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arts therapies</title> <meta name="description" content="Search results for: expressive arts therapies"> <meta name="keywords" content="expressive arts therapies"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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="expressive arts therapies"> <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> 841</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: expressive arts therapies</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">841</span> The Arts in Medicine and Health: A Necessity for Evidence-Based Health Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alan%20S.%20Weber">Alan S. Weber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This contribution reviews the current biomedical and qualitative arts research on arts-in-health interventions to improve both individual and population health outcomes. Arts therapies–for example, music therapy with roots in Aristoxenus’s Ἁρμονικὰ στοιχεῖα and the Pythagorean sect–have long been employed in therapeutic contexts. However, the 20th century witnessed the increasing use of the visual and plastic arts (drawing, painting, sculpting), performing arts (drama and dance), and other expressive arts modalities into occupational therapy, well-being medicine, and psychological and psychiatric counselling, diagnosis, and treatment. A significant body of peer-reviewed evidence in the medical and neurological sciences on the role of arts-in-health has developed, and specifically, research on music and art therapy has led to their inclusion within the current biomedical paradigm of evidence-based practice. The arts cannot only aid in public and population health promotion (promoting healthy behaviors and lifestyles, preventing disease onset) but also in addressing psychological issues (regulation of emotion; stress, anxiety, and depression reduction), behavioural issues (basic life skills, coping), and physiological response (immune system function, hormonal regulation, homeostatis). Working as a cross-disciplinary researcher in the arts in an American medical college, the author has developed several successful arts-in-health programs at the national and international level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-in-health" title="arts-in-health">arts-in-health</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20medicine" title=" evidence based medicine"> evidence based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20for%20health" title=" arts for health"> arts for health</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapies" title=" expressive arts therapies"> expressive arts therapies</a> </p> <a href="https://publications.waset.org/abstracts/171242/the-arts-in-medicine-and-health-a-necessity-for-evidence-based-health-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171242.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">70</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">840</span> Impact on Underprivileged People Practising Expressive Textile Arts: An Exploratory Study Applied to Ex-Offenders in Hong Kong</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jin%20Lam">Jin Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Joe%20Au"> Joe Au</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aims to investigate the impact of practicing expressive textile arts on the underprivileged people namely, ex-offenders after taking a three-month textile arts and fashion creativity workshops from a service-learning subject, offered by the Hong Kong Polytechnic University in May 2016. In this service-learning subject, the subject lecturers, students and ex-offenders co-designed various expressive textile artworks together. During the creative process, the ex-offenders could enhance their self-confidence and rebuild a satisfactory identity through practicing expressive textile arts and fashion creativity. Ten textile arts prototypes in the format of fashion garments were presented in a mini fashion show and an exhibition, both at the Hong Kong Polytechnic University in July 2016. A quantitative research method was adopted and a questionnaire survey was conducted in this study. The research findings suggest that positive impacts are found on the ex-offenders’ perceptions of ‘feelings and thoughts before attending the workshops’, ‘feelings and thoughts during the workshops’, ‘attitude toward the textile arts materials’, and ‘attitude toward the expressive textile artworks’. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20textile%20arts" title=" expressive textile arts"> expressive textile arts</a>, <a href="https://publications.waset.org/abstracts/search?q=fashion" title=" fashion"> fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=underprivileged%20people" title=" underprivileged people"> underprivileged people</a> </p> <a href="https://publications.waset.org/abstracts/81405/impact-on-underprivileged-people-practising-expressive-textile-arts-an-exploratory-study-applied-to-ex-offenders-in-hong-kong" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81405.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">388</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">839</span> The Effect of Expressive Therapies on Children and Youth Impacted by Refugee Trauma: A Meta-Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brian%20Kristopher%20Cambra">Brian Kristopher Cambra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Millions of displaced families are seeking refuge in countries that are not their own due to war, violence, persecution, political unrest, and natural disasters. This global crisis is forcing researchers and practitioners to consider how refugees are coping with the trauma associated with their migration process. Effective therapeutic approaches are needed in a global effort to address the traumatic impact of forced migration. This meta-analytical study investigates the effectiveness of expressive therapeutic modalities, including play, art, music, sandplay, theatre, and writing therapies, in helping children and adolescents cope with refugee trauma. Seventeen pre-post and between-group comparison studies were analyzed using a random-effects model. The combined effect size for pre-post comparisons was medium (g = 0.58), whereas the combined effect size for between-group comparisons was small (g = 0.32). Overall, art therapy was found to be most effective in treating stress symptoms. Heterogeneity tests, however, suggest effect sizes cannot be interpreted as meaningful due to substantial variance. Nevertheless, findings of this meta-analysis indicate that expressive therapies may be among beneficial modalities to integrate with other trauma-informed approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=expressive%20therapies" title="expressive therapies">expressive therapies</a>, <a href="https://publications.waset.org/abstracts/search?q=forced%20migration" title=" forced migration"> forced migration</a>, <a href="https://publications.waset.org/abstracts/search?q=meta-analysis" title=" meta-analysis"> meta-analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=refugees" title=" refugees"> refugees</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/132384/the-effect-of-expressive-therapies-on-children-and-youth-impacted-by-refugee-trauma-a-meta-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132384.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">838</span> The Importance of Artificial Intelligence on Arts and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mariam%20Adel%20Hakim%20Fouad">Mariam Adel Hakim Fouad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative examine investigates innovative arts teachers' perceptions regarding the implementation of an Inclusive innovative Arts curriculum. The study employs a descriptive method utilizing a 5-point Likert scale questionnaire comprising 15 objects to acquire data from innovative arts educators. The Census, with a disproportionate stratified sampling approach, became utilized to pick out 226 teachers from five academic circuits (Circuit A, B, C, D & E) within Offinso Municipality, Ghana. The findings suggest that most innovative arts instructors maintain a wonderful belief in enforcing an inclusive, innovative arts curriculum. Wonderful perceptions and attitudes amongst teachers are correlated with improved scholar engagement and participation in class sports. This has a look at recommends organizing workshops and in-carrier schooling periods centered on inclusive innovative arts schooling for creative Arts instructors. Moreover, it shows that colleges of education and universities accountable for trainer schooling integrate foundational guides in creative arts and special schooling into their number one schooling teacher training packages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-in-health" title="arts-in-health">arts-in-health</a>, <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20medicine" title=" evidence based medicine"> evidence based medicine</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20for%20health" title=" arts for health"> arts for health</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapiesarts" title=" expressive arts therapiesarts"> expressive arts therapiesarts</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTarts" title=" ICTarts"> ICTarts</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=font" title=" font"> font</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/189742/the-importance-of-artificial-intelligence-on-arts-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189742.