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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="dialogue management"> <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> 9906</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: dialogue management</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9906</span> On Dialogue Systems Based on Deep Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Fan">Yifan Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xudong%20Luo"> Xudong Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pingping%20Lin"> Pingping Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, dialogue systems increasingly become the way for humans to access many computer systems. So, humans can interact with computers in natural language. A dialogue system consists of three parts: understanding what humans say in natural language, managing dialogue, and generating responses in natural language. In this paper, we survey deep learning based methods for dialogue management, response generation and dialogue evaluation. Specifically, these methods are based on neural network, long short-term memory network, deep reinforcement learning, pre-training and generative adversarial network. We compare these methods and point out the further research directions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title="dialogue management">dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20generation" title=" response generation"> response generation</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/129369/on-dialogue-systems-based-on-deep-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129369.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">167</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">9905</span> Creative Peace Diplomacy Model by the Perspective of Dialogue Management for International Relations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bilgehan%20G%C3%BCltekin">Bilgehan Gültekin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuba%20G%C3%BCltekin"> Tuba Gültekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peace diplomacy is the most important international tool to keep peace all over the world. The study titled “peace diplomacy for international relations” is consist of three part. In the first part, peace diplomacy is going to be introduced as a tool of peace communication and peace management. And, in this part, peace communication will be explained by international communication perspective. In the second part of the study,public relations events and communication campaigns will be developed originally for peace diplomacy. In this part, it is aimed original public communication dialogue management tools for peace diplomacy. the aim of the final part of the study, is to produce original public communication model for international relations. The model includes peace modules, peace management projects, original dialogue procedures and protocols, dialogue education, dialogue management strategies, peace actors, communication models, peace team management and public diplomacy steps. The creative part of the study aims to develop a model used for international relations for all countries. Creative Peace Diplomacy Model will be developed in the case of Turkey-Turkey-France and Turkey-Greece relations. So, communication and public relations events and campaigns are going to be developed as original for only this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peace%20diplomacy" title="peace diplomacy">peace diplomacy</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20communication%20model" title=" public communication model"> public communication model</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title=" dialogue management"> dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20relations" title=" international relations"> international relations</a> </p> <a href="https://publications.waset.org/abstracts/15964/creative-peace-diplomacy-model-by-the-perspective-of-dialogue-management-for-international-relations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15964.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">541</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">9904</span> Structuring Taiwanese Elementary School English Teachers' Professional Dialogue about Teaching and Learning through Protocols</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chin-Wen%20Chien">Chin-Wen Chien</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Protocols are tools that help teachers inquire into the teaching and professional learning during the professional dialogue. This study focused on the integration of protocols into elementary school English teachers’ professional dialogue and discussed the influence of protocols on teachers’ teaching and learning. Based on the analysis of documents, observations, and interviews, this study concluded that with the introduction of protocols to elementary school English teachers, three major protocols were used during their professional dialogue. These protocols led the teachers to gain professional learning in content knowledge and pedagogical content knowledge. However, the facilitators’ lack of experience in using protocols led to interruptions during the professional dialogue. Suggestions for effective protocol-based professional dialogue are provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=protocols" title="protocols">protocols</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20learning" title=" professional learning"> professional learning</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20dialogue" title=" professional dialogue"> professional dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom%20practice" title=" classroom practice"> classroom practice</a> </p> <a href="https://publications.waset.org/abstracts/59233/structuring-taiwanese-elementary-school-english-teachers-professional-dialogue-about-teaching-and-learning-through-protocols" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59233.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">382</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">9903</span> A Survey of WhatsApp as a Tool for Instructor-Learner Dialogue, Learner-Content Dialogue, and Learner-Learner Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebrahim%20Panah">Ebrahim Panah</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Yasir%20Babar"> Muhammad Yasir Babar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Thanks to the development of online technology and social networks, people are able to communicate as well as learn. WhatsApp is a popular social network which is growingly gaining popularity. This app can be used for communication as well as education. It can be used for instructor-learner, learner-learner, and learner-content interactions; however, very little knowledge is available on these potentials of WhatsApp. The current study was undertaken to investigate university students’ perceptions of WhatsApp used as a tool for instructor-learner dialogue, learner-content dialogue, and learner-learner dialogue. The study adopted a survey approach and distributed the questionnaire developed by Google Forms to 54 (11 males and 43 females) university students. The obtained data were analyzed using SPSS version 20. The result of data analysis indicates that students have positive attitudes towards WhatsApp as a tool for Instructor-Learner Dialogue: it easy to reach the lecturer (4.07), the instructor gives me valuable feedback on my assignment (4.02), the instructor is supportive during course discussion and offers continuous support with the class (4.00). Learner-Content Dialogue: WhatsApp allows me to academically engage with lecturers anytime, anywhere (4.00), it helps to send graphics such as pictures or charts directly to the students (3.98), it also provides out of class, extra learning materials and homework (3.96), and Learner-Learner Dialogue: WhatsApp is a good tool for sharing knowledge with others (4.09), WhatsApp allows me to academically engage with peers anytime, anywhere (4.07), and we can interact with others through the use of group discussion (4.02). It was also found that there are significant positive correlations between students’ perceptions of Instructor-Learner Dialogue (ILD), Learner-Content Dialogue (LCD), Learner-Learner Dialogue (LLD) and WhatsApp Application in classroom. The findings of the study have implications for lectures, policy makers and curriculum developers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructor-learner%20dialogue" title="instructor-learner dialogue">instructor-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learners-contents%20dialogue" title=" learners-contents dialogue"> learners-contents dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-learner%20dialogue" title=" learner-learner dialogue"> learner-learner dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=whatsapp%20application" title=" whatsapp application"> whatsapp application</a> </p> <a href="https://publications.waset.org/abstracts/120275/a-survey-of-whatsapp-as-a-tool-for-instructor-learner-dialogue-learner-content-dialogue-and-learner-learner-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120275.