Relevant bibliographies by topics / Emotional narratives

Academic literature on the topic 'Emotional narratives'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Emotional narratives"

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Tereskinas, Arturas. "Emotional Capital and Its Uses in Lithuanian Middle-Class Fathers’ Narratives." Social Sciences 11, no. 6 (June 15, 2022): 261. http://dx.doi.org/10.3390/socsci11060261.

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The article examines Lithuanian middle-class fathers’ uses of emotional capital to learn which patterns of emotional engagement with children they employ in their fathering. Emotional capital is defined, in the article, as a type of interpersonal resource that consists of emotion-based knowledge and emotion-management abilities that can lead to social benefits. The 24 in-depth interviews with 35- to 48-year-old fathers show that males believe they are emotionally prepared to cope with their children’s concerns and challenges. The use of emotional capital is an attempt to strengthen their standing as fathers and gain pleasure. Emotional capital is activated by fathers regulating negative emotions and using positive emotions to speak with their children and form friendship bonds. Emotion-based knowledge, management abilities, and capacities to feel provide fathers with a sense of authority and pride. Importantly, in the interviews, it is indicated that men and women have similar emotional resources. Compared to their female partners or wives, men generally consider themselves capable of skillfully enacting emotional capital in their interactions with children.
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Bartoli, Eleonora. "Narrative coherence and emotion regulation in children exposed to Adverse Childhood Experiences." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 1 (April 2022): 11–32. http://dx.doi.org/10.3280/mal2022-001002.

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The early exposure to Adverse Childhood Experience (ACE), puts children's socio-emotional development in jeopardy and can entail long term deleterious aftermaths on their bio-psycho-social health. Although being able to integrate emotions coherently into personal narratives facilitates the elaboration of the experience and helps well-being, the prerequi-sites for narrative emotion regulation are compromised in adverse situations where the interactions with the caregivers are dysfunctional or dangerous. The current paper will address the developmental issues in narrative emotion regulation encountered by children reared in adverse environments and it will illustrate how scaffolding children to coherently integrate emotional evaluations and further perspectives in their personal narratives might help them to cope with the potentially traumatic aftermaths of ACEs.
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Wuillaume, Amélie, Amélie Jacquemin, and Frank Janssen. "The right word for the right crowd: an attempt to recognize the influence of emotions." International Journal of Entrepreneurial Behavior & Research 25, no. 2 (February 21, 2019): 243–58. http://dx.doi.org/10.1108/ijebr-10-2017-0412.

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Purpose The purpose of this paper is to propose a better understanding of how entrepreneurial narrative influences resource acquisition in the fundraising context. Design/methodology/approach The paper combines the literature on emotion as information theory from psychology with behavioral finance findings to develop a conceptual framework with research proposals highlighting the use of narratives in the crowdfunding process. Findings The proposition of the paper advocates that entrepreneurial narrative may influence crowdfunders’ attitude and decision to fund a project. It theorizes how emotions in narratives shape the funders’ attitude toward a project and, in turn, their decision to support it. This potential influence is qualified by taking into account the funders’ primary motivations. These motivations affect the degree to which funders rely on affect or cognition to form their attitude and to which they are influenced by more emotional or cognitive narratives. Originality/value This framework is the result of an effort to achieve the recognition of emotions in entrepreneurial funding. The paper creates a bridge between the narrative emotional content and the often neglected emotional arousal of funders (considered as traditional investors) to provide a framework for explaining crowdfunders’ decision making. The paper also offers nuances by taking into account the different audiences’ motivations to fund a project.
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Singer, Jefferson A. "Putting Emotion in Context: Its Place Within Individual and Social Narratives." Narrative Construction of Emotional Life 5, no. 3 (January 1, 1995): 255–67. http://dx.doi.org/10.1075/jnlh.5.3.07put.

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Abstract The articles presented in this special issue have located emotional responses within more complex narratives dictated by both individual histories and the larger sociocultural context. A major thesis running through these articles is that the study of emotion as a physiological response in the laboratory loses sight of the meanings expressed by emotions in interpersonal and social trans-actions. A deeper understanding of anger, love, and even boredom can be reached by looking at how these aspects of emotional life are expressed in narrative scenarios that involve the adopting of roles, the sharing of expecta-tions, and the stipulation of particular actions. Finally, contextual perspectives challenge researchers to scrutinize and bring to light the narrative expectations their own studies create for the participants involved. (Personality Psychology)
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Bilandzic, Helena, Susanne Kinnebrock, and Magdalena Klingler. "The Emotional Effects of Science Narratives: A Theoretical Framework." Media and Communication 8, no. 1 (March 18, 2020): 151–63. http://dx.doi.org/10.17645/mac.v8i1.2602.

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Stories have long been discussed as a tool to make science accessible to the public. The potential of stories to stimulate emotions in their audiences makes them an emotional communication strategy <em>par excellence</em>. While studies exist that test the effects of stories in science communication on the one hand and the effects of emotions on the other hand, there is no systematic elaboration of the mechanisms through which stories in science communication evoke emotions and how these emotions influence outcomes such as knowledge gain and attitude change. In this article, we develop a theoretical framework of the “Emotional Effects of Science Narratives” (EESN-Model), which includes a typology of emotions likely to arise from reading science communication as well as mechanisms for each of the emotions to evoke the (desired) outcomes. The model serves as a heuristic to delineate the emotional effects of narratives in science coverage and will help guide research in this domain to provide a deeper understanding of the role of emotion in science news.
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Loh, Patricia, Edward Fottrell, James Beard, Naor Bar-Zeev, Tambosi Phiri, Masford Banda, Charles Makwenda, Jon Bird, and Carina King. "Added value of an open narrative in verbal autopsies: a mixed-methods evaluation from Malawi." BMJ Paediatrics Open 5, no. 1 (February 2021): e000961. http://dx.doi.org/10.1136/bmjpo-2020-000961.

