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  • 1.
    Andersson, Anders-Petter
    et al.
    The Oslo School of Architecture and Design.
    Cappelen, Birgitta
    The Oslo School of Architecture and Design.
    Designing empowering vocal and tangible interaction: 2013Ingår i: The International conference on new interfaces for musical expression / [ed] Kyogu Lee, Kaejeon, Korea: Seoul National University , 2013, s. 406-412Konferensbidrag (Refereegranskat)
    Abstract [en]

    Our voice and body are important parts of our self-experience, and our communication and relational possibilities. They gradually become more important for Interaction Design due to increased development of tangible interaction and mobile communication. In this paper we present and discuss our work with voice and tangible interaction in our ongoing research project RHYME. The goal is to improve health for families, adults and children with disabilities through use of collaborative, musical, tangible media. We build on the use of voice in Music Therapy and on a humanistic health approach. Our challenge is to design vocal and tangible interactive media that through use reduce isolation and passivity and increase empowerment for the users. We use sound recognition, generative sound synthesis, vibrations and cross-media techniques to create rhythms, melodies and harmonic chords to stimulate voice-body connections, positive emotions and structures for actions.

  • 2.
    Andersson, Anders-Petter
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Hälsovetenskap II. Högskolan Kristianstad, Forskningsplattformen Hälsa i samverkan.
    Cappelen, Birgitta
    The Oslo School of Architecture and Design.
    Musical interaction for health improvement2014Ingår i: Oxford handbook of interactive audio / [ed] Karen Collins, Bill Kapralos, Holly Tessler, Oxford: Oxford University Press , 2014, s. 247-262Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    During the past decade, tangible sensor technologies have matured and become less expensive and easier to use, leading to an explosion of innovative musical designs within video games, smartphone applications, and interactive art installations. Interactive audio has become an important design quality in commercially successful games like Guitar Hero , and a range of mobile phone applications motivating people to interact, play, dance, and collaborate with music. Parallel to the game, phone, and art scenes, an area of music and health research has grown, showing the positive results of using music to promote health and wellbeing in everyday situations and for a broad range of people, from children and elderly to people with psychological and physiological disabilities. Both quantitative medical and ecological humanistic research show that interaction with music can improve health, through music’s ability to evoke feelings, motivate people to interact, master, and cope with difficult situations, create social relations and experience shared meaning. Only recently, however, the music and health field has started to take interest in interactive audio, based on computer-mediated technologies’ potential for health improvement. Here, we show the potential of using interactive audio in what we call interactive musicking in the computer-based interactive environment Wave. Interactive musicking is based on musicologist Christopher Small’s concept “musicking”, meaning any form of relation-building that occurs between people, and people and things, related to activities that include music. For instance, musicking includes dancing, listening, and playing with music (in professional contexts and in amateur, everyday contexts). We have adapted the concept of "musicking" on the design of computer-based musical devices. The context for this chapter is the research project RHYME. RHYME is a multidisciplinary collaboration between the Centre for Music and Health at the Norwegian Academy of Music, the Oslo School of Architecture and Design (AHO), and Informatics at the University of Oslo. Our target group is families with children with severe disabilities. Our goal is to improve health and wellbeing in the families through everyday musicking activities in interactive environments. Our research approach is to use knowledge from music and health research, musical composition and improvisation, musical action research, musicology, music sociology, and soundscape studies, when designing the tangible interactive environments. Our focus here is interaction design and composition strategies, following research-by-design methodology, creating interactive musicking environments. We describe the research and design of the interactive musicking environment Wave, based on video documentation, during a sequence of actions. Our findings suggest some interactive audio design strategies to improve health. We base the design strategies on musical actions performed while playing an instrument, such as impulsive or iterative hitting, or sustainable stroking of an instrument. Musical actions like these can also be used for musicking in everyday contexts, creating direct sound responses to evoke feelings that create expectations and confirm interactions. In opposition to a more control-oriented, instrument and interface perspective, we argue that musical variation and narrative models can be used to design interactive audio, where the audio is seen as an actor taking many different roles, as instrument, co-musician, toy, etc. In this way, the audio and the interactive musicking environments will change over time, answering with direct response, as well as nose-thumbing and changing response, motivating creation, play, and social interaction. Musical variation can also be used to design musical backgrounds and soundscapes that can be used for creating layers of ambience. These models create a safe environment and contribute to shared meaning.