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">158</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">9902</span> Intertextuality as a Dialogue Between Postmodern Writer J. Fowles and Mid-English Writer J. Donne</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isahakyan%20Heghine">Isahakyan Heghine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intertextuality, being in the centre of attention of both linguists and literary critics, is vividly expressed in the outstanding British novelist and philosopher J. Fowles' works. 'The Magus’ is a deep psychological and philosophical novel with vivid intertextual links with the Greek mythology and authors from different epochs. The aim of the paper is to show how intertextuality might serve as a dialogue between two authors (J. Fowles and J. Donne) disguised in the dialogue of two protagonists of the novel : Conchis and Nicholas. Contrastive viewpoints concerning man's isolation, loneliness are stated in the dialogue. Due to the conceptual analysis of the text it becomes possible both to decode the conceptual information of the text and find out its intertextual links. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20analysis" title=" conceptual analysis"> conceptual analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=isolation" title=" isolation"> isolation</a>, <a href="https://publications.waset.org/abstracts/search?q=intertextuality" title=" intertextuality"> intertextuality</a> </p> <a href="https://publications.waset.org/abstracts/47392/intertextuality-as-a-dialogue-between-postmodern-writer-j-fowles-and-mid-english-writer-j-donne" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47392.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">329</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">9901</span> Dialogue Meetings as an Arena for Collaboration and Reflection among Researchers and Practitioners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerstin%20Grunden">Kerstin Grunden</a>, <a href="https://publications.waset.org/abstracts/search?q=Ann%20Svensson"> Ann Svensson</a>, <a href="https://publications.waset.org/abstracts/search?q=Berit%20Forsman"> Berit Forsman</a>, <a href="https://publications.waset.org/abstracts/search?q=Christina%20Karlsson"> Christina Karlsson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Obeid"> Ayman Obeid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research question of the article is to explore whether the dialogue meetings method could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in municipalities, or not. A testbed was planned to be implemented in a retirement home in a Swedish municipality, and the practitioners worked with a pre-study of that testbed. In the article, the dialogue between the researchers and the practitioners in the dialogue meetings is described and analyzed. The potential of dialogue meetings as an arena for learning and reflection among researchers and practitioners is discussed. The research methodology approach is participatory action research with mixed methods (dialogue meetings, focus groups, participant observations). The main findings from the dialogue meetings were that the researchers learned more about the use of traditional research methods, and the practitioners learned more about how they could improve their use of the methods to facilitate change processes in their organization. These findings have the potential both for the researchers and the practitioners to result in more relevant use of research methods in change processes in organizations. It is concluded that dialogue meetings could be relevant for reflective learning among researchers and practitioners when welfare technology should be implemented in a health care organization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20meetings" title="dialogue meetings">dialogue meetings</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation" title=" implementation"> implementation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20bed" title=" test bed"> test bed</a>, <a href="https://publications.waset.org/abstracts/search?q=welfare%20technology" title=" welfare technology"> welfare technology</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20action%20research" title=" participatory action research"> participatory action research</a> </p> <a href="https://publications.waset.org/abstracts/116644/dialogue-meetings-as-an-arena-for-collaboration-and-reflection-among-researchers-and-practitioners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116644.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9900</span> The Effects of a Digital Dialogue Game on Higher Education Students’ Argumentation-Based Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Noroozi">Omid Noroozi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digital dialogue games have opened up opportunities for learning skills by engaging students in complex problem solving that mimic real world situations, without importing unwanted constraints and risks of the real world. Digital dialogue games can be motivating and engaging to students for fun, creative thinking, and learning. This study explored how undergraduate students engage with argumentative discourse activities which have been designed to intensify debate. A pre-test, post-test design was used with students who were assigned to groups of four and asked to debate a controversial topic with the aim of exploring various 'pros and cons' on the 'Genetically Modified Organisms (GMOs)'. Findings reveal that the Digital dialogue game can facilitate argumentation-based learning. The digital Dialogue game was also evaluated positively in terms of students’ satisfaction and learning experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentation" title="argumentation">argumentation</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20game" title=" digital game"> digital game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a> </p> <a href="https://publications.waset.org/abstracts/55649/the-effects-of-a-digital-dialogue-game-on-higher-education-students-argumentation-based-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55649.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">9899</span> A Multimodal Dialogue Management System for Achieving Natural Interaction with Embodied Conversational Agents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ozge%20Nilay%20Yalcin">Ozge Nilay Yalcin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dialogue has been proposed to be the natural basis for the human-computer interaction, which is behaviorally rich and includes different modalities such as gestures, posture changes, gaze, para-linguistic parameters and linguistic context. However, equipping the system with these capabilities might have consequences on the usability of the system. One issue is to be able to find a good balance between rich behavior and fluent behavior, as planning and generating these behaviors is computationally expensive. In this work, we propose a multi-modal dialogue management system that automates the conversational flow from text-based dialogue examples and uses synchronized verbal and non-verbal conversational cues to achieve a fluent interaction. Our system is integrated with Smartbody behavior realizer to provide real-time interaction with embodied agent. The nonverbal behaviors are used according to turn-taking behavior, emotions, and personality of the user and linguistic analysis of the dialogue. The verbal behaviors are responsive to the emotional value of the utterance and the feedback from the user. Our system is aimed for online planning of these affective multi-modal components, in order to achieve enhanced user experience with richer and more natural interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=affect" title="affect">affect</a>, <a href="https://publications.waset.org/abstracts/search?q=embodied%20conversational%20agents" title=" embodied conversational agents"> embodied conversational agents</a>, <a href="https://publications.waset.org/abstracts/search?q=human-agent%20interaction" title=" human-agent interaction"> human-agent interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20interaction" title=" multimodal interaction"> multimodal interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20interfaces" title=" natural interfaces"> natural interfaces</a> </p> <a href="https://publications.waset.org/abstracts/91824/a-multimodal-dialogue-management-system-for-achieving-natural-interaction-with-embodied-conversational-agents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/91824.