Suchergebnisse

With the development of modern technologies, museums have been engaged in the competition for novel sensory resources. Taking into consideration the main body of visitors, their experiential representation has gradually become the focal point of the museums. However, at present, the museum display is limited to visual effect. The scientific and technological methods proposed by existing research have not really formed a deep cultural memory of historical stories, and the sustainable development paths of museums need to be further optimized. Thus, the purpose of this study is to explore the conception and path of museum auditory experience development, and to verify the existing patterns of empathy in museum auditory experience development. We set up digital music vocalization tools in the museum to temporarily create the immersion experience for digital music. In this scenario, we could meticulously observe the tourists' experience, with the joint effect of active cognitive environment and environment-driven emotion. We also conducted a timely survey on the cognition, emotion, and experience of the observation subjects after the experiment. Last, empirical methods has been used to analyze the role of immersive empathy in enhancing visitors' experience, in order to gain insights into visitors' perception and cognition of the museum, integrating with the digital music. After analyzing the collected data, this study found that cognitive empathy has a significant positive impact on visitors' experience. It indicated that for the historical stories presentation, the properly integration of museum and digital can help tourists deeply understand the historical events, which could restore the cultural connotation conveyed by the designer. Emotional empathy also has a significant positive impact on visitors' experience. It showed that that the rendering of digital music will motivate visitors' emotional fluctuation, during their visit to the museum. And through the combination of audio-visual effects, the constructed spatial perception, allowing visitors to enjoy immersive experience. This study proposed a vision for the development of auditory experiences in museums, based on both cognitively active immersion and emotionally passive immersion of visitors. We also suggested that in the new era, museums need to reform with voice, to timely adjust and innovate their way to exhibit cultural relics, with the hierarchical design of audiovisual integration to construct a more appealing scene and atmosphere.

This study investigates how 21st century parents show openness and flexibility for new parenting strategies. The central theme of the study refers to the positive parenting according to which the active listening of the child, the adaptation of the parent to his needs, the active involvement of the parent in the child's life, and the expression of the parent's attachment to his child become essential for a quality parent-child relationship. Positive parenting does not exclude disciplining the child and setting limits. The results of the study demonstrate the availability of parents for this type of parenting, but also for an improvement in the field.

"A diverse society means that getting along with different kinds of people is necessary for success in school and home life. By focusing on personality types, personal biases, leadership roles, active listening skills, conflict resolution, and more, this guide exposes readers to ideas of inclusion and cooperation. With down-to-earth language and relatable examples, the text explores social and emotional learning concepts and culturally responsive social justice themes. Twenty-first century readers will benefit from the concepts and ideas this volume provides"--

This updated and expanded new edition emphasizesthe need for law enforcement and emergency service workers to handle critical incidents in a positive manner when encountering people in public crises. The book's focus is on the approaches, stratagems, difficult circumstances, and the ability to effectively advance the course of the negotiations in the best interests of all concerned. Active listening is presented in an enhanced form with several important objectives and innovations: (1) in addition to basic techniques, advanced techniques are taught to increase the range and variety of negotiat