  • 3.
    Andersson, Anders-Petter
    et al.
    Institute of Design, The Oslo School of Architecture and Design.
    Cappelen, Birgitta
    Institute of Design, The Oslo School of Architecture and Design.
    Vocal and tangible interaction crossing borders2013Ingår i: Include Asia 2013 Proceedings: global challenges and local solutions in inclusive design, Conference on inclusive design / [ed] Jeremy Myerson, London: Helen Hamlyn Centre of Design, The Royal College of Art in London, The Hong Kong Design Centre , 2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    Our voice and body are important parts of our self-expression and self-experience for all of us. They are also essential for our way to communicate and build relations cross borders such as abilities, ages, locations and backgrounds. Voice, body and tangibility gradually become more important for ICT, due to increased development of tangible interaction and mobile communication. The voice and tangible interaction therefore also become more important for the Universal Design field. In this paper we present and discuss our work with voice and tangible interaction in our ongoing research project RHYME. The goal is to improve health for families, adults and children with disabilities through use of collaborative, musical, tangible and sensorial media. We build on use of voice in Music Therapy, knowledge from multi-sensory stimulation and on a humanistic health approach. Our challenge is to design vocal and tangible interactive media that are sensorially stimulating. Interactive media that through use reduce isolation and passivity and increase empowerment for all the users. We use sound recognition, generative sound synthesis, vibrations and cross-media techniques, to create rhythms, melodies and harmonic chords to stimulate voice-body connections, positive emotions and structures for actions.

  • 4.
    Andersson, Anders-Petter
    et al.
    Högskolan Kristianstad, Sektionen för hälsa och samhälle. Högskolan Kristianstad, Forskningsplattformen Hälsa i samverkan.
    Cappelen, Birgitta
    The Oslo School of Architecture and Design.
    Vocal and tangible technology for music and health2013Ingår i: Book of abstracts: setting the tone: cultures of relating and reflecting in music therapy / [ed] Gro Trondalen, Oslo: The Norwegian Academy of Music , 2013, s. 24-24Konferensbidrag (Refereegranskat)
    Abstract [en]

    Our voice and body are important parts of our self-expression and self-experience. They are also essential for our way to communicate and build relations cross borders like abilities, ages, locations, backgrounds and cultures. Voice and tangibility gradually become more important when developing new music technology for the Music Therapy and the Music and Health fields, due to new technology possibilities that have recently arisen. For example smartphones, computer games and networked, social media services like Skype. In this paper we present and discuss our work with voice and tangible interaction in our ongoing research project. The goal is to improve health for families, adults and children with severe disabilities through use of collaborative, musical, tangible sensorial media. We build on use of voice in Music Therapy and studies by Lisa Sokolov, Diane Austin, Kenneth Bruscia and Joanne Loewy. Further we build on knowledge from Multi-sensory stimulation and on a humanistic health approach. Our challenge is to design vocal and tangible, sensorially stimulating interactive media, that through use reduce isolation and passivity and increase empowerment for all the users. We use sound recognition, generative sound synthesis, vibrations and cross- media techniques, to create rhythms, melodies and harmonic chords to stimulate body- voice connections, positive emotions and structures for actions. The reflections in this paper build on action research methods, video observations and research-by-design methods. We reflect on observations of families and close others with children with severe disabilities, interacting in three vocal and tangible installations.