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">9898</span> Dialogue Journals as an EFL Learning Strategy in the Preparatory Year Program: Learners' Attitudes and Perceptions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asma%20Alyahya">Asma Alyahya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study attempts to elicit the perceptions and attitudes of EFL learners of the Preparatory Year Program at KSU towards dialogue journal writing as an EFL learning strategy. The descriptive research design used incorporated both qualitative and quantitative instruments to accomplish the objectives of the study. A learners’ attitude questionnaire and follow-up interviews with learners from a randomly selected representative sample of the participants were employed. The participants were 55 female Saudi university students in the Preparatory Year Program at King Saud University. The analysis of the results indicated that the PYP learners had highly positive attitudes towards dialogue journal writing in their EFL classes and positive perceptions of the benefits of the use of dialogue journal writing as an EFL learning strategy. The results also revealed that dialogue journals are considered an effective EFL learning strategy since they fulfill various needs for both learners and instructors. Interestingly, the analysis of the results also revealed that Saudi university level students tend to write about personal topics in their dialogue journals more than academic ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue%20journals" title="dialogue journals">dialogue journals</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20strategy" title=" learning strategy"> learning strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/19954/dialogue-journals-as-an-efl-learning-strategy-in-the-preparatory-year-program-learners-attitudes-and-perceptions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19954.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">458</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">9897</span> Applying Polyphonic Dialogue as an Approach to Thematically Analyse the Development of Online Identities in Social Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Khosronejad">Maryam Khosronejad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In social media, differences between individuals become salient as they become a member of different groups with particular social and cultural practices and get engaged in various conversations. The influence of the presence of social media on the promotion of self-expression and polyphonic dialogue is an understudied area and is, therefore, the focus of this paper. This exploration aims to understand the formation of online identities as an ongoing process of orchestrating polyphonic dialogue and responding to available positions. In addition, applying the thematic analysis, it gives examples of how discursive transactions facilitate this process. The implications for the use of social media in education will be discussed based on the findings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20identity" title="online identity">online identity</a>, <a href="https://publications.waset.org/abstracts/search?q=polyphonic%20dialogue" title=" polyphonic dialogue"> polyphonic dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20expression" title=" self expression"> self expression</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a> </p> <a href="https://publications.waset.org/abstracts/81654/applying-polyphonic-dialogue-as-an-approach-to-thematically-analyse-the-development-of-online-identities-in-social-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81654.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">225</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">9896</span> The Role of Dialogue in Shared Leadership and Team Innovative Behavior Relationship</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ander%20Pomposo">Ander Pomposo </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The aim of this study was to investigate the impact that dialogue has on the relationship between shared leadership and innovative behavior and the importance of dialogue in innovation. This study wants to contribute to the literature by providing theorists and researchers a better understanding of how to move forward in the studies of moderator variables in the relationship between shared leadership and team outcomes such as innovation. Methodology: A systematic review of the literature, originally adopted from the medical sciences but also used in management and leadership studies, was conducted to synthesize research in a systematic, transparent and reproducible manner. A final sample of 48 empirical studies was scientifically synthesized. Findings: Shared leadership gives a better solution to team management challenges and goes beyond the classical, hierarchical, or vertical leadership models based on the individual leader approach. One of the outcomes that emerge from shared leadership is team innovative behavior. To intensify the relationship between shared leadership and team innovative behavior, and understand when is more effective, the moderating effects of other variables in this relationship should be examined. This synthesis of the empirical studies revealed that dialogue is a moderator variable that has an impact on the relationship between shared leadership and team innovative behavior when leadership is understood as a relational process. Dialogue is an activity between at least two speech partners trying to fulfill a collective goal and is a way of living open to people and ideas through interaction. Dialogue is productive when team members engage relationally with one another. When this happens, participants are more likely to take responsibility for the tasks they are involved and for the relationships they have with others. In this relational engagement, participants are likely to establish high-quality connections with a high degree of generativity. This study suggests that organizations should facilitate the dialogue of team members in shared leadership which has a positive impact on innovation and offers a more adaptive framework for the leadership that is needed in teams working in complex work tasks. These results uncover the necessity of more research on the role that dialogue plays in contributing to important organizational outcomes such as innovation. Case studies describing both best practices and obstacles of dialogue in team innovative behavior are necessary to gain a more detailed insight into the field. It will be interesting to see how all these fields of research evolve and are implemented in dialogue practices in the organizations that use team-based structures to deal with uncertainty, fast-changing environments, globalization and increasingly complex work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership" title=" leadership"> leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=shared%20leadership" title=" shared leadership"> shared leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20innovative%20behavior" title=" team innovative behavior"> team innovative behavior</a> </p> <a href="https://publications.waset.org/abstracts/86251/the-role-of-dialogue-in-shared-leadership-and-team-innovative-behavior-relationship" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86251.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">182</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">9895</span> A Grounded Theory of Educational Leadership Development Using Generative Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Hartney">Elizabeth Hartney</a>, <a href="https://publications.waset.org/abstracts/search?q=Keith%20Borkowsky"> Keith Borkowsky</a>, <a href="https://publications.waset.org/abstracts/search?q=Jo%20Axe"> Jo Axe</a>, <a href="https://publications.waset.org/abstracts/search?q=Doug%20Hamilton"> Doug Hamilton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this research is to develop a grounded theory of educational leadership development, using an approach to initiating and maintaining professional growth in school principals and vice principals termed generative dialogue. The research was conducted in a relatively affluent, urban school district in Western Canada. Generative dialogue interviews were conducted by a team of consultants, and anonymous data in the form of handwritten notes were voluntarily submitted to the research team. The data were transcribed and analyzed using grounded theory. The results indicate that a key focus of educational leadership development is focused on navigating relationships within the school setting and that the generative dialogue process is helpful for principals and vice principals to explore how they might do this. Applicability and limitations of the study are addressed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generative%20dialogue" title="generative dialogue">generative dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20principals" title=" school principals"> school principals</a>, <a href="https://publications.waset.org/abstracts/search?q=grounded%20theory" title=" grounded theory"> grounded theory</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20development" title=" leadership development"> leadership development</a> </p> <a href="https://publications.waset.org/abstracts/92456/a-grounded-theory-of-educational-leadership-development-using-generative-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92456.