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The present study investigated the effect of social feedback on the experiences of our actions and the outcomes (e.g. temporal binding between an action and its outcome, reflecting individuals' causal beliefs modulated by their agency judgments). In Experiment 1a, participants freely decided (voluntary action) their action timing to cause an outcome, which was followed by social feedback. A larger temporal binding (TB) following negative vs. positive events was found. This effect appeared neither in the random context where the causal belief between the action and outcome was absent (Experiment 1b) nor in the involuntary action context where participants' action timing was instructed (Experiment 1c). Experiments 2a and 2b examined the effect when the action-outcome was occluded, including reversing the order of outcome and feedback in Experiment 2b. Experiments 3a and 3b investigated the effect with only social feedback or only action-outcome presented. Results revealed that the effect found in Experiment 1 was driven by social feedback and independent of the availability of the action-outcome and the position of social feedback. Our findings demonstrate a stronger temporal integration of the action and its outcome following negative social feedback, reflecting fluctuations in sense of agency when faced with social feedback. [ABSTRACT FROM AUTHOR]

Efforts to slow biodiversity loss have ushered in an era of proactive conservation for rare species, or species that have any combination of low relative abundance, high habitat specificity, and limited geographic range. Approaches to wildlife management and conservation were often developed for more abundant, generalist species, and frequently do not translate well to rare species. Conservation for rare species therefore requires adapting knowledge, action and inquiry tools for common species to rare species. We therefore present 10 lessons for adapting conservation tools to rare species, each with advice to implement the lessons. Several themes emerge from these lessons. Information scarcity necessitates high standards of information for rare species. Missing rare species information can be complemented with multiple forms of knowledge, particularly when the need for conservation action precludes additional data collection. Investment in depth (over breadth) of information for individuals of rare species can provide alternatives to population trend, which has lower reliability for rare species. Natural history documentation can improve rare species conservation strategies. Finally, curiosity‐driven inquiry can inspire rare species conservation innovation. We hope providing guidance that addresses challenges for rare species will help others bridge the gap between common wildlife approaches and proactive rare species conservation. [ABSTRACT FROM AUTHOR]

This study aims to analyze the effectiveness of the Chief of the Police Security Maintenance Agency Regulation Number 1 of 2017 concerning Patrols in preventing assault crimes within the jurisdiction of Bali Police. The main issue addressed in this research is the extent to which this regulation can reduce the incidence of assault crimes and the challenges encountered in its implementation. This research employs a qualitative method with a descriptive-analytical approach. Data were collected through in-depth interviews with police officers, document analysis, and direct observation. The data analysis was conducted by identifying patrol implementation patterns and measuring their success in preventing assault crimes. The research findings indicate that the implementation of the Chief of the Police Security Maintenance Agency Regulation Number 1 of 2017 has been quite effective in reducing the incidence of assault crimes within the jurisdiction of Bali Police, although several challenges remain in its implementation, such as limited human resources and infrastructure to support patrols. The implications of this research suggest the need for enhancing personnel capacity and patrol facilities to improve the effectiveness of crime prevention. Additionally, recommendations for improving regulations and operational procedures are proposed to make them more adaptive to local conditions in Bali. [ABSTRACT FROM AUTHOR]

The multi-modal tasks have started to play a significant role in the research on artificial intelligence. A particular example of that domain is visual–linguistic tasks, such as visual question answering. The progress of modern machine learning systems is determined, among other things, by the data on which these systems are trained. Most modern visual question answering data sets contain limited type questions that can be answered either by directly accessing the image itself or by using external data. At the same time, insufficient attention is paid to the issues of social interactions between people, which limits the scope of visual question answering systems. In this paper, we propose criteria by which images suitable for social interaction visual question answering can be selected for composing such questions, based on psychological research. We believe this should serve the progress of visual question answering systems. [ABSTRACT FROM AUTHOR]

This article examines the analysis of action in Division 1 of Being and Time to suggest that Heidegger makes a distinction between different kinds of action depending on their ends. But the ends of action are determined exclusively as the final ends of causality, never as instrumental ends. The article examines the effects of this move. It demonstrates that the concealment of the instrumental ends deprives Heidegger's conception of action of any sociopolitical import, undercuts the distinction between inauthenticity and authenticity, and undermines the determination of theoretical knowledge. [ABSTRACT FROM AUTHOR]