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BackgroundThe WHO standardised verbal autopsy (VA) instrument includes closed questions, ascertaining signs and symptoms of illness preceding death, and an optional open narrative. As VA analyses increasingly use automated algorithms, inclusion of narratives should be justified. We evaluated the role of open narratives on VA processes, data quality and respondent’s emotional stress.MethodsA mixed-methods analysis was conducted using VA data for child deaths (0–59 months), between April 2013 and November 2016 in Mchinji district, Malawi. Deaths were prospectively randomised to receive closed questions only or open narrative followed by closed questions. On concluding the VA, interviewers self-completed questions on respondents’ emotional stress. Logistic regression was used to determine associations with visible emotional distress during VAs. A group discussion with interviewers was conducted at the project end, to understand field experiences and explore future recommendations; data were coded using deductive themes.Results2509 VAs were included, with 49.8% (n=1341) randomised to open narratives. Narratives lasted a median of 7 minuntes (range: 1–113). Interviewers described improved rapport and felt narratives improved data quality, although there was no difference in the proportion of deaths with an indeterminate cause using an automated algorithm (5.3% vs 6.1%). The majority of respondents did not display visible emotional stress (81%). Those with a narrative had higher, but not statistically significant, odds of emotional distress (adjusted OR: 1.20; 95% CI: 0.98 to 1.47). Factors associated with emotional stress were: infant deaths versus neonates; deaths at a health centre or en-route to hospital versus home; and higher socioeconomic status. Non-parental respondents and increased time between death and interview were associated with lower odds of emotional distress.ConclusionConducting an open narrative may help build rapport, something valued by the interviewers. However, additional time and emotional burdens should be further justified, with quality and utility of narratives promoted through standardised recommendations.
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Vettori, Giulia, Costanza Ruffini, Martina Andreini, Ginevra Megli, Emilia Fabbri, Irene Labate, Sara Bianchi, and Chiara Pecini. "Investigating Children’s Ability to Express Internal States through Narratives and Drawings: Two Longitudinal Studies during Pandemic." Children 9, no. 8 (August 3, 2022): 1165. http://dx.doi.org/10.3390/children9081165.

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The COVID-19 pandemic emergency has challenged children’s socio-affective and cognitive development. It is essential to capture the modulation of their emotional experience through ecological and children-friendly tasks, such as written narratives and drawings. This contribution investigates the impact of pandemic experience (2020–2021 waves) on the internal states and emotions of the primary school age children, according to a longitudinal research approach through narratives (study 1 n = 21) and drawing tasks (study 2 n = 117). 138 Italian children were examined during COVID-19 three (study 1) or two waves (study 2). Children’s written narratives were codified on the basis of narrative competence and psychological lexicon. Children’s drawings were codified based on social/emotional, physical, and environmental elements. Results of narrative texts showed a lower psychological lexicon relating to positive emotions and a greater psychological lexicon relating to negative emotions only in the study sample group during the first lockdown compared to the previous and subsequent periods. Children’s drawings of themselves showed a decrease of negative emotions during the third pandemic wave in comparison to the first pandemic wave. Results inform mental health services, school practitioners, and parents about the importance of written narratives and drawings for promoting well-being in the developmental age.
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Zillmann, Dolf, and Silvia Knobloch. "Emotional reactions to narratives." Poetics 29, no. 3 (September 2001): 189–206. http://dx.doi.org/10.1016/s0304-422x(01)00042-0.

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Di Leo, Jeffrey R. "Page 2: Emotional Narratives." American Book Review 29, no. 6 (2008): 2–15. http://dx.doi.org/10.1353/abr.2008.0135.

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Harley, Jason, Jonathan Rowe, James Lester, and Claude Frasson. "Designing Story-Centric Games for Player Emotion: A Theoretical Perspective." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 11, no. 4 (June 24, 2021): 34–37. http://dx.doi.org/10.1609/aiide.v11i4.12834.

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Narratives are powerful because of their impact on our emotional experiences. Recent years have witnessed significant advances in affective computing and intelligent interaction, presenting a broad range of opportunities for enhancing the design, implementation, and adaptivity of interactive narratives. This paper presents preliminary work examining story-centric games and interactive narratives from the perspective of psychological theories of emotion, with a particular focus on player affect. We examine the sources and duration of player emotion, social facets of emotion, players’ individual differences in emotion, and meta-emotions. Recommendations and future directions for research on player emotion in interactive narratives are discussed.
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Dissertations / Theses on the topic "Emotional narratives"

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Madrid, Samara Dawn. "Emotional themes in preschool children's play narratives." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1189731683.

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Lussier, Gretchen. "Children's narratives and social-emotional adjustment following parental divorce and remarriage /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3035569.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 125-131). Also available for download via the World Wide Web; free to University of Oregon users.
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Holcom, James Christopher. "Heart of the Beholder: The Pathos, Truths and Narratives of Thermopylae in _300_." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5704.