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">24</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">837</span> Self-Care and Emotional Wellbeing of Nurses Using Playback Theatre and Expressive Arts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radhika%20Jain">Radhika Jain</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The nursing community in India face unique challenges ranging from lack of adequate career progression, low social status attached to the profession, poor nurse-to-patient ratio leading to heavy workload resulting in stress and burnout, lack of general recognition and the responsibility of often having to deal with the ire of the patients and their families. This study explores how a combination of Playback Theatre and Expressive Arts could be used as a very powerful tool to understand the concerns, and consequently as a self-care tool to bring about the sense of well-being and emotional awareness for the nurses. For the purpose of this study, Playback Theatre was used as an entry tool to understand the thoughts, feelings and concerns. Playback theatre is a unique improvisational form of theatre developed by Jonathan Fox and Jo Salas in 1975, in which audience share their own stories from their lives and the performers play them back through a range of improv techniques such as metaphor, poetry, music and movement. Playback Theatre helped in first warming them up to the idea of sharing and then gave them the confidence of a safe space to collectively go deeper into their emotional experiences. As the next step, structured sessions of Expressive Arts were conducted with the same set of nurses, for them to work on the issues and concerns they have (and which they shared during the Playback performance). These sessions were to enable longer engagements as many of the concerns expressed were related to perceptions and beliefs that have been ingrained over a period of time and hence it needs a longer engagement to be worked on in detail. The Expressive Art sessions helped in this regard. Expressive arts therapy combines psychology and the creative process to promote emotional growth and healing. The study was conducted at two places: one a geriatric centre and the other, a palliative care centre. The study revealed that concerns and challenges would not be identical across the nursing community or across similar types of health care organizations but would be specific to each organization or centre as the circumstances and set-up at each place would be different. At the geriatric centre, stress and burnout emerged as the main concerns while at the palliative care centre, the main concern that came up was around the difficulty the nurses faced in expressing emotions and in communicating their feelings. The objective analysis of the results of the study indicated how longer-term engagements using Expressive Arts as the modality helped the nurses have better awareness of their emotions and helped them develop tools of self-care tools while also tapping into their emotions to express and experience. The process of eliciting the main concerns from the nurses using a Playback Theatre performance and then following that with subsequent sessions of expressive arts helped the nurses in the way nurses approached their job and the reduced level of overwhelm that they felt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=palliative%20care" title="palliative care">palliative care</a>, <a href="https://publications.waset.org/abstracts/search?q=nurses" title=" nurses"> nurses</a>, <a href="https://publications.waset.org/abstracts/search?q=self-care" title=" self-care"> self-care</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20arts" title=" expressive arts"> expressive arts</a>, <a href="https://publications.waset.org/abstracts/search?q=playback%20theatre" title=" playback theatre"> playback theatre</a> </p> <a href="https://publications.waset.org/abstracts/156026/self-care-and-emotional-wellbeing-of-nurses-using-playback-theatre-and-expressive-arts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156026.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">120</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">836</span> Effectiveness of Cognitive and Supportive-Expressive Group Therapies on Self-Efficiency and Life Style in MS Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamran%20Yazdanbakhsh">Kamran Yazdanbakhsh</a>, <a href="https://publications.waset.org/abstracts/search?q=Somayeh%20Mahmoudi"> Somayeh Mahmoudi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multiple sclerosis is the most common chronic disease of the central nervous system associated with demyelination of neurons and several demyelinated parts of the disease encompasses throughout the white matter and affects the sensory and motor function. This study compared the effectiveness of two methods of cognitive therapy and supportive-expressive therapy on the efficacy and quality of life in MS patients. This is an experimental project which has used developed group pretest - posttest and follow-up with 3 groups. The study included all patients with multiple sclerosis in 2013 that were members of the MS Society of Iran in Tehran. The sample included 45 patients with MS that were selected volunteerily of members of the MS society of Iran and randomly divided into three groups and pretest, posttest, and follow-up (three months) for the three groups had been done.The dimensions of quality of life in patients with multiple sclerosis scale, and general self-efficiency scale of Schwarzer and Jerusalem was used for collecting data. The results showed that there was a significant difference between the mean of quality of life scores at pretest, posttest, and follow-up of the experimental groups. There was no significant difference between the mean of quality of life of the experimental groups which means that both groups were effective and had the same effect. There was no significant difference between the mean of self-efficiency scores in control and experimental group in pretest, posttest and follow-up. Thus, by using cognitive and supportive-expressive group therapy we can improve quality of life in MS patients and make great strides in their mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20group%20therapy" title="cognitive group therapy">cognitive group therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20style" title=" life style"> life style</a>, <a href="https://publications.waset.org/abstracts/search?q=MS" title=" MS"> MS</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficiency" title=" self-efficiency"> self-efficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=supportive-expressive%20group%20therapy" title=" supportive-expressive group therapy"> supportive-expressive group therapy</a> </p> <a href="https://publications.waset.org/abstracts/20050/effectiveness-of-cognitive-and-supportive-expressive-group-therapies-on-self-efficiency-and-life-style-in-ms-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20050.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">485</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">835</span> From Past to Present Awareness about Complementary Therapies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olcay%20%C3%87am">Olcay Çam</a>, <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Feg%C3%BCl%20Bilge"> Ayşegül Bilge</a>, <a href="https://publications.waset.org/abstracts/search?q=Merve%20U%C4%9Furyol"> Merve Uğuryol</a>, <a href="https://publications.waset.org/abstracts/search?q=Hacer%20Demirkol"> Hacer Demirkol</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Complementary and alternative medicine are important for human health. It has stood out that from past to present people have resorted to particularly Turkish bath houses, cupping therapy, mud bath, hirudotheraphy and healing waters for the purpose of recovering from diseases and refresh their souls. Now, methods such as herbal treatments, massage, aromatherapy, prayer, meditation, yoga and thermal springs have been recently observed to be the most frequently used complementary therapies in Turkey. These methods are not known by people exactly. As a result, complementary therapies are applied along with the modern therapies in Turkey, we are considered to be effective in maintaining and improving individuals’ health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complementary%20therapy" title="complementary therapy">complementary therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20services" title=" health services"> health services</a>, <a href="https://publications.waset.org/abstracts/search?q=modern%20therapies" title=" modern therapies"> modern therapies</a> </p> <a href="https://publications.waset.org/abstracts/48139/from-past-to-present-awareness-about-complementary-therapies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48139.