Can artificial agents act? Conceptual constellation for a de-humanised theory of action This paper embarks on an exploration of the concept of agency, traditionally ascribed to humans, in the context of artificial intelligence (AI). In the first two sections, it challenges the conventional dichotomy of human agency and non- human instrumentality, arguing that advancements in technology have blurred these boundaries. In the third section, the paper introduces the reader to the philosophical perspective of new materialism, which assigns causal power to matter itself. This perspective suggests that agency is an emergent property of material configurations, prompting a re-evaluation of nonhuman agency. The fourth and fifth section revisit the legacy of cybernetics to understand systemic properties and feedback mechanisms, while re-admitting in the discourse also linear conditioning (discarded by new materialism) and assigning it a role in system dynamics. In the sixth section, in the light of the conceptual background examined so far, the paper proposes a revision of determinism (again partly in opposition to the new materialism and its indeterministic view) that can include both linear conditioning and circular interactions. The seventh section is devoted to propose a novel theory of action that includes AI systems – and artificial entities in general – as agents that can impact their environment and human systems. The exploration concludes with a discussion on the implications of this perspective for our understanding of action and responsibility in the age of AI.

Background. The article is dedicated to the 100th anniversary of the birth of Nina Fedorovna Talyzina (1923–2018) — a famous Russian (Soviet) psychologist, specialist in the field of didactics and psychology of teaching and learning, one of the students and followers of P.Y. Galperin, author of the activity theory of learning, creator of the Department of Pedagogy and Educational Psychology at the Faculty of Psychology of Lomonosov Moscow State University Objectives. The focus of the article is on the restoration of the scientific biography of N.F. Talyzina as well as on the identification of the main directions of research carried out under her leadership and with her direct participation. Methods. In this historical and psychological research, the oral and written speeches of N.F. Talyzina, as well as biographical and archival materials were analysed. Results. The article presents the main stages of the scientific biography of N.F. Talyzina. N.F. Talyzina completed her Cand. Sci. (Psychology) thesis on the topic “Inferences in solving geometric problems” under the supervision of P.A. Shevarev at the graduate school of the Research Institute of Psychology of the Academy of Pedagogical Sciences of the RSFSR (now PI RAO). After defending the thesis in 1950 she began working at Moscow University. At Lomonosov Moscow State University N.F. Talyzina made her way from assistant (1950-1952), senior lecturer (1952–1960), associate professor (1960–1963) of the Department of Psychology of the Faculty of Philosophy to the head of the Department of Pedagogy of Humanities Faculties (1963–1966), and then head of the Department of Pedagogy and Educational Psychology (1966–1995) of the Faculty of Psychology created in 1966. In 1970, N.F. Talyzina defended her doctoral dissertation on the topic “Psychological foundations of managing knowledge acquisition.” In 1989, on the initiative of N.F. Talyzina a Training Center for retraining university employees in the field of psychological and pedagogical foundations of the educational process in higher education at the Faculty of Psychology of Lomonosov Moscow State University was created. In 1995 N.F. Talyzina left the post of the head of the department and for 20 years until 2015 she remained a professor at the above-mentioned Training Center. From 2015 until the end of her life N.F. Talyzina was a leading researcher at the Laboratory of Educational Psychology at the Department of Psychology of Education and Pedagogy. Conclusions. The ideas about the controlled formation of concepts developed by N.F. Talyzina not only received experimental testing, but were also used in organizing school and vocational instruction.

By the end of 2020, the unknown and contagious COVID-19 virus had spread across the globe. Failure to follow health instructions and the ambiguity of the nature of the virus caused it to infect every single citizen in a short period of time and even lead to the death of vulnerable people. Nearly two years of experience in medical research and humanities findings show that in addition to the measures of government institutions, it is the people and civil society who can be very effective in breaking the chain of transmission, and with self-care, social oversight and collective responsibility Manage. However, improper performance of people in observing the necessary health instructions and care can, in addition to the criminal title of threat to public health (subject of Article 688 of the Islamic Penal Code adopted in 1375) and also the Act on the prevention of sexually transmitted diseases and infectious diseases approved in 1320, in some cases lead to death, disability, or benefit of other persons. It also leads to intentional, quasi-intentional or pure error, depending on the case. Government criminal policy by legislative, judicial, and executive methods alone is not effective in counteracting such criminal titles, and the components of participatory (comprehensive) criminal policy need to be expanded. In fact, the purpose of this study, which has been written in an analytical and descriptive way, is to find a significant answer to the question of the effectiveness and ineffectiveness of participatory criminal policy in controlling and combating the virus. Participation as an effective and efficient method in today's difficult campaigns such as Corona. As a rule, the hypothesis of this research that the effectiveness of these components has been proved in the following and can be implemented by taking measures at different levels of government and people. Therefore, the application of this research can be hoped to eliminate the damage of Covid virus 19 and prevent, control and deal with its spread and contagion.

