This paper addresses the question whether we can conceive of music cognition in ecosemiotic terms. It claims that music knowledge must be generated as a tool for adaptation to the sonic world and calls forth a shift from a structural description of music as an artifact to a process-like approach to dealing with music. As listeners, we are observers who construct and organize our knowledge and bring with us our observational tools. What matters is not merely the sonic world in (...) its objective qualities, but the world as perceived. In order to make these claims operational we can rely on the ecological concept of coping with the sonic world and the cybernetic concepts of artificial and adaptive devices. Listeners, on this view, are able to change their semantic relations with the sonic world through functional adaptations at the level of sensing, acting and coordinating between action and perception. This allows us to understand music in functional terms of what it affords to us and not merely in terms of its acoustic qualities. There are, however, degrees of freedom and constraints which shape the semiotization of the sonic world. As such we must consider the role of event perception and cognitive economy: listeners do not perceive the acoustical environment in terms of phenomenological descriptions but as ecological events. (shrink)

This article argues for an epistemology of music, stating that dealing with music can be considered as a process of knowledge acquisition. What really matters is not the representation of an ontological musical reality, but the generation of music knowledge as a tool for adaptation to the sonic world. Three major positions are brought together: the epistemological claims of Jean Piaget, the biological methodology of Jakob von Uexküll, and the constructivistic conceptions of Ernst von Glasersfeld, each ingstress the role of (...) the music user rather than the music. Dealing with music, in this view, is not a matter of representation, but a process of semiotization of the sonorous environment as the outcome of interactions with the sound. Hence the role of enactive cognition and perceptual-motor interaction with the sonic environment. What is considered a central issue is the way how listeners as subjects experience their own phenomenal world or Umwelt, and how they can make sense out of their sonic environment. Umwelt-research, therefore, is highly relevant for music education in stressing the role of the listener and his/her listening strategies. (shrink)

This dissertation concerns the active role of the organism in evolutionary theory. In particular, it concerns how our conception of the relationship between organism and environment, and the nature of natural selection, influences the causal and explanatory role of organismic activity and behavior in evolutionary explanations. The overarching aim is to argue that the behaviors and activities of organisms can serve both as the explananda (that which is explained) and the explanantia (that which explains) in evolutionary explanations. I attempt (...) to achieve this aim by offering three central arguments. First, that the organism-environment relation is the ontologically basic unit of biology. A common way of conceiving the relationship between organism and environment is as a duality—as two causally independent systems that overlap through interaction. I think this is a mistake. There cannot be organisms without environments and vice versa. They are codependent and codetermined. Second, that natural selection is an ecological process. By this I mean that natural selection acts primarily on organism-environment interactions. It is only in virtue of organisms interacting with their environments that there can be fitness differences amongst individual organisms in a population. The ecological approach to natural selection also entails that the nature of the system(s) of inheritance involved in the reoccurrence of favorable organism-environment interactions is, in principle, immaterial to the process of selection. It only matters for selection that organism-environment interactions actually do reoccur in subsequent generations. Third, that niche construction theory—the most well-developed theoretical and conceptual framework for studying how the activities of organisms influences evolutionary dynamics—can be seen as fully a compatible and integrated part of evolutionary theory. Together, these three arguments constitute an overarching argument. Namely that we both can, and should, take organismic activity and behavior to be crucial explanatory elements in evolutionary theory. Throughout the dissertation I also show how these three arguments have consequences for other debates in the philosophy of evolutionary theory, such as the nature of evolutionary processes, the structure of selection-based explanations, the validity and utility of the proximate-ultimate distinction, and the nature of teleology in evolutionary systems. (shrink)

This research aimed to explain the defense of oral interactions in the presence of information and communication technologies such as WhatsApp (WA) as well as to explore some of the positive contributions of WA used in building the Real Life Communication, especially in the learning environment. By applying the Exploratory design, this research involved 4 participants from various educational backgrounds as a purposively selected data source indicated as WA users at once. Data were collected through Focus Group Discussion, Interview, (...) and Observation and analyzed by several stages i.e. data reduction, displaying data, categorizing, and verifying and concluding. The results showed that oral interactions can decrease both in the language community and learning environment as the dominant use of WA that is not wise. Nevertheless, the use of WA applications also had some positive contributions in building a real relationship. Finally, the assumption that the negative impact of using the WA application should be able to change the mindset and positive attitude of the scholars in initiating and defending an oral interaction in the learning environment. (shrink)

What is the role of the environment, and of the information it provides, in cognition? More specifically, may there be a role for certain artefacts to play in this context? These are questions that motivate "4E" theories of cognition (as being embodied, embedded, extended, enactive). In his take on that family of views, Hajo Greif first defends and refines a concept of information as primarily natural, environmentally embedded in character, which had been eclipsed by information-processing views of cognition. He (...) continues with an inquiry into the cognitive bearing of some artefacts that are sometimes referred to as 'intelligent environments'. Without necessarily having much to do with Artificial Intelligence, such artefacts may ultimately modify our informational environments. -/- With respect to human cognition, the most notable effect of digital computers is not that they might be able, or become able, to think but that they alter the way we perceive, think and act. (shrink)

Embodiment matters to perception and action. Beyond the triviality that, under normal circumstances, we need a body in order to perceive the world and act in it, our particular embodiment, right here, right now, both enables and constrains our perception of possibilities for action. In this chapter, we provide empirical support for the idea that the structural and morphological features of the body can narrow the set of our possible interactions with the environment by shaping the way we perceive (...) the possibilities for action provided. We argue that this narrowing holds true in the perception of what we call strongly embodied affordances, that is, relevant micro-affordances that have a genuinely demanding characteristic, as well as in the perception of actions performed by others. In particular, we show that perceptual contents are shaped by fine-grained morphological features of the body, such as specific hand-shapes, and that they change according to our possibility to act upon them with this body, in this situation, at this moment. We argue that these considerations provide insight into distinguishing a variety of experienced affordance relations that can aid us in better understanding the relevance of embodiment for perception and experience. (shrink)

