Opening Communicative Space Research Articles

Museal Communication Spaces of Art Education

ABSTRACT Museum communication spaces in art education enable a setting for education work that activates and involves the visitors. With appreciation, respect, and awareness, safe spaces for open communication are created. The text negotiates the framework of what we talk about, who determines and defines the negotiated topics. It is important to be aware that art educators always take a stance. In their work, they can no more act objectively than the museum can be neutral. It is only in this open communication space that it becomes possible to reveal facts, fiction, fakes, and alternative facts and to use the museum as a discursive social space.

The formation of sensory life discourse in the conditions of “Other” sociocultural experience

The article discusses the study of discourse related to sensual life within the context of a different sociocultural experience. The formation of this discourse is said to be influenced by legitimizing the horizontal principle in social relations, which is mainly constituted by research and developmental epistemic and discur-sive influences on the social, political, and cultural situation in society. The author employs a methodological procedure to differentiate between sensory perception and sensory understanding at the level of emotional intellect, highlighting the indi-vidual contributions of each in shaping the discourse on sensual life. It is conclud-ed що the request for the constitution of the existential meanings of the organization of life is growing under the influence of the growth of the degree of individual freedom of human beings and the formation of an open communicative space of life. They are formed in the field of voluntary horizontal actions, prompting the person to self-activation and sense finding. Sense is associated with human sensation, sensitivity and perception “at the level of the senses” and physicality "at the level of intelligence”. Meaning at the “sense level” is manifested by “common sense” and the right direction in life, and “at the intellectual level,” meaning is determined by reflective thinking, relevant discursive ethical practices and worldviews as well as cognitive orientations.

Artificial intelligence‐enabled distributed energy conservative model for mobile internet of things using software‐defined network

SummaryThe Internet of things (IoT) is an emerging technology for many smart applications due to its efficient resource utilization, scalability, and fast interaction with the physical world. Software‐defined network (SDN), on the other hand, provides dynamic services for controlling and managing real‐time systems. However, collected data are sent to a central location, which requires balancing energy resources with redundant channels to maximize the availability of smart functions. Furthermore, the IoT network faces numerous security vulnerabilities as a result of its open communication space, including malicious messages and privacy concerns. Thus, this paper presents a distributed and artificial intelligence‐based energy‐efficient model for IoT‐SDN architecture, which aims to improve data aggregation and power distribution. It also provides security and authentication for smart communication systems. First, the proposed model introduces the heuristic evaluation using artificial intelligence and decreases the power consumption for sensor nodes in a real‐time system. Moreover, it optimizes the paradigm of distributed processing and efficiently increases the green energy technology with nominal management costs using the mobile edges. Second, the aggregated data of the environment is secured using a centralized controller to attain the most trustworthy data availability. The experimental results show a comparative analysis of the proposed model in terms of energy efficiency, packet drop ratio, and waiting time by 22%, 23%, 40%, and 49% as compared to existing studies.

Gentrification: The role of dialogue in community engagement and social cohesion

ABSTRACT This study focuses on a community in south Atlanta, Georgia, comprising a case study in gentrification and community engagement that supports two related phenomena: (1) the process of community dialogue where individuals in a shared social world join together collaboratively to discuss social and economic problems; and (2) the building of social cohesion within a community that is based on common beliefs and values and is fostered through trust-building processes. By “opening communicative space” and fostering community engagement in socially relevant issues, community dialogue can build trust and social cohesion that benefit their community. The focus group and interview narratives in this study depict concerns about fairness, equity, and trust as key elements of community dialogue for addressing the challenges of gentrification. Implications for future research are included.