Abstract Background Deceptive movements occur when an actor seeks to fake, hide or delay kinematic information about their true movement outcomes. The purpose of deceptive movements is to impair the perception of opponents (the ‘observer’) to gain an advantage over them. We argue though that a lack of conceptual clarity has led to confusion about what deception is and in understanding the different approaches by which an actor can deceive their opponent. The aim of this article is to outline a conceptual framework for understanding deceptive movements in sport. Main body Adopting Interpersonal Deception Theory from the field of communication, we define deception as when an actor deliberately alters their actions in an attempt to impair the ability of an observer to anticipate their true action outcomes. Further, deception can be achieved either by what we define as deceit, the act of providing false information, or disguise, the act of concealing the action outcome. Skilled athletes often have actions that are difficult to anticipate, but an action is only classified as containing deception if the actor has explicit intent to deceive an observer. Having outlined the conceptual framework, we then review existing empirical findings on the skilled perception of deceptive movements considering the framework. This approach includes a critical evaluation of the mechanisms known to facilitate the perceptual ability to prevent being deceived, including a consideration of visual search strategies, confidence, the contribution of visual and motor experiences, and the influence of response biases and action capabilities on perceptual performance. Conclusion The distinction between deceit and disguise particularly helps to show that most research has examined deceit, with little known about how an actor can more effectively disguise their action, or about how an observer can improve their ability to anticipate the outcome of disguised actions. The insights help to identify fruitful areas for future research and outline implications for skill acquisition and performance enhancement.

Action-based college Entrepreneurial Education (EE) is trying to stimulate explorative and exploitive actions in consulting networks provided with venture simulations, to enhance knowledge performance. As networks play an increasingly important role in college EE, inequality between students in the central part and those in the peripheral is on the horizon. Different from the traditional view of examining the resource advantages of centralized people, this paper proposes and tests the disadvantages of those in the peripheral on performance improvement. Moreover, it taps into the influencing mechanism of vigorously developed competition on network centrality and knowledge performance, to compensate for the disadvantages of those in the periphery. The findings show that privileges brought with central positions in networks exist, leaving people in the periphery at the disadvantage of performance improvement. Students’ competition experiences weaken the relationship between in-degree centrality and knowledge performance. Competition experiences are beneficial for students at various network positions, especially for those in the periphery. This study proposes a framework of integrating the mode of “learning by doing” in networks in class and students’ competition experiences after school, enabling future studies to tap into the correction mechanism of competition trend in inequality in network structures. [ABSTRACT FROM AUTHOR]

Introduction: Hand gestures and actions-with-objects (hereafter ‘actions’) are both forms of movement that can promote learning. However, the two have unique affordances, which means that they have the potential to promote learning in different ways. Here we compare how children learn, and importantly retain, information after performing gestures, actions, or a combination of the two during instruction about mathematical equivalence. We also ask whether individual differences in children’s understanding of mathematical equivalence (as assessed by spontaneous gesture before instruction) impacts the effects of gesture- and action-based instruction. Method: Across two studies, racially and ethnically diverse third and fourthgrade students (N=142) were given instruction about how to solve mathematical equivalence problems (eg., 2+9+4=__+4) as part of a pretest-training-posttest design. In Study 1, instruction involved teaching students to produce either actions or gestures. In Study 2, instruction involved teaching students to produce either actions followed by gestures or gestures followed by actions. Across both studies, speech and gesture produced during pretest explanations were coded and analyzed to measure individual differences in pretest understanding. Children completed written posttests immediately after instruction, as well as the following day, and four weeks later, to assess learning, generalization and retention. Results: In Study 1 we find that, regardless of individual differences in pre-test understanding of mathematical equivalence, children learn from both action and gesture, but gesture-based instruction promotes retention better than actionbased instruction. In Study 2 we find an influence of individual differences: children who produced relatively few types of problem-solving strategies (as assessed by their pre-test gestures and speech) perform better when they receive action training before gesture training than when they receive gesture training first. In contrast, children who expressed many types of strategies, and thus had a more complex understanding of mathematical equivalence prior to instruction, performed equally with both orders. Discussion: These results demonstrate that action training, followed by gesture, can be a useful stepping-stone in the initial stages of learning mathematical equivalence, and that gesture training can help learners retain what they learn. [ABSTRACT FROM AUTHOR]