In October 2011, the “2nd European Network for Cognitive Systems, Robotics and Interaction”, EUCogII, held its meeting in Groningen on “Autonomous activity in real-world environments”, organized by Tjeerd Andringa and myself. This is a brief personal report on why we thought autonomy in real-world environments is central for cognitive systems research and what I think I learned about it. --- The theses that crystallized are that a) autonomy is a relative property and a matter of degree, b) increasing autonomy (...) of an artificial system from its makers and users is a necessary feature of increasingly intelligent systems that can deal with the real-world and c) more such autonomy means less control but at the same time improved interaction with the system. (shrink)

Humans often unconsciously perceive social robots involved in their lives as partners rather than mere tools, imbuing them with qualities of companionship. This anthropomorphization can lead to a spectrum of emotional risks, such as deception, disappointment, and reverse manipulation, that existing approaches struggle to address effectively. In this paper, we argue that a Virtual Interactive Environment (VIE) exists between humans and social robots, which plays a crucial role and demands necessary consideration and clarification in order to mitigate potential emotional (...) risks. By analyzing the relational nature of human-social robot interaction, we discuss the connotation of such a virtual interactive environment that is similar to the emotional states aroused when reading novels. Building on this comprehension, we further demonstrate that manufacturers should carry out comprehensive Virtual Interactive Environment Indication (VIEI) measures during human-social robot interaction with a stricter sense of responsibility when applying social robots. Finally, we contemplate the potential contributions of virtual interactive environment indication to existing robot ethics guidelines. (shrink)

This paper is about both an application of virtue ethics, and about virtue ethics itself. A popular application of neo-Aristotelian virtue ethics to environmental issues is called interpersonal extensionism. It argues that we should view the normative range of traditional interpersonal virtues, such as compassion and humility, as extending beyond our interactions with people to also include our interactions with non-human environments. This paper uncovers an unaddressed problem for this view, then proposes a solution by revising how we understand neo-Aristotelian (...) virtue ethics itself. The tenet in question, defended by virtue ethicists such as Hursthouse and Foot, claims that a character trait counts as a virtue only if it is strictly necessary for human flourishing. This tenet threatens interpersonal extensionism because, as I show, the extended or environment-regarding aspects of virtues such as compassion and humility are not strictly speaking necessary for human flourishing: people can in principle flourish without those. But I then argue that diversities across both people and environments give us good, seldom acknowledged, reasons to revise neo-Aristotelian virtue ethics so that it no longer imposes the tenet that led to this problem. Neither a trait nor an aspect of it need be necessary for human flourishing in order to count as a neo-Aristotelian virtue. Indeed, marked variation between people and between environments can be complementary with respect to flourishing. Sometimes, for instance, part of the reason an environment-regarding aspect of compassion is virtuous is because of its distinct role in creating conditions that increase the chance that others will flourish. To show these things, I draw from work in philosophy of science on cluster approaches to categories and constitution, and from experiences working with diverse people in Canada's diverse national and provincial parks. (shrink)

Multimedia technology offers instructional designers an unprecedented opportunity to create richly interactive learning environments. With greater design freedom comes complexity. The standard answer to the problems of too much choice, disorientation, and complex navigation is thought to lie in the way we design interactivity in a system. Unfortunately, the theory of interactivity is at an early state of development. After critiquing the decision cycle model of interaction—the received theory in human computer interaction—I present arguments and observational data to (...) show that humans have several ways of interacting with their environments, which resist accommodation in the decision cycle model. These additional ways of interacting include: preparing the environment, maintaining the environment, and reshaping the cognitive congeniality of the environment. Understanding how these actions simplify the computational complexity of our mental processes is the first step in designing the right sort of resources and scaffolding necessary for tractable learner controlled learning environments. (shrink)

In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in the context (...) of political and social movements. In the first section, I argue that there is a direct relationship between the manner in which dominant social groups , especially ruling classes in societies stratified along class lines, accumulate social power in a given society and the manner in which the conceptual tools that are available for the interpretation of social reality make it difficult for members of oppressed social groups to interpret social reality in a way that accords with their interests, either because the adequate conceptual tools are not part of the conceptual repertoire of their society, or because they do not have access to them due to their material conditions (grinding poverty, illiteracy, etc.). I argue that the revolutionary pedagogue must be aware of this structural problem. In the second section, I draw on the methods of participatory action research in an attempt to specify what the revolutionary pedagogue must be like as a listener in order to compensate for the existence of this deficiency in adequate conceptual tools for the analysis of social reality and the identification of objective social interests on the part of members of oppressed social groups. In other words, I specify the qualities that revolutionary pedagogues must possess as listeners in order to fulfill their task. In the third and concluding section, I argue that in order to compensate for the structural problem that I identify in the first section, pedagogues must be willing to identify with the members of the oppressed groups that they are attempting to teach (in a dialogical manner). They must be willing to commit what Amilcar Cabral called class suicide and its analogues in relation to other forms of oppression (Cabral 1979a, 126). (shrink)

This paper addresses the question whether we can conceive of music cognition in ecosemiotic terms. It claims that music knowledge must be generated as a tool for adaptation to the sonic world and calls forth a shift from a structural description of music as an artifact to a process-like approach to dealing with music. As listeners, we are observers who construct and organize our knowledge and bring with us our observational tools. What matters is not merely the sonic world in (...) its objective qualities, but the world as perceived. In order to make these claims operational we can rely on the ecological concept of coping with the sonic world and the cybernetic concepts of artificial and adaptive devices. Listeners, on this view, are able to change their semantic relations with the sonic world through functional adaptations at the level of sensing, acting and coordinating between action and perception. This allows us to understand music in functional terms of what it affords to us and not merely in terms of its acoustic qualities. There are, however, degrees of freedom and constraints which shape the semiotization of the sonic world. As such we must consider the role of event perception and cognitive economy: listeners do not perceive the acoustical environment in terms of phenomenological descriptions but as ecological events. (shrink)

We are increasingly exposed to polarized media sources, with clear evidence that individuals choose those sources closest to their existing views. We also have a tradition of open face-to-face group discussion in town meetings, for example. There are a range of current proposals to revive the role of group meetings in democratic decision-making. Here, we build a simulation that instantiates aspects of reinforcement theory in a model of competing social influences. What can we expect in the interaction of polarized (...) media with group interaction along the lines of town meetings? Some surprises are evident from a computational model that includes both. Deliberative group discussion can be expected to produce opinion convergence. That convergence may not, however, be a cure for extreme views polarized at opposite ends of the opinion spectrum. In a large class of cases, we show that adding the influence of group meetings in an environment of self-selected media produces not a moderate central consensus but opinion convergence at one of the extremes defined by polarized media. (shrink)