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">356</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">9894</span> Digitalisation of the Railway Industry: Recent Advances in the Field of Dialogue Systems: Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrei%20Nosov">Andrei Nosov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the development directions of dialogue systems within the digitalisation of the railway industry, where technologies based on conversational AI are already potentially applied or will be applied. Conversational AI is one of the popular natural language processing (NLP) tasks, as it has great prospects for real-world applications today. At the same time, it is a challenging task as it involves many areas of NLP based on complex computations and deep insights from linguistics and psychology. In this review, we focus on dialogue systems and their implementation in the railway domain. We comprehensively review the state-of-the-art research results on dialogue systems and analyse them from three perspectives: type of problem to be solved, type of model, and type of system. In particular, from the perspective of the type of tasks to be solved, we discuss characteristics and applications. This will help to understand how to prioritise tasks. In terms of the type of models, we give an overview that will allow researchers to become familiar with how to apply them in dialogue systems. By analysing the types of dialogue systems, we propose an unconventional approach in contrast to colleagues who traditionally contrast goal-oriented dialogue systems with open-domain systems. Our view focuses on considering retrieval and generative approaches. Furthermore, the work comprehensively presents evaluation methods and datasets for dialogue systems in the railway domain to pave the way for future research. Finally, some possible directions for future research are identified based on recent research results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitalisation" title="digitalisation">digitalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=railway" title=" railway"> railway</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20systems" title=" dialogue systems"> dialogue systems</a>, <a href="https://publications.waset.org/abstracts/search?q=conversational%20AI" title=" conversational AI"> conversational AI</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20understanding" title=" natural language understanding"> natural language understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20generation" title=" natural language generation"> natural language generation</a> </p> <a href="https://publications.waset.org/abstracts/173788/digitalisation-of-the-railway-industry-recent-advances-in-the-field-of-dialogue-systems-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173788.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">63</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">9893</span> An Empirical Study of Performance Management System: Implementation of Performance Management Cycle to Achieve High-Performance Culture at Pertamina Company, Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arif%20Budiman">Arif Budiman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Any organization or company that wishes to achieve vision, mission, and goals of the organization is required to implement a performance management system or known as the Performance Management System (PMS) in every part of the whole organization. PMS is a tool to help visualize the direction and work program of the organization to achieve the goal. The challenge is PMS should not stop merely as a visualization tool to achieve the vision and mission of the organization, but PMS should also be able to create a high-performance culture that is inherent in each individual of the organization. Establishment of a culture within an organization requires the support of top leaders and also requires a system or governance that encourages every individual in the organization to be involved in any work program of the organization. Keywords of creating a high-performance culture are the formation of communication pattern involving the whole individual, either vertically or horizontally, and performed consistently and persistently by all individuals in each line of the organization. PT Pertamina (Persero) as the state-owned national energy company holds a system to internalize the culture of high performance through a system called Performance Management System Cycle (PMS Cycle). This system has 7 stages of the cycle, those are: (1) defining vision, mission and strategic plan of the company, (2) defining key performance indicator of each line and the individual (‘expectation setting conversation’), (3) defining performance target and performance agreement, (4) monitoring performance on a monthly regular basis (‘pulse check’), (5) implementing performance dialogue between leaders and staffs periodically every 3 months (‘performance dialogue’), (6) defining rewards and consequences based on the achievement of the performance of each line and the individual, and (7) calculating the final performance value achieved by each line and individual from one period of the current year. Perform PMS is a continual communication running throughout the year, that is why any three performance discussion that should be performed, include expectation setting conversations, pulse check and performance dialogue. In addition, another significant point and necessary undertaken to complete the assessment of individual performance assessment is soft competencies through 360-degree assessment by leaders, staffs, and peers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=360-degree%20assessment" title="360-degree assessment">360-degree assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation%20setting%20conversation" title=" expectation setting conversation"> expectation setting conversation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20management%20system%20cycle" title=" performance management system cycle"> performance management system cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20dialogue" title=" performance dialogue"> performance dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=pulse%20check" title=" pulse check"> pulse check</a> </p> <a href="https://publications.waset.org/abstracts/66870/an-empirical-study-of-performance-management-system-implementation-of-performance-management-cycle-to-achieve-high-performance-culture-at-pertamina-company-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66870.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">440</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">9892</span> Critical Dialogue: Anti-Racism Teacher Education in Predominantly White Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claire%20M.%20Hollocou">Claire M. Hollocou</a>, <a href="https://publications.waset.org/abstracts/search?q=Denise%20Johnson"> Denise Johnson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As racism permeates the foundation of America's educational system, educators hold a level of responsibility to address racism and the power of white privilege in the classroom by implementing anti-racist practices. This study aims to discuss the practices of anti-racist education across two predominantly affluent white schools. It offers our perspectives as white and black female teachers committed to implementing and reflecting on our antiracist work. Through communities of practice and the critical dialogue framework, we will provide an environment for one another to share our experiences implementing anti-racist education. We will spend a couple of months engaging in dialogue together to support our praxis. With critical reflection, we will look for themes that emerge through the conversations as well as develop a protocol for building an antiracist community of practice. This study is a work in progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anti-racism" title="anti-racism">anti-racism</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20dialogue" title=" critical dialogue"> critical dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=race%20and%20racism" title=" race and racism"> race and racism</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a> </p> <a href="https://publications.waset.org/abstracts/131994/critical-dialogue-anti-racism-teacher-education-in-predominantly-white-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131994.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">132</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">9891</span> Identifying Missing Component in the Bechdel Test Using Principal Component Analysis Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Raghav%20Lakhotia">Raghav Lakhotia</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandra%20Kanth%20Nagesh"> Chandra Kanth Nagesh</a>, <a href="https://publications.waset.org/abstracts/search?q=Krishna%20Madgula"> Krishna Madgula</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A lot has been said and discussed regarding the rationale and significance of the Bechdel Score. It became a digital sensation in 2013, when Swedish cinemas began to showcase the Bechdel test score of a film alongside its rating. The test has drawn criticism from experts and the film fraternity regarding its use to rate the female presence in a movie. The pundits believe that the score is too simplified and the underlying criteria of a film to pass the test must include 1) at least two women, 2) who have at least one dialogue, 3) about something other than a man, is egregious. In this research, we have considered a few more parameters which highlight how we represent females in film, like the number of female dialogues in a movie, dialogue genre, and part of speech tags in the dialogue. The parameters were missing in the existing criteria to calculate the Bechdel score. The research aims to analyze 342 movies scripts to test a hypothesis if these extra parameters, above with the current Bechdel criteria, are significant in calculating the female representation score. The result of the Principal Component Analysis method concludes that the female dialogue content is a key component and should be considered while measuring the representation of women in a work of fiction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bechdel%20test" title="Bechdel test">Bechdel test</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20genre" title=" dialogue genre"> dialogue genre</a>, <a href="https://publications.waset.org/abstracts/search?q=parts%20of%20speech%20tags" title=" parts of speech tags"> parts of speech tags</a>, <a href="https://publications.waset.org/abstracts/search?q=principal%20component%20analysis" title=" principal component analysis"> principal component analysis</a> </p> <a href="https://publications.waset.org/abstracts/105826/identifying-missing-component-in-the-bechdel-test-using-principal-component-analysis-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105826.