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This thesis argues that critical understanding of historical narratives needn’t be limited to cold, clinical applications of logic and reason. By doing a close textual reading of Frank Miller and Lynn Varley’s graphic novel, 300 and Zack Snyder’s 2007 film adaptation, I posit that critical analysis of popular narratives is better served when pathos takes a central role. Traditional rhetorical criticism tends to favor empirical evidence and fact over emotional, narrative truth. Yet, the writing, recounting and interpretation of history are more akin to arts than sciences. Historical narratives are subject to the same influences and techniques that make poetry, sculpture and music evocative and memorable. Therefore, the closest method by which to recreate the experience of historical events is through pathos. Pathos can serve to focus the attention of an audience and cultivates an intuitive understanding of historical, social, and cultural events.
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Sheff, Sarah Elizabeth. "“I WANT TO FEEL WHAT THEY FEEL”: EVALUATING THE EFFECTIVENESS OF EMOTIONAL FLOW IN NARRATIVE HEALTH BLOGS." UKnowledge, 2019. https://uknowledge.uky.edu/comm_etds/84.

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Emotion has long been implemented in persuasive messages and campaigns to influence attitudes and health behavior. Research demonstrates that messages often evoke more than one emotion during and after exposure, and this was previously viewed as an undesirable outcome; however, the literature suggests that the intentional inclusion of multiple emotions, or emotional flow, could positively impact persuasive outcomes, such as attitudes and behavioral intention. The proposed study employs the concept of emotional flow, the intentional inclusion of more than one discrete emotion, in the context of narrative health blogs addressing mental health topics relevant to college students. The study specifically examines how the inclusion of a second discrete emotion influences transportation, identification, and attitudes. Participants were randomly assigned to one of six conditions and read a narrative health blog designed to evoke either one or two discrete emotions. After message exposure, they responded a brief survey to assess discrete emotions, transportation, identification, attitudes, and demographics. Data were analyzed using ANOVAs and ANCOVAs. The findings revealed that although the narratives elicited moderate levels of transportation and identification, there were not significant difference between conditions. Theoretical and practical implications for the study of narratives and emotional flow are discussed, in addition to practical implications for studying mental health.
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Ciaralli, Spencier R. "The Climax of the Story: Queering Women's Sexual Histories and Pleasure Narratives." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1623766193046997.

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Reagan, Andrew James. "Towards a science of human stories: using sentiment analysis and emotional arcs to understand the building blocks of complex social systems." ScholarWorks @ UVM, 2017. http://scholarworks.uvm.edu/graddis/743.

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We can leverage data and complex systems science to better understand society and human nature on a population scale through language --- utilizing tools that include sentiment analysis, machine learning, and data visualization. Data-driven science and the sociotechnical systems that we use every day are enabling a transformation from hypothesis-driven, reductionist methodology to complex systems sciences. Namely, the emergence and global adoption of social media has rendered possible the real-time estimation of population-scale sentiment, with profound implications for our understanding of human behavior. Advances in computing power, natural language processing, and digitization of text now make it possible to study a culture's evolution through its texts using a "big data" lens. Given the growing assortment of sentiment measuring instruments, it is imperative to understand which aspects of sentiment dictionaries contribute to both their classification accuracy and their ability to provide richer understanding of texts. Here, we perform detailed, quantitative tests and qualitative assessments of 6 dictionary-based methods applied to 4 different corpora, and briefly examine a further 20 methods. We show that while inappropriate for sentences, dictionary-based methods are generally robust in their classification accuracy for longer texts. Most importantly they can aid understanding of texts with reliable and meaningful word shift graphs if (1) the dictionary covers a sufficiently large enough portion of a given text's lexicon when weighted by word usage frequency; and (2) words are scored on a continuous scale. Our ability to communicate relies in part upon a shared emotional experience, with stories often following distinct emotional trajectories, forming patterns that are meaningful to us. By classifying the emotional arcs for a filtered subset of 4,803 stories from Project Gutenberg's fiction collection, we find a set of six core trajectories which form the building blocks of complex narratives. We strengthen our findings by separately applying optimization, linear decomposition, supervised learning, and unsupervised learning. For each of these six core emotional arcs, we examine the closest characteristic stories in publication today and find that particular emotional arcs enjoy greater success, as measured by downloads. Within stories lie the core values of social behavior, rich with both strategies and proper protocol, which we can begin to study more broadly and systematically as a true reflection of culture. Of profound scientific interest will be the degree to which we can eventually understand the full landscape of human stories, and data driven approaches will play a crucial role. Finally, we utilize web-scale data from Twitter to study the limits of what social data can tell us about public health, mental illness, discourse around the protest movement of #BlackLivesMatter, discourse around climate change, and hidden networks. We conclude with a review of published works in complex systems that separately analyze charitable donations, the happiness of words in 10 languages, 100 years of daily temperature data across the United States, and Australian Rules Football games.
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Wu, Hui-Fen. "Learning from experience : a thematic analysis of parent narratives concerning the emotional lives of young children with autism and without language." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/11800/.