Of the four language skills, speaking is usually considered an indicator of proficiency in a language. As an EFL student, one should master speaking skill (Nazara, 2012). Unfortunately, most Afghan EFL undergraduates are not as good at speaking as they are in the other three English language skills (reading, writing and listening). Most Afghan undergraduate EFL learners are good at reading and writing, but in part of oral communication, they are not accurate and fluent (Zia & Sulan, 2015). Hence, this (...) study was conducted to investigate the factors that affect the Afghan undergraduate EFL learners’ speaking skill at Sayed Jamaluddin Afghani University Kunar, Afghanistan. The study specifically investigated the learning environment-related factors that affected student speaking skill. A mixed method was used for this study, i.e., quantitative (questionnaire) and qualitative (interview). The questionnaire data were descriptively analyzed in SPSS version 20 and presented in figures and tables. The interview data were thematically analyzed and presented. A total of 90 students (40 junior and 50 senior) were purposively selected and participated in this study. The findings revealed that large classes and the lack of basic facilities in the speaking classroom were some factors in the learning environment that affected the students speaking skill. The current study’s findings will hopefully help teachers and educators be attentive and creative in building a proper learning environment to reduce the factors that affect students’ speaking skill. (shrink)

Our understanding of body–world relations is caught in a curious contradiction. On one side, it is well established that many concepts that describe interaction with the outer world – ‘plasticity’ or ‘metabolism’- or external influences on the body - ‘environment’ or ‘milieu’ – appeared with the rise of modern science. On the other side, although premodern science lacked a unifying term for it, an anxious attentiveness to the power of ‘environmental factors’ in shaping physical and moral traits held (...) sway in nearly all medical systems before and alongside modern Europe. In this article, I build on a new historiography on the policing of bodies and environments in medieval times and at the urban scale to problematize Foucault’s claim about biopolitics as a modern phenomenon born in the European eighteenth-century. I look in particular at the collective usage of ancient medicine and manipulation of the milieu based on humoralist notions of corporeal permeability (Hippocrates, Galen, Ibn Sīnā) in the Islamicate and Latin Christendom between the 12th and the 15th century. This longer history has implications also for a richer genealogy of contemporary tropes of plasticity, permeability and environmental determinism beyond usual genealogies that take as a starting point the making of the modern body and EuroAmerican biomedicine. (shrink)

Enactivism and ecological psychology converge on the relevance of the environment in understanding perception and action. On both views, perceiving organisms are not merely passive receivers of environmental stimuli, but rather form a dynamic relationship with their environments in such a way that shapes how they interact with the world. In this paper, I suggest that while enactivism and ecological psychology enjoy a shared specification of the environment as the cognitive domain, on both accounts, the structure of the (...) environment, itself, is unspecified beyond that of contingent relations with the species-typical sensorimotor capacities of perceiving organisms. This lack of specification creates a considerable gap in theory regarding the organization of organisms as coupled with their environments. I argue that this gap can be filled by drawing from resources in developmental systems theory, namely, specifying the environmental state-space as a developmental niche that shapes and is shaped by individual organisms over developmental and, on a population scale, evolutionary time. Defining the environment as an organism’s developmental niche makes it clearer how and why certain contingencies have arisen, in turn, strengthening a joint appeal to both enactivism and ecological psychology as theories asserting complementarity between organisms and their environments. (shrink)

The interaction between science and theology is often seen as an interaction concerning their claims. This article examines how this interaction may also concern their questions. The focus will be on environmental issues because the relevance of these issues has increased tremendously during these last decades. Recent studies have focused on the way a question can become real for any community of inquirers, both in science and in theology. Reality here refers to the way a question emerges (...) as one that can, and should, be dealt with. The paper explores how this idea is applicable to questions concerning the environment, how they have become real, and how this fact will impact our moral deliberation about what we ought to do, personally and globally. (shrink)

In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of (...) a revolutionary pedagogy. I then highlight how this project is represented at both interactional and institutional levels with a particular focus upon the practice of the revolutionary leaders and their role in the development of the humanisation of the oppressed. In presenting the interactional and institutional elements of Freire’s pedagogy separately the tension between the individual and the state is made plain and the limitations of his politico-educational project are drawn out. I argue that due to an inconsistent application of the relationship between means and ends in Freire’s politico-educational project an incoherence between the interactional and institutional levels of education is highlighted. In responding to this limitation of Freire’s politico-educational project with a thoroughly interconnected relationship of means and ends I show that there remains a necessary conflict between the interests of the individual and the state. As a result of this a door is opened for the development of an argument in favour of the disestablishment of education and state from a Freirean perspective. (shrink)

How micro- and macroevolutionary evolutionary processes produce phenotypic change is without question one of the most intriguing and perplexing issues facing evolutionary biologists. We believe that roadblocks to progress lie A) in the underestimation of the role of the environment, and in particular, that of the interaction of genotypes with environmental factors, and B) in the continuing lack of incorporation of development into the evolutionary synthesis. We propose the integration of genetic, environmental and developmental perspectives on the evolution (...) of the phenotype in the form of the concept of the developmental reaction norm (DRN) The DRN represents the set of multivariate ontogenies that can be produced by a single genotype when it is exposed to environmental variation. It encompasses: 1) the processes that alter the phenotype throughout the ontogenetic trajectory, 2) the recognition that different aspects of the phenotype are (and must be) correlated and 3) the ability of a genotype to produce phenotypes in different environments. This perspective necessitates the explicit study of character expression during development, the evaluation of associations between pairs or groups of characters (e.g., multivariate allometries), and the exploration of reaction norms and phenotypic plasticity. We explicitly extend the concept of the DRN to encompass adjustments made in response to changes in the internal environment as well. Thus, ‘typical’ developmental sequences (e.g., cell fate determination) and plastic responses are simply manifestations of different scales of ‘environmental’ effects along a continuum. We present: (1) a brief conceptual review of three fundamental aspects of the generation and evolution of phenotypes: the changes in the trajectories describing growth and differentiation (ontogeny), the multivariate relationships among characters (allometry), and the effect of the environment (plasticity); (2) a discussion of how these components are merged in the concept of the developmental reaction norm; and (3) a reaction norm perspective of major determinants of phenotypes: epigenesis, selection and constraint. (shrink)

