paper explores an imaginative literature-based pedagogy in the teaching of ethical leadership. An imaginative literature-based pedagogy uses works of fiction to help students build moral analysis and moral judgment capabilities through a rigorous assessment of the moral soundness of actions, motivations, rationales, and consequences portrayed in works of fiction. Business students enrolled in 4 leadership senior-level courses were assigned the White Tiger: A Novel by Aravind Adiga as their main course reading. Students' engagement was measured as a three-factor construct exploring cognitive engagement, behavioural engagement and emotional engagement. In addition, students' final papers were analyzed using thematic content analysis. This paper will present the results of this analysis and argue that incorporating fiction into the leadership curriculum allows students to explore the dire consequences of avoiding countervailing interests, engaging in dishonesty and engaging in moral puffery-based leadership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethical%20leadership" title="ethical leadership">ethical leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=empathetic%20imagination" title=" empathetic imagination"> empathetic imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20education" title=" business education"> business education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=fiction" title=" fiction"> fiction</a> </p> <a href="https://publications.waset.org/abstracts/140159/literary-imagination-and-leadership-lessons-from-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140159.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">204</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">127</span> Fields of Power, Visual Culture, and the Artistic Practice of Two 'Unseen' Women of Central Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carolina%20Brand%C3%A3o%20Piva">Carolina Brandão Piva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In our visual culture, images play a newly significant role in the basis of a complex dialogue between imagination, creativity, and social practice. Insofar as imagination has broken out of the 'special expressive space of art' to become a part of the quotidian mental work of ordinary people, it is pertinent to recognize that visual representation can no longer be assumed as if in a domain detached from everyday life or exclusively 'centered' within the limited frame of 'art history.' The approach of Visual Culture as a field of study is, in this sense, indispensable to comprehend that not only 'the image,' but also 'the imagined' and 'the imaginary' are produced in the plurality of social interactions; crucial enough, this assertion directs us to something new in contemporary cultural processes, namely both imagination and image production constitute a social practice. This paper starts off with this approach and seeks to examine the artistic practice of two women from the State of Goiás, Brazil, who are ordinary citizens with their daily activities and narratives but also dedicated to visuality production. With no formal training from art schools, branded or otherwise, Maria Aparecida de Souza Pires deploys 'waste disposal' of daily life—from car tires to old work clothes—as a trampoline for art; also adept at sourcing raw materials collected from her surroundings, she manipulates raw hewn wood, tree trunks, plant life, and various other pieces she collects from nature giving them new meaning and possibility. Hilda Freire works with sculptures in clay using different scales and styles; her art focuses on representations of women and pays homage to unprivileged groups such as the practitioners of African-Brazilian religions, blue-collar workers, poor live-in housekeepers, and so forth. Although they have never been acknowledged by any mainstream art institution in Brazil, whose 'criterion of value' still favors formally trained artists, Maria Aparecida de Souza Pires, and Hilda Freire have produced visualities that instigate 'new ways of seeing,' meriting cultural significance in many ways. Their artworks neither descend from a 'traditional' medium nor depend on 'canonical viewing settings' of visual representation; rather, they consist in producing relationships with the world which do not result in 'seeing more,' but 'at least differently.' From this perspective, the paper finally demonstrates that grouping this kind of artistic production under the label of 'mere craft' has much more to do with who is privileged within the fields of power in art system, who we see and who we do not see, and whose imagination of what is fed by which visual images in Brazilian contemporary society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20culture" title="visual culture">visual culture</a>, <a href="https://publications.waset.org/abstracts/search?q=artistic%20practice" title=" artistic practice"> artistic practice</a>, <a href="https://publications.waset.org/abstracts/search?q=women%27s%20art%20in%20the%20Brazilian%20State%20of%20Goi%C3%A1s" title=" women's art in the Brazilian State of Goiás"> women's art in the Brazilian State of Goiás</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Aparecida%20de%20Souza%20Pires" title=" Maria Aparecida de Souza Pires"> Maria Aparecida de Souza Pires</a>, <a href="https://publications.waset.org/abstracts/search?q=Hilda%20Freire" title=" Hilda Freire"> Hilda Freire</a> </p> <a href="https://publications.waset.org/abstracts/103941/fields-of-power-visual-culture-and-the-artistic-practice-of-two-unseen-women-of-central-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103941.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">126</span> The Imagined Scientific Drawing as a Representative of the Content Provided by Emotions to Scientific Rationality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Den%C3%AD%20Stincer%20G%C3%B3mez">Dení Stincer Gómez</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuraya%20Monroy%20Nasr"> Zuraya Monroy Nasr</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From the epistemology of emotions, one of the topics of current reflection is the function that emotions fulfill in the rational processes involved in scientific activity. So far, three functions have been assigned to them: selective, heuristic, and carriers of content. In this last function, it is argued that emotions, like our perceptual organs, contribute relevant content to reasoning, which is then converted into linguistic statements or graphic representations. In this paper, of a qualitative and philosophical nature, arguments are provided for two hypotheses 1) if emotions provide content to the mind, which then translates it into language or representations, then it is important to take up the idea of the Saussurean linguistic sign to understand this process. This sign has two elements: the signified and the signifier. Emotions would provide meanings, and reasoning creates the signifier, and 2) the meanings provided by emotions are properties and qualities of phenomena generally not accessible to the sense organs. These meanings must be imagined, and the imagination is nurtured by the feeling that "maybe this is the way." One way to access the content provided by emotions can be through imagined scientific drawings. The atomic models created since Thomson, the structure of crystals by René Just, the representations of lunar eclipses by Johannes, fractal geometry, and the structure of DNA, among others, have resulted fundamentally from the imagination. These representations, not provided by the sense organs, seem to come from the emotional involvement of scientists in their desire to understand, explain and discover. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemic%20functions%20of%20emotions" title=" epistemic functions of emotions"> epistemic functions of emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20drawing" title=" scientific drawing"> scientific drawing</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20sign" title=" linguistic sign"> linguistic sign</a> </p> <a href="https://publications.waset.org/abstracts/162264/the-imagined-scientific-drawing-as-a-representative-of-the-content-provided-by-emotions-to-scientific-rationality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">71</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">125</span> Effect of Online Mindfulness Training to Tertiary Students’ Mental Health: An Experimental Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abigaile%20Rose%20Mary%20R.%20Capay">Abigaile Rose Mary R. Capay</a>, <a href="https://publications.waset.org/abstracts/search?q=Janne%20Ly%20Castillon-Gilpo"> Janne Ly Castillon-Gilpo</a>, <a href="https://publications.waset.org/abstracts/search?q=Sheila%20A.%20Javier"> Sheila A. Javier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The transition to online learning has been a challenging feat on the mental health of tertiary students. This study investigated whether learning mindfulness strategies online would help in improving students’ imagination, conscientiousness, extraversion, agreeableness and emotional stability, as measured by the International Personality Item Pool (IPIP) Big Five Factor Markers, as well as their dispositional mindfulness as measured by the Mindfulness Attention Awareness Scale (MAAS). Fifty-two college students participated in the experiment. The 23 participants assigned to the treatment condition received 6-weekly experiential sessions of online mindfulness training and were advised to follow a daily mindfulness practice, while the 29 participants from the control group only received a 1-hour lecture. Scores were collected at pretest and posttest. Findings show that there was a significant difference in the pretest and posttest scores of students assigned in the treatment group, likewise medium effect sizes in the variables: dispositional mindfulness (t (22) = 2.64, p = 0.015, d = .550), extraversion (t (22) = 2.76, p = 0.011, d = 0.575), emotional stability (t (22) = 2.99, p = 0.007, d = .624), conscientiousness (t (22) = 2.74, p = 0.012, d = .572) and imagination (t (22) = 4.08, p < .001), but not for agreeableness (t (22) = 2.01, p = 0.057, d = .419). No significant differences were observed on the scores of the control group. Educational institutions are recommended to consider teaching basic mindfulness strategies to tertiary students, as a valuable resource in improving their mental health as they navigate through adjustments in online learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindfulness" title="mindfulness">mindfulness</a>, <a href="https://publications.waset.org/abstracts/search?q=school-based%20interventions" title=" school-based interventions"> school-based interventions</a>, <a href="https://publications.waset.org/abstracts/search?q=MAAS" title=" MAAS"> MAAS</a>, <a href="https://publications.waset.org/abstracts/search?q=IPIP%20Big%20Five%20Markers" title=" IPIP Big Five Markers"> IPIP Big Five Markers</a>, <a href="https://publications.waset.org/abstracts/search?q=experiment" title=" experiment"> experiment</a> </p> <a href="https://publications.waset.org/abstracts/176636/effect-of-online-mindfulness-training-to-tertiary-students-mental-health-an-experimental-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">124</span> Indian Art Education and Career Opportunities: A Critical Analysis on Commercial Art</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pooja%20Jain">Pooja Jain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> <p class="Abstract" style="text-indent:10.2pt"><span lang="EN-US">Art education is often ignored in syllabus of developing countries like India and in educational planning for development but now days Indian A</span><span lang="EN-US">rt </span><span lang="EN-US">with a global recognition </span><span lang="EN-US">is becoming an integral part of the education at all levels.</span><span lang="EN-US"> </span><span lang="EN-US">The term art, widely used in all parts of the modern world, carried varied significance in India as its meaning was continuously being extended, covering the many varieties o</span><span lang="EN-US">f creative expression </span><span lang="EN-US">such as painting, sculpture, commercial art, design, poetry, music, dance, and architecture. Over the last 100 years Indian artists of all forms have evolved a wide variety of expressive styles. With the recommendations and initiatives by Government of India, Art Education has subsequently gained pace at the school level as a mandatory subject for all making a path way for students with a creative bend of mind. This paper investigates curriculum in various schools of the country at secondary and senior secondary levels along with some eminent institutions running the program. Findings depicted the role of art education and justified its importance primarily with commercial art being perceived to be essential for students learning skills for economic gain in their career ahead. With so many art colleges spread across India, emerging artists and designers are being trained and are creating art of infinite variety and style and have opened up many career avenues.</span><span lang="EN-US"> </span><span lang="EN-US">Commercial Art being a plethora of artistic expressions has </span><span lang="EN-US">confidently come of age</span><span lang="EN-US"> </span><span lang="EN-US">wherein</span><span lang="EN-US"> a creative perception is mixed with an introspective imagination to bring out multi faceted career options with a significant future enveloped in art. Visual arts in education thus is an expanding field of result assured research.</span><span lang="EN-US"> </span><span lang="EN-US"><o:p></o:p></span> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=modern%20art" title="modern art">modern art</a>, <a href="https://publications.waset.org/abstracts/search?q=commercial%20art" title=" commercial art"> commercial art</a>, <a href="https://publications.waset.org/abstracts/search?q=introspective%20imagination" title=" introspective imagination"> introspective imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a> </p> <a href="https://publications.waset.org/abstracts/68133/indian-art-education-and-career-opportunities-a-critical-analysis-on-commercial-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68133.