Abstract
In the speculative research of plant bioacoustics, one enters into a sonic intra-active relation, by humans with non-human beings (plant life), activated through acoustic wave signals emitted by plants to create electronic patterns of sounds composed by humans and emitted by machines. Plants emit sound waves at relatively low frequencies of 50–120 Hz. Experimenting with patching and modulation by tracking these sonic lines of data can indeed lead to unique sonic experiences that tap into the universe's musicology. It is fascinating how we can interact with sounds on such a deep level to create acoustic energy. We are and have always been attached to the universe in a relational processual way. We are all interconnected with plant life vibrating at different internal frequencies. This article focuses on a symbiotic relation between humans and plant life as an acoustic shimmering ecology – to communicate a posthuman, symbiotic understanding of vegetal matter as a morphological force that (re)shapes, (re)affirms our sonic intra-relations to the natural world. This proposition is molecular and metaphysical, as sound matter is of a qualitative multiplicity in the quantum field of listening. By acknowledging ontologically that cosmopolitics brings into relation different practices, practitioners, and the non-human (they assemble in a field of forces and intensities), I argue that there is no sovereign power under which all modes of existence can be organized, and there is no meta-language through which one can master the diversity of all discursive or material practices; but there are intra-relations in which one can get lost in a quantum field of sonic matter by moving into the cracks of the sensorium and the plant biosphere, which includes Indigenous voices. The alterity of plant life is daunting from an eco-feminist materialist position in that relationships are the default state of existence and sonic experiences uncover alternative or additional explanations in a (post)phenomenological world – which is embedded in the stuff of acoustics in the many ways humans hear the world. Thus, to communicate a posthuman, symbiotic understanding of vegetal matter necessitates understanding how sound matter intra-performs through a sonic language – where intra-relations with plant life have complex boundaries for humans. As a creative practitioner, how does one define the mutually beneficial engagement in plant communication with creative musical encounters? Entanglement is messy and a becoming with the universe as a philosophical sonic meditation and worlding. This entails expanding on plants as cosmogonic beings, world builders, and we, perhaps, are the by-products of the lives of our vegetal others.

Networking is important, and it is a skill. The authors have developed an exercise that provides students with a realistic networking experience within the safe environment of the classroom. The exercise provides a lead-in to the discussion of networking techniques, active listening, the cultivation of secondary networks, appropriate ways to prepare for a networking opportunity, and tactics for cultivating relationships after a networking event. This exercise has an experiential learning and reflective assessment component so that it is aimed at giving students concrete experience, feedback, and an opportunity to reflect on ways to improve their current skill level.

On realist terms, politics is about power, security, and order, and the question of whether politics can practice compassion is irrelevant. The author argues that a politics of compassion is possible and necessary in order to address human security needs. She extend debates on care ethics to develop a politics of compassion, using the example of asylum seekers to demonstrate that politics can practice compassion with (1) attentiveness to the needs of vulnerable people who are suffering, (2) an active listening to the voices of the vulnerable, and (3) open, compassionate, and appropriate responses to particular needs.

There is so much knowledge in the stories and experiences of communities across the world. In times of crisis we tend to look towards experts to provide solutions. But while innovation and technology are valuable tools, we must also look to the direct experiences and lived knowledge of those who have already been impacted and have already needed to develop a response. We can collaborate across context in order to hear what those around us already know and re-orient towards decolonization. Art and education are vital tools for this, but how can we be art educators in an authentic, ethical, and respectful way to learn how we as a species can come together and survive the climate chaos, violent inequity, and daily injustices of the present? For my thesis research I investigated the politics, problematics, and potentials of listening as a component of anti-authoritarian community engaged art. I asked such questions as: How would artists and cultural workers describe listening as an active practice in their work? What are some ways that sharing stories can disrupt historical relationships towards power, knowledge, and expertise? What shared ethics should be considered when holding other people's stories? For this project I interviewed 13 people working as collaborators in communities primarily in Chicago and Philadelphia. Those who I interviewed might call themselves curators, activists, photographers, teachers, musicians or urban planners, but they share a vision for witnessing and celebrating the experiences of everyday people. Some people I knew beforehand through my own work and others I met for the first time when I interviewed them in the fall and winter of 2019-2020. In addition to the case studies I conducted through interviews, I made a series of drawings in response to what I learned. I coded the transcripts according to themes that were used to develop a series of posters about the major ideas that the artist/educator/activists talked about including mutual learning, local expertise, self knowledge, and making as listening. Through my interviews, a need for context-driven thinking emerged. Various differences contributed to the wide variety of approaches such as demographics, histories, relationships towards power and resources, creative roles, and world visions. To this end, I have not come out of this project with a one-size-fits-all strategy but rather a more complex web of intersecting, overlapping, and contradictory stances towards listening and sharing stories. The implication for my practice and for others at a similar early career point is to lean into specificity, to build local relationships slowly, and to never assume you entirely know what you're doing.