Virtual environment landmarks are essential in wayfinding: they anchor routes through a region and provide memorable destinations to return to later. Current virtual environment browsers provide user interface menus that characterize available travel destinations via landmark textual descriptions or thumbnail images. Such characterizations lack the depth cues and context needed to reliably recognize 3D landmarks. This paper introduces a new user interface affordance that captures a 3D representation of a virtual environment landmark into a 3D thumbnail, called (...) a worldlet. Each worldlet is a miniature virtual world fragment that may be interactively viewed in 3D, enabling a traveler to gain first-person experience with a travel destination. In a pilot student conducted to compare textual, image, and worldlet landmark representations within a wayfinding task, worldlet use significantly reduced the overall travel time and distance traversed, virtually eliminating unnecessary backtracking. (shrink)

Aim: This study determined the relationship of the assessment of the respondents on the work environment through the dimensions of physical aspects and job dimensions and how they contribute to the effectiveness of administrators as assessed by the teachers at Liming Vocational University. -/- Methodology: A descriptive method of research was used in this study. This study was conducted at Liming Vocational University in China. The respondents of the study are the 666 teachers from Liming Vocational University. -/- The (...) researcher utilized a self- constructed survey questionnaire. -/- Results: Based on the results, an over-all mean value of 3 .80 reveals that the subject organization is very effective based on the assessment of the teacher respondents. The study also reveals that there were no significant differences in the assessment of the teacher respondents on the organizational effectiveness when they are grouped according to age, educational attainment, and length of service as teachers. The results indicate that in terms of the physical aspects of work environment, demand quality, and social interaction were the most conducive aspects as observed by the teacher respondents. Furthermore, physical aspects in terms of diversity of stimulation, and changeability were found to be moderately conducive as perceived by the teachers. Visibility, on the other hand, it was also observed by the teachers to be moderately conducive, however, it was found to be the least assessed by the respondents among the five physical aspects of work environment. -/- Conclusion: While teacher respondents are mostly young, they have at least earned master’ s degree or have earned units in their Doctoral degree program, and have been in the service as teachers for not quite long. Symbolic identification, fairness and satisfaction, and employee involvement were very effective in the eyes of the teachers, while task instrumentality seems to be the least effective in the organization. Respondents have relatively the same assessment on the organizational effectiveness regardless of their age, educational level they have attained, and length of service as teacher. While job dimension aspect of work environment was felt by the teachers to be very conducive, physical aspects of it was observed by the teachers to be less conducive. Teachers have less felt the visibility of their educational leaders through work job, as well as their ability to find ways and means to improve resources of the organization. Respondents have relatively the same assessment on the physical and job dimension aspects of work environment regardless of their age, educational level they have attained, and length of service as teacher. It can be said that physical aspects of work environment can somehow affect the organizational effectiveness, while job dimension aspects of it was not found to have significant impact on achieving the organization’ s objectives. (shrink)

Theory of multiple thinking environments As there is a physical environment, there exists a psychological environment that governs many psychological processes including our thinking. This psychological environment is unique to each person and is framed in the initial few years since the child is born and represents the native environment of that person. This psychological environment is a collection of all those elements responsible for it to become a source of thought and maintain that thought (...) for its life cycle. (In this context I am limiting this concept to explain the thinking process). Though the extensive list of parameters should include many parameters the collection basically should consists of values that are stored in the mind like memories, beliefs, feelings, perceptions and some unknown factors. One such unknown factor is a controlling factor which control values for a specific thinking environment. This psychological environment is mother for many Thinking environments. Mind is capable of creating, nurturing, sustaining, interacting and destroying multiple thinking environments from its native psychological environment resulting in to various thoughts, diminishing or strengthening, to fathom in to either memories or actions. Thinking environments are basically two types, reactive and neutral. Thinking environments are temporary i.e., they are mostly limited to a task or situation or condition etc. Neither psychological environment nor thinking environments have physical existence and every action by a person impacts his psychological environment. (shrink)

Coronavirus disease 2019 (COVID-19) is an infectious disease that causes respiratory illness in human and has now become a major challenge for all over the world. In spite of all their efforts to restore the nature during the last few decades, humans could only move a few steps forward. But during the last few months, consequences of the COVID-19 Pandemic have successfully recovered the environment to a large extent that should definitely set positive impact on global climate change. The (...) COVID-19 spread around the world and severely affected the world's education, economy, social interactions and other global impacts. We have come across one of the most daunting problems of the modern times, which is, educational crisis. One of the many challenges faced by the students due to COVID-19 is loss of learning. Distance learning has been a failure throughout this period, due to the fact that the educators are unsupported and they lack the practical experience of teaching online through technology. On the other hand, not all students have the technology infrastructure at home to support their ongoing learning. Many of them are economically backward and find it difficult to support their education without internet or a learning tablet. (shrink)

We are quickly passing through the historical moment when people work in front of a single computer, dominated by a small CRT and focused on tasks involving only local information. Networked computers are becoming ubiquitous and are playing increasingly significant roles in our lives and in the basic infrastructure of science, business, and social interaction. For human-computer interaction o advance in the new millennium we need to better understand the emerging dynamic of interaction in which the focus (...) task is no longer confined to the desktop but reaches into a complex networked world of information and computer-mediated interactions. We think the theory of distributed cognition has a special role to play in understanding interactions between people and technologies, for its focus has always been on whole environments: what we really do in them and how we coordinate our activity in them. Distributed cognition provides a radical reorientation of how to think about designing and supporting human-computer interaction. As a theory it is specifically tailored to understanding interactions among people and technologies. In this article we propose distributed cognition as a new foundation for human-computer interaction, sketch an integrated research framework, and use selections from our earlier work to suggest how this framework can provide new opportunities in the design of digital work materials. (shrink)