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">123</span> Dislocation and Writing: A Process of Remaking Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasti%20Abbasi">Hasti Abbasi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Creative writers have long followed the tradition of romantic exile, looking inward in an attempt to construct new viewpoints through the power of imagination. The writer, who attempts to resist uncertainty and locate her place in the new country through writing, resists creativity itself. For a writer, certain satisfaction can be achieved through producing a creative art away from the anxiety of the sense of dislocation. Dislocation, whether enforced or self-inflicted, could in many ways be a disaster but it could also cultivate a greater creative capacity and be a source of creative expression. This paper will investigate the idea of the creative writer as exiled self through reflections on the relationship between dislocation and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dislocation" title="dislocation">dislocation</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20writing" title=" creative writing"> creative writing</a>, <a href="https://publications.waset.org/abstracts/search?q=remaking%20identity" title=" remaking identity"> remaking identity</a>, <a href="https://publications.waset.org/abstracts/search?q=exile%20literature" title=" exile literature"> exile literature</a> </p> <a href="https://publications.waset.org/abstracts/68323/dislocation-and-writing-a-process-of-remaking-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">122</span> The Linguistic Fingerprint in Western and Arab Judicial Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asem%20Bani%20Amer">Asem Bani Amer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study handles the linguistic fingerprint in judicial applications described in a law technicality that is recent and developing. It can be adopted to discover criminals by identifying their way of speaking and their special linguistic expressions. This is achieved by understanding the expression "linguistic fingerprint," its concept, and its extended domain, then revealing some of the linguistic fingerprint tools in Western judicial applications and deducing a technical imagination for a linguistic fingerprint in the Arabic language, which is needy for such judicial applications regarding this field, through dictionaries, language rhythm, and language structure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20fingerprint" title="linguistic fingerprint">linguistic fingerprint</a>, <a href="https://publications.waset.org/abstracts/search?q=judicial" title=" judicial"> judicial</a>, <a href="https://publications.waset.org/abstracts/search?q=application" title=" application"> application</a>, <a href="https://publications.waset.org/abstracts/search?q=dictionary" title=" dictionary"> dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=picture" title=" picture"> picture</a>, <a href="https://publications.waset.org/abstracts/search?q=rhythm" title=" rhythm"> rhythm</a>, <a href="https://publications.waset.org/abstracts/search?q=structure" title=" structure"> structure</a> </p> <a href="https://publications.waset.org/abstracts/162132/the-linguistic-fingerprint-in-western-and-arab-judicial-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">121</span> Presence and Absence: The Use of Photographs in Paris, Texas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yi-Ting%20Wang">Yi-Ting Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wen-Shu%20Lai"> Wen-Shu Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The subject of this paper is the photography in the 1983 film Paris, Texas, directed by Wim Wenders. Wenders is well known as a film director as well as a photographer. We have found that photography is shown as a photographic element in many of his films. Some of these photographs serve as details within the films, while others play important roles that are relevant to the story. This paper aims to consider photographs in film as a specific type of text, which is the output of both still photography and the film itself. In the film Paris, Texas, three sets of important photographs appear whose symbolic meanings are as dialectical as their text types. The relationship between the existence of these photos and the storyline is both dependent and isolated. The film’s images fly by and progress into other images, while the photos in the film serve a unique narrative function by stopping the continuously flowing images thus provide the viewer a space for imagination and contemplation. They are more than just artistic forms; they also contained multiple meanings. The photographs in Paris, Texas play the role of both presence and absence according to their shifting meanings. There are references to their presence: photographs exist between film time and narrative time, so in terms of the interaction between the characters in the film, photographs are a common symbol of the beginning and end of the characters’ journeys. In terms of the audience, the film’s photographs are a link in the viewing frame structure, through which the creative motivation of the film director can be explored. Photographs also point to the absence of certain objects: the scenes in the photos represent an imaginary map of emotion. The town of Paris, Texas is therefore isolated from the physical presence of the photograph, and is far more abstract than the reality in the film. This paper embraces the ambiguous nature of photography and demonstrates its presence and absence in film with regard to the meaning of text. However, it is worth reflecting that the temporary nature of the interpretation of the film’s photographs is far greater than any other type of photographic text: the characteristics of the text cause the interpretation results to change along with the variations in the interpretation process, which makes their meaning a dynamic process. The photographs’ presence or absence in the context of Paris, Texas also demonstrates the presence and absence of the creator, time, the truth, and the imagination. The film becomes more complete as a result of the revelation of the photographs, while the intertextual connection between these two forms simultaneously provides multiple possibilities for the interpretation of the photographs in the film. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=film" title="film">film</a>, <a href="https://publications.waset.org/abstracts/search?q=Paris" title=" Paris"> Paris</a>, <a href="https://publications.waset.org/abstracts/search?q=Texas" title=" Texas"> Texas</a>, <a href="https://publications.waset.org/abstracts/search?q=photography" title=" photography"> photography</a>, <a href="https://publications.waset.org/abstracts/search?q=Wim%20Wenders" title=" Wim Wenders "> Wim Wenders </a> </p> <a href="https://publications.waset.org/abstracts/25574/presence-and-absence-the-use-of-photographs-in-paris-texas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">120</span> Metamorphic Approach in Architecture Studio to Re-Imagine Drawings in Acknowledgement of Architectural/Artistic Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Wajid">Hassan Wajid</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20T.%20Ahmed"> Syed T. Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Syed%20G.%20Haider%20Jr."> Syed G. Haider Jr.