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Understanding of autism has changed dramatically during the last 70 years. One change which is beginning to occur relates to the emotionality of young children with autism although it is an aspect of their lives which can still be overlooked and sometimes completely disregarded. The DSM-V, a publication of the American Psychiatric Association, 2013, continues to significantly underestimate the emotional lives of individuals with autism (Wu, 2013). This study sets out to question the conceptualisation of emotionality in children with autism, and focuses on the emotional lives of non-verbal young children with autism, in the hope of making an improvement to the efficacy of service responses. However, given the centrality of parents in the lives of those children with autism and who are without language, it is the views of the parents about the emotional lives of their children during their early years which are examined through a thematic analysis of narrative accounts from two families in the UK and two families in Taiwan. What emerges from these parental accounts is their understanding of a fundamental complexity of individuals with autism. There is little evidence to suggest that children with autism experience emotions differently and indeed the parental narratives in this study suggest that children with autism experience a range of emotions and can enjoy a sense of humour, develop relationships and have preferences. Recommendations are made that children with autism must be considered by professionals and those who offer ‘treatment’, as human beings with emotionality.
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Norman, Nancy Alice. "Narratives of teacher-student relationships : how itinerant teachers of the deaf and hard of hearing support their students’ social and emotional development." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58523.

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Positive teacher-student relationships promote healthy school experiences and have been shown to play an important role in creating positive social and academic outcomes for students, including students with special learning needs (e.g., Hamre & Pianta, 2001). Most deaf and hard-of-hearing (DHH) students are educated in inclusive school environments alongside their hearing peers, and likely receive additional support from an itinerant teacher of the deaf and hard of hearing throughout their school years (kindergarten to grade 12). However, very little is known about the significance of this unique teacher-student relationship in terms of social and emotional support, nor in what ways this relationship may help or hinder social inclusion at school. To address the paucity of research in this area, I used a narrative inquiry and multiple case study design to examine the characteristics of the itinerant teacher-DHH student relationship. Each participant (four itinerant teachers and four DHH students) participated in two separate individual interviews and was asked to reflect upon their relationship working with DHH students or itinerant teachers, as appropriate. The first interview was semi-structured and captured the participants’ perspectives of their itinerant teacher-DHH student relationships generally. The second interview focused on the meaning and significance of the itinerant teacher-student relationship. Narrative stories for each participant were written from the interview data and analyzed using a constant comparison, thematic content analysis (Braun & Clarke, 2006). Six prominent themes emerged from the itinerant teacher narrative stores: identity development (of students), attachment, safe space, connector, advisor, and itinerant teacher identity. Five prominent themes emerged from the DHH student narrative stories: identity development (of students), attachment, safe space, connector, and advisor. This study contributes to the field of Deaf Education in terms of identifying possible important aspects of the itinerant teacher-student relationship from both the teachers’ and the students’ perspectives. In addition, the findings shed light on potential interpersonal mechanisms that may be involved in creating successful school experiences for DHH students who are educated in inclusive school environments.
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Tironi, Contreras Angela. "It's been like a rollercoaster: a linguistic examination of the emotional experience of learning English in the narratives of pre-service English teachers." Tesis, Universidad de Chile, 2014. http://www.repositorio.uchile.cl/handle/2250/130141.

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Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
Autor no autoriza el acceso a texto completo de su documento.
The present two-fold theoretical research attempts to firstly identify the emotions that emerge in the oral narratives of twelve pre-service English teachers about their learning experience and, secondly, to examine their linguistic instantiation. The analysis was centred upon how the twenty two emotions, as defined by Ortony, Clore, & Collins (1988), relate to specific events, agents and objects involved in this experience of learning English in tertiary education. A secondary step was to analyse the emotion-indexed utterances and recognise lexical and discursive patterns across the corpus. The results showed a slight increase in the display of negative emotions across participants, which can be interpreted through linguistic theory of cultural scripts. It was also revealed from the data the occurrence of reproach as the highest cued emotion associated to classmates and teachers, yielding insightful reflections as to the role of those agents in the learning experience and identity construction. Finally, the discussion on the interplay of emotions, multiple functions and concept metaphors for emotions helped elucidate on the long-held debate over linguistic relativism or universality of emotions.
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Gustafson, Fredrik. "Elicitation of emotions in advertising film : Analysis of the emotional response regarding different lengths of an emotionally based narrative commercial." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36789.

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In a world that is moving towards more mobile viewing, and shorter ad formats –the filmmaker must adapt. A lot of advertisers now ask for video which is originally created for a longer format, to be adapted into a shorter format. But how much of the emotional impact is lost when adapting an emotionally based narrative commercial? This study aims to find out what the difference in emotional response is regarding different lengths of the same emotionally based narrative video. The author edited an already finished emotionally based narrative commercial video into two new, shorter versions. The process is documented and presented. These three videos were then shown to volunteers, alongside questions regarding their emotional state before and after. When analyzing the data gathered from the questionnaire it was clear that the emotional response differed from the various videos. The original video omitted the largest emotional response, and the shortest video omitted the lowest amount of emotional response. It seems that when adapting an emotionally based narrative video into a shorter format, some aspects of the video get lost. In turn, the emotional response of the viewers will be impacted.
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Books on the topic "Emotional narratives"

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C, Donley Carol, and Buckley Sheryl 1946-, eds. What's normal?: Narratives of mental & emotional disorders. Kent, Ohio: Kent State University Press, 2000.

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Fiore, Neil A. The road back to health: Coping with the emotional aspects of cancer. Berkeley, Calif: Celestial Arts, 1990.

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Saville, Barbara. Quantitative emotional word meanings of narratives from the Roberts Apperception test for children by clinically referred children. Sudbury, Ont: Laurentian University, Department of Psychology, 1998.

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Sisson, Colin P. Wounded warriors: The true story of a soldier in the Vietnam War and of the emotional wounds inflicted. Auckland, N.Z: Total Press, 1993.

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Carroll, Noël. Narrative, emotion, and insight. University Park: Pennsylvania State University Press, 2011.

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Carroll, Noël. Narrative, emotion, and insight. University Park: Pennsylvania State University Press, 2011.