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">142</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">9890</span> Community Development and Empowerment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shahin%20Marjan%20Nanaje">Shahin Marjan Nanaje </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present century is the time that social worker faced complicated issues in the area of their work. All the focus are on bringing change in the life of those that they live in margin or live in poverty became the cause that we have forgotten to look at ourselves and start to bring change in the way we address issues. It seems that there is new area of needs that social worker should response to that. In need of dialogue and collaboration, to address the issues and needs of community both individually and as a group we need to have new method of dialogue as tools to reach to collaboration. The social worker as link between community, organization and government play multiple roles. They need to focus in the area of communication with new ability, to transfer all the narration of the community to those organization and government and vice versa. It is not relate only in language but it is about changing dialogue. Migration for survival by job seeker to the big cities created its own issues and difficulty and therefore created new need. Collaboration is not only requiring between government sector and non-government sectors but also it could be in new way between government, non-government and communities. To reach to this collaboration we need healthy, productive and meaningful dialogue. In this new collaboration there will not be any hierarchy between members. The methodology that selected by researcher were focusing on observation at the first place, and used questionnaire in the second place. Duration of the research was three months and included home visits, group discussion and using communal narrations which helped to bring enough evidence to understand real need of community. The sample selected randomly was included 70 immigrant families which work as sweepers in the slum community in Bangalore, Karnataka. The result reveals that there is a gap between what a community is and what organizations, government and members of society apart from this community think about them. Consequently, it is learnt that to supply any service or bring any change to slum community, we need to apply new skill to have dialogue and understand each other before providing any services. Also to bring change in the life of those marginal groups at large we need to have collaboration as their challenges are collective and need to address by different group and collaboration will be necessary. The outcome of research helped researcher to see the area of need for new method of dialogue and collaboration as well as a framework for collaboration and dialogue that were main focus of the paper. The researcher used observation experience out of ten NGO’s and their activities to create framework for dialogue and collaboration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaboration" title="collaboration">collaboration</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20development" title=" community development"> community development</a>, <a href="https://publications.waset.org/abstracts/search?q=empowerment" title=" empowerment"> empowerment</a> </p> <a href="https://publications.waset.org/abstracts/18017/community-development-and-empowerment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18017.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">588</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">9889</span> Common Sense Leadership in the Example of Turkish Political Leader Devlet Bahçeli</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=B.%20G%C3%BCltekin">B. Gültekin</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20G%C3%BCltekin"> T. Gültekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peace diplomacy is the most important international tool to maintain peace all over the World. This study consists of three parts. In the first part, the leadership of Devlet Bahçeli, leader of the Nationalist Movement Party, will be introduced as a tool of peace communication and peace management. Also, in this part, peace communication will be explained by the peace leadership traits of Devlet Bahçeli, who is one of the efficient political leaders representing the concepts of compromise and agreement on different sides of politics. In the second part of study, it is aimed to analyze Devlet Bahçeli’s leadership within the frame of peace communication and the final part of this study is about creating an original public communication model for public diplomacy based on Devlet Bahçeli as an example. As a result, the main purpose of this study is to develop an original peace communication model including peace modules, peace management projects, original dialogue procedures and protocols exhibited in the policies of Devlet Bahçeli. The political leadership represented by Devlet Bahçeli inspires political leaders to provide peace communication. In this study, principles and policies of peace leadership of Devlet Bahçeli will be explained as an original model on a peace communication platform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=public%20diplomacy" title="public diplomacy">public diplomacy</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue%20management" title=" dialogue management"> dialogue management</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20leadership" title=" peace leadership"> peace leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=peace%20diplomacy" title=" peace diplomacy"> peace diplomacy</a> </p> <a href="https://publications.waset.org/abstracts/104142/common-sense-leadership-in-the-example-of-turkish-political-leader-devlet-bahceli" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104142.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">168</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">9888</span> A Survey of Response Generation of Dialogue Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yifan%20Fan">Yifan Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xudong%20Luo"> Xudong Luo</a>, <a href="https://publications.waset.org/abstracts/search?q=Pingping%20Lin"> Pingping Lin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An essential task in the field of artificial intelligence is to allow computers to interact with people through natural language. Therefore, researches such as virtual assistants and dialogue systems have received widespread attention from industry and academia. The response generation plays a crucial role in dialogue systems, so to push forward the research on this topic, this paper surveys various methods for response generation. We sort out these methods into three categories. First one includes finite state machine methods, framework methods, and instance methods. The second contains full-text indexing methods, ontology methods, vast knowledge base method, and some other methods. The third covers retrieval methods and generative methods. We also discuss some hybrid methods based knowledge and deep learning. We compare their disadvantages and advantages and point out in which ways these studies can be improved further. Our discussion covers some studies published in leading conferences such as IJCAI and AAAI in recent years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title="deep learning">deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=generative" title=" generative"> generative</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=response%20generation" title=" response generation"> response generation</a>, <a href="https://publications.waset.org/abstracts/search?q=retrieval" title=" retrieval"> retrieval</a> </p> <a href="https://publications.waset.org/abstracts/128195/a-survey-of-response-generation-of-dialogue-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128195.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">134</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">9887</span> The Effectiveness of Exchange of Tacit and Explicit Knowledge Using Digital and Face to Face Sharing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delio%20I.