This paper responds to Kevin Krein’s claim in that the particular value of nature sports over traditional ones is that they offer intensity of sport experience in dynamic interaction between an athlete and natural features. He denies that this intensity is derived from competitive conflict of individuals and denies that nature sport derives its value from internal conflict within the athlete who carries out the activity. This paper responds directly to Krein by analysing ‘intensity’ in sport in terms of (...) the relationship between attention and reflection and the interaction between self and environment. I reply directly to Krein’s rejection of self-competition as based on a mischaracterisation of internal struggle and argue that the weighing of incompatible desires does not involve a fragmented self. I argue that the unique intensity to which Krein refers is strongly comparable to the Kantian conception of the sublime and explore how sublime experience fits Krein’s account and outline some serious problems that such an ideal of experience poses for nature sport. (shrink)

I put forward an externalist theory of social understanding. On this view, psychological sense making takes place in environments that contain both agent and interpreter. The spatial structure of such environments is social, in the sense that its occupants locate its objects by an exercise in triangulation relative to each of their standpoints. This triangulation is achieved in intersubjective interaction and gives rise to a triadic model of the social mind. This model can then be used to make sense (...) of others’ observed actions. Its possession plays a vital role in the development of the capacity for false belief reasoning. The view offers an integrated account of the development of social cognition from primary intersubjectivity to level-2 perspective taking. It incorporates insights from interactionism and mindreading theories of social cognition and thus offers a way out of the stalemate between defenders of the two views. Because psychological sense making is perspectival, the frame problem does not arise for social reasoners: the perspective they bring to bear on the action that is to be interpreted constrains the information they can select to make sense of what others do. (shrink)

This paper presents a human-computer interaction model with a three layers learning mechanism in a pervasive environment. We begin with a discussion around a number of important issues related to human-computer interaction followed by a description of the architecture for a multi-agent cooperative design system for pervasive computing environment. We present our proposed three- layer HCI model and introduce the group formation algorithm, which is predicated on a dynamic sharing niche technology. Finally, we explore the cooperative (...) reinforcement learning and fusion algorithms; the paper closes with concluding observations and a summary of the principal work and contributions of this paper. (shrink)

The theory of embodied cognition can provide HCI practitioners and theorists with new ideas about interac-tion and new principles for better designs. I support this claim with four ideas about cognition: (1) interacting with tools changes the way we think and perceive – tools, when manipulated, are soon absorbed into the body schema, and this absorption leads to fundamental changes in the way we perceive and conceive of our environments; (2) we think with our bodies not just with our brains; (...) (3) we know more by doing than by seeing – there are times when physically performing an activity is better than watching someone else perform the activity, even though our motor resonance system fires strongly during other person observa-tion; (4) there are times when we literally think with things. These four ideas have major implications for interaction design, especially the design of tangible, physical, context aware, and telepresence systems. (shrink)

Music and language are universal human abilities with many apparent similarities relating to their acoustics, structure, and frequent use in social situations. We might therefore expect them to be understood and processed similarly, and indeed an emerging body of research suggests that this is the case. But the focus has historically been on the individual, looking at the passive listener or the isolated speaker or performer, even though social interaction is the primary site of use for both domains. (...) Nonetheless, an important goal of emerging research is to compare music and language in terms of acoustics and structure, social interaction, and functional origins to develop parallel accounts across the two domains. Indeed, a central aim of both of evolutionary musicology and language evolution research is to understand the adaptive significance or functional origin of human music and language. An influential proposal to emerge in recent years has been referred to as the social bonding hypothesis. Here, within a comparative approach to animal communication systems, I review empirical studies in support of the social bonding hypothesis in humans, non-human primates, songbirds, and various other mammals. In support of this hypothesis, I review six research fields: (i) the functional origins of music; (ii) the functional origins of language; (iii) mechanisms of social synchrony for human social bonding; (iv) language and social bonding in humans; (v) music and social bonding in humans; and (vi) pitch, tone and emotional expression in human speech and music. I conclude that the comparative study of complex vocalizations and behaviors in various extant species can provide important insights into the adaptive function(s) of these traits in these species, as well as offer evidence-based speculations for the existence of “musilanguage” in our primate ancestors, and thus inform our understanding of the biology and evolution of human music and language. (shrink)

The present paper aims to validate our research on human–humanoid interaction (HHI) using the minimalist humanoid robot Telenoid. We conducted the human–robot interaction test with 142 young people who had no prior interaction experience with this robot. The main goal is the analysis of the two social dimensions (‘‘Perception’’ and ‘‘Believability’’) useful for increasing the natural behaviour between users and Telenoid.Weadministered our custom questionnaire to human subjects in association with a well defined experimental setting (‘‘ordinary and goal-guided (...) task’’). A thorough analysis of the questionnaires has been carried out and reliability and internal consistency in correlation between the multiple items has been calculated. Our experimental results show that the perceptual behaviour and believability, as implicit social competences, could improve the meaningfulness and the natural-like sense of human–humanoid interaction in everyday life task-driven activities. Telenoid is perceived as an autonomous cooperative agent for a shared environment by human beings. (shrink)

In this paper I suggest that, over and above the need to explore and understand the technological newness of computer art works, there is a need to address the aesthetic significance of the changes and effects that such technological newness brings about, considering the whole environmental transaction pertaining to new media, including what they can or do offer and what users do or can do with such offerings, and how this whole package is integrated into our living spaces and activities. (...) I argue that, given the primacy of computer-based interaction in the new-media, the notion of ‘ornamentality’ indicates the ground-floor aesthetics of new-media environments. I locate ornamentality not only in the logically constitutive principles of the new-media (hypertextuality and interactivity) but also in their multiform cultural embodiments (decoration as cultural interface). I utilize Kendall Walton’s theory of ornamentality in order to construe a puzzle pertaining to the ornamental erosion of information in new-media environments. I argue that insofar as we consider new-media to be conduits of ‘real-life’, the excessive density of ornamental devices prevalent in certain new-media environments forces us to conduct our inquiries under conditions of neustic uncertainty, that is, uncertainty concerning the kind of relationship that we, the users, have to the propositional content mediated. I conclude that this puzzle calls our attention to a peculiar interrogatory complexity inherent in any game of knowledge-seeking conducted across the infosphere, which is not restricted to the simplest form of data retrieval, especially in mixed-reality environments and when the knowledge sought is embodied mimetically. (shrink)