Museum-based settings such as zoos provide a unique opportunity to engage educators in professional development opportunities. For instance, zoo settings can provide professional development opportunities focused on facilitating learning through a lens of conservation action to promote sustained action by teachers and their students. In this paper, we present an overview of a new zoo-based teacher professional development program designed to develop educators’ connections with wildlife and experiences with conservation actions. The program specifically aligns to the CARE framework for conservation education that addresses limitations of prior models for moving individuals from caring about wildlife to taking action to protect wildlife. We present results from two implementations of this professional development program with 21 teachers. The implications of these findings are discussed with reference to the value of action-based frameworks for guiding zoo-based teacher professional development and empowering educators to facilitate learning through a conservation lens to promote conservation action. [ABSTRACT FROM AUTHOR]

The underlying argument here is informed by a closer reading of events leading up to Peter's declaration of Jesus as 'the Son of the Living God' in Matthew 16, juxtaposed with the notion of 'Embodied Witness' in Ivan Satyavarta's paper on 'Critical Issues'. Jesus did not see the reality of being the Son for demonstrating his divine power but, for servanthood; for achieving the purpose of God through action in the world. Likewise, for the disciples, the declaration of Jesus exceeds mere perception of divinity or his oral confession but for Christ-like action or embodied practice in the world. [ABSTRACT FROM AUTHOR]

I recut an observational documentary about a woman called Bekti into a more conventional hero's journey for a broadcaster. The hero's journey narrative requires large obstacles to be overcome by the hero in their search for their ego. In this documentary the obstacle is connecting experimental science with communities with the aim to reduce dengue fever, and the hero's 'ego' is to be an effective communicator. Using the hero's journey style of narrative reduced the importance of the domestic aspects of Bekti's life because these scenes did not contribute to overcoming obstacles or finding ego. To explore these changes use feminist critique of the influence of the hero's journey on narrative structure and character creation. Alongside this, I use a decolonising lens to challenge the universality of the monomyth. I then bring into this debate work on value in the economy to explore how the hero's journey used in the recut documentary corresponds to neoliberal values. This critique adds to the current debates around heroic characters and story structures in non-fiction films via rethinking story in practice. [ABSTRACT FROM AUTHOR]

Several theorists maintain that a consideration is a reason to ϕ (where ϕ-ing is an act-type) if and only if that consideration is a reason to intend to ϕ, and some hold as well that a consideration is a reason not to ϕ if and only if that consideration is a reason to intend not to ϕ. The claims often stem from views about what it is to be a practical reason. Here it is argued that both equivalence claims are false. Although no view of practical reasons is advanced, views that imply either equivalence claim are shown to be mistaken. [ABSTRACT FROM AUTHOR]

Gestures—hand movements that accompany speech and express ideas—can help children learn how to solve problems, flexibly generalize learning to novel problem‐solving contexts, and retain what they have learned. But does it matter who is doing the gesturing? We know that producing gesture leads to better comprehension of a message than watching someone else produce gesture. But we do not know how producing versus observing gesture impacts deeper learning outcomes such as generalization and retention across time. Moreover, not all children benefit equally from gesture instruction, suggesting that there are individual differences that may play a role in who learns from gesture. Here, we consider two factors that might impact whether gesture leads to learning, generalization, and retention after mathematical instruction: (1) whether children see gesture or do gesture and (2) whether a child spontaneously gestures before instruction when explaining their problem‐solving reasoning. For children who spontaneously gestured before instruction, both doing and seeing gesture led to better generalization and retention of the knowledge gained than a comparison manipulative action. For children who did not spontaneously gesture before instruction, doing gesture was less effective than the comparison action for learning, generalization, and retention. Importantly, this learning deficit was specific to gesture, as these children did benefit from doing the comparison manipulative action. Our findings are the first evidence that a child's use of a particular representational format for communication (gesture) directly predicts that child's propensity to learn from using the same representational format. [ABSTRACT FROM AUTHOR]