%20Castaneda">Delio I. Castaneda</a>, <a href="https://publications.waset.org/abstracts/search?q=Paul%20Toulson"> Paul Toulson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to investigate the knowledge sharing effectiveness of two types of knowledge, tacit and explicit, depending on two channels: face to face or digital. Participants were 217 knowledge workers in New Zealand and researchers who attended a knowledge management conference in the United Kingdom. In the study, it was found that digital tools are effective to share explicit knowledge. In addition, digital tools that facilitated dialogue were effective to share tacit knowledge. It was also found that face to face communication was an effective way to share tacit and explicit knowledge. Results of this study contribute to clarify in what cases digital tools are effective to share tacit knowledge. Additionally, even though explicit knowledge can be easily shared using digital tools, this type of knowledge is also possible to be shared through dialogue. Result of this study may support practitioners to redesign programs and activities based on knowledge sharing to make strategies more effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20knowledge" title="digital knowledge">digital knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit%20knowledge" title=" explicit knowledge"> explicit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20sharing" title=" knowledge sharing"> knowledge sharing</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a> </p> <a href="https://publications.waset.org/abstracts/80879/the-effectiveness-of-exchange-of-tacit-and-explicit-knowledge-using-digital-and-face-to-face-sharing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80879.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">255</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">9886</span> Enhancing Emotional Regulation in Autistic Students with Intellectual Disabilities through Visual Dialogue: An Action Research Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahmina%20Huq">Tahmina Huq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the findings of an action research study that aimed to investigate the efficacy of a visual dialogue strategy in assisting autistic students with intellectual disabilities in managing their immediate emotions and improving their academic achievements. The research sought to explore the effectiveness of teaching self-regulation techniques as an alternative to traditional approaches involving segregation. The study identified visual dialogue as a valuable tool for promoting self-regulation in this specific student population. Action research was chosen as the methodology due to its suitability for immediate implementation of the findings in the classroom. Autistic students with intellectual disabilities often face challenges in controlling their emotions, which can disrupt their learning and academic progress. Conventional methods of intervention, such as isolation and psychologist-assisted approaches, may result in missed classes and hindered academic development. This study introduces the utilization of visual dialogue between students and teachers as an effective self-regulation strategy, addressing the limitations of traditional approaches. Action research was employed as the methodology for this study, allowing for the direct application of the findings in the classroom. The study observed two 15-year-old autistic students with intellectual disabilities who exhibited difficulties in emotional regulation and displayed aggressive behaviors. The research question focused on the effectiveness of visual dialogue in managing the emotions of these students and its impact on their learning outcomes. Data collection methods included personal observations, log sheets, personal reflections, and visual documentation. The study revealed that the implementation of visual dialogue as a self-regulation strategy enabled the students to regulate their emotions within a short timeframe (10 to 30 minutes). Through visual dialogue, they were able to express their feelings and needs in socially appropriate ways. This finding underscores the significance of visual dialogue as a tool for promoting emotional regulation and facilitating active participation in classroom activities. As a result, the students' learning outcomes and social interactions were positively impacted. The findings of this study hold significant implications for educators working with autistic students with intellectual disabilities. The use of visual dialogue as a self-regulation strategy can enhance emotional regulation skills and improve overall academic progress. The action research approach outlined in this paper provides practical guidance for educators in effectively implementing self-regulation strategies within classroom settings. In conclusion, the study demonstrates that visual dialogue is an effective strategy for enhancing emotional regulation in autistic students with intellectual disabilities. By employing visual communication, students can successfully regulate their emotions and actively engage in classroom activities, leading to improved learning outcomes and social interactions. This paper underscores the importance of implementing self-regulation strategies in educational settings to cater to the unique needs of autistic students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a> </p> <a href="https://publications.waset.org/abstracts/175924/enhancing-emotional-regulation-in-autistic-students-with-intellectual-disabilities-through-visual-dialogue-an-action-research-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175924.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">62</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">9885</span> The Interfaith Dialogue by William Milne by the First Chinese Study Bible</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liu%20Yuan-Jian">Liu Yuan-Jian</a>, <a href="https://publications.waset.org/abstracts/search?q=Chou%20Fu-Chu"> Chou Fu-Chu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study Bible was published in 1825 after Milne’s death, containing large amounts of paraphrasing, exhortations, notes, and commentaries to facilitate readers' scripture engagement. The methodologies employed include text analysis and discourse analysis. This study shows that to enable Chinese readers, uninitiated in the Gospel and deeply influenced by Confucian ethics and paganism, to understand the Bible and apply it to their daily living, Milne not only paraphrased the verses but also used metaphors and rhetorical techniques for explaining the background information of the Bible, teaching biblical doctrine, combating paganism, and exhorting readers to believe in the Gospel. Moreover, Milne also tries to clarify the scripture in the context of Chinese culture, giving the readers a clear way to put the scripture into practice in their daily living. His exposition had successfully made a breakthrough from the British and Foreign Bible Society's “Without Note or Comment” principle and showed a useful instrument for promoting interfaith dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interfaith%20dialogue" title="interfaith dialogue">interfaith dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=William%20Milne" title=" William Milne"> William Milne</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20study%20Bible" title=" Chinese study Bible"> Chinese study Bible</a>, <a href="https://publications.waset.org/abstracts/search?q=exposition" title=" exposition"> exposition</a>, <a href="https://publications.waset.org/abstracts/search?q=%E2%80%9CWithout%20Note%20or%20Comment%E2%80%9D%20principle" title=" “Without Note or Comment” principle"> “Without Note or Comment” principle</a> </p> <a href="https://publications.waset.org/abstracts/166840/the-interfaith-dialogue-by-william-milne-by-the-first-chinese-study-bible" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166840.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">9884</span> Environmental Education and Water Resources Management in the City of Belem, Para, Brazil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naiara%20de%20Almeida%20Rios">Naiara de Almeida Rios</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The environmental education, from Tbilisi, is signaled as an important instrument for conservation and environmental management. However, the social, economic, political and environmental aspects of each place require an environmental management that corresponds to the reality to which they are inserted, as well as environmental education practices. The city of Belém, the capital of the State of Pará, is one of the most important cities in the Amazon Region, and its vast water dimension requires that its watersheds take a careful look at their socio-environmental management. The Estrada Nova Hydrographic Basin is considered as one of the most critical river basins in the city due to flooding, lack of basic sanitation and degradation of water bodies. In this context, environmental education is understood as one of the necessary conditions to reduce environmental degradation. Environmental education presents itself as an instrument of social transformation and conservation of natural resources (especially water resources), where thinking about the sustainability of natural resources is moving towards dialogue on the importance of building an