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Mathur, Nita. Cultural rhythms in emotions, narratives and dance. New Delhi: Munshiram Manoharlal Publishers, 2002.

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Snævarr, Stefán. Metaphors, narratives, emotions: Their interplay and impact. Amsterdam: Rodopi, 2010.

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Hogan, Patrick Colm. Affective narratology: The emotional structure of stories. Lincoln: University of Nebraska Press, 2011.

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Prior, Matthew T. Emotion and discourse in L2 narrative research. Bristol: Multilingual Matters, 2016.

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Book chapters on the topic "Emotional narratives"

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Curci, Antonietta. "Negative Emotional Narratives." In Encyclopedia of Personality and Individual Differences, 3155–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_827.

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Curci, Antonietta. "Negative Emotional Narratives." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_827-1.

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Martínez, Alejandro García, and Ana Marta González. "Emotional Culture and TV Narratives." In Emotions in Contemporary TV Series, 13–25. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56885-4_2.

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Wu, Zhengxuan, and Yueyi Jiang. "Disentangling Latent Emotions of Word Embeddings on Complex Emotional Narratives." In Natural Language Processing and Chinese Computing, 587–95. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32236-6_53.

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Dunn, Cynthia D. "Chapter 2. Reported thought, narrative positioning, and emotional expression in Japanese public speaking narratives." In Bonding through Context, 39–59. Amsterdam: John Benjamins Publishing Company, 2020. http://dx.doi.org/10.1075/pbns.314.02dun.

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Tracy L., Cross. "The Personal Narratives of Students With Gifts and Talents 2." In On the Social and Emotional Lives of Gifted Children, 9–13. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003236900-3.

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Shah, Shloka S., Rishika A. Gupta, Parth M. Jardosh, and Anant V. Nimkar. "Prosodic Speech Synthesis of Narratives Depicting Emotional Diversity Using Deep Learning." In Advances in Intelligent Systems and Computing, 31–42. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4369-9_4.

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Segu, SaiTeja, Yaswanth Rreddy Poreddy, and Kiran L. N. Eranki. "Prediction of Emotional Condition Through Dialog Narratives Using Deep Learning Approach." In Machine Learning for Predictive Analysis, 245–55. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7106-0_25.

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Piergrossi, Julie Cunningham, and Carolina de Sena Gibertoni. "Understanding the Use of Emotional Content in Therapy Using Occupational Therapists' Narratives." In Psychoanalytic Thinking in Occupational Therapy, 186–201. West Sussex, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118782927.ch11.

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Spencer, Stephen J. "Constructing the Crusader. Emotional Language in the Narratives of the First Crusade." In Jerusalem the Golden, 173–89. Turnhout: Brepols Publishers, 2014. http://dx.doi.org/10.1484/m.outremer-eb.1.102323.

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Conference papers on the topic "Emotional narratives"

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Wu, Zhengxuan, Xiyu Zhang, Tan Zhi-Xuan, Jamil Zaki, and Desmond C. Ong. "Attending to Emotional Narratives." In 2019 8th International Conference on Affective Computing and Intelligent Interaction (ACII). IEEE, 2019. http://dx.doi.org/10.1109/acii.2019.8925497.

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Socas, Víctor, Carina González, and Sara Caratelli. "Emotional Navigation in nonlinear narratives." In the XV International Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2662253.2662271.

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Dumanlı, Asiye Nur. "Role of Narratives in Financial Decision Making from Perspective of Emotional Finance." In ISMC 2019 - 15th International Strategic Management Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.10.02.38.

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Lee, Ahreum, and Hokyoung Ryu. "Emotional Tagging with Lifelog Photos by Sharing Different Levels of Autobiographical Narratives." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3205851.3205860.

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Abruzzo, Emma. "The Emotional Content and Value of Critical Narratives: A Study of Preservice Teachers." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575246.

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Irshad, Shafaq, and Andrew Perkis. "Increasing User Engagement in Virtual Reality:The Role of Interactive Digital Narratives to Trigger Emotional Responses." In NordiCHI '20: Shaping Experiences, Shaping Society. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3419249.3421246.

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Abruzzo, Emma. ""I Felt Goosebumps": Emotional Experiences of Preservice English Teachers and the Critical Use of Placement-Based Narratives." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891747.

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Pouwhare, Robert. "The Māui Narratives: from bowdlerisation, dislocation and infantilisation to veracity, relevance and connection." In LINK 2022. Tuwhera Open Access, 2022. http://dx.doi.org/10.24135/link2022.v3i1.182.