COVID-19 and military actions on the territory of Ukraine fundamentally changed the organization of the educational process, forcing educational institutions to transfer classroom learning to virtual space. To organize the educational process remotely, we need to organize an educational environment in which we can ensure the implementation of all types of educational activities, as well as creation and selection of e-resources depending on their types. Having guidelines in the form of modes, forms and learning outcomes, it is necessary to (...) structure the content of educational disciplines, corresponding curricula, to ensure the activity of students during lectures and the implementation of practical tasks with the necessary tools, to determine and carry out the selection of electronic educational resources for the effective organization of the educational process in conditions of open education. First of all, it is important to take into account all types of student activities, namely: those ones, which are usually implemented in class and determine the possibility of their implementation in a remote format using cloud services. The monograph considers the problem of effective use of Microsoft 365 services for the organization of e-learning through the prism of the competency approach. In particular, the study established a correspondence between training activities and M365 services, which can provide tools support for their implementation. Chapter 1 analyzes the components of digital competence and the abilities necessary for the organization of the e-learning process. Based on the analysis, the correspondence between the components of digital competence and M365 services, the possession of which indicates the existing level of digital competence, was established. Chapter 2 of the monograph describes the digital competences necessary for the organization of various types of training using Microsoft 365 services. It studies features of using digital identity cloud services, Microsoft 365 services for digital data management and collaboration, e-learning management, design and creation of digital content, problem solving and innovation, digital communication, cooperation and interaction. Chapter 3 offers a developed model of hybrid educational environment architecture based on Microsoft Teams platform and analyzes digital competences for the organization of asynchronous interaction between students and teachers using MS Teams tools. Chapter 4 is devoted to the results of an experimental study of the effectiveness of the use of Microsoft 365 services for the organization of e-learning and the readiness of teachers and students to use them. (shrink)

This paper proposes three principles for the ethical design of online social environments aiming to minimise the unintended harms caused by users while interacting online, specifically by enhancing the users’ awareness of the moral load of their interactions. Such principles would need to account for the strong mediation of the digital environment and the particular nature of user interactions: disembodied, asynchronous, and ambiguous intent about the target audience. I argue that, by contrast to face to face interactions, additional factors (...) make it more difficult for users to exercise moral sensitivity in an online environment. An ethics for social media user interactions is ultimately an ethics of human relations mediated by a particular environment; hence I look towards an enactive inspired ethics in formulating principles for human interactions online to enhance or at least do not hinder a user’s moral sensitivity. This enactive take on social media ethics supplements classical moral frameworks by asking us to focus on the relations established through the interactions and the environment created by those interactions. (shrink)

Network analysis as a tool for ecological interactions studies has been widely used since last decade. However, there are few studies on the factors that shape network patterns in communities. In this sense, we compared the topological properties of the interaction network between flower-visiting social wasps and plants in two distinct phytophysiognomies in a Brazilian savanna (Riparian Forest and Rocky Grassland). Results showed that the landscapes differed in species richness and composition, and also the interaction networks between wasps (...) and plants had different patterns. The network was more complex in the Riparian Forest, with a larger number of species and individuals and a greater amount of connections between them. The network specialization degree was more generalist in the Riparian Forest than in the Rocky Grassland. This result was corroborated by means of the nestedness index. In both networks was found asymmetry, with a large number of wasps per plant species. In general aspects, most wasps had low niche amplitude, visiting from one to three plant species. Our results suggest that differences in structural complexity of the environment directly influence the structure of the interaction network between flower-visiting social wasps and plants. (shrink)

When I see a mountain to be far away, there is non-reflective awareness of myself as that from which distance is measured. Likewise, there is self-awareness when I see a tree as offering shade or a hiding place. In such cases, how can the self I am aware of be the same as I who am aware of it? Can the perceived be its perceiver? Mobilizing infancy research, I offer the following thesis as to how one can be aware of (...) oneself, at a single stroke, as perceiver and as embodied entity. During face-to-face interaction at 2 or 3 months, the infant has a sensuous perception of the caregiver as well as a non-sensuous impression of something she is eyeing and vocalizing toward. This implicit target is the self as it first becomes present to the child. It is shown how the target of her attending is experienced by him as embodied, active, affective, and continuous. After acquiring language, however, the child becomes capable of playing the caregiver toward himself: He can speak in her manner while listening as the one addressed. Thus the relation is internalized. The outcome is the independent and secure self-awareness that typifies post-infancy life. Independence bears a price, which is assessed. (shrink)

It is well known the harmful effects that savage capitalism has been causing to the environment since its introduction in a sphere in which a different logic and approach to nature are the essential conditions for the maintenance of the ecosystem and its complex relations between humans and non-human organisms. The amazon rainforest is a portion of the planet in which for thousands of years its human dwellers have been interacting with nature that it is understood beyond its physical (...) condition. Thus, to what extent Amazonian’s approaches to nature could be considered as a moral philosophy through which the way of conceptualizing nature and its non-human denizens enhances the continuity of life and the intimate relations between entities? To answer this question, I will explore the cosmological system of the Shuar of the Ecuadorian Amazon with whom I lived for 5 months between July and November 2018, and thereby elucidate the spiritual relations that this society has with the metaphysical domain of nature. (shrink)

This article explores whether and under which circumstances it is ethically viable to include artificial beings worthy of moral consideration in virtual environments. In particular, the article focuses on virtual environments such as those in digital games and training simulations – interactive and persistent digital artifacts designed to fulfill specific purposes, such as entertainment, education, training, or persuasion. The article introduces the criteria for moral consideration that serve as a framework for this analysis. Adopting this framework, the article tackles the (...) question of whether including artificial intelligences that are entitled to moral consideration in virtual environments constitutes an immoral action on the part of human creators. To address this problem, the article draws on three conceptual lenses from the philosophical branch of ethics: the problem of parenthood and procreation, the question concerning the moral status of animals, and the classical problem of evil. Using a thought experiment, the concluding section proposes a contractualist answer to the question posed in this article. The same section also emphasizes the potential need to reframe our understanding of the design of virtual environments and their future stakeholders. (shrink)