Building on work which has shown the role of digital technologies in reframing environmental relations, this paper explores ethnographically how environmental data is reconfiguring the concept of place. The paper takes as its focus an action-research project within a UK based, citizen-oriented initiative called Newtown Energy Futures, in which we sought to enfold climate and energy data into a social-justice informed attempt at climate action. By exploring how the project used data as an invitation for citizens to engage with and participate in local infrastructural and environmental dynamics, the paper sheds light on how environmental data came to participate in the making of place and in doing so raised questions about how to rebuild the socio-material relations through which 'a sense of place' might be reproduced. As climate and energy data increasingly demand that places become enrolled into environmental projects our findings suggest that data enables place to emerge as a 'socio-technical potentiality' an observation that has implications both for both engagement with, and the study of data and place. In practical terms, we suggest that this refiguration of place has the effect of creating hopeful trajectories for change, whilst also posing difficult questions about the limits of participation in a data-infused form of place-based politics. [ABSTRACT FROM AUTHOR]

The classical Lagrange problem for dynamical systems introduces a Lagrangian action functional defined for any dynamical process that is envisioned to take place over a fixed interval of time with its state at each time lying on an unknown, but prescribed, configuration between two given end points in an n -dimensional state space R n . It is proposed that the fundamental dynamical field equation that characterizes the dynamical process and determines the precise motion between the two given end points is the Euler–Lagrange equation related to the stationarity of the Lagrangian action functional, expressed as the integral of a particularly formulated action density over the fixed time interval, among all admissible configurations that span the two given end points. Thus stated, this variational calculus problem introduces variations of a configuration that carries a dynamical process, and emphasizes the novelty and need to express explicitly how the configuration influences the state of that process. At each time during a dynamical process the state is subjected to an extrinsic force (classically taken to be conservative) which must be transmitted to the configuration that carries the process and, by action-reaction the configuration responds with a configuration contact force on the state of equal magnitude but opposite direction. This allows the Lagrangian action functional for a dynamical process to be interpreted as the difference between the average kinetic energy of the dynamical process that is carried by that configuration and the average configurational work done by the configuration contact force on the moving state as the state traverses that configuration during the fixed time interval. The aim in the Problem of Lagrange is to extremize this difference over all admissible configurations. The implication is that given a time interval and initial and final end points in the space of all states, the dynamical process of physical interest must follow a configuration that optimizes the gap between the average expended kinetic energy and the average expended configurational work. When the optimal condition is met and the dynamical process is so restricted, the difference between these average expenditures of energy and work will be at a local maximum, a local minimum, or a saddle point known as a condition of "least action". Herein, we investigate the optimization implications of this novel interpretation of the action functional for the Problem of Lagrange for dynamical systems for a general, possibly non-conservative, state-dependent extrinsic force field. We show that only a conservative state-dependent extrinsic force field is allowable within the statement of the problem and, thus, reaffirm the predominant classical hypothesis of restricting attention to conservative extrinsic force fields. We close with a section which covers an analogous investigation of the Problem of Lagrange for nonlinear elastodynamics. [ABSTRACT FROM AUTHOR]

For finite groups X, G and the right G-action on X by group automorphisms, the non-balanced quantum double D(X; G) is defined as the crossed product (ℂXop)* ⋊ ℂG. We firstly prove that D(X; G) is a finite-dimensional Hopf C*-algebra. For any subgroup H of G, D(X; H) can be defined as a Hopf C*-subalgebra of D(X; G) in the natural way. Then there is a conditonal expectation from D(X; G) onto D(X; H) and the index is [G; H]. Moreover, we prove that an associated natural inclusion of non-balanced quantum doubles is the crossed product by the group algebra. [ABSTRACT FROM AUTHOR]

Idea, action, and outcome are identified as the three key objects of social sciences and are also explained as the key tasks of social sciences. Our failure to grasp the ontological differences between these three objects is shown and the fact that explaining them may require different epistemological stands and methodological tools has been a key cause of the sterility of many epistemological and methodological debates. Explicitly differentiating the three objects and understanding that an explanation is required for these different stands and tools therefore provides us with a better picture of the empirical challenges of social sciences and paves the way toward more scientific progress. This discussion also holds important pedagogical value. [ABSTRACT FROM AUTHOR]