  • 5.
    Cappelen, Birgitta
    et al.
    Oslo School of Architecture and Design.
    Andersson, Anders-Petter
    Högskolan Kristianstad, Sektionen för hälsa och samhälle, Avdelningen för Design och datavetenskap.
    Co-created staging: situating installations2011Ingår i: Interactive Media Arts Conference, IMAC2011, Re-new digital arts festival / [ed] Ass. Prof. Morten Søndergaard, ArT / Aalborg University, Copenhagen, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Staging is the creative act of showing something to an audience.When staging, the artist choose and create the context, situationand structure of the presented object, play or installation. The chosen context and situation provide background for the audience interpretations. Meaning is co-created between the artist and audience, based on the cultural and individual understanding of the context and situation. The term installation is open, ambiguous and undefined. One does not completely know what to expect and where to find an installation. It is open towards many interpretations. In this paper we present how we worked with staging of two interactive installations in different exhibition situations, to provoke and motivate different interpretations, expectations and interactions. We argue for staging as a communicative strategy to attract and motivate diverse audiences and user groups to collaborate and co-create through interpretation and interaction. Further we argue that installations have to be open to many possible structures, interpretations, interaction forms and roles the user can take, and shift betweendynamically. When the user dynamically restructure, shift rolesand thereby re-situate the installation, the user is a co-creator in the staging act. We call this dynamic staging.

  • 6.
    Cappelen, Birgitta
    et al.
    Oslo School of Architecture and Design.
    Andersson, Anders-Petter
    Högskolan Kristianstad, Sektionen för Hälsa och Samhälle.
    Design for co-creation with interactive montage2011Ingår i: Proceedings, 4th Nordic Design Research Conference, Nordes2011, School of Art and Design, Aalto University, Helsinki, Finland
May 29th - June 1st, 2011: Making Design Matter / [ed] Jung-Joo Lee, School of Art and Design, Aalto University, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    Montage in cinema means to mount images andsounds from different sources, that are interpreted together and whose oppositions drive the storyfurther. In this paper we develop the montage concept further for co-creation in interactive, tactile, spatial cross-media. As case we use the design of the interactive, tangible, cross-media installation ORFI. ORFI is developed to facilitate collaboration and co-creation between children with severe disabilities and their care persons. In this paper we focus on how we have designed for interactive montage. We present two main types of interactive montage, close and shifted in three dimensions (spatial, temporal and actorial). With the first we mean spatial and temporal closeness, depending on the roles users take and the interpretations they make. With shifted we mean how to use spatial and temporal shifting and distance between the media elements in space and over time, depending on the users’ roles and interpretations. All this to encourage co-creation over time, between a variety of users in different situations.

  • 7.
    Cappelen, Birgitta
    et al.
    Oslo School of Architecture and Design.
    Andersson, Anders-Petter
    Högskolan Kristianstad, Institutionen för teknik. Högskolan Kristianstad, Sektionen för hälsa och samhälle.
    Designing Smart Textile for Music and Health2011Ingår i: Ambience11: Where Art, Technology and Design meet - Proceedings 2011 / [ed] Lars Hallnäs, Borås: CTF, The Swedish School of Textile, University of Borås , 2011, s. 39-48Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we present our ongoing research on designing smart textile solutions for musical tangibles, what we call co-creative tangibles. Our textile, musical tangibles shall be used to improve health and wellbeing for children with severe disabilities and their families, in their homes. We use theories from the Music and Health field as a framework, both for the design process and the design related user evaluations. Building on an ecological and holistic health approach, our main goal is to reduce passivity and isolation, for the child with special needs. To achieve our overall goal, improve health for the users, our textile, musical tangibles have to evoke feelings in the user, be possible for the users to master, create and strengthen social relations and give the users a feeling of wholeness. Because of our ambitious goal, the diversity of users and the varying everyday situation, our musical tangibles have to offer the users a variety of musical actions to perform, and continuous choices of intensity levels and focus of attention. If not, the musical tangibles will lose their interest fast, and lack the relation building qualities we need. Our Music and Health approach therefore demands our textile, musical tangibles not only to be used as an instrument in limited therapeutic session, but in many situations in the users’ everyday lives.