The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices (...) of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity. (shrink)

As COVID-19 emerged as a phenomenon of the total environment, and despite the intertwined and complex relationships that make humanity an organic part of the Bio- and Geospheres, the majority of our responses to it have been corrective in character, with few or no consideration for unintended consequences which bring about further vulnerability to unanticipated global events. Tackling COVID-19 entails a systemic and precautionary approach to human-nature relations, which we frame as regaining diversity in the Geo-, Bio-, and Anthropospheres. (...) Its implementation requires nothing short of an overhaul in the way we interact with and build knowledge from natural and social environments. Hence, we discuss the urgency of shifting from current to precautionary approaches to COVID-19 and look, through the lens of diversity, at the anticipated benefits in four systems crucially affecting and affected by the pandemic: health, land, knowledge and innovation. Our reflections offer a glimpse of the sort of changes needed, from pursuing planetary health and creating more harmonious forms of land use to providing a multi-level platform for other ways of knowing/understanding and turning innovation into a source of global public goods. These exemplary initiatives introduce and solidify systemic thinking in policymaking and move priorities from reaction-based strategies to precautionary frameworks. (shrink)

The need to optimize student interactions in universities for enhanced academic performance has been a subject of debate and discussion in different academic fora. A number of studies have shown that students, both male and female, can assert themselves academically if they are provided with opportunities for active participation and interaction with their lecturers and peers for both the horizontal and the vertical sharing of knowledge. The purpose of this study, therefore, was to investigate the gender-based interaction practices (...) of science, mathematics and technology university students, and how these interactive patterns influence their academic performance. Using a quantitative approach located in the post-positivist paradigm, the study employed a structured questionnaire to collect the data from a sample of 1285 students from three universities. The results of the study showed that institutional practices, lecturers, parents, peers, learning content and artifacts, as well as the classroom environment, have a significant influence on the gender-based interaction practices of university students. Furthermore,, the results showed that the levels of interaction have a significant influence on the academic performance of university students, according to gender. As a main recommendation, it was proposed that universities should come up with gender-equity policies that would guide how the universities and their stakeholders could cater for the issues of gender equity. (shrink)

In this position paper for the 2019 CSCW workshop Good Systems: Ethical AI for CSCW I propose one tool and one idea for navigating the complex ethical problem space that results from the interaction of human and/or AI agents in shared, hopefully cooperative, computing environments.

A common understanding of the role of a game developer includes establishing (or at least partially establishing) what is interactively and perceptually available in (video)game environments: what elements and behaviors those worlds include and allow, and what is – instead – left out of their ‘possibility horizon’. The term ‘possibility horizon’ references the Ancient Greek origin of the term ‘horizon’, ὄρος (oros), which denotes a frontier – a spatial limit. On this etymological foundation, ‘horizon’ is used here to indicate the (...) spatial and operational boundaries that a (video)game environment affords its players. This book chapter discusses a particular feeling that emerge in relation to playful encounters with the ‘possibility horizons’ of videogames. I am referring here to the realization, as a player, that a game environment can be experientially exhausted and is, as such, ultimately banal. In other words, I will examine how our deliberate engagement with the interactive environments of digital games can trigger sensations that are analogous to what Romantic authors referred to as Weltschmerz (‘world-weariness’). (shrink)

In this paper, we model a relational notion of subjectivity by means of two experiments in subjective computing. The goal is to determine to what extent a cognitive and social robot can be regarded to act subjectively. The system was implemented as a reinforcement learning agent with a coaching function. To analyze the robotic agent we used the method of levels of abstraction in order to analyze the agent at four levels of abstraction. At one level the agent is described (...) in mentalistic or subjective language respectively. By mapping this mentalistic to an algorithmic, functional, and relational level, we can show to what extent the agent behaves subjectively as we make use of a relational concept of subjectivity that draws upon the relations that hold between the agent and its environment. According to a relational notion of subjectivity, an agent is supposed to be subjective if it exhibits autonomous relations to itself and others, i.e. the agent is not fully determined by a given input but is able to operate on its input and decide what to do with it. This theoretical notion is confirmed by the technical implementation of self-referentiality and social interaction in that the agent shows improved behavior compared to agents without the ability of subjective computing. On the one hand, a relational concept of subjectivity is confirmed, whereas on the other hand, the technical framework of subjective computing is being theoretically founded. (shrink)

The desideratum of semantic interoperability has been intensively discussed in medical informatics circles in recent years. Originally, experts assumed that this issue could be sufficiently addressed by insisting simply on the application of shared clinical terminologies or clinical information models. However, the use of the term ‘ontology’ has been steadily increasing more recently. We discuss criteria for distinguishing clinical ontologies from clinical terminologies and information models. Then, we briefly present the role clinical ontologies play in two multicentric research projects. Finally, (...) we discuss the interactions between these different kinds of knowledge representation artifacts and the stakeholders involved in developing interoperational real-world clinical applications. We provide ontology engineering examples from two EU-funded projects. (shrink)

For many employees, ‘work’ is no longer something performed while sitting at a computer in an office. Employees in a growing number of industries are expected to carry mobile devices and be available for work-related interactions even when beyond the workplace and outside of normal business hours. In this article it is argued that a future step will increasingly be to move work-related information and communication technology (ICT) inside the human body through the use of neuroprosthetics, to create employees who (...) are always ‘online’ and connected to their workplace’s digital ecosystems. At present, neural implants are used primarily to restore abilities lost through injury or illness, however their use for augmentative purposes is expected to grow, resulting in populations of human beings who possess technologically altered capacities for perception, memory, imagination, and the manipulation of physical environments and virtual cyberspace. Such workers may exchange thoughts and share knowledge within posthuman cybernetic networks that are inaccessible to unaugmented human beings. Scholars note that despite their potential benefits, such neuroprosthetic devices may create numerous problems for their users, including a sense of alienation, the threat of computer viruses and hacking, financial burdens, and legal questions surrounding ownership of intellectual property produced while using such implants. Moreover, different populations of human beings may eventually come to occupy irreconcilable digital ecosystems as some persons embrace neuroprosthetic technology, others feel coerced into augmenting their brains to compete within the economy, others might reject such technology, and still others will simply be unable to afford it. In this text we propose a model for analyzing how particular neuroprosthetic devices will either facilitate human beings’ participation in new forms of socioeconomic interaction and digital workplace ecosystems – or undermine their mental and physical health, privacy, autonomy, and authenticity. We then show how such a model can be used to create device ontologies and typologies that help us classify and understand different kinds of advanced neuroprosthetic devices according to the impact that they will have on individual human beings. (shrink)