Research on the concept of affordance generated different interpretations, which are due to different stories aimed at describing how this notion accounts for visually guided motor behaviors. On the one hand, dispositional accounts of affordances explain how affordances emerge from the encounter of the agent’s perceptual-motor skills, with an object offering possible interactions, as behavioral dispositional properties. On the other hand, cognitive neuroscience explains what neural mechanisms are required for agents to detect affordances, resulting from an internal processing. As the literature recognized, it would be beneficial to connect these two stories. We propose an important step into this connection, showing how a dispositional notion of affordance can be distinguished into two versions, the Dispositional Account of Nomological Affordance Response and the Dispositional Account of Probable Affordance Response, and how to complement different aspects of visuomotor processing for affordance extraction, discussed in neuroscience, with them. An important benefit of our proposal is that it suggests, for the first time, that we should not prefer one dispositional account at the expense of the other. Indeed, we show that different dispositional accounts can capture distinct aspects of the plethora of complex manifestations, at the neurocognitive level of visuomotor-processing, that affordances can display in humans, both in healthy and pathological subjects. [ABSTRACT FROM AUTHOR]

Background: Deceptive movements occur when an actor seeks to fake, hide or delay kinematic information about their true movement outcomes. The purpose of deceptive movements is to impair the perception of opponents (the 'observer') to gain an advantage over them. We argue though that a lack of conceptual clarity has led to confusion about what deception is and in understanding the different approaches by which an actor can deceive their opponent. The aim of this article is to outline a conceptual framework for understanding deceptive movements in sport. Main body: Adopting Interpersonal Deception Theory from the field of communication, we define deception as when an actor deliberately alters their actions in an attempt to impair the ability of an observer to anticipate their true action outcomes. Further, deception can be achieved either by what we define as deceit, the act of providing false information, or disguise, the act of concealing the action outcome. Skilled athletes often have actions that are difficult to anticipate, but an action is only classified as containing deception if the actor has explicit intent to deceive an observer. Having outlined the conceptual framework, we then review existing empirical findings on the skilled perception of deceptive movements considering the framework. This approach includes a critical evaluation of the mechanisms known to facilitate the perceptual ability to prevent being deceived, including a consideration of visual search strategies, confidence, the contribution of visual and motor experiences, and the influence of response biases and action capabilities on perceptual performance. Conclusion: The distinction between deceit and disguise particularly helps to show that most research has examined deceit, with little known about how an actor can more effectively disguise their action, or about how an observer can improve their ability to anticipate the outcome of disguised actions. The insights help to identify fruitful areas for future research and outline implications for skill acquisition and performance enhancement. Key Points: We offer a new conceptual framework for deceptive actions in sport, in which deceitful and disguised actions are a subset of deception, in order to clarify confusion in the existing literature. We discuss the role of intent in performing deceptive actions and the implications this might have in seeking to train deception to impair the perceptual ability of an opponent. We make predictions about the response accuracies of observers attempting to anticipate the deceitful and disguised action intentions of skilled and less-skilled actors. [ABSTRACT FROM AUTHOR]

The contemporary discourse in the theology of work presents a multitude of interpretations, perspectives, dimensions, and paradigms that necessitate a more profound comprehension of work as a fundamental human experience. Furthermore, the authoritative doctrine of the Church, tracing its origins from the inception of the Social Doctrine to Pope John Paul’s Encyclical, Laborem Exercens (1981), has embarked on a journey of progressively deepening this comprehension. Within the context established by this Encyclical, our research endeavors to amalgamate this multitude of interpretations within the anthropological, objective, and subjective connotations of work, thereby achieving a more cohesive understanding of this phenomenon. [ABSTRACT FROM AUTHOR]

Active patient participation is an important factor in optimizing post-stroke recovery, yet it is often low, regardless of stroke severity. The reasons behind this trend are unclear. To explore how people who have suffered a stroke, perceive the transition from independence to dependence and whether their role in post-stroke rehabilitation influences active participation. In-depth interviews with 17 people who have had a stroke. Data were analyzed using systematic text condensation informed by the concept of autonomy from enactive theory. Two categories emerged. The first captures how the stroke and the resultant hospital admission produces a shift from being an autonomous subject to "an object on an assembly line." Protocol-based investigations, inactivity, and a lack of patient involvement predominantly determine the hospital context. The second category illuminates how people who have survived a stroke passively adapt to the hospital system, a behavior that stands in contrast to the participatory enablement facilitated by community. Patients feel more prepared for the transition home after in-patient rehabilitation rather than following direct discharge from hospital. Bodily changes, the traditional patient role, and the hospital context collectively exacerbate a reduction of individual autonomy. Thus, an interactive partnership between people who survived a stroke and multidisciplinary professionals may strengthen autonomy and promote participation after a stroke. [ABSTRACT FROM AUTHOR]