</a>, <a href="https://publications.waset.org/abstracts/search?q=Razia%20Latif"> Razia Latif</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahsan%20Ali"> Ahsan Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Maira%20Anam"> Maira Anam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The phenomenon of Metamorphosis can be associated with any object, organism, or structure gradually and progressively going through the change of systemic or morphological form. This phenomenon can be integrated while teaching drawing to architecture students. In architectural drawings, metamorphosis’s main focus and purpose are not to completely imitate any object. In the process of drawing, the changes in systemic or morphological form happen until the complete process, and the visuals of the complete process change the drawing, opening up possibilities for the imagination of the perceivers. Metamorphosis in architectural drawings begins with an initial form and, through various noticeable stages, ends up final form or manifestation. How much of the initial form is manifested in the final form and progressively among various intermediate stages becomes an indication of the nature of metamorphosis as a phenomenon. It is important at this stage to clarify that the term metamorphosis is presently being coopted from its original domain, usually in life sciences. In this current exercise, the architectural drawings are to act as an operative analog process transforming one image of art and/or architecture in its broadest sense. That composition is claimed to have come from one source (individual work, a cultural artifact, civilizational remain). It dialectically meets, opposes, or confronts some carefully chosen alien opposites from a different domain. As an example, the layers of a detailed drawing of a Turkish prayer rug of 5 x 7 ratio over a detailed architectural plan of a religious, historical complex can be observed such that the two drawings, though at markedly different scales could dialectically converse with one another and through their mutual congruencies. In the final stage, the idea concludes contradictions across the scales to initiate the analogous roles of metamorphosed third reality, which suggests the previous un-acknowledged architectural or artistic identity. The proposed paper explores the trajectory of reproduction by analyzing drawings through detailed drawing stages and analyzes challenges as well as opportunities in the discovered realm of imagination. This description further aims at identifying factors influencing creativity and innovation in producing architectural drawings through the process of observing drawings from inception to the concluding stage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20drawings" title="architectural drawings">architectural drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=metamorphosis" title=" metamorphosis"> metamorphosis</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=discovery" title=" discovery"> discovery</a> </p> <a href="https://publications.waset.org/abstracts/155205/metamorphic-approach-in-architecture-studio-to-re-imagine-drawings-in-acknowledgement-of-architecturalartistic-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">119</span> Therapeutic Power of Words through Reading Writing and Storytelling</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sakshi%20Kaul">Sakshi Kaul</a>, <a href="https://publications.waset.org/abstracts/search?q=Sundeep%20Verma"> Sundeep Verma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of the current paper is to evaluate the therapeutic power of words. This will be done by critically evaluating the impact reading, writing and storytelling have on individuals. When we read, tell or listen to a story we are exercising our imagination. Imagination becomes the source of activation of thoughts and actions. This enables and helps the reader, writer or the listener to express the suppressed emotions or desires. The stories told, untold may bring various human emotions and attributes to forth such as hope, optimism, fear, happiness. Each story narrated evokes different emotions, at times they help us unravel ourselves in the world of the teller thereby bringing solace. Stories heard or told add to individual’s life by creating a community around, giving wings of thoughts that enable individual to be more imaginative and creative thereby fostering positively and happiness. Reading if looked at from the reader’s point of view can broaden the horizon of information and ideas about facts and life laws giving more meaning to life. From ‘once upon a time’ to ‘to happily ever after’, all that stories talk about is life’s learning. The power of words sometimes may be negated, this paper would reiterate the power of words by critically evaluating how words can become powerful and therapeutic in various structures and forms in the society. There is a story behind every situation, action and reaction. Hence it is of prime importance to understand each story, to enable a person to deal with whatever he or she may be going through. For example, if a client is going through some trauma in his or her life, the counsellor needs to know exactly what is the turmoil that is being faced so that the client can be assisted accordingly. Counselling is considered a process of healing through words or as Talk therapy, where merely through words we try to heal the client. In a counselling session, the counsellor focuses on working with the clients to bring a positive change. The counsellor allows the client to express themselves which is referred to as catharsis. The words spoken, written or heard transcend to heal and can be therapeutic. The therapeutic power of words has been seen in various cultural practices and belief systems. The underlining belief that words have the power to heal, save and bring change has existed from ages. Many religious and spiritual practices also acclaim the power of the words. Through this empirical paper, we have tried to bring to light how reading, writing, and storytelling have been used as mediums of healing and have been therapeutic in nature. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=storytelling" title=" storytelling"> storytelling</a>, <a href="https://publications.waset.org/abstracts/search?q=therapeutic" title=" therapeutic"> therapeutic</a>, <a href="https://publications.waset.org/abstracts/search?q=words" title=" words"> words</a> </p> <a href="https://publications.waset.org/abstracts/56633/therapeutic-power-of-words-through-reading-writing-and-storytelling" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">269</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">118</span> Two Houses in the Arabian Desert: Assessing the Built Work of RCR Architects in the UAE</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Igor%20Peraza%20Curiel">Igor Peraza Curiel</a>, <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20Strum"> Suzanne Strum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, when many foreign architects are receiving commissions in the United Arab Emirates, it is essential to analyze how their designs are influenced by the region's culture, environment, and building traditions. This study examines the approach to siting, geometry, construction methods, and material choices in two private homes for a family in Dubai, a project being constructed on adjacent sites by the acclaimed Spanish team of RCR Architects. Their third project in Dubai, the houses mark a turning point in their design approach to the desert. The Pritzker Prize-winning architects of RCR gained renown for building works deeply responsive to the history, landscape, and customs of their hometown in a volcanic area of the Catalonia region of Spain. Key formative projects and their entry to practice