Integration sustainability outcomes give attention to construction ecology in the design review of urban environments to comply with Earth’s System that is composed of integral parts of the (i.e., physical, chemical and biological components). Naturally, exchange patterns of industrial ecology have consistent and periodic cycles to preserve energy flows and materials in Earth’s System. When engineering topology is affecting internal and external processes in system networks, it postulated the valence of the first-level spatial outcome (i.e., project compatibility success). These instrumentalities (...) are dependent on relating the second-level outcome (i.e., participant security satisfaction). The construction ecology-based topology (i.e., as feedback energy system) flows from biotic and abiotic resources in the entire Earth’s ecosystems. These spatial outcomes are providing an innovation, as entails a wide range of interactions to state, regulate and feedback “topology” to flow as “interdisciplinary equilibrium” of ecosystems. The interrelation dynamics of ecosystems are performing a process in a certain location within an appropriate time for characterizing their unique structure in “equilibrium patterns”, such as biosphere and collecting a composite structure of many distributed feedback flows. These interdisciplinary systems regulate their dynamics within complex structures. These dynamic mechanisms of the ecosystem regulate physical and chemical properties to enable a gradual and prolonged incremental pattern to develop a stable structure. The engineering topology of construction ecology for integration sustainability outcomes offers an interesting tool for ecologists and engineers in the simulation paradigm as an initial form of development structure within compatible computer software. This approach argues from ecology, resource savings, static load design, financial other pragmatic reasons, while an artistic/architectural perspective, these are not decisive. The paper described an attempt to unify analytic and analogical spatial modeling in developing urban environments as a relational setting, using optimization software and applied as an example of integrated industrial ecology where the construction process is based on a topology optimization approach. (shrink)

Listening effort helps explain why people who are hard of hearing are prone to fatigue and social withdrawal. However, a one-factor model that cites only effort due to hardness of hearing is insufficient as there are many who lead happy lives despite their disability. This paper explores other contributory factors, in particular motivational arousal and pleasure. The theory of rational motivational arousal predicts that some people forego listening comprehension because they believe it to be impossible and hence worth no effort (...) at all. This is problematic. Why should the listening task be rated this way, given the availability of aids that reduce its difficulty? Two additional factors narrow the explanatory gap. First, we separate the listening task from the benefit derived as a consequence. The latter is temporally more distant, and is discounted as a result. The second factor is displeasure attributed to the listening task, which increases listening cost. Many who are hard of hearing enjoy social interaction. In such cases, the actual activity of listening is a benefit, not a cost. These people also reap the benefits of listening, but do not have to balance these against the displeasure of the task. It is suggested that if motivational harmony can be induced by training in somebody who is hard of hearing, then the obstacle to motivational arousal would be removed. This suggests a modified goal for health care professionals. Don’t just teach those who are hard of hearing how to use hearing assistance devices. Teach them how to do so with pleasure and enjoyment . (shrink)

One reason for the renewed interest in Austrian philosophy, and especially in the work of Brentano and his followers, turns on the fact that analytic philosophers have become once again interested in the traditional problems of metaphysics. It was Brentano, Husserl, and the philosophers and psychologists whom they influenced, who drew attention to the thorny problem of intentionality, the problem of giving an account of the relation between acts and objects or, more generally, between the psychological environments of cognitive subjects (...) and the different sorts of external (physical, geographical, social) environments which they inhabit. The present essay addresses this environmental version of the problem of intentionality. It draws not only on the work of Husserl and Scheler but also on the Gestalt psychological writings of Kurt Koffka and Kurt Lewin. It considers the influential subjective idealist theory of animal environments put forward by J. von Uexküll and contrasts this with a realist theory of organism-environment interaction based on the work of the ecological psychologists J. J. Gibson and Roger Barker. This realist theory is then exploited as a basis for an ontology of social objects of a range of different sorts. (This is the English original of the French translation.). (shrink)

In this article, we address an existing lacuna in the sociology of the senses, by employing sociological phenomenology to illuminate the under-researched sense of temperature, as lived by a social group for whom water temperature is particularly salient: competitive pool swimmers. The research contributes to a developing ‘sensory sociology’ that highlights the importance of the socio-cultural framing of the senses and ‘sensory work’, but where there remains a dearth of sociological exploration into senses extending beyond the ‘classic five’ sensorium. Drawing (...) on data from a three-year ethnographic study of competitive swimmers in the UK, our analysis explores the rich sensuousities of swimming, and highlights the role of temperature as fundamentally affecting the affordances offered by the aquatic environment. The article contributes original theoretical perspectives to the sociology of the senses and of sport in addressing the ways in which social actors in the aquatic environment interact, both intersubjectively and intercorporeally, as thermal beings. (shrink)

The key assumption behind evolutionary epistemology is that animals are active learners or ‘knowers’. In the present study, I updated the concept of natural learning, developed by Henry Plotkin and John Odling-Smee, by expanding it from the animal-only territory to the biosphere-as-a-whole territory. In the new interpretation of natural learning the concept of biological information, guided by Peter Corning’s concept of “control information”, becomes the ‘glue’ holding the organism–environment interactions together. The control information guides biological systems, from bacteria to (...) ecosystems, in the process of natural learning executed by the universal algorithm. This algorithm, summarized by the acronym IGPT (information-gain-process-translate) incorporates natural cognitive methods including sensing/perception, memory, communication, and decision-making. Finally, the biosphere becomes the distributed network of communicative interactions between biological systems termed the interactome. The concept of interactome is based on Gregory Bateson’s natural epistemology known as the “ecology of mind”. Mimicking Bateson’s approach, the interactome may also be designated “physiology of mind”—the principle behind regulating the biosphere homeostasis. (shrink)