Culturally sensitive practices when working with young children with disabilities and their families are key to producing socially valid goals. In this article, we provide teachers with guidelines on how to best support Muslim families who have children with extensive support needs. Islam is the second-largest religion in the world, yet many non-Muslims might not be familiar with the religious practices of Muslim families. Thus, we provide an overview of the five pillars of Islam and suggest adaptations that may be required. Practitioners are encouraged to use the "LAFF don't CRY" active listening strategy when working with families from diverse backgrounds. Additional resources to foster religious diversity are presented.

AbstractThe unpredictable impacts of climate change, combined with significant social and economic changes, mean that policy analysis is becoming inordinately more complex. Coping with this increasing complexity while engaging with a full range of stakeholders and the community requires a new approach to leadership and governance. Water planners (and others involved in the planning processes) need new skills in active listening and constructive cultural behavior, and all agencies need to recognize that thinking and acting only in the interests of their own silo of responsibilities will inevitably produce suboptimal outcomes. Leadership focused on constructive behavior that recognizes and rewards generosity of spirit across disciplines and between organizations is the foundation of this new approach.

The military service of combat soldiers may pose many threats to their well being and often take a toll on body and mind, influencing the physical and emotional make-up of combatants and veterans. The current study aims to enhance our knowledge about the combat experiences and the challenges that female soldiers face both during and after their service. The study is based on qualitative methods and narrative analysis of in-depth semi-structured personal interviews with twenty military veterans. It aims to analyze the narratives of American and Israeli female combat soldiers regarding their military service, with emphasis on the soldiers' descriptions, in their own words, about their difficulties, challenges, coping and successes during their service and transition to civilian life. A recurring theme in the interviews with the veterans of both militaries was the need to be heard and the fact that societies, therapists, and military institutions do not always truly listen to female veterans' experiences and are not really interested in what actually ails them. Our research suggests that conventional methods used in research relating to veterans might at times be inadequate, because the inherent categorization might abstract, pathologize, and fragment a wide array of soldiers' modes of post-combat being. Moreover, female veterans' voices will not be fully heard unless we allow them to be active participants in generating knowledge about themselves.

Introduction -- The journey awaits : the opportunity of experience -- The fundamentals of experience-driven leadership -- The three fundamental truths of experience-driven leadership -- The four fundamental skills for experience-driven leadership -- Applying the fundamentals-the experience-driven leadership model -- Rediscover your past -- Cultivating leadership wisdom -- Internalizing the lessons of experience -- Assessing your leadership reputation -- Seize your present -- Sensemaking-learning in the moment -- Applying the lessons of experience -- Engaging in active listening -- Gathering ongoing feedback -- Delivering ongoing feedback -- Mapping your leadership identity -- Demonstrating political savvy -- Shape your future -- Establishing your leadership brand -- Communicating your vision -- Selling yourself (without selling out!) -- Building and maintaining trust -- Leveraging your network -- Seeking experience -- Conclusion -- The journey continues : your path to becoming an experience-driven leader

"Did you like Math or Science in school? Have you played games that stimulated your thought processes for Math and Science? Trying to be creative in your Math, Science or leadership class? Can leadership be taught? Is leadership an Art or a Science or Math? Seeking to impact your training program with creative games? A primer for leadership development, this book introduces Math and Science games with a review process component that can be used for leadership instruction. The book highlights key leadership principles which show that leaders must: Ask questions; Be disciplined; Create and see things differently; Develop resources; Engage in active listening; Make priorities; Multiply leaders; Problem solve; Set an example; Sacrifice; Search and explore; Strategize; Support diversity; Work in teams and collaborate."

AbstractDue to COVID 19, Monash University's Social Work Department moved all clinical practice skills teaching in the Master of Social Work (graduate entry level) fully online using synchronous audio-visual conferencing platform Zoom for the first time from March to June 2020. The innovations associated with this move included the development of clinical practice laboratories (CPLs) to prepare 154 students for a modified version of an Objective Structured Clinical Examinations (OSCE) and their first field education practicum. The use of simulated clients to facilitate experiential learning of active listening skills, rapport-building and empathic communication in this mode of delivery is described in detail to encourage overcoming previous issues in teaching clinical practice skills to students located at a distance from campus.