in UAE will be analyzed according to the concepts of place identity, the poetics of construction, and material imagination. The poetics of construction, a theoretical position with a long practical tradition, was revived by the British critic Kenneth Frampton. The idea of architecture as a constructional craft is related to the concepts of material imagination and place identity--phenomenological concerns with the creative engagement with local matter and topography that are at the very essence of RCR's way of designing, detailing, and making. Our study situates RCR within the challenges of building in the region, where western forms and means have largely replaced the ingenious responsiveness of indigenous architecture to the climate and material scarcity. The dwellings, iterations of the same steel and concrete vaulting system, highlight the conceptual framework of RCR's design approach to offer a study in contemporary critical regionalism. The Kama House evokes Bedouin tents, while the Alwah House takes the form of desert dunes in response to the temporality of the winds. Metal mesh screens designed to capture the shifting sands will complete the forms. The original research draws on interviews with the architects and unique documentation provided by them and collected by the authors during on-site visits. By examining the two houses in-depth, this paper foregrounds a series of timely questions: 1) What is the impact of the local climatic, cultural, and material conditions on their project in the UAE? 2) How does this work further their experiences in the region? 3) How has RCR adapted their construction techniques as their work expands beyond familiar settings? The investigation seeks to understand how the design methodology developed for more than 20 years and enmeshed in the regional milieu of their hometown can transform as the architects encounter unique characteristics and values in the Middle East. By focusing on the contemporary interpretation of Arabic geometry and elements, the houses reveal the role of geometry, tectonics, and material specificity in the realization from conceptual sketches to built form. In emphasizing the importance of regional responsiveness, the dynamics of international construction practice, and detailing this study highlights essential issues for professionals and students looking to practice in an increasingly global market. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=material%20imagination" title="material imagination">material imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=regional%20responsiveness" title=" regional responsiveness"> regional responsiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=place%20identity" title=" place identity"> place identity</a>, <a href="https://publications.waset.org/abstracts/search?q=poetics%20of%20construction" title=" poetics of construction"> poetics of construction</a> </p> <a href="https://publications.waset.org/abstracts/152980/two-houses-in-the-arabian-desert-assessing-the-built-work-of-rcr-architects-in-the-uae" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">117</span> Between an Idea and the Experiment: Dome Houses in Warsaw</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zagu%C5%82a%20Artur">Zaguła Artur</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaruga-rozdolska%20Anna"> Jaruga-rozdolska Anna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The idea of prefabricated dwellings dates back to the earliest times; however, it was during the modern era that it became one of the main thoughts that stimulated the imagination of architects. The system of prefabrication invented by Ford had inspired them to try to create a system or prototype that could become the basis for the mass 'production' of houses. The attempts made by Le Corbusier, Buckminster Fuller or Charles and Ray Eames, among others, are well known in this regard. The economic attractiveness of replicable, mass-producible houses meant that experiments in this area were undertaken in both the West and the East. Among such attempts was the project of dome-shaped houses conceived by the architect and inventor Andrzej Iwanicki and realised between 1961 and 1966 in Warsaw's Okęcie district on Ustrzycka Street. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dome%20houses" title="dome houses">dome houses</a>, <a href="https://publications.waset.org/abstracts/search?q=polish%20modernism" title=" polish modernism"> polish modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=postwar%20modernism" title=" postwar modernism"> postwar modernism</a>, <a href="https://publications.waset.org/abstracts/search?q=modernist%20houses" title=" modernist houses"> modernist houses</a> </p> <a href="https://publications.waset.org/abstracts/167147/between-an-idea-and-the-experiment-dome-houses-in-warsaw" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">116</span> Management Workspaces to Create Value</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nevruz%20Zogu">Nevruz Zogu</a>, <a href="https://publications.waset.org/abstracts/search?q=Shpetim%20Rezniqi"> Shpetim Rezniqi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is very important that a new environment where work shall be constructed in such a strong record to be creative and eligible for workers, can not have success in the workplace. But, is it possible to design the inner-inspire to create and collaborate? By watching and analyzing examples of creativity in business, construction managers can learn ways on how to encourage their imagination inside buildings. We struggle to find and retain talented employees and skilled labor environment is becoming more and always an important tool for recruiting and retaining employees. Managers who recognize the importance are gaining an edge over their competitors. The physical work environment is as important as its quality is often used as a recruiting tool and even to companies with The relationship between the company and the employees between strategy and behavior, between the product and the customer can reincorporated under the light of symbolic mediation of space, as instrument and interpreter of the core values and identity of the organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=strategy" title="strategy">strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=business" title=" business"> business</a>, <a href="https://publications.waset.org/abstracts/search?q=quality" title=" quality"> quality</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=space" title=" space"> space</a>, <a href="https://publications.waset.org/abstracts/search?q=offices" title=" offices"> offices</a>, <a href="https://publications.waset.org/abstracts/search?q=assets" title=" assets"> assets</a> </p> <a href="https://publications.waset.org/abstracts/18013/management-workspaces-to-create-value" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18013.