environmental awareness. The commitment that environmental education proposes covers all spheres of society, since the main objective of the same is the transformation of thought and attitudes from the understanding of reality. Therefore, to analyze how the government is managing the basin, as well as the environmental education practices developed in it, is fundamental, so that government can be charged with improvements for the population and for the natural environment. Therefore, the objective of this study is to analyze the influence of environmental education actions developed by local public authorities in the management of the Estrada Nova Hydrographic Basin, Belém/PA. For the accomplishment of this study, some methodological procedures will be used, like documentary analysis, bibliographical survey and fieldwork. If the multivariate statistical method is used to analyze the results obtained in the field. Unfortunately, public policies in the area of environmental education in Belém are still moving in short steps, since government interests have had very little dialogue with the socio-environmental problems that affect the Estrada Nova Hydrographic Basin. Both formal and informal environmental education has been poorly developed, hampering the continuous process proposed by water resources management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title="environmental education">environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20management" title=" environmental management"> environmental management</a>, <a href="https://publications.waset.org/abstracts/search?q=hydrographic%20basin" title=" hydrographic basin"> hydrographic basin</a>, <a href="https://publications.waset.org/abstracts/search?q=water%20resources" title=" water resources"> water resources</a> </p> <a href="https://publications.waset.org/abstracts/85320/environmental-education-and-water-resources-management-in-the-city-of-belem-para-brazil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85320.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">189</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">9883</span> Clarifier Dialogue Interface to resolve linguistic ambiguities in E-Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalila%20Souilem">Dalila Souilem</a>, <a href="https://publications.waset.org/abstracts/search?q=Salma%20Boumiza"> Salma Boumiza</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelkarim%20Abdelkader"> Abdelkarim Abdelkader</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Clarifier Dialogue Interface (CDI) is a part of an online teaching system based on human-machine communication in learning situation. This interface used in the system during the learning action specifically in the evaluation step, to clarify ambiguities in the learner's response. The CDI can generate patterns allowing access to an information system, using the selectors associated with lexical units. To instantiate these patterns, the user request (especially learner’s response), must be analyzed and interpreted to deduce the canonical form, the semantic form and the subject of the sentence. For the efficiency of this interface at the interpretation level, a set of substitution operators is carried out in order to extend the possibilities of manipulation with a natural language. A second approach that will be presented in this paper focuses on the object languages with new prospects such as combination of natural language with techniques of handling information system in the area of online education. So all operators, the CDI and other interfaces associated to the domain expertise and teaching strategies will be unified using FRAME representation form. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=FRAME" title=" FRAME"> FRAME</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20system" title=" information system"> information system</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language" title=" natural language"> natural language</a> </p> <a href="https://publications.waset.org/abstracts/40509/clarifier-dialogue-interface-to-resolve-linguistic-ambiguities-in-e-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40509.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">377</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">9882</span> Users’ Preferences for Map Navigation Gestures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Y.%20Pang">Y. Y. Pang</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20A.%20Ismail"> N. A. Ismail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The map is a powerful and convenient tool in helping us to navigate to different places, but the use of indirect devices often makes its usage cumbersome. This study intends to propose a new map navigation dialogue that uses hand gesture. A set of dialogue was developed from users’ perspective to provide users complete freedom for panning, zooming, rotate, and find direction operations. A participatory design experiment was involved here where one hand gesture and two hand gesture dialogues had been analysed in the forms of hand gestures to develop a set of usable dialogues. The major finding was that users prefer one-hand gesture compared to two-hand gesture in map navigation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hand%20gesture" title="hand gesture">hand gesture</a>, <a href="https://publications.waset.org/abstracts/search?q=map%20navigation" title=" map navigation"> map navigation</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20design" title=" participatory design"> participatory design</a>, <a href="https://publications.waset.org/abstracts/search?q=intuitive%20interaction" title=" intuitive interaction"> intuitive interaction</a> </p> <a href="https://publications.waset.org/abstracts/19455/users-preferences-for-map-navigation-gestures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19455.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">280</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">9881</span> Dialogue, Agency and Appropriation in Peer Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Naseh%20Nasrollahi%20Shahri">Mohammad Naseh Nasrollahi Shahri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article draws on Michael Bakhtin’s theory of language to examine peer interactions. It represents an analysis of other-repetition in student interactions. Several recent studies have explored various aspects of repetition in multiple contexts. However, other-repetition in peer interactions has not received enough attention. Building on previous studies, this study examines patterns of other-repetition or appropriation in the context of discussion activities performed by EFL learners. The analysis highlights the meaningfulness of other-repetition in a way that distinguishes them from rote-repetition. It is suggested that instances of repetition constitute third spaces between the self and other which provide ideal settings for language learning and demonstrate student agency and engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repetition" title="repetition">repetition</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a>, <a href="https://publications.waset.org/abstracts/search?q=Bakhtin" title=" Bakhtin"> Bakhtin</a>, <a href="https://publications.waset.org/abstracts/search?q=dialogue" title=" dialogue"> dialogue</a> </p> <a href="https://publications.waset.org/abstracts/19519/dialogue-agency-and-appropriation-in-peer-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19519.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">634</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">9880</span> Action Research: Visual Dialogue: A Strategy for Managing Emotion of Autistic Students with Intellectual Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahmina%20Huq">Tahmina Huq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Action research equips teachers with the skills needed to work on a particular situation in their classroom. This paper aims to introduce a strategy, visual dialogue between student and teacher, used by the researcher to help autistic students with intellectual disabilities to regulate their immediate emotions to achieve their academic goals. This research has been conducted to determine whether teaching self-regulation strategies can be effective instead of segregating them. The researcher has identified that visual dialogue between the student and teacher is a helpful technique for teaching self-regulation. For this particular research, action research suits the purpose as the findings can be applied immediately in the classroom. Like many autistic students, the teacher had two 15 years old autistic students with intellectual disabilities in class who had difficulty in controlling their emotions and impulses. They expressed their emotions through aggressive behavior, such as shouting, screaming, biting teachers or any adult who was in their sight, and destroying school property. They needed two to four hours to recover from their meltdowns with the help of a psychologist. The students missed the classes as they were often isolated from the classroom and stayed in the calming room until they calmed down. This negatively affected their learning. Therefore, the researcher decided to implement a self-regulation strategy, a visual dialogue between students and teachers, instead of