Multilevel Forms of Interference Detection in Intercultural Communication and Translation

The development of open information and communication space creates conditions for the spread of bilingualism as a leading trend in the language development of modern society. However, the disadvantage of this situation is the interference, which involuntarily occurs if you speak two or more languages. The problem of detecting indications of interference becomes especially relevant, which is explained by many reasons, among them vague language and translation training of the translator, which is what causes the indications of harmful interference in intercultural communication and translation. Clarifying the indications of interference as a communicative barrier due to the convergence of linguistic and cultural codes of the contacting languages ​​will ensure a successful process of intercultural communication and translation. It will promote the development of relevant, significant professional translation activities in translators. When learning a language, try to find similarities or differences in language structures to better explain errors in differences or master the material by comparing the similarities of language structures. In intercultural communication and translation, the main aim is to convey information to the reader or listener in the most natural way possible, using all known stylistic, grammatical, lexical, and grammatical means. This research was conducted based on the methods of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of interference is based on them. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language.Some prospects for further explorations in the development of a direct model of the bilingual personality of a translator in the context of intercultural dialogue and methods of linguistic and cultural formation competencies of translators in the aspect of mastering linguistic and cultural knowledge, skills and abilities in the studied areas of communication.

ФІЛОСОФІЯ НАЦІОНАЛЬНОЇ / ОСОБИСТОЇ САМОІДЕНТИФІКАЦІЇ В КОНТЕКСТІ ГЛОБАЛІЗАЦІЇ

In the contemporary open communicative space the phenomenon of globalization is a given that affects all aspects of human life. Though not new in the historical perspective, its character today is different in cognitive and existential aftereffects and also in the scope of its prevalence. Its especially strong influence is felt in the modifications and changes within the sphere of national / individual cultural identity. The impact of these processes on collective consciousness, historical memory, social harmony and language is twofold. On the one hand, they develop, enrich and diversify the content of life. On the other, they feed tendencies for separation. The interaction of these processes generates a crisis of identity. Living in the situation of linguistic / cultural difference / plurality corrodes the idea of personal / social self-identity.The problem of intercultural interference has always been urgent in the USA. It was comprehensively discussed in pragmatism, which offered a sensible method of dealing with misunderstanding and conflict of cultural diversity. Pragmatism did not agree with the theory of assimilation – the melting pot theory, offered by R. Emerson. Neither did it agree with the theory of segregation – the supremacy of white America. Instead it proposed the idea of multiculture based on the metaphor of orchestra, i.e. recognizing a confederation of cultures. Like in an orchestra each culture adds its voice in the melodious unity, each culture is equally important in creating a harmonious whole.The idea of multiculture suggests a special type of social inclusiveness, where every culture is treated as an equally important participant in joint socially motivated activity.

Multilevel Forms of Interference Detection in Intercultural Communication and Translation

The development of open information and communication space creates conditions for the spread of bilingualism as a leading trend in the development of modern society. However, the disadvantage of this situation is the interference, which involuntarily occurs if you speak two or more languages. The problem of detecting indications of interference becomes especially relevant, which is explained by many reasons, among them vague and translation training of the translator, which is what causes the indications of harmful interference in intercultural communication and translation. Clarifying the indications of interference as a communicative barrier due to the convergence of linguistic and cultural codes of the contacting languages will ensure a successful process of intercultural communication and translation. It will promote the development of relevant, significant professional translation activities in translators. When learning a language, try to find similarities or differences in structures to better explain errors in differences or master the material by comparing the similarities of structures. In intercultural communication and translation, the main aim is to convey information to the reader or listener in the most natural way possible, using all known stylistic, grammatical, lexical, and grammatical means. This research was conducted based on the methods of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of interference is based on them. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the by involving in the language picture of the world speakers of the studied language.Some prospects for further explorations in the development of a direct model of the bilingual personality of a translator in the context of intercultural dialogue and methods of linguistic and cultural formation competencies of translators in the aspect of mastering linguistic and cultural knowledge, skills and abilities in the studied areas of communication.