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In Aotearoa New Zealand, as a consequence of colonisation, generations of Māori have been alienated from both their language and culture. This project harnessed an artistic re-consideration of pūrākau (traditional stories) such that previously fractured or erased stories relating to Māui-tikitiki-a-Taranga were orchestrated into a coherent narrative network. Storytelling is not the same as reading a story aloud or reciting a piece from memory. It also differs from performed drama, although it shares certain characteristics with all of these art forms. As a storyteller I look into the eyes of the audience and we both construct a virtual world. Together the listener and the teller compose the tale. The storyteller uses voice, pause and gesture; a listener, from the first moment, absorbs, reacts and co-creates. For each, the pūrākau is unique. Its story images differ. The experience can be profound, exercising thinking and emotional transformation. In the design of 14 episodes of the Māui narrative, connections were made between imagery, sound and the resonance of traditional, oral storytelling. The resulting Māui pūrākau, functions not only to revive the beauty of te reo Māori, but also to resurface traditional values that lie embedded within these ancient stories. The presentation contributes to knowledge through three distinct points. First, it supports language revitilisation by employing ancient words, phrases and karakia that are heard. Thus, we encounter language expressed not in its neutral written form, but in relation to tone, pause, rhythm, pronunciation and context. Second, it connects the Māui narratives into a cohesive whole. In doing this it also uses whakapapa to make connections and to provide meaning and chronology both within and between the episodes. Third, it elevates the pūrākau beyond the level of simple children’s stories. The inclusion of karakia reinforces that these incantations are in fact sacred texts. Rich in ancient language they give us glimspes into ancient epistemologies. Appreciating this elevated state, we can understand how these pūrākau dealt with complex human and societal issues including abortion, rape, incest, murder, love, challenging traditional hierarchies, the power of women, and the sacredness of knowledge and ritual. Finally, the presentation considers both in theory and practice, the process of intergenerational bowdlerisation.
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Chávez, Minerva S. "EMPLOYING WHITENESS AS PROPERTY: LEADERSHIP IN HIGHER EDUCATION AND THE SIGNALING DIVERSITY WHEN YOU ARE WHITE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end061.

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"Academic leaders in the United States are tasked with establishing university strategic plans that facilitate a holistic educational experience in order to meet the needs of our diverse student populations. A holistic education includes the academic, social, emotional, and spiritual (meaning of life, finding purpose) necessities of our students. To this end, let us consider the leaders accountable for upholding this ethical imperative. This autoethnography examines the concept of Whiteness as Property (WaP) (Harris, 1993) to identify how the distribution of power amongst educational leaders maintains whites in a space of racialized privilege while using people of color to signal their commitment to establishing a diverse university culture. Using the WaP lens, allows for the analyses of the practices, behaviors, and other social performances administrators engage in to construct their leadership identities in relation to the current sociopolitical milieu concerning inclusion and diversity. Autoethnography illuminates these leadership practices in unique ways—the narratives are from the perspective of the non-traditional leader. We serve to collectively lead our universities in the right direction to meet our strategic goals and provide equable education for all students. As a working-class Latina occupying educational leadership roles, autoethnography permits the theorization of my liminal perspective to underscore the interconnected role of universities as apparatuses assisting in capital accumulation, legitimation, and production. The narratives provide an analytical and profoundly humanistic understanding of the experiences that shape our conscious behaviors, actions, and thoughts in our workplace."
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Pranckūnienė, Eglė, Rūta Girdzijauskienė, Remigijus Bubnys, and Liudmila Rupšienė. "Discoveries through Challenges: Collective Autoethnographic Study of Teacher Educators in the COVID‘19 Situation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.56.

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After the World Health Organization announced the COVID-19 pandemic in March 2020, education systems were forced to move instruction to the virtual world. It drastically changed the interplay between teachers and learners, educational content, and the learning environment. When scrutinising the experience of teacher educators, we realised that it was important to focus on their discoveries. Collective reflection and collaborative autoethnography of four teacher educators developed into a reflective process of creating collective knowledge about their lived experience of coping with the new reality of teaching. The research was carried out in four steps: collective reflection on the context of education and individual lived experiences, collective analyses of transcribed first-person narratives, collective interpretation of the first-person narratives, co-creation of insights, and implications for the future of teacher training. The paper discusses the discoveries of four teacher educators made during the pandemic period: the benefits of communication technology, new interpersonal relations, the dynamics of self-learning, and a new concept of multiple educational spaces. The research results showed that the online teaching and technological breakthrough encouraged teacher educators to use various online platforms and technological tools, to develop new teaching strategies, to find effective ways of communication, to focus more on the organisation of teaching and learning, the usage of multiple learning spaces, and teaching multimodality. At the end of this paper, we provide some insights for teacher education: teacher education programmes should create conditions for student transformative learning preparing prospective teachers to live and work in a rapidly changing and challenging world, to create space and time to develop important qualities of student teachers such as flexibility, the ability to adapt to changing circumstances and resistance to physical and emotional disturbances.
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Reports on the topic "Emotional narratives"

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Yatsymirska, Mariya. MODERN MEDIA TEXT: POLITICAL NARRATIVES, MEANINGS AND SENSES, EMOTIONAL MARKERS. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11411.