  • 8.
    Cappelen, Birgitta
    et al.
    Oslo School of Architecture and Design.
    Andersson, Anders-Petter
    Malmö högskola.
    From designing objects to designing fields: from control to freedom2003Ingår i: Digital Creativity, ISSN 1462-6268, E-ISSN 1744-3806, Vol. 14, nr 2, s. 74-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we want to explore Field as a concept and as a metaphor for understanding interactive systems. By interactive systems we mean both systems and artworks, where the user by interacting changes the course of events. We intend to show why we need new terms and why we consider Field to be a fruitful concept and term. Further we will show how the Field concept changes both our understanding of what we do as designers and composers and how we acknowledge our audience. We will exemplify the design consequences of the Field concept by going through some design considerations we made when designing the audio tactile installation Mufi.

  • 9.
    Cappelen, Birgitta
    et al.
    Oslo School of Architecture and Design.
    Andersson, Anders-Petter
    Högskolan Kristianstad, Sektionen för hälsa och samhälle.
    Musicking tangibles for empowerment2012Ingår i: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 7382, s. 254-261Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper we present a novel approach towards understanding and design of interactive music technology for people with special needs. The health effects of music are well documented, but very little research has been done and interactive music technology been developed, for Music Therapy and health improvement in everyday situations. Further, the music technology that has been used, exploits very little of the potential current computer technology has to offer the Music and Health and Music Therapy fields, because it is designed and used based on a very narrow perspective on technology and its potential. We present and argue for a broader understanding of music technology for empowerment and health improvement, building on a multidisciplinary approach and combining perspectives from Tangible interaction design with empowerment and resource oriented Music Therapy. We call this concept MusickingTangibles, inspired by the musicologist Christopher Small's important term "musicking". We further present two Musicking Tangibles we have designed, and argue for their empowering qualities based on user observations.

  • 10.
    Carlsson, Sven
    et al.
    Lund University.
    Cronquist, BjörnHögskolan Kristianstad, Institutionen för matematik och naturvetenskap.Kjellin, HaraldHögskolan Kristianstad, Institutionen för matematik och naturvetenskap.Wrangler, BenktUniversity of Skövde.
    Knowledge in organizations. 1: foundations and methodologies, development and design, applications and integration2006Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 11.
    Cronquist, Björn
    Högskolan Kristianstad, Institutionen för matematik och naturvetenskap.
    Organizational intelligence and participative processes:  2006Ingår i: Knowledge in organizations. 1: foundations and methodologies, development and design, applications and integration / [ed] Sven Carlsson, Björn Cronquist, Harald Kjellin, Benkt Wangler, Skövde: Univ. , 2006, , s. 214s. 177-189Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Cronquist, Björn
    Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Naturvetenskap.
    The quest for intelligence in SME´s: acting on external information by development of internal practices2008Ingår i: 5th International Conference on Intellectual Capital, Knowledge Management and Organisational Learning: New York Institute of Technology, New York, USA, 9-10 October 2008 / [ed] Kevin O'Sullivan, Reading: Academic Publishing Limited , 2008, s. 129-136Konferensbidrag (Refereegranskat)
    Abstract [en]

    Organizational Intelligence (OI) focuses particularly on the systematic processing of information from external sources in order to enhance the ability to foresee the future and to adapt to changes in the environment. Traditionally this pursuit of intelligence has been regarded as a central organizational function focusing on information retrieval and information provision. OI has also been regarded as an issue mainly reserved for the larger companies. In pace with the development of global markets even for small and medium sized enterprises (SME), the urge for Organizational Intelligence (OI) in these companies is increasing. This paper presents a model for describing how intelligence is obtained in successful SME´s. The model is evaluated and tested through case based reasoning towards a framework for describing OI in SME´s.