Toward community food security through transdisciplinary action research

To solve the world’s most complex problems, research is increasingly moving toward more transdisciplinary endeavors. While a lot of important work has explored the characteristics, challenges, opportunities, and operationalization of transdisciplinary research, much less is known about the circumstances that either facilitate or hinder the research process, particularly from the perspectives of graduate students who often participate in them. In this paper, we aim to address this gap by contributing our own experiences as a team of four graduate students and one community partner that collaborated on a food security project. To support our collaboration, we develop and apply an analytical framework that integrates transdisciplinarity and action research. Through principles of reflexivity, participation and partnership, methods and process, and integration, we find that the framework facilitated the development of shared purposes, mutual responsibility, and meaningful relationships, resulting in the co-creation of a guidebook for farmer-led research. Our main concern with the framework is not achieving the full integration of our disciplines and practices. Transdisciplinarity together with action research holds significant promise in a food security context, but only in the “right” circumstances, where considerable time is spent building relationships, opening communicative space, and reflecting on the work with collaborators.

Beyond Rules of Procedures: Utilising Participatory Action Research (PAR) to Enhance Reflective Practice and Normative Professionalism

This article explores the outcomes of an action research project focusing in particular on how taking joint actions with the teachers in their own local school context helped transform them into reflective practitioners. Specifically, action research was devised as a means to respond to the challenges of professionalism and integrity of teachers in Uganda. It also shows how pertinent it is to empower teachers, especially those working in difficult, constrained environments to design interventions for addressing some of the challenging situations. It is based on a research project where I worked collectively with 21 teachers to break communication barriers by creating a forum for dialogue. We borrowed the theories of reflection, discretionary practice, and normative professionalism, to guide the innovation. Framed around the concept of Professional Institutional Engagement (PIE), our understanding was that professionals should engage with both their profession and the institution for which they work, given that every institution has unique challenges for which teachers are not specifically trained to address. We found opening communicative space for free deliberation on contextual issues to be very important in collective learning. I show that participants had to come to terms with their roles and responsibilities through dialogue and reflection on their day today work practices. Thus, I suggest going beyond generally acceptable rules of procedures and engaging with both the profession and the institutions as being paramount for professional reforms.

THE ISSUE OF THE FORMATION THE INCLUSIVE CULTURE AS AN ELEMENT OF LEGAL CULTURE IN SOCIETY AND EDUCATIONAL INSTITUTIONS

In recent years, an inclusive educational environment is being created in Russia. It is evaluated by the pedagogical community differently. This means that we are not talking about the unanimity of opinion. This is a multifaceted issue. The article is devoted to the problem of formation an inclusive culture. Inclusive culture is considered as a tool for creating of a tolerant community that stimulates the equal development opportunities for all, and as a basis of educational reform, which determines the orientation of the strategy and practice of inclusive education. The educator’s role in this process is established. The results of sociological studies that provide data on the ratio of supporters and opponents of inclusive education, and data on the patterns in relation to inclusion, due to the age factor, are analyzed. The role of information and analytical infrastructure and open communication space in managing the inclusive culture is noted. Since inclusive culture is an integral part of the legal culture of the state, much attention is paid to the issue about the inadmissibility of legal nihilism in the pedagogical environment.

Opening communicative space: what do co-researchers contribute?

Current participatory research literature describes different approaches to involving service users in research, draws out lessons to be learned from the process and begins to address the difficult question of the impact of service user involvement on the research outcomes. However, very limited attention has been given to analysing in detail ‘what goes on’ in interviews carried out by service users or considering what difference their interactions make to the interview content and process. This article draws on principles of conversation analysis (CA) and member categorisation analysis (MCA) to examine how co-researchers and participants practically accomplish research interviews. Using Habermas’s distinction between communicative and strategic action as a framework, the article addresses the questions of whether and how co-researchers open communicative space in semi-structured interviews. Two dimensions are highlighted in the analysis: co-researchers’ interviewing skills and their ability to forge connections with participants. It is concluded that both components are necessary to open communicative space and generate co-produced knowledge. This detailed empirically-grounded analysis of co-researcher/participant interactions is both innovative and significant in enhancing understanding of co-researcher contributions to participatory research.