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">115</span> Fabric Printing Design: An Inspiration from Thai Kites </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwit%20Sadsunk">Suwit Sadsunk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper was aimed to study different motifs found on Thai kites in order to be create new fabric printing designs. The objectives of the study were (1) to examine different motifs of Thai kites; and (2) to create appropriate printing designs for fabric based on an examination of motifs of Thai kites from primary and secondary sources. The study found that designs, motifs and colors found on Thai kites were various based on individual artisans’ imagination in each period. From the historical review, there have been 4 kinds of Thai kites namely I-Loom Kite, Pak Pao Kite, Chula Kite and Dui Dui Kite. Nowadays, the kite designs have been developed to be more various by shape and color such as snake- shaped kite, owl-shaped kite and peacock-shaped kite. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thai%20kites" title="Thai kites">Thai kites</a>, <a href="https://publications.waset.org/abstracts/search?q=fabric%20printing%20design" title=" fabric printing design "> fabric printing design </a> </p> <a href="https://publications.waset.org/abstracts/7443/fabric-printing-design-an-inspiration-from-thai-kites" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7443.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">114</span> Testing Depression in Awareness Space: A Proposal to Evaluate Whether a Psychotherapeutic Method Based on Spatial Cognition and Imagination Therapy Cures Moderate Depression</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucas%20Derks">Lucas Derks</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Beenhakker"> Christine Beenhakker</a>, <a href="https://publications.waset.org/abstracts/search?q=Michiel%20Brandt"> Michiel Brandt</a>, <a href="https://publications.waset.org/abstracts/search?q=Gert%20Arts"> Gert Arts</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruud%20van%20Langeveld"> Ruud van Langeveld</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The method Depression in Awareness Space (DAS) is a psychotherapeutic intervention technique based on the principles of spatial cognition and imagination therapy with spatial components. The basic assumptions are: mental space is the primary organizing principle in the mind, and all psychological issues can be treated by first locating and by next relocating the conceptualizations involved. The most clinical experience was gathered over the last 20 years in the area of social issues (with the social panorama model). The latter work led to the conclusion that a mental object (image) gains emotional impact when it is placed more central, closer and higher in the visual field – and vice versa. Changing the locations of mental objects in space thus alters the (socio-) emotional meaning of the relationships. The experience of depression seems always associated with darkness. Psychologists tend to see the link between depression and darkness as a metaphor. However, clinical practice hints to the existence of more literal forms of darkness. Aims: The aim of the method Depression in Awareness Space is to reduce the distress of clients with depression in the clinical counseling practice, as a reliable alternative method of psychological therapy for the treatment of depression. The method Depression in Awareness Space aims at making dark areas smaller, lighter and more transparent in order to identify the problem or the cause of the depression which lies behind the darkness. It was hypothesized that the darkness is a subjective side-effect of the neurological process of repression. After reducing the dark clouds the real problem behind the depression becomes more visible, allowing the client to work on it and in that way reduce their feelings of depression. This makes repression of the issue obsolete. Results: Clients could easily get into their 'sadness' when asked to do so and finding the location of the dark zones proved pretty easy as well. In a recent pilot study with five participants with mild depressive symptoms (measured on two different scales and tested against an untreated control group with similar symptoms), the first results were also very promising. If the mental spatial approach to depression can be proven to be really effective, this would be very good news. The Society of Mental Space Psychology is now looking for sponsoring of an up scaled experiment. Conclusions: For spatial cognition and the research into spatial psychological phenomena, the discovery of dark areas can be a step forward. Beside out of pure scientific interest, it is great to know that this discovery has a clinical implication: when darkness can be connected to depression. Also, darkness seems to be more than metaphorical expression. Progress can be monitored over measurement tools that quantify the level of depressive symptoms and by reviewing the areas of darkness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=depression" title="depression">depression</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20cognition" title=" spatial cognition"> spatial cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20imagery" title=" spatial imagery"> spatial imagery</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20panorama" title=" social panorama"> social panorama</a> </p> <a href="https://publications.waset.org/abstracts/65358/testing-depression-in-awareness-space-a-proposal-to-evaluate-whether-a-psychotherapeutic-method-based-on-spatial-cognition-and-imagination-therapy-cures-moderate-depression" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65358.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">113</span> Entropy-Based Multichannel Stationary Measure for Characterization of Non-Stationary Patterns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20D.%20Mart%C3%ADnez-Vargas">J. D. Martínez-Vargas</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Castro-Hoyos"> C. Castro-Hoyos</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Castellanos-Dominguez"> G. Castellanos-Dominguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this work, we propose a novel approach for measuring the stationarity level of a multichannel time-series. This measure is based on a stationarity definition over time-varying spectrum, and it is aimed to quantify the relation between local stationarity (single-channel) and global dynamic behavior (multichannel dynamics). To assess the proposed approach validity, we use a well known EEG-BCI database, that was constructed for separate between motor/imagery tasks. Thus, based on the statement that imagination of movements implies an increase on the EEG dynamics, we use as discriminant features the proposed measure computed over an estimation of the non-stationary components of input time-series. As measure of separability we use a t-student test, and the obtained results evidence that such measure is able to accurately detect the brain areas projected on the scalp where motor tasks are realized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=stationary%20measure" title="stationary measure">stationary measure</a>, <a href="https://publications.waset.org/abstracts/search?q=entropy" title=" entropy"> entropy</a>, <a href="https://publications.waset.org/abstracts/search?q=sub-space%20projection" title=" sub-space projection"> sub-space projection</a>, <a href="https://publications.waset.org/abstracts/search?q=multichannel%20dynamics" title=" multichannel dynamics"> multichannel dynamics</a> </p> <a href="https://publications.waset.org/abstracts/9597/entropy-based-multichannel-stationary-measure-for-characterization-of-non-stationary-patterns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">112</span> Auditing Hindi Celluloid as