    This research explores OI from a different perspective in promoting a more action-directed approach investigating how organizational intelligence is expressed in organizational processes and routines. The core contribution from the work presented is that OI in SME´s is effectively explained by the contribution from motivated knowledge workers commitment to organizational intelligence activities as expressed in knowledge management practices. This statement is supported by an empirical investigation which is built on a case study of a successful company, Bend&Weld Ltd, showing rapid, sustainable and profitable growth. The case of Bend&Weld address the main question; How can the pursuit of Organizational Intelligence in successful small and medium sized enterprises be explained and described? , supported by the sub questions; How can individual knowledge workers spontaneous environmental scanning support Organizational Intelligence? , and, What role can routines and procedures play in the pursuit of Organizational Intelligence? The findings demonstrate that organizational intelligence is not limited to an information processing function but rather should be viewed as an outcome of planned knowledge management practices constituting core organizational business processes. SME´s recognize the need to be attentive to their environments but are not aware nor can describe in what way they are pursuing intelligence. The result of a five year research project presents a model to describe and understand the pursuit of intelligence in SME´s.

  • 13.
    Cronquist, Björn
    et al.
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and early-years stem education: botSTEM framework, toolkit, and implemented activities in Sweden2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project in terms of a collection of good educational practices summarized in a freely downloadable Toolkit and results from a qualitative analysis of implemented activities during science teaching in Swedish preschools are presented here. The preliminary analysis of the implementations indicate that robots function as motivation factors in young children’s inquiry of science and engineering design technology, in both teacher and children initiated learning situations.

  • 14.
    Faraon, Montathar
    et al.
    Högskolan Kristianstad, Fakulteten för ekonomi, Avdelningen för design. Södertörns högskola.
    Cronquist, Björn
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Kaipainen, Mauri
    Södertörns högskola.
    Social media affordances in net-based higher education2011Ingår i: Proceedings of the IADIS International Conference on International Higher Education (IHE 2011), 2011, s. 11-37Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper explores the attitudes, conceptions and use of social media in net-based higher education. By using statistical and content analysis of data generated by two surveys directed to students (n = 109) and teachers (n = 77) involved in net-based higher education, we explore how social media influence the design of learning context in net-based higher education courses. By applying the affordance theory, we describe actual as well as preferred use of social media from an educational, social, and technical perspectives. The results showed that the potential use of social media have not yet been fully found in the context of net-based higher education. However, the perceived benefit of using social media differs in relation to educational topics. The potential use of social media in net-based higher education courses is discussed.

  • 15.
    Greca, Ileana
    et al.
    Spain.
    García Terceño, Eva
    Spain.
    Cronquist, Björn
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Redfors, Andreas
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for 4-8 y.o. children in Spanish Pre and Primary schools.2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    botSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science, Technology, Engineering, Mathematics (STEM) and robot-based approaches, including code-learning, for enhancing scientific literacy in young children. Initial results from the project from a qualitative analysis of implemented activities during science teaching in preschools in Spain are presented here. Despite the possible obstacles that preschool teachers initially expressed, the preliminary analysis of the implementations indicates that the proposed STEM integrated framework, including inquiry teaching and engineering design methodologies, can be used with kids as young as 4 y.o. In the case of a project about magnets, the children seem to have improved/used? some scientific ideas, applied these ideas to design a magnetic toy and learnt about spatial orientation through use of robots. Also, the development of the project seems have allowed a fruitful intersubjective communication between teachers and students.

  • 16.
    Greca, Ileana M.
    et al.
    Spanien.
    Redfors, Andreas
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for children and primary schools – botSTEM2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    BotSTEM is an ERASMUS+ project aiming to raise the utilisation of inquiry-based collaborative learning and robots-enhanced education. The project outputs are specifically aimed to provide in- and pre-service teachers in Childhood and Primary Education and children aged between 4 and 8, with research-based materials and best practices that use integrated Science Technology Engineering Mathematics (STEM) and robot-based approaches, including  code-learning, for enhancing scientific literacy in young children. Initial results from the project will be presented at the conference. 

  • 17.
    Greca, Ileana
    et al.
    Spain.
    Redfors, Andreas
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Cronquist, Björn
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA).
    Fridberg, Marie
    Högskolan Kristianstad, Fakulteten för lärarutbildning, Forskningsmiljön Learning in Science and Mathematics (LISMA). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik.
    Robotics and STEM education for 4-8 y.o children and primary schools2019Ingår i: EU corner, 2019Konferensbidrag (Övrigt vetenskapligt)
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