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The article examines modern media texts in the field of political journalism; the role of information narratives and emotional markers in media doctrine is clarified; verbal expression of rational meanings in the articles of famous Ukrainian analysts is shown. Popular theories of emotions in the process of cognition are considered, their relationship with the author’s personality, reader psychology and gonzo journalism is shown. Since the media text, in contrast to the text, is a product of social communication, the main narrative is information with the intention of influencing public opinion. Media text implies the presence of the author as a creator of meanings. In addition, media texts have universal features: word, sound, visuality (stills, photos, videos). They are traditionally divided into radio, TV, newspaper and Internet texts. The concepts of multimedia and hypertext are related to online texts. Web combinations, especially in political journalism, have intensified the interactive branching of nonlinear texts that cannot be published in traditional media. The Internet as a medium has created the conditions for the exchange of ideas in the most emotional way. Hence Gonzo’s interest in journalism, which expresses impressions of certain events in words and epithets, regardless of their stylistic affiliation. There are many such examples on social media in connection with the events surrounding the Wagnerians, the Poroshenko case, Russia’s new aggression against Ukraine, and others. Thus, the study of new features of media text in the context of modern political narratives and emotional markers is important in media research. The article focuses review of etymology, origin and features of using lexemes “cмисл (meaning)” and “сенс (sense)” in linguistic practice of Ukrainians results in the development of meanings and functional stylistic coloring in the usage of these units. Lexemes “cмисл (meaning)” and “сенс (sense)” are used as synonyms, but there are specific fields of meanings where they cannot be interchanged: lexeme “сенс (sense)” should be used when it comes to reasonable grounds for something, lexeme “cмисл (meaning)” should be used when it comes to notion, concept, understanding. Modern political texts are most prominent in genres such as interviews with politicians, political commentaries, analytical articles by media experts and journalists, political reviews, political portraits, political talk shows, and conversations about recent events, accompanied by effective emotional narratives. Etymologically, the concept of “narrative” is associated with the Latin adjective “gnarus” – expert. Speakers, philosophers, and literary critics considered narrative an “example of the human mind.” In modern media texts it is not only “story”, “explanation”, “message techniques”, “chronological reproduction of events”, but first of all the semantic load and what subjective meanings the author voices; it is a process of logical presentation of arguments (narration). The highly professional narrator uses narration as a “method of organizing discourse” around facts and impressions, impresses with his political erudition, extraordinary intelligence and creativity. Some of the above theses are reflected in the following illustrations from the Ukrainian media: “Culture outside politics” – a pro-Russian narrative…” (MP Gabibullayeva); “The next will be Russia – in the post-Soviet space is the Arab Spring…” (journalist Vitaly Portnikov); “In Russia, only the collapse of Ukraine will be perceived as success” (Pavel Klimkin); “Our army is fighting, hiding from the leadership” (Yuri Butusov).
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Forero Ángel, AM, C. González Quintero, SM Ramírez González, and F. Zarate Guerrero. “Joining the army is not choosing to kill”: towards an understanding of the emotional narratives of Colombian professional soldiers. Revista Latina de Comunicación Social, October 2018. http://dx.doi.org/10.4185/rlcs-2018-1310en.

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Yücel Koç, Melike. Emotion Language and Emotion Narratives of Turkish-English Late Bilinguals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.208.

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Norris, Adele. Thesis review: The storytellers: Identity narratives by New Zealand African youth – participatory visual methodological approach to situating identity, migration and representation by Makanaka Tuwe. Unitec ePress, October 2018. http://dx.doi.org/10.34074/thes.revw4318.

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This fascinating and original work explores the experiences of third-culture children of African descent in New Zealand. The term ‘third-culture kid’ refers to an individual who grows up in a culture different from the culture of their parents. Experiences of youth of African descent is under-researched in New Zealand. The central research focus explores racialised emotions internalised by African youth that are largely attributed to a lack of positive media representation of African and/or black youth, coupled with daily experiences of micro-aggressions and structural racism. In this respect, the case-study analysis is reflective of careful, methodological and deliberative analysis, which offers powerful insights into the grass-roots strategies employed by African youth to resist negative stereotypes that problematise and marginalise them politically and economically.
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Cannon, Mariah, and Pauline Oosterhoff. Tired and Trapped: Life Stories from Cotton Millworkers in Tamil Nadu. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/clarissa.2021.002.

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Labour abuse in the garment industry has been widely reported. This qualitative research explores the lived experiences in communities with bonded labour in Tamil Nadu, India. We conducted a qualitative expert-led analysis of 301 life stories of mostly women and girls. We also explore the differences and similarities between qualitative expert-led and participatory narrative analyses of life stories of people living near to and working in the spinning mills. Our findings show that the young female workforce, many of whom entered the workforce as children, are seen and treated as belonging – body, mind and soul – to others. Their stories confirm the need for a feminist approach to gender, race, caste and work that recognises the complexity of power. Oppression and domination have material, psychological and emotional forms that go far beyond the mill. Almost all the girls reported physical and psychological exhaustion from gendered unpaid domestic work, underpaid hazardous labour, little sleep, poor nutrition and being in unhealthy environments.
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Yilmaz, Ihsan, and Kainat Shakil. Religious Populism and Vigilantism: The Case of the Tehreek-e-Labbaik Pakistan. European Center for Populism Studies (ECPS), January 2022. http://dx.doi.org/10.55271/pp0001.

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Religious populism and radicalism are hardly new to Pakistan. Since its birth in 1947, the country has suffered through an ongoing identity crisis. Under turbulent political conditions, religion has served as a surrogate identity for Pakistan, masking the country’s evident plurality, and over the years has come to dominate politics. Tehreek-e-Labbaik Pakistan (TLP) is the latest face of religious extremism merged with populist politics. Nevertheless, its sporadic rise from a national movement defending Pakistan’s notorious blasphemy laws to a “pious” party is little understood. This paper draws on a collection of primary and secondary sources to piece together an account of the party’s evolution that sheds light on its appeal to “the people” and its marginalization and targeting of the “other.” The analysis reveals that the TLP has evolved from a proxy backed by the establishment against the mainstream parties to a full-fledged political force in its own right. Its ability to relate to voters via its pious narrative hinges on exploiting the emotional insecurities of the largely disenfranchised masses. With violence legitimized under the guise of religion, “the people” are afforded a new sense of empowerment. Moreover, the party’s rhetoric has given rise to a vigilante-style mob culture so much so that individuals inspired by this narrative have killed in plain sight without remorse. To make matters worse, the incumbent government of Imran Khan — itself a champion of Islamist rhetoric — has made repeated concessions and efforts to appease the TLP that have only emboldened the party. Today, the TLP poses serious challenges to Pakistan’s long-standing, if fragile, pluralistic social norms and risks tipping the country into an even deadlier cycle of political radicalization.
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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, May 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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Yilmaz, Ihsan, Raja M. Ali Saleem, Mahmoud Pargoo, Syaza Shukri, Idznursham Ismail, and Kainat Shakil. Religious Populism, Cyberspace and Digital Authoritarianism in Asia: India, Indonesia, Malaysia, Pakistan, and Turkey. European Center for Populism Studies, January 2022. http://dx.doi.org/10.55271/5jchdy.