a Catalyst of Transition: The Eventual Delineation of LGBTQ+</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinmayee%20Nanda">Chinmayee Nanda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this modern era, India is still chained up with the idea of ‘Heteronormativity’. As a result, homonormativity, transgressions, preconceived notions, and bigotry add to many raised eyebrows, the majority being the norm and overpowering the voices of the minority. In this country an undeniable space is the need of the hour to identify those unheard voices. Media can be considered as the most powerful space for the same. This paper aims to examine the representation as well as transition (if any) of the varied figments of the imagination and alternative facts relating to the LGBTQ+ community in celluloid in Hindi. This paper will also explore the visibility of the queer aspirations through this media. The portrayal of the LGBTQ community as the ‘other’ and ‘not normal’ is a matter of concern about any individual’s sexuality. The years 2014 and 2018 turned out to be remarkable in the Indian Legal System pertaining to the recognition of the ‘Third Gender’ and ‘Decriminalization of Homosexuality,’ respectively. In relation to that, this paper will also explore the impression of these dynamics on the subsequent depiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sexuality" title="sexuality">sexuality</a>, <a href="https://publications.waset.org/abstracts/search?q=hindi%20cinema" title=" hindi cinema"> hindi cinema</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20fluidity" title=" gender fluidity"> gender fluidity</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20framework" title=" legal framework"> legal framework</a> </p> <a href="https://publications.waset.org/abstracts/190246/auditing-hindi-celluloid-as-a-catalyst-of-transition-the-eventual-delineation-of-lgbtq" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190246.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">111</span> Net Folklore as a Part of Kazakhstani Internet Literature</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dina%20Sabirova">Dina Sabirova</a>, <a href="https://publications.waset.org/abstracts/search?q=Madina%20Moldagali"> Madina Moldagali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid development of new media, especially the Internet, has led to major changes in folk culture. The net space is increasingly becoming a creation of the ‘folk’ imagination, saturated with multimedia stories with collective authorship, like traditional folklore. Moreover, the Internet picks up and changes old folklore traditions, such as the form of publication, the way of storytelling, or gave a new morality to the ‘old tales’. In this article, the similarities and differences between Internet folklore/ cyber-folklore/ digital folklore and oral folk art were examined by using the material of modern Kazakh authors. The relationship between tradition and innovation was studied in order to interpret the sequence of the authors' research taking into account the realities. The material of the article was the prose texts of Kazakh writers published in internet magazines and social networks. An immanent and intertextual analysis of the text was carried out. Thus, the new forms of Internet folklore lead to new forms of expression and social morality in society <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20literature" title="internet literature">internet literature</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20Kazakhstani%20authors" title=" modern Kazakhstani authors"> modern Kazakhstani authors</a>, <a href="https://publications.waset.org/abstracts/search?q=net%20folklore" title=" net folklore"> net folklore</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20folk%20art" title=" oral folk art"> oral folk art</a> </p> <a href="https://publications.waset.org/abstracts/160520/net-folklore-as-a-part-of-kazakhstani-internet-literature" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">98</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">110</span> Harnessing Cutting-Edge Technologies and Innovative Ideas in the Design, Development, and Management of Hybrid Operating Rooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samir%20Hessas">Samir Hessas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Modern medicine is witnessing a profound transformation as advanced technology reshapes surgical environments. Hybrid operating rooms, where state-of-the-art medical equipment, advanced imaging solutions, and Artificial Intelligence (AI) converge, are at the forefront of this revolution. In this comprehensive exploration, we scrutinize the multifaceted facets of AI and delve into an array of groundbreaking technologies. We also discuss visionary concepts that hold the potential to revolutionize hybrid operating rooms, making them more efficient and patient-centered. These innovations encompass real-time imaging, surgical simulation, IoT and remote monitoring, 3D printing, telemedicine, quantum computing, and nanotechnology. The outcome of this fusion of technology and imagination is a promising future of surgical precision, individualized patient care, and unprecedented medical advances in hybrid operating rooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20operating%20rooms" title=" hybrid operating rooms"> hybrid operating rooms</a>, <a href="https://publications.waset.org/abstracts/search?q=telemedicine" title=" telemedicine"> telemedicine</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring" title=" monitoring"> monitoring</a> </p> <a href="https://publications.waset.org/abstracts/174945/harnessing-cutting-edge-technologies-and-innovative-ideas-in-the-design-development-and-management-of-hybrid-operating-rooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">109</span> Valorisation of Polyethylene and Plastic Bottle Wastes as Pavement Blocks</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Babagana%20Mohammed">Babagana Mohammed</a>, <a href="https://publications.waset.org/abstracts/search?q=Fidelis%20Patrick%20Afangide"> Fidelis Patrick Afangide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigated the possibility of using waste low-dense polyethylene and waste plastic bottles for the production of interlock pavement blocks. In many parts of the world, interlock pavement block is used widely as modern day solution to outdoor flooring applications and the blocks have different shapes, sizes and colours suiting the imagination of landscape architects. Using suitable and conventional mould having a 220 x 135 x 50 mm³ shape, the interlock blocks were produced. The material constituents of the produced blocks were waste low-dense polyethylene and waste plastic bottles mixed in varying, respective percentage-weight proportions of; 100%+0%, 75%+25%, 50%+50% and 25%+75%. The blocks were then tested for unconfined compressive strength and water absorption properties. The test results compared well with those of conventional concrete interlock blocks and the research demonstrates the possibility of value recovery from the waste streams which are currently dumped in open-spaces thereby affecting the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pavement%20blocks" title="pavement blocks">pavement blocks</a>, <a href="https://publications.waset.org/abstracts/search?q=polyethylene" title=" polyethylene"> polyethylene</a>, <a href="https://publications.waset.org/abstracts/search?q=plastic%20bottle" title=" plastic bottle"> plastic bottle</a>, <a href="https://publications.waset.org/abstracts/search?q=wastes" title=" wastes"> wastes</a>, <a href="https://publications.waset.org/abstracts/search?q=valorization" title=" valorization"> valorization</a> </p> <a href="https://publications.waset.org/abstracts/79947/valorisation-of-polyethylene-and-plastic-bottle-wastes-as-pavement-blocks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79947.