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">279</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">834</span> Cochlear Implants and the Emerging Therapies for Managing Hearing Loss</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hesham%20Kozou">Hesham Kozou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sensorineural hearing loss (SNHL) poses a significant challenge due to limited access to the inner ear for therapies. Emerging treatments such as regenerative, genetic, and pharmacotherapies offer hope for addressing this condition. This study aims to highlight the potential of cochlear implants and emerging therapies in managing sensorineural hearing loss by improving access to the inner ear. The study is conducted through a review of relevant literature and research articles in the field of cochlear implants and emerging therapies for hearing loss. It outlines how advancements in cochlear implant technologies, electrodes, and surgical techniques can facilitate the delivery of therapies to the inner ear, potentially revolutionizing the treatment of sensorineural hearing loss. The study underscores the potential of cochlear implants and emerging therapies in revolutionizing the treatment landscape for sensorineural hearing loss, emphasizing the feasibility of curing this condition by leveraging technological advancements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=therapies%20for%20hearing%20loss%20management" title="therapies for hearing loss management">therapies for hearing loss management</a>, <a href="https://publications.waset.org/abstracts/search?q=future%20of%20CI%20as%20a%20cochlear%20delivery%20channel" title=" future of CI as a cochlear delivery channel"> future of CI as a cochlear delivery channel</a>, <a href="https://publications.waset.org/abstracts/search?q=regenerative" title=" regenerative"> regenerative</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20and%20pharmacotherapeutic%20management%20of%20hearing%20loss" title=" genetic and pharmacotherapeutic management of hearing loss"> genetic and pharmacotherapeutic management of hearing loss</a> </p> <a href="https://publications.waset.org/abstracts/185948/cochlear-implants-and-the-emerging-therapies-for-managing-hearing-loss" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185948.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">48</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">833</span> The Effect of Symmetry on the Perception of Happiness and Boredom in Design Products</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20Sinico">Michele Sinico</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present research investigates the effect of symmetry on the perception of happiness and boredom in design products. Three experiments were carried out in order to verify the degree of the visual expressive value on different models of bookcases, wall clocks, and chairs. 60 participants directly indicated the degree of happiness and boredom using 7-point rating scales. The findings show that the participants acknowledged a different value of expressive quality in the different product models. Results show also that symmetry is not a significant constraint for an emotional design project. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=product%20experience" title="product experience">product experience</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20design" title=" emotional design"> emotional design</a>, <a href="https://publications.waset.org/abstracts/search?q=symmetry" title=" symmetry"> symmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20qualities" title=" expressive qualities"> expressive qualities</a> </p> <a href="https://publications.waset.org/abstracts/113375/the-effect-of-symmetry-on-the-perception-of-happiness-and-boredom-in-design-products" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/113375.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">832</span> Teachers’ Perception of the Implementation of Inclusive Creative Arts Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=William%20Kwabena%20Nantwi">William Kwabena Nantwi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative study investigates Creative Arts teachers' perceptions regarding the implementation of an Inclusive Creative Arts curriculum. The research employs a descriptive approach utilizing a 5-point Likert scale questionnaire comprising 15 items to gather data from Creative Arts educators. The Census with a disproportionate stratified sampling method was utilized to select 226 teachers from five educational circuits (Circuit A, B, C, D & E) within Offinso Municipality, Ghana. The findings indicate that most Creative Arts teachers hold a positive perception towards implementing an inclusive Creative Arts curriculum. Positive perceptions and attitudes among teachers are correlated with increased student engagement and participation in class activities. This study recommends organizing workshops and in-service training sessions focused on inclusive Creative Arts education for Creative Arts teachers. Additionally, it suggests that Colleges of Education and Universities responsible for teacher training integrate foundational courses in Creative Arts and Special Education into their primary education teacher preparation programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=perception" title="perception">perception</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20art" title=" creative art"> creative art</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20arts%20teachers" title=" creative arts teachers"> creative arts teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=Ghana" title=" Ghana"> Ghana</a> </p> <a href="https://publications.waset.org/abstracts/188741/teachers-perception-of-the-implementation-of-inclusive-creative-arts-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/188741.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">30</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">831</span> Arts and Cultural Heritage Digitalization in Nigeria: Problems and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Okechukwu%20Uzoma%20Nkwocha">Okechukwu Uzoma Nkwocha</a>, <a href="https://publications.waset.org/abstracts/search?q=Edward%20Uche%20Omeire"> Edward Uche Omeire</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and communication technologies (ICT) undeniably, have expanded the sphere of arts and creativity. It proves to be an important tool for production, preservation, sharing and utilization of arts and cultural heritage. While art and heritage institutions around the globe are increasingly utilizing ICT for the promotion and sharing of their collections, the story seems different in most part of Africa. In this paper, we will examine the prospects and problems of utilizing ICT in promotion, preservation and sharing of arts and cultural heritage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts" title="arts">arts</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a> </p> <a href="https://publications.waset.org/abstracts/125268/arts-and-cultural-heritage-digitalization-in-nigeria-problems-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125268.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">192</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">830</span> Pragmatics of Illness: A View from Jordanian Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwan%20Jarrah">Marwan Jarrah</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadia%20Nugrush"> Nadia Nugrush</a>, <a href="https://publications.waset.org/abstracts/search?q=Sukainah%20Ali"> Sukainah Ali</a>, <a href="https://publications.waset.org/abstracts/search?q=Areej%20Allawzi"> Areej Allawzi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research article investigates how illnesses (different types and severity) are expressed in Arabic discourse with a particular focus on input coming from Colloquial Jordanian Arabic (CJA). Drawing on a corpus of naturally occurring conversations, this article offers evidence that illnesses are predominantly expressed through two different sets of expressive strategies, namely direct expressive strategies (DES) and indirect expressive strategies (IES). The latter are exclusively used when cancer and mental health disorders are targeted. IES include the substitution of the name of the illness with some religious expressions (e.g., ʔallah ʔijdʒi:rna ‘May Allah keeps us safe’) or certain terms especially when cancer is meant (e.g., haðˤa:k ʔil-maraðˤ ‘that disease’). On the other hand, DES are used in conjunction with other illnesses (e.g., heart, kidneys, diabetes, etc.), regardless of their severity. DES include specific formulas that remarkably mention the name of the inflicted organ (e.g., [with-SOMEONE the ORGAN] as in ʕinduh ʔil-qalb ‘lit. with-him the heart’ meaning ‘He has a heart disease). We discuss the effects of religious beliefs and local norms and values in determining the use of these strategies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Illnesses" title="Illnesses">Illnesses</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20strategies" title=" expressive strategies"> expressive strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=religion" title=" religion"> religion</a> </p> <a href="https://publications.waset.org/abstracts/164421/pragmatics-of-illness-a-view-from-jordanian-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164421.