In this article, we propose a reflection on the place of spontaneous creation in the therapeutic care of adolescents presenting a first episode of psychotic decompensation. Based on the clinical case of Emilio, 13 years old, and the examination of the productions produced during interviews, the act of creation is considered as a self-therapeutic attempt to adapt the world. The theoretical-clinical analysis of the transferential productions and positioning of the subject points to the possibility of emergence, at the initiative of the adolescent, of a place of address allowing this passage from an almost delusional private scenario to an authentic creation addressed to another becoming a witness to the authorship of the creation initiated by the subject. Therefore, the act of creation as addressed can be thought of as a possible compensatory elaboration coming to mask the deleterious effects of the lack of symbolic inscription of the psychotic adolescent. The act of compensatory creation, by generating a possible identity, even purely functional and stereotypical, for the subject thus allows the psychotic adolescent to once again enter into a bond with the other in a more peaceful manner. [ABSTRACT FROM AUTHOR]

This article offers some reflections on some features of human consciousness that are in need of an explanation. I wish to see if these features could be understood as solutions to design problems, solutions arrived at by evolution, but also, in the individual, as a result of a process of unconscious self-design. I consider this issue in the context of work in AI on the attempt to design intelligent robots-not "bed-ridden" expert systems, but systems that have to act in real time in the real world. How then does one partition the task of the robot so that it is apt to make reliable real time decisions? Any real, finite deliberator must partition the states of its world in such a way as to introduce the concept of possibility. This idea of partitioning the world into "possible" alternatives that remain "open" is very clearly the introduction of a concept of epistemic possibility. The article concludes with some reflections on the Frame Problem. [ABSTRACT FROM AUTHOR]

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ecotourism, aimed at appreciating and preserving biodiversity and natural ecosystems while providing economic and social benefits to local communities, faces complexity in management, requiring careful consideration to balance economic, social, and environmental aspects. Decision-making in ecotourism management involves various stakeholders, including government, NGOs, industry players, and local communities. CMC Tiga Warna in Indonesia is a highly potential ecotourism destination but poses challenges in environmental sustainability while meeting the economic and social needs of the local community. Thus, developing a decision support system (DSS) for sustainable community-based ecotourism management becomes crucial. This study aims to develop and implement a DSS based on priority actions, considering biodiversity, local community welfare, environmental and financial sustainability. Utilizing a community-based approach, the study engages local stakeholders and analyzes priority management actions across eight dimensions. Multi-criteria techniques like PROMETHEE will determine the best management actions to address challenges and opportunities for sustainable ecotourism management. The research contributes to sustainable management strategies for ecotourism in CMC Tiga Warna and provides a foundation for similar DSS development in other ecotourism contexts. It underscores the importance of holistic and sustainable ecotourism management for achieving economic development while conserving the environment, serving as a model for creating sustainable ecotourism environments worldwide. [ABSTRACT FROM AUTHOR]

Modern Shakespeare promptbooks do not fit comfortably into any of the conceptual models current in discourses around the role of text in performance. Promptbooks operate as cue lists; records of unexpected acts; and records of or efforts to approximate ideal enactments. While promptbooks are not necessarily limited to these three temporalities, their encapsulation of all three points to their polychronic resistance to a straightforward and easily codified archival record of performance. This article presents a new theoretical model of promptbooks as temporal actants that are neither text nor performance in the ways currently understood in textual studies. The promptbook is more usefully conceived of as an actant within different theatrical networks at different times in production processes. To make this claim, the authors first revisit previous criticism on as well as misunderstandings of the purposes of Shakespearean promptbooks before theorising how a promptbook operates in relation to the larger event that is a theatrical performance. The article uses the 2005 promptbook of The Tempest from the Canadian Stratford Festival Archives as a case study to illustrate the ways in which promptbooks initiate the three kinds of temporal action the authors theorise: anticipated acts, unanticipated acts, and idealised polychronic assemblages. [ABSTRACT FROM AUTHOR]