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">108</span> The Design of Children’s Picture Book from the Tales of Amphawa Fireflies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marut%20Phichetvit">Marut Phichetvit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research objective aims to search information about storytelling and fable associated with fireflies in Amphawa community, in order to design and create a story book which is appropriate for the interests of children in early childhood. This book should help building the development of learning about the natural environment, imagination, and creativity among children, which then, brings about the promotion of the development, conservation and dissemination of cultural values and uniqueness of the Amphawa community. The population used in this study were 30 students in early childhood aged between 6-8 years-old, grade 1-3 from the Demonstration School of Suan Sunandha Rajabhat University. The method used for this study was purposive sampling and the research conducted by the query and analysis of data from both the document and the narrative field tales and fable associated with the fireflies of Amphawa community. Then, using the results to synthesize and create a conceptual design in a form of 8 visual images which were later applied to 1 illustrated children’s book and presented to the experts to evaluate and test this media. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20illustrated%20book" title="children’s illustrated book">children’s illustrated book</a>, <a href="https://publications.waset.org/abstracts/search?q=fireflies" title=" fireflies"> fireflies</a>, <a href="https://publications.waset.org/abstracts/search?q=Amphawa" title=" Amphawa"> Amphawa</a> </p> <a href="https://publications.waset.org/abstracts/7597/the-design-of-childrens-picture-book-from-the-tales-of-amphawa-fireflies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7597.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">107</span> Effective Health Promotion Interventions Help Young Children to Maximize Their Future Well-Being by Early Childhood Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadeesha%20Sewwandi">Nadeesha Sewwandi</a>, <a href="https://publications.waset.org/abstracts/search?q=Dilini%20Shashikala"> Dilini Shashikala</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Kanapathy"> R. Kanapathy</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Viyasan"> S. Viyasan</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20M.%20S.%20Kumara"> R. M. S. Kumara</a>, <a href="https://publications.waset.org/abstracts/search?q=Duminda%20%20Guruge"> Duminda Guruge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Early childhood development is important to the emotional, social, and physical development of young children and it has a direct effect on their overall development and on the adult they become. Play is so important to optimal child developments including skill development, social development, imagination, creativity and it fulfills a baby’s inborn need to learn. So, health promotion approach empowers people about the development of early childhood. Play area is a new concept and this study focus how this play areas helps to the development of early childhood of children in rural villages in Sri Lanka. This study was conducted with a children society in a rural village called Welankulama in Sri Lanka. Survey was conducted with children society about emotional, social and physical development of young children (Under age eight) in this village using questionnaires. It described most children under eight years age have poor level of emotional, social and physical development in this village. Then children society wanted to find determinants for this problem and among them they prioritized determinants like parental interactions, learning environment and social interaction and address them using an innovative concept called play area. In this village there is a common place as play area under a big tamarind tree. It consists of a playhouse, innovative playing toys, mobile library, etc. Twice a week children, parents, grandparents gather to this nice place. Collective feeding takes place in this area once a week and it was conducted by several mothers groups in this village. Mostly grandparents taught about handicrafts and this is a very nice place to share their experiences with all. Healthy competitions were conducted in this place through playing to motivate the children. Happy calendar (mood of the children) was marked by children before and after coming to the play area. In terms of results qualitative changes got significant place in this study. By learning about colors and counting through playing the thinking and reasoning skills got developed among children. Children were widening their imagination by means of storytelling. We observed there were good developments of fine and gross motor skills of two differently abled children in this village. Children learn to empathize with other people, sharing, collaboration, team work and following of rules. And also children gain knowledge about fairness, through role playing, obtained insight on the right ways of displaying emotions such as stress, fear, anger, frustration, and develops knowledge of how they can manage their feelings. The reading and writing ability of the children got improved by 83% because of the mobile library. The weight of children got increased by 81% in the village. Happiness was increased by 76% among children in the society. Playing is very important for learning during early childhood period of a person. Health promotion interventions play a major role to the development of early childhood and it help children to adjust to the school setting and even to enhance children’s learning readiness, learning behaviors and problem solving skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20development" title="early childhood development">early childhood development</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion%20approach" title=" health promotion approach"> health promotion approach</a>, <a href="https://publications.waset.org/abstracts/search?q=play%20and%20learning" title=" play and learning"> play and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20with%20children" title=" working with children"> working with children</a> </p> <a href="https://publications.waset.org/abstracts/96226/effective-health-promotion-interventions-help-young-children-to-maximize-their-future-well-being-by-early-childhood-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96226.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=imagination&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=imagination&page=3">3</a></li> <li class="page-item"><a class="page-link" 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