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Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.
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Yilmaz, Ihsan, Raja M. Ali Saleem, Mahmoud Pargoo, Syaza Shukri, Idznursham Ismail, and Kainat Shakil. Religious Populism, Cyberspace and Digital Authoritarianism in Asia: India, Indonesia, Malaysia, Pakistan, and Turkey. European Center for Populism Studies (ECPS), January 2022. http://dx.doi.org/10.55271/rp0001.

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Turkey, Pakistan, India, Malaysia, and Indonesia span one of the longest continuously inhabited regions of the world. Centuries of cultural infusion have ensured these societies are highly heterogeneous. As plural polities, they are ripe for the kind of freedoms that liberal democracy can guarantee. However, despite having multi-party electoral systems, these countries have recently moved toward populist authoritarianism. Populism —once considered a distinctively Latin American problem that only seldom reared its head in other parts of the world— has now found a home in almost every corner of the planet. Moreover, it has latched on to religion, which, as history reminds us, has an unparalleled power to mobilize crowds. This report explores the unique nexus between faith and populism in our era and offers an insight into how cyberspace and offline politics have become highly intertwined to create a hyper-reality in which socio-political events are taking place. The report focuses, in particular, on the role of religious populism in digital space as a catalyst for undemocratic politics in the five Asian countries we have selected as our case studies. The focus on the West Asian and South Asian cases is an opportunity to examine authoritarian religious populists in power, whereas the East Asian countries showcase powerful authoritarian religious populist forces outside parliament. This report compares internet governance in each of these countries under three categories: obstacles to access, limits on content, and violations of user rights. These are the digital toolkits that authorities use to govern digital space. Our case selection and research focus have allowed us to undertake a comparative analysis of different types of online restrictions in these countries that constrain space foropposition and democratic voices while simultaneously making room for authoritarian religious populist narratives to arise and flourish. The report finds that surveillance, censorship, disinformation campaigns, internet shutdowns, and cyber-attacks—along with targeted arrests and violence spreading from digital space—are common features of digital authoritarianism. In each case, it is also found that religious populist forces co-opt political actors in their control of cyberspace. The situational analysis from five countries indicates that religion’s role in digital authoritarianism is quite evident, adding to the layer of nationalism. Most of the leaders in power use religious justifications for curbs on the internet. Religious leaders support these laws as a means to restrict “moral ills” such as blasphemy, pornography, and the like. This evident “religious populism” seems to be a major driver of policy changes that are limiting civil liberties in the name of “the people.” In the end, the reasons for restricting digital space are not purely religious but draw on religious themes with populist language in a mixed and hybrid fashion. Some common themes found in all the case studies shed light on the role of digital space in shaping politics and society offline and vice versa. The key findings of our survey are as follows: The future of (especially) fragile democracies is highly intertwined with digital space. There is an undeniable nexus between faith and populism which offers an insight into how cyberspace and politics offline have become highly intertwined. Religion and politics have merged in these five countries to shape cyber governance. The cyber governance policies of populist rulers mirror their undemocratic, repressive, populist, and authoritarian policies offline. As a result, populist authoritarianism in the non-digital world has increasingly come to colonize cyberspace, and events online are more and more playing a role in shaping politics offline. “Morality” is a common theme used to justify the need for increasingly draconian digital laws and the active monopolization of cyberspace by government actors. Islamist and Hindutva trolls feel an unprecedented sense of cyber empowerment, hurling abuse without physically seeing the consequences or experiencing the emotional and psychological damage inflicted on their victims.
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10

Chervinchuk, Alina. THE CONCEPT OF ENEMY: REPRESENTATION IN THE UKRAINIAN MILITARY DOCUMENTARIES. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11063.

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Research methodology. The following methods were used in this research: general scientific methods (descriptive, analysis, synthesis, comparison) and special (structural, hermeneutic, narrative, method of content analysis). We identified words related to the concept of the enemy and determined the context in which they are used by the authors of the collections Results. The formats of reflection of military reality in collections of military documentaries are investigated. It is emphasized that the authors-observers of events as professional communicators form a vision of events based on categories understandable to the audience – «own» and «others». Instead, the authors-participants go events have more creative space and pay more attention to their own emotional state and reflections. It is defined how the enemy is depicted and what place he occupies in the military reality represented by the authors. It is emphasized that the authors reflect the enemy in different ways. In particular, the authors-observers of the events tried to form a comprehensive vision of the events, and therefore paid much attention to the opposite side of the military conflict. Authors-participants of the events tend to show the enemy as a mass to be opposed. In such collections, the enemy is specified only in the presence of evidence confirming the presence of Russians or militants. Novelty. The research for the first time investigates the methods of representation of mi­litary activity in the collections of Ukrainian military documentaries. The article is devoted to the analysis of how the authors represent the enemy. Practical importance. The analysis of collections of military documentaries will allow to study the phenomenon of war and to trace the peculiarities of the authors’ representation of military reality.
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