Communicative space and the emancipatory interests of action research

The theory and practice of communicative space is explored through three select action research studies from a past edition of Action Research, that focus on the practice of “opening communicative space” in action research. In an examination of these studies, a story is told of how the emancipatory interests of the marginalized (i.e. African-American students in public schools, the Aged in healthcare, and the Roma people of northeastern Hungary) can be realized through the opening and emergence of communicative spaces throughout the action research process. This story is told through successive themes that include the expectations and interests of action researchers, the challenges that they encountered once the action research process was underway, and finally, their reflective observations upon new communicative spaces that had emerged. While theoretical perspectives on communicative space are considered, such as the social theory of Jürgen Habermas, this article looks especially to the practical framework of William Isaacs on “Fields of Conversation” to understand how the opening of communicative spaces contributes to the emancipatory interests of action research.

Ślady przemian obyczajowych w języku XXI wieku. Próba interpretacji nowych form i znaczeń

Traces of cultural transformation in the twenty-first century. An attempt at interpretation of new forms and meaningsThe subject of the article are the changes of customs after 1989 that are reflected in the twenty-first century language, and their causes. The author discusses three ranges of issues: innovation in the field of linguistic politeness of the young generation of Poles; computer and Internet vocabulary; obscenities and curses in open communication space.

'No research is insignificant': implementing a Students-as-Researchers Festival

There are increasing demands for Higher Education (HE) students to play a role in research-active communities and, similarly, for College Based Higher Education (CBHE) lecturers to develop their research practices. A cross-consortium Student Research Festival was designed to create a collaborative 'community of discovery' (Coffield and Williamson, 2011) and enable final year students to disseminate their research studies to a wider audience. The Festival drew on current HE pedagogies to build an open communicative space in which the three dimensions of practice architecture (Kemmis et.al., 2014) were embodied. The Festival was evaluated through a Collaborative Action Research project in order to establish how the sharing of research contributed to the participants' identity as researchers. Data were analysed using the a priori categories afforded by the practice architecture framework. Valuable insights emerged into the students' conception of research, as detached from the 'real' world and belonging to the privileged few. These views were challenged by the experience of the Festival, which narrowed the gap between student and researcher and unsettled existing roles. Recommendations include widening the scope of the Festival to include other stakeholders and embedding further research building opportunities in the undergraduate curriculum.

Friends of the Family in the Cofigurative and Prefigurative Culture Behaviours

Opening the political borders triggered cultural diffusion in the European countries as the open communicative space accelerated the pace of globalization processes. As a result, changes occurring within a society influence the lives of fundamental social groups, i.e. the families. The last decades in Poland have marked a period of intense changes in the everyday life culture, and the examples of the persons coming from three generations reflect the significance of prefigurative and cofigurative cultures.

高级中学校园规划与建筑设计初探——以内蒙古牙克石市育才中学为例

本文从三个方面对高级中学校园规划与建筑设计进行探索。首先，回顾国内外学校建筑历史，对其现状和未来发展方向进行研究。从上世纪50年代至今，国内外学校建筑注重开放空间、交往空间、绿色环境的设计，使校园建筑空间生活化、人情化、生态化；未来学校建筑应向更全面的开放化、生态化、智能化、人文化发展。其次，通过对牙克石市育才中学的校园规划的介绍，论述了其开敞化、人文化、生态化空间塑造的重要性。最后，阐述校园单体建筑设计对策，分别从建筑的平面、立面、剖面和细部设计等方面提出注重营造开放性、地域性、交流性、人文性的建筑空间。 This paper comments on three aspects of senior middle school campus planning and architecture design preliminary exploration. Firstly, it looks back the history of the school buildings, and it researches the current situation and future development direction. From the 1950s to the present, it seems that the development of school buildings at home and abroad pay attention to open space, communication space and green environment design; it make the campus be- come architectural space of life and human feeling, ecology; and it predict the future school buildings to more comprehensive opening up to society, ecology, intelligence, and culture development. Secondly, through the Yucai middle school campus planning in senior middle school campus planning preliminary exploration, campus planning should tend to split open change, culture, ecology space shape. Lastly, it represents the design countermeasure of Yucai middle school monomer building. It comes up with many ways to design the Yucai middle school monomer building, such as plane, facade, profile, and detail design. And it Put forward the campus building monomer design should pay attention to open, regional, ac resistance, communication, humanities monomer building of space.