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">82</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">829</span> Martial Arts and Combative Program of the Philippine Military Academy Cadet Corps Armed Forces of the Philippines: An Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayson%20Vicente">Jayson Vicente</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The young men and women of Philippine Military Academy Cadet Corps Armed Forces of the Philippines (PMA CCAFP) are bred to be front liners and last line of defense during war and times of peace; as such, they must be equipped with the most practical and most effective combat-ready Martial Arts and Combative skills to effectively fulfill their duty, as well as to protect and safeguard themselves to continue serving the people and their country. This study shall assess the current Martial Arts and Combative Program of the PMA CCAFP using descriptive methodology by interviews and floating questionnaires. The current Martial Arts and Combative Program of the PMA CCAFP with all of the subjects involved are more sports inclined rather than combat-equipped. Picking the best from each subject used in the program, this study seeks to recommend improvements or create a better Martial Arts and Combative Program that will satisfy the objective of producing Martial Arts combatant graduates. A good Martial Arts and Combative Program for PMA is essential to prepare them for what lies ahead, which is unforgiving and no rules to pacify threat. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=combative" title="combative">combative</a>, <a href="https://publications.waset.org/abstracts/search?q=martial%20arts" title=" martial arts"> martial arts</a>, <a href="https://publications.waset.org/abstracts/search?q=military" title=" military"> military</a>, <a href="https://publications.waset.org/abstracts/search?q=program" title=" program"> program</a> </p> <a href="https://publications.waset.org/abstracts/133751/martial-arts-and-combative-program-of-the-philippine-military-academy-cadet-corps-armed-forces-of-the-philippines-an-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133751.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">149</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">828</span> The Analogy of Visual Arts and Visual Literacy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lindelwa%20Pepu">Lindelwa Pepu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual Arts and Visual Literacy are defined with distinction from one another. Visual Arts are known for art forms such as drawing, painting, and photography, just to name a few. At the same time, Visual Literacy is known for learning through images. The Visual Literacy phenomenon may be attributed to the use of images was first established for creating memories and enjoyment. As time evolved, images became the center and essential means of making contact between people. Gradually, images became a means for interpreting and understanding words through visuals, that being Visual Arts. The purpose of this study is to present the analogy of the two terms Visual Arts and Visual Literacy, which are defined and compared through early practicing visual artists as well as relevant researchers to reveal how they interrelate with one another. This is a qualitative study that uses an interpretive approach as it seeks to understand and explain the interest of the study. The results reveal correspondence of the analogy between the two terms through various writers of early and recent years. This study recommends the significance of the two terms and the role they play in relation to other fields of study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title="visual arts">visual arts</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20literacy" title=" visual literacy"> visual literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=pictures" title=" pictures"> pictures</a>, <a href="https://publications.waset.org/abstracts/search?q=images" title=" images"> images</a> </p> <a href="https://publications.waset.org/abstracts/165940/the-analogy-of-visual-arts-and-visual-literacy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165940.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">166</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">827</span> Designing Expressive Behaviors to Improve Human-Robot Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sahil%20Anand">Sahil Anand</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Luetke"> John Luetke</a>, <a href="https://publications.waset.org/abstracts/search?q=Nikhil%20Venkatesh"> Nikhil Venkatesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Dorothy%20Wong"> Dorothy Wong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Trust plays an important role in building and sustaining long-term relationships between people. In this paper, we present a robot that communicates using nonverbal behaviors such as facial expressions and body movements. Our study reports on an experiment in which participants were asked to team up with the robot to perform specific tasks. We varied the expressivity of the robot and measured the effects on trust, quality of interactions as well as on the praising and punishing behavior of the participant towards the robot. We found that participants developed a stronger affinity towards the expressive robot, but did not show any significant differences in the level of trust. When the same robot made mistakes, participants unconsciously punished it with lesser intensity compared to the neutral robot. The results emphasize the role of expressive behaviors on participant’s perception of the robot and also on the quality of interactions between humans and robots. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human-robot%20interaction" title="human-robot interaction">human-robot interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=nonverbal%20communication" title=" nonverbal communication"> nonverbal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=relationships" title=" relationships"> relationships</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20robot" title=" social robot"> social robot</a>, <a href="https://publications.waset.org/abstracts/search?q=trust" title=" trust"> trust</a> </p> <a href="https://publications.waset.org/abstracts/71682/designing-expressive-behaviors-to-improve-human-robot-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71682.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">370</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">826</span> The Pedagogical Functions of Arts and Cultural-Heritage Education with ICTs in Museums – A Case Study of FINNA and Google Art </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pei%20Zhao">Pei Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20Sintonen"> Sara Sintonen</a>, <a href="https://publications.waset.org/abstracts/search?q=Heikki%20Kyn%C3%A4slahti"> Heikki Kynäslahti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital museums and arts galleries have become popular in museum education and management. Museum and arts galleries website is one of the most effective and efficient ways. Google, a corporation specializing in Internet-related services and projects, not only puts high-resolution arts images online, but also uses augmented-reality in digital art gallery. The Google Art Project, Google’s production, provides users a platform in appreciating and learning arts. After Google Art Project, more and more countries released their own museum and arts gallery websites, like British Paining in BBC, and FINNA in Finland. Pedagogical function in these websites is one of the most important functions. In this paper, we use Google Art Project and FINNA as the case studies to investigate what kinds of pedagogical functions exist in these websites. Finally, this paper will give the recommendation to digital museums and websites development, especially the pedagogical functions development, in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts%20education" title="arts education">arts education</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural-heritage%20education" title=" cultural-heritage education"> cultural-heritage education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20with%20ICTs" title=" education with ICTs"> education with ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20functions" title=" pedagogical functions"> pedagogical functions</a> </p> <a href="https://publications.waset.org/abstracts/24955/the-pedagogical-functions-of-arts-and-cultural-heritage-education-with-icts-in-museums-a-case-study-of-finna-and-google-art" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24955.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">548</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">825</span> A Theoretical Framework on Using Social Stories with the Creative Arts for Individuals on the Autistic Spectrum</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Bawazir">R. Bawazir</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Jones"> P. Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social Stories are widely used to teach social and communication skills or concepts to individuals on the autistic spectrum. This paper presents a theoretical framework for using Social Stories in conjunction with the creative arts. The paper argues that Bandura’s social learning theory can be used to explain the mechanisms behind Social Stories and the way they influence changes in response, while Gardner’s multiple intelligences theory can be used simultaneously to demonstrate the role of the creative arts in learning. By using Social Stories with the creative arts for individuals on the autistic spectrum, the aim is to meet individual needs and help individuals with autism to develop in different areas of learning and communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=individuals%20on%20the%20autistic%20spectrum" title="individuals on the autistic spectrum">individuals on the autistic spectrum</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20stories" title=" social stories"> social stories</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20creative%20arts" title=" the creative arts"> the creative arts</a>, <a href="https://publications.waset.org/abstracts/search?q=theoretical%20framework" title=" theoretical framework"> theoretical framework</a> </p> <a href="https://publications.waset.org/abstracts/63881/a-theoretical-framework-on-using-social-stories-with-the-creative-arts-for-individuals-on-the-autistic-spectrum" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63881.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">321</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">824</span> Impact of Expressive Writing on Creativity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ma%C5%82gorzata%20Osowiecka">Małgorzata Osowiecka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Negative emotions are rather seen as creativity inhibitor. On the other hand, it is worth noting that negative emotions may be good for our functioning. Negative emotions enhance cognitive resources and improve evaluative processes. Moreover maintaining a negative emotional state allow for cognitive reinterpretation of the emotional stimuli, what is good for our creativity, especially cognitive flexibility. Writing a diary or writing about difficult emotional experiences in general can be the way to not only improve psychical health, but also – enhance creative behaviors. Thanks to translating difficult emotions to the verbal level and giving them ‘a name’ or ‘a label’, we can get easier access to both emotional content of an experience and to the semantic content, without the need of speaking out loud. Expressive writing improves academic results and the efficiency of working memory. The classical method of writing about emotions consists in a long-term process of describing negative experiences. Present research demonstrate the efficiency of this process over a shorter period of time - one writing session, on school children sample. Participants performed writing task. Writing task had two different topics: emotions connected with their negative emotions (expressive writing) and content not connected with negative emotional state (writing about one’s typical day). Creativity was measured by Guilford’s Alternative Uses Task. Results have shown that writing about negative emotions results in the higher level of divergent thinking in all three parameters: fluency, flexibility and originality. After the writing task mood of expressive writing participants remained negative more than the mood of the controls. Taking an expressive action after a difficult emotional experience can support functioning, which can be observed in enhancement of divergent thinking. Writing about emotions connected with negative experience makes one more creative, than writing about something unrelated with difficult emotional moments. Research has shown that young people should not demonize negative emotions. Sometimes, properly applied, negative emotions can be the basis of creation. Preparation was supported by a The Young Scientist University grant titled ‘Dynamics of emotions in the creative process’ from The Polish Ministry of Science and Higher Education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=creativity" title="creativity">creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=divergent%20thinking" title=" divergent thinking"> divergent thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=emotions" title=" emotions"> emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20writing" title=" expressive writing"> expressive writing</a> </p> <a href="https://publications.waset.org/abstracts/62317/impact-of-expressive-writing-on-creativity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62317.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">823</span> FlameCens: Visualization of Expressive Deviations in Music Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Trantafyllou">Y. Trantafyllou</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Alexandraki"> C. Alexandraki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Music interpretation accounts to the way musicians shape their performance by deliberately deviating from composers’ intentions, which are commonly communicated via some form of music transcription, such as a music score. For transcribed and non-improvised music, music expression is manifested by introducing subtle deviations in tempo, dynamics and articulation during the evolution of performance. This paper presents an application, named FlameCens, which, given two recordings of the same piece of music, presumably performed by different musicians, allow visualising deviations in tempo and dynamics during playback. The application may also compare a certain performance to the music score of that piece (i.e. MIDI file), which may be thought of as an expression-neutral representation of that piece, hence depicting the expressive queues employed by certain performers. FlameCens uses the Dynamic Time Warping algorithm to compare two audio sequences, based on CENS (Chroma Energy distribution Normalized Statistics) audio features. Expressive deviations are illustrated in a moving flame, which is generated by an animation of particles. The length of the flame is mapped to deviations in dynamics, while the slope of the flame is mapped to tempo deviations so that faster tempo changes the slope to the right and slower tempo changes the slope to the left. Constant slope signifies no tempo deviation. The detected deviations in tempo and dynamics can be additionally recorded in a text file, which allows for offline investigation. Moreover, in the case of monophonic music, the color of particles is used to convey the pitch of the notes during performance. FlameCens has been implemented in Python and it is openly available via GitHub. The application has been experimentally validated for different music genres including classical, contemporary, jazz and popular music. These experiments revealed that FlameCens can be a valuable tool for music specialists (i.e. musicians or musicologists) to investigate the expressive performance strategies employed by different musicians, as well as for music audience to enhance their listening experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audio%20synchronization" title="audio synchronization">audio synchronization</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20music%20analysis" title=" computational music analysis"> computational music analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20music%20performance" title=" expressive music performance"> expressive music performance</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20visualization" title=" information visualization"> information visualization</a> </p> <a href="https://publications.waset.org/abstracts/132396/flamecens-visualization-of-expressive-deviations-in-music-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132396.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">130</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">822</span> The Role of Parental Stress and Emotion Regulation in Responding to Children’s Expression of Negative Emotion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lizel%20Bertie">Lizel Bertie</a>, <a href="https://publications.waset.org/abstracts/search?q=Kim%20Johnston"> Kim Johnston</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parental emotion regulation plays a central role in the socialisation of emotion, especially when teaching young children to cope with negative emotions. Despite evidence which shows non-supportive parental responses to children’s expression of negative emotions has implications for the social and emotional development of the child, few studies have investigated risk factors which impact parental emotion socialisation processes. The current study aimed to explore the extent to which parental stress contributes to both difficulties in parental emotion regulation and non-supportive parental responses to children’s expression of negative emotions. In addition, the study examined whether parental use of expressive suppression as an emotion regulation strategy facilitates the influence of parental stress on non-supportive responses by testing the relations in a mediation model. A sample of 140 Australian adults, who identified as parents with children aged 5 to 10 years, completed an online questionnaire. The measures explored recent symptoms of depression, anxiety, and stress, the use of expressive suppression as an emotion regulation strategy, and hypothetical parental responses to scenarios related to children’s expression of negative emotions. A mediated regression indicated that parents who reported higher levels of stress also reported higher levels of expressive suppression as an emotion regulation strategy and increased use of non-supportive responses in relation to young children’s expression of negative emotions. These findings suggest that parents who experience