isolating them to recover from the meltdown. The data was collected through personal observations, a log sheet, personal reflections, and pictures. The result shows that the students can regulate their emotions shortly in the classroom (15 to 30 minutes). Through visual dialogue, they can express their feelings and needs in socially appropriate ways. The finding indicates that autistic students can regulate their emotions through visual dialogues and participate in activities by staying in the classroom. Thus it positively impacted their learning and social lives. In this paper, the researcher discussed the findings of exploring how teachers can successfully implement a self-regulation strategy for autistic students in classroom settings. The action research describes the strategy that has been found effective for managing the emotions of autistic students with intellectual disabilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20research" title="action research">action research</a>, <a href="https://publications.waset.org/abstracts/search?q=self-regulation" title=" self-regulation"> self-regulation</a>, <a href="https://publications.waset.org/abstracts/search?q=autism" title=" autism"> autism</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20communication" title=" visual communication"> visual communication</a> </p> <a href="https://publications.waset.org/abstracts/167541/action-research-visual-dialogue-a-strategy-for-managing-emotion-of-autistic-students-with-intellectual-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167541.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">65</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">9879</span> A Case Study on EFL Teachers’ Experience with Reflective Practice in a Professional Development Course in Kuwait</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maaly%20Jarrah">Maaly Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is no doubt that reflective practice has become a stable component in continuous professional development (CPD) courses around the world for the purpose of promoting teacher development, meaningful learning, and deliberate teacher personal and professional growth. However, while there is much research on the benefits of integrating reflective practice in teacher CPD courses, not enough research explores EFL teachers’ experiences with engagement in reflective practice in the CPD from their own perspectives. This research employed a case study approach to explore the experience of 7 EFL teachers with engaging in reflective practice in a CPD course that took place in Kuwait.The participating EFL teachers engaged in collaborative dialogue reflections and completed reflection journal entries as part of the course. Data was collected through semi-structured interviews and analyzed thematically. Findings indicate that the participating teachers’ positive experience with reflective practice is associated with their engagement in collaborative dialogue reflections, while challenges and negative feelings are associated with writing their reflection journal entries. Accordingly, the study offers recommendations for CPD courses to help improve EFL teachers’ experiences with engagement in reflective practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Collaborative%20dialogue%20reflections" title="Collaborative dialogue reflections">Collaborative dialogue reflections</a>, <a href="https://publications.waset.org/abstracts/search?q=continuous%20professional%20development" title=" continuous professional development"> continuous professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection%20journals" title=" reflection journals"> reflection journals</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20reflective%20practice" title=" teacher reflective practice"> teacher reflective practice</a> </p> <a href="https://publications.waset.org/abstracts/145115/a-case-study-on-efl-teachers-experience-with-reflective-practice-in-a-professional-development-course-in-kuwait" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145115.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">171</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">9878</span> Religious Diversity, Tolerance, and Understanding: Strategies to Restore Peace in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mary%20Emilia%20Aboekwe">Mary Emilia Aboekwe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nigeria is a country with different ethnic groups and diverse religious affiliations. Owing to these differences, there continue to arise at various points and times conflicts. Lives and unquantifiable amounts of property have been lost as a result. It is the aim of this paper to show that despite these diverse religious affiliations, there can be unity and peace. The paper using a phenomenological approach, argues that religion is fundamentally oriented towards peace. Hence, one who is truly religious is to be disposed towards peaceful coexistence. This paper advocates tolerance, respect, appreciation, love, willingness to cooperate, accepting other persons with all they have in common but their differences as well. In other words, there is need for dialogue between the religions, involving inter-religious conference and possible inter-religious prayer services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dialogue" title="dialogue">dialogue</a>, <a href="https://publications.waset.org/abstracts/search?q=diversity" title=" diversity"> diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=tolerance" title=" tolerance"> tolerance</a>, <a href="https://publications.waset.org/abstracts/search?q=understanding." title=" understanding."> understanding.</a> </p> <a href="https://publications.waset.org/abstracts/154232/religious-diversity-tolerance-and-understanding-strategies-to-restore-peace-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154232.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">112</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">9877</span> Expectation during Improvisation: The Way It Influences the Musical Dialogue</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elisa%20Negretto">Elisa Negretto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Improvisation is a fundamental form of musical practice and an increasing amount of literature shows a particular interest on the consequences it might have in different kinds of social contexts. A relevant aspect of the musical experience is the ability to create expectations, which reflects a basic strategy of the human mind, an intentional movement toward the future which is based on previous experiences. Musical Expectation – an unconscious tendency to project forward in time, to predict future sound events and the ongoing of a musical experience – can be regarded as a process that strongly influences the listeners’ emotional and affective response to music, as well as their social and aesthetic experience. While improvising, composers, interpreters and listeners generate and exchange expectations, thus creating a dynamic dialogue and meaningful relationships. The aim of this paper is to investigate how expectation contributes to the creation of such a dialogue during the unfolding of the musical experience and to what extent it influences the meaning music acquires during the performance. The difference between the ability to create expectations and the anticipation of the future ongoing of music will be questioned. Does it influence in different ways the meaning of music and the kind of dialogical relationship established between musicians and between performers and audience? Such questions will be investigated with reference to recent research in music cognition and the analysis of a particular case: a free jazz performance during which musicians improvise and/or change the location of the sound source. The present paper is an attempt to provide new insights for investigating and understanding the cognitive mechanisms underlying improvisation as a musical and social practice. They contribute to the creation of a model that we can find in many others social practices in which people have to build meaningful relationships and responses to environmental stimuli. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anticipation" title="anticipation">anticipation</a>, <a href="https://publications.waset.org/abstracts/search?q=expectation" title=" expectation"> expectation</a>, <a href="https://publications.waset.org/abstracts/search?q=improvisation" title=" improvisation"> improvisation</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning" title=" meaning"> meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=musical%20dialogue" title=" musical dialogue"> musical dialogue</a> </p> <a href="https://publications.waset.org/abstracts/70575/expectation-during-improvisation-the-way-it-influences-the-musical-dialogue" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70575.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">249</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=dialogue%20management&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dialogue%20management&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dialogue%20management&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=dialogue%20management&page=5">5</a></li> <li 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