REGIMES OF SHARING

This paper explores the values, characteristics, and conditions of interoperability provided by Open Application Programming Interfaces (Open APIs) used by Facebook to identify underlying tensions that may challenge the sustainability of the Web as an open, secure, and liberating communication space. Interoperability between major online social network services holds great potential for linking a broad range of platforms, spaces, and people together in exciting new ways. Open APIs support interoperability by providing the tools to share data used to develop popular and useful Web applications, achieve seamless integration of social media services, and give rise to mutually beneficial third-party developer ecosystems that build on top of social media platforms. Yet, while Open APIs provide new ways of sharing and participating, they also provide a means for companies like Facebook to achieve market dominance, as well as undermine privacy, data security, contextual integrity, user autonomy and freedom. This paper examines interoperability enabled by Open APIs among competing online services (Facebook, Google, YouTube, MySpace and Twitter) to identify the tenuous push and pull of competition and cooperation. The author provides a summary and analysis of Facebook's Open API releases over the last five years, to determine the underlying conditions for sharing and identify the social implications of their technical features. This paper concludes by suggesting ways that users can make more informed decisions about their sharing and perhaps change the underlying conditions of interoperability all together by developing more secure and user controllable social networks, Open APIs, and online applications.

Initiating action research

The success or failure of an action research venture often depends on what happens at the beginning of the inquiry process: in the way access is established, and on how participants and co-researchers are engaged early on. ‘Opening communicative space’ is important because, however we base our theory and practice of action research, the first steps are fateful. We draw on Habermas’s theorizing of the boundary-crises between system and lifeworld to explore the theory behind the idea of communicative space. We attempt to bring these abstract concepts to life, and to illustrate key aspects of action research practice through a review of some of the key challenges, opportunities, and paradoxes which emerge in the early stages of action research projects. Drawing on the literature and on exemplars, we show how the process of opening communicative space can be mapped onto a theory of group development that suggests a progression through phases of inclusion, control, and intimacy. Furthermore, we review an example of third-person action research to illustrate some of the issues raised by the need for both external and internal validation. We conclude that the practices of opening communicative space are necessarily paradoxical, and put forward a list of paradoxes with which facilitators and initiators of action research may need to engage in the start-up phases of their work.

Opening communicative space: A Habermasian understanding of a user-led participatory research project

The thrust of this paper is to argue that Habermasian theory can provide useful insight and understanding to inform participatory research in the area of forensic mental health care. Habermasian theory about communication, participation, and democracy is used to explore retrospectively the relatively free discussions that took place within a user-led research project evaluating forensic mental health care. We (the academics within the research project team) first describe the stages of the research project, outlining how it opened up space for discussion about service users' experiences of the forensic mental health care they had received. Habermas's distinction between ‘strategic action’ (orientated towards getting things done) and ‘communicative action’ (interaction orientated towards freely agreeing consensual understanding) is then explored in a re-analysis of users' accounts of the interactions they recalled having with service providers. We then offer an account of interactions between service user researchers presenting their work at academic forums and their audiences of service providers. In particular, we look at the communication that occurred and, again using Habermasian theory, consider the issues that arose about open discussion and similarities and differences between therapy and participatory research.

Educational research and evaluation: Opening communicative space

Educational research and evaluation: Opening communicative space