heightened symptoms of stress are more likely to both suppress their emotions in parent-child interaction and engage in non-supportive responses. Furthermore, higher use of expressive suppression strongly predicted the use of non-supportive responses, despite the presence of parental stress. Contrary to expectation, no indirect effect of stress on non-supportive responses was observed via expressive suppression. The findings from the study suggest that parental stress may become a more salient manifestation of psychological distress in a sub-clinical population of parents while contributing to impaired parental responses. As such, the study offers support for targeting overarching factors such as difficulties in parental emotion regulation and stress management, not only as an intervention for parental psychological distress, but also the detection and prevention of maladaptive parenting practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotion%20regulation" title="emotion regulation">emotion regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20socialisation" title=" emotion socialisation"> emotion socialisation</a>, <a href="https://publications.waset.org/abstracts/search?q=expressive%20suppression" title=" expressive suppression"> expressive suppression</a>, <a href="https://publications.waset.org/abstracts/search?q=non-supportive%20responses" title=" non-supportive responses"> non-supportive responses</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20stress" title=" parental stress"> parental stress</a> </p> <a href="https://publications.waset.org/abstracts/110523/the-role-of-parental-stress-and-emotion-regulation-in-responding-to-childrens-expression-of-negative-emotion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110523.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">160</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">821</span> The Effectiveness of a Program Based on the Employment of the Proposed Folk Songs to Enrich the Visual Expressive Drawings with the Artistic Connotations for the Early Stage Childhood </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Mousa">Ahmed Mousa</a>, <a href="https://publications.waset.org/abstracts/search?q=Huda%20Mazeed"> Huda Mazeed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to determine the appropriate songs and artistic indications for the kindergarten child. In addition, it aims to use the songs of folk to develop expressive visual drawings with artistic connotations for the kindergarten child. The current research used a one group semi-experimental approach to identify the impact of songs on expressive children's drawings. The research community is represented in the educational administration in Giza Governorate for the academic year (2018 - 2019). The sample was taken from the kindergarten of Gamal Abdel Nasser School of Dokki Educational Administration in Giza Governorate. The study was applied to the second level children sample (5-6 years), where they numbered 20 children, males and females. The research results show that there are statistically significant differences between the average scores of the children of the experimental group in the pre and post-measurements on the observation card for children after hearing the songs of social and national folk in favor of post measurement. Moreover, the results demonstrate that there are no statistically significant differences between the average scores of children in the experimental group in the measurements, the post and follow-up, on the observation card of children's drawings for social and national folk. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=folk%20songs" title="folk songs">folk songs</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20expressive" title=" visual expressive"> visual expressive</a>, <a href="https://publications.waset.org/abstracts/search?q=artistic%20connotations" title=" artistic connotations"> artistic connotations</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood" title=" early childhood"> early childhood</a> </p> <a href="https://publications.waset.org/abstracts/138303/the-effectiveness-of-a-program-based-on-the-employment-of-the-proposed-folk-songs-to-enrich-the-visual-expressive-drawings-with-the-artistic-connotations-for-the-early-stage-childhood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138303.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">176</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">820</span> The Different Learning Path Analysis of Students with Different Learning Attitudes and Styles in Arts Creation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tracy%20Ho">Tracy Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=Huann-Shyang%20Lin"> Huann-Shyang Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Mina%20Lin"> Mina Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the different learning path of students with different learning attitude and learning styles in Arts Creation. Based on direct instruction, guided-discovery learning, and discovery learning theories, a tablet app including the following three learning areas were developed for students: (1) replication and remix practice area, (2) guided creation area, and (3) free creation area. Thirty. students with different learning attitude and learning styles were invited to use this app. Students’ learning behaviors were categorized and defined. The results will provide both educators and researchers with insights that can form a useful foundation for designing different content and strategy with the application of new technologies in school teaching. It also sheds light on how an educational App can be designed to enhance Arts Creation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=App" title="App">App</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%20creation" title=" arts creation"> arts creation</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20attitude" title=" learning attitude"> learning attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a>, <a href="https://publications.waset.org/abstracts/search?q=tablet" title=" tablet"> tablet</a> </p> <a href="https://publications.waset.org/abstracts/72549/the-different-learning-path-analysis-of-students-with-different-learning-attitudes-and-styles-in-arts-creation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72549.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">277</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">819</span> Exploring the In-Between: An Examination of the Contextual Factors That Impact How Young Children Come to Value and Use the Visual Arts in Their Learning and Lives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Probine">S. Probine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The visual arts have been proven to be a central means through which young children can communicate their ideas, reflect on experience, and construct new knowledge. Despite this, perceptions of, and the degree to which the visual arts are valued within education, vary widely within political, educational, community and family contexts. These differing perceptions informed my doctoral research project, which explored the contextual factors that affect how young children come to value and use the visual arts in their lives and learning. The qualitative methodology of narrative inquiry with inclusion of arts-based methods was most appropriate for this inquiry. Using a sociocultural framework, the stories collected were analysed through the sociocultural theories of Lev Vygotsky as well as the work of Urie Bronfenbrenner, together with postmodern theories about identity formation. The use of arts-based methods such as teacher’s reflective art journals and the collection of images by child participants and their parent/caregivers allowed the research participants to have a significant role in the research. Three early childhood settings at which the visual arts were deeply valued as a meaning-making device in children’s learning, were purposively selected to be involved in the research. At each setting, the study found a unique and complex web of influences and interconnections, which shaped how children utilised the visual arts to mediate their thinking. Although the teachers' practices at all three centres were influenced by sociocultural theories, each settings' interpretations of these theories were unique and resulted in innovative interpretations of the role of the teacher in supporting visual arts learning. These practices had a significant impact on children’s experiences of the visual arts. For many of the children involved in this study, visual art was the primary means through which they learned. The children in this study used visual art to represent their experiences, relationships, to explore working theories, their interests (including those related to popular culture), to make sense of their own and other cultures, and to enrich their imaginative play. This research demonstrates that teachers have fundamental roles in fostering and disseminating the importance of the visual arts within their educational communities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arts-based%20methods" title="arts-based methods">arts-based methods</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%27s%20visual%20arts%20pedagogies" title=" teacher's visual arts pedagogies"> teacher's visual arts pedagogies</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20arts" title=" visual arts"> visual arts</a> </p> <a href="https://publications.waset.org/abstracts/118573/exploring-the-in-between-an-examination-of-the-contextual-factors-that-impact-how-young-children-come-to-value-and-use-the-visual-arts-in-their-learning-and-lives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118573.