Copyright of Critical Hermeneutics: Biannual Journal of Philosophy is the property of Universita degli Studi di Cagliari and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An ordered hypergroupoid is a hypergroupoid together with a partial order such that satisfies the monotone condition. In this paper, we introduce the notion of semihypergroup actions on ordered hypergroupoids. Some results in this respect are investigated. In particular, we prove that if S is a commutative semihypergroup acting on an ordered hypergroupoid H, then there exists a commutative semihypergroup S acting on the ordered hypergroupoid ... in such a way that $H$ is embedded in H. [ABSTRACT FROM AUTHOR]

How is it that we can visually experience complete three-dimensional objects despite being limited, in any given perceptual moment, to perceiving the sides facing us from a specific spatial perspective? To make sense of this, such visual experiences must refer to occluded or presently unseen back-sides which are not sense-perceptually given, and which cannot be sense-perceptually given while the subject is occupying the spatial perspective on the object that they currently are—I call this the horizonality of visual experience. Existing accounts of these horizonal references are unsatisfactory. In providing a satisfactory account, this paper argues that the content and structure of the visual experience of complete three-dimensional objects is as follows: the object is presented as being perceptible from yet-to-be-determined alternative points of view. As part of the content of visual experience, this motivates non-propositional attitudes of anticipation. Explicating this proposal is the central positive aim of this paper. [ABSTRACT FROM AUTHOR]

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Discussion of affordance perception focuses almost exclusively on affordances for non-mental actions like climbing, walking and eating. This paper asks whether we might also perceive affordances for a specific class of mental action: acts of imagination. We first explore how the environment can present opportunities for imaginative action. We then combine phenomenological and theoretical considerations to argue that we do indeed perceive affordances for imaginative action. Putting this claim to work, we apply the concept of imaginative affordances to the topics of imaginative skill and imaginative tools. [ABSTRACT FROM AUTHOR]

A history of research on the development of morality yields valuable lessons. In 1932, Piaget examined children's moral judgments, proposing that actions feedback on judgments, which in turn feedback on actions. He analyzed children's entry into the moral realm through a sense of obligation. Subsequently, Kohlberg proposed a sequence entailing differentiations of justice from non-moral considerations, emphasizing epistemology, and how one level of development is more adequate than prior levels. The Piaget and Kohlberg differentiation models of development have not held up to subsequent evidence; young children distinguish morality from social conventions as well as from the domain of personal jurisdiction. History points to issues requiring further analyses. These include expositions of children's entry into the moral domain; developmental transformations and the bases for greater adequacy; interrelations between judgments and actions; and connections between judgments and emotions, including study of on-going, background dispositions labeled sentiments. [ABSTRACT FROM AUTHOR]

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The law assumes that healthy adults are generally responsible for their actions and have the ability to control their behavior based on rational and moral principles. This contrasts with some recent neuroscientific accounts of action control. Nevertheless, both law and neuroscience acknowledge that strong emotions including fear and anger may “trigger” loss of normal voluntary control over action. Thus, “Loss of Control” is a partial defense for murder under English law, paralleling similar defenses in other legal systems. Here we consider the neuroscientific evidence for such legal classifications of responsibility, particularly focussing on how emotional states modulate voluntary motor control and sense of agency. First, we investigate whether neuroscience could contribute an evidence-base for law in this area. Second, we consider the societal impact of some areas where legal thinking regarding responsibility for action diverges from neuroscientific evidence: should we be guided by normative legal traditions, or by modern understanding of brain functions? In addressing these objectives, we propose a translation exercise between neuroscientific and legal terms, which may assist future interdisciplinary research.

Abstract Efforts to slow biodiversity loss have ushered in an era of proactive conservation for rare species, or species that have any combination of low relative abundance, high habitat specificity, and limited geographic range. Approaches to wildlife management and conservation were often developed for more abundant, generalist species, and frequently do not translate well to rare species. Conservation for rare species therefore requires adapting knowledge, action and inquiry tools for common species to rare species. We therefore present 10 lessons for adapting conservation tools to rare species, each with advice to implement the lessons. Several themes emerge from these lessons. Information scarcity necessitates high standards of information for rare species. Missing rare species information can be complemented with multiple forms of knowledge, particularly when the need for conservation action precludes additional data collection. Investment in depth (over breadth) of information for individuals of rare species can provide alternatives to population trend, which has lower reliability for rare species. Natural history documentation can improve rare species conservation strategies. Finally, curiosity‐driven inquiry can inspire rare species conservation innovation. We hope providing guidance that addresses challenges for rare species will help others bridge the gap between common wildlife approaches and proactive rare species conservation.