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This chapter invites the reader to consider how emotional awareness leads to positive influence in individuals and communities. Self-awareness, empathy, truthfulness, and authenticity are bridges that enable a leader to cross sociological divides to meet the deep needs of others. This chapter presents Jesus as exemplar for emotionally aware leadership and offers four principles for Christ-like leadership as seen through an exegetical analysis of John 4:1–42.

Intention plays an import role in human daily conversation. Conventionally, human intention exerts influence on conversation contents and atmosphere. Although dialogue systems that involve emotion awareness are popular, implementation of human intention on artificial intelligence does not draw much attention of researchers. The reason is that intention is usually not a spontaneous response of external stimulus, but a self-generated desire and expectation. Moreover, internal intentions are not subjected to external signals that can be observed by third parties. In this research, we experimentally used “reaction” and “expectation” factors to represent intention at a text level and created intentional conversation model based on transformer model. Preliminary results were given to show that applying intention is able to help the a dialogue system address a higher level of engagement in the conversation.

In the last years, the concept of Massive Open Online Course (MOOC) is widely regarded as new, innovative and creative model for free online learning at large-scale participation from the most prestigious universities around the world. On the other hand, the intelligent tutoring systems (ITS) have been developed to support one of the most successful educational forms “individual teaching”. Recent researches demonstrate that emotions can influence human behavior and learning, as a result, a new generation of ITS is born, that is Affective Tutoring System (ATS). However, there is no study showing the importance of using ATS in MOOCs. Therefore, this paper presents a novel approach for developing an affective tutoring system for the MOOCs, which is called ATS-MOOCs. Such system can easily help students to improve their learning performance by recognizing their affective states and then adapting the MOOC content accordingly. A prototype was developed and a case study was presented to demonstrate the feasibility of the proposed approach.

Can we believe what we see? The question is insistently and inconclusively raised in Hamlet through mention of the word ‘eye’ and imperative verbs such as ‘look’ and ‘see’. Theories of vision in early modern literature were driven by the work of Galen and mediated through the writings of thinkers such as Thomas Wright, Anthony Munday, and George Hakewill. In this chapter I examine the complex interplay between vision and emotion in Hamlet: a play in which the fallibility of vision is repeatedly connected to our inability to definitively read the emotions of others. I also consider the idea of emotional blindness and the gap between sight and emotional awareness in Hamlet.

This chapter discusses social-emotional competence (SEC) as a psychological resource that can be supported by music engagement and that can explain music’s positive impact on mental health. Social-emotional competence is a set of psychological resources including social and emotional awareness, adaptive emotion regulation and coping, self-determination, resilience, and prosocial communication and interaction. This set of skills is fundamental for the healthy adaptation of an individual to the environment and highly impacts well-being. Thanks to its deep connections to emotion and social bonding, music can be seen as a forum for training, learning, and fostering such skills. In this chapter, we argue that music’s role in promoting social-emotional competence can explain its relevance for mental health and well-being. Recent research on how music contributes to social-emotional competence and health will be discussed.

Recently, the Massive Open Online Course (MOOC) has appeared as a new emerging method of online teaching with the advantages of low cost and unlimited participation as well as open access via the web. However, the use of facial emotion detection in MOOCs is still unexplored and challenging. In this paper, we propose a new innovative approach for facial emotion detection in MOOCs, which provides an adaptive learning content based on students’ emotional states and their profiles. Our approach is based on three principles: (i) modeling the learner using the MOOC (ii) using of pedagogical agents during the learning activities (iii) capturing and interpreting the facial emotion of the students. The proposed approach was implemented and tested in a case study on the MOOC.

The age of hybrid intelligence begins. The historical comparison between Gutenberg’s book printing and the Artificial Intelligence revolution shows that fundamental disruptive innovations shake society to its foundations. We are in the middle of the shift that new dimensions of connectivity determine our lives and all the technical objects of the real world become intelligent. The success factors of human action for a sustainable digital transformation must therefore be agility, trust, and emotional awareness.

‘Listen to your body’. ‘Follow your heart’. ‘Trust your gut’. In many songs and books, we are advised to pay attention to our bodily signals. But how important is it from a scientific point of view to be sensitive to this kind of information? The following chapter will highlight evidence supporting the link between the perception of physiological signals and the experience and regulation of emotions. Furthermore, potential pathways of enhancing interoceptive ability, by increasing self-focus, will be discussed. Also, ideas of how to implement these techniques in a clinical context will be suggested.