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">818</span> Children of Syria: Using Drawings for Diagnosing and Treating Trauma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatten%20F.%20Elkomy">Fatten F. Elkomy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Syrian refugees are the largest refugee population since World War II. Mostly, children, these individuals were exposed to intense traumatic events in their homeland, throughout their journey, and during settlement in foreign lands. Art is a universal language to express feelings and tough human experiences. It is also a medium for healing and promoting creativity and resilience. Literature review was conducted to examine the use of art to facilitate psychiatric interviews, diagnosis, and therapy with traumatized children. Results show a severe impact of childhood trauma on the increased risk for abuse, neglect, and psychiatric disorders. Clinicians must recognize, evaluated and provide help for these children. In conclusion, drawings are used to tell a story, reflect deep emotions, and create a meaningful self-recognition and determination. Participants will understand art therapy using the expressive therapies continuum framework to evaluate drawings and to promote healing for refugee children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20therapy" title="art therapy">art therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=children%20drawings" title=" children drawings"> children drawings</a>, <a href="https://publications.waset.org/abstracts/search?q=Syrian%20refugees" title=" Syrian refugees"> Syrian refugees</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma%20in%20childhood" title=" trauma in childhood"> trauma in childhood</a> </p> <a href="https://publications.waset.org/abstracts/107071/children-of-syria-using-drawings-for-diagnosing-and-treating-trauma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107071.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">165</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">817</span> An Exploration of Science, Technology, Engineering, Arts, and Mathematics Competition from the Perspective of Arts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiao%20Mao">Qiao Mao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is a growing number of studies concerning STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics). However, the research is little on STEAM competitions from Arts' perspective. This study takes the annual PowerTech STEAM competition in Taiwan as an example. In this activity, students are asked to make wooden bionic mechanical beasts on the spot and participate in a model and speed competition. This study aims to explore how Arts influences STEM after it involves in the making of mechanical beasts. A case study method is adopted. Through expert sampling, five prize winners in the PowerTech Youth Science and Technology Creation Competition and their supervisors are taken as the research subjects. Relevant data which are collected, sorted out, analyzed and interpreted afterwards, derive from observations, interview and document analyses, etc. The results of the study show that in the PowerTech Youth Science and Technology Creation Competition, when Arts involves in STEM, (1) it has an impact on the athletic performance, balance, stability and symmetry of mechanical beasts; (2) students become more interested and more creative in making STEAM mechanical beasts, which can promote students' learning of STEM; (3) students encounter more difficulties and problems when making STEAM mechanical beasts, and need to have more systematic thinking and design thinking to solve problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PowerTech" title="PowerTech">PowerTech</a>, <a href="https://publications.waset.org/abstracts/search?q=STEAM%20contest" title=" STEAM contest"> STEAM contest</a>, <a href="https://publications.waset.org/abstracts/search?q=mechanical%20beast" title=" mechanical beast"> mechanical beast</a>, <a href="https://publications.waset.org/abstracts/search?q=arts%27%20role" title=" arts' role"> arts' role</a> </p> <a href="https://publications.waset.org/abstracts/149415/an-exploration-of-science-technology-engineering-arts-and-mathematics-competition-from-the-perspective-of-arts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149415.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">85</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">816</span> Administration Model for the College of Film, Television, Multimedia and Performing Arts, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somdech%20Rungsrisawat">Somdech Rungsrisawat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to investigate how to develop an appropriate management and administration model for the College of Film, Television, Multimedia and Performing Arts at Suan Sunandha Rajabhat University. A combination of qualitative and quantitative data collection and analysis methods was employed. The data collection was from the 8 experts who were the academic staff and entrepreneurs in films, television, multimedia and performing arts, and from 471 students studying in the communication arts field. The findings of this research paper presented the appropriate management and administration model for the College of Film, Television, Multimedia and Performing Arts, which depended on 3 factors: [i] the marketing management and the supporting facilities such as buildings, equipments and accessibility for students to the college; [ii] the competency of academic staff or lecturers and supporting staff; and [iii] career opportunities after graduation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20institution%20management" title="educational institution management">educational institution management</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20management" title=" educational management"> educational management</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20resources" title=" learning resources"> learning resources</a>, <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title=" non-formal education"> non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20qualifications%20framework%20for%20higher%20education" title=" Thai qualifications framework for higher education "> Thai qualifications framework for higher education </a> </p> <a href="https://publications.waset.org/abstracts/17829/administration-model-for-the-college-of-film-television-multimedia-and-performing-arts-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17829.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">330</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">815</span> Effects of Web-Enabled Sculpture Package on Colleges of Education Students’ Psychomotor Ability in Fine Arts in South-West, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20A.%20Kareem">Ibrahim A. Kareem</a>, <a href="https://publications.waset.org/abstracts/search?q=Sina%20O.%20Ayelaagbe"> Sina O. Ayelaagbe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effects of web-enabled Sculpture package on Colleges of Education students’ psychomotor level in Fine Arts in South-west, Nigeria. The objectives of this study were to: (i) determine the effect of web-enabled Sculpture package on Fine Arts Students’ performance; (ii) find out the effect of ability levels on Fine Arts Students’ performance and (iii) ascertain the interaction effect of treatment and ability levels on Fine Arts Students’ performance. The study was quasi-experimental design. A total of 48 Fine Arts Students participated in the study. There were 26 students in experimental and 22 for the control. The respondents were purposively sampled from Adeyemi College of Education, Ondo and Federal College of Education (Special) Oyo. Sculpture Achievement Test, Sculpture Skill Test and Sculpture ‘on the Spot’ Skill Assessment Instrument were validated by experts while Pearson’s Product Moment Correlation (PPMC) statistics was used to analyse the instrument while the remaining two instruments were subjected to Cronbach alpha statistics. Data were analysed using t-test and ANCOVA were used to test the hypotheses at 0.05 level of significance. The findings of the study revealed that: (i) Fine Arts Students’ in the experimental group performed significantly better than the control group; (ii) there was a significant difference among high, medium and low ability levels mean scores of Fine Arts Students’ performance in Colleges of Education; (iii) there was no significant interaction effect of treatment and ability levels on the mean scores of Fine Arts Students’ performance in Colleges of Education and. The study concluded that Fine Arts Students exposed to web-enabled Sculpture package performed better than those taught using the conventional method. Based on the study it was recommended that lecturers in Colleges of Education should endeavour to adapt and utilise web-enabled Sculpture package for teaching sculpture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fine%20art" title="fine art">fine art</a>, <a href="https://publications.waset.org/abstracts/search?q=psychomotor" title=" psychomotor"> psychomotor</a>, <a href="https://publications.waset.org/abstracts/search?q=sculpture" title=" sculpture"> sculpture</a>, <a href="https://publications.waset.org/abstracts/search?q=web-enabled" title=" web-enabled"> web-enabled</a> </p> <a href="https://publications.waset.org/abstracts/89403/effects-of-web-enabled-sculpture-package-on-colleges-of-education-students-psychomotor-ability-in-fine-arts-in-south-west-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89403.