Thai dance knowledge archive framework based on Labanotation represented in 3D animation

© 2017 IEEE.Southeast Asia is one of the most rapidly growing regions in the world with natural and cultural resources. It is important to pass on the cultural knowledge to the next generation. Intangible Cultural Heritage like traditional dances, or folk dance is a valuable cultural knowledge to be maintained and passed on by transferring tacit knowledge, and even explicit knowledge such as books, or video presentations. Issues of passing on the knowledge can be the loss of knowledge from time to time by the reduction of the number of dance masters, unreliable sources, and low quality. To retrieve such valuable knowledge, there is a widely-used tool in Europe, in the United States, Asia and Southeast Asia, called 'Labanotation' which is about recording and analyzing the dance movement. This paper focuses on proposing a framework for a traditional Thai dance knowledge archive creating an ontology using knowledge engineering based on Labanotation by transferring notation scores to represent the dance in 3D Animation. The framework assists dancers, notators, knowledge engineers, software engineers to successfully communicate with each other

A framework for correcting human motion alignment for traditional dance training using augmented reality

This paper presents a framework for motion capture analysis for dance learning technology using Microsoft Kinect V2. The proposed technology utilizes motion detection, emotion analysis, coordination analysis and interactive feedback techniques for a particular dance style selected by the trainee.This motion capture system solves the heterogeneity of the existing dance learning system and hence provides robustness. The analysis of the proposed work is carried out using query techniques and heuristic evaluation. The Microsoft Kinect V2 embedded with Augmented Reality (AR) technology is explored to demonstrate the recognition accuracy of the proposed framework

Proventing Intimate Partner Violence-Related Attitudes Through Arts-Based Peace Education: A Sequential Explanatory Study of Dancing Classrooms Alumni

Research links intimate partner violence (IPV) to socialized, and often gendered, power-over attitudes that view abuse, control, and physical violence against, or by, an intimate partner as acceptable and appropriate in various contexts. While many IPV prevention programs emphasize education for reducing intimate partner violence-related attitudes (IPVA), most programs respond after violence has occurred and are often ineffective. Presenting an innovative form of proactive prevention, or “provention”, this dissertation combines arts-based peace education, youth IPV prevention, and intergroup contact theory (ICT) to outline how youth-focused social dance may effectively provent IPVA risk factors by teaching young people collaborative, power-with social skills in a safe and structured environment. This approach is demonstrated by examining how Dancing Classrooms, a New York based social dance program, affects the development of social and emotional learning (SEL) skills and IPVA risk factors through its 10-week school-based program. Further, ICT is applied to Dancing Classrooms’ pedagogy, the Dulaine Method, to assess how its design contributes to positive relationship building among participants. Combining analyses of 275 alumni survey responses with interviews and focus groups including eight alumni, seven Teaching Artists, and four Executive Program Directors, this mixed methods study finds Dancing Classrooms effectively teaches prosocial, power-with behaviors and promotes positive relationships among participants. Findings reveal most alumni perceive Dancing Classrooms positively affected their SEL skills, with higher SEL scoring significantly predicting lower physical violence-related IPVA. Results also show the Dulaine Method pedagogy fulfills all five ICT conditions for positive relationship building, with emphasis on the positive support of Teaching Artists and positive peer interactions. This study contributes to peace education and IPV research by demonstrating how teaching social dance within ICT conditions can subvert harmful interpersonal attitudes by promoting positive social skills and relationships. Future interdisciplinary research is needed to understand how and when arts-based peace education, including but not limited to social dance, may effectively provent violence by teaching collaborative, power-with social skills and promoting positive, interpersonal relationships

UWOMJ Volume 40, Number 2, December 1969

Schulich School of Medicine & Dentistryhttps://ir.lib.uwo.ca/uwomj/1207/thumbnail.jp

The BG News March 8, 1972

The BGSU campus student newspaper March 8, 1972. Volume 56 - Issue 83https://scholarworks.bgsu.edu/bg-news/3696/thumbnail.jp

Grappling For Answers: Exploring the Process of Life Skills Development in Youth Mixed Martial Arts Athletes

Mixed martial arts (MMA) is a form of combat sport that was legalized in Ontario in 2013. Immediately, media began to profile life skill outcomes associated with youth participation in MMA. Evidence in support of these claims is often anecdotal. To date no studies have utilized Positive Youth Development (PYD), a strengths-based approach to youth development (Lerner et al., 2005) to explore youth in MMA. Therefore, the overall objective of this research project was to explore the potential benefits, factors and processes of youths (ages 9-18) life skill development in MMA using a PYD approach. Data was collected in three phases. In phase one data was collected from Toronto MMA gym websites (N=18). One manuscript was written that identified the life skills MMA gyms suggest they can develop in youth. Findings revealed that MMA gym websites included general information, developmental outcomes (4Cs) and processes, resources and not relevant messages. In phase two semi-structured interviews were conducted with youth (n=13) and coaches (n=10) from MMA gyms. Two manuscripts were written, the first manuscript identified the life skills youth developed in MMA and the factors that contributed to their development. The second manuscript explored the role of the MMA coach in the process of facilitating life skills development and transfer of life skills from MMA to non-sport contexts. MMA coaches primarily used explicit techniques to facilitate life skill development and transfer. In phase three, two manuscripts were written. First, a pilot study was conducted to determine the effectiveness of using an online journal and two types of questions (i.e., direct and indirect) as a method of recalling transfer experiences. Second, youth in MMA (N=9) completed an online journal over a one-month period. Findings revealed that MMA coaches facilitated the development of a value for life skills transfer. Participants in the direct and indirect groups demonstrated differences in their description of transfer experiences

EDU-COM 2004 International conference: new challenges for sustainability and growth in higher education

EDU-COM 2004, an international conference held in Khon Kaen, Thailand from the 24th to the 26th November, 2004 took the theme: New Challenges for Sustainability and Growth in Higher Education. EDU-COM 2004 was sponsored and organised by Edith Cowan University, Khon Kaen University and Bansomdejchaopraya Rajabhat University/ The Conference was structured to address five sub-themes pertinent to the challenges facing higher education worldwide: • Collaboration between campus and community in Higher Education • Collaboration targeting multi-cultural and cross-cultural issues in Higher Education • Collaboration through new teaching and learning technologies in Higher Education • Collaboration for quality: valuing and evaluating performance in Higher Education • Collaboration for effective governance in Higher Education Contributors were invited to address on or more of these sub-themes. All papers published in these proceedings reflect the drive for richer learning experiences, improved learning environments and recognition of the importance of the local community as technology enables us to think globally. Predictably perhaps, e-education brought the most substantial response, a clear indication of the perceived potential for new technologies to influence teaching, learning and administration in higher education. The papers also highlight some of the challenges and emerging expectations for higher education in a world that is increasingly characterised by international alliances, partnerships and tensions – a search for sustainability and equity in a period of rapid social and technological change. The Proceedings are in 3 sections. Section 1 – Keynote Speakers; Section 2 – Academic Peer Reviewed Papers: Section 3 - “Work in Progress”. EDU-COM 2004 was attended by delegates from Australia, Botswana, Cambodia, China, Denmark, England, Hong Kong, Iran, Ireland, Japan, Lao, Myanamar, Singapore, Tanzania, Thailand, Vietnam

Bowdoin College Catalogue (2002-2003)

https://digitalcommons.bowdoin.edu/course-catalogues/1283/thumbnail.jp

Bangkok is Burning: Queer Cultural Productions of Thainess in Diaspora.

Ph.D. Thesis. University of Hawaiʻi at Mānoa 2018