We address privacy and decision making in social networks, building a temperament model of users, employing sentiment analysis on written posts and creating PAD models of users through facial images and designing a method that combines this information into a model. We also propose a method for advising the user based on this calculated model.

Upon the plane’s arrival, some passengers have successfully reached their destination. Others, however, will need to continue on and require additional information to arrive at their journey’s end. Like the passengers who continue on, all children, including the gifted, need help to reach their full potential. This chapter offers a case study about a perfectionist who needs guidance with ‘connecting the dots’ to reflect upon her achievements and understand her inner-self. Intervention strategies are suggested for both teachers and parents to help build social and emotional awareness, dispel myths of giftedness and celebrate the uniqueness of each individual. This chapter concludes with presenting you, the reader, with a landing card of important teaching concepts covered in this book that can be helpful as a bookmarker for writing lesson plans, conferencing with parents and working with gifted children. It also includes a Resource Directory and an Index of Intervention Strategies for those of you who want to further your journey in the world of gifted education.

Three important developments underlie age-graded shifts in coping during the second year of life. First, the emergence of representational capacities transforms implicit appraisals to explicit belief systems that filter experiences of potentially stressful transactions and guide subsequent reactivity and readiness for action. This new system creates a psychological buffer that provides a basis for realistic and positively colored explicit interpretations of stressful and challenging experiences. Second, the development of self and emotional awareness, understanding, and regulation integrates intrinsic motivational and goal-directed action systems with emotion, and converts “emotional action regulation” to coping efforts supervised by an increasingly mastery-oriented agentic self. This transition creates both more durable intentions and new sources of conflict (e.g., the experience of stressful self-conscious negative emotions and goal conflicts that are both intrapersonal and interpersonal). Third, the development of the capacity for shared intentionality transforms the co-regulatory coping system into an increasingly cooperative “triadic” system that allows toddler and caregiver to confront the problems faced by the child with a united front. Crucial to these developments is the continued support of caregivers in encouraging authentic communication and constructive management of emotions and emotionally-inspired actions, sometimes called “emotional coaching.” Although the transition can be somewhat bumpy, toddlers begin to become reciprocally concerned about the emotions and problems of their caregivers, forming a relationship characterized by a mutually responsive orientation. This relational quality promotes young children’s willingness to cooperate with the caregiver in dealing with conflicts and problems.

An old soldier who is now a successful professional contemplates his time as a prisoner of war (POW) during the Vietnam conflict. He describes himself as young fearless pilot, a master of himself and of his machine. Captured and beaten, he realized that his arms were broken in several places so badly he could not lift a finger. Fellow captive squadron mates took turns spooning food so he could eat. They did this for several weeks. He would not have survived without their aid. The experience transformed his understanding of himself and others. He says, “In the sky, alone, I believed I was invincible but I realized we are all individually nothing. We cannot live without each other, plain and simple.”

When Hurricanes Katrina and Rita hit the Gulf Coast, their punch lasted far longer than the initial event. Biloxi and Gulfport witnessed a storm surge of 20 to 30 feet. Most of New Orleans and the surrounding parishes were plunged underwater, destroying entire communities. Neighborhoods that were home to generations of families were left in rubble. The media described families rescued from rooftops, families separated from one another, and families living in the Superdome, Astrodome, and even on the Interstate. Life before and after the hurricanes is described, as well as development of the Katrina Project, designed to address the traumatic stress and long-term impact of the hurricane. Specifics of the program are provided.

The chapter focuses on the place of emotions in human competence and processes which can be identified at the interface of two languages when emotions are experienced and expressed. The primary goal is to present the place and function of emotions in a given culture and to discuss possibilities for non-native speakers of L2 to effectively raise emotional awareness in L2 didactic contexts. The relevance of Schmidt’s (1990) Noticing Hypothesis is emphasized in this context especially as the scope and use of L2 emotion concepts require of the learner a conscious apprehension and awareness of L2 input. The place and position of L1 and L2 materials generated from monolingual and parallel language corpora in enhancement of emotional awareness in FL classroom are exemplified and discussed.