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">153</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">814</span> Copyright Clearance for Artificial Intelligence Training Data: Challenges and Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erva%20Akin">Erva Akin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> – The use of copyrighted material for machine learning purposes is a challenging issue in the field of artificial intelligence (AI). While machine learning algorithms require large amounts of data to train and improve their accuracy and creativity, the use of copyrighted material without permission from the authors may infringe on their intellectual property rights. In order to overcome copyright legal hurdle against the data sharing, access and re-use of data, the use of copyrighted material for machine learning purposes may be considered permissible under certain circumstances. For example, if the copyright holder has given permission to use the data through a licensing agreement, then the use for machine learning purposes may be lawful. It is also argued that copying for non-expressive purposes that do not involve conveying expressive elements to the public, such as automated data extraction, should not be seen as infringing. The focus of such ‘copy-reliant technologies’ is on understanding language rules, styles, and syntax and no creative ideas are being used. However, the non-expressive use defense is within the framework of the fair use doctrine, which allows the use of copyrighted material for research or educational purposes. The questions arise because the fair use doctrine is not available in EU law, instead, the InfoSoc Directive provides for a rigid system of exclusive rights with a list of exceptions and limitations. One could only argue that non-expressive uses of copyrighted material for machine learning purposes do not constitute a ‘reproduction’ in the first place. Nevertheless, the use of machine learning with copyrighted material is difficult because EU copyright law applies to the mere use of the works. Two solutions can be proposed to address the problem of copyright clearance for AI training data. The first is to introduce a broad exception for text and data mining, either mandatorily or for commercial and scientific purposes, or to permit the reproduction of works for non-expressive purposes. The second is that copyright laws should permit the reproduction of works for non-expressive purposes, which opens the door to discussions regarding the transposition of the fair use principle from the US into EU law. Both solutions aim to provide more space for AI developers to operate and encourage greater freedom, which could lead to more rapid innovation in the field. The Data Governance Act presents a significant opportunity to advance these debates. Finally, issues concerning the balance of general public interests and legitimate private interests in machine learning training data must be addressed. In my opinion, it is crucial that robot-creation output should fall into the public domain. Machines depend on human creativity, innovation, and expression. To encourage technological advancement and innovation, freedom of expression and business operation must be prioritised. <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=copyright" title=" copyright"> copyright</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20governance" title=" data governance"> data governance</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/165336/copyright-clearance-for-artificial-intelligence-training-data-challenges-and-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165336.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">83</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">813</span> Nutraceutical Potential of Mushroom Bioactive Metabolites and Their Food Functionality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jackson%20Ishara">Jackson Ishara</a>, <a href="https://publications.waset.org/abstracts/search?q=Ariel%20Buzera"> Ariel Buzera</a>, <a href="https://publications.waset.org/abstracts/search?q=Gustave%20N.%20Mushagalusa"> Gustave N. Mushagalusa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20R.%20A.%20Hammam"> Ahmed R. A. Hammam</a>, <a href="https://publications.waset.org/abstracts/search?q=Judith%20Munga"> Judith Munga</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Karanja"> Paul Karanja</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Kinyuru"> John Kinyuru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numerous mushroom bioactive metabolites, including polysaccharides, eritadenine, lignin, chitosan, mevinolin, and astrakurkurone have been studied in life-threatening conditions and diseases such as diabetes, cardiovascular, hypertension, cancer, DNA damage, hypercholesterolemia, and obesity attempting to identify natural therapies. These bioactive metabolites have shown potential as antiviral and immune system strengthener natural agents through diverse cellular and physiological pathways modulation with no toxicity evidence, widely available, and affordable. In light of the emerging literature, this paper compiles the most recent information describing the molecular mechanisms that underlie the nutraceutical potentials of these mushroom metabolites suggesting their effectiveness if combined with existing drug therapies. The findings raise hope that these mushroom bioactive metabolites may be utilized as natural therapies considering their therapeutic potential while anticipating further research designing clinical trials and developing new drug therapies while encouraging their consumption as a natural adjuvant in preventing and controlling life-threatening conditions and diseases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bioactive%20metabolites" title="bioactive metabolites">bioactive metabolites</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20functionality" title=" food functionality"> food functionality</a>, <a href="https://publications.waset.org/abstracts/search?q=health-threatening%20conditions" title=" health-threatening conditions"> health-threatening conditions</a>, <a href="https://publications.waset.org/abstracts/search?q=mushrooms" title=" mushrooms"> mushrooms</a>, <a href="https://publications.waset.org/abstracts/search?q=nutraceutical" title=" nutraceutical"> nutraceutical</a> </p> <a href="https://publications.waset.org/abstracts/151778/nutraceutical-potential-of-mushroom-bioactive-metabolites-and-their-food-functionality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151778.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">103</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">812</span> Indecisiveness in 'The Road Not Taken' by Robert Frost: An Expressive Critical Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kurt%20S.%20Candilas">Kurt S. Candilas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This expressive critical study is an effort to bring in light new interpretation of Robert Frost poem 'The Road Not Taken' as a reflection of his indecisiveness in life. Specifically, it aims at examining Frost’s inner being, emphasizing his own self and experiences in the poem or text. The study employs the qualitative research design which made use of discourse analysis using the critical theory of expressivism as the main guide. In acquiring the data of the study, the art of historiography is used such as autobiographical and/or biographical notes, sources documents, and web information. In executing the methods involved in this study, it is observed that the poem shows a naturalist implicatures, expressing Frost’s strong feelings and emotions being devoid of free will and a narrow bit of confusions and ambiguities with his indecisions in life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=The%20Road%20Not%20Taken" title="The Road Not Taken">The Road Not Taken</a>, <a href="https://publications.waset.org/abstracts/search?q=expressivism" title=" expressivism"> expressivism</a>, <a href="https://publications.waset.org/abstracts/search?q=indecisiveness" title=" indecisiveness"> indecisiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=naturalist%20implicatures" title=" naturalist implicatures"> naturalist implicatures</a> </p> <a href="https://publications.waset.org/abstracts/77125/indecisiveness-in-the-road-not-taken-by-robert-frost-an-expressive-critical-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77125.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">342</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=expressive%20arts%20therapies&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapies&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=expressive%20arts%20therapies&page=4">4